Programme Curriculum - International School Ho Chi Minh City

Transcription

Programme Curriculum - International School Ho Chi Minh City
```Energized Engaged Empowered
The International Baccalaureate (IB)
Middle Years
2015 - 2016
Curriculum
Programme
Guide
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Energized Engaged Empowered
Unit Title
Number Systems
Algebra
Notation
Shapes
Data
Unit narrative
Students will learn to
categorise numbers
based on shared
properties. These
properties may be
based on divisibility,
negativity, fractional,
decimal, powers etc.
the students will see
that numbers, like
many other aspects
of the world are similar or different and
can be categorised
by shared qualities.
Students will explore
using variables
in mathematical
expressions and
equations. They will
differentiate between
expressions and
equations, and learn
when to use each
to generalize similar
problems.
Students will learn
how to use scientific
notation to represent
both large and small
quantities. They will
understand the role
of exponents and
simple exponent
rules and apply these
rules in problems
involving science and
technology.
Students will learn to
represent real life objects
using geometric shapes
and us the properties of
these shapes to calculate perimeter area and
volume. They will study
types of angles and
triangles, and the sum of
internal angles of triangles
Students will use multiple
strategies to analyze a
data set. They will learn to
calculate the mean, median, mode and range of
a given data set and analyze the role of oullieres
on each. Students will
also construct frequency
charts, and predict outcomes of events based
on simple probability.
Timeline
Aug - Oct
Nov-Jan
Feb-Mar
Mar-Apr
Apr-Jun
Key Concept
Relationships
Relationship
Form
Form
Logic
Related
Concepts
Pattern, Quantity,
System
Equivalence, generalization, pattern
Systems, Representation, Equivalence
Model, Representation
Generalization, Representation, Justification
Global Contexts
Identities and
Relationships
Identities and Relationships
Scientific and
Technical Innovation
Orientation in Space and
Time
Fairness and
Development
Statement of Inquiry
There are many
relationships and
shared characteristics between systems in the world.
Algebra follows a
logical system of
reasoning using variables to represent
the unknown,supporting science and
technical innovation.
Using agreed upon
systems we can
represent equivalent
quantities in simpler
forms
Representing shapes by
modeling allows us to
perform calculations that
would be impossible with
real life objects.
Using logic we can generalize large amounts of
information and represent
it in a simpler format.
Inquiry Questions
Factual: What are
the different ways
of communicating a
mathematical idea?
Factual: What is a
Factual: How do
you use the same
system to represent
both large and small
quantities?
Factual: How do you
calculate something you
can not measure?
Factual: How do we
calculate probability?
How to we calculate
mean, median and mode?
variable?
Conceptual: Why
is there a logical
system to simplify
What do some num- mathematical exbers have in common pressions?
with each other? and
what makes them
Debateable:
different?
Is there an optimal
approach to solving
Debateable: Why equations?
do we need different
ways of representing
a number/ quantity?
Conceptual:
Topics, disciplinary
knowledge, factual
information
Course Content:
Subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Greatest Common
Divisors and Least
Common Multiples
• Four Operations
with integers, decimals, and fractions
Rounding
• Decimal approximations
• Significant figures
• Order of Operations
• Commutative,
associative and
distributive properties.
• Classifying numbers as primes,
multiples, factors,
• Symbols for
operations
• Variable coefficient
and constant
• Combining like
terms
• Distributive property
• Explore the idea of
an equation, properties of equations
• Expression vs.
Equation
• Simplification of
expressions
• Conventions in
expression
• Isolating variables
• Cartesian coordinate plane
• Independent and
dependent variables
Conceptual:
What is the relationship between scientific notation and the
metric system?
Conceptual: How ac-
curate are the models we
use to represent shapes
Debateable: Is there
such a thing as infinitely
small or large?
Debatable: To
what degree is simplification beneficial?
• Conversion within
the metric system
• Exponent rules
• Use of standard
form (scientific
notation
• Find the size of angles
• Types of triangles and
their properties
• Angle sums
• Perimeter,Volume and
Area
• Symmetry
Conceptual: How
much data do you need
to make a statistically
relevant statement?
Debateable: How easy
it is to manipulate data?
• Mean, median, mode,
range
• Frequency table
• Stem leaf plot
• Frequency bar graph /
histogram
• The idea of outliers (no
testing for outliers)
• Simple probability
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
• Exchanging
thoughts, messages and information
effectively through
interaction
meaningful feedback
• Interpret and use
effectively modes of
non-verbal communication
• Negotiate ideas
and knowledge with
peers and teachers
• Participate in,
and contribute to,
digital social media
networks
using language to
gather and communicate information
• Make inferences
and draw conclusions
• Understand and
use mathematical
notation
• Organize and
depict information
logically
Symbols for operations
Variable coefficient
and constant
Combining like terms
Distributive property
Explore the idea of
an equation, properties of equations
Expression vs.
Equation
Simplification of
expressions
Conventions in
expression
Isolating variables
Cartesian coordinate
plane
Independent and
dependent variables
Conversion within
the metric system
Exponent rules
Use of standard form
(scientific notation)
Find the size of
angles
Types of triangles
and their properties
Angle sums
Perimeter,Volume
and Area
Symmetry
Types of triangles and
their properties
Angle sums
Perimeter,Volume and
Area
Symmetry
Mean, median, mode,
range
frequency table
stem leaf plot
Frequency bar graph /
histogram
the idea of outliers (no
testing for outliers)
Simple probability
Fractions, Decimals
and Percentages KA
Algebra Test (cumulative Sem 1) KA
Notation Test
Angles, Triangles and
polygons test
Statistics test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
Number Chains An
in class investigation to describe the
pattern given by
a particular set of
instructions. KA
Nuts an in class
investigation on the
pattern of the given
situation
Making a schedule
for a soccer tournamentDP scaffold
investigation to work
through a real life
situation. KA
Paving Stones
An in class investigation
to describe the pattern
KA
MYP Criteria
B i, ii, iii
C i,ii,iii,iv,v
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
Hidden Faces: an
in-class investigation
on the pattern of the
given situation.
Rooming for the
field trip DP scaffold
investigation to work
through a real life
situation. KA
Garden Design - DP
a garden following a set of
instructions.
KA
MYP Criteria
B i, ii, iii
C i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
Directed Numbers (A)
End of year Examination
Two one hour papers
Paper 1 and 2
MYP Criteria
A i, ii, iii
A i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
Number (A): It’s order
and structure
Area , perimeter and
volume test
MYP Criteria
A i, ii, iii
A i, ii, iii
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Energized Engaged Empowered
Unit Title
Number Systems
Sets
Algebra
Geometry
Statistics
Unit narrative
Students will apply
their knowledge
of percentages to
determine the percentages increases
and decreases. They
will also use rates
and ratios in their different forms to solve
problems in science
and technology.
Students will use
Venn diagram to
solve problems and
see the usefulness of
the method to solve
a variety of problems
posed
Students will represent a set of linear
points in a variety of
methods and be able
to move between the
different representations. They will be
patterns as general
rules and to use
these rules to make
decisions within the
given context.
Students will be able
expected to use the
language of geometry to
describe relationships
between angles and
parallel line. They will also
be expected to represent situations posed in
geometry as expressions
in algebra and vice-versa
so they will understand
how to describe situations
in space.
Students will present and
describe the measures
of central tendency for
a set of data. They will
use these measures of
central tendency to make
predictions.
