Raha KCC Curriculum Handbook MYP by Raha International School

Curriculum Handbook Middle Years Programme Khalifa City Campus

Curriculum Handbook 2023-2024

Contents Welcome to our Khalifa City Campus Middle Years .......4 The KCC Promise ........................................5 The IB Learner Profile ............................................................... 8

The Middle Years Programme at Khalifa City Campus ............................9

The Curriculum ...........................................33 Curriculum Progression ...........................34 Language - Arabic A .............................................................. 34 Language and Literature ..................................................... 52 Language Acquisition - Arabic B ................................... 80 Language Acquisition - French ....................................... 98 Language Acquisition - Spanish .................................... 112

Middle Years Programme Structure at Khalifa City Campus ............................10

Individuals and Societies ..................................................... 126

IB Mission Statement .............................................................. 10

Mathematics ................................................................................ 156

International-Mindedness .................................................. 10

Design ............................................................................................... 172

Language and Literature ..................................................... 11

Phyiscal Health and Education........................................ 196

Language Acquisition ............................................................ 13

Arts - Visual Art ........................................................................... 206

Individuals And Societies ..................................................... 16

Arts - Drama................................................................................. 216

Sciences .......................................................................................... 18

Arts - Music ................................................................................... 222

Mathematics ................................................................................ 20

Arts - Media Art........................................................................... 226

Sciences .......................................................................................... 144

Design ............................................................................................... 22 Physical and Health Education........................................ 24 The Arts ............................................................................................ 26

Assessment in the Middle Years Programme ........................29

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Welcome to our

Khalifa City Campus Middle Years At KCC we have a dynamic and innovative MYP secondary school dedicated to fostering a holistic educational journey through the principles of interdisciplinary learning. Nestled at the intersection of academic excellence and personal growth, we are committed to providing students with a comprehensive curriculum that not only spans the breadth of knowledge but also delves into the depths of understanding. We recognise the importance of a well-rounded education, one that goes beyond traditional subject boundaries. Our unique approach to learning is centred around the philosophy of the International Baccalaureate (IB). This means that we place a strong emphasis on nurturing students not only as learners but also as thinkers, communicators and responsible global citizens. Our interdisciplinary approach to education transcends conventional Compartmentalisation, allowing students to explore the interconnectedness of subjects and the real-world applications of their learning. By weaving together various disciplines, students are encouraged to think critically and solve complex problems, mirroring the challenges they may encounter in their future academic and professional pursuits. As an IB World School, we take pride in our commitment to the development of internationally minded individuals. Our faculty members are not only experts in their respective fields but also adept at fostering an environment where cultural diversity and open-mindedness thrive. This not only enriches classroom discussions but also prepares our students for success in an increasingly globalised world. Through our comprehensive curriculum, which seamlessly bridges the gap between MYP and the DP years, students are empowered to embark on a educational journey that equips them with a strong academic foundation and a passion for inquiry-based learning. With a focus on nurturing intellectual curiosity, self-discovery and ethical leadership, we are dedicated to shaping individuals who are not just academically proficient but also compassionate contributors to society.

Luci Willis Lucinda Willis

Head of Secondary 4

Curriculum Handbook 2023-2024

The KCC Promise

Our Core Commitment To open doors.

Our Mission Our Mission is to cultivate Knowledge, Courage and Connection to unlock the potential in all.

Our Vision Our Vision is a community of global learners exceeding expectations.

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Khalifa City Campus Se

Executive Lead

Nicola Neethling Principal

Anna Lacey Vice-Principal Head of Early Years

Second

Lucinda Wilils Head of Secondary

Kieran B Deputy of Seco

Whole Sc

Saeed Smith Head of Learning, Teaching & Innovation

Fatima Miller Head of Multilingualism

Curriculum Handbook 2023-2024

enior Leadership Team

dership Team

Anne Watkins Head of Primary

Lucinda Willis Head of Secondary

dary SLT

Burgess y Head ondary

Kevin Holder Assistant Head of Secondary

chool SLT

Marthinus Neethling Head of Operations

Raquel Pessoa Head of Student Support

Khalifa City Campus | Middle Years Programme (Grades 6-10)

The IB Learner Profile

The International Baccalaureate learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Learner Profile Attributes We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We explore the connections in our learning

We share our ideas

We respect that everyone is different

We take care of ourselves

We think of how we can improve

We do what is right even when no one is looking

Risk–takers We challenge ourselves

We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Reflective

Principled

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

Thinkers We use our head to solve problems

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded

We are curious and ask questions

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

Inquirers

Caring We are kind and thoughtful

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses to support our learning and personal development.

Curriculum Handbook 2023-2024

The Middle Years Programme at Khalifa City Campus

The MYP has been designed as a coherent and comprehensive curriculum framework that provides academic challenge and develops the life skills of students from the ages of 11 to 16. These years are a critical period in the development of young people. Success in school is closely related to personal, social and emotional wellbeing. At a time when students are establishing their identity and building their self-esteem, the MYP can motivate students and help them to achieve success in school and in life beyond the classroom. The programme allows students to build on their personal strengths and to embrace challenges in subjects in which they might not excel. The MYP offers students opportunities to develop their potential, to explore their own learning preferences, to take appropriate risks and to reflect on and develop, a strong sense of personal identity. From MYP: From Principles into Practice, IBO, 2014. Research shows that the middle years represent a period of the greatest developmental change for a child – physically, socially and emotionally – since infancy. At KCC, we tailor our Middle Years Programme to provide the special attention and nurturing which adolescents require to gracefully mature, to develop their passions and to explore new areas of potential talents or interests. KCC believes that because children mature at different ages, opportunities must be continually provided for them to feel comfortable exploring a variety of academic and co-curricular topics, in inclusive and supportive ways. KCC believes that successful middle years programs are characterised by a culture that includes: z High expectations and standards for every student – young adolescents are more capable than adults often assume and we need to assure that expectations are set with this thought in mind Our educators value working with this age group and are prepared to do so z Effective programs with sufficient support allowing young adolescents to experience a high level of success, develop interests, feel supported when taking risks to pursue challenges outside of their comfort areas and potentially discover hidden talents and likes z Meaningful and diverse academic offerings, co-curricular activities and the encouragement from teachers and parents to have a high level of participation z Effective strategies for in-depth learning and assessment z The ability to meet the individual academic, social and emotional needs of adolescents z Teachers modeling lifelong learning z Curriculum that is relevant, challenging, integrative and exploratory z High levels of questioning strategies throughout every subject and the development of learning communities where students pose and answer questions important to them

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Middle Years Programme Structure at Khalifa City Campus IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learers who understand that other people, with their differences, can also be right.

International-Mindedness Education for international-mindedness values the world as the broadest context for learning, develops conceptual understanding across a range of subjects and offers opportunities to inquire, act and reflect. KCC and the IBO structure teaching and learning with this in mind. In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding: z Approaches to learning (ATL) – demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning z Approaches to teaching – emphasising MYP pedagogy, including collaborative learning through inquiry z Concepts – highlighting a concept-driven curriculum z Global contexts – showing how learning best takes place in context The second ring describes some important outcomes of the programme: z Inquiry-based learning may result in studentinitiated action, which may involve service within the community z The MYP culminates in the personal project for students in Grade 10 The third ring describes the MYP’s broad and balanced curriculum. The MYP organises teaching and learning through eight subject groups: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education and Design. In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for example, history or geography within the Individuals and Societies subject group; biology, chemistry or physics within the Sciences subject group. The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts.

Curriculum Handbook 2023-2024

Language and Literature z English Language and Literature 6–10 z Arabic A Language and Literature 6–10

Aims The aims of MYP language and literature are to encourage and enable students to: z Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction z Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts z Develop critical, creative and personal approaches to studying and analysing literary and non-literary texts z Engage with text from different historical periods and a variety of cultures z Explore language through a variety of media and modes z Develop a lifelong interest in reading z Apply linguistic and literary concepts and skills in a variety of authentic contexts In order to reach the general aims of studying language and literature, students should be able to: z Explore language through a variety of media and modes z Develop a lifelong interest in reading z Apply linguistic and literary concepts and skills in a variety of authentic contexts z Explore and analyse aspects of personal, host and other cultures through literary and non-literary texts 11

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Key Concepts Communication Through exploring texts, we exchange, express, analyse and transform information, facts, ideas, meanings and opinions. Communication is the basis of what makes us human and bridges communities across the globe; it is the essence of this discipline.

Connections Linguistic and literary connections exist across time, texts and cultures. This concept is central to the study of language and literature. Due to the universal nature of language and literature, connections and transfer exist within and across narratives. This allows for the exploration of language and relationships between text, creator and audience.

Creativity In MYP language and literature, it is the process of Synthesising ideas with language that is a vehicle for creativity. It is the result of interaction and reflection, whether with the self or the wider community. This process is difficult to define and difficult to evaluate. It rests, however, on an appreciation of the process with which the individual engages and the impact of the final product on the audience.

Perspective Perspective influences text and text influences perspective. Through students’ language and literature studies, multiple perspectives and their effects are identified, analysed, de-constructed and reconstructed. An understanding of this concept is essential in order to develop in students the ability to recognise and respond to over-simplistic and biased interpretations. Seeking and considering diverse opinions and points of view is an important part of developing complex and defensible interpretations.

Assessment Criteria Objective A: Analysing Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts and making inferences about how an audience responds to a text, as well as the creator’s purpose for producing text. Students should be able to use the text to support their personal responses and ideas. Literacy and critical literacy are essential lifelong skills; engaging with texts requires students to think critically and show awareness of and an ability to reflect on, different perspectives through their interpretations of the text: z Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts z Analyse the effects of the creator’s choices on an audience z Justify opinions and ideas, using examples, explanations and terminology z Evaluate similarities and differences by connecting features across and within genres and texts

Objective B: Organising Students should understand and be able to organise their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognise the importance of maintaining academic honesty by 12

Curriculum Handbook 2023-2024

respecting intellectual property rights and referencing all sources accurately. In order to reach the aims of studying language and literature, students should be able to: z Employ organisational structures that serve the context and intention z Organise opinions and ideas in a sustained, coherent and logical manner z Use referencing and formatting tools to create a presentation style suitable to the context and intention

Objective C: Producing text Students will produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. In exploring and appreciating new and changing perspectives and ideas, students will develop the ability to make choices aimed at producing texts that affect both the creator and the audience. In order to reach the aims of studying language and literature, students should be able to: z 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 z Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience z Select relevant details and examples to develop ideas Objective D: Using language

Students have opportunities to develop, organise and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to and must include, written, oral and visual text, as appropriate. In order to reach the aims of studying language and literature, students should be able to: z Use appropriate and varied vocabulary, sentence structures and forms of expression write and speak in a register and style that serve the context and intention z Use correct grammar, syntax and punctuation z Spell (alphabetic languages), write (character languages) and pronounce with accuracy use appropriate non-verbal communication techniques

Language Acquisition z Arabic B z French Phases 1-4 z Spanish Phases 1-4 The study of additional languages in the Middle Years Programme (MYP) provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture and to realise that there are diverse ways of living, viewing and behaving in the world. MYP language acquisition is a compulsory component of the MYP in every year of the programme. Schools must provide sustained language learning in at least two languages for each year of the MYP. The ability to communicate in a variety of modes, in more than one language, is essential to the concept of an international education. The language 13

Khalifa City Campus | Middle Years Programme (Grades 6-10)

acquisition course provides a linguistic and academic challenge for students in order to facilitate the best possible educational experience. Students are given the opportunity to develop their language skills to their full potential, as well as the possibility of progressing through various phases over the course of the MYP. Teaching and learning in the language acquisition subject group is organised into six phases. The phases represent a developmental continuum of additional language learning. Depending on their prior additional language-learning experiences, students may commence their language acquisition course in any phase on the continuum and may exit from any phase on the continuum. In the same way, some students may take more than one year to meet the benchmarks of a given phase, while others may accelerate through multiple phases in one year of study.

Aims The aims of the teaching and learning of MYP language acquisition are to: z Gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage z Develop a respect for and understanding of, diverse linguistic and cultural heritages z Develop the student’s communication skills necessary for further language learning and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes z Enable the student to develop multi-literacy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication z Enable the student to recognise and use language as a vehicle of thought, reflection, self-expression and learning in other subjects and as a tool for enhancing literacy z Enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components z Enable the student to develop an appreciation of a variety of literary and nonliterary texts and to develop critical and creative techniques for comprehension and construction of meaning z Offer insight into the cultural characteristics of the communities where the language is spoken z Encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities z Foster curiosity, inquiry and a lifelong interest in and enjoyment of, language learning

Key Concepts Communication Through the exploration of language and the process of learning language, we exchange, express and transform information, facts, ideas, meanings and opinions. Communication is the basis of what makes us human and bridges communities across the globe; it is the essence of this discipline.

Connections Linguistic and literary connections exist across time, cultures and across oral, visual and written texts. This concept is central to the study of language and allows for the exploration 14

Curriculum Handbook 2023-2024

of language, applying knowledge of and about, the language and relationships between text, creator and audience.

Creativity Creativity is nurtured through the process of learning language as this process involves us in divergent thinking, applying ideas, taking risks and expressing ourselves in order to relate to and interact with, the world.

Culture Learning the language of a community provides opportunities to embrace diversity, to interact with sensitivity and empathy and to participate in meaningful global interactions, which in turn develops sociocultural competence and intercultural awareness leading to international-mindedness

Criterion A: Listening Students interpret and construct meaning from spoken multi-modal text to understand how images and other spatial aspects presented with oral text interplay to convey ideas, values and attitudes. In order to reach the aims of studying language acquisition, students should be able to: z Identify explicit and implicit information (facts, opinions, messages and supporting details) when listening z Analyse conventions when listening z Analyse connections when listening

Criterion B: Reading Students construct meaning and interpret written, spatial and visual aspects of texts to understand how these aspects presented with written text interplay to convey ideas, values and attitudes. In order to reach the aims of studying language acquisition, students should be able to: z Identify explicit and implicit information (facts, opinions, messages and supporting details) when reading z Analyse conventions when reading z Analyse connections when reading

Criterion C: Speaking Students develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language. Students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques with increasing skill and effectiveness. In order to reach the aims of studying language acquisition students should be able to: z Use a wide range of vocabulary z Use a wide range of grammatical structures generally accurately z Use clear pronunciation and intonation in comprehensible manner z Communicate all the required information clearly and effectively

Criterion D: Writing Students recognise and use language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges and social and academic language. Students apply their understanding 15

Khalifa City Campus | Middle Years Programme (Grades 6-10)

of language, form, mode, medium and literary concepts to express ideas, values and opinions in creative and meaningful way. In order to reach the aims of studying language acquisition, students should be able to: z Use a wide range of vocabulary z Use a wide range of grammatical structures generally accurately z Organise information effectively and coherently in an appropriate format using a wide range of simple and complex cohesive devices z Communicate all the required information with a clear sense of audience and purpose to suit the context

Individuals And Societies The aim of MYP Individuals and Societies is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills and communication skills, contributing to the development of the student as a whole. The humanities aim to encourage students to respect and understand the world around them and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. At KCC, we offer Integrated courses for Grades 6 –10.

Aims The aims of MYP Individuals and Societies are to encourage and enable students to: z Appreciate human and environmental commonalities and diversity z Understand the interactions and interdependence of individuals, societies and the environment z Understand how both environmental and human systems operate and evolve z Identify and develop concern for the wellbeing of human communities and the natural environment z Act as responsible citizens of local and global communities z Develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live

Key Concepts Change For individuals and societies, the concept of change allows examination of the forces that shape the world: past, present and future. The causes and effects of change can be natural and artificial; intentional and unintentional; positive, negative or neutral. The subject group explores the role of individuals and societies in shaping change.

Global interactions For individuals and societies, global interactions focuses on the interdependence of the larger human community, including the many ways that people come into conflict with and cooperate with each other and live together in a highly interconnected world to share finite resources.

Time, place and space For individuals and societies, time is not simply the measurement of years or time periods but is a continuum of significant events of the past, present and future. Place and space 16

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are complex concepts, the definitions of which are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning defined by humans. Space relates to where and why places and landscapes are located. This concept also includes the social, economic and political processes that interact through or across space, resulting in patterns and networks arising, such as migration or trade flows. Challenges related to ‘place and space’ can be understood on multiple scales (including local, regional, national and global).

Systems For individuals and societies, systems thinking provides a powerful tool for understanding both natural and human environments and the role of individuals within them. Social and natural systems rely on a state of equilibrium and are vulnerable to change from internal and external forces.

Main Objectives Objective A: Knowing and understanding

Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to: z Use terminology in context z Demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples Objective B: Investigating

Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. In order to reach the aims of individuals and societies, students should be able to: z Formulate a clear and focused research question and justify its relevance z Use research methods to collect and record relevant information z Evaluate the process and results of the investigation Objective C: Communicating

Students develop skills to organise, document and communicate their learning using a variety of media and presentation formats. In order to reach the aims of individuals and societies, students should be able to: z Communicate information and ideas using an appropriate style for the audience and purpose z Structure information and ideas in a way that is appropriate to the specified format z Document sources of information using a recognised convention Objective D: Thinking critically

Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. In order to reach the aims of individuals and societies, students should be able to: z Discuss concepts, issues, models, visual representation and theories z Synthesise information to make valid arguments z Analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations z Interpret different perspectives and their implications 17

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences Science and the scientific method offer a way of learning that contributes to the development of analytical and critical thinking skills. MYP science aims to develop students as scientifically literate inquirers who are able to think critically and creatively to solve problems and make decisions affecting themselves, others and their social and natural environments.

Aims The aims of MYP sciences are to encourage and enable students to: z Understand and appreciate science and its implications z Consider science as a human endeavour with benefits and limitations z Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments z Develop skills to design and perform investigations, evaluate evidence and reach conclusions z Build an awareness of the need to effectively collaborate and communicate z Apply language skills and knowledge in a variety of real-life contexts z Develop sensitivity towards the living and non-living environments z Reflect on learning experiences and make informed choices

Key Concepts Change In sciences, change is viewed as the difference in a system’s state when observed at different times. This change could be qualitative (such as differences in structure, behaviour, or level) or quantitative (such as a numerical variable or a rate). Change can be irreversible, reversible or self-perpetuating.

Relationships Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modelling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.

Systems Systems in sciences describe sets of components that function due to their interdependence or complementary nature. Common systems in science are closed systems, where resources are not removed or replaced and open systems, where necessary resources are renewed regularly. Modelling often uses closed systems to simplify or limit variables. Objective A: Knowing and understanding

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with ‘scientific claims’ presented in media articles, or the results and conclusions from experiments carried out by others, 18

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or any question that challenges students to analyse and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science. In order to reach the aims of sciences, students should be able to: z Explain scientific knowledge z Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations z Analyse and evaluate information to make scientifically supported judgments

Objective B: Inquiring and Designing Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasises experimental work and scientific inquiry. When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced. In order to reach the aims of sciences, students should be able to: z Explain a problem or question to be tested by a scientific investigation z Formulate a testable hypothesis and explain it using scientific reasoning z Explain how to manipulate the variables and explain how data will be collected z Design scientific investigations

Objective C: Processing and evaluating Students collect, process and interpret qualitative and/or quantitative data and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions. In order to reach the aims of sciences, students should be able to: z Present collected and transformed data z Interpret data and explain results using scientific reasoning z Evaluate the validity of a hypothesis based on the outcome of the scientific investigation z Evaluate the validity of the method z Explain improvements or extensions to the method

Objective D: Reflecting on the impacts of science Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science.

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be interrelated with other factors. In order to reach the aims of sciences, students should be able to: z Explain the ways in which science is applied and used to address a specific problem or issue z Discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue z Apply scientific language effectively z Document the work of others and sources of information used

Mathematics z Mathematics Grades 6–10 z Extended Mathematics Grades 9–10 (from 2023-24) MYP Mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their workplace and life in general.

Aims The aims of MYP Mathematics are to encourage and enable students to: z Enjoy mathematics, develop curiosity, begin to appreciate its elegance and power z Develop an understanding of the principles and nature of mathematics z Communicate clearly and confidently in a variety of contexts z Develop logical, critical and creative thinking z Develop confidence, perseverance and independence in mathematical thinking and problem-solving z Develop powers of generalisation and abstraction z Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments z Appreciate how developments in technology and mathematics have influenced each other z Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics z Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives z Appreciate the contribution of mathematics to other areas of knowledge z Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics z Develop the ability to reflect critically upon their own work and the work of others

Key Concepts Form Form in MYP mathematics refers to the understanding that the underlying structure and shape of an entity is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in a discipline.

Logic Logic in MYP mathematics is used as a process in making decisions about numbers, 20

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shapes and variables. This system of reasoning provides students with a method for explaining the validity of their conclusions. Within the MYP, this should not be confused with the subfield of mathematics called ‘symbolic logic’.

Relationships Relationships in MYP mathematics refers to the connections between quantities, properties or concepts and these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them. Connections between the student and mathematics in the real world are important in developing deeper understanding.

Main Objectives Objective A: Knowing and understanding

Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts. In order to reach the aims of mathematics, students should be able to: z Select appropriate mathematics when solving problems in both familiar and unfamiliar situations z Apply the selected mathematics successfully when solving problems z Solve problems correctly in a variety of contexts

Objective B: Investigating patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. In order to reach the aims of mathematics, students should be able to: z Select and apply mathematical problem-solving techniques to discover complex patterns z Describe patterns as general rules consistent with findings z Prove, or verify and justify, general rules Objective C: Communicating

Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. In order to reach the aims of mathematics, students should be able to: z Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations z Use appropriate forms of mathematical representation to present information z Move between different forms of mathematical representation z Communicate complete, coherent and concise mathematical lines of reasoning z Organise information using a logical structure

Objective D: Applying mathematics in real-life contexts MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem21

Khalifa City Campus | Middle Years Programme (Grades 6-10)

solving strategies, draw valid conclusions and reflect upon their results. In order to reach the aims of mathematics, students should be able to: z Identify relevant elements of authentic real-life situations z Select appropriate mathematical strategies when solving authentic real-life situations z Apply the selected mathematical strategies successfully to reach a solution z Justify the degree of accuracy of a solution z Justify whether a solution makes sense in the context of the authentic real-life situation

Design Design and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others, solve problems, work and live. MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyse problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students. MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking. The aims of MYP design are to encourage and enable students to: z Enjoy the design process and develop an appreciation of its elegance and power z Develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle z Use and apply technology effectively as a means to access, process and communicate information, model and create solutions and to solve problems z Develop an appreciation of the impact of design innovations for life, global society and environments z Appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts z Develop respect for others’ viewpoints and appreciate alternative solutions to problems z Act with integrity and honesty and take responsibility for their own actions developing effective working practices

Key Concepts Communication While exploring the concept of communication, students develop an awareness and understanding of how, why and when we need to ensure that clear messages are given and received throughout the design process. It ensures that ideas can be communicated clearly and each person involved in the development of an idea from conception to use has a innovation.

Curriculum Handbook 2023-2024

When inquiring and analysing, students need to communicate with clients and target markets to identify the design need. When developing ideas, students engage in internal dialogue, using design sketches and models to think through the feasibility of their ideas. When creating the solution, students need to develop clear plans that can be followed easily. The final product must also clearly communicate its intent and how a user interacts with it.

Communities Through MYP design, students will develop an understanding that a solution to a problem for one community will create problems for another, some on a small or even personal scale, while others may be far-reaching, affecting communities thousands of miles away or the global community. When establishing the need and developing the design brief, the student always considers the community, whether this is a community that affects the design (target audience) or one that is affected by it. When developing ideas, engagement with the target audience and client drives the development to ensure it is fit-for-purpose and the student must engage with the communities that effect and are affected by the solution when evaluating its effectiveness in solving the problem.

Development All ideas need refinement, through development, to become successful, appropriate and feasible. The development of solutions allows problems to be solved with greater success. Even though the name suggests that the main focus of development would be found in developing ideas, students have to develop research plans as and when they realise that there is further information they need in order to solve the problem. Students constantly adapt and change their plans when creating the solution, dependent on the thoroughness of their planning and, when evaluating, students develop testing methods to assess the success of the solution.

Systems While exploring the concept of systems, students develop an awareness and understanding that everything is connected to a single system or multiple systems. Products and solutions are systems of components combined to carry out a specific function. Systems also structure processes: the design cycle is an example of a system.

Main Objectives Objective A: Inquiring and analysing Students are presented with a design situation from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem. In order to reach the aims of design, students should be able to: z Explain and justify the need for a solution to a problem for a specified client/target audience z Identify and prioritise the primary and secondary research needed to develop a solution to the problem z Analyse a range of existing products that inspire a solution to the problem z Develop a detailed design brief which summarises the analysis of relevant research

Objective B: Developing ideas Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to: 23

Khalifa City Campus | Middle Years Programme (Grades 6-10)

z Develop a design specification which clearly states the success criteria for the design of a solution z develop a range of feasible common design ideas which can be correctly interpreted by others z Present the final chosen design and justify its selection z Develop accurate and detailed planning drawings/ diagrams and outline the requirements for the creation of the chosen solution

Objective C: Creating the solution Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation. In order to reach the aims of design, students should be able to: z Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution z Demonstrate excellent technical skills when making the solution z Follow the plan to create the solution, which functions as intended z Fully justify changes made to the chosen design and plan when making the solution z Present the solution as a whole, either: n electronic form, or through photographs of the solution from different angles, showing details

Objective D: Evaluating Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience. In order to reach the aims of design, students should be able to: z Design detailed and relevant testing methods, which generate data, to measure the success of the solution z Critically evaluate the success of the solution against the design specification z Explain how the solution could be improved z Explain the impact of the solution on the client/target audience.

Physical and Health Education Student learning experiences in the PE programme are diverse and comprehensive, allowing students to attain knowledge and experience within a supportive environment. The PE curriculum aims to guide students with their development of self and group confidence as well as emotional and physical competency. Individual sports activities offer students opportunities to strive for their personal best through a thorough understanding of their own limits. Partnered sports activities help students learn to manage their stress and emotions with respect to their physical effort that must be adapted to the environment and sports material.

Aims The aims of MYP physical and health education are to encourage and enable students to: z Use inquiry to explore physical and health education concepts z Participate effectively in a variety of contexts z Understand the value of physical activity z Achieve and maintain a healthy lifestyle 24

Curriculum Handbook 2023-2024

z Collaborate and communicate effectively z Build positive relationships and demonstrate social responsibility z Reflect on their learning experiences

Key Concepts Change In many ways, physical and health education involves inquiry into change. In response to stimuli from players and the environment, individuals and teams change strategies and tactics. Change is an essential aspect of human development and adolescents are acutely aware of their changing bodies and abilities. Physical and health education courses can help to foster positive personal, social, emotional, mental and physical change that can lead to more balanced, healthy lives.

Communication Physical and health education requires students to Utilise, create, adapt and understand a variety of strategic communication tools. Communication within this subject relies on a strong connection between form and function. Students will understand that communication is not simply about giving and receiving information, but also how that information is transferred. Communication is an essential part of all personal and social development; it helps people to understand themselves, others and the world around them.

Relationships In physical and health education, the concept of relationship offers opportunities to explore the connections human beings need in order to function and interact effectively. Through physical and health education, students will develop and reflect on a wide variety of personal and social relationships in which they can assess and develop their interpersonal skills.

Main Objectives Objective A: Knowing and understanding

Students develop knowledge and understanding about health and physical activity in order to identify and solve problems. In order to reach the aims of physical and health education, students should be able to: z Explain physical health education factual, procedural and conceptual knowledge personal and social relationships in which they can assess and develop their interpersonal skills z Explain physical health education factual, procedural and conceptual knowledge z Apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations z Apply physical and health terminology effectively to communicate understanding

Objective B: Planning for performance Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. In order to reach the aims of physical and health education, students should be able to: z Design, explain and justify plans to improve physical performance and health z Analyse and evaluate the effectiveness of a plan based on the outcome z Explain and demonstrate strategies that enhance interpersonal skills

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Objective C: Applying and peforming Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities. In order to reach the aims of physical and health education, students should be able to: z Demonstrate and apply a range of skills and techniques effectively z Demonstrate and apply a range of strategies and movement concepts z Analyse and apply information to perform effectively

Objective D: Reflecting and improving per Formance Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others. In order to reach the aims of physical and health education, students should be able to: z Explain and demonstrate strategies that enhance interpersonal skills z Develop goals and apply strategies to enhance performance z Analyse and evaluate performance.

The Arts z Grades 6–9: all students study Music, Drama and Visual Arts z Grades 10: Arts Selection – one year-long course either Media, Music, Visual Arts or Drama The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience, and adaptability. The IB-MYP Arts value the process of creating artwork as much as the finished product.

Aims The aims of MYP Arts are to encourage and enable students to: z Create and present art z Develop skills specific to the discipline z Engage in a process of creative exploration and (self-) discovery z Make purposeful connections between investigation and practice z Understand the relationship between art and its contexts z Respond to and reflect on art z Deepen their understanding of the world

Key Concepts Aesthetics In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

Identity In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.

Curriculum Handbook 2023-2024

Change The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Communication Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Main Objectives Objective A: Knowing and understanding

Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialised language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to: z Demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology z Demonstrate an understanding of the role of the art form in original or displaced contexts z Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork

Objective B: Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realisation. The point of realisation could take many forms. However, it is recognised as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to: z Demonstrate the acquisition and development of the skills and techniques of the art form studied z Demonstrate the application of skills and techniques to create, perform and/or present art

Objective C: Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realise their artistic identity. In order to reach the aims of arts, students should be able to: z Develop a feasible, clear, imaginative and coherent artistic intention z Demonstrate a range and depth of creative-thinking behaviours z Demonstrate the exploration of ideas to shape artistic intention through to a point of realisation

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Objective D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to: z Construct meaning and transfer learning to new settings create an artistic response that intends to reflect or impact on the world around them z Critique the artwork of self and others.

