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The International Baccalaureate Middle Years Programme ......................................................... 3 ..................................................................................................... 5 ...................................................................................................................... 7 .................................................................................................................................. 10 ............................................................................................................................... 11 .......................................................................................................................................... 11 ............................................................................................................... 11 .................................................................................................................................. 12 ................................................................................................................... 14 ........................................................................................................................................... 18 ......................................................................................................................................... 22 .................................................................................................................................... 25 ....................................................................... 27 .............................................................................................................................. 32 .............................................................................................. 36 ....................................................................................................................................... 41 ............................................................................................................................... 44
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The International Baccalaureate Middle Years Programme
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The IB Learner Profile is the set of characteristics which the IB mission aims to be developed in students.
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Course Outline
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Time
Unit Name
Class activities
Unit 1: What is Our Identity?
September - October
English
Humanities
“Why do we tell stories? What can we express through a story?
“Is there a Canadian identity?”
Small group discussions and debates Using maps to outline various identities in Canada Novel study/character study We read and discuss the novel “Touching Spirit Bear” by Ben Mikaelsen.
Novem ber Decem ber
Unit 2: How do we shape the identities around us? English
Humanities
First Nations case study, their history and identity taken
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Skills Communication – learning the fundamentals of effective writing Organization – setting up routines, using agendas
Assessment and Evaluation Types Assessment for/as learning: Class discussion, journals, individual reflection Assessment of learning: Students will create an annotated map of different identities and perspectives in Canada.
Thinking - reading response, analysing literature, interpreting maps Communication - giving and receiving meaningful
Assessment for/as learning: map making, quizzes, journal writing, class discussion, debates
Time
Unit Name “Why are performances excellent for conveying emotion?” “Does another’s perspective make a story better?”
Class activities
from different “Why are perspectives historical events perceived Story writing differently by different groups?” We read and act out the play New Canadian Kid.
Unit 3: How have Research the history our identities been and geography of their own identities shaped? “Do all immigrants Interviews with family receive a better members life in their new Create an interactive country?” Google map based on their research
January February
Unit 4: What is Unit 3: What Our Canada’s Role in Elders Used to the Global Say. Community? English
Humanities
In Humanities we explore globalization and Canada’s role in international organizations through debate, critical
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Skills feedback, sharing ideas using a variety of digital media Reflection - identifying strengths and weaknesses of personal learning strategies (selfassessment)
Communication - using appropriate forms of writing for different purposes and audiences Collaboration - exercising leadership and taking on a variety of roles within groups Information Literacy - revising understanding based on new information and evidence Collaboration - building consensus, giving and receiving meaningful feedback
Assessment and Evaluation Types Assessment of learning: In Humanities, students will create a presentation of their perspectives on their cultural case study In English, students will write a creative story based on a First Nations legend.
Assessment for/as learning: class discussions, mini-research challenge, journal writing Assessment of learning: They will create an interactive Google Map based on a culture in their communities
Assessment for/as learning: Quiz, persuasive letter writing, mapping activities, mini presentations Assessment of learning:
Time
Unit Name “What is our connection to nature?” “Mythologies help preserve a culture.”
“How effective are international organizations at making positive change?”
Unit 5: How do my Unit 4: My Impact actions contribute to issues around on the World the world?
March - April
English
Humanities
“How are our “Is it possible to be human rights a conscious affected when the consumer in rights of others are today’s world?” violated in other parts of the world?”
Unit 5: Media and Its Messages
Unit 6: What is Canada’s (and my) responsibility in global climate change?
Class activities
Skills
thinking exercises and research assignments.
Thinking Critically - debating from different perspectives, using a critical lens to analyse data
In English, we will read and study mythology and creation stories from different cultures, particularly Greek and Roman. In Humanities we explore the roles we play, through what we consume. We will examine world issues such as, child labour and the environment. In English we will read a book about human rights called, Free? by Amnesty International.
May - June
In Humanities, we will delve into the true impact that climate change has on people’s lives around the world and connect that back to our own lives here in Canada. In English, we will look at the media through a critical lens and investigate the subliminal messages that can be found in information around us.
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Research - accessing information to be informed and informing others Thinking - considering ideas from multiple perspectives Information Literacy - making connections between various sources of information
Creative Thinking - finding creative ways to convey messages through media Research - collecting, recording and verifying information Media Literacy - using a variety of media to effectively relay information
Assessment and Evaluation Types In Humanities: students will select an NGO and evaluate its effectiveness through persuasive writing. In English, they will create an oral mythology using PowerPoint or Google Presentation.
Assessment for/as learning: Reflective writing, creative writing activities, group discussions, quizzes, letter writing Assessment of learning: In Humanities, students will create an infographic on the connection between their actions as a consumer and a specific world issue. In English, they will create a short story based on a human rights violation.
Assessment for/as learning: Critical thinking exercises, creative writing, group debate Assessment of learning: In Humanities, students will research and present a photo essay on an area of the world where climate change has had a noticeable impact. In English, students will create their own biased advertisements using a variety of media.
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Assessment and Evaluation (MYP criteria in parenthesis)
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decision-making related to nutrition and growth and development.
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