Timeline
Aug - Sep
Sep
Oct-Feb
Feb-Apr
May-Jun
Key Concept
Form
Relationship
Relationship
Form
Logic
Related
Concepts
Pattern
Representations
Equivalence
Justification Model
Model, Pattern, Representation
Equivalence, Generalization, Quantity
Global Contexts
Scientific and
technical innovation
Orientation in space
and time
Fairness and
development
Orientation in space and
time
Fairness and
development
Statement of Inquiry
Representing
patterns in different
forms can help us
understand the application of mathematics in science and
technology.
Representing
relationships on
paper can help us
understand problems
in time and space.
We can make
balanced and fair
decisions if we represent relationships as
models and describe
them as equivalent
forms using justification.
Presenting visual patterns
in their different forms
shapes.
Applying logical rules
generalize situations to
make statements related
to fairness.
Inquiry Questions
Factual: How are
Factual:Does
Factual: How do
Factual: What is the
Factual: What are visual
numbers laid out on
the number line?
Conceptual: Are
there explicit rules to
everything in math?
Debateable:
Why were numbers
invented?
belonging to multiple
groups mean that
there is more then
one of you?
Conceptual:
Does everyone belong in a set? Which
set do you belong
in?
we keep equations
balanced?
sum of the interior angle
of a polygon?
Conceptual: How Conceptual: How do
can we maximize
utility with finite
resources?
we find the simple patterns in complex images?
Debateable: Is
make geometry or does
geometry make art?
fair equal?
Debateable: Does art
there a best way
to organize your
thoughts?
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Commutative,
associative and
distributive properties.
•Integer exponents
(rules of indices)
teach general rules
•Know and apply
properties of Exponents
•Ratios, Rates and
percentages
• Operations on sets:
union and intersection.
•Number classification and operations
(R,N,Z,Q)
•Operations with
different number
systems, Classification of solutions
of equations as
natural, integer,
rational, irrational
and/or real
• Expressions with
numbers (no eval.)
•Include variables
•Combine like terms
•Solve 2 step equations
•Rules for patterns
•definition of slope/
•Concept of x and y
intercepts •Definition of a
function •Definition of range
and domain •Slope intercept and
standard form of
linear equations
Conceptual: Can you
use different types of
visual representation to
represent the same data?
Is one more beneficial
than another?
Debateable: How
effective are pictures at
representing relationships?
Debateable: Is
Topics, disciplinary
knowledge, factual
information
ways to represent data?
• Geometry Constructions
•Angles at a point
•Vertically opposite
•Angles and parallel lines
•Transformations (translation, reflection, rotation, and enlargements)
• Simple probability
•Graphical representations (pie charts,
histograms, etc)
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Plan short- and longterm assignments;
• Keep and use a
weekly planner for
assignments
• Self-motivation
- Practise analysing
and attributing causes for failure
- Practise managing
self-talk
- Practise positive
thinking
• Develop new skills,
techniques and strategies for effective
learning
Analysing and
evaluating issues and
ideas
• Interpret data
Generating novel
ideas and considering new perspectives
• Use brainstorming
and visual diagrams
to generate new
ideas and inquiries
Utilizing skills
and knowledge in
multiple contexts
• Apply skills and
knowledge in unfamiliar situations
Exchanging thoughts,
messages and information effectively through
interaction
• Negotiate ideas and
knowledge with peers and
teachers
Test on Ratio and
Proportion
Semester 1 Test
on Sets and Venn
Diagrams and Ratio
and Proportion (KA)
Tests on Equations
Graphing and
Coordinates
Test on Geometry
Test on Statistics
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
Scale for Fire Drill
Sign
Diploma scaffold
investigation to
determine the
location of the signs.
Sets Investigation
(KA): an in-class
investigation on the
patterns formed
within set theory.
T-numbers (KA): an
in-class investigation
on the patterns
formed in drawing
the letter T.
Examination
Two one hour examination
on all four criteria
Infographics
(KA):a long term project to
create an infographic for a
situation.
MYP Criteria
C i,ii,iii,iv,v
D i, ii, iii, iv, v
B i, ii, iii
C i,ii,iii,iv,v
B i, ii, iii
C i,ii,iii,iv,v
A i, ii, iii
B i, ii, iii
C i,ii,iii,iv,v
D i, ii, iii, iv, v
C i,ii,iii,iv,v
D i, ii, iii, iv, v
Percentages and
Discounts
Diploma scaffold
investigation to look
at situations in which
percentages are
applied
Computer Coding
Diploma scaffold
project to create a
program to solve a
problem.
MYP Criteria
C i,ii,iii,iv,v
D i, ii, iii, iv, v
C i,ii,iii,iv,v
D i, ii, iii, iv, v
using language to gather
and communicate information
• Organize and depict
information logically
Utilizing skills and
knowledge in multiple contexts
• Utilize effective
learning strategies in
subject groups and
disciplines
Visual Patterns (KA):
an in-class investigation on determining
the pattern for a
given visual pattern.
MYP Criteria
B i, ii, iii
C i,ii,iii,iv,v
Finding, interpreting,
judging and creating information
• Collect, record and
verify data
• Access information to
be informed and inform
others
• Present information in
a variety of formats and
platforms
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Energized Engaged Empowered
Unit Title
Single Variable
Linear Equations and
Inequations
Linear Functions and
their applications
Geometry
Statistics and Probability
Unit narrative
Students will perform inverse operations to solve
equations and be able to
state the accuracy of the
results. They can apply
these skills to investigate
patterns and look for
relationships.
Students will interpret the
components of linear functions and analyze families
of linear functions. They
will find solutions that
satisfies two linear equations and use trend lines
on scatter plots to model
situations that will enable
them to make predictions
on problems anywhere is
space.
Students will apply Pythagoras’ Theorem to solve
problems. Through making
conjectures they will be able
to establish properties of
shapes and test their validity. They will create generalizations through inductive
reasoning. When investigating properties of shapes
they will learn to justify
their reasoning through
convincing mathematical
arguments.
Students will be able to use appropriate statistical presentations and
measures of central tendency to
make comparison between sets of
data. They will work with theoretical
and experimental probability using
sample space and tables. They will
use Venn Diagrams to help them
solve problems relating to probability
and fairness.
Timeline
Aug - Sep
Oct-Nov
Dec-Mar
Mar-Jun
Key Concept
Relationships
Forms
Logic
Relationships
Related
Concepts
Equivalence, Pattern,
Representations
Model, Representation,
Generalization
Equivalence
Justification Model
Equivalence, Generalization, Quantity
Global Contexts
Identities and
relationships
Orientation in space and
time
Identities and relationships
Globalization and sustainability
Statement of Inquiry
Establishing patterns
around us can help in understanding relationships.
Recognizing the form represented by data can help
us model situations and
provide generalizations
to problems anywhere in
space.
Understanding logic will
help to represent objects in
space and to justify their relationships using arguments
that are understandable to
our peers.
Using models will enable us to make
generalizations on relationships on
data collected from real life and
allow us to make fair and equitable
decisions.
Inquiry Questions
Factual: What happens
Factual:How do you
Factual: What is
Pythagoras’ Theorem?
Factual: How do you combine the
mean of two groups?
Conceptual: How can
Conceptual: How can
Conceptual: Why do we need
Conceptual: How can
if you do not do the same
things to both sides?
we manipulate Algebraic
equations to solve
problems?
Debateable: Are
things ever equal?
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Variables and
expressions
•Solving equations,
including multi-step
equations
•Solving for a variable
•Rates, ratios, and
proportions
•Precision and accuracy
know if any three points lie
on a line?
we study more than one
two-variable relationship
at the same time?