Islamic Studies At KCC we are dedicated to providing comprehensive education that adheres to the UAE Ministry of Education guidelines, including the teaching of Islamic Studies for MYP students. Our curriculum is thoughtfully designed to impart a deep understanding of Islamic principles, history and values while promoting a sense of cultural identity and ethical awareness. Through engaging lessons, students explore the teachings of the Quran, the life of the Prophet Muhammad (peace be upon him) and the rich Islamic heritage. We emphasise critical thinking and open dialogue, encouraging students to ask questions, analyse contexts and reflect on the relevance of Islamic teachings in their lives today. By aligning our curriculum with the Ministry of Education outcomes, we ensure that our students not only receive a strong academic foundation but also develop a profound appreciation for their cultural and spiritual heritage.

UAE Social Studies & Moral Education Following the UAE Ministry of Education guidelines, our secondary school places a significant emphasis on teaching UAE Social Studies and Moral Education to our students. We aim to foster a deep understanding of the rich cultural heritage, history and values of the United Arab Emirates. Through engaging lessons, we unpack the UAE’s journey of development, its traditions and the factors that have contributed to its success on the global stage. At KCC we prioritise the cultivation of moral and ethical values in our students. The Moral Education component of the curriculum aims to nurture responsible and compassionate individuals who are not only academically adept but also socially conscious. Through thought-provoking discussions and real-life scenarios, students are encouraged to develop critical thinking skills, empathy and a strong sense of integrity. By immersing students in interactive projects, community engagement initiatives and experiential learning opportunities, we empower them to connect deeply with their country’s heritage and values while developing the skills necessary for global citizenship. Our aim is to prepare our students to contribute positively to the UAE and the world at large.

Curriculum Handbook 2023-2024

Assessment in the Middle Years Programme

To determine the final achievement level in each of the criteria for each student, whether at the end of a marking period or the end of a year, teachers must gather sufficient evidence from a range of assessment tasks to enable them to make a professional and informed judgement. All units include summative tasks that are assessed according to one or more MYP criteria to ensure continuous assessment and feedback of students’ performance against the MYP objectives. The planning of units and assessment tasks should ensure all criteria have been included over time, providing balanced evidence that is sufficient for determining a final achievement level. The judgments will reflect the teacher’s professional opinion on the achievement level of each student in each of the criteria at the end of the marking period or year. In gathering the evidence for the judgement to be made, teachers will analyse the achievement levels of students over the course of the marking period or year, which represents their summative performance for that period, paying particular attention to patterns in the data (such as an increasing level of performance), consistency and mitigating circumstances. Teachers must ensure that they assess their students’ performance fairly, fully and appropriately. To achieve this, a variety of assessment tools are used for assessment. This enables a holistic understanding of what the student ‘can do’. Tasks will be specific to MYP objectives, although various categories of task exist that are broadly represented by the following list: z Compositions – musical, physical, artistic z Creation of solutions of products in response to problems z Essays z Examinations z Questionnaires z Investigations z Research z Performances z Presentations – verbal (oral or written), graphic (through various media) Each task provided to students will be accompanied by a student friendly criterion for assessment in a task-specific clarification sheet. These will provide all details of what is expected of the student, how they will be assessed and what levels they will achieve.

MYP Overall Grade descriptors Semester grades are reported using the MYP 1–7 scale, based on the descriptors below.

MYP General Grade Descriptors To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group. Schools using the MYP 1-7 scale should use the grade boundary guidelines table that follows to determine final grades in each year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a scale of 1-7. 29

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Grade

Boundary Guidelines

1-5

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

6-9

Products work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

10-14

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

15-18

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

19-23

Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

24-27

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.

28-32

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

Descriptor

MYP Personal Project All Grade 10 students at KCC will be required to complete a Personal Project. The Personal Project encourages students to practice and strengthen their approaches to learning skills, to consolidate prior and subject-specific learning and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/ outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently. MYP projects are student-centred and age-appropriate and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners.

Service as Action All MYP students engage and reflect on purposeful action, arising out of local or academic contexts. As students become more aware and acquire a better understanding of the context and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. This action will be different from student to student and from context to context. The action may involve students in: 30

Curriculum Handbook 2023-2024

z Feeling empathy towards others z Making small-scale changes to their behaviour z Undertaking larger and more significant projects z Acting on their own z Acting collaboratively z Taking physical action z Suggesting modifications to an existing system to the benefit of all involved z Lobbying people in more influential positions to act With appropriate guidance and support, MYP students should, through their engagement with service as action: z Become more aware of their own strengths and areas for growth z Undertake challenges that develop new skills z Discuss, evaluate and plan studentinitiated activities z Persevere in action z Work collaboratively with others z Develop international-mindedness through global engagement, multilingualism and intercultural understanding z Consider the ethical implications of their actions These learning outcomes identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident, self-regulated learners.

Academic Honesty As KCC students develop into ‘inquiring, knowledgeable and caring learners who contribute positively to their communities,’ they have daily opportunities to read and write, to consider and create. They draw upon a broad base of shared information and ideas to construct and express their own understandings, support their own arguments and articulate new ideas in their own unique voices. We are committed to the practice of academic honesty in all aspects of teaching and learning and expect that the conduct and work of all KCC stakeholders will be consistent with Principled behaviour described by the IB Learner Profile. We act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. We take responsibility for our own actions and the consequences that accompany them. All KCC students are expected to: z Ensure that all submitted work is authentic in nature. This means that the work must be the student’s original work and expression and that the work of any others included in the submission must be accurately and entirely acknowledged z Include a Bibliography or Works Cited page with any assignment that draws on sources z Cite the work of others, whether quoted or paraphrased, using the most current MLA format z Respect the concept of intellectual property for non-textual sources, whether creative or expressive, when working with publications, images, music, video or any other sources of others’ work z Conduct themselves appropriately within a testing environment to ensure that both the fact and appearance of academic honesty are maintained at all times 31

The Curriculum Middle Years Khalifa City Campus

Curriculum Handbook 2023-2024

The Curriculum Curriculum Progression ................................................................................. 34 Language - Arabic A .................................................................................................................................................34 Language and Literature ........................................................................................................................................52 Language Acquisition - Arabic B ......................................................................................................................80 Language Acquisition - French ..........................................................................................................................98 Language Acquisition - Spanish .......................................................................................................................112 Individuals and Societies ........................................................................................................................................126 Sciences .............................................................................................................................................................................144 Mathematics ...................................................................................................................................................................156 Design ..................................................................................................................................................................................172 Phyiscal Health and Education...........................................................................................................................196 Arts - Visual Art ..............................................................................................................................................................206 Arts - Drama....................................................................................................................................................................216 Arts - Music ......................................................................................................................................................................222 Arts - Media Art..............................................................................................................................................................226

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Curriculum Progression Details of all subjects can be found in the following pages...

Language - Arabic A Language - Arabic A | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Perspective

Arabic A

Identities and relationships

z Point of view

Focus exploration(s)

Perspectives allows us to understand others’ point of view through structured texts exploring themes of change and happiness

Objective A: Analysing

z Structure

z Happiness and the good life 24 hours / 6 weeks

Unit 1 - Be the change you want to see!

Unit Name

z identify and commen

z justify opinions and id

z identify similarities an

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z produce texts that de while exploring new p engagement with the

z make stylistic choices demonstrating aware

z select relevant details Connections

z Purpose

Identities and relationships

z Context

Focus exploration(s)

Arabic A

z Attitudes, motivation, independence 24 hours / 14 weeks

Unit 4 - Acts of kindness

z Competition and cooperation

Understanding authors purpose and context develops connections and collaboration

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z produce texts that de while exploring new p engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

Curriculum Handbook 2023-2024

Approaches to learning Organisation skills

nt upon significant aspects of texts

z Plan short- and long-term assignments; meet deadlines

nt upon the creator’s choices

z Keep and use a weekly planner for assignments

deas, using examples, explanations and terminology

nd differences in features within and between texts

al structures that serve the context and intention

d ideas in a logical manner

Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences z Take effective notes in class

formatting tools to create a presentation style suitable tention text

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

Reflection skills

al structures that serve the context and intention

z Consider ethical, cultural and environmental implications

d ideas in a logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

Affective skills z Practise being aware of body–mind connections z Practise strategies to prevent and eliminate bullying z Practise strategies to reduce stress and anxiety

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Connections

Arabic A z Style

Orientation in space and time

Objective A: Analysing z identify and commen

z Genre

Focus exploration(s)

Exploration of styles and genre in literature texts allows exploration of social histories while building connection to human heritage through space and time

z Civilisations and social histories, heritage, pilgrimage, migration, displacement and exchange

24 hours / 8 weeks

Unit 3 - Connecting past, present and future to form identity

Unit Name

z Epochs, eras, turning points and big history

z justify opinions and id

z identify similarities an

Objective D: Using lang z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv Communication

z Self-expression

Personal and cultural expression

z Theme

Focus exploration(s)

Arabic A

z Ritual and play

Rituals and traditions communicate a message that allow self-expression

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

24 hours / 9 weeks

Unit 2 - Embracing and sharing our cultural heritage

z identify and commen

z produce texts that de while exploring new p engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

Curriculum Handbook 2023-2024

Approaches to learning

nt upon significant aspects of texts

nt upon the creator’s choices

deas, using examples, explanations and terminology

nd differences in features within and between texts

guage varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

Collaboration skills z Help others to succeed z Take responsibility for one’s own actions z Manage and resolve conflict and work collaboratively in teams Reflection skills z Develop new skills, techniques and strategies for effective learning z Consider personal learning strategies z Consider ethical, cultural and environmental implications z Keep a journal to record reflections

guages), write (character languages) and uracy

verbal communication techniques

Information literacy skills

al structures that serve the context and intention

z Access information to be informed and inform others

d ideas in a logical manner

z Make connections between various sources of information

formatting tools to create a presentation style suitable tention

z Identify primary and secondary sources

text

z Gather and organise relevant information to formulate an argument

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

Critical-thinking skills z Draw reasonable conclusions and generalisations z Consider ideas from multiple perspectives

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Connections

Arabic A

Globalisation and sustainability

‫كيف يمكننا تطوير وتعزيز وعينا‬ ‫واهتمامنا بالكون وحمايته‬ ‫والمساهمة في الحفاظ على‬ ‫توازنه البيئي‬

Objective A: Analysing z identify and commen z identify and commen z justify opinions and id z identify similarities an

z Context

Objective B: Organising z employ organisationa z organise opinions and z use referencing and f to the context and int

24 hours / 12 weeks

Unit 2 - We are the Earth

z Purpose

Objective C: Producing z produce texts that de while exploring new p engagement with the z make stylistic choices demonstrating aware z select relevant details

Objective D: Using lang z use appropriate and v and forms of expressi z write and speak in an z use correct grammar z spell (alphabetic lang pronounce with accu z use appropriate nonv Communication

z Self-expression

Personal and cultural expression

z Point of view

Focus exploration(s)

Arabic A

z Philosophies and ways of life

Authors communicate their point of view in various type of texts that inform about belief system and allow them to express themselves

Objective A: Analysing

z identify and commen

Objective B: Organising

z organise opinions and Objective C: Producing

z make stylistic choices demonstrating aware

Objective D: Using lang 24 hours / 10 weeks

Unit 3 - Journey of knowledge

z produce texts that de while exploring new p engagement with the

z use appropriate and v and forms of expressi

z write and speak in an

Curriculum Handbook 2023-2024

Approaches to learning

nt upon significant aspects of texts nt upon the creator’s choices deas, using examples, explanations and terminology nd differences in features within and between texts

g al structures that serve the context and intention d ideas in a logical manner formatting tools to create a presentation style suitable tention

Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Interpret and use effectively modes of non-verbal communication Organisation skills z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic

text emonstrate thought and imagination perspectives and ideas arising from personal e creative process s in terms of linguistic, literary and visual devices, eness of impact on an audience s and examples to support ideas

guage varied vocabulary, sentence structures ion n appropriate register and style r, syntax and punctuation guages), write (character languages) and uracy verbal communication techniques

nt upon significant aspects of texts

nt upon the creator’s choices

d ideas in a logical manner text

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

guage

varied vocabulary, sentence structures ion

n appropriate register and style

Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Design improvements to existing machines, media and technologies Collaboration skills z Practise empathy z Build consensus Communication skills z Give and receive meaningful feedback z Participate in, and contribute to, digital social media networks Transfer skills z Use effective learning strategies in subject groups and disciplines z Compare conceptual understanding across multiple z subject groups and disciplines z Make connections between subject groups and disciplines Critical-thinking skills z Practise observing carefully in order to recognise problems z Test generalisations and conclusions Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use z information from a variety of sources and media (including digital social media and online networks) z Communicate information and ideas effectively to multiple z audiences using a variety of media and formats Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Present information in a variety of formats and platforms Reflection skills z Demonstrate flexibility in the selection and use of learning strategies z Focus on the process of creating by imitating the work of others Affective skills z Practise strategies to overcome distractions z Practise delaying gratification Organisation skills z Keep and use a weekly planner for assignments z Bring necessary equipment and supplies to class

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Communication

Arabic A

Globalisation and sustainability

z Context

Focus exploration(s)

Effective communication allow better understanding of perspective and context in order to minimise human impact on the environment

Objective A: Analysing

z Point of view

z Human impact on the environment z Consumption, conservation, scarcity

z identify and commen

z justify opinions and id

z identify similarities an Objective C: Producing

z produce texts that de while exploring new p engagement with the

24 hours / 17 weeks

Unit 1 - With our energy, we build our world

Unit Name

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

Language - Arabic A | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Creativity

Arabic A z Self-expression

Personal and cultural expression

z Character

Focus exploration(s) z Philosophies and ways of life z Belief systems

Statement of inquiry ‫كيف يتمكن اإلبداع من تسخير‬ ‫الشخصية واألسلوب في‬ ، ‫ والقيود‬، ‫استكشاف التطور‬ ‫والتكيف‬

MYP Objectives Objective A: Analysing

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

z organise opinions and 24 hours / 10 weeks

Unit 3 - Belonging and giving

Objective B: Organising

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

Curriculum Handbook 2023-2024

Approaches to learning Communication skills

nt upon significant aspects of texts

nt upon the creator’s choices

z Use a variety of speaking techniques to communicate with a variety of audiences

deas, using examples, explanations and terminology

z Interpret and use effectively modes of non-verbal communication

nd differences in features within and between texts

Organisation skills

text

z Keep and use a weekly planner for assignments

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

z Set goals that are challenging and realistic

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Approaches to learning Organisation skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

z Plan strategies and take action to achieve personal and academic goals z Keep an organised and logical system of information files/notebooks Communication skills

and differences in features within and between genres

z Use a variety of media to communicate with a range of audiences

z Share ideas with multiple audiences using a variety of digital environments and media

al structures that serve the context and intention

z Participate in, and contribute to, digital social media networks

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

z Communication

Arabic A z Theme

Identities and relationships

z Relationships

z Self-expression

Focus exploration(s)

‫يستخدم الطالب ما تعلمه من‬ ‫أساليب شعرية ونثرية لمشاركة‬ ‫وجهات النظر في التعبير عن‬ ‫الشخصية وإبداء الرأي‬

Objective A: Analysing

z Communities

z Identity formation z Self-esteem z Happiness and the good life

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective D: Using lang

z use appropriate and v and forms of expressi

z use correct grammar

30 hours / 17 weeks

Unit 1 - identities and human relationships

z spell (alphabetic lang pronounce with accu

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

Curriculum Handbook 2023-2024

Approaches to learning Information literacy skills z Use memory techniques to develop long-term memory z Collect and analyse data to identify solutions and make informed decisions z Understand and use technology systems

and differences in features within and between genres

Media literacy skills z Demonstrate awareness of media interpretations of events and ideas (including digital social media)

guage

z Seek a range of perspectives from multiple and varied sources

varied vocabulary, sentence structures ion

Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment)Try new ATL skills and evaluate their effectiveness

r, syntax and punctuation

guages), write (character languages) and uracy

z Consider content Critical-thinking skills z Test generalisations and conclusions z Evaluate and manage risk z Develop contrary or opposing arguments Affective skills z Practise strategies to overcome distractions z Practise strategies to overcome impulsiveness and anger z Practise positive thinking Organisation skills z Plan strategies and take action to achieve personal and academic goals z Keep an organised and logical system of information files/notebooks z Use appropriate strategies for organising complex information z Understand and use sensory learning preferences (learning styles) Transfer skills z Compare conceptual understanding across multiple subject groups and disciplines z Combine knowledge, understanding and skills to create products or solutions z Transfer current knowledge to learning of new technologies Collaboration skills z Use social media networks appropriately to build and develop relationships z Help others to succeed z Take responsibility for one’s own actions Communication skills z Give and receive meaningful feedback z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences z Share ideas with multiple audiences using a variety of digital environments and media z Make inferences and draw conclusions Creative-thinking skills z Consider multiple alternatives, including those that might be unlikely or impossible z Make guesses, ask what if questions and generate testable hypotheses

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

z Creativity

Arabic A z Point of view

Orientation in space and time

z Time, place and space

z Style Character

Focus exploration(s)

‫كيف يستطيع اإلبداع من تسخير‬ ‫الشخصية واألسلوب في‬ ، ‫ والقيود‬، ‫استكشاف التطور‬ ‫والتكيف‬

Objective A: Analysing

z Identity

z Civilisations and social histories, heritage, pilgrimage, migration, displacement and exchange z Peoples, boundaries, exchange and interaction z Natural and human landscapes and resources

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

24 hours / 6 weeks

Unit 2 - patriotism

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

Curriculum Handbook 2023-2024

Approaches to learning Media literacy skills

he content, context, language, structure, technique and he relationship among texts

z Demonstrate awareness of media interpretations of events and ideas (including digital social media)

he effects of the creator’s choices on an audience

z Communicate information and ideas effectively to multiple audiences

deas, using examples, explanations and terminology

z using a variety of media and formats

Creative-thinking skills

al structures that serve the context and intention

z Use brainstorming and visual diagrams to generate new ideas and inquiries

d ideas in a coherent and logical manner

z Create novel solutions to authentic problems

formatting tools to create a presentation style suitable tention

z Make unexpected or unusual connections between objects and/or ideas

text

z Give and receive meaningful feedback

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences z Read a variety of sources for information and for pleasure

s and examples to develop ideas

Collaboration skills

guage

z Use social media networks appropriately to build and develop relationships

varied vocabulary, sentence structures ion

z Take responsibility for one’s own actions

n appropriate register and style

r, syntax and punctuation

z Help others to succeed Transfer skills z Inquire in different contexts to gain a different perspective z Compare conceptual understanding across multiple subject groups and disciplines z Make connections between subject groups and disciplines Affective skills z Practise focus and concentration z Practise strategies to develop mental focus z Practise delaying gratification Critical-thinking skills z Interpret data z Evaluate evidence and arguments z Revise understanding based on new information and evidence z Develop contrary or opposing arguments Reflection skills z Develop new skills, techniques and strategies for effective learning z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Focus on the process of creating by imitating the work of others Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Make connections between various sources of information z Present information in a variety of formats and platforms

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Perspective

Arabic A z Structure

Orientation in space and time

z Point of view

Focus exploration(s)

‫توظيف المنظور الخاص بما‬ ‫يحويه من حقائق وأفكار وآراء‬ ‫في استكشاف العدالة والسلم‬ ‫وإدارة المنازعات‬

Objective A: Analysing z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising z employ organisationa

26 hours / 10 weeks

Unit 3 - Challenge and hope

z Evolution, constraints and adaptation

z organise opinions and

z use referencing and f to the context and int

Objective C: Producing z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar Communication

z Context

Identities and relationships

z Style

Focus exploration(s)

z Selfexpression

z Identity formation

Arabic A

z Consciousness and mind

Objective A: Analysing z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising z employ organisationa

z organise opinions and 24 hours / 12 weeks

Unit 2 - Communication mirrors feelings

z Self-esteem

Analysing the influence of communication strategies through texts of varied contexts and style allows reflection on identities and relationships

z use referencing and f to the context and int

Objective C: Producing z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

Curriculum Handbook 2023-2024

Approaches to learning Organisation skills z Plan short and longterm assignments; meet deadlines z Use appropriate strategies for organising complex information z Understand and use sensory learning preferences (learning styles)

and differences in features within and between genres

Reflection skills

g al structures that serve the context and intention

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention

text emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

z Develop new skills, techniques and strategies for effective learning

Communication skills z Give and receive meaningful feedback z Use a variety of media to communicate with a range of audiences

s in terms of linguistic, literary and visual devices, eness of impact on an audience

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

Communication skills z Interpret and use effectively modes of nonverbal communication z Negotiate ideas and knowledge with peers and teachers

deas, using examples, explanations and terminology

and differences by connecting features across and xts

g al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention

text emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 9 (Year 4) Key concepts

Related concepts

Global context

z Culture

Arabic A

z Relationships

z Point of view

Globalisation and sustainability

z Style

Focus exploration(s) z Human impact on the environment

24 hours / 5 weeks

Unit 1 - High Morals

Unit Name

Statement of inquiry ‫كيف يمكن الترابط المجتمعات‬ ‫من بناء العالقات من أجل‬ ّ ،‫ واحترام الذات‬،‫تشكل الهوية‬ ،‫ واألدوار‬،‫والمكانة‬ ُ ‫والمثل العليا‬

z Commonality, diversity and interconnection

MYP Objectives

Objective A: Analysing z analyse the content, c text(s) and the relatio z analyse the effects of z justify opinions and id

Objective D: Using lang

z use appropriate and v and forms of expressi z write and speak in a r z use correct grammar

z Population and demography

Language - Arabic A | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Arabic A

Scientific and technical innovation

Communication in the virtual world is innovative and shares varied audiences point of view

Objective A: Analysing z analyse the content, c text(s) and the relatio

z Audience imperatives

Focus exploration(s) z Adaptation, ingenuity and progress

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising z employ organisationa 24 hours / 12 weeks

Unit 2 - Virtual voices (media)

z Point of view

z organise opinions and

z use referencing and f to the context and int

Objective C: Producing z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

context, language, structure, technique and style of onship among texts f the creator’s choices on an audience deas, using examples, explanations and terminology

guage

Curriculum Handbook 2023-2024

Approaches to learning Reflection skills z Develop new skills, techniques and strategies for effective learning z Consider personal learning strategies z Focus on the process of creating by imitating the work of others Communication skills

varied vocabulary, sentence structures ion register and style that serve the context and intention r, syntax and punctuation

z Give and receive meaningful feedback

e 1–2 (Emergent)

Approaches to learning

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

and differences by connecting features across and xts

g al structures that serve the context and intention

z Use intercultural understanding to interpret communication z Participate in, and contribute to, digital social media networks

Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences Media literacy skills z Demonstrate awareness of media interpretations of events and ideas (including digital social media) z Understand the impact of media representations and modes of presentation

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention

text emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage varied vocabulary, sentence structures ion

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language - Arabic A | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Arabic A

Identities and relationships

‫يعزز التواصل الفعال االنفتاح‬ ‫على ثقافات وقيم مختلفة‬ ُ َِ ُ ‫ويدرب على تقبل وجهات النظر‬ ،‫والهويات ًوالعالقات المختلفة‬ ‫ويفتح آفاقا للتعبير عن الذات‬ ‫بطرق تصب في خدمة‬ ‫المجتمع والعالم‬

Objective A: Analysing

z Point of view z Self-expression

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

25 hours / 5 weeks 24 hours / 10 weeks

Unit 3 - The old man and the sea

Unit 1 - Cultures and common values

z produce texts that de exploring and reflectin from personal engage

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonv

Perspective

z Theme

Identities and relationships

z Character

Focus exploration(s)

Arabic A

z Attitudes, motivation, independence z Physical, psychological and social development

Characters convey perspectives on universal themes that explore physical and psychological journeys

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

and differences by connecting features across and xts

al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

r, syntax and punctuation

guages), write (character languages) and uracy

verbal communication techniques

Approaches to learning Collaboration skills z Practise empathy z Delegate and share responsibility for decision-making z Help others to succeed z Take responsibility for one’s own actions z Manage and resolve conflict and work collaboratively in teams z Encourage others to contribute z Exercise leadership and take on a variety of roles within groups Organisation skills z Plan short and longterm assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Bring necessary equipment and supplies to class z Keep an organised and logical system of information files/notebooks Affective skills z Practise focus and concentration Communication skills z Give and receive meaningful feedback z Use intercultural understanding to interpret communication z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences z Interpret and use effectively modes of non-verbal communication z Read critically and for comprehension z Read a variety of sources for information and for pleasure z Make inferences and draw conclusions z Write for different purposes z Make effective summary notes for studying Reflection skills z Develop new skills, techniques and strategies for effective learning z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Demonstrate flexibility in the selection and use of learning strategies z Try new ATL skills and evaluate their effectiveness z Consider content z Consider ATL skills development z Consider personal learning strategies z Focus on the process of creating by imitating the work of others Information literacy skills z Use criticalliteracy skills to analyse and interpret media communications Critical-thinking skills z Practise observing carefully in order to recognise problems z Recognise unstated assumptions and bias z Interpret data z Evaluate evidence and arguments Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make guesses, ask what if questions and generate testable hypotheses Communication skills z Read critically and for comprehension z Make inferences and draw conclusions z Paraphrase accurately and concisely

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature Language and Literature | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

z Identity

English z Style

Identities and relationships

z Self-expression

Focus exploration(s)

z Character

z Human nature and human dignity

The stories that we share about ourselves help express our identity and shape how other sees us

Objective A: Analysing

z Perspective

z identify and commen

z justify opinions and id

z identify similarities an

z Moral reasoning and ethical judgement

Objective B: Organising

z employ organisationa

z Consciousness and mind

z organise opinions and

z use referencing and f to the context and int

16 hours / 6 weeks

Unit 1 - What’s your story?

z identify and commen

Objective C: Producing

z produce texts that de while exploring new p engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonPerspective

z Theme

Identities and relationships

z Character

Focus exploration(s)

z Structure

z Attitudes, motivation, independence

English

z Self-esteem

Readers notice character interactions and actions to develop their own understanding of a text and structure their writing

Objective A: Analysing

z identify and commen

z justify opinions and id

z identify similarities an

Objective B: Organising

z organise opinions and 13 hours / 6 weeks

Unit 2 - Reading Like a Writer

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de while exploring new p engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Communication skills

nt upon significant aspects of texts

z Use appropriate forms of writing for different purposes and audiences

nt upon the creator’s choices

z Write for different purposes

deas, using examples, explanations and terminology

z Preview and skim texts to build understanding

nd differences in features within and between texts

Organisation skills

z Plan short- and long-term assignments; meet deadlines

al structures that serve the context and intention

d ideas in a logical manner

z Create plans to prepare for summative assessments (examinations and performances)

formatting tools to create a presentation style suitable tention

z Keep and use a weekly planner for assignments z Bring necessary equipment and supplies to class

text

Reflection skills

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

z Keep a journal to record reflections

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Use brainstorming and visual diagrams to generate new ideas and inquiries

Creative-thinking skills

s and examples to support ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques Transfer skills

nt upon significant aspects of texts

nt upon the creator’s choices

deas, using examples, explanations and terminology

nd differences in features within and between texts

z Apply skills and knowledge in unfamiliar situations Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances)

al structures that serve the context and intention

z Bring necessary equipment and supplies to class

d ideas in a logical manner

Communication skills

formatting tools to create a presentation style suitable tention

z Give and receive meaningful feedback z Negotiate ideas and knowledge with peers and teachers

text

z Read critically and for comprehension

emonstrate thought and imagination perspectives and ideas arising from personal e creative process

z Make inferences and draw conclusions

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

guage

z Paraphrase accurately and concisely z Take effective notes in class Collaboration skills z Help others to succeed z Give and receive meaningful feedback

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

English

z Culture

z Genre

Personal and cultural expression

z Structure

Focus exploration(s)

z Theme

z Philosophies and ways of life

Ancient cultures leave a legacy; that legacy reveals their identity, philosophies, and ways of life, which can teach us many lessons

13 hours / 6 weeks

Unit 3 - Legacy of the Ancients

Unit Name

MYP Objectives

Objective B: Organising

z employ organisationa

z organise opinions and Objective C: Producing

z produce texts that de new perspectives and creative process

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang and pronounce with a Perspective

z Theme

Identities and relationships

z Character

Focus exploration(s)

z Point of view

z Attitudes, motivation, independence

English

Critical readers recognise that authors teach moral lessons through a character’s changing point of view, showing the impact of their interpersonal relationships, attitudes and motivations

Objective A: Analysing

z identify and commen

z justify opinions and id

z identify similarities an

Objective B: Organising

z employ organisationa

z use referencing and f to the context and int Objective C: Producing 16 hours / 6 weeks

Unit 4 - A Change Will Do You Good

z organise opinions and

z produce texts that de exploring new perspe engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning

Communication skills

al structures that serve the context and intention

z Give and receive meaningful feedback

d ideas in a logical manner

z Read a variety of sources for information and for pleasure

text

emonstrate thought and imagination while exploring d ideas arising from personal engagement with the

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Use a variety of organisers for academic writing tasks Creative-thinking skills z Apply existing knowledge to generate new ideas, products or processes z Create original works and ideas; use existing works and ideas in new ways

s and examples to support ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) accuracy Collaboration skills

nt upon significant aspects of texts

z Help others to succeed

nt upon the creator’s choices

z Listen actively to other perspectives and ideas

deas, using examples, explanations and terminology

z Encourage others to contribute

nd differences in features within and between texts

z Exercise leadership and take on a variety of roles within groups

Organisation skills

al structures that serve the context and intention

z Plan short- and long-term assignments; meet deadlines

d ideas in a logical manner

z Bring necessary equipment and supplies to class

formatting tools to create a presentation style suitable tention

Affective skills

text

z Practise strategies to overcome distractions

emonstrate thought and imagination while ectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to support ideas

z Practise focus and concentration Communication skills z Use a variety of speaking techniques to communicate z with a variety of audiences z Read critically and for comprehension z Make inferences and draw conclusions

guage

z Take effective notes in class

varied vocabulary, sentence structures ion

Reflection skills

n appropriate register and style

r, syntax and punctuation

z Develop new skills, techniques and strategies for effective learning z Consider ATL skills development

guages), write (character languages) and uracy

Critical-thinking skills

-verbal communication techniques

z Draw reasonable conclusions and generalisations

z Evaluate evidence and arguments z Consider ideas from multiple perspectives Transfer skills z Apply skills and knowledge in unfamiliar situations z Change the context of an inquiry to gain different perspectives