Debateable:Can
mathematics be used to
generalize situations?
• Relations and functions
•Function notation
•Trend lines to help make
predictions.
•X-intercept, y-intercept,
and slope
•Families of functions
•Simultaneous Equations
I determine the distance
between two points across
space?
Debateable: Is a square
a rectangle?
• Pythagoras’ Theorem
•Distance between two
points and the midpoint
formula
•Inductive and deductive
reasoning
•application of formula
•Angles in parallel lines
•Angle sum of polygons
•Conjectures and
conditional statements
some many different measures of
statistics.
Debateable: How can one
number represent many numbers?
• Discrete and Continuous data
•Column Graphs
•Histograms
•Measures of Central Tendency
•Theoretical and Experimental probability
•Sample space
•Compound probability
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proand
o
s of
etical
sing
y will
m
bability
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught,
and which students
will develop through
their inquiry
effectively
• Plan short- and longterm assignments; meet
• Create plans to
prepare for summative
assessments
(examinations and
performances)
• Set goals that are
challenging and realistic
• Plan strategies and take
action to achieve personal
• Bring necessary
equipment and supplies
to class
• Keep an organized
and logical system
of information files/
notebooks
Managing state of mind
• Perseverance
- Demonstrate persistence
and perseverance
• Self-motivation
- Practise analysing and
attributing causes for
failure
- Practise managing selftalk
- Practise positive thinking
(Re-)considering the
process of learning;
choosing and using ATL
skills
• Develop new skills,
techniques and strategies
for effective learning
Analysing and evaluating
issues and ideas
• Practise observing
carefully in order to
recognize problems
• Gather and organize
relevant information to
formulate an argument
• Recognize unstated
assumptions and bias
• Evaluate evidence and
arguments
Finding, interpreting, judging and
creating information
• Collect, record and verify data
• Access information to be informed
and inform others
• Present information in a variety of
formats and platforms
• Collect and analyse data to
identify solutions and make informed
decisions
Unit test on Single
Variable Equations and
Inequations (KA
Semester test on Single
Variable Linear functions
and simultaneous
equations. (KA)
Geometry test
Statistics test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
Sequence of Numbers (KA)
in-class investigation to
find a general rule from
the sequence of numbers.
Painted Cube In-class investigation on the patterns
formed on a painted cube
Extended investigation to
determine the cheapest
different terrain.
Examine statistics from the internet
(KA) Diploma scaffold task: a longer
term investigation to analyze data
collected from the internet.
MYP Criteria
B i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
Staircase (KA)
Extended project to
design the perfect set
of stairs for the given
situation.
Snakes Alive or
Ornithologist’s Dilemma
Extended project to
investigate the relationship
of a set of data and
comment on the sense
and accuracy of the
predictions
Polygons (KA)
in-class investigation on the
properties of polygons
Examination (KA)
Two hour examination on all four
criteria
MYP Criteria
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
uantity
make
s on
d
able
ne the
ed
of
ers?
a
y
prob-
Exchanging thoughts,
messages and information
effectively through
interaction
• Interpret and use
effectively modes of nonverbal communication
language to gather and
communicate information
comprehension
sources for information
and for pleasure
• Understand and use
mathematical notation
• Take effective notes in
class
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Extended
Energized Engaged Empowered
Unit Title
Single Variable
Linear Equations and
Inequations
Functions, Coordinate Geometry,
and Simultaneous
Equations
Statistics
Polynomials and
Geometric Reasoning,
Similarity, Solids, and
Trigonometry
Unit narrative
Students will be able to
examine relationships
mathematically, and
state the accuracy
of their results to a
real-life mathematical
they will apply their
knowledge in a
investigation of linear
pattern recognition
with the Sequence
of Numbers in-class
investigation.
Students will be
able to move
between different
representations of
a linear function.
They will also
understand
the algebraic
relationship
between parallel
lines and
perpendicular
lines. The
students’ pattern
recognition skills
will be assessed
through an in-class
investigation.
Students will be able to
show an understanding
of organising and
displaying data in the
most appropriate way.
They will also understand
independent and
dependent events. Their
written mathematical
work will be further
strengthened by
examining globalization
and sustainability
statistics found from the
Internet.
Students will apply
the operations on
polynomials to
combine terms, and
expressions. They will
extend their pattern
recognition from
linear relationships
relationships and
be able to represent
these functions
graphically. Finally
students will work
on their writing and
skills through a
real life situation
that forces them to
relationship.
Students will be able to
apply the basic operations on line segments.
They will also be able
to describe geometric
transformations and
distinguish between
inductive and deductive
reasoning, use conditional and biconditional
statements, and justify
solutions to algebraic
equations. Students will
further explore geometry
by proving similarity (and
thus proportionality) in
triangles, derive various
volume and surface area
formulas to solve situations in space.
Timeline
Aug - Sep
Oct-Dec
Jan-Feb
Mar-Apri
May-Jun
Key Concept
Relationships
Form
Relationship
Form
Logic
Related
Concepts
Equivalence, Pattern,
Representations
Model, Pattern,
Representations
Model
Pattern, Representations, Model
Justification
Global Contexts
Identities and
relationships
Orientation in
space and time
Globalization and
sustainability
Orientation in space
and time
Identities and
relationships
Statement of Inquiry
Establishing patterns
around us can help in
understanding relationships.
Recognizing the
form represented
by data can help
us model situations and provide
generalizations to
problems anywhere
in space.
We can use models to
enable us to make generalizations on relationships on data collected
from real life and allow
us to make fair and equitable decisions.
Extending our understanding of the different forms that can be
used to represent data
we can better explain
situations in time and
space.
Understanding logic will
help to represent objects
in space and to justify
their relationships using
arguments that are understandable to our peers.
Inquiry Questions
Factual: What
Factual:How do
Factual: What are
Factual: How can
Factual: How can we
happens if you do not
do the same things to
both sides?
Conceptual: How
can we manipulate
Algebraic equations to
solve problems?
Debateable: Are
things ever equal?
we graph a linear
equation?
Conceptual:
types of data that can
be analyzed mathematically?
How many ways
can we represent
a linear relationship between two
variables?
Conceptual: How
Debateable:
Mathematics be used
to prove points outside
mathematics?
Does a line ever
end? Is it possible
for a line to go on
forever?
can we quantify the
world around us visually?
Debateable: Can
we manipulate a polynomial in order to gain
different information
from it?
Conceptual: What
is the difference
between travelling
up into the air and
coming back down
to the surface? Is the
flight of a projectile
symmetrical?
use ratios of sides in right
angled triangles?
Conceptual: How
can use reason to prove
something?
Debateable: How sure
can we be that something
has been proven?
Debateable:
Can we always predict
where something will
land?
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Extended
Energized Engaged Empowered
Topics, disciplinary
knowledge, factual
information
• simplifying expressions
• solving multistep
equations with variables on both sides by
multiplying, dividing
• rates, ratios, and proportions, applications
of proportions
• precision and accuracy
• Graph a linear
equation from
standard form.
• Find the equation
of a line given a
point and a gradient or two points
• Graphical and algebraic relationship
between parallel
lines and perpendicular lines
• relationship
between two variables (write a story
graph)
• Organise and display
data, build and understand histograms and
data distributions.
• Students will explore
probability including
independent and dependent events.
• integer and rational
exponents
multiplying polynomials
• special products of
polynomials
• factoring polynomials
• solving factorable
• solving un-factorable quadratic equations by taking the
square root of each
side, by completing
the square, and by
formula
functions between
vertex and standard
form
functions in vertex
and standard form
• finding an expression which describes
• segments and angles
• find distances and the
coordinates of midpoints
• reflection, rotations and
translations
• inductive and deductive
reasoning
• conditional statements
and biconditional statements
• Justify solutions to
algebraic equations
• Discover the ratios of
45-45-90 and 30-60-90
triangles
• unit circle using 45-4590 and 30-60-90 triangles
• Sine, Cosine and Tangent ratios
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Managing time and
• Plan short- and
long-term assignments;
• Create plans to
prepare for summative
assessments (examinations and performances)
• Set goals that are
challenging and
realistic
• Plan strategies and
take action to achieve
goals
• Bring necessary
equipment and supplies to class
• Keep an organized
and logical system of
information files/notebooks
Managing state of
mind
• Perseverance
- Demonstrate
persistence and
perseverance
• Self-motivation
- Practise analysing and attributing
causes for failure
- Practise managing self-talk
- Practise positive
thinking
(Re-)considering
the process of
learning; choosing
and using ATL skills
• Develop new
skills, techniques
and strategies for
effective learning
Finding, interpreting,
judging and creating
information
• Collect, record and
verify data
• Access information to
be informed and inform
others
• Present information in
a variety of formats and
platforms
• Collect and analyse
data to identify solutions
and make informed
decisions
Exchanging thoughts,
messages and information effectively
through interaction
• Interpret and use
effectively modes of
non-verbal communication
Analysing and evaluating
issues and ideas
• Practise observing carefully in order to recognize
problems
• Gather and organize
relevant information to
formulate an argument
• Recognize unstated
assumptions and bias
• Evaluate evidence and
arguments
Unit test on Single
Variable Equations and
Inequations
Semester test on
Single Variable
Linear functions
and simultaneous
equations (KA)
Statistics test
Polynomials test (KA)
Geometry test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
Sequence of Numbers
(KA) in-class investigation to find a general
rule from the sequence
of numbers.
Painted Cube Inclass investigation
on the patterns
formed on a painted cube
Snakes Alive
Students use statistical
analysis to categorize
members of a population
into one of two groups
Pizza Cutting in-class
investigation to find a
general rule for a situation involving cutting
a pizza.
(KA)
term investigation on how
to determine the location
of the best route for the
particular problem.
MYP Criteria
B i, ii, iii
B i, ii, iii
C i, ii, iii, iv , v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv , v
D i, ii, iii, iv, v
Staircase
Extended project to
design the perfect set
of stairs for the given
situation
Dropping the ball DP
a longer term investigation on how to
model a falling object.
Measuring ISHCMC
and beyond DP scaffold
investigation on how to
measure the heights of tall
structures.
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
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Extended
Energized Engaged Empowered
MYP Criteria
C i, ii, iii, iv , v
D i, ii, iii, iv, v
C i, ii, iii, iv , v
D i, ii, iii, iv, v
Examinations: a Two
hour examination on
all 4 criteria.
MYP Criteria
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv , v
D i, ii, iii, iv, v
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Energized Engaged Empowered
Unit Title
Expanding and Factoring Polynomials
Probability and
Statistics
Trigonometry, Circle and
Geometric proofs
Coordinate Geometry Surface area and
Volume
Unit narrative
Students will be
able to expand and
factorize polynomials
using different techniques. They will use
these techniques to
understand patterns
and generalize them
to better understand
situations in science
and technology.
Students will be able
equations. They will
also be able to find
the restriction of and
do operations on
expressions and
solve rational and
These skills will be
applied to situations
that will enable them
to make predictions
on problems anywhere is space.
Students will be able
table, dot plot and
stem plot, describe/
analyze the distribution of the data set,
describe compound
events using tree
diagram and Venn
diagram and find
the expectation that
an event or a series
of even happens.
When investigating
situations involving
fairness and development they will
justify their reasoning
through convincing
mathematical arguments.
Students will be able to
use trigonometric ratio to
find the missing side or
angle in a right triangle.
Then, they will apply that
skill to find the length,
height or the angle in
real life model. Students
will also learn to write
paragraph proofs to prove
two shapes are congruent
or similar. They will apply
the content to science
and technology situations
to justify/prove their conjectures.
Students will represent
objects in the two-dimensional plane and be able
to describe aspects of
the representations. They
will also learn to find the
volume and surface area
of simple and complex 3D
shapes as well as designing a life object using 3D
printer.
Timeline
Aug - Sep
Oct-Nov
Dec-Jan
Jan-Mar
Apr-Jun
Key Concept
Forms
Relationships
Relationships
Forms
Relationships
Related
Concepts
Pattern, Generalization, Representations
Representations,
model, simplification
Representations,
model, measurement
Scientific and technical
innovation
Space, model, measurement
Global Contexts
Scientific and
technical innovation
Orientation in space
and time
Fairness and
development
Orientation in space and
time
Orientation in space and
time
Statement of Inquiry
We can advance scientific and technical
understanding by
changing generalizations into various
useful forms.
Understanding models and representations will enable us to
represent situations
in other orientations
in space.
We can use mathematics to model situations to determine
relationships that can
and development.
Using models and representations of real life
situations we can form
solutions for situations
without being physically
present.
Using 2 dimensional models and the established
relationships we can solve
problems in space and
time.
Inquiry Questions
Factual: How can
Factual:There are
Factual: What
Factual: How can we
Factual: When we want
Conceptual:What is
Conceptual:Can
we manipulate a
polynomial in order
to gain different information from it?
Conceptual: How
do you know which
polynomial is the
right one?
Debateable: Are
there explicit rules to
everything in math?
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• The distributive law
• Collecting like
terms
• Factorizing by
grouping
• The seven identities to factorize
using sum and
product laws.
value that make our
equations undefined
does a “fair
game”mean?
Conceptual: How Conceptual:Can
can an equation be
undefined? Can we
divide by zero?
we ever be certain
of anything, given
information from the
past?
Debateable:
Can a mathematical
equation represent
anything?
Debateable:How
equations by factoring, completing
the squares, and
subtract, multiply
and divide) on
expressions
rational equations
• Statistics: Discrete
numerical data,
continuous data
and groups of continuous data.
• Probability: Sample
spaces Experimental vs.
• Theoretical probabilities
• Compound events
• Tree diagrams
• Venn diagrams
• Binomials probability.
use ratios of sides in right
angled triangles?
the relationship between
sine and cosine?
to double the volume, can
we just double the sizes?
we represent the fourth
dimension using only 3
dimensions?
Debateable:Can you
accept a mathematical
rule without proving it?
Debateable:
• Trigonometry: The sine,
cosine and tangent ratio
( SOH, CAH,TOA).
• Circle vocabulary
• Area of Sectors and Arc
lengths
• Circle properties
• Geometry Proofs:
proving congruence and
similarity.
• Coordinate Geometry:
Perimeter and Area of
shapes on coordinate
planes
• Mensuration: Volume
and Surface Area of 3D
shapes ( prisms, cylinders, pyramids, cones
and spheres)
important is fairness
in decision making?
Can we
model any dimension in 2
dimensions?
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
using language to
gather and communicate information
• Use and interpret
a range of discipline-specific terms
and symbols
• Understand and
use mathematical
notation
using language to
gather and communicate information
• Use and interpret
a range of discipline-specific terms
and symbols
Information Literacy
skills
Finding, interpreting,
judging and creating
information
• Collect, record and
verify data
• Make connections
between various
sources of information
• Collect and analyze
data to identify
solutions and make
informed decisions.