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Culture

I&S z Significance

Orientation in space and time

z use vocabulary in con

z Civilisation

Focus exploration(s)

English

z Civilisations and social histories, heritage, pilgrimage, migration, displacement and exchange

Ancient cultures leave a legacy that reveals their identity, philosophies and ways of life

z Self-expression z Genre

Objective A: Knowing an

z demonstrate knowled concepts, using descr

Objective B: Investigatin z explain the choice of z follow an action plan

z collect and record rel with the research que

z reflect on the process

Objective C: Communic

z communicate inform

z list sources of informa 8 hours / 6 weeks

Legacy of the Ancients

z organise information

Objective D: Using lang

z use appropriate and v and forms of expressi

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Media literacy skills

ntext

z Compare, contrast and draw connections among (multi)media resources

dge and understanding of subject-specific content and riptions, explanations and examples

Transfer skills

z Compare conceptual understanding across multiple subject groups and disciplines

a research question

z Make connections between subject groups and disciplines

to explore a research question

z Change the context of an inquiry to gain different perspectives

levant information consistent estion

Critical-thinking skills

s and results of the investigation

cating

mation and ideas with clarity and ideas effectively for the task

ation in a way that follows the task instructions

z Evaluate evidence and arguments z Draw reasonable conclusions and generalisations Information literacy skills z Access information to be informed and inform others z Make connections between various sources of information

guage

z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

varied vocabulary, sentence structures ion

z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions

guages), write (character languages) and uracy

Reflection skills

-verbal communication techniques

z Consider ATL skills development Organisation skills z Plan short- and long-term assignments; meet deadlines z Bring necessary equipment and supplies to class z Use appropriate strategies for organising complex information Collaboration skills z Take responsibility for one’s own actions z Give and receive meaningful feedback Communication skills z Use a variety of media to communicate with a range of audiences z Collaborate with peers and experts using a variety of digital environments and media z Make inferences and draw conclusions z Find information for disciplinary and interdisciplinary inquiries, using a variety of media

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Connections

English

Identities and relationships

z Theme

Focus exploration(s)

z Character

z Identity formation

Critical readers understand that across genres, authors create distinct settings to remind us that conformity threatens our individual and collective identities

Objective A: Analysing

z Setting

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

z organise opinions and

z use referencing and f to the context and int

12 hours / 6 weeks

Unit 4 - Up Close and Analytical

Objective B: Organising

z employ organisationa

Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Perspective

z Style

Identities and relationships

z Point of view

Focus exploration(s)

z Theme

z Identity formation

English

Objective A: Analysing

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z employ organisationa

z organise opinions and 16 hours / 8 weeks

Unit 1 - Overcoming Adversity

z Transitions

One’s perspective about adversity determines one’s happiness and ability to live a fulfilling life In texts, this theme is communicated through an author’s intentional use of point of view and style

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang and pronounce with a

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Transfer skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

and differences in features within and between genres

al structures that serve the context and intention

d ideas in a coherent and logical manner

z Apply skills and knowledge in unfamiliar situations z Inquire in different contexts to gain a different perspective Critical-thinking skills z Gather and organise relevant information to formulate an argument z Evaluate evidence and arguments z Draw reasonable conclusions and generalisations z Consider ideas from multiple perspectives z Develop contrary or opposing arguments

formatting tools to create a presentation style suitable tention

Reflection skills

text

Organisation skills

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

z Consider ATL skills development z Bring necessary equipment and supplies to class Collaboration skills

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Listen actively to other perspectives and ideas

s and examples to develop ideas

z Exercise leadership and take on a variety of roles within groups

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

z Encourage others to contribute Communication skills z Use a variety of speaking techniques to communicate z with a variety of audiences z Interpret and use effectively modes of non-verbal communication z Negotiate ideas and knowledge with peers and teachers z Make inferences and draw conclusions z Use and interpret a range of discipline-specific terms and symbols z Take effective notes in class Creative-thinking skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

and differences in features within and between genres

al structures that serve the context and intention

z Make unexpected or unusual connections between objects and/or ideas Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic

d ideas in a coherent and logical manner

Collaboration skills

formatting tools to create a presentation style suitable tention

z Manage and resolve conflict and work collaboratively in teams

text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

z Delegate and share responsibility for decision-making z Build consensus z Listen actively to other perspectives and ideas

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) accuracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Creativity

English

Identities and relationships

z Purpose

Focus exploration(s)

z Character

z attitudes, motivation, independence

Creators use structure and characters to help us learn important life lessons

Objective A: Analysing

z Structure

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int

20 hours / 6 weeks

Unit 2 - Pathways to the Imagination

z Theme

z identify and explain th style of text(s) and th

Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v forms of expression

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonz Communities

English

z Communication

z Purpose

Personal and cultural expression

z Systems

z Self-expression

Focus exploration(s)

z Change

z Structure

z Products, systems and institutions

z Audience imperatives z Style

z Analysis and argument

Effective persuasion depends on communication that has clear purpose, and an awareness of the audience

Objective A: Analysing

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z organise opinions and 18 hours / 6 weeks

Unit 3 - Convince Me!

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Creative-thinking skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

z Create original works and ideas; use existing works and ideas in new ways Communication skills

deas, using examples, explanations and terminology

z Use appropriate forms of writing for different purposes and audiences

and differences in features within and between genres

Transfer skills z Inquire in different contexts to gain a different perspective

al structures that serve the context and intention

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures and

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques Communication skills

he content, context, language, structure, technique and he relationship among texts

z Give and receive meaningful feedback

he effects of the creator’s choices on an audience

z with a variety of audiences

deas, using examples, explanations and terminology

and differences in features within and between genres

al structures that serve the context and intention

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

z Use a variety of speaking techniques to communicate z Negotiate ideas and knowledge with peers and teachers z Read a variety of sources for information and for pleasure Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) Affective skills z Practise focus and concentration Critical-thinking skills z Gather and organise relevant information to formulate an argument

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Connections

English

Orientation in space and time

z Setting

Focus exploration(s)

z Theme

z Epochs, eras, turning points and ‘big history’

An appreciation of context allows readers to better understand how authors intentionally craft connections between characters and settings to communicate universal themes

Objective A: Analysing

z Context

z Character

z Peoples, boundaries, exchange and interaction

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z organise opinions and

z use referencing and f to the context and int

18 hours / 6 weeks

Unit 3 - Best Laid Plans

z employ organisationa

Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonCommunication

English z Genre z Audience imperatives z Intertextuality z Structure

Identities and relationships Focus exploration(s) z Consciousness and mind

Understanding a playwright’s unique application of dramatic form reveals their underlying message about human nature

Objective A: Analysing

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z organise opinions and 16 hours / 6 weeks

Unit 2 - Stories in the Dark

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Creative-thinking skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

z Generate metaphors and analogies Transfer skills

deas, using examples, explanations and terminology

z Inquire in different contexts to gain a different perspective

and differences in features within and between genres

Critical-thinking skills z Evaluate evidence and arguments

al structures that serve the context and intention

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

Collaboration skills z Help others to succeed z Give and receive meaningful feedback Communication skills z Use appropriate forms of writing for different purposes and audiences z Read critically and for comprehension z Write for different purposes z Use a variety of organisers for academic writing tasks

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques Communication skills

he content, context, language, structure, technique and he relationship among texts

z Give and receive meaningful feedback

he effects of the creator’s choices on an audience

z Collaborate with peers and experts using a variety of digital environments and media

deas, using examples, explanations and terminology

z Read critically and for comprehension

and differences in features within and between genres

z Read a variety of sources for information and for pleasure z Make inferences and draw conclusions

al structures that serve the context and intention

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Collaboration skills z Take responsibility for one’s own actions z Listen actively to other perspectives and ideas z Give and receive meaningful feedback Organisation skills z Set goals that are challenging and realistic Transfer skills z Compare conceptual understanding across multiple subject groups and disciplines z Make connections between subject groups and disciplines Affective skills z Practise positive thinking Critical-thinking skills z Draw reasonable conclusions and generalisations Reflection skills z Develop new skills, techniques and strategies for effective learning z Try new ATL skills and evaluate their effectiveness

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Creativity

English

Personal and cultural expression

z Structure

Focus exploration(s)

z Style

z Artistry, craft, creation, beauty

By understanding the conventions of poetry in its different forms we can appreciate the beauty and artistry behind crafting a poem

Objective A: Analysing

z Genre

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z organise opinions and 16 hours / 6 weeks

Unit 1 - ExtravaStanza!

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Communication skills

he content, context, language, structure, technique and he relationship among texts

z Use a variety of speaking techniques to communicate

he effects of the creator’s choices on an audience

z Use appropriate forms of writing for different purposes and audiences

deas, using examples, explanations and terminology

and differences in features within and between genres

z with a variety of audiences z Use a variety of media to communicate with a range of audiences z Read critically and for comprehension z Write for different purposes

al structures that serve the context and intention

d ideas in a coherent and logical manner

formatting tools to create a presentation style suitable tention text

z Use a variety of organisers for academic writing tasks Organisation skills z Plan short- and long-term assignments; meet deadlines z Keep an organised and logical system of information files/notebooks z Select and use technology effectively and productively

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

Creative-thinking skills

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Create original works and ideas; use existing works and ideas in new ways

z Use brainstorming and visual diagrams to generate new ideas and inquiries z Apply existing knowledge to generate new ideas, products or processes

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Communication

English

Personal and cultural expression

Memoirs allow writers to explore the power of personal narratives, the importance of self-reflection, and the ways in which individual experiences shape identity

Objective A: Analysing

z Self-expression z Purpose

z identify and explain th style of text(s) and th

z identify and explain th

z justify opinions and id

z interpret similarities a and texts

Objective B: Organising

z organise opinions and 14 hours / 6 weeks

Unit 4 - Stories that Shape Us

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and conside engagement with the

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in an

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Critical-thinking skills

he content, context, language, structure, technique and he relationship among texts

he effects of the creator’s choices on an audience

deas, using examples, explanations and terminology

and differences in features within and between genres

al structures that serve the context and intention

z Recognise unstated assumptions and bias Information literacy skills z Access information to be informed and inform others z Make connections between various sources of information z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Communication skills

d ideas in a coherent and logical manner

z Use appropriate forms of writing for different purposes and audiences

formatting tools to create a presentation style suitable tention

z Make inferences and draw conclusions

text

emonstrate thought, imagination and sensitivity while ering new perspectives and ideas arising from personal e creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

n appropriate register and style

z Read critically and for comprehension z Use a variety of organisers for academic writing tasks Organisation skills z Plan short- and long-term assignments; meet deadlines z Bring necessary equipment and supplies to class z Keep an organised and logical system of information files/notebooks Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make unexpected or unusual connections between objects and/or ideas z Create original works and ideas; use existing works and ideas in new ways z Generate metaphors and analogies

r, syntax and punctuation

Transfer skills

guages), write (character languages) and uracy

z Combine knowledge, understanding and skills to create products or solutions

-verbal communication techniques

z Change the context of an inquiry to gain different perspectives Reflection skills z Develop new skills, techniques and strategies for effective learning

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Communication

English

Identities and relationships

z Character

Focus exploration(s)

z Genre

z Identity formation

The graphic novel form uses unique stylistic and structural techniques to communicate the author’s message

Objective A: Analysing

z Style

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z employ organisationa 16 hours / 8 weeks

Unit 1 - From the Mind of the Shaper

Unit Name

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

Objective D: Using lang

z use appropriate and v forms of expression

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

Curriculum Handbook 2023-2024

Approaches to learning Transfer skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

z Apply skills and knowledge in unfamiliar situations Communication skills z Use appropriate forms of writing for different purposes and audiences

and differences by connecting features across and xts

z Collaborate with peers and experts using a variety of digital environments and media

z Write for different purposes

al structures that serve the context and intention

z Read critically and for comprehension

d ideas in a sustained, coherent and logical manner

Creative-thinking skills

formatting tools to create a presentation style suitable tention

z Use brainstorming and visual diagrams to generate new ideas and inquiries z Create original works and ideas; use existing works and ideas in new ways

text

Organisation skills

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

z Plan short- and long-term assignments; meet deadlines

s in terms of linguistic, literary and visual devices, eness of impact on an audience

guage

varied vocabulary, sentence structures and

z Bring necessary equipment and supplies to class Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment) Collaboration skills z Give and receive meaningful feedback

r, syntax and punctuation

guages), write (character languages) and uracy

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Communication

English z Structure

Fairness and development

z Purpose

Focus exploration(s)

z Audience imperatives

z Democracy, politics, government and civil society

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

z Style

z Rights, law, civic responsibility and the public sphere

MYP Objectives

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

16 hours / 6 weeks

Unit 2 - Call to Action

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning

Creative-thinking skills

al structures that serve the context and intention

z Create novel solutions to authentic problems

d ideas in a sustained, coherent and logical manner

z Make guesses, ask ‘what if’ questions and generate testable hypotheses

formatting tools to create a presentation style suitable tention

Communication skills

text

z Interpret and use effectively modes of non-verbal communication

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

z Give and receive meaningful feedback z Negotiate ideas and knowledge with peers and teachers z Read critically and for comprehension z Write for different purposes Collaboration skills z Practise empathy

guage

z Listen actively to other perspectives and ideas

varied vocabulary, sentence structures ion

z Give and receive meaningful feedback

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Use appropriate strategies for organising complex information Reflection skills z Develop new skills, techniques and strategies for effective learning z Consider content z Consider personal learning strategies Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions Media literacy skills z Understand the impact of media representations and modes of presentation Critical-thinking skills z Revise understanding based on new information and evidence z Propose and evaluate a variety of solutions Transfer skills z Combine knowledge, understanding and skills to create products or solutions

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Perspective

English

Identities and relationships

z Style

Focus exploration(s)

z Theme

z Transitions

Writers use various literary elements for a purpose; often this lets them explore the darker side of human nature

Objective A: Analysing

z Character

z Genre

z Moral reasoning and ethical judgement

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

z organise opinions and

z use referencing and f to the context and int

18 hours / 6 weeks

Unit 3 - Deep Dark Desires

Objective B: Organising

z employ organisationa

Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonz Perspective

English

z Creativity

z Genre

Personal and cultural expression

z Style

Focus exploration(s) z Artistry, craft, creation, beauty

Awareness of perspective in response to texts can promote awareness and a sense of connection amongst diverse global communities

Objective A: Analysing

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

z organise opinions and 18 hours / 6 weeks

Unit 4 - Stories are Waiting

Objective B: Organising

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Critical-thinking skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

z Draw reasonable conclusions and generalisations Creative-thinking skills z Consider multiple alternatives, including those that

and differences by connecting features across and xts

z might be unlikely or impossible

z Make connections between various sources of information

al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

Information literacy skills Reflection skills z Consider content Affective skills z Practise managing self-talk Communication skills z Use appropriate forms of writing for different purposes and audiences z Negotiate ideas and knowledge with peers and teachers z Paraphrase accurately and concisely

s and examples to develop ideas

z Preview and skim texts to build understanding

guage

z Make effective summary notes for studying

varied vocabulary, sentence structures ion

z Take effective notes in class

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques Creative-thinking skills

context, language, structure, technique and style of onship among texts

z Use brainstorming and visual diagrams to generate new ideas and inquiries

f the creator’s choices on an audience

z Consider multiple alternatives, including those that might be unlikely or impossible

deas, using examples, explanations and terminology

z Create original works and ideas; use existing works and ideas in new ways

and differences by connecting features across and xts

Transfer skills

al structures that serve the context and intention

z Apply skills and knowledge in unfamiliar situations Information literacy skills

d ideas in a sustained, coherent and logical manner

z Use critical-literacy skills to analyse and interpret media communications

formatting tools to create a presentation style suitable tention

z Collect, record and verify data z Access information to be informed and inform others

text

Organisation skills

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

z Plan short- and long-term assignments; meet deadlines

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

z Create plans to prepare for summative assessments (examinations and performances) Communication skills z Give and receive meaningful feedback z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences z Participate in, and contribute to, digital social media networks z Write for different purposes

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Relationships

English

Fairness and development

z Style

Focus exploration(s)

z Theme

z Authority, security and freedom

Critical readers understand that examining the relationship between characters and authority in totalitarian societies in literature yields an understanding of the dangers of the suppressing freedom of individual speech, thought, and identity

Objective A: Analysing

z Character

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z employ organisationa

z organise opinions and

z use referencing and f to the context and int

9 hours / 11 weeks

Unit 3 - All the Years Set Aflame

Unit Name

Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v forms of expression

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate nonCommunication

English z Point of view z Audience imperatives z Self-expression

Scientific and technical innovation Focus exploration(s) z Digital life, virtual environments and the Information Age

Podcasts create an innovative virtual space for self-expression and establish niche communities

Objective A: Analysing

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z organise opinions and 11 hours / 6 weeks

Unit 1 - Podcasts on Blast!

z employ organisationa

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Transfer skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

z Apply skills and knowledge in unfamiliar situations z Inquire in different contexts to gain a different perspective

deas, using examples, explanations and terminology

Critical-thinking skills

and differences by connecting features across and xts

z Evaluate evidence and arguments

al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

z Gather and organise relevant information to formulate an argument z Draw reasonable conclusions and generalisations z Consider ideas from multiple perspectives z Develop contrary or opposing arguments

formatting tools to create a presentation style suitable tention

Reflection skills

text

Organisation skills

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

z Consider ATL skills development z Bring necessary equipment and supplies to class Collaboration skills

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Listen actively to other perspectives and ideas

s and examples to develop ideas

z Exercise leadership and take on a variety of roles within groups

guage

varied vocabulary, sentence structures and

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

z Encourage others to contribute Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Interpret and use effectively modes of non-verbal communication z Negotiate ideas and knowledge with peers and teachers z Make inferences and draw conclusions z Use and interpret a range of discipline-specific terms and symbols z Take effective notes in class Critical-thinking skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

z Gather and organise relevant information to formulate an argument Collaboration skills z Delegate and share responsibility for decision-making

and differences by connecting features across and xts

z Manage and resolve conflict and work collaboratively in teams

z Plan short- and long-term assignments; meet deadlines

al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention text

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

Organisation skills Communication skills z Use a variety of media to communicate with a range of audiences z Negotiate ideas and knowledge with peers and teachers z Share ideas with multiple audiences using a variety of digital environments and media z Use and interpret a range of discipline-specific terms and symbols z Structure information in summaries, essays and reports Information literacy skills z Understand and implement intellectual property rights Creative-thinking skills z Create original works and ideas; use existing works and ideas in new ways

varied vocabulary, sentence structures ion

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Perspective

English

Identities and relationships

z Character

Focus exploration(s)

z Context

z Identity formation

Identity formation and the search for personal agency are universally explored as individuals come of age

Objective A: Analysing

z Setting

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z employ organisationa

z organise opinions and 16 hours / 5 weeks

Unit 2 - Coming of Age Around the World

z Theme

z analyse the content, c text(s) and the relatio

z use referencing and f to the context and int Objective C: Producing

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

z select relevant details

Objective D: Using lang

z use appropriate and v and forms of expressi

z write and speak in a r

z use correct grammar

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Curriculum Handbook 2023-2024

Approaches to learning Reflection skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

deas, using examples, explanations and terminology

z Develop new skills, techniques and strategies for effective learning Critical-thinking skills z Practise observing carefully in order to recognise problems

and differences by connecting features across and xts

z Gather and organise relevant information to formulate an argument

z Practise empathy

al structures that serve the context and intention

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention text

Collaboration skills Communication skills z Read a variety of sources for information and for pleasure z Take effective notes in class z Structure information in summaries, essays and reports

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

s in terms of linguistic, literary and visual devices, eness of impact on an audience

s and examples to develop ideas

guage

varied vocabulary, sentence structures ion

r, syntax and punctuation

guages), write (character languages) and uracy

-verbal communication techniques

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language and Literature | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Perspective

English

Fairness and development

z Purpose

Focus exploration(s)

z Audience imperatives

z Imagining a hopeful future

The documentary genre allows filmmakers to offer various perspectives on global issues and stimulate discourse to affect positive change in the audience through manipulation of structure and style

Objective A: Analysing

z Genre

z Structure

z analyse the content, c text(s) and the relatio

z analyse the effects of

z justify opinions and id

z evaluate similarities a within genres and tex

Objective B: Organising

z employ organisationa

z organise opinions and

Objective C: Producing 9 hours / 6 weeks

Unit 4 - Documenting Destiny

z use referencing and f to the context and int

z produce texts that de exploring and reflectin from personal engage

z make stylistic choices demonstrating aware

Curriculum Handbook 2023-2024

Approaches to learning Organisation skills

context, language, structure, technique and style of onship among texts

f the creator’s choices on an audience

z Plan short- and long-term assignments; meet deadlines Collaboration skills

deas, using examples, explanations and terminology

z Help others to succeed

and differences by connecting features across and xts

z Take responsibility for one’s own actions z Listen actively to other perspectives and ideas

Media literacy skills

al structures that serve the context and intention

z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

d ideas in a sustained, coherent and logical manner

formatting tools to create a presentation style suitable tention

z Demonstrate awareness of media interpretations of events and ideas (including digital social media)

text

z Understand the impact of media representations and modes of presentation

emonstrate insight, imagination and sensitivity while ng critically on new perspectives and ideas arising ement with the creative process

z Seek a range of perspectives from multiple and varied sources

s in terms of linguistic, literary and visual devices, eness of impact on an audience

z Communicate information and ideas effectively to multiple audiences using a variety of media and formats Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Create novel solutions to authentic problems Transfer skills z Inquire in different contexts to gain a different perspective Communication skills z Use a variety of media to communicate with a range of audiences z Share ideas with multiple audiences using a variety of digital environments and media Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Access information to be informed and inform others z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Reflection skills z Consider ethical, cultural and environmental implications

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B Language Acquisition - Arabic B | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Connections

Arabic B

Personal and cultural expression

z Phases 1–2

Focus exploration(s)

z Structure

z Products, systems and institutions

By understanding the connections between context and message we communicate ideas about a balanced-life

Objective A: Listening

z Purpose

24 hours / 8 weeks

Unit 2 - Healthy habits

Unit Name

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Connections

z Message

Identities and relationships

z Function

Focus exploration(s)

z Phases 1–2

z Identity formation

z Phases 3–4

z Attitudes, motivation, independence

Arabic B

Students will investigate the function of greetings in the Arab world and how word choice contribute to successful message

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

50 hours / 6 weeks

Unit 1 - Who am I? % ' !‫א‬#‫(& א‬

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Create plans to prepare for summative assessments (examinations and performances)

in a wide variety of simple authentic texts

z Keep an organised and logical system of information files/notebooks

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts Collaboration skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts

z Help others to succeed z Take responsibility for one’s own actions Communication skills z Use a variety of media to communicate with a range of audiences z Collaborate with peers and experts using a variety of digital z environments and media z Write for different purposes

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Arabic B

Personal and cultural expression

z Word choice

Focus exploration(s)

z Phases 3–4

z Products, systems and institutions

Careful words allows better communication when we share our point of view

Objective A: Listening

z Phases 1–2

z Point of view

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

4 hours / 12 weeks

)*+,-./‫ א‬12‫*א‬3

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Reflection skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts

z Plan short- and long-term assignments; meet deadlines

in a wide variety of simple authentic texts

z Keep an organised and logical system of information files/notebooks Collaboration skills

vocabulary

z Use social media networks appropriately to build and develop relationships

grammatical structures generally accurately

z Manage and resolve conflict and work collaboratively in teams

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Create novel solutions to authentic problems Communication skills z Give and receive meaningful feedback z Collaborate with peers and experts using a variety of digital environments and media Transfer skills z Use effective learning strategies in subject groups and disciplines Critical-thinking skills z Practise observing carefully in order to recognise problems Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks) z Compare, contrast and draw connections among (multi)media resources Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Collect, record and verify data

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 7 (Year 2) Unit Name

Key concepts Connections

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Identities and relationships

Objective A: Listening

z Phases 1–2 z Message

Focus exploration(s)

َ ‫الطالب يوضح أهمية التواصل‬ ‫و الهدف من بناء العالقات مع‬ ‫االخرين‬

z Purpose

z Attitudes, motivation, independence

Arabic B

z Physical, psychological and social development

The student explains the importance of communication and the purpose of building relationships with others

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use clear pronunciatio 45 hours / 12 weeks

Festival and Celebration

z use a wide range of g

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Affective skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts

z Practise focus and concentration z Demonstrate persistence and perseverance Transfer skills z Use effective learning strategies in subject groups and disciplines z Compare conceptual understanding across multiple subject groups and disciplines Communication skills

in a wide variety of simple authentic texts

z Give and receive meaningful feedback

vocabulary

Media literacy skills

grammatical structures generally accurately

z Use appropriate forms of writing for different purposes and audiences z Make informed choices about personal viewing experiences

on and intonation in a comprehensible manner

z Seek a range of perspectives from multiple and varied sources

almost all the required information clearly

Collaboration skills

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

z Use social media networks appropriately to build and develop relationships z Take responsibility for one’s own actions Organisation skills z Plan short- and long-term assignments; meet deadlines z Keep and use a weekly planner for assignments Information literacy skills z Make connections between various sources of information z Present information in a variety of formats and platforms z Collect and analyse data to identify solutions and make informed decisions Reflection skills z Try new ATL skills and evaluate their effectiveness z Focus on the process of creating by imitating the work of others Critical-thinking skills z Test generalisations and conclusions z Formulate factual, topical, conceptual and debatable questions Creative-thinking skills z Create novel solutions to authentic problems z Design improvements to existing machines, media and technologies

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

Arabic B

Personal and cultural expression

z Purpose

Focus exploration(s)

z Phases 1–2

z Social constructions of reality

Students will understand that fashion focuses on the perception of beauty which varies according to Time, Place and Space (context) through an inquiry into context and purpose

Objective A: Listening

z Context

z Philosophies and ways of life

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z communicate all or a and effectively 45 hours / 12 weeks

Clothing and fashion

z use clear pronunciatio

Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Transfer skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Apply skills and knowledge in unfamiliar situations

in a wide variety of simple authentic texts

z Communication skills

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Combine knowledge, understanding and skills to create products or solutions z Give and receive meaningful feedback z Use a variety of speaking techniques to communicate with a variety of audiences z Write for different purposes Collaboration skills z Use social media networks appropriately to build and develop relationships z Listen actively to other perspectives and ideas

vocabulary

z Encourage others to contribute

grammatical structures generally accurately

Organisation skills

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic Affective skills z Practise focus and concentration z Practise strategies to overcome distractions

effectively and coherently in an appropriate format f simple cohesive devices

Reflection skills

almost all the required information with a clear sense of se to suit the context

z Try new ATL skills and evaluate their effectiveness

z Develop new skills, techniques and strategies for effective learning Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Collect, record and verify data Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make guesses, ask what if questions and generate testable hypotheses Media literacy skills z Demonstrate awareness of media interpretations of events and ideas (including digital social media) z Make informed choices about personal viewing experiences Critical-thinking skills z Practise observing carefully in order to recognise problems z Recognise unstated assumptions and bias z Use models and simulations to explore complex systems and issues z Identify trends and forecast possibilities

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

z Communication

Arabic B z Purpose

Identities and relationships

Students will understand that our daily routines may be influenced by cultures, religions and weather

Objective A: Listening

z Creativity

z Phases 1–2

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i

45 hours / 6 weeks

My daily routine + MOE a day without a phone 1(4*/‫ א‬15*26,

z Patterns

z identify explicit and im details) in a wide vari

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Language Acquisition - Arabic B | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

Arabic B

Personal and cultural expression

The purpose of excursions reflects our culture and beliefs The meaning of thick clothes or light clothes in some countries temperature is related to our beliefs

Objective A: Listening

z Context z Purpose z Phases 1–2 z Phases 5–6

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

31 hours / 12 weeks

Enviroment

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Plan short- and long-term assignments; meet deadlines Collaboration skills z Negotiate effectively

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts

z Give and receive meaningful feedback z Take effective notes in class

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

z Communication

Arabic B z Point of view

Fairness and development

What factors influence people's visions of their dream homes, and how do these visions reflect individual preferences, lifestyles and aspirations

Objective A: Listening

z Culture

z Phases 3–4 z Phases 1–2 z Word choice

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

45 hours / 6 weeks

7‫א‬3‫ אא‬:*;

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a clear sense of audien

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Information literacy skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use critical-literacy skills to analyse and interpret media communications

in a wide variety of simple authentic texts

z Use memory techniques to develop long-term memory

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

z Make connections between various sources of information z Collect and analyse data to identify solutions and make informed decisions Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use z information from a variety of sources and media (including digital z social media and online networks) z Make informed choices about personal viewing experiences Collaboration skills z Use social media networks appropriately to build and develop relationships z Delegate and share responsibility for decision-making Critical-thinking skills z Practise observing carefully in order to recognise problems z Evaluate evidence and arguments

vocabulary

z Test generalisations and conclusions

grammatical structures generally accurately

Communication skills

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a nce and purpose to suit the context

z Give and receive meaningful feedback z Participate in, and contribute to, digital social media networks Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Design improvements to existing machines, media and technologies Transfer skills z Make connections between subject groups and disciplines Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals Affective skills z Practise focus and concentration z Practise strategies to develop mental focus z Practise strategies to overcome distractions Reflection skills z Develop new skills, techniques and strategies for effective learning z Identify strengths and weaknesses of personal learning strategies (self-assessment)Try new ATL skills and evaluate their effectiveness z Focus on the process of creating by imitating the work of others

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 8 (Year 3) Unit Name

Key concepts Connections

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Identities and relationships

Objective A: Listening

z Phases 1–2 z Purpose

Focus exploration(s)