Critical thinking
skills:
• Interpret data
Exchanging thoughts,
messages and information effectively through
interaction
• Interpret and use effectively modes of non-verbal communication
Exchanging thoughts,
messages and information effectively through
interaction
• Interpret and use effectively modes of non-verbal communication
(KA) Expanding and
Factorizing polynomials tests
(KA) Semester
Probability and
test that will
Statistics test
include Expanding
and Factorizing
polynomials and
Trigonometry and
geometry test
Coordinate geometry and
mensuration test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
(KA) Pascal triangle:
An in-class investigation in which students will determine
the general relationships within Pascal’s
triangle.
Tiling the Wall: an
in-class investigation
in which students will
explore the number
of necessary spacers
they need to use in
tiling the wall
(KA) The Chance
Carnival
Diploma scaffold
project in which
students will design
games based on
probability and
present it in a fair.
an investigation using trigonometric ratio to find the
rule for area of polygons.
(KA) 3D designing project
A longer investigation in
which the students will
design an object that can
be used in daily life and
print it by the 3D printer
MYP Criteria
B i, ii, iii
C i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
Research skills:
• Using technology
systems
(KA) Change of
Average Speed
Diploma scaffold
investigation to
determine the
general relationship
for calculating
average speed.
Examination Two hour
examination on all four
criteria
(KA)The Egyptian Statue:
an investigation in which
student explore how the
area and volume change
when the dimensions
change
MYP Criteria
C i, ii, iii, iv, v
D i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
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Extended
Energized Engaged Empowered
Unit Title
Composition of
Functions
Polynomials and
Rationals
Binomial Theorem
and Probability
3-Dimensional Geometry
Trigonometry
Unit narrative
Students will
investigate what
happens to input
values as they travel
through different
functions and
relations. Students
will also refine their
mathematical writing
skills by completing
the Braking Distance
project posed in
a space and time
situation.
Students will explore
deeper polynomial
factorization
including the
distributive law,
factoring by
grouping, the seven
identities to factorize
and how to use sum
and product laws.
will study more
rational expressions
and consider
where higher-order
equations occur in
real life.
Students are
introduced to bigger
ideas of combined
events. Students
will be encouraged
to investigate the
patterns that arise
in combinations
and will investigate
Pascal’s triangle
as well as create a
game of chance for
the Chance Carnival.
Students will derive
various geometric
formulae, connecting their
algebraic and geometric
thinking. Students
will also work with the
relationship between
length, area, and volume,
and how each changes as
dimensions are scaled up.
The students will further
refine their mathematical
skills by using models to
solve problems in space.
Students will discover
periodic in nature. Students will understand that
each of these occurrences can be represented
similarly. The students will
further refine their mathematical skills by using
models to solve problems
in science.
Timeline
Aug - Sep
Oct-Nov
Dec-Feb
Feb-Apr
Apr-Jun
Key Concept
Relationships
Forms
Relationships
Relationships
Forms
Related
Concepts
Change,
Generalization,
Model
Scientific and
technical innovation
Fairness and
development
Orientation in space and
time
Scientific and technical
innovation
Global Contexts
Orientation in space
and time
Orientation in space
and time
Globalization and
sustainability
Orientation in space and
time
Identities and
relationships
Statement of Inquiry
Recognizing the relationships represented by data can help
us model situations
and provide generalizations to problems
anywhere in space.
We can advance scientific and technical
understanding by
changing generalizations into various
useful forms.
We can use mathematics to model situations to determine
relationships that can
development.
Using 2- and
3-dimensional models
and their established
relationships we can solve
problems in space and
time.
Using models and representations of real life
situations we can form
solutions for situations
without being physically
present.
Inquiry Questions
Factual: Will an
input always give
only one output?
Factual: How do
I know what order
polynomials to use?
Factual: How
Factual: When we want Factual: Does sine
Conceptual:
Conceptual: How
What happens when
the input and output
of a situation switch?
Debateable:
Does every function
have an inverse?
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Composition of
functions including
vertical and horizontal shift and stretch
• Finding and
applying the inverse
of a function both
algebraically and
graphically
can our knowledge
of how multi-digit
numbers work inform
our understanding of
polynomials?
Debateable: Can
I simplify expressions
by expansion?
• Distributive law
• Factorizing by
grouping
• The seven identities to factorize
using sum and
product laws.
rationals with binomial denominators
which include one
irrational term
many different possible orders can we
put a deck of cards
in?
Conceptual: Can
we ever be certain
of anything, given
information from the
past. • Certainty vs
likelihood.
Debateable: Is
a random shuffle of
cards truly unique?
• Binomial Theorem
• Probability,
including independent events,
mutually-exclusive
events, conditional probability,
independent and
dependent events,
Venn diagrams &
probability
• Factorial (shriek),
Permutations, and
Combinations
to double the volume,
can we just double the
dimensions?
Conceptual: Can
we represent the fourth
dimension using only 3
dimensions?
Debateable: Can we
model any dimension in 2
dimensions?
• Similarity (proportionality) in triangles
• Derive various volume
and surface area formulas
(prisms, pyramids, cones,
spheres, complex figures
combining the above)
• Understand the relationship between length,
area, and volume as
dimensions are scaled up
and down
increase as cosine increases?
Conceptual: What is
the pattern of the coordinates of a circle? ,
Debateable: What
rhythms in nature can we
represent using periodic
functions?
• Unit Circle Trigonometry
• Reciprocal trigonometric ratios
• Solving simple trigonometric equations
• Graphing sine and cosine curves and applying
the composition of functions to these curves.
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Extended
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
using language to
gather and communicate information
• Use and interpret
a range of discipline-specific terms
and symbols
• Understand and
use mathematical
notation
Exchanging
thoughts, messages and information
effectively through
interaction
• Interpret and use
effectively modes of
non-verbal communication
using language to
gather and communicate information
• Use and interpret
a range of discipline-specific terms
and symbols
Generating novel
ideas and considering new perspectives
“what if” questions
and generate testable hypotheses
• Create original
works and ideas; use
existing works and
ideas in new ways
• Practise flexible
thinking — develop
multiple opposing,
complementary
arguments
I. Communication skills
Exchanging thoughts,
messages and information effectively through
interaction
• Use a variety of media
to communicate with a
range of audiences
• Interpret and use effectively modes of non-verbal communication
using language to gather
and communicate information
• Organize and depict
information logically
KA Composition of
functions test
KA Semester test
on functions and
polynomials and
rationals
Binomial theorem
and probability test
3-D Geometry Test
Trigonometry Test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
KA Braking Distance
Diploma scaffold
longer investigation
in which the students
will model the motion
of a car coming to a
stop.
Investigation
an in-class investigation on finding patterns in the addition
of rationals.
Pascal’s Triangle
an in-class
investigation on
finding patterns in
Pascal’s triangle.
Egyptian Statue Diploma
scaffold task: an investigation in which student
explore how the area and
volume change when the
dimensions change
KA
Going with the flow Diploma scaffold task:
longer investigation in
which the students will
model the situation with
flowing water.
MYP Criteria
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
KA The Chance
Carnival
Diploma scaffold
A long term project
in which students will
design games based
on probability and
present it in a fair.
KA 3D printing
longer investigation in
which the students will
design an object that can
be used in daily life and
print it by the 3D printer
Examination Two hour
examination on all four
criteria
MYP Criteria
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
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Energized Engaged Empowered
Unit Title
Graphs of Functions
Polynomials
Sequences and
Series, Exponential
and Logarithm
Trigonometry
Vectors
Unit narrative
Students will be able
to use the language
of functions and
combine functions
in a variety of ways.
They will determine
the inverse and
the modulus of a
function and explore
graphs of different
functions. They will
use these skills to
apply transformation
of functions to model
situations in science
and technology.
Students will be able
to perform operations on polynomials
and decompose and
recompose algebraic
expressions in exponential and rational
forms. They will also
work towards proving polynomial identities and use them to
describe numerical
relationships.
Students will be
able to recognize
patterns and use the
formula to find find a
missing term or sum
of an arithmetic or
geometric sequences. They will also
learn how to solve
exponential and logarithmic equations,
explore the graphs
of exponential and
logarithmic functions
and how to transform
the graphs to represent different real life
situations.
Students will be able to
to find missing components in situations without
a right triangle. They will
also explore the graphs
of different trigonometric
functions and how to
transform the graphs.
They will look a periodic
phenomena in real life and
apply trigonometric graph
to model them.
Students will be able to
use vectors to solve problems that relate to motion
in a direction.
They will also learn how
to use vectors to prove
some geometrical properties to better understand
situations in space and
time.
Timeline
Aug-Oct
Oct-Nov
Nov - Feb
Feb-Apr
Apr-Jun
Key Concept
Forms
Relationships
Relationships
Forms
Relationships
Related
Concepts
Pattern, Model,
Representations
Generalization,
Equivalence, Pattern
Pattern,
Representations
Pattern, Model,
Representations
Model, Space
Global Contexts
Scientific and
technical innovation
Identities and
relationships
Personal and cultural
expression
Globalization and
sustainability
Orientation in space and
time
Statement of Inquiry
Many real life
situations can be
modeled mathematically to enable better
understanding of science and technology.
Using mathematical
relationships in an
agreed way can help
us generalize situations and establish
identities.
Understanding a
variety of forms of
representing relationships between
patterns can help us
and cultural expression.
Understanding the periodic relationships can help
us model global issues to
suggest a better outcome.
Movement in space can
be understood by using
vectors to represent
motion.
Inquiry Questions
Factual: How can
Factual:What is
Factual: How can
Factual:What is the
Factual: Is a direction
Conceptual: What
rhythms in nature can we
represent using periodic
functions?
Conceptual: Can we
we find the maximum
in mathematics?
Conceptual:
What is the relationship between the
equation and the
equation?
Debateable: Are
bridges or arches
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Functions: domain
and range
• Inverse, composite
and modulus of
functions
• Transformation of
graphs
the relationship between Expansion and
Factorization?
we figure out the
100th term given the
first couple of terms?
Conceptual: How Conceptual: How
can we define the
basic operations for
relationships?
can an infinite number of things add up
to a finite number?
Debateable: Are
Debateable:
• expressions containing exponents
• operations on
polynomials
• use the greatest
common factors
to write polynomials as product of
factors.
• Recurrence
relationships and
explicit formula
• Arithmetic and
Geometric Sequences and series
• Exponential and
logarithmic equations and functions
and their graphs
all relationships be
reversible?
Does mathematical
modeling reduce or
increase decision
making capacity?
maximum measure of an
angle?
Debateable:Is a
mathematical model a
reliable representation of
an ongoing relationship
between two variables?
degree
• Law of sine and cosine
• Area of a triangle
• Graphs of sine, cosine
and tangent functions
• Trigonometric identities
and magnitude enough to
describe movement?
have negative velocity?
Debateable: Are three
dimensions enough to describe every location?
• Introduction to vector
• Operations on vectors (
add, subtract, multiplication with a scalar and
dot product)
• Magnitude of vectors
• Vectors on a coordinate
plane
• Proofs
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
using language to
gather and communicate information
• Use and interpret
a range of discipline-specific terms
and symbols
• Understand and
use mathematical
notation
Exchanging
thoughts, messages and information
effectively through
interaction
• Interpret and use
effectively modes of
non-verbal communication
using language to
gather and communicate information
using language to
gather and communicate information
• understand and
use mathematical
notation
• Organize and
depict information
logically
Exchanging thoughts,
messages and information effectively through
interaction
• Interpret and use effectively modes of non-verbal communication
using language to gather
and communicate information
• Organize and depict
information logically
Graphing functions
test
(KA) Semester
test on graphs
of functions and
polynomials
(KA) Sequence and
Series, Logarithms
and Exponents test
(KA) Trigonometry test
Vectors test
MYP Criteria
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
A i, ii, iii
Desman: An in-class
project in which the
students use functions to draw/design
a to be specified
object.
(KA) Planning a city
Diploma scaffold
project the students
will design a city
given the measurement in variables and
ensure the plan is
practicable.
(KA) Tower of Hanoi
Diploma scaffold
investigation in which
students will explore
the rule for number
of steps that use to
move the tower of
Hanoi
(KA) Periodic modelling
students will use trigonometric function to model
the behavior of weather in
a location of their choice..
(KA) Hanging picture:
In-class investigation
requiring the students to
the relationship between
the weight and the width
of the pictures.
MYP Criteria
A i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
(KA) How do they
move?: an in-class
investigation on the
transformation of
graphs of functions.
What type of
polynomials is
it? : An in-class
investigation on
finding out what
type of polynomial is
given.
Examination
Two hour examination on
all four criteria
MYP Criteria
B i, ii, iii
C i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
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Extended
Energized Engaged Empowered
Unit Title
Functions
Exponentials, Logarithms, Sequences
and Series
Proof and Complex
Numbers
Trigonometry non-right-triangle trig,
formulae and identities,
trig functions
Vectors
Unit narrative
Students will
formalise how to
‘undo’ functions
by looking at the
relationship between
input and output.
Students will also
look at the effect
of putting an input
value through more
than one function
and a function
into a function).
They will apply
their knowledge of
functions to model
a problem in space
and time.
Students will now
see how to effectively
apply rules over
and over again, with
more efficiency than
simply repetition.
Students will create
models for lengthy
situations and use
them to solve real
life financial and
scientific problems.
Students will be
introduced to the
idea of Mathematical
proof, through
various means. How
do we know it is
proven? How can we
prove things using
imaginary numbers?
Does that not defeat
the purpose?
Students will see how
periodic functions
occur all over nature.
They will understand
the relationship of
trigonometry to scientific
and technological
weather patterns, lunar
cycles and movements of
wheels.
Students begin to record
movements of objects
in certain directions and
by certain distances.
Students are introduced
to the use of vectors in
animation and airline
travel.
Timeline
Aug - Sep
Oct-Dec
Jan-Mar
Mar-Apr
Apr-May
Key Concept
Relationships
Relationships
Forms
Relationships
Forms
Related
Concepts
Change,
Generalization,
Model
Change, Model,
Quantity
Equivalence
Representation
Model Patterns System
Model Patterns System
Global Contexts
Orientation in space
and time
Scientific and
technical innovation
Identities and
relationships
Scientific and technical
innovation
Orientation in space and
time
Statement of Inquiry
The relationship between a function and
its inverse functions
can help generalize
situations in space
and time.
Mathematics can be
used to create models to enhance our
scientific inquiry.
The logic of mathematical certainty
can help us define
identities and relationships.
We can model periodic
technology and science
innovations
Vectors assist in the
formation of models and
systems to represent motion in time and space.
Inquiry Questions
Factual: If we put
Factual: What is
Factual: How can
inputs through more
than one function,
does the order
matter?
Conceptual:
What happens
when the input and
output of a situation
switch?Which set do
you belong in?
Debateable:
Every operation done
to a number can be
the original.