َ ‫الطالب يوضح أهمية التواصل‬ ‫و الهدف من بناء العالقات مع‬ ‫االخرين‬

z Message

z Attitudes, motivation, independence

Arabic B

z Physical, psychological and social development

The student explains the importance of communication and the purpose of building relationships with others

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use clear pronunciatio 45 hours / 12 weeks

Future jobs | <=>?@./‫& א‬A(

z use a wide range of g

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Information literacy skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

z Make connections between various sources of information

in a wide variety of simple authentic texts

z Collect and analyse data to identify solutions and make informed decisions

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

z Present information in a variety of formats and platforms Organisation skills z Plan short- and long-term assignments; meet deadlines z Keep and use a weekly planner for assignments

in a wide variety of simple authentic texts

Affective skills

in a wide variety of simple authentic texts

z Practise focus and concentration z Demonstrate persistence and perseverance

vocabulary

Reflection skills

grammatical structures generally accurately

z Try new ATL skills and evaluate their effectiveness

on and intonation in a comprehensible manner

z Focus on the process of creating by imitating the work of others

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

Media literacy skills z Make informed choices about personal viewing experiences z Seek a range of perspectives from multiple and varied sources Communication skills z Give and receive meaningful feedback z Use appropriate forms of writing for different purposes and audiences Critical-thinking skills z Test generalisations and conclusions z Formulate factual, topical, conceptual and debatable questions Transfer skills z Use effective learning strategies in subject groups and disciplines z Compare conceptual understanding across multiple subject groups and disciplines Collaboration skills z Use social media networks appropriately to build and develop relationships z Take responsibility for one’s own actions Creative-thinking skills z Create novel solutions to authentic problems z Design improvements to existing machines, media and technologies

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

Arabic B

Personal and cultural expression

z Phases 1–2

Focus exploration(s)

z Word choice

z Philosophies and ways of life

Food has an important role in culture and a healthy diet reflects a healthy lifestyle

Objective A: Listening

z Meaning

z Word choice z Phases 3–4 z Meaning

z Belief systems z Analysis and argument

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections

z use a wide range of v

z use a wide range of g

z use clear pronunciatio 40 hours / 12 weeks

Unit 1 - Healthy Lifestyle | )*BC/‫ א‬D‫*א‬B/‫א‬

Objective C: Speaking

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Creative-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Make unexpected or unusual connections between objects and/or ideas z Make guesses, ask what if questions and generate testable hypotheses Communication skills z Read critically and for comprehension z Read a variety of sources for information and for pleasure Collaboration skills

in a wide variety of simple authentic texts

z Help others to succeed

in a wide variety of simple authentic texts

z Take responsibility for one’s own actions Critical-thinking skills

vocabulary

z Interpret data

grammatical structures generally accurately

z Evaluate and manage risk

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Transfer skills z Compare conceptual understanding across multiple subject groups and disciplines z Make connections between subject groups and disciplines Organisation skills z Set goals that are challenging and realistic z Keep an organised and logical system of information files/notebooks Affective skills z Practise delaying gratification z Practise strategies to overcome impulsiveness and anger Reflection skills z Try new ATL skills and evaluate their effectiveness z Consider ATL skills development Information literacy skills z Make connections between various sources of information z Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information Media literacy skills z Understand the impact of media representations and modes of presentation z Compare, contrast and draw connections among (multi)media resources

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Arabic B | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Arabic B

Personal and cultural expression

Creativity allows people to exchange ideas and interact with an audience according to a specific purpose that may vary according to Time and Space

Objective A: Listening

z Audience z Phases 1–2 z Purpose

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im supporting details) in

z analyse conventions i

46 hours / 12 weeks

Entertainment (museum, movies, culture…) | E*FG?/‫א‬6 )*H@?/‫א‬

Unit Name

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos Connections

Arabic B z Phases 1–2 z Audience z Phases 3–4 z Empathy

Fairness and development

Connecting to an audience can lead to empathy and awareness of rights and responsibilities

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

40 hours / 12 weeks

Communication

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

in a wide variety of simple authentic texts

z Give and receive meaningful feedback z Negotiate ideas and knowledge with peers and teachers

in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context Collaboration skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use social media networks appropriately to build and develop relationships

in a wide variety of simple authentic texts

z Negotiate effectively

in a wide variety of simple authentic texts

z Make fair and equitable decisions

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French Language Acquisition - French | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

French

Personal and cultural expression

When we learn a new language, it is sometimes necessary to follow certain structures and conventions to communicate correctly

Objective A: Listening

z Phases 1–2 z Structure z Pronunciation

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i

16 hours / 4 weeks

Unité 1 - Et si on apprenait une nouvelle langue ?

z Conventions

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos Connections

French z Structure z Form

By learning a new language, we can define our identity by the people around us and the relationships we establish

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari 16 hours / 10 weeks

Unité 2 - Comment est ta famille?

z Phases 1–2

Identities and relationships

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Reflection skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Consider ATL skills development z Consider personal learning strategies Creative-thinking skills z Apply existing knowledge to generate new ideas, products or processes z Create original works and ideas; use existing works and ideas in new ways Transfer skills z Apply skills and knowledge in unfamiliar situations Critical-thinking skills z Revise understanding based on new information and evidence

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

Communication skills z Read a variety of sources for information and for pleasure z Take effective notes in class Organisation skills z Plan short- and long-term assignments; meet deadlines

vocabulary

grammatical structures generally accurately

z Bring necessary equipment and supplies to class z Use appropriate strategies for organising complex information

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context Critical-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Revise understanding based on new information and evidence Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Write for different purposes

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Creativity

French

Orientation in space and time

It is by learning a new language that we can make sense of the places around us and creatively redefine our home

Objective A: Listening

z Meaning z Form z Phases 1–2 z Message

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections

z identify explicit and im supporting details) in

z analyse conventions i

16 hours / 8 weeks

Unité 3 - Où te sens-tu chez toi?

Objective B: Reading

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Language Acquisition - French | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Creativity

French

Personal and cultural expression

By using a language and its structures, we can express our culture through our routines, however we create and adapt new habits according to our environment

Objective A: Listening

z Patterns z Phases 1–2 z Word choice z Structure

16 hours / 6 weeks

Unité 1 - Quel est le programme au collège?

z Conventions

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g z organise information

z format using a wide r

z communicate all or a sense of audience an

100

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

z Use a variety of speaking techniques to communicate with a variety of audiences

in a wide variety of simple authentic texts

z Use appropriate forms of writing for different purposes and audiences

in a wide variety of simple authentic texts

z Participate in, and contribute to, digital social media networks z Write for different purposes

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

Transfer skills

in a wide variety of simple authentic texts

z Combine knowledge, understanding and skills to create products or solutions

in a wide variety of simple authentic texts

z Apply skills and knowledge in unfamiliar situations z Critical-thinking skills z Draw reasonable conclusions and generalisations

vocabulary

z Revise understanding based on new information and evidence

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

z Negotiate ideas and knowledge with peers and teachers

in a wide variety of simple authentic texts

z Collaborate with peers and experts using a variety of digital environments and media

in a wide variety of simple authentic texts

z Write for different purposes

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately effectively and coherently in an appropriate

range of simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

101

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

French

Personal and cultural expression

It is by using language and its patterns that we can express the personal and cultural influences on our hobbies and passions

Objective A: Listening

z Form z Phases 1–2 z Patterns

z identify explicit and im supporting details) in

z analyse conventions i z analyse connections

z identify explicit and im supporting details) in

z analyse conventions i

16 hours / 10 weeks

Unité 2 - Quels sont tes loisirs ?

Objective B: Reading

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

102

Creativity

French z Form z Meaning z Message z Phases 1–2

Orientation in space and time

To understand the importance of different celebrations and traditions, it is important to understand their cultural context and linguistics

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i 16 hours / 8 weeks

Unité 3 - Que penses-tu des fêtes et des célébrations traditionnelles?

z communicate all or a audience and purpos

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

z Use appropriate forms of writing for different purposes and audiences

in a wide variety of simple authentic texts

z Collaborate with peers and experts using a variety of digital environments and media

in a wide variety of simple authentic texts

z Negotiate ideas and knowledge with peers and teachers

Collaboration skills

mplicit information (facts and/or opinions, n a wide variety of simple authentic texts

in a wide variety of simple authentic texts

z Manage and resolve conflict and work collaboratively in teams z Listen actively to other perspectives and ideas

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Plan short- and long-term assignments; meet deadlines

in a wide variety of simple authentic texts

z Create plans to prepare for summative assessments (examinations and performances)

in a wide variety of simple authentic texts

z Keep and use a weekly planner for assignments Collaboration skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Help others to succeed

in a wide variety of simple authentic texts

z Listen actively to other perspectives and ideas

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

z Manage and resolve conflict and work collaboratively in teams z Negotiate effectively Communication skills z Give and receive meaningful feedback

on and intonation in a comprehensible manner

z Use a variety of speaking techniques to communicate with a variety of audiences

almost all the required information clearly

z Read critically and for comprehension

vocabulary

z Make inferences and draw conclusions z Preview and skim texts to build understanding z Take effective notes in class

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

103

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

French

Identities and relationships

By making balanced choices, we take care of our health and communicate to other how to stay healthy through the use of language

Objective A: Listening

z Phases 1–2 z Message

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i

16 hours / 6 weeks

Unité 1 - Comment prends-tu soin de toi?

z Audience

z identify explicit and im details) in a wide vari

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos Communication

French z Phases 1–2 z Audience

16 hours / 10 weeks

Unité 2 - Et si on faisait du shopping?

z Message

Globalisation and sustainability

By comparing and evaluating what we consume, we can make ethical and responsible choices and persuade other people to do the same to live in a sustainable society

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a clearly and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

104

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Creative-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Create original works and ideas; use existing works and ideas in new ways Media literacy skills z Communicate information and ideas effectively to multiple audiences using a variety of media and formats Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences z Read a variety of sources for information and for pleasure z Write for different purposes

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context Transfer skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Make connections between subject groups and disciplines Critical-thinking skills z Draw reasonable conclusions and generalisations Information literacy skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information y

z Collect, record and verify data Collaboration skills z Help others to succeed Communication skills z Use a variety of media to communicate with a range of audiences z Read critically and for comprehension z Make inferences and draw conclusions z Write for different purposes

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

105

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

French

Scientific and technical innovation

New technologies change our way of communicating with each other, our way of learning, and can help us better understand a language

Objective A: Listening

z Phases 1–2 z Structure z Function

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i

16 hours / 8 weeks

Unité 3 - La technologie peut-elle nous remplacer?

z Purpose

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

Language Acquisition - French | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

French

Globalisation and sustainability

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

Objective A: Listening

z Meaning z Function z Phases 1–2

18 hours / 6 weeks

Unité 1 - Comment voyages-tu?

z Purpose

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a sense of audience an

106

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use a variety of media to communicate with a range of audiences

in a wide variety of simple authentic texts

z Write for different purposes

in a wide variety of simple authentic texts

z Participate in, and contribute to, digital social media networks

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

e 1–2 (Emergent)

Approaches to learning Creative-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Use brainstorming and visual diagrams to generate new ideas and inquiries z Practise flexible thinking — develop multiple opposing, contradictory and complementary arguments Critical-thinking skills z Revise understanding based on new information and evidence

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

z Formulate factual, topical, conceptual and debatable questions z Consider ideas from multiple perspectives Information literacy skills z Collect, record and verify data z Make connections between various sources of information z Present information in a variety of formats and platforms Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear nd purpose to suit the context

107

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 9 (Year 4) Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Connections

French

Globalisation and sustainability

z Message

Focus exploration(s)

z Phases 1–2

z Human impact on the environment

Thanks to language, we can establish relationships and connections with each other to build a local and global community that is ethical and sustainable

Objective B: Reading

z Purpose 15 hours / 10 weeks

Key concepts

z Urban planning, strategy and infrastructure

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Connections

z Conventions

Fairness and development

z Message

Focus exploration(s)

z Purpose

z Ecology and disparate impact

French

z Phases 1–2

16 hours / 8 weeks

Unité 3 - Protéger notre environnement ?

Unité 2 - Que fais-tu pour ta communauté?

Unit Name

By connecting with each other through language, we can solve problems and pursue a common goal to promote equity and development in our environment

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively

Language Acquisition - French | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Communication

French

Identities and relationships

Effective communication in persuasive texts relies on careful word choice, organised structure, and demonstrates motivation and agency

z Phases 1–2 z Phases 3–4

108

z Structure z Word choice 24 hours / 6 weeks

Unité 1 - Le Monde du travail

z Word choice

z Structure

MYP Objectives - Phase

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Create plans to prepare for summative assessments (examinations and performances)

in a wide variety of simple authentic texts

z Use appropriate strategies for organising complex information

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences z Write for different purposes Collaboration skills z Encourage others to contribute

Critical-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Recognise unstated assumptions and bias

in a wide variety of simple authentic texts

z Draw reasonable conclusions and generalisations

in a wide variety of simple authentic texts

z Evaluate evidence and arguments z Revise understanding based on new information and evidence z Develop contrary or opposing arguments

vocabulary

z Propose and evaluate a variety of solutions

grammatical structures generally accurately

Collaboration skills

on and intonation in a comprehensible manner

almost all the required information clearly

e 3-4 (Capable)

z Use social media networks appropriately to build and develop relationships z Listen actively to other perspectives and ideas Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences

Approaches to learning Communication skills z Use appropriate forms of writing for different purposes and audiences z Negotiate ideas and knowledge with peers and teachers z Collaborate with peers and experts using a variety of digital environments and media z Make inferences and draw conclusions Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Bring necessary equipment and supplies to class z Keep an organised and logical system of information files/notebooks z Use appropriate strategies for organising complex information z Understand and use sensory learning preferences (learning styles) z Select and use technology effectively and productively

109

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Connections

French

Globalisation and sustainability

Through human connections we create a purposeful message that may lead to feelings of empathy, and awareness of the impact of modernisation

Objective A: Listening

z Purpose z Phases 3–4 z Empathy z Message

24 hours / 10 weeks

Unité 2 - Peut-on sauver notre planète?

Unit Name

z analyse connections complex authentic te

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

French z Phases 3–4 z Context z Point of view

24 hours / 8 weeks

Unité 3 - Que nous apporte la technologie?

z analyse conventions i complex authentic te

Objective D: Writing

Creativity

110

z identify explicit and im details) in a wide vari

Scientific and technical innovation

Scientific and technical innovations allow the expression of divergent points of view that develops creativity and may vary according to context

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i complex authentic te

z analyse connections complex authentic te Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a clearly and effectively

e 3-4 (Capable)

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

Curriculum Handbook 2023-2024

Approaches to learning Organisation skills z Plan short- and long-term assignments; meet deadlines

in a wide variety of simple and some exts

Critical-thinking skills

in a wide variety of simple and some exts

z Gather and organise relevant information to formulate an argument

vocabulary

z Practise observing carefully in order to recognise problems z Consider ideas from multiple perspectives z Propose and evaluate a variety of solutions z Identify obstacles and challenges

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple and complex cohesive devices

almost all the required information with a clear sense of se to suit the context

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

in a wide variety of simple and some exts

Critical-thinking skills z Consider ideas from multiple perspectives Organisation skills z Plan short- and long-term assignments; meet deadlines

in a wide variety of simple and some exts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information y

111

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - Spanish Language Acquisition - French | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Spanish

Personal and cultural expression

z Phases 1–2

Focus exploration(s)

z Conventions

z Critical literacy, languages and linguistic systems

When we learn a new language, it is sometimes necessary to follow certain structures and conventions to communicate correctly

Objective A: Listening

z Pronunciation

z analyse conventions i Objective C: Speaking

z use a wide range of v

z use clear pronunciatio Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

20 hours / 13 weeks

Unidad 2 - ¿Cómo es tu familia?

z analyse connections

z identify explicit and im details) in a wide vari

Connections

112

z analyse conventions i Objective B: Reading

14 hours / 12 weeks

Unidad 1 - ¿Cómo aprendemos un idioma?

z Structure

z identify explicit and im details) in a wide vari

z Structure

Identities and relationships

z Form

Focus exploration(s)

z Phases 1–2

z Identity formation

Spanish

z Happiness and the good life z Roles and role models

By learning a new language, we can define our identity by the people around us and the relationships we establish

Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Affective skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts

z Practise focus and concentration z Practise strategies to overcome distractions Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Keep an organised and logical system of information files/notebooks Collaboration skills

vocabulary

on and intonation in a comprehensible manner

z Listen actively to other perspectives and ideas Communication skills z Use intercultural understanding to interpret communication

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

z Collaborate with peers and experts using a variety of digital z environments and media z Read critically and for comprehension Transfer skills z Apply skills and knowledge in unfamiliar situations Creative-thinking skills z Consider multiple alternatives, including those that might be unlikely or impossible Reflection skills z Develop new skills, techniques and strategies for effective learning z Try new ATL skills and evaluate their effectiveness Critical-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

z Recognise unstated assumptions and bias z Draw reasonable conclusions and generalisations Communication skills z Give and receive meaningful feedback z Collaborate with peers and experts using a variety of digital z environments and media

on and intonation in a comprehensible manner

z Share ideas with multiple audiences using a variety of digital environments and media

almost all the required information clearly

z Read critically and for comprehension z Make inferences and draw conclusions Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Consider multiple alternatives, including those that might be unlikely or impossible z Make unexpected or unusual connections between objects and/or ideas

113

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

z Creativity

Spanish z Message

Orientation in space and time

By learning a new language, we can make sense of the places around us and creatively redefine our home

Objective A: Listening

z Form

z Phases 1–2 z Form

20 hours / 13 weeks

Unidad 3 - ¿Cómo es tu casa?

Unit Name

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Language Acquisition - French | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Creativity

Spanish

Personal and cultural expression

z Structure

Focus exploration(s)

z Word choice

z Critical literacy, languages and linguistic systems

By using a language and its structures, we can express our culture through our routines

Objective A: Listening

z Patterns

z Conventions z Phases 1–2

14 hours / 12 weeks

Unidad 1 - ¿Qué haces hoy? - Mi Rutina Diaria

Unit Name

z Philosophies and ways of life z Belief systems z Ritual and play

However, create and adapt new habits according to our environment

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

114

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

z Set goals that are challenging and realistic Communication skills z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences z Write for different purposes z Take effective notes in class z Structure information in summaries, essays and reports Critical-thinking skills z Gather and organise relevant information to formulate an argument Information literacy skills z Make connections between various sources of information

e 1–2 (Emergent)

Approaches to learning Reflection skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Develop new skills, techniques and strategies for effective learning

in a wide variety of simple authentic texts

z Identify strengths and weaknesses of personal learning strategies (self-assessment)Try new ATL skills and evaluate their effectiveness

in a wide variety of simple authentic texts

z Consider content z Consider ATL skills development

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

Collaboration skills

in a wide variety of simple authentic texts

z Take responsibility for one’s own actions

z Delegate and share responsibility for decision-making z Listen actively to other perspectives and ideas

vocabulary

z Give and receive meaningful feedback

grammatical structures generally accurately

Communication skills

on and intonation in a comprehensible manner

almost all the required information clearly

vocabulary

z Give and receive meaningful feedback z Use intercultural understanding to interpret communication z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences

grammatical structures generally accurately

z Use a variety of media to communicate with a range of audiences

effectively and coherently in an appropriate format f simple cohesive devices

z Collaborate with peers and experts using a variety of digital z environments and media

almost all the required information with a clear sense of se to suit the context

z Read critically and for comprehension

115

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 7 (Year 2)

116

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

Spanish

Personal and cultural expression

z Form

Focus exploration(s)

z Patterns

z Artistry, craft, creation, beauty

It is by using language and its patterns that we can express the personal and cultural influences on our hobbies and passions

Objective A: Listening

z Phases 1–2

19 hours / 13 weeks

z philosophies and ways of life

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z Ritual and play

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively

Creativity

Spanish z Message z Form z Phases 1–2 z Word choice

20 hours / 13 weeks

Unidad 3 - ¿Te gustan las fiestas y las celebraciones?

Unidad 1 - ¿Cuales son tus pasatiempos?

Unit Name

Orientation in space and time

To understand the importance of different celebrations and traditions, it is important to understand their cultural context and linguistics

Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use intercultural understanding to interpret communication

in a wide variety of simple authentic texts

z Use a variety of speaking techniques to communicate with a variety of audiences

in a wide variety of simple authentic texts

z Collaborate with peers and experts using a variety of digital z environments and media

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

z Write for different purposes z Paraphrase accurately and concisely z Take effective notes in class z Use a variety of organisers for academic writing tasks Collaboration skills z Practise empathy z Delegate and share responsibility for decision-making z Help others to succeed z Take responsibility for one’s own actions z Listen actively to other perspectives and ideas Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use intercultural understanding to interpret communication

in a wide variety of simple authentic texts

z Collaborate with peers and experts using a variety of digital

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

z Negotiate ideas and knowledge with peers and teachers z environments and media z Write for different purposes Organisation skills z Keep an organised and logical system of information files/notebooks z Use appropriate strategies for organising complex information Collaboration skills z Build consensus z Listen actively to other perspectives and ideas

117

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Spanish

Identities and relationships

z Message

Focus exploration(s)

z Audience

z Identity formation

By making balanced choices, we take care of our health and communicate to others how to stay healthy by using language

Objective A: Listening

z Phases 1–2

z Attitudes, motivation, independence

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective B: Reading

z Personal efficacy and agency

z identify explicit and im details) in a wide vari

z Self-esteem

z analyse conventions i

z Physical, psychological and social development

z analyse connections Objective C: Speaking

z Health and wellbeing

z use a wide range of v

z Lifestyle choices

z use a wide range of g

z use clear pronunciatio

118

Objective D: Writing 15 hours / 12 weeks

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

Communication

22 hours / 13 weeks

Unidad 1 - ¿Vamos de Compras?

Unidad 1 - ¿Cómo te cuidas?

z communicate all or a and effectively

z Phases 1–2

Globalisation and sustainability

z Audience

Focus exploration(s)

z Message

z Human impact on the environment

Spanish

z Commonality, diversity and interconnection z Consumption, conservation, scarcity

By comparing and evaluating what we consume, we can make ethical and responsible choices and persuade other people to do the same to live in a sustainable society

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Use intercultural understanding to interpret communication

in a wide variety of simple authentic texts

z Use a variety of speaking techniques to communicate with a variety of audiences

in a wide variety of simple authentic texts

z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

z Share ideas with multiple audiences using a variety of digital environments and media z Read critically and for comprehension z Make inferences and draw conclusions z Write for different purposes z Preview and skim texts to build understanding

vocabulary

z Take effective notes in class

grammatical structures generally accurately

z Make effective summary notes for studying

on and intonation in a comprehensible manner

almost all the required information clearly

Collaboration skills z Help others to succeed z Take responsibility for one’s own actions

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

z Build consensus z Make fair and equitable decisions z Listen actively to other perspectives and ideas z Negotiate effectively z Encourage others to contribute z Exercise leadership and take on a variety of roles within groups z Give and receive meaningful feedback Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) Reflection skills z Develop new skills, techniques and strategies for effective learning z Demonstrate flexibility in the selection and use of learning strategies z Try new ATL skills and evaluate their effectiveness z Consider content z Consider ATL skills development z Focus on the process of creating by imitating the work of others Critical-thinking skills z Practise observing carefully in order to recognise problems z Gather and organise relevant information to formulate an argument z Recognise unstated assumptions and bias z Interpret data z Consider ideas from multiple perspectives Critical-thinking skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Evaluate evidence and arguments

in a wide variety of simple authentic texts

z Consider ideas from multiple perspectives

in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

z Formulate factual, topical, conceptual and debatable questions Collaboration skills z Make fair and equitable decisions Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences

119

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 8 (Year 3) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Spanish

Scientific and technical innovation

z Purpose

Focus exploration(s)

z Phases 1–2

z Adaptation, ingenuity and progress

New technologies change our way of communicating with each other, our way of learning, and can help us better understand a language

Objective B: Reading

z Function

z Structure

z Products, processes and solutions

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections Objective D: Writing

z use a wide range of v

z Modernisation, industrialisation and engineering

20 hours / 13 weeks

Unidad 3 - ¿Puede nos reemplazar la tecnología?

Unit Name

z use a wide range of g

z organise information using a wide range of

z Digital life, virtual environments and the Information Age

z communicate all or a audience and purpos

Language Acquisition - French | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Culture

Spanish

Globalisation and sustainability

z Phases 1–2

Focus exploration(s)

z Purpose

z Human impact on the environment

When we travel, we discover new cultures and new ways of perceiving the world that allow us to communicate and connect with each other globally

Objective A: Listening

z Function

z Commonality, diversity and interconnection

z analyse conventions i z analyse connections Objective B: Reading

z identify explicit and im details) in a wide vari

z analyse conventions i 16 hours / 12 weeks

Unidad 1 - ¿Cómo viajas?

z Meaning

z identify explicit and im details) in a wide vari

z analyse connections Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

120

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Information literacy skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Reflection skills z Consider content Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Consider multiple alternatives, including those that might be unlikely or impossible z Make guesses, ask what if questions and generate testable hypotheses Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic z Keep an organised and logical system of information files/notebooks Communication skills z Give and receive meaningful feedback z Use intercultural understanding to interpret communication z Negotiate ideas and knowledge with peers and teachers z Read a variety of sources for information and for pleasure z Make inferences and draw conclusions

e 1–2 (Emergent)

Approaches to learning Organisation skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Plan short- and long-term assignments; meet deadlines

in a wide variety of simple authentic texts

z Create plans to prepare for summative assessments (examinations and performances)

in a wide variety of simple authentic texts

z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

in a wide variety of simple authentic texts in a wide variety of simple authentic texts

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information clearly

z Bring necessary equipment and supplies to class Reflection skills z Develop new skills, techniques and strategies for effective learning z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Demonstrate flexibility in the selection and use of learning strategies z Consider content z Consider ATL skills development Affective skills z Practise focus and concentration z Practise strategies to develop mental focus

vocabulary

z Practise strategies to overcome distractions

grammatical structures generally accurately

Communication skills

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

121

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 9 (Year 4) Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Connections

Spanish

Globalisation and sustainability

z Message

Focus exploration(s)

z Phases 1–2

z Human impact on the environment

Thanks to language, we can establish relationships and connections with each other to build a local and global community that is ethical and sustainable

Objective B: Reading

z Purpose 22 hours / 13 weeks

Key concepts

z identify explicit and im details) in a wide vari

z analyse conventions i z analyse connections

Objective D: Writing z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos Connections

22 hours / 6 weeks

Unidad 3 - ¿Cómo se protege el medio ambiente?

Unidad 1 - ¿Qué haces para tu comunidad?

Unit Name

z Phases 1–2

Fairness and development

z Message

Focus exploration(s)

z Conventions

z Inequality, difference and inclusion

Spanish

z Human capability and development

By connecting with each other through language, we can solve problems and pursue a common goal to promote equity and development in our environment

Objective C: Speaking

z use a wide range of g

z use a wide range of v

z use clear pronunciatio

z communicate all or a clearly and effectively

z Ecology and disparate impact z Imagining a hopeful future

Language Acquisition - French | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Communication

Spanish

Identities and relationships

Effective communication in persuasive texts relies on careful word choice, organised structure, and demonstrates motivation and agency

Objective A: Listening

z Structure z Word choice z Phases 1–2

z identify explicit and im details) in a wide vari

z analyse conventions i authentic texts

z analyse connections complex authentic te

z identify explicit and im details) in a wide vari 33 hours / 10 weeks

Unidad 1 - El Mundo de Trabajo

Objective B: Reading

z analyse conventions i authentic texts

z analyse connections complex authentic te Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a clearly and effectively Objective D: Writing

z use a wide range of v

z use a wide range of g

z organise information using a wide range of

z communicate all or a audience and purpos

122

Curriculum Handbook 2023-2024

e 1–2 (Emergent)

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple authentic texts

z Read critically and for comprehension

in a wide variety of simple authentic texts

z Write for different purposes

in a wide variety of simple authentic texts

vocabulary

z Make inferences and draw conclusions Critical-thinking skills z Gather and organise relevant information to formulate an argument

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple cohesive devices

almost all the required information with a clear sense of se to suit the context

vocabulary

grammatical structures generally accurately

on and intonation in a comprehensible manner

almost all the required information y

e 3-4 (Capable)

Collaboration skills z Take responsibility for one’s own actions Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Bring necessary equipment and supplies to class Communication skills z Use intercultural understanding to interpret communication z Negotiate ideas and knowledge with peers and teachers z Participate in, and contribute to, digital social media networks

Approaches to learning Communication skills

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

z Use appropriate forms of writing for different purposes and audiences

in a wide variety of simple and some complex

z Collaborate with peers and experts using a variety of digital environments and media

in a wide variety of simple and some exts

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

in a wide variety of simple and some complex

in a wide variety of simple and some exts

z Negotiate ideas and knowledge with peers and teachers

z Make inferences and draw conclusions Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Bring necessary equipment and supplies to class

vocabulary

z Keep an organised and logical system of information files/notebooks

grammatical structures generally accurately

z Use appropriate strategies for organising complex information

on and intonation in a comprehensible manner

z Select and use technology effectively and productively

almost all the required information y

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple and complex cohesive devices

almost all the required information with a clear sense of se to suit the context

123

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Language Acquisition - French | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Phase

Connections

Spanish

Globalisation and sustainability

z Structure

Focus exploration(s)

z Structure

z Human impact on

z Word choice

z the environment

z Phases 3–4

z Consumption, conservation, scarcity

Through human connections we create a purposeful message that may lead to feelings of empathy, and awareness of the impact of modernisation

Objective A: Listening

z Phases 1–2 28 hours / 13 weeks

Unidad 1 - ¿Podemos Salvar al Planeta?