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Domain and Range,
• Composite Functions and Operations
• Inverses of Functions
• Piecewise functions
• Transformation of
Functions
• Odd and even
functions
• Absolute Value
Functions
the relationship between an exponential
function and its
inverse?
Conceptual: How
can we model global
population growth
mathematically?
Debateable: How
accurate are mathematical population
models?
• Arithmetic Sequences
• Arithmetic Series
• Geometric Sequences
• Infinite Geometric
Series
• Exponential Functions
• Inverse relations
and Functions
• Logarithmic Functions
• Asymptotes
• Laws of logarithms
• Exponential and
logarithmic Equations
Factual: How can we
we apply arithmetic
modify the Pythagorean
to things we will
Theorem for use in nonnever be able to see? right triangles?
Conceptual: Are
imaginary numbers
present in real-life
situations?
Debateable: Can
Conceptual: What is
the relationship between
the sine and cosine
curves? Are they the
same thing?
Mathematics really
be described as
actual truth?
Debateable:Does a
• Inductive reasoning
• Geometric proof
• Process of showing
a result
• Mathematical
Induction
• Trigonometric Functions
• Trigonometry and Angles
• Law of Sines & Law of
Cosines
• Trigonometric Graphs
and Identities
• Unit Circle, negative and
complementary Angle
formulae
• Trigonometric Graphs
• Trigonometric Identities)
• Trigonometric Series
and products
• Reciprocal Trig Ratios
Factual: Is a direction
and magnitude enough to
describe movement?
Conceptual: Can we
have negative velocity?
Debateable: Are three
dimensions enough to
describe every location?
periodic function ever
end?
• Introduction to vector
• Operations on vector
• dot product
• Magnitude
• Vectors on a coordinate
plane
• Proofs
• unit vectors
• algebra of vectors
• angles between two
vectors
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Extended
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Exchanging
thoughts, messages and information
effectively through
interaction
meaningful feedback
using language to
gather and communicate information
sources for information and for pleasure
Analysing and
evaluating issues and
ideas
• Consider ideas
from multiple perspectives
Generating novel
ideas and considering new perspectives
“what if” questions
and generate testable hypotheses
Utilizing skills and
knowledge in multiple contexts
• Combine knowledge, understanding
and skills to create
products or solutions
Managing time and
• Select and use
technology effectively and productively
Unit test on
Functions
MYP Criteria
Generating novel
ideas and considering new perspectives
• Consider multiple alternatives,
including those that
might be unlikely or
impossible
• Make unexpected
or unusual connections between
objects and/or ideas
Analysing and evaluating
issues and ideas
• Consider ideas from
multiple perspectives
Utilizing skills and knowledge in multiple contexts
• Combine knowledge,
understanding and skills
to create products or
solutions
Utilizing skills and knowledge in multiple contexts
• Combine knowledge,
understanding and skills
to create products or
solutions
Unit test on
Logarithms,
Exponents and
Sequences
KA
Proof By Induction
mini-investigation
Proving the result
using mathematical
arguments (in-class)
Unit Test on non-right
angled trigonometry
Unit Test on Vectors
A i, ii, iii
A i, ii, iii
A i, ii, iii
C i, ii, iii, iv, v
A i, ii, iii
KA
A i, ii, iii
DESMAN
Diploma scaffold
Logs investigation
In-class investigation to find patterns
involved in the given
logarithms
KA
Complex Sequences
Investigate a
sequence involving
complex numbers.
Find it yourself
In-class investigation on
the derivation of mathematical constant
KA
Shortest distance between two moving objects
Longer term investigation
on the closest distance
between two moving
objects.
KA
B i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
In-class project to
use functions to
create a picture.
(Re-)considering the
process of learning;
choosing and using
ATL skills
• Consider ethical,
cultural and environmental implications
MYP Criteria
C i, ii, iii, iv, v
B i, ii, iii
C i, ii, iii, iv, v
Hanging Chains
Diploma scaffold
Longer project to
investigate the most
appropriate function
for a hanging chain.
KA
Compound interest
Diploma scaffold
Longer term project
to investigate a
problem involving
compound interest.
KA
Examination
Two hour examination on
all four criteria
KA
MYP Criteria
C i, ii, iii, iv, v
D i, ii, iii, iv, v
C i, ii, iii, iv, v
D i, ii, iii, iv, v
A i, ii, iii
B i, ii, iii
C i, ii, iii, iv, v
D i, ii, iii, iv, v
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Energized Engaged Empowered
Unit Title
Game creation and
persuasion
Refining technique
Understanding and Improving Health
Spatial awareness
Unit narrative
Throughout this unit,
the students will explore
different method to
enhance their effective
communication. They will
create their own new game
based on specific game
components and they will
use their communication
skills to explain the rules
and strategies to their
class. They will also be
using their communication
choose their game to play.
Throughout Gymnastics
and Volleyball, students
will identify the key
components to execute
specific skills. They will
also explore different
types of technology to
analyse, refine and enhance
their individual skills and
movements.
Throughout this health
focused unit the students
will explore the relationships
between physical exercise
and the impact it has on
developing a positive
self-identity. They will be
participating in swimming and
developing a personal circuit
training routine.
Through this unit the students will
develop their understanding of
how individual and teams need
to adapt skills as the environment
become more complex. They will
also identify the key components
of the basic skills and analyse
an expert executioning a variety
of skills. They attempt to use
these skills in different game
environments that begin as
simple static environments and
then progress to more complex
environments based on the
movements of the opposition and
teammates.
Timeline
Aug-Sept
Sept-Oct
Feb-Apr
Oct-Dec
Jan-Feb
Apr-Jun
Key Concept
Communication
Form
Relationships
Change
Related
Concepts
Interactions, Systems
Movement, Choice,
Refinement
System, Energy, Balance
Global Contexts
Fairness and development
Scientific and Technical
Innovation
Identities and Relationships
Orientation in Space and Time
Statement of Inquiry
Effective communication
optimizes the transfer of
knowledge and understanding.
Technology can enhance
and refine athlete’s movements.
Personal identity can be enhanced through the development of healthy lifestyle.
Athletes refine and adapt skills as
the environment becomes more
complex.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
How do we categorize
sports and activities?
Conceptual:
How can you develop
equity in games?
How can you effectively
teach the rules to your
game?
Debateable:
What make an effective
system of communication
during game play
What technologies can we
use to evaluate performances?
Conceptual:
How can you use technology to enhance your skills
and performance?
Debateable:
Does technology actually
enhance a performer’s skills
and movements?
What are the components of
physical health?
Conceptual:
How can you use circuit training to enhance your personal
health?
How can you use swimming
health?
Debateable:
Does our Physical Health
impacts our Emotional and
Social Health?
In these sports/activities, what
are the game skills you need to
develop in order to be successful
in game situations?
Conceptual:
How do changing environments
affect the way we apply and
execute our skills?
Debateable:
Will the way we execute skills
remain the same when using
them in different unfamiliar environments?
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Energized Engaged Empowered
Course Content:
Students will be able to:
• participate in a variety
of games and activities to
gain an appreciation of the
types games mentioned
below
• identify and explain the
key components of different games and activities
• create a new/modified
game when given a set of
equipment
• design and create a new
game based on specific
characteristics of sports/
activities:
• Net/wall
• Invasion
• Individual pursuits
• Target
• Striking and fielding
• explain the game they
have created to others
using verbal instructions
and demonstrations
• provide meaningful
feedback to others to help
them improve their game
designs
• evaluate the effectiveness of their own games
• refine their games
and instructional methods based on peer and
self-evaluations.