Unit Name

z Word choice

z analyse connections complex authentic te Objective D: Writing

z use a wide range of v

z organise information using a wide range of

z communicate all or a audience and purpos

z Phases 3–4

Scientific and technical innovation

z Point of view

Focus exploration(s)

z Phases 1–2

z Adaptation, ingenuity and progress

Spanish

z Context

27 hours / 12 weeks

Unidad 3 - ¿Qué nos lleva la tecnología?

z analyse conventions i complex authentic te

z use a wide range of g

Creativity

124

z Natural resources and public goods

z identify explicit and im details) in a wide vari

z Modernisation, industrialisation and engineering z Digital life, virtual environments and the Information Age

Scientific and technical innovations allow the expression of divergent points of view that develops creativity and may vary according to context

Objective A: Listening

z identify explicit and im details) in a wide vari

z analyse conventions i complex authentic te

z analyse connections complex authentic te Objective C: Speaking

z use a wide range of v

z use a wide range of g

z use clear pronunciatio

z communicate all or a and effectively

e 3-4 (Capable)

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

in a wide variety of simple and some exts

vocabulary

grammatical structures generally accurately

effectively and coherently in an appropriate format f simple and complex cohesive devices

almost all the required information with a clear sense of se to suit the context

mplicit information (facts and/or opinions, supporting iety of simple and some complex authentic texts

in a wide variety of simple and some exts

Curriculum Handbook 2023-2024

Approaches to learning Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Set goals that are challenging and realistic Critical-thinking skills z Practise observing carefully in order to recognise problems z Gather and organise relevant information to formulate an argument z Evaluate evidence and arguments z Draw reasonable conclusions and generalisations z Propose and evaluate a variety of solutions z Identify obstacles and challenges z Identify trends and forecast possibilities Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Keep and use a weekly planner for assignments z Set goals that are challenging and realistic z Plan strategies and take action to achieve personal and academic goals z Bring necessary equipment and supplies to class

vocabulary

z Keep an organised and logical system of information files/notebooks

grammatical structures generally accurately

z Use appropriate strategies for organising complex information

on and intonation in a comprehensible manner

z Understand and use sensory learning preferences (learning styles)

almost all the required information clearly

z Select and use technology effectively and productively Critical-thinking skills z Practise observing carefully in order to recognise problems z Gather and organise relevant information to formulate an argument z Interpret data z Evaluate evidence and arguments z Draw reasonable conclusions and generalisations z Consider ideas from multiple perspectives z Develop contrary or opposing arguments z Propose and evaluate a variety of solutions z Identify obstacles and challenges z Identify trends and forecast possibilities

125

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies Individuals and Societies | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Time, place and space

I&S z Culture

Identities and relationships

z Identity

Focus exploration(s)

Our history is affected by significant events and cultural identity and can be proven by the quality of evidence

z Identity formation

MYP Objectives

Objective A: Knowing an

z use vocabulary in con

z demonstrate knowled concepts, using descr

Objective B: Investigatin z follow an action plan

15 hours / 13 weeks

My Roots

z explain the choice of

z collect and record rel with the research que

z reflect on the process

Objective C: Communic

z communicate inform z organise information

z list sources of informa

Objective D: Thinking cr

z identify the main poin

z use information to jus

z identify and analyse a and purpose

z identify different view

14 hours / 6 weeks

Global Citizenship

Global interactions

Globalisation and sustainability Focus exploration(s) z Human impact on the environment

Global problems are a reality, but individuals have the power and choice to make a positive difference

Objective B: Investigatin

z collect and record rel research question

z reflect on the process

Objective C: Communic

z communicate inform z organise information

Objective D: Thinking cr

z identify and analyse a and purpose

z identify different view

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Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Communication skills

ntext

z Use a variety of speaking techniques to communicate with a variety of audiences

dge and understanding of subject-specific content and riptions, explanations and examples

Information literacy skills

z Access information to be informed and inform others

a research question

z Identify primary and secondary sources

to explore a research question

levant information consistent estion

Creative-thinking skills z Make unexpected or unusual connections between objects and/or ideas

s and results of the investigation

cating

mation and ideas with clarity and ideas effectively for the task

ation in a way that follows the task instructions

ritically

nts of ideas, events, visual representation or arguments

stify an opinion

a range of sources/data in terms of origin

ws and their implications

Organisation skills

levant information consistent with the

z Select and use technology effectively and productively

s and results of the investigation

Communication skills

cating

z Read critically and for comprehension

mation and ideas with clarity and ideas effectively for the task

ritically

a range of sources/data in terms of origin

ws and their implications

127

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Culture

I&S z Significance

Orientation in space and time

z Civilisation

Focus exploration(s)

Ancient cultures leave a legacy that reveals their identity, philosophies and ways of life

z use appropriate and v and forms of expressi

English z Genre

z spell (alphabetic lang pronounce with accu

z use appropriate non-

Objective A: Knowing an

z use vocabulary in con

8 hours / 6 weeks

Legends of the Ancients

z Self-expression

z Civilisations and social histories, heritage, pilgrimage, migration, displacement and exchange

Objective D: Using lang

z demonstrate knowled concepts, using descr

Objective B: Investigatin z explain the choice of z follow an action plan

z collect and record rel research question

z reflect on the process

Objective C: Communic

z communicate inform z organise information

z list sources of informa Change

I&S z Significance

Focus exploration(s) z Modernisation, industrialisation and engineering

Ancient Civilisations have left behind innovationswhich continue to be significant today

Objective A: Knowing an

z use vocabulary in con

z demonstrate knowled concepts, using descr

Objective B: Investigatin z explain the choice of z follow an action plan

z collect and record rel research question

2 hours / 6 weeks

Ancient Civilisations

z Innovation and revolution

Scientific and technical innovation

z reflect on the process

Objective C: Communic

z communicate inform z organise information

z list sources of informa

Objective D: Thinking cr

z identify the main poin

z use information to jus

z identify and analyse a and purpose

z identify different view

2 hours / 6 weeks

Exploring Our World

Time, place and space

I&S z Perspective

Fairness and development Focus exploration(s) z Human capability and development

Maps provide insights into time, place and space and show how the world has changed over time, but they can be affected by different perspectives

Objective B: Investigatin

z collect and record rel research question

Objective C: Communic

z communicate inform z organise information

z list sources of informa

Objective D: Thinking cr

z identify and analyse a and purpose

z identify different view

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Approaches to learning

guage

Transfer skills

varied vocabulary, sentence structures ion

z Use effective learning strategies in subject groups and disciplines

guages), write (character languages) and uracy

-verbal communication techniques

z Transfer current knowledge to learning of new technologies Affective skills z Practise strategies to develop mental focus

nd understanding

ntext

dge and understanding of subject-specific content and riptions, explanations and examples

ng a research question to explore a research question

levant information consistent with the

s and results of the investigation

cating

mation and ideas with clarity and ideas effectively for the task

ation in a way that follows the task instructions

nd understanding

Critical-thinking skills

ntext

z Gather and organise relevant information to formulate an argument

dge and understanding of subject-specific content and riptions, explanations and examples

z Interpret data

z Use appropriate forms of writing for different purposes and audiences

a research question to explore a research question

Communication skills z Encourage others to contribute

levant information consistent with the

Organisation skills

s and results of the investigation

z Bring necessary equipment and supplies to class

z Plan short- and long-term assignments; meet deadlines

cating

mation and ideas with clarity and ideas effectively for the task

ation in a way that follows the task instructions

ritically

nts of ideas, events, visual representation or arguments

stify an opinion

a range of sources/data in terms of origin

ws and their implications

Communication skills

levant information consistent with the

z Interpret and use effectively modes of non-verbal communication z Make inferences and draw conclusions

cating

mation and ideas with clarity and ideas effectively for the task

ation in a way that follows the task instructions

ritically

a range of sources/data in terms of origin

Information literacy skills z Collect, record and verify data z Access information to be informed and inform others Organisation skills z Plan short- and long-term assignments; meet deadlines

ws and their implications

129

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Systems

I&S

Scientific and technical innovation

Societies require innovative systems and resources in order to respond effectively to the Earth’s natural forces

z Causality (cause and consequence)

Focus exploration(s) z Systems, models, methods

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin

z Products, processes and solutions

z formulate/choose a c explaining its relevanc z formulate and follow

15 hours / 8 weeks

Our Active Earth

MYP Objectives

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z analyse concepts, iss

z summarise informatio

z analyse a range of so recognising value and

z recognise different pe

z Perspective

Orientation in space and time

z Identity

Focus exploration(s)

I&S

z Civilisations and social histories, heritage, pilgrimage, migration, displacement and exchange

16 hours / 6 weeks

Sun and Shadows

Time, place and space

The identity and development of past societies can be explored through the perspectives of the people who lived there

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin z formulate and follow

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list Change

I&S z Causality (cause and consequence)

1 hour / 6 weeks

Innovation and Ideas

z Innovation and revolution

Personal and cultural expression Focus exploration(s) z Social constructions of reality z histories of ideas, fields and disciplines

Innovations and ideas are developed by a variety of causes and can bring about lasting change to individuals and societies

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin

z formulate/choose a c explaining its relevanc z formulate and follow

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z summarise informatio

z recognise different pe

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Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Information literacy skills

nology in context

z Present information in a variety of formats and platforms

dge and understanding of subject-specific content and escriptions, explanations and examples

Critical-thinking skills

clear and focused research question, ce

z Gather and organise relevant information to formulate an argument Media literacy skills z Seek a range of perspectives from multiple and varied sources

an action plan to investigate a research question

ct and record relevant information and results of the investigation, with guidance

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

sues, models, visual representation and/or theories

on to make valid, well-supported arguments

ources/ data in terms of origin and purpose, d limitations

erspectives and explain their implications

nd understanding

Collaboration skills

nology in context

z Help others to succeed

dge and understanding of subject-specific content and escriptions, explanations and examples

Information literacy skills

ng an action plan to investigate a research question

z Make connections between various sources of information z Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information

ct and record relevant information and results of the investigation, with guidance

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

nd understanding

Communication skills

nology in context

z Use intercultural understanding to interpret communication

dge and understanding of subject-specific content and escriptions, explanations and examples

z Use a variety of media to communicate with a range of audiences

z Plan short- and long-term assignments; meet deadlines

clear and focused research question, ce an action plan to investigate a research question

Organisation skills z Create plans to prepare for summative assessments (examinations and performances)

ct and record relevant information and results of the investigation, with guidance

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

on to make valid, well-supported arguments

erspectives and explain their implications

131

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Global interactions

I&S

Fairness and development

Resources and equality of opportunities can help societies to develop but this is often dependent on global interaction

z Cooperation

Focus exploration(s)

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin z formulate and follow

z use methods to collec

2 hours / 6 weeks

Championing Change

z Imagining a hopeful future

MYP Objectives

z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z analyse concepts, iss

z summarise informatio

z analyse a range of so recognising value and

Individuals and Societies | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Global interactions

I&S

Orientation in space and time

Exploration often affects global interactions in both positive and negative ways

z use a range of termin

z Causality (cause and consequence)

16 hours / 7 weeks

Exploring The Unknown

z Innovation and revolution

Focus exploration(s) z Peoples, boundaries, exchange and interaction

Objective A: Knowing an

z demonstrate knowled concepts, through de

Objective B: Investigatin

z formulate/choose a c explaining its relevanc z formulate and follow

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z analyse concepts, iss

z summarise informatio

z analyse a range of so recognising value and

z recognise different pe

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Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Communication skills

nology in context

z Read critically and for comprehension

dge and understanding of subject-specific content and escriptions, explanations and examples

Organisation skills

ng an action plan to investigate a research question

ct and record relevant information and results of the investigation, with guidance

cating

z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) Critical-thinking skills z Practise observing carefully in order to recognise problems z Gather and organise relevant information to formulate an argument

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

sues, models, visual representation and/or theories

on to make valid, well-supported arguments

ources/ data in terms of origin and purpose, d limitations

Approaches to learning

nd understanding

Affective skills

nology in context

z Practise positive thinking

dge and understanding of subject-specific content and escriptions, explanations and examples

z Practise dealing with change

z Use intercultural understanding to interpret communication

clear and focused research question, ce an action plan to investigate a research question

Communication skills z Collaborate with peers and experts using a variety of digital environments and media

ct and record relevant information and results of the investigation, with guidance

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

sues, models, visual representation and/or theories

on to make valid, well-supported arguments

ources/ data in terms of origin and purpose, d limitations

erspectives and explain their implications

133

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 8 (Year 3) Key concepts

Related concepts

Global context

Statement of inquiry

Systems

I&S

Fairness and development

The governance of societies is organised by different systems that are used to distribute power, affecting fairness and development

z Governance

Focus exploration(s)

14 hours / 6 weeks

Societies and Governance

Unit Name

z Democracy, politics, government and civil society

MYP Objectives

Objective B: Investigatin

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z analyse concepts, iss

z summarise informatio Change

z Identity

Fairness and development

z Governance

Focus exploration(s)

I&S

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin

z formulate/choose a c explaining its relevanc z formulate and follow

20 hours / 6 weeks

Liberties and Independence

z Democracy, politics, government and civil society

The rights and responsibilities of communities are often a result of transformation and fair governance

z use methods to collec z evaluate the process

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z analyse concepts, iss

z summarise informatio

z analyse a range of so recognising value and

z recognise different pe

18 hours / 6 weeks

Sustaining the Future

Time, place and space

I&S z Causality (cause and consequence)

Scientific and technical innovation

Advances in technology have increase the ecological footprint and reduced connections between built and natural environments

Objective A: Knowing an

z use a range of termin

z demonstrate knowled concepts, through de

Objective B: Investigatin

z formulate/choose a c explaining its relevanc

z use methods to collec

Objective C: Communic

z communicate inform audience and purpos z structure information

z create a reference list

Objective D: Thinking cr

z summarise informatio

z analyse a range of so recognising value and

z recognise different pe

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Curriculum Handbook 2023-2024

Approaches to learning

Communication skills

ct and record relevant information and results of the investigation, with guidance

z Use a variety of speaking techniques to communicate with a variety of audiences

cating

z Take effective notes in class

mation and ideas in a way that is appropriate for the se

z Interpret and use effectively modes of non-verbal communication Collaboration skills

and ideas according to the task instructions

z Take responsibility for one’s own actions

t and cite sources of information

z Listen actively to other perspectives and ideas

ritically

sues, models, visual representation and/or theories

on to make valid, well-supported arguments

nd understanding

Communication skills

nology in context

z Give and receive meaningful feedback

dge and understanding of subject-specific content and escriptions, explanations and examples

z Negotiate ideas and knowledge with peers and teachers

z Consider personal learning strategies

clear and focused research question, ce

Reflection skills

an action plan to investigate a research question

ct and record relevant information and results of the investigation, with guidance

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

sues, models, visual representation and/or theories

on to make valid, well-supported arguments

ources/ data in terms of origin and purpose, d limitations

erspectives and explain their implications

nd understanding

Communication skills

nology in context

z Read critically and for comprehension

dge and understanding of subject-specific content and escriptions, explanations and examples

Affective skills

z Practise strategies to develop mental focus

clear and focused research question, ce

z Practise focus and concentration

ct and record relevant information

cating

mation and ideas in a way that is appropriate for the se and ideas according to the task instructions

t and cite sources of information

ritically

on to make valid, well-supported arguments

ources/ data in terms of origin and purpose, d limitations

erspectives and explain their implications

135

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Change

I&S

Orientation in space and time

At different moments in time, societies can experience revolutionary change, due to a variety of causes and often with long-lasting consequences

z Significance z Causality (cause and consequence)

Focus exploration(s) z Epochs, eras, turning points and big history

MYP Objectives

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and

z use research method relevant information

16 hours / 6 weeks

¡Viva la Revolución!

z formulate and follow

z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per Change

I&S

Scientific and technical innovation Focus exploration(s) z Systems, models, methods z Adaptation, ingenuity and progress

16 hours / 6 weeks

Earth’s Cities (Urbanisation)

z Causality (cause and consequence)

Settlements develop and change due to a variety of processes and their sustainability allows them to function successfully, affecting the identity of that location

Objective A: Knowing an

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and z formulate and follow

z use research method relevant information z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu Systems

I&S z Perspective

Globalisation and sustainability

16 hours / 6 weeks

Driving the Economy

Focus exploration(s) z Markets, commodities and commercialisation

Different individual choices by consumers and producers in a market system lead to the allocation of resources

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

136

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Affective skills

erminology in context

z Practise positive thinking

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

z Practise dealing with change

z Collaborate with peers and experts using a variety of digital environments and media

d focused research question and justify its relevance

Communication skills

an action plan to investigate a research question

ds to collect and record appropriate, varied and and results of the investigation

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

nd understanding

Creative-thinking skills

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

z Make unexpected or unusual connections between objects and/or ideas

Critical-thinking skills

d focused research question and justify its relevance an action plan to investigate a research question

ds to collect and record appropriate, varied and

z Create original works and ideas; use existing works and ideas in new ways z Test generalisations and conclusions z Propose and evaluate a variety of solutions

and results of the investigation

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

nd understanding

Communication skills

erminology in context

z Share ideas with multiple audiences using a variety of digital environments and media

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

cating

mation and ideas effectively using an appropriate style purpose

Critical-thinking skills z Evaluate evidence and arguments z Develop contrary or opposing arguments

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

137

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

Time, place and space

I&S z Culture

Orientation in space and time

z Perspective

Focus exploration(s)

z Identity

z Peoples, boundaries, exchange and interaction

Individuals can change the world they inherit, but to do so they must understand how human societies and environments depend on each other

16 hours / 6 weeks

Individuals & Societies

Unit Name

MYP Objectives

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

Objective D: Thinking cr

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per

Individuals and Societies | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Global interactions

I&S z Ideology

Globalisation and sustainability

z Governance

Focus exploration(s)

The process of globalisation has created many international businesses that have the capacity to impact humans and the environment in a variety of ways

16 hours / 12 weeks

The Rise of Multinational Corporations

z Markets, commodities and commercialisation

MYP Objectives

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and z formulate and follow

z use research method relevant information z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per

138

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Reflection skills

erminology in context

z Consider content

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

Information literacy skills

ng and results of the investigation

cating

z Present information in a variety of formats and platforms Media literacy skills z Make informed choices about personal viewing experiences

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

ritically

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

Approaches to learning

nd understanding

Media literacy skills

erminology in context

z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

d focused research question and justify its relevance an action plan to investigate a research question

ds to collect and record appropriate, varied and and results of the investigation

z Communicate information and ideas effectively to multiple audiences using a variety of media and formats Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use a variety of media to communicate with a range of audiences

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

139

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Change

I&S

Globalisation and sustainability

Understanding the multifaceted consequences of war allows us to analyse the evolving power dynamics, societal shifts, and long-term impacts on global sustainability

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and z formulate and follow

z use research method relevant information

12 hours / 6 weeks

Effects of War

z Conflict

MYP Objectives

z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per Systems

I&S

12 hours / 6 weeks

Understanding Human Behaviour

z Identity

Identities and relationships

Exploring the human development of individuals allows us to comprehend the intricate interplay between cultures and cognitions within the broader context of human relationships and societal influences

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and z formulate and follow

z use research method relevant information z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per

140

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Information literacy skills

erminology in context

z Present information in a variety of formats and platforms

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

Communication skills

z Use a variety of media to communicate with a range of audiences

d focused research question and justify its relevance an action plan to investigate a research question

ds to collect and record appropriate, varied and and results of the investigation

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

nd understanding

Collaboration skills

erminology in context

z Listen actively to other perspectives and ideas

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

Affective skills

z Practise strategies to develop mental focus

d focused research question and justify its relevance an action plan to investigate a research question

ds to collect and record appropriate, varied and and results of the investigation

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

141

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Individuals and Societies | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Systems

I&S

Fairness and development

Examining various market structures and their implications allows us to understand how competition and market power impact economic systems, and how striving for fairness can foster development on a global scale

14 hours / 6 weeks

Structures and Competition

z Cooperation

MYP Objectives

Objective A: Knowing an

z use a wide range of te

z demonstrate knowled concepts through dev

Objective B: Investigatin

z formulate a clear and z formulate and follow

z use research method relevant information z evaluate the process

Objective C: Communic

z communicate inform for the audience and

z structure information to the specified forma

z document sources of

Objective D: Thinking cr

z discuss concepts, issu

z synthesise informatio

z analyse and evaluate purpose, examining v

z interpret different per

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Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Critical-thinking skills

erminology in context

z Interpret data

dge and understanding of subject-specific content and veloped descriptions, explanations and examples

Communication skills

z Make inferences and draw conclusions

d focused research question and justify its relevance an action plan to investigate a research question

ds to collect and record appropriate, varied and and results of the investigation

cating

mation and ideas effectively using an appropriate style purpose

and ideas in a way that is appropriate at

f information using a recognised convention

ritically

ues, models, visual representation and theories

on to make valid, well-supported arguments

e a range of sources/data in terms of origin and value and limitations

rspectives and their implications

143

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences Sciences | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

Relationships

Science z Models

Scientific and technical innovation

z Evidence

Focus exploration(s)

The scientific method is a model that scientists use to explore the relationships between observations and evidence

z Systems, models, methods

10 hours / 7 weeks

May the Force be with you!

Unit Name

MYP Objectives

Objective B: Inquiring a

z outline an appropriat scientific investigation

z outline a testable pre

z outline how to manipu data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and ou

z discuss the validity of scientific investigation

z discuss the validity of

z describe improvemen

z Function

Identities and relationships

z Interaction

Focus exploration(s)

Science

z Identity formation

10 hours / 9 weeks

Cell-A-Bration

Systems

The identity of living things is determined by interactions and relationships between different systems which form organisms and allow all life functions to be performed

Objective A: Knowing an

z outline scientific know

z apply scientific knowl set in familiar situatio unfamiliar situations z interpret information

Objective D: Reflecting o

z summarise the ways specific problem or is

z describe and summa application in solving

z apply scientific langu

z document the work o

10 hours / 7 weeks

What's the Matter?

Change

z Patterns

Orientation in space and time

z Consequences

Focus exploration(s)

Science

z Scale, duration, frequency and variability

Orientation and patterns of particles change as a consequence of the energy variability of matter

Objective B: Inquiring a

z outline an appropriat scientific investigation

z outline a testable pre

z outline how to manipu data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and ou

z describe improvemen

10 hours / 9 weeks

The Tipping Point

Systems

z Environment

Globalisation and sustainability

z Energy

Focus exploration(s)

Science

z Human impact on the environment

Human energy use affects global systems and impacts environmental sustainability

Objective A: Knowing an

z outline scientific know

z apply scientific knowl set in familiar situatio unfamiliar situations z interpret information

Objective D: Reflecting o

z summarise the ways specific problem or is

z describe and summa application in solving

z apply scientific langu

z document the work o

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Approaches to learning

and designing

Information literacy skills

te problem or research question to be tested by a n

z Collect, record and verify data

ediction using scientific reasoning

Collaboration skills

ulate the variables, and outline how d

z Give and receive meaningful feedback

z Listen actively to other perspectives and ideas

stigations

g and evaluating

d transformed data

utline results using scientific reasoning

f a prediction based on the outcome of the n

f the method

nts or extensions to the method

nd understanding

Information literacy skills

wledge

z Access information to be informed and inform others

ledge and understanding to solve problems ons and suggest solutions to problems set in

z Make connections between various sources of information

to make scientifically supported judgments

z Demonstrate persistence and perseverance

Affective skills

on the impact of science

in which science is applied and used to address a ssue

arise the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

and designing

Collaboration skills

te problem or research question to be tested by a n

z Give and receive meaningful feedback

ediction using scientific reasoning

ulate the variables, and outline how d

stigations

Critical-thinking skills z Practise observing carefully in order to recognise problems Affective skills z Demonstrate persistence and perseverance

g and evaluating

d transformed data

utline results using scientific reasoning

nts or extensions to the method

nd understanding

Reflection skills

wledge

z Consider ethical, cultural and environmental implications

ledge and understanding to solve problems ons and suggest solutions to problems set i

Communication skills

to make scientifically supported judgments

on the impact of science

z Paraphrase accurately and concisely Critical-thinking skills z Gather and organise relevant information to formulate an argument

in which science is applied and used to address a ssue

arise the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

145

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

Change

Science z Movement

Scientific and technical innovation

z Energy

Focus exploration(s)

Energy has the ability to induce change and movement (at the subatomic level) which can be utilised when harnessed efficiently

10 hours / 5 weeks

Electro-Mag-Nificent

Unit Name

z Systems, models, methods

MYP Objectives

Objective A: Knowing an

z describe scientific kno

z apply scientific knowl familiar and unfamilia

z analyse information t

Objective D: Reflecting o

z describe the ways in w specific problem or is

z discuss and analyse t application in solving

z apply scientific langu

z document the work o

z Environment

Globalisation and sustainability

z Balance

Focus exploration(s)

Science

z natural resources and public goods

10 hours / 9 weeks

Beyond Boundaries

Change

Changes to environmental balance affect natural resources and their availability to human consumers

Objective B: Inquiring a

z describe a problem o

z outline a testable hyp

z describe how to mani data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and de

z discuss the validity of scientific investigation

z discuss the validity of

z describe improvemen

10 hours / 5 weeks

Keep the beat!

Systems

z Function

Identities and relationships

z Interaction

Focus exploration(s)

Science

z health and wellbeing

Evidence of the interaction and function of different systems enables us to assess the health of different individuals

Objective B: Inquiring a

z describe how to mani data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and de

z discuss the validity of

8 hours / 7 weeks

Atoms & Patterns

Relationships

z Models

Scientific and technical innovation

z Patterns

Focus exploration(s)

Science

z Systems, models, methods

Many innovations are a result of scientists inventing models to explain observable patterns and relationships

Objective A: Knowing an

z describe scientific kno

z apply scientific knowl familiar and unfamilia

z analyse information t

Objective D: Reflecting o

z describe the ways in w specific problem or is

z discuss and analyse t application in solving

z apply scientific langu

z document the work o

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Approaches to learning

nd understanding

Critical-thinking skills

owledge

z Use models and simulations to explore complex systems and issues

ledge and understanding to solve problems set in ar situations

Information literacy skills

to make scientifically supported judgments

z Make connections between various sources of information

on the impact of science

which science is applied and used to address a ssue

the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

and designing

Communication skills

or question to be tested by a scientific investigation

z Make inferences and draw conclusions

pothesis and explain it using scientific reasoning

ipulate the variables, and describe how d

Collaboration skills z Give and receive meaningful feedback

stigations

Affective skills

g and evaluating

z Demonstrate persistence and perseverance

d transformed data

escribe results using scientific reasoning

f a hypothesis based on the outcome of the n

f the method

nts or extensions to the method

and designing

Affective skills

ipulate the variables, and describe how d

z Practise strategies to overcome distractions

stigations

Collaboration skills

g and evaluating

z Encourage others to contribute

d transformed data

z Delegate and share responsibility for decision-making

escribe results using scientific reasoning

f the method

nd understanding

Critical-thinking skills

owledge

z Revise understanding based on new information and evidence

ledge and understanding to solve problems set in ar situations

Communication skills

to make scientifically supported judgments

z Take effective notes in class

on the impact of science

which science is applied and used to address a ssue

the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

147

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences | Grade 8 (Year 3) Key concepts

Related concepts

Global context

Statement of inquiry

Change

Science z Interaction

Scientific and technical innovation

z Transformation

Focus exploration(s)

Changes to atomic structure transform substances (including by affecting their chemical and physical properties) and the interactions between them

10 hours / 5 weeks

Holding it Together

Unit Name

z Systems, models, methods

MYP Objectives

Objective A: Knowing an

z describe scientific kno

z apply scientific knowl familiar and unfamilia

z analyse information t

Objective D: Reflecting o

z describe the ways in w specific problem or is

z discuss and analyse t application in solving

z apply scientific langu

z document the work o

z Consequences

Globalisation and sustainability

z Energy

Focus exploration(s)

Science

z Human impact on the environment

10 hours / 5 weeks

Keep it cool!

Change

The consequences of human energy use are causing changes to global conditions, and decreasing sustainability for life on Earth

Objective B: Inquiring a

z describe a problem o

z outline a testable hyp

z describe how to mani data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and de

z discuss the validity of scientific investigation

z discuss the validity of

z describe improvemen

10 hours / 6 weeks

Pass the Parcel

Relationships

z Patterns

Identities and relationships

z Evidence

Focus exploration(s)

Science

Patterns in evidence show relationships as identities are formed

z Identity formation

Objective A: Knowing an

z describe scientific kno

z apply scientific knowl familiar and unfamilia

z analyse information t

Objective D: Reflecting o

z describe the ways in w specific problem or is

z discuss and analyse t application in solving

z apply scientific langu

z document the work o

10 hours / 9 weeks

Feeling Alright

Systems

z Form

Orientation in space and time

z Environment

Focus exploration(s)

Science

z Evolution, constraints and adaptation

Constraints within systems encourage adaptations of form, orientation or environment over time

Objective B: Inquiring a

z describe a problem o

z outline a testable hyp

z describe how to mani data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and de

z discuss the validity of scientific investigation

z discuss the validity of

z describe improvemen

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Approaches to learning

nd understanding

Information literacy skills

owledge

z Make connections between various sources of information

ledge and understanding to solve problems set in ar situations

Organisation skills

to make scientifically supported judgments

z Use appropriate strategies for organising complex information

on the impact of science

which science is applied and used to address a ssue

the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

and designing

Collaboration skills

or question to be tested by a scientific investigation

z Give and receive meaningful feedback

pothesis and explain it using scientific reasoning

ipulate the variables, and describe how d

Information literacy skills z Process data and report results

stigations

Communication skills

g and evaluating

z Make inferences and draw conclusions

d transformed data

escribe results using scientific reasoning

f a hypothesis based on the outcome of the n

f the method

nts or extensions to the method

nd understanding

Information literacy skills

owledge

z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions

ledge and understanding to solve problems set in ar situations

to make scientifically supported judgments

on the impact of science

which science is applied and used to address a ssue

Critical-thinking skills z Draw reasonable conclusions and generalisations Communication skills z Take effective notes in class

the various implications of using science and its g a specific problem or issue

uage effectively

of others and sources of information used

and designing

Organisation skills

or question to be tested by a scientific investigation

z Set goals that are challenging and realistic

pothesis and explain it using scientific reasoning

ipulate the variables, and describe how d

Affective skills z Practise being aware of body–mind connections

stigations

Reflection skills

g and evaluating

z Demonstrate flexibility in the selection and use of learning strategies

d transformed data

escribe results using scientific reasoning

f a hypothesis based on the outcome of the n

f the method

nts or extensions to the method

149

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

Systems

Science z Environment

Globalisation and sustainability

z Balance

Focus exploration(s)

Understanding how populations are balanced in their environment can lead to the maintenance of sustainable global systems

z Population and demography

10 hours / 7 weeks

Nature's Networks

Unit Name

MYP Objectives

Objective A: Knowing an

z explain scientific know

z apply scientific knowl set in familiar and unf

z analyse and evaluate supported judgments

Objective D: Reflecting o

z explain the ways in wh problem or issue

z discuss and evaluate and its application to

z apply scientific langu

z document the work o

z Evidence

Scientific and technical innovation

z Energy

Focus exploration(s)

Science

z products, processes and solutions

10 hours / 7 weeks

Fast & Furious

Change

Monitoring the effects of changes to the conditions and energy when chemical reactions are happening provides evidence that can lead to innovative solutions

Objective B: Inquiring a z explain a problem or

z formulate a testable h

z explain how to manip data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and exp

z evaluate the validity o of the scientific invest

z evaluate the validity o

z explain improvement

z Movement

Scientific and technical innovation

z Function

Focus exploration(s)

Science

z Modernisation, industrialisation and engineering

10 hours / 7 weeks

Are we there yet?

Relationships

Exploring different mathematical relationships between factors affecting movement allows scientists to model the function of objects and engineer new solutions to future technical issues

Objective B: Inquiring a z explain a problem or

z formulate a testable h

z explain how to manip data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and exp

z evaluate the validity o of the scientific invest

z evaluate the validity o

z explain improvement

10 hours / 6 weeks

Fighting the good fight

Relationships

z Consequences

Fairness and development

z Interaction

Focus exploration(s)

Science

z Imagining a hopeful future

Relationships and interactions have consequences on your daily life, and it is important for our world that cures and medicines which are developed are fairly distributed

Objective A: Knowing a

z explain scientific know

z apply scientific knowl familiar and unfamilia

z analyse and evaluate supported judgments

Objective D: Reflecting o

z explain the ways in wh problem or issue

z discuss and evaluate application to solve a

z apply scientific langu

z document the work o

150

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Organisation skills

wledge

z Create plans to prepare for summative assessments (examinations and performances)

ledge and understanding to solve problems familiar situations

e information to make scientifically s

on the impact of science

hich science is applied and used to address a specific

e the various implications of using science o solve a specific problem or issue

Information literacy skills z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

uage effectively

of others and sources of information used

and designing

Information literacy skills

question to be tested by a scientific investigation

z Process data and report results

hypothesis and explain it using scientific reasoning

pulate the variables, and explain how d

Organisation skills z Plan short- and long-term assignments; meet deadlines

stigations

g and evaluating

d transformed data

plain results using scientific reasoning

of a hypothesis based on the outcome tigation

of the method

ts or extensions to the method

and designing

Critical-thinking skills

question to be tested by a scientific investigation

z Evaluate and manage risk

hypothesis and explain it using scientific reasoning

pulate the variables, and explain how d

Communication skills z Use appropriate forms of writing for different purposes and audiences

stigations

Information literacy skills

g and evaluating

z Process data and report results

d transformed data

plain results using scientific reasoning

of a hypothesis based on the outcome tigation

of the method

ts or extensions to the method

and understanding

Critical-thinking skills

wledge

z Gather and organise relevant information to formulate an argument

ledge and understanding to solve problems set in ar situations

Media literacy skills

e information to make scientifically s

z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

on the impact of science

hich science is applied and used to address a specific

e the various implications of using science and its a specific problem or issue

uage effectively

of others and sources of information used

151

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

Systems

Science z Environment

Globalisation and sustainability

z Balance

Focus exploration(s)

Human impact on the environment affects the balance of many otherwise sustainable systems

z Human impact on the environment

10 hours / 7 weeks

What goes around comes around

Unit Name

MYP Objectives

Objective A: Knowing a

z explain scientific know

z apply scientific knowl familiar and unfamilia

z analyse and evaluate supported judgments

Objective D: Reflecting o

z explain the ways in wh problem or issue

z discuss and evaluate application to solve a

z apply scientific langu

z document the work o Communication

z Form

Personal and cultural expression

z Interaction

Focus exploration(s)

Science

z Artistry, craft, creation, beauty

Personal expressions of artistic beauty can be communicated through the interaction of a variety of creative forms

Objective B: Inquiring a z explain a problem or

z formulate a testable h

z explain how to manip data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and exp

z evaluate the validity o of the scientific invest

z evaluate the validity o

152

10 hours / 7 weeks

The Artistic Spectrum

z explain improvement

Curriculum Handbook 2023-2024

Approaches to learning

and understanding

Information literacy skills

wledge

z Make connections between various sources of information

ledge and understanding to solve problems set in ar situations

Organisation skills

e information to make scientifically s

z Use appropriate strategies for organising complex information

on the impact of science

z Use a variety of media to communicate with a range of audiences

Communication skills

hich science is applied and used to address a specific

e the various implications of using science and its a specific problem or issue

uage effectively

of others and sources of information used

and designing

Media literacy skills

question to be tested by a scientific investigation

z Make informed choices about personal viewing experiences

hypothesis and explain it using scientific reasoning

pulate the variables, and explain how d

stigations

g and evaluating

d transformed data

Critical-thinking skills z Practise observing carefully in order to recognise problems z Use models and simulations to explore complex systems and issues z Identify trends and forecast possibilities Transfer skills

plain results using scientific reasoning

z Apply skills and knowledge in unfamiliar situations

of a hypothesis based on the outcome tigation

z Combine knowledge, understanding and skills to create products or solutions

of the method

ts or extensions to the method

z Inquire in different contexts to gain a different perspective Affective skills z Practise strategies to overcome distractions z Practise delaying gratification Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make unexpected or unusual connections between objects and/or ideas z Make guesses, ask what if questions and generate testable hypotheses z Practise visible thinking strategies and techniques Reflection skills z Consider content z Consider ethical, cultural and environmental implications Communication skills z Use intercultural understanding to interpret communication z Interpret and use effectively modes of non-verbal communication z Preview and skim texts to build understanding Collaboration skills z Take responsibility for one’s own actions z Give and receive meaningful feedback z Advocate for one’s own rights and needs Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Select and use technology effectively and productively

153

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Sciences | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

Relationships

Science z Consequences

Scientific and technical innovation

z Transformation

Focus exploration(s)

The transformation of chemicals can be used innovatively as a consequence of relationships discovered via experimentation

z Systems, models, methods

10 hours / 7 weeks

Sour or Salt?

Unit Name

MYP Objectives

Objective B: Inquiring a z explain a problem or

z formulate a testable h

z explain how to manip data will be collected

z design scientific inves

Objective C: Processing

z present collected and

z interpret data and exp

z evaluate the validity o of the scientific invest

z evaluate the validity o

z explain improvement

10 hours / 8 weeks

The Uniformity of Uniqueness

Change

z Models

Orientation in space and time

z Patterns

Focus exploration(s)

Science

z Evolution, constraints and adaptation

The constraints of nature and changes due to human activity cause living things to adapt over time and the patterns seen can be used to model future orientations

Objective A: Knowing a

z explain scientific know

z apply scientific knowl familiar and unfamilia

z analyse and evaluate supported judgments

Objective D: Reflecting o

z explain the ways in wh problem or issue

z discuss and evaluate application to solve a

z apply scientific langu

z document the work o

154

Curriculum Handbook 2023-2024

Approaches to learning

and designing

Critical-thinking skills

question to be tested by a scientific investigation

z Evaluate evidence and arguments

hypothesis and explain it using scientific reasoning

pulate the variables, and explain how d

Information literacy skills z Make connections between various sources of information

stigations

Communication skills

g and evaluating

z Use and interpret a range of discipline-specific terms and symbols

d transformed data

plain results using scientific reasoning

of a hypothesis based on the outcome tigation

of the method

ts or extensions to the method

and understanding

Affective skills

wledge

z Practise dealing with disappointment and unmet expectations

ledge and understanding to solve problems set in ar situations

Reflection skills

e information to make scientifically s

z Consider ethical, cultural and environmental implications

on the impact of science

z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions

hich science is applied and used to address a specific

Information literacy skills

e the various implications of using science and its a specific problem or issue

uage effectively

of others and sources of information used

155

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics Mathematics | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Form

Maths

Orientation in space and time

Different systems and forms of representation develop as civilisations evolve and humans interact

z select appropriate ma unfamiliar situations

z Systems

8 hours / 6 weeks

Number Sense

Unit Name

z Representation

Objective A: Knowing an

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z apply mathematical p

z describe patterns as r

z verify whether the pat Form

Maths z Simplification

Orientation in space and time

Objective B: Investigatin

z apply mathematical p

z describe patterns as r

z verify whether the pat

Objective C: Communic

z use appropriate math terminology) in both o

8 hours / 6 weeks

Angle Architecture

z Patterns

Understanding form and shape can justify what we discover through measurement and observations in space and time

z use appropriate form present information

z communicate cohere z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z describe whether a so real-life situation

6 hours / 6 weeks

Patterns around us

Relationships

Maths z Patterns z Generalisation

Scientific and technical innovation

Relationships in a logical process help to model and generalise patterns in the natural world

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z apply mathematical p

z describe patterns as r

z verify whether the pat

156

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Collaboration skills

athematics when solving problems in both familiar and

z Listen actively to other perspectives and ideas

athematics successfully when solving problems

Communication skills

ctly in a variety of contexts

z Negotiate ideas and knowledge with peers and teachers

ng patterns

Information literacy skills

problem-solving techniques to recognise patterns

z Present information in a variety of formats and platforms

relationships or general rules consistent with findings

ttern works for other examples

ng patterns

Media literacy skills

problem-solving techniques to recognise patterns

relationships or general rules consistent with findings

z Communicate information and ideas effectively to multiple audiences using a variety of media and formats

ttern works for other examples

Organisation skills

cating

z Use appropriate strategies for organising complex information

hematical language (notation, symbols and oral and written statements

Collaboration skills

ms of mathematical representation to

z Give and receive meaningful feedback

ent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

olution makes sense in the context of the authentic

nd understanding

Creative-thinking skills

athematics when solving problems in both familiar and

z Practise visible thinking strategies and techniques

athematics successfully when solving problems

Critical-thinking skills

ctly in a variety of contexts

z Test generalisations and conclusions

ng patterns

problem-solving techniques to recognise patterns

relationships or general rules consistent with findings

ttern works for other examples

157

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Logic

Maths

Fairness and development

Logical representation of data that can validate hypothesis and arrive at conclusions

z use appropriate math terminology) in both o

z Approximation

z use appropriate form present information

z communicate cohere

8 hours / 6 weeks

Cooking with Data

z Validity

Objective C: Communic

z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

8 hours / 6 weeks

Fun Fractions

z describe whether a so real-life situation Relationships

Maths z Systems

Identities and relationships

Arithmetic operations with fractions help us to see relationships of systems within real life situations

z select appropriate ma unfamiliar situations

Objective A: Knowing an

MYP Objectives

z apply the selected ma

z solve problems correc

Mathematics | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

Logic

Maths

Identities and relationships

Using logic to simplify and manipulate quantities can help us explore human connections within families, communities, and cultures

8 hours / 6 weeks

Fraction Skills

Unit Name

z Simplification z Quantity

Logic

Maths z Simplification z Quantity

Using logical process to simplify quantities and establish equivalence can help analyse competition and cooperation

z apply the selected ma

z solve problems correc

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective C: Communic 10 hours / 6 weeks

Ratio, Rates and Proportions

z Equivalence

Identities and relationships

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z explain whether a solu authentic real-life situ

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Curriculum Handbook 2023-2024

Approaches to learning

cating

Information literacy skills

hematical language (notation, symbols and oral and written statements

z Collect, record and verify data

ms of mathematical representation to

z Collect and analyse data to identify solutions and make informed decisions

ent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

olution makes sense in the context of the authentic

nd understanding

Communication skills

athematics when solving problems in both familiar and

z Give and receive meaningful feedback

athematics successfully when solving problems

Transfer skills

ctly in a variety of contexts

z Apply skills and knowledge in unfamiliar situations

Approaches to learning

nd understanding

Communication skills

athematics when solving problems in both familiar and

z Give and receive meaningful feedback

athematics successfully when solving problems

Critical-thinking skills

ctly in a variety of contexts

z Draw reasonable conclusions and generalisations

nd understanding

Organisation skills

athematics when solving problems in both familiar and

z Create plans to prepare for summative assessments (examinations and performances)

athematics successfully when solving problems

ctly in a variety of contexts

Affective skills z Practise positive thinking

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the uation

159

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Form

Maths

Scientific and technical innovation

The forms in our spatial environment can be explored by investigating the models and their properties

z select appropriate ma familiar and unfamili

z Generalisation z Models

Objective A: Knowing an

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat discover complex pat

z verify and justify relat 6 hours / 6 weeks

Can you contain it?

z describe patterns as r consistent with finding

Objective C: Communic

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

160

Logic 6 hours / 6 weeks

What are the chances?

z explain whether a solu authentic real-life situ Maths z Representation z Generalisation

Fairness and development

A logical model is useful in mapping the chance, which is essential to make generalised decisions

Objective B: Investigatin

z select and apply mat discover complex pat

z describe patterns as r with findings

z verify and justify relat

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

athematics when solving problems in both iar situations

athematics successfully when solving problems

ctly in a variety of contexts

ng patterns

thematical problem-solving techniques to tterns

relationships and/or general rules gs

tionships and/or general rules

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the uation

ng patterns

thematical problem-solving techniques to tterns

relationships and/or general rules consistent

tionships and/or general rules

161

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Form

Maths

Scientific and technical innovation

The transformation of a form can be explained by studying the pattern of its components

z select appropriate ma unfamiliar situations

z Space z Patterns

Objective A: Knowing an

z apply the selected ma

z solve problems correc

z select and apply mat discover complex pat

6 hours / 6 weeks

Geometry

Objective B: Investigatin

z describe patterns as r with findings

z verify and justify relat

Objective C: Communic

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information Maths z Models

8 hours / 6 weeks

Statistics

Logic

z Change

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z explain the degree of

z explain whether a solu life situation Maths z Representation

8 hours / 6 weeks

A logical model is useful in mapping the change which is essential to make decisions

z apply the selected ma reach a solution

Logic

Algebra

Fairness and development

z Models

Scientific and technical innovation

Real-life problems can be modelled using equivalent forms for easy interpretation

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat complex patterns

z describe patterns as r with findings

z verify and justify relat

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Approaches to learning

nd understanding

Organisation skills

athematics when solving problems in both familiar and

z Use appropriate strategies for organising complex information

athematics successfully when solving problems

Communication skills

ctly in a variety of contexts

z Understand and use mathematical notation

ng patterns

thematical problem-solving techniques to tterns

relationships and/or general rules consistent

tionships and/or general rules

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

Organisation skills

ments of authentic real-life situations

z Use appropriate strategies for organising complex information Communication skills

athematical strategies when solving authentic

z Give and receive meaningful feedback

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the authentic real-

nd understanding

Communication skills

athematics when solving problems in both familiar and

z Make inferences and draw conclusions

athematics successfully when solving problems

Organisation skills

ctly in a variety of contexts

z Use appropriate strategies for organising complex information

ng patterns

thematical problem-solving techniques to discover

relationships and/or general rules consistent

tionships and/or general rules

163

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Relationships

Maths

Globalisation and sustainability

Relationships using linear algebra can be used to solve practical problems related to rates of change

z select appropriate ma unfamiliar situations

z Change z Models

Objective A: Knowing an

z apply the selected ma

z solve problems correc

z use appropriate math terminology) in both o

8 hours / 6 weeks

Coordinate Geometry

Objective C: Communic

z use appropriate form present information

z move between differe

z communicate comple z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z explain whether a solu authentic real-life situ Form

Maths

10 hours / 6 weeks

Rational and Irrational Numbers

z Simplification z Quantity z Representation

Orientation in space and time

Representing and simplifying quantities in different forms can help explore remarkable discoveries and developments

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat discover complex pat

z describe patterns as r with findings

z verify and justify relat

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Approaches to learning

nd understanding

Critical-thinking skills

athematics when solving problems in both familiar and

z Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding

athematics successfully when solving problems

ctly in a variety of contexts

Communication skills z Give and receive meaningful feedback

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the uation

nd understanding

Affective skills

athematics when solving problems in both familiar and

z Practise focus and concentration

athematics successfully when solving problems

z Practise strategies to develop mental focus

ctly in a variety of contexts

Organisation skills

ng patterns

z Keep an organised and logical system of information files/notebooks

thematical problem-solving techniques to tterns

z Plan strategies and take action to achieve personal and academic goals

relationships and/or general rules consistent

tionships and/or general rules

165

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Form

Maths

Identities and relationships

Different forms can be changed through simplification given the relationships between numbers

z select appropriate ma unfamiliar situations

z Equivalence z Change

12 hours / 6 weeks

Radical Expressions and Surds

Unit Name

Objective A: Knowing an

z apply the selected ma

solve problems correct

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information z Change

Maths

z Logic

z Models

z Systems

z Representation

Scientific and technical innovation

z Validity

The technical innovation of games can change the way we use logic to adapt systems

Objective B: Investigatin

z select and apply mat discover complex pat

z describe patterns as r with findings

z verify and justify relat

8 hours / 6 weeks

Chance and Probability

Objective C: Communic

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z explain whether a solu life situation Relationships

Maths

12 hours / 6 weeks

Trigonometry

z Models

Scientific and technical innovation

Modelling allows us to solve new spatial relationship problems arising from technical innovation

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective C: Communic

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information

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Approaches to learning

nd understanding

Organisation skills

athematics when solving problems in both familiar and

z Use appropriate strategies for organising complex information

athematics successfully when solving problems

Communication skills

tly in a variety of contexts Objective C: Communicating

z Make effective summary notes for studying

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

ng patterns

Affective skills

thematical problem-solving techniques to tterns

z Practise focus and concentration

relationships and/or general rules consistent

Collaboration skills z Make fair and equitable decisions

tionships and/or general rules

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the authentic real-

nd understanding

Creative-thinking skills

athematics when solving problems in both familiar and

z Make unexpected or unusual connections between objects and/or ideas

athematics successfully when solving problems

Affective skills

ctly in a variety of contexts

z Practise strategies to develop mental focus

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

167

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives

Relationships

Maths

Identities and relationships

Finding and expressing things in common helps us to simplify and improve relationships

z select appropriate ma unfamiliar situations

z Simplification

Objective A: Knowing an

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat discover complex pat

z verify and justify relat 6 hours / 6 weeks

Binomial Expressions

z describe patterns as r with findings

Objective C: Communic

z use appropriate math terminology) in both o

z use appropriate form present information

z move between differe

z communicate comple z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z explain whether a solu authentic real-life situ

Mathematics | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

Form

Maths

Globalisation and sustainability

Relationships can be identified by generalising data into various models and forms, which allows us to solve and predict these real-world relationships

z Generalisation

20 hours / 6 weeks

Functions 14

Unit Name

MYP Objectives

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat discover complex pat

z describe patterns as g

z prove, or verify and ju

16 hours / 6 weeks

Algebra 9

Relationships

Maths z Representation

Globalisation and sustainability

Representing relationships visually and algebraically can allow us to find and optimise ‘best case scenarios’ and sustainable solutions

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective B: Investigatin

z select and apply mat discover complex pat

z describe patterns as g

z prove, or verify and ju

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Approaches to learning

nd understanding

Critical-thinking skills

athematics when solving problems in both familiar and

z Draw reasonable conclusions and generalisations

athematics successfully when solving problems

Affective skills

ctly in a variety of contexts

z Practise strategies to overcome distractions

ng patterns

thematical problem-solving techniques to tterns

relationships and/or general rules consistent

tionships and/or general rules

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete and coherent mathematical lines of reasoning using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the uation

Approaches to learning

nd understanding

Reflection skills

athematics when solving problems in both familiar and

z Consider personal learning strategies

athematics successfully when solving problems

Collaboration skills

ctly in a variety of contexts

z Listen actively to other perspectives and ideas

ng patterns

thematical problem- solving techniques to tterns

general rules consistent with findings

ustify, general rules

nd understanding

Critical-thinking skills

athematics when solving problems in both familiar and

z Draw reasonable conclusions and generalisations

athematics successfully when solving problems

Affective skills

ctly in a variety of contexts

z Practise strategies to overcome distractions

ng patterns

thematical problem- solving techniques to tterns

general rules consistent with findings

ustify, general rules

169

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Mathematics | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Form

Maths

Identities and relationships

Relationships can be identified by generalising data into various models and forms, which allows us to solve and predict these real-world relationships

Objective A: Knowing an

z select appropriate ma unfamiliar situations

z apply the selected ma

z solve problems correc

Objective C: Communic

z use appropriate math terminology) in both o

18 hours / 6 weeks

Data 8

z Generalisation

MYP Objectives

z use appropriate form present information

z move between differe

z communicate comple lines of reasoning z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma

z justify the degree of a

z justify whether a solut eal-life situation Logic

Maths z Simplification

An individual’s understanding of risk and chance is highly dependent on both logic and their personal experiences

Objective B: Investigatin

z select and apply mat complex patterns

z describe patterns as g

z prove, or verify and ju

Objective C: Communic

z use appropriate math terminology) in both o 18 hours / 6 weeks

Logarithms and Exponentials 19

z Representation

Personal and cultural expression

z use appropriate form present information

z move between differe

z communicate comple lines of reasoning z organise information

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution

z justify the degree of a

z justify whether a solut real-life situation

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Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Organisation skills

athematics when solving problems in both familiar and

z Use appropriate strategies for organising complex information

athematics successfully when solving problems

Communication skills

ctly in a variety of contexts

z Make effective summary notes for studying

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete, coherent and concise mathematical using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to reach a solution

accuracy of a solution

tion makes sense in the context of the authentic

ng patterns

Transfer skills

thematical problem- solving techniques to discover

z Apply skills and knowledge in unfamiliar situations

general rules consistent with findings

Collaboration skills

ustify, general rules

z Give and receive meaningful feedback

cating

hematical language (notation, symbols and oral and written explanations

ms of mathematical representation to

ent forms of mathematical representation

ete, coherent and concise mathematical using a logical structure

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to

accuracy of a solution

tion makes sense in the context of the authentic

171

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design Design | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Development

Design

z Creativity

z Function

Scientific and technical innovation

z Ergonomics

Focus exploration(s)

z Form

z Adaptation, ingenuity and progress

Innovation and Invention are invaluable to all designers, and therefore we intend to instil this to all students from a young age

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z state and prioritise th develop a solution to

z describe the main fea solution to the problem

z present the main find

Objective B: Developing

32 hours / 19 weeks

Workspace Tidy

z develop a list of succe

z present feasible desig

z present the chosen de

z create a planning dra making the chosen so

Objective C: Creating th

z outline a plan, which c peers to be able to fo

z demonstrate excellen

z follow the plan to crea

z list the changes made making the solution

Objective D: Evaluating

z outline simple, relevan the success of the sol

z outline the success of

z outline how the solutio z outline the impact of

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Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Organisation skills

e need for a solution to a problem

z Use appropriate strategies for organising complex information

he main points of research needed to the problem

Transfer skills

atures of an existing product that inspires a m

z Transfer current knowledge to learning of new technologies

dings of relevant research

z Inquire in different contexts to gain a different perspective Reflection skills

g ideas

z Try new ATL skills and evaluate their effectiveness

ess criteria for the solution

z Consider personal learning strategies

gn ideas, which can be correctly interpreted by others

esign

awing/diagram, which outlines the main details for olution

he solution

considers the use of resources and time, sufficient for ollow to create the solution

Communication skills z Use appropriate forms of writing for different purposes and audiences Creative-thinking skills z Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments z Practise visible thinking strategies and techniques

nt technical skills when making the solution

Affective skills

ate the solution, which functions as intended

z Practise strategies to overcome distractions

e to the chosen design and plan when

z Practise positive thinking z Practise failing well

nt testing methods, which generate data, to measure lution

f the solution against the design specification

Collaboration skills z Practise empathy z Build consensus

on could be improved the solution on the client/target audience

173

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Creativity

Design z Form

Scientific and technical innovation

z Function

Focus exploration(s)

z Ergonomics

z Adaptation, ingenuity and progress

Innovation and Invention are invaluable to all designers, and therefore we intend to instil this to all students from a young age

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z state and prioritise th develop a solution to

z describe the main fea solution to the problem

z present the main find

Objective B: Developing

z present feasible desig

32 hours / 19 weeks

Unit 2 - Workspace Tidy

z develop a list of succe

z present the chosen de

z create a planning dra details for making the

Objective C: Creating th

z outline a plan, which c peers to be able to fo

z demonstrate excellen

z follow the plan to crea

z list the changes made making the solution

Objective D: Evaluating

z outline simple, relevan the success of the sol

z outline the success of

z outline how the solutio z outline the impact of z Systems

Design

z Creativity

z Ergonomics

Scientific and technical innovation

z Function

Focus exploration(s)

z Form

z Digital life, virtual environments and the Information Age

Educating younger students in creative and functional ways, beyond the school curriculum, allows for the systematic collaboration of ideas and differentiation at a more meaningful level

Objective A: Inquiring a

z explain and justify the

z state and prioritise th develop a solution to

z describe the main fea solution to the problem

z present the main find

32 hours / 22 weeks

Building Educational Games

Objective B: Developing

z develop a list of succe

z present feasible desig

z present the chosen de

z create a planning dra details for making the

Objective C: Creating th

z outline a plan, which c peers to be able to fo

z demonstrate excellen

z follow the plan to crea

z list the changes made making the solution

Objective D: Evaluating

z outline simple, relevan the success of the sol

z outline the success of

z outline how the solutio z outline the impact of

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Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Collaboration skills

e need for a solution to a problem

z Make fair and equitable decisions

he main points of research needed to the problem

z Encourage others to contribute

atures of an existing product that inspires a m

dings of relevant research

g ideas

Organisation skills z Use appropriate strategies for organising complex information Communication skills z Read a variety of sources for information and for pleasure

ess criteria for the solution

gn ideas, which can be correctly interpreted by others

esign

awing/diagram, which outlines the main e chosen solution

he solution

considers the use of resources and time, sufficient for ollow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

e to the chosen design and plan when

nt testing methods, which generate data, to measure lution

f the solution against the design specification

on could be improved the solution on the client/target audience

and analysing

Creative-thinking skills

e need for a solution to a problem

z Make unexpected or unusual connections between objects and/or ideas

he main points of research needed to the problem

z Design new machines, media and technologies

atures of an existing product that inspires a m

Information literacy skills

dings of relevant research

z Process data and report results

g ideas

z Use critical-literacy skills to analyse and interpret media communications z Understand and use technology systems

ess criteria for the solution

Transfer skills

gn ideas, which can be correctly interpreted by others

z Combine knowledge, understanding and skills to create products or solutions

esign

awing/diagram, which outlines the main e chosen solution

he solution

considers the use of resources and time, sufficient for ollow to create the solution

Critical-thinking skills z Use models and simulations to explore complex systems and issues Media literacy skills z Make informed choices about personal viewing experiences z Understand the impact of media representations and modes of presentation

nt technical skills when making the solution

ate the solution, which functions as intended

e to the chosen design and plan when

nt testing methods, which generate data, to measure lution

f the solution against the design specification

on could be improved the solution on the client/target audience

175

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 6 (Year 1) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Creativity

Design z Perspective

Scientific and technical innovation

z Sustainability

Focus exploration(s)

z Function

z Adaptation, ingenuity and progress

Innovation and Invention are invaluable to all designers, and therefore we intend to instil this to all students from a young age

z Form

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z state and prioritise th develop a solution to

z describe the main fea solution to the problem

z present the main find

Objective B: Developing

z present feasible desig

32 hours / 22 weeks

Workspace Tidy

z develop a list of succe

z present the chosen de

z create a planning dra details for making the

Objective C: Creating th

z outline a plan, which c sufficient for peers to

z demonstrate excellen

z follow the plan to crea

z list the changes made making the solution

Objective D: Evaluating

z outline simple, relevan to measure the succe

z outline the success of

z outline how the solutio z outline the impact of z Creativity

Design

z Systems

z Perspective

Scientific and technical innovation

z Innovation

Focus exploration(s)

z Markets and trends

z Digital life, virtual environments and the Information Age

z Invention

Educating younger students in creative and functional ways, beyond the school curriculum, allows for the systematic collaboration of ideas and differentiation at a more meaningful level

Objective A: Inquiring a

z explain and justify the

z state and prioritise th develop a solution to

z describe the main fea solution to the problem

z present the main find

32 hours / 18 weeks

Creating Educational Games

Objective B: Developing

z develop a list of succe

z present feasible desig

z present the chosen de

z create a planning dra details for making the

Objective C: Creating th

z outline a plan, which c sufficient for peers to

z demonstrate excellen

z follow the plan to crea

z list the changes made making the solution

Objective D: Evaluating

z outline simple, relevan to measure the succe

z outline the success of

z outline how the solutio z outline the impact of

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Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Reflection skills

e need for a solution to a problem

z Try new ATL skills and evaluate their effectiveness

he main points of research needed to the problem

z Consider ATL skills development

atures of an existing product that inspires a m

Transfer skills

dings of relevant research

z Inquire in different contexts to gain a different perspective

g ideas

Affective skills

ess criteria for the solution

z Practise focus and concentration

gn ideas, which can be correctly interpreted by others

z Practise failing well

esign

awing/diagram, which outlines the main e chosen solution

he solution

considers the use of resources and time, be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

e to the chosen design and plan when

z Use effective learning strategies in subject groups and disciplines

Communication skills z Give and receive meaningful feedback Collaboration skills z Listen actively to other perspectives and ideas z Advocate for one’s own rights and needs Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic

nt testing methods, which generate data, ess of the solution

f the solution against the design specification

on could be improved the solution on the client/target audience

and analysing

Media literacy skills

e need for a solution to a problem

z Make informed choices about personal viewing experiences

he main points of research needed to the problem

z Understand the impact of media representations and modes of presentation

atures of an existing product that inspires a m

Information literacy skills

dings of relevant research

z Process data and report results

g ideas

z Use critical-literacy skills to analyse and interpret media communications z Understand and use technology systems

ess criteria for the solution

Creative-thinking skills

gn ideas, which can be correctly interpreted by others

z Make unexpected or unusual connections between objects and/or ideas

esign

z Design new machines, media and technologies

awing/diagram, which outlines the main e chosen solution

Transfer skills

he solution

considers the use of resources and time, be able to follow to create the solution

z Combine knowledge, understanding and skills to create products or solutions Critical-thinking skills z Use models and simulations to explore complex systems and issues

nt technical skills when making the solution

ate the solution, which functions as intended

e to the chosen design and plan when

nt testing methods, which generate data, ess of the solution

f the solution against the design specification

on could be improved the solution on the client/target audience

177

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Global interactions

Design

Globalisation and sustainability

z Development

z Form z Function

Focus exploration(s)

z Sustainability

z Human impact on the environment

Global interactions have shown that the world has a finite amount of resources, by being innovative we can reduce waste and adapt products to give them a sustainable life cycle beyond the original use

z Innovation z Invention z Adaptation

z Consumption, conservation, scarcity

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

z present a range of fea correctly interpreted b

52 hours / 19 weeks

Upcycled Clock

z develop a design spe design of a solution b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o z Development

Design

z Global interactions

z Form

Globalisation and sustainability

z Perspective

Focus exploration(s)

z Function

z Human impact on the environment

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

32 hours / 19 weeks

Upcycled Clock

z develop a design spe design of a solution b

z present a range of fea correctly interpreted b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o

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Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Communication skills

e need for a solution to a problem

z Negotiate ideas and knowledge with peers and teachers

plan, which states and prioritises the primary and needed to develop a solution to the problem

z Structure information in summaries, essays and reports

milar products that inspire a solution to the problem

Creative-thinking skills

ef, which presents the analysis of relevant research

z Use brainstorming and visual diagrams to generate new ideas and inquiries

g ideas

z Apply existing knowledge to generate new ideas, products or processes

ecification, which outlines the success criteria for the based on the data collected

z Design new machines, media and technologies z Create original works and ideas; use existing works and ideas in new ways

asible design ideas, which can be by others

Organisation skills

esign and outline the reasons for its selection

z Set goals that are challenging and realistic

anning drawings/diagrams and outline requirements e chosen solution

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

z Plan short- and long-term assignments; meet deadlines Affective skills z Practise dealing with disappointment and unmet expectations Reflection skills z Keep a journal to record reflections Transfer skills z Combine knowledge, understanding and skills to create products or solutions Critical-thinking skills

z Draw reasonable conclusions and generalisations

d relevant testing methods, which generate accurate success of the solution

Information literacy skills

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

z Make connections between various sources of information z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks z Identify primary and secondary sources

and analysing

e need for a solution to a problem

plan, which states and prioritises the primary and needed to develop a solution to the problem

milar products that inspire a solution to the problem

ef, which presents the analysis of relevant research

g ideas

ecification, which outlines the success criteria for the based on the data collected

asible design ideas, which can be by others

esign and outline the reasons for its selection

anning drawings/diagrams and outline requirements e chosen solution

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

d relevant testing methods, which generate accurate success of the solution

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

179

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 7 (Year 2) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Communities

Design

z Global interactions

z Sustainability

Globalisation and sustainability

Modern homes require creative and innovative solutions to ensure limited consumption of increasingly scarce natural resources which depend on creating sustainable and divergent designs

z Form

z Markets and trends

z Creativity

z Innovation

Focus exploration(s) z Consumption, conservation, scarcity z Urban planning, strategy and infrastructure

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

32 hours / 18 weeks

Sustainable House

z develop a design spe design of a solution b

z present a range of fea correctly interpreted b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o

180

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Transfer skills

e need for a solution to a problem

z Make connections between subject groups and disciplines

plan, which states and prioritises the primary and needed to develop a solution to the problem

z Combine knowledge, understanding and skills to create products or solutions

milar products that inspire a solution to the problem

Creative-thinking skills

ef, which presents the analysis of relevant research

z Create novel solutions to authentic problems

g ideas

z Make guesses, ask what if questions and generate testable hypotheses

ecification, which outlines the success criteria for the based on the data collected

asible design ideas, which can be by others

z Make unexpected or unusual connections between objects and/or ideas z Create original works and ideas; use existing works and ideas in new ways z Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments

esign and outline the reasons for its selection

Information literacy skills

anning drawings/diagrams and outline requirements e chosen solution

z Make connections between various sources of information z Collect and analyse data to identify solutions and make informed decisions

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

d relevant testing methods, which generate accurate success of the solution

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

181

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Development

Design

z Form

z Function

Scientific and technical innovation

z Creativity

z Evaluation

Focus exploration(s)

z Innovation

z Systems, models, methods

An understanding of the balance of form and function is required to develop innovative and aerodynamic formula one cars

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

z develop a design spe design of a solution b

z present a range of fea correctly interpreted b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen 32 hours / 19 weeks

F1 Car design

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o

182

and analysing

Curriculum Handbook 2023-2024

Approaches to learning

e need for a solution to a problem

Critical-thinking skills z Draw reasonable conclusions and generalisations

plan, which states and prioritises the primary and needed to develop a solution to the problem

Communication skills z Give and receive meaningful feedback

milar products that inspire a solution to the problem

ef, which presents the analysis of relevant research

z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences

g ideas

z Interpret and use effectively modes of non-verbal communication

ecification, which outlines the success criteria for the based on the data collected

z Negotiate ideas and knowledge with peers and teachers z Read a variety of sources for information and for pleasure

asible design ideas, which can be by others

z Make inferences and draw conclusions

esign and outline the reasons for its selection

z Find information for disciplinary and interdisciplinary inquiries, using a variety of media

anning drawings/diagrams and outline requirements e chosen solution

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

d relevant testing methods, which generate accurate success of the solution

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

z Understand and use mathematical notation

Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks) z Understand the impact of media representations and modes of presentation z Communicate information and ideas effectively to multiple audiences using a variety of media and formats Information literacy skills z Collect, record and verify data z Access information to be informed and inform others z Make connections between various sources of information z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks z Identify primary and secondary sources Collaboration skills z Give and receive meaningful feedback Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic z Select and use technology effectively and productively Affective skills z Practise focus and concentration Reflection skills z Develop new skills, techniques and strategies for effective learning z Focus on the process of creating by imitating the work of others Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Design new machines, media and technologies Transfer skills z Apply skills and knowledge in unfamiliar situations z Make connections between subject groups and disciplines z Combine knowledge, understanding and skills to create products or solutions

183

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Aesthetics

Design

z Connections

z Perspective

Personal and cultural expression

z Global interactions

z Innovation

Focus exploration(s)

z Invention

z Products, systems and institutions

Developing engaging animations can promote lasting understanding combined with engaging content

z Communication

z analysis and argument

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

z present a range of fea correctly interpreted b

32 hours / 17 weeks

Animations

z develop a design spe design of a solution b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o z Communication

Design

z Creativity

z Perspective

Personal and cultural expression

z Adaptation

Focus exploration(s) z Social constructions of reality z philosophies and ways of life

Designers use personal and cultural expression to adapt the form in which information is communicated in order to make it accessible to the end user

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

32 hours / 6 weeks

Animation

z develop a design spe design of a solution b

z present a range of fea correctly interpreted b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z demonstrate excellen

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o

184

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Communication skills

e need for a solution to a problem

z Interpret and use effectively modes of non-verbal communication

plan, which states and prioritises the primary and needed to develop a solution to the problem

z Negotiate ideas and knowledge with peers and teachers

milar products that inspire a solution to the problem

z Read critically and for comprehension

ef, which presents the analysis of relevant research

g ideas

ecification, which outlines the success criteria for the based on the data collected

z Participate in, and contribute to, digital social media networks Collaboration skills z Use social media networks appropriately to build and develop relationships Organisation skills

asible design ideas, which can be by others

z Plan short- and long-term assignments; meet deadlines

esign and outline the reasons for its selection

z Use appropriate strategies for organising complex information

anning drawings/diagrams and outline requirements e chosen solution

z Set goals that are challenging and realistic

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

d relevant testing methods, which generate accurate success of the solution

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

and analysing

Creative-thinking skills

e need for a solution to a problem

z Use brainstorming and visual diagrams to generate new ideas and inquiries

plan, which states and prioritises the primary and needed to develop a solution to the problem

z Apply existing knowledge to generate new ideas, products or processes

milar products that inspire a solution to the problem

ef, which presents the analysis of relevant research

z Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments

z Create original works and ideas; use existing works and ideas in new ways

g ideas

Media literacy skills

ecification, which outlines the success criteria for the based on the data collected

z Demonstrate awareness of media interpretations of events and ideas (including digital social media)

asible design ideas, which can be by others

z Understand the impact of media representations and modes of presentation

esign and outline the reasons for its selection

z Communicate information and ideas effectively to multiple audiences using a variety of media and formats

anning drawings/diagrams and outline requirements e chosen solution

he solution

nt technical skills when making the solution

ate the solution, which functions as intended

de to the chosen design and plan when

d relevant testing methods, which generate accurate success of the solution

of the solution against the design specification

ution could be improved

of the solution on the client/target audience

185

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Development

Design

z Creativity

z Function

Scientific and technical innovation

z Form

z Evaluation

Focus exploration(s)

z Innovation

z Systems, models, methods

An understanding of the balance of form and function is required to develop innovative and aerodynamic formula one cars

MYP Objectives

Objective A: Inquiring a

z explain and justify the

z construct a research secondary research n

z analyse a group of sim

z develop a design brie

Objective B: Developing

z develop a design spe design of a solution b

z present a range of fea correctly interpreted b

z present the chosen de

z develop accurate pla for the creation of the

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

186

32 hours / 22 weeks

F1 Car design

z follow the plan to crea

z explain changes mad making the solution

Objective D: Evaluating

z describe detailed and data, to measure the

z explain the success o

z describe how the solu

z describe the impact o

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Information literacy skills

e need for a solution to a problem

z Collect, record and verify data

plan, which states and prioritises the primary and needed to develop a solution to the problem

z Access information to be informed and inform others

milar products that inspire a solution to the problem

z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

ef, which presents the analysis of relevant research

g ideas

z Make connections between various sources of information

z Identify primary and secondary sources

ecification, which outlines the success criteria for the based on the data collected

Creative-thinking skills

asible design ideas, which can be by others

z Design new machines, media and technologies

esign and outline the reasons for its selection

anning drawings/diagrams and outline requirements e chosen solution

he solution

an, which outlines the efficient use of time and or peers to be able to follow to create the solution

z Use brainstorming and visual diagrams to generate new ideas and inquiries Transfer skills z Apply skills and knowledge in unfamiliar situations z Make connections between subject groups and disciplines z Combine knowledge, understanding and skills to create products or solutions Critical-thinking skills z Draw reasonable conclusions and generalisations

nt technical skills when making the solution

Media literacy skills

ate the solution, which functions as intended

z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

de to the chosen design and plan when

z Understand the impact of media representations and modes of presentation

d relevant testing methods, which generate accurate success of the solution

z Communicate information and ideas effectively to multiple audiences using a variety of media and formats

of the solution against the design specification

Reflection skills

ution could be improved

of the solution on the client/target audience

z Develop new skills, techniques and strategies for effective learning z Focus on the process of creating by imitating the work of others Affective skills z Practise focus and concentration Organisation skills z Plan short- and long-term assignments; meet deadlines z Set goals that are challenging and realistic z Select and use technology effectively and productively Collaboration skills z Give and receive meaningful feedback Communication skills z Give and receive meaningful feedback z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences z Interpret and use effectively modes of non-verbal communication z Negotiate ideas and knowledge with peers and teachers z Read a variety of sources for information and for pleasure z Make inferences and draw conclusions z Understand and use mathematical notation z Find information for disciplinary and interdisciplinary inquiries, using a variety of media

187

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Communication

Design

z Connections

z Function

Scientific and technical innovation

z Creativity

z Innovation

Focus exploration(s)

z Invention

z Adaptation, ingenuity and progress

In order tocreate a unique invention which organises mobile technology,a balance of form and function is required

z products, processes and solutions

MYP Objectives

Objective A: Inquiring a

z explain and justify the target audience z identify and prioritise develop a solution to

z analyse a range of ex

z develop a detailed de of relevant research

Objective B: Developing

z develop a design spe the design of a solutio

z develop a range of fe interpreted by others

z present the chosen de

z develop accurate and requirements for the c

Objective C: Creating th

32 hours / 19 weeks

Device Station

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z fully justify changes m when making the solu

Objective D: Evaluating

z design detailed and r data, to measure the

z critically evaluate the the design specificati

z explain how the soluti z explain the impact of

188

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Reflection skills

e need for a solution to a problem for a specified client/

z Develop new skills, techniques and strategies for effective learning

the primary and secondary research needed to the problem

z Focus on the process of creating by imitating the work of others Affective skills

xisting products that inspire a solution to the problem

z Practise focus and concentration

esign brief, which summarises the analysis

z Demonstrate persistence and perseverance

g ideas

ecification, which clearly states the success criteria for on

easible design ideas, which can be correctly

Organisation skills z Plan short- and long-term assignments; meet deadlines z Bring necessary equipment and supplies to class z Keep an organised and logical system of information files/notebooks Collaboration skills

esign and justify its selection

z Take responsibility for one’s own actions

d detailed planning drawings/diagrams and outline the creation of the chosen solution

z Exercise leadership and take on a variety of roles within groups

he solution

Communication skills

an, which describes the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

made to the chosen design and plan ution

relevant testing methods, which generate success of the solution

e success of the solution against ion

ion could be improved the solution on the client/target audience

z Give and receive meaningful feedback z Give and receive meaningful feedback z Use a variety of media to communicate with a range of audiences z Negotiate ideas and knowledge with peers and teachers z Write for different purposes Creative-thinking skills z Consider multiple alternatives, including those that might be unlikely or impossible z Create novel solutions to authentic problems z Apply existing knowledge to generate new ideas, products or processes Transfer skills z Apply skills and knowledge in unfamiliar situations z Make connections between subject groups and disciplines z Combine knowledge, understanding and skills to create products or solutions Critical-thinking skills z Gather and organise relevant information to formulate an argument z Interpret data z Evaluate and manage risk Media literacy skills z Make informed choices about personal viewing experiences z Seek a range of perspectives from multiple and varied sources Information literacy skills z Use critical-literacy skills to analyse and interpret media communications z Collect and analyse data to identify solutions and make informed decisions z Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

189

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Aesthetics

Design

z Creativity

z Function

Scientific and technical innovation

z Connections

z Innovation

Focus exploration(s)

z Global interactions

z Collaboration

z Systems, models, methods

A successful website requires creative aesthetics to innovatively provide an attractive function, as well as, satisfying a modern and unique form

z Systems

32 hours / 18 weeks

Website/App Development

z Logic

z products, processes and solutions z Digital life, virtual environments and the Information Age

MYP Objectives

Objective A: Inquiring a

z explain and justify the target audience z identify and prioritise develop a solution to

z analyse a range of ex

z develop a detailed de of relevant research

Objective B: Developing

z develop a design spe the design of a solutio

z develop a range of fe interpreted by others

z present the chosen de

z develop accurate and requirements for the c

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z fully justify changes m when making the solu

Objective D: Evaluating

z design detailed and r data, to measure the

z critically evaluate the the design specificati

z explain how the soluti z explain the impact of

190

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Collaboration skills

e need for a solution to a problem for a specified client/

z Help others to succeed

the primary and secondary research needed to the problem

xisting products that inspire a solution to the problem

esign brief, which summarises the analysis

g ideas

ecification, which clearly states the success criteria for on

easible design ideas, which can be correctly

esign and justify its selection

d detailed planning drawings/diagrams and outline the creation of the chosen solution

he solution

z Build consensus Creative-thinking skills z Design new machines, media and technologies Communication skills z Give and receive meaningful feedback z Interpret and use effectively modes of non-verbal communication z Write for different purposes z Make effective summary notes for studying Media literacy skills z Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks) z Seek a range of perspectives from multiple and varied sources

an, which describes the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

made to the chosen design and plan ution

relevant testing methods, which generate success of the solution

e success of the solution against ion

ion could be improved the solution on the client/target audience

191

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Perspective

Design

z Relationships

z Adaptation

Fairness and development

z Development

z Ergonomics

Focus exploration(s)

z Function

z Inequality, difference and inclusion

Creativity is an essential element in the invention and innovation of products that meet the needs of a specific community

z Perspective

z Human capability and development

32 hours / 7 weeks

Assistive Device for Elderly

z Rights, law, civic responsibility and the public sphere

MYP Objectives

Objective A: Inquiring a

z explain and justify the target audience z identify and prioritise develop a solution to

z analyse a range of ex

z develop a detailed de of relevant research

Objective B: Developing

z develop a design spe the design of a solutio

z develop a range of fe interpreted by others

z present the chosen de

z develop accurate and requirements for the c

Objective D: Evaluating

z design detailed and r data, to measure the

z critically evaluate the the design specificati

z explain how the soluti z explain the impact of

192

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Information literacy skills

e need for a solution to a problem for a specified client/

z Collect, record and verify data

the primary and secondary research needed to the problem

Reflection skills

xisting products that inspire a solution to the problem

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

esign brief, which summarises the analysis

g ideas

ecification, which clearly states the success criteria for on

easible design ideas, which can be correctly

esign and justify its selection

d detailed planning drawings/diagrams and outline the creation of the chosen solution

z Develop new skills, techniques and strategies for effective learning

z Demonstrate flexibility in the selection and use of learning strategies z Consider personal learning strategies z Consider ethical, cultural and environmental implications Affective skills z Practise focus and concentration z Demonstrate persistence and perseverance z Practise analysing and attributing causes for failure z Practise failing well Organisation skills

relevant testing methods, which generate success of the solution

e success of the solution against ion

z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) z Set goals that are challenging and realistic

ion could be improved

z Select and use technology effectively and productively

the solution on the client/target audience

Collaboration skills z Practise empathy z Give and receive meaningful feedback Communication skills z Negotiate ideas and knowledge with peers and teachers z Make inferences and draw conclusions

193

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Design | Grade 10 (Year 5) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Creativity Connections Development

Design Innovation Resources Function

Scientific and technical innovation

Creativity is an essential element in the invention and innovation of products that meet the needs of a specific community

MYP Objectives

Objective A: Inquiring a

z explain and justify the target audience z identify and prioritise develop a solution to

z analyse a range of ex

z develop a detailed de of relevant research

Objective B: Developing

32 hours / 20 weeks

MYP 5

z develop a design spe the design of a solutio

z develop a range of fe interpreted by others

z present the chosen de

z develop accurate and requirements for the c

Objective C: Creating th

z construct a logical pla resources, sufficient fo

z demonstrate excellen

z follow the plan to crea

z fully justify changes m when making the solu

Objective D: Evaluating

z design detailed and r data, to measure the

z critically evaluate the the design specificati

z explain how the soluti z explain the impact of

194

Curriculum Handbook 2023-2024

Approaches to learning

and analysing

Affective skills

e need for a solution to a problem for a specified client/

z Practise strategies to develop mental focus

the primary and secondary research needed to the problem

xisting products that inspire a solution to the problem

esign brief, which summarises the analysis

g ideas

ecification, which clearly states the success criteria for on

easible design ideas, which can be correctly

z Practise failing well Organisation skills z Keep an organised and logical system of information files/notebooks Collaboration skills z Negotiate effectively Communication skills z Share ideas with multiple audiences using a variety of digital environments and media z Make inferences and draw conclusions

esign and justify its selection

d detailed planning drawings/diagrams and outline the creation of the chosen solution

he solution

an, which describes the efficient use of time and or peers to be able to follow to create the solution

nt technical skills when making the solution

ate the solution, which functions as intended

made to the chosen design and plan ution

relevant testing methods, which generate success of the solution

e success of the solution against ion

ion could be improved the solution on the client/target audience

195

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Phyiscal Health and Education Physical Health and Education | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

Relationships

PHE z Energy

Personal and cultural expression

z Perspective

Focus exploration(s)

The creation of a dance enhances an individual’s physical wellbeing by fostering the development of relationships and embracing different perspectives and energy

12 hours / 9 weeks

Dance Diversity

Unit Name

z Artistry, craft, creation, beauty

MYP Objectives

Objective B: Planning fo

z identify goals to enha

z construct and outline

Objective C: Applying a

z recall and apply a ran

z recall and apply infor

Objective D: Reflecting a

z identify and demonst

z describe the effective

z describe and summa

12 hours / 5 weeks

Up and Over

Change

z Choice

Orientation in space and time

z Adaptation

Focus exploration(s)

PHE

z Peoples, boundaries, exchange and interaction

A player or team has to make an active choice to adapt or change their style of play depending on the people they are playing with or against

Objective A: Knowing an

z outline physical and h and conceptual know z identify physical and solve problems set in

z apply physical and he

Objective C: Applying a

z recall and apply a ran

z recall and apply infor

16 hours / 10 weeks

Invade and Conquest

Development

z Systems

Fairness and development

z Interaction

Focus exploration(s)

PHE

z Human capability and development

The development of a comprehensive plan, which considers systems, teams interaction and leadership can contribute to the improvement of performance in team games

Objective A: Knowing an

z outline physical and h and conceptual know z identify physical and solve problems set in

z apply physical and he

Objective C: Applying a

z recall and apply a ran

196

Communication 12 hours / 5 weeks

Swimming for Success

z recall and apply infor

z Refinement

Identities and relationships

z Movement

Focus exploration(s)

PHE

z attitudes, motivation, independence

The refinement of swimming strokes through effective communication plays a vital role in developing a person's movement capabilities, attitudes, motivation, and independence in the water

Objective B: Planning fo

z identify goals to enha

z construct and outline

Objective D: Reflecting a

z identify and demonst

z describe the effective

z describe and summa

Curriculum Handbook 2023-2024

Approaches to learning

or performance

Organisation skills

ance performance

z Create plans to prepare for summative assessments (examinations and performances)

e a plan for improving physical activity and health

and performing

nge of skills and techniques

nge of strategies and movement concepts

rmation to perform effectively

and improving performance

trate strategies to enhance interpersonal skills

eness of a plan based on the outcome

arise performance

nd understanding

Creative-thinking skills

health education factual, procedural wledge

z Consider multiple alternatives, including those that might be unlikely or impossible

health education knowledge to describe issues and familiar and unfamiliar situations

ealth terminology to communicate understanding

and performing

nge of skills and techniques

nge of strategies and movement concepts

rmation to perform effectively

nd understanding

Communication skills

health education factual, procedural wledge

z Give and receive meaningful feedback

health education knowledge to describe issues and familiar and unfamiliar situations

Collaboration skills z Help others to succeed

ealth terminology to communicate understanding

and performing

nge of skills and techniques

nge of strategies and movement concepts

rmation to perform effectively

or performance

Organisation skills

ance performance

z Set goals that are challenging and realistic

e a plan for improving physical activity and health

z Bring necessary equipment and supplies to class

and improving performance

trate strategies to enhance interpersonal skills

eness of a plan based on the outcome

arise performance

197

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Phyical Health and Education | Grade 7 (Year 2)

16 hours / 8 weeks

Wax On, Wax Off

Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Relationships

PHE z Interaction

Personal and cultural expression

z Perspective

Focus exploration(s)

In martial arts the perspective of the participants will change depending on their interaction and perspectives, to have positive relationships it will require practice and competency from both participants

z Practice and competency

16 hours / 8 weeks

Boundaries + Brilliance

Development

z Refinement

Fairness and development

z Interaction

Focus exploration(s)

PHE

z Enhancing Skills and Fair Play

Fostering holistic development through the interaction of individual performance and sportsmanship, emphasising the refinement of skills and commitment to fair play

MYP Objectives

Objective B: Planning fo

z outline goals to enhan z design and explain a

Objective D: Reflecting a

z describe and demons

z explain the effectiven z explain and evaluate

Objective A: Knowing an

z describe physical and and conceptual know

z apply physical and he problems set in famili

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

z outline and apply info

16 hours / 7 weeks

Team up and Attack

Communication

z Space

Identities and relationships

z Energy

Focus exploration(s)

PHE

z teams, affiliation and leadership

A teams communication skills is dictated by the energy they exert and the space they use, it requires leadership and affiliation to enhance their overall performance

Objective A: Knowing an

z describe physical and and conceptual know

z apply physical and he problems set in famili

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

198

16 hours / 10 weeks

Barrier Breakers

z outline and apply info Change

z Adaptation

Fairness and development

z Environment

Focus exploration(s)

PHE

z Inequality, difference and inclusion

The deliberate adaptation of sports and the transformation of their environments can foster inclusivity by ensuring equal participation and opportunities for all individuals

Objective B: Planning fo

z outline goals to enhan z design and explain a

Objective D: Reflecting a

z describe and demons

z explain the effectiven z explain and evaluate

Curriculum Handbook 2023-2024

Approaches to learning

or performance

Communication skills

nce performance

z Use a variety of speaking techniques to communicate with a variety of audiences

plan for improving physical performance and health

and improving performance

z Use a variety of media to communicate with a range of audiences

strate strategies to enhance interpersonal skills

ness of a plan based on the outcome performance

nd understanding

Collaboration skills

d health education factual, procedural wledge

z Help others to succeed

ealth education knowledge to explain issues and solve iar and unfamiliar situations

z Take responsibility for one’s own actions

ealth terminology effectively to standing

and performing

ply a range of skills and techniques

ply a range of strategies and movement concepts

ormation to perform effectively

nd understanding

Communication skills

d health education factual, procedural wledge

z Use a variety of speaking techniques to communicate with a variety of audiences

ealth education knowledge to explain issues and solve iar and unfamiliar situations

Collaboration skills

ealth terminology effectively to standing

z Practise empathy

and performing

ply a range of skills and techniques

ply a range of strategies and movement concepts

ormation to perform effectively

or performance

Affective skills

nce performance

z Demonstrate persistence and perseverance

plan for improving physical performance and health

z Practise analysing and attributing causes for failure

and improving performance

strate strategies to enhance interpersonal skills

ness of a plan based on the outcome performance

199

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Phyical Health and Education | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Change

PHE z Energy

Identities and relationships

z Refinement

Focus exploration(s)

Refining or changing a participations fitness levels and self-esteem will directly correlate to the levels of energy they exert

12 hours / 3 weeks

Fit Don't Quit

z self-esteem

MYP Objectives

Objective A: Knowing an

z describe physical and and conceptual know

z apply physical and he and solve problems s

z apply physical and he communicate unders

Objective D: Applying m

z identify relevant elem

z select appropriate ma real-life situations

z apply the selected ma reach a solution z explain the degree of

z explain whether a solu authentic real-life situ

z Interaction

Fairness and development

z Space

Focus exploration(s)

PHE

z Inequality, difference and inclusion

16 hours / 8 weeks

Igniting Passion, Power and Performance

Communication

In order to prevent inequality between individuals there has to be an open forum of communication and interaction within a safe space to promote inclusion

Objective B: Planning fo

z outline goals to enhan z design and explain a

Objective C: Applying a

z demonstrate and app

z outline and apply info

Objective D: Reflecting a

z describe and demons

z explain the effectiven

Development 16 hours / 9 weeks

Conquering the Urban Jungle

z explain and evaluate

18 hours / 11 weeks

Globalisation and sustainability

z Adaptation

Focus exploration(s) z Human impact on the environment

Analysis of an environment allows for adaptation and development of creative expression

Objective B: Planning fo

z outline goals to enhan z design and explain a

Objective D: Reflecting a

z describe and demons

z explain the effectiven z explain and evaluate

Communication Unleashing the Power of Teamwork

z Energy

PHE

z Choice

Identities and relationships

z Systems

Focus exploration(s)

PHE

z Competition and cooperation z Teams, affiliation and leadership

Relationships within a team and choosing an effective system can contribute to a team's success in competition

Objective A: Knowing an

z describe physical and and conceptual know

z apply physical and he and solve problems s

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

z outline and apply info

200

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Organisation skills

d health education factual, procedural wledge

z Set goals that are challenging and realistic

ealth education knowledge to explain issues set in familiar and unfamiliar situations

Collaboration skills z Help others to succeed

ealth terminology effectively to standing

mathematics in real-life contexts

ments of authentic real-life situations

athematical strategies when solving authentic

athematical strategies successfully to accuracy of a solution

ution makes sense in the context of the uation

or performance

Organisation skills

nce performance

z Use appropriate strategies for organising complex information

plan for improving physical performance and health

and performing

ply a range of skills and techniques

ply a range of strategies and movement concepts

ormation to perform effectively

and improving performance

strate strategies to enhance interpersonal skills

ness of a plan based on the outcome performance

or performance

Reflection skills

nce performance

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

plan for improving physical performance and health

and improving performance

strate strategies to enhance interpersonal skills

ness of a plan based on the outcome performance

nd understanding

Collaboration skills

d health education factual, procedural wledge

z Practise empathy

ealth education knowledge to explain issues set in familiar and unfamiliar situations

z Delegate and share responsibility for decision-making

ealth terminology effectively to standing

and performing

ply a range of skills and techniques

ply a range of strategies and movement concepts

ormation to perform effectively

201

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Phyical Health and Education | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

Communication

PHE

Personal and cultural expression

Communication is essential to inform choice for creating movement patterns and routines

z Movement

14 hours / 7 weeks

Inhale the Future, Exhale the Past

Unit Name

z Choice

MYP Objectives - Year 5

Objective B: Planning fo

z develop goals to enha

z design, explain and ju performance and hea

Objective D: Reflecting a

z explain and demonst

z analyse and evaluate

Development

Fairness and development

z Adaptation

Exploring the evolution of team dynamics in invasion sports and their impact on strategic refinement and adaptation of gameplay, while investigating human capability and development potential

Objective A: Knowing an

z explain physical and h and conceptual know

z apply physical and he problems set in famili

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

z demonstrate and app concepts effectively

z analyse and apply inf

12 hours / 5 weeks

Relationships

Sink or Swim

PHE z Refinement

10 hours / 4 weeks

Teamwork Makes the Dreamwork

z analyse and evaluate

z Function

Identities and relationships

z Environment

Focus exploration(s)

PHE

z moral reasoning and ethical judgement

The relationship between contrasting environments is important to understand to adapt and function effectively

Objective A: Knowing an

z explain physical and h and conceptual know

z apply physical and he problems set in famili

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

z demonstrate and app concepts effectively

z analyse and apply inf

202

Curriculum Handbook 2023-2024

5 Objectives

Approaches to learning

or performance

Transfer skills

ance performance

z Combine knowledge, understanding and skills to create products or solutions

ustify a plan to improve physical alth

Collaboration skills

and improving performance

z Listen actively to other perspectives and ideas

trate strategies to enhance interpersonal skills

e the effectiveness of a plan based on the outcome

e performance

nd understanding

Collaboration skills

health education factual, procedural wledge

z Delegate and share responsibility for decision-making

ealth education knowledge to analyse issues and solve iar and unfamiliar situations

Communication skills z Give and receive meaningful feedback

ealth terminology effectively to standing

and performing

ply a range of skills and techniques effectively

ply a range of strategies and movement

formation to perform effectively

nd understanding

Affective skills

health education factual, procedural wledge

z Demonstrate persistence and perseverance

ealth education knowledge to analyse issues and solve iar and unfamiliar situations

ealth terminology effectively to standing

and performing

ply a range of skills and techniques effectively

ply a range of strategies and movement

formation to perform effectively

203

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Phyical Health and Education | Grade 10 (Year 5)

10 hours / 4 weeks

Peak Performance

Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

Change

PHE

Identities and relationships

Optimal health and wellbeing empowers individuals to make choices that foster a positive lifestyle and recognise the necessity for change in areas that may hinder their wellbeing

z Function

Focus exploration(s) z Health and wellbeing

16 hours / 10 weeks

Intercept and Rebound

Development

z Refinement

Fairness and development

z Interaction

Focus exploration(s)

PHE

z Enhancing Skills and Fair Play

Fostering holistic development through the interaction of individual performance and sportsmanship, emphasising the refinement of skills and commitment to fair play

MYP Objectives

Objective A: Knowing an

z explain physical and h and conceptual know

z apply physical and he and solve problems s

z apply physical and he communicate unders

Objective A: Knowing an

z explain physical and h and conceptual know

z apply physical and he and solve problems s

z apply physical and he communicate unders

Objective C: Applying a

z demonstrate and app

z demonstrate and app concepts effectively

z analyse and apply inf

z Movement

Personal and cultural expression

z Energy

Focus exploration(s)

PHE

z Artistry, craft, creation, beauty

20 hours / 14 weeks

Pound and Perform

Relationships

Positive relationships help to provide energy for creating movement sequences

Objective B: Planning fo

z develop goals to enha

z design, explain and ju performance and hea

Objective C: Applying a

z demonstrate and app

z demonstrate and app concepts effectively

z analyse and apply inf

Objective D: Reflecting a

z explain and demonst

z analyse and evaluate

16 hours / 7 weeks

Make a Racket

Communication

z Space

Orientation in space and time

z Adaptation

Focus exploration(s)

PHE

z Evolution, constraints and adaptation

Exploring the principles of technique, strategy, and sportsmanship in racket sports fosters personal growth and a deeper understanding of the dynamics of human movement and competition

Objective B: Planning fo

z develop goals to enha

z design, explain and ju performance and hea

Objective D: Reflecting a

z explain and demonst

z analyse and evaluate

204

Curriculum Handbook 2023-2024

Approaches to learning

nd understanding

Information literacy skills

health education factual, procedural wledge

z Access information to be informed and inform others

ealth education knowledge to analyse issues set in familiar and unfamiliar situations

Organisation skills z Select and use technology effectively and productively

ealth terminology effectively to standing

nd understanding

Communication skills

health education factual, procedural wledge

z Give and receive meaningful feedback

ealth education knowledge to analyse issues set in familiar and unfamiliar situations

z Use appropriate forms of writing for different purposes and audiences

ealth terminology effectively to standing

and performing

ply a range of skills and techniques effectively

ply a range of strategies and movement

formation to perform effectively

or performance

Collaboration skills

ance performance

z Listen actively to other perspectives and ideas

ustify a plan to improve physical alth

Reflection skills

and performing

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

ply a range of skills and techniques effectively

ply a range of strategies and movement

formation to perform effectively

and improving performance

trate strategies to enhance interpersonal skills

e the effectiveness of a plan based on the outcome

e performance

or performance

Affective skills

ance performance

z Demonstrate persistence and perseverance

ustify a plan to improve physical alth

and improving performance

trate strategies to enhance interpersonal skills

e the effectiveness of a plan based on the outcome

e performance

205

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Visual Art Arts - Visual Art | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

z Aesthetics

Visual Arts

z Communication

z Expression

Personal and cultural expression

z Creativity

z Composition

Focus exploration(s)

Developing the skills and understanding of elements of art can lead to self discovery of personal creativity and expression

z Artistry, craft, creation, beauty z Ritual and play

8 hours / 0 weeks

Unit 1 - Discovering the Elements of Visual Arts

Unit Name

MYP Objectives - Novic

Objective A: Investigati

z describe an artwork o movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo

Creativity

Visual culture can be an expression of ones identity

Visual Arts z Expression z Visual culture

Objective A: Investigati

z describe an artwork o movement(s) or genr

Objective B: Developing

206

4 hours / 1 week

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo

Aesthetics

Visual Arts z Genre

10 hours / 5 weeks

Unit 3 - More than Meets the Eye

MYP1 : All about me

z practically explore ide final artwork or perfor

Orientation in space and time Focus exploration(s) z An exploration of the influence of Maths in Visual Arts

Aesthetics in a genre can be influenced by other academic subjects

Objective A: Investigati

z investigate a movem related to the stateme

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

Curriculum Handbook 2023-2024

Approaches to learning

ing

Collaboration skills

or performance from the chosen re(s)

z Listen actively to other perspectives and ideas

Reflection skills

eas to inform development of a rmance

Performing artwork

z Give and receive meaningful feedback z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Consider ATL skills development z Keep a journal to record reflections Communication skills

opment as an artist

z Give and receive meaningful feedback Organisation skills z Keep an organised and logical system of information files/notebooks Creative-thinking skills z Create original works and ideas; use existing works and ideas in new ways

ing

Transfer skills

or performance from the chosen re(s)

z Make connections between subject groups and disciplines

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

opment as an artist

Reflection skills

z Keep a journal to record reflections Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances) Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make unexpected or unusual connections between objects and/or ideas z Apply existing knowledge to generate new ideas, products or processes z Create original works and ideas; use existing works and ideas in new ways Communication skills z Give and receive meaningful feedback z Use appropriate forms of writing for different purposes and audiences z Find information for disciplinary and interdisciplinary inquiries, using a variety of media

ing

Transfer skills

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

z Make connections between subject groups and disciplines

z Access information to be informed and inform others

eas to inform development of a rmance

Performing artwork

Information literacy skills Collaboration skills z Delegate and share responsibility for decision-making z Help others to succeed z Take responsibility for one’s own actions

z Manage and resolve conflict and work collaboratively in teams

rtwork or performance

z Build consensus z Give and receive meaningful feedback

207

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Visual Art | Grade 6 (Year 1) Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

Visual Arts

z Connections

z Interpretation

Personal and cultural expression

Developing aesthetic skills to appreciate and analysis pieces of art can influence one's creativity and build ones connections and perspective towards art

z Perspective

Focus exploration(s)

z Aesthetics

z Artistry, craft, creation, beauty

10 hours / 7 weeks

Unit 2 - Discovery Klimt

Unit Name

MYP Objectives - Novic

Objective A: Investigati

z investigate a movem related to the stateme

z describe an artwork o movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Key concepts

Related concepts

Global context

Statement of inquiry

z Connections

Visual Arts

z Form

z Genre

Personal and cultural expression

z Perspective

z Representation

Artistic styles through genres over time can facilitate self-discovery through innovations

z Representation

Personal and cultural expression

z Genre

Focus exploration(s)

z Style

z Artistry, craft, creation, beauty

Aesthetic value is perceived through the lens of personal and cultural expression Appreciation of beauty is impacted by the genre, representation, and/or style of art

6 hours / 6 weeks

Unit Name Unit 3 - Art Movements and Design: Aesthetic Inspiration for a Tennis Shoe

Arts - Visual Art | Grade 7 (Year 2)

z Aesthetics z Creativity

12 hours / 0 weeks

Unit 2 - Where does it fit?

z Aesthetics

208

MYP Objectives - Interm

Visual Arts

Objective A: Investigati

z investigate a movem related to the stateme

z analyse an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Curriculum Handbook 2023-2024

Approaches to learning

ing

Communication skills

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

or performance from the chosen re(s)

eas to inform development of a rmance

z Give and receive meaningful feedback Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment) Creative-thinking skills z Apply existing knowledge to generate new ideas, products or processes

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

mediate

Approaches to learning

ing

Communication skills

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

r performance from the chosen re(s)

z Give and receive meaningful feedback Organisation skills z Create plans to prepare for summative assessments (examinations and performances)

eas to inform development of a rmance

Reflection skills

Performing

z Keep a journal to record reflections

artwork

rtwork or performance

opment as an artist

z Identify strengths and weaknesses of personal learning strategies (self-assessment) Media literacy skills z Compare, contrast and draw connections among (multi)media resources Transfer skills z Inquire in different contexts to gain a different perspective Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Make unexpected or unusual connections between objects and/or ideas z Create original works and ideas; use existing works and ideas in new ways

209

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Visual Art | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

Visual Arts

z Aesthetics

z Composition

Personal and cultural expression

z Communication

z Expression

Focus exploration(s)

Developing the skills and understanding of elements of art can lead to self discovery of personal creativity and expression

z Ritual and play 10 hours / 5 weeks

Unit 1 - Discovering the Elements of Visual Arts

Unit Name

MYP Objectives - Interm

Objective A: Investigati

z analyse an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo

Arts - Visual Art | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

Visual Arts

z Communication

z Play

Personal and cultural expression

z Aesthetics

z Composition

Focus exploration(s)

Developing the skills and understanding of elements and principles of art can lead to self discovery of personal creativity and expression

8 hours / 5 weeks

z Artistry, craft, creation, beauty z Ritual and play

MYP Objectives - Comp

Objective A: Investigati

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo

z Aesthetics

Visual Arts

z Creativity

z Composition

Personal and cultural expression

z Connections

z Genre

Focus exploration(s) z Artistry, craft, creation, beauty

16 hours / 7 weeks

Unit 2 - Exploring Kandinsky

Unit 1 - Principles of Visual Arts

Unit Name

Student will generated Kandinsky style art with their own composition style and personal touches of patterns and texture

Objective A: Investigati

z investigate a movem related to the stateme

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

210

Curriculum Handbook 2023-2024

mediate

Approaches to learning

ing

Creative-thinking skills

r performance from the chosen re(s)

z Create original works and ideas; use existing works and ideas in new ways

z Listen actively to other perspectives and ideas

eas to inform development of a rmance

Performing artwork

Collaboration skills Organisation skills z Keep an organised and logical system of information files/notebooks Communication skills z Give and receive meaningful feedback

opment as an artist

Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Consider ATL skills development z Keep a journal to record reflections

petent

Approaches to learning

ing

Reflection skills

r performance from the chosen re(s)

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

z Keep a journal to record reflections

eas to inform development of a rmance

Communication skills

Performing

Creative-thinking skills

artwork

z Give and receive meaningful feedback z Create original works and ideas; use existing works and ideas in new ways

opment as an artist

ing

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment) z Keep a journal to record reflections Information literacy skills z Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions Collaboration skills z Delegate and share responsibility for decision-making z Encourage others to contribute Organisation skills z Plan short- and long-term assignments; meet deadlines Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries z Create original works and ideas; use existing works and ideas in new ways

211

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Visual Art | Grade 10 (Year 5)

20 hours / 5 weeks

Principles of Visual Arts

Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

Visual Arts

z Communication

z Play

Personal and cultural expression

z Aesthetics

z Composition

Focus exploration(s)

Developing the skills and understanding of elements and principles of art can lead to self discovery of personal creativity and expression

z Artistry, craft, creation, beauty

MYP Objectives - Comp

Objective A: Investigati

z investigate a movem arts discipline, related

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

8 hours / 6 weeks

Text as Art

z reflect on their develo z Global interactions

Visual Arts

z Communication

z Composition

Deveple the skills to communicate a narrative of a recent social issue through the use of composition

z Narrative

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

212

24 hours / 4 weeks 16 hours / 6 weeks 24 hours / 6 weeks

4 Piece by Piece Collage

ism\ Project

Object study

z reflect on their develo z Perspective

Visual Arts

z Identity

z Representation

z Change

Personal and cultural expression Focus exploration(s) z Artistry, craft, creation, beauty

Personal and cultural expression can influences the perspective of the viewer and how the object is interpreted in a work of art

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo z Communication

Visual Arts

z Perspective

z Genre

Personal and cultural expression Focus exploration(s) z An exploration into artistry

z Change

Visual Arts

z Time, place and space

z Composition

Personal and cultural expression

z Narrative

Focus exploration(s)

z Creativity

z Artistry, craft, creation, beauty z Social constructions of reality

By exploring movements and genres of art we can form a personal perspective of them and to communicate our ideas more clearly

N/A

Objective A: Investigati

z investigate a movem arts discipline, related

z critique an artwork or movement(s) or genr

Curriculum Handbook 2023-2024

petent

Approaches to learning

ing

Creative-thinking skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Create original works and ideas; use existing works and ideas in new ways

z Identify strengths and weaknesses of personal learning strategies (self-assessment)

eas to inform development of a rmance

Performing artwork

Reflection skills

Communication skills z Give and receive meaningful feedback

opment as an artist

Communication skills

eas to inform development of a rmance

z Give and receive meaningful feedback

ic intention for the final artwork or with the statement of inquiry

z Interpret and use effectively modes of non-verbal communication

z Use appropriate forms of writing for different purposes and audiences

Performing artwork

rtwork or performance

opment as an artist

Creative-thinking skills

eas to inform development of a rmance

z Consider multiple alternatives, including those that might be unlikely or impossible

Performing artwork

opment as an artist

ing

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Practise visible thinking strategies and techniques Reflection skills z Identify strengths and weaknesses of personal learning strategies (self-assessment) Communication skills z Find information for disciplinary and interdisciplinary inquiries, using a variety of media

r performance from the chosen re(s)

213

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Visual Art | Grade 10 (Year 5)

214

Key concepts

Related concepts

Global context

Statement of inquiry

z Creativity

Visual Arts z Innovation

Scientific and technical innovation

N/A

z Communication z Form

z Visual culture

Focus exploration(s)

z Relationships

12 hours / 6 weeks

Exploring Light and Shadow through Digital Light Painting

Unit Name

z Adaptation, ingenuity and progress

MYP Objectives - Comp

Objective A: Investigati

z investigate a movem related to the stateme

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Curriculum Handbook 2023-2024

petent

Approaches to learning

ing

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

215

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Drama Arts - Drama | Grade 6 (Year 1)

9 hours / 7 weeks

Tableau Storytelling

Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Communication

Drama

z Creativity

z Expression

Personal and cultural expression

z Presentation

Focus exploration(s)

How can the use of Tableau Storytelling tools empower individuals to effectively communicate their personal narratives, fostering a deeper understanding and appreciation of individual and ensemble creativity?

z Artistry, craft, creation, beauty

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

z Form

Drama

z Communication

z Presentation

Personal and cultural expression Focus exploration(s) z Ritual and play

16 hours / 18 weeks

Pantomime Storytelling

MYP Objectives - Novic

Investigating the art of Pantomime can demonstrate the relationship between communication and form, allowing students to explore the universality of non-verbal expression

Objective A: Investigati

z investigate a movem related to the stateme

z describe an artwork o movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

216

16 hours / 6 weeks

Pantomime Test

z reflect on their develo N/A

Curriculum Handbook 2023-2024

ce Objectives

Approaches to learning

Collaboration skills

eas to inform development of a rmance

z Practise empathy

Performing

z Help others to succeed

artwork

rtwork or performance

z Delegate and share responsibility for decision-making z Listen actively to other perspectives and ideas z Negotiate effectively z Encourage others to contribute

opment as an artist

Communication skills

ing

Communication skills

ment(s) or genre(s) in their chosen arts discipline, ent of inquiry

or performance from the chosen re(s)

eas to inform development of a rmance

z Interpret and use effectively modes of non-verbal communication

z Give and receive meaningful feedback z Interpret and use effectively modes of non-verbal communication Organisation skills z Plan short- and long-term assignments; meet deadlines z Create plans to prepare for summative assessments (examinations and performances)

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

217

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Drama | Grade 8 (Year 3) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Novic

z Form

Drama z Presentation

Personal and cultural expression

Investigating the art of Pantomime can demonstrate the relationship between communication and form, allowing students to explore the universality of non-verbal expression

Novice Objectives

z Communication

Focus exploration(s)

16 hours / 18 weeks

Pantomime Storytelling

z Ritual and play

Objective A: Investigati

z investigate a movem arts discipline, related

z describe an artwork o movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z Aesthetics

Drama

z Creativity

z Play

Identities and relationships

z Communication

z Style

Focus exploration(s) z status

10 hours / 11 weeks

Commedia' Dell Arte

z reflect on their develo Through play and style, identities are created and placed in Social constructions of reality

Intermediate Objective

Objective A: Investigati

z investigate a movem arts discipline, related

z analyse an artwork or movement(s) or genr

Objective B: Developing

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

Arts - Drama | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

z Relationships

Drama

z Change

z Role

Identities and relationships

Investigating the dynamics of character development and interactions within scenes leads to a deeper understanding of how identities evolve and relationships transform within the influences of Objectives, Tactics, Obstacles and the use of scoring (beats) and collaborative staging

Focus exploration(s) 15 hours / 8 weeks

Scene/Character Analysis

Unit Name

z attitudes, motivation, independence

MYP Objectives - Comp

Objective A: Investigati

z investigate a movem arts discipline, related

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

218

Curriculum Handbook 2023-2024

ce / Intermiate

Approaches to learning Communication skills

ing

ment(s) or genre(s) in their chosen d to the statement of inquiry

or performance from the chosen re(s)

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

ing

ment(s) or genre(s) in their chosen d to the statement of inquiry

r performance from the chosen re(s)

ic intention for the final artwork or with the statement of inquiry

Performing artwork

Creative-thinking skills z Create original works and ideas; use existing works and ideas in new ways Reflection skills z Consider content Organisation skills z Plan short- and long-term assignments; meet deadlines Communication skills z Use a variety of speaking techniques to communicate with a variety of audiences z Use appropriate forms of writing for different purposes and audiences z Interpret and use effectively modes of non-verbal communication

rtwork or performance

petent

Approaches to learning

ing

Critical-thinking skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Propose and evaluate a variety of solutions

Creative-thinking skills

eas to inform development of a rmance

z Identify obstacles and challenges z Practise visible thinking strategies and techniques

ic intention for the final artwork or with the statement of inquiry

Communication skills

Performing

z Read critically and for comprehension

z Use intercultural understanding to interpret communication

artwork

rtwork or performance

opment as an artist

219

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Drama | Grade 9 (Year 4) Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

z Culture

Drama

z Identity

z Genre

Personal and cultural expression

Examining 'A Midsummer Night's Dream' through the multifaceted perspectives of identity and culture, in the context of the Shakespearean comedy genre, uncovers the ways in which characters' identities are molded by cultural norms and expectations, while also revealing how personal and cultural expression is intertwined with the rituals and playfulness inherent in the text This exploration ultimately underscores the enduring complexities of human nature

z Ritual and play 16 hours / 11 weeks

A Midsummer Night's Dream

Focus exploration(s)

MYP Objectives - Comp

Objective A: Investigati

z investigate a movem arts discipline, related

Objective B: Developing

z practically explore ide final artwork or perfor

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Arts - Drama | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

z Perspective

Drama

z Aesthetics

z Expression

Personal and cultural expression

Exploring Eastern Theatre Traditions provides a unique lens through which to examine the diverse aesthetics, perspectives, and expressions that have shaped the world of theatre, allowing us to delve into the artistic depths of different cultures and to appreciate the transformative power of performance, ritual and play

Focus exploration(s) z Ritual and play 18 hours / 5 weeks

Exploring Eastern Theatre Traditions

Unit Name

MYP Objectives - Comp

Objective A: Investigati

z investigate a movem arts discipline, related

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

220

z Change

Drama

z Connections

z Boundaries

Fairness and development Focus exploration(s)

16 hours / 10 weeks

Theatre of the Oppressed

z reflect on their develo

z Inequality, difference and inclusion z Power and privilege

Exploring Theatre of the Oppressed through the ideas of change, connections, boundaries, fairness, and development reveals how this transformative theatrical approach empowers individuals and communities to challenge societal norms, foster connections across diverse groups, promote fairness in addressing social issues, and redefine the boundaries of oppression and resistance

Objective A: Investigati

z investigate a movem arts discipline, related

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z reflect on their develo

Curriculum Handbook 2023-2024

petent

Approaches to learning

ing

Collaboration skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Delegate and share responsibility for decision-making

z Take responsibility for one’s own actions

eas to inform development of a rmance

Communication skills

Performing

z Use intercultural understanding to interpret communication

z Help others to succeed

z Give and receive meaningful feedback

artwork

rtwork or performance

opment as an artist

petent

Approaches to learning

ing

Collaboration skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

r performance from the chosen re(s)

z Practise empathy z Take responsibility for one’s own actions Creative-thinking skills z Make unexpected or unusual connections between objects and/or ideas

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

opment as an artist

ing

Collaboration skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Practise empathy

z Exercise leadership and take on a variety of roles within groups

eas to inform development of a rmance

Reflection skills

ic intention for the final artwork or with the statement of inquiry

z Keep a journal to record reflections

z Listen actively to other perspectives and ideas

z Consider content

Performing artwork

opment as an artist

221

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Music Arts - Music | Grade 7 (Year 2) Key concepts

Related concepts

Global context

Statement of inquiry

Identity

Music

Orientation in space and time

z Identity

Objective A: Investigati

z Audience

z Style

Focus exploration(s)

z Audience

z investigate a movem arts discipline, related

z Evolution, constraints and adaptation

12 hours / 22 weeks

Pop Song Unit

Unit Name

MYP Objectives - Interm

z analyse an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

222

z Structure

Scientific and technical innovation

z Innovation

Focus exploration(s)

Music

z Systems, models, methods

Understanding how the method is developed will allow students to use it to communicate ideas smoothly and meaningfully

Objective A: Investigati

z investigate a movem arts discipline, related

z analyse an artwork or movement(s) or genr

Objective B: Developing 13 hours / 21 weeks

Musical Notation (Foundation Unit)

Communication

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Curriculum Handbook 2023-2024

mediate

Approaches to learning

ing

Collaboration skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Give and receive meaningful feedback

r performance from the chosen re(s)

Creative-thinking skills

Organisation skills

eas to inform development of a rmance

z Create plans to prepare for summative assessments (examinations and performances)

ic intention for the final artwork or with the statement of inquiry

Communication skills

z Create original works and ideas; use existing works and ideas in new ways

Performing

z Use a variety of speaking techniques to communicate with a variety of audiences

artwork

z Use a variety of media to communicate with a range of audiences

rtwork or performance

opment as an artist

ing

ment(s) or genre(s) in their chosen d to the statement of inquiry

r performance from the chosen re(s)

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

Creative-thinking skills z Use brainstorming and visual diagrams to generate new ideas and inquiries Communication skills z Give and receive meaningful feedback z Use appropriate forms of writing for different purposes and audiences z Use a variety of media to communicate with a range of audiences z Interpret and use effectively modes of non-verbal communication Reflection skills z Develop new skills, techniques and strategies for effective learning Information literacy skills z Make connections between various sources of information z Collect and analyse data to identify solutions and make informed decisions Media literacy skills z Compare, contrast and draw connections among (multi)media resources Critical-thinking skills z Gather and organise relevant information to formulate an argument z Draw reasonable conclusions and generalisations z Identify obstacles and challenges

223

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Music | Grade 8 (Year 3) Key concepts

Related concepts

Global context

Statement of inquiry

Communication

Music z Structure

Scientific and technical innovation

z Innovation

Focus exploration(s)

Understanding how the system was developed allows students to use the system to communicate ideas smoothly and meaningfully

z Systems, models, methods

13 hours / 21 weeks

Musical Notation (Foundation Unit)

Unit Name

MYP Objectives - Interm

Objective A: Investigati

z investigate a movem arts discipline, related

z analyse an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Arts - Music | Grade 9 (Year 4) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Comp

Communication

Music z Presentation

Focus exploration(s)

Artistry can make communication with an audience more effective

Objective A: Investigati

z Audience

Personal and cultural expression

z investigate a movem arts discipline, related

z critique an artwork or movement(s) or genr

z Artistry, craft, creation, beauty

23 hours / 6 weeks

1, 2, 3 and! (Ensemble unit)

Unit Name

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

Arts - Music | Grade 10 (Year 5)

23 hours / 18 weeks

1, 2, 3 and! (Ensemble unit)

Unit Name

Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Comp

Communication

Music z Presentation

Personal and cultural expression

z Audience

Focus exploration(s)

Artistry can make communication with an audience more effective

z investigate a movem arts discipline, related

z Artistry, craft, creation, beauty

Objective A: Investigati

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide final artwork or perfor

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

224

Curriculum Handbook 2023-2024

mediate

Approaches to learning

ing

Transfer skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Combine knowledge, understanding and skills to create products or solutions

r performance from the chosen re(s)

Creative-thinking skills

z Create original works and ideas; use existing works and ideas in new ways

z Use brainstorming and visual diagrams to generate new ideas and inquiries

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

petent

Approaches to learning

ing

Communication skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Give and receive meaningful feedback

r performance from the chosen re(s)

z Interpret and use effectively modes of non-verbal communication

eas to inform development of a rmance

ic intention for the final artwork or with the statement of inquiry

z Use a variety of media to communicate with a range of audiences z Negotiate ideas and knowledge with peers and teachers z Use and interpret a range of discipline-specific terms and symbols Collaboration skills z Delegate and share responsibility for decision-making

Performing artwork

rtwork or performance

opment as an artist

petent

Approaches to learning

ing

Collaboration skills

ment(s) or genre(s) in their chosen d to the statement of inquiry

z Delegate and share responsibility for decision-making

r performance from the chosen re(s)

Communication skills

z Use a variety of media to communicate with a range of audiences

eas to inform development of a rmance

z Interpret and use effectively modes of non-verbal communication z Negotiate ideas and knowledge with peers and teachers

ic intention for the final artwork or with the statement of inquiry

z Use and interpret a range of discipline-specific terms and symbols

z Give and receive meaningful feedback

Performing artwork

rtwork or performance

opment as an artist

225

Khalifa City Campus | Middle Years Programme (Grades 6-10)

Arts - Media Art Arts - Media Art | Grade 10 (Year 5) Key concepts

Related concepts

Global context

Statement of inquiry

MYP Objectives - Comp

Change

Media Arts z Innovation

Scientific and technical innovation

z Boundaries

Focus exploration(s)

Artists must adapt or change existing works in order to innovate and test the boundaries of artistic expression

z investigate a movem discipline, related to t

z Adaptation, ingenuity and progress

20 hours / 10 weeks

Unit 1 - All Good Artists Steal

Unit Name

Objective A: Investigati

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide artwork or performan

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

z Audience

Personal and cultural expression

z Composition

Focus exploration(s)

Media Arts

z Artistry, craft, creation, beauty

20 hours / 11 weeks

Unit 2 - Show me a Sing

Communication

The composition of sound and vision presented in music videos communicates a creative vision to an audience

Objective A: Investigati

z investigate a movem discipline, related to t

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide artwork or performan

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

14 hours / 19 weeks

Unit 3 - Believable Fictions

Aesthetics

z Audience

Scientific and technical innovation

z Representation

Focus exploration(s)

z Play

z Digital life, virtual environments and the Information Age

Media Arts

Virtual environments play with audiences perceptions of reality

Objective A: Investigati

z investigate a movem discipline, related to t

z critique an artwork or movement(s) or genr

Objective B: Developing

z practically explore ide artwork or performan

z present a clear artisti performance in line w

Objective C: Creating/P z create or perform an

Objective D: Evaluating

z appraise their own ar

z reflect on their develo

226

Curriculum Handbook 2023-2024

petent

Approaches to learning

ing

Media literacy skills

ment(s) or genre(s) in their chosen arts the statement of inquiry

r performance from the chosen re(s)

z Understand the impact of media representations and modes of presentation z Compare, contrast and draw connections among (multi)media resources Critical-thinking skills z Consider ideas from multiple perspectives

eas to inform development of a final nce

Creative-thinking skills

ic intention for the final artwork or with the statement of inquiry

z Design improvements to existing machines, media and technologies

z Make unexpected or unusual connections between objects and/or ideas

Performing artwork

rtwork or performance

opment as an artist

ing

ment(s) or genre(s) in their chosen arts the statement of inquiry

Creative-thinking skills z Create original works and ideas; use existing works and ideas in new ways

r performance from the chosen re(s)

Communication skills

Transfer skills

eas to inform development of a final nce

z Combine knowledge, understanding and skills to create products or solutions

z Use a variety of media to communicate with a range of audiences

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

ing

Media literacy skills

ment(s) or genre(s) in their chosen arts the statement of inquiry

z Demonstrate awareness of media interpretations of events and ideas (including digital social media)

r performance from the chosen re(s)

Communication skills

eas to inform development of a final nce

z Use intercultural understanding to interpret communication Reflection skills z Develop new skills, techniques and strategies for effective learning

ic intention for the final artwork or with the statement of inquiry

Performing artwork

rtwork or performance

opment as an artist

227

Contact For further questions or enquiries, email: kccmypassistant@ris.ae ris.ae