• use persuasive and
effective communication
methods to pitch their
games to others
• provide clear instructions
to others when explaining
the rules and strategies to
their peers
In the Gymnastics
portion of this unit:
In the Circuit Training portion
of this unit:
Students will be able to:
• execute a variety of
jumps, rolls, individual
and group balances and
transitions
• demonstrate smooth transitions between moves
together to create a short
individual routine
• work within a group
to create a movement
movements together
• select and apply a variety
of formations in their
group routines
• create a sequence of
components that their
group will use as a skeleton for their performance
• justify why they selected
specific movements for
their routine
• select appropriate movements that allow them to
demonstrate their highest
ability and explain why
they choose these skills
• use technology to analyse
and improve their individual and group performance
• view their final performance and reflect on how
effective their plan was
Students will be able to:
• examine the pyramid of
health (personal, social,
emotional and physical)
• understand the need for a
balance between social,
physical and emotional
health
• evaluate the impact of personal fitness on enhancing
a positive self image
• identify the components of
a circuit
• understand the importance
of a balanced circuit
• analyze the benefits of
circuit training
• create a personal circuit
training program
• evaluate a peer’s circuit (incorporate the design cycle
to help with this process)
• modify their circuit training
program based on peer and
teacher feedback
• apply for their circuit training program for one week
• reflect on the effectiveness
of their circuit
Health and SEHS Focus
Methods of communication
Health and SEHS Focus
Developing equal and
respectful relationships
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In the Volleyball portion of
this unit:
Students will be able to:
• demonstrate the basic
skills in volleyball, including setting, passing and
serving
• apply these skills in modified games
• identify the key components to execute these
skill
• develop control of the ball
so they can keep the ball
in play, or hit to a target
• identify the key strategies
involved in the game and
outline how the skills can
be used to achieve this
strategy
• use different type of
technology to analyse and
improve their individual
performance
• use a variety of sizes of
balls to improve their
control and confidence
making different hits
• use checklists to peer and
self assess these skills
In the Aquatics portion of this
unit:
Students will be able to…
• demonstrate strength and
cardiovascular fitness
through endurance swimming
• identify the benefits of
swimming
• develop swim technique by
using swim fins
• develop recreational swim
skills through the use of
• analyze the benefits of
swimming
• evaluate the impact of personal fitness on enhancing
a positive self image
Health and SEHS Focus
Goal setting
Developing healthy habits
Developing positive self-identify
Learning how to create a
training session
Life-saving skills
In the Football portion of this unit:
Students will be able to:
• analyse expert execution using
technology
• demonstrate the basic football
skills of ball control, dribbling,
passing and shooting
• identify the key components of
the basic skills
• execute basic skills in environments that begin as simple static
environments and then progress
to more complex environments
based on the movements of the
opposition and teammates
• select and apply ways to effectively utilize space
• select and adapt technique in a
dynamic situation
• discuss the impact changing
the environment has on their
ability to execute the skills successfully
In the Badminton portion of this
unit:
Students will be able to:
• analyse expert execution using
technology
• analyse own execution using
technology
• evaluate a peer including the
use of technology
• compare and contrast
• develop plan for improvement.
• execute these skills in environments that begin as simple static
environments and then progress
to more complex environments
based on the movements of the
opposition and teammates/partners.
Health and SEHS Focus
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Exchanging thoughts,
messages and information effectively through
interaction.
Use a variety of speaking
technique to communicate
with a variety of audiences.
Share ideas with multiple
audience using a variety of
digital environments and
media
Keep a journal to record
reflections
Students practice keeping
a journal with clear detailed
guidelines
Apply skills and knowledge
in unfamiliar situations
Students identify and apply
basics skills and knowledge
Set goals that are challenging
and realistic
Students set S.M.A.R.T goals
feedback
Student communicate basic and
superficial feedback/ response
Plan strategies and take action to achieve personal and
Students outline a basic plan
Apply skills and knowledge in
unfamiliar situations
Students identify and apply
basics skills and knowledge
take on a variety of roles
within groups
different roles within a
group and participate in
these roles.
Student communicate
basic and superficial feedback/ response
Communication
Collaboration skills
Students will use their
communication skills
to communicate their
understanding of their
game to others in order
it. (KA)
Students will plan and
create an individual and a
group performance by using
the design cycle as well
as videos to improve their
performance. (KA)
Students will plan and design
a circuit training including 10
stations by using the design
cycle format. (KA)
MYP Criteria
Criteria D (i)
Criteria B (i and ii)
Criteria A (i, ii and iii)
Criteria B (i and ii)
Criteria A (i, and iii)
criteria C(i, ii and iii)
Students will create a
game based on one of the
key types of games. They
will create rules, scoring
methods, strategies and
game. (KA)
Students will recall and
demonstrate a range of
skills and strategies in modified performance situations.
(KA)
Students will participate
in a range of drills and
demonstrate some strategies
to improve their skills
acquisition. (KA)
Students will analyse their performance and identify areas of
strength and areas for improvements when executing specific
skills within these sports. (KA)
MYP Criteria
Criteria B(i and ii)
Criteria A (ii)
Criteria C (i and ii)
Criteria C (i, ii, and iii)
Criteria A (i, and iii)
Criteria D (iii)
Students will select and use
appropriate interpersonal
skills when working in
partner, group or team
situations to ensure a
positive and supportive
environment. (KA)
MYP Criteria
Criteria D(i)
Students will participate in
modified games and recall and
demonstrate a range of skills and
strategies. (KA)
(DP Scaffold)
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Energized Engaged Empowered
Unit Title
Jumping into fitness
(jump rope & Fitness)
Tech in Sports
Cause and effect
Talk it out
(T Ball & Dance)
Unit narrative
With a focus on jump rope
students will investigate
how the cardiovascular
system works in relation
to a endurance training
program. Students will
also develop a personal
jump rope routine which
choosing the appropriate
move sequence to
showcase their skills.
Students will use different
technologies to analyse
techniques in swimming and
students will focus on the
use of drills and repetition
breakdown components of
a skill and make changes to
optimize effectiveness.
Student will use logic to
understand cause and
effect in the sports of
While throwing a frisbee
students will investigate
how aerodynamics impacts
the flight of the frisbee. In
practice fundamental skill
while investigating how
movement of players on the
court affects game play.
Students will focus on choosing
appropriate communication
methods while playing softball
and developing a large group
dance through a shared
understanding. They will
understand the basic concepts
of softball strategy and different
way to communicate this
during game play. Using large
group dance students will use
different choreographic devices
to create an aesthetic system of
movements.
Timeline
Aug-Oct
Oct-Dec
Jan-Mar
Mar-Jun
Key Concept
Development
Change
Logic
Communication
Related
Concepts
Function, Choice
Movement, balance
Interactions, perspective
Global Contexts
Identities and relationship
Scientific and technological
innovation
Scientific and technological
innovation
Fairness and development
Statement of Inquiry
Developing a personal routine requires adapting and
choosing the appropriate
skills/ activity
Athletes can use different
technologies to analyse
technique and make changes to optimize effectiveness.
Performers use logic to understand cause and effect in
sports and activities
Choosing appropriate
communication develops a
shared understanding
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
Conceptual:
What are the components
of cardiovascular system?
What is the relationship
between exercise and
heart health?
Debateable: Do we
have a responsibility to
society to keep cardiovascularly healthy?
What are the different uses
of technology in sports?
How does technology help
progress sports skill development as well as game
play?
Debatable:
While purpose built technology provides much higher
levels of accuracy is it killing
the excitement?
Name three different types of
frisbee throws.
How does changing the angle
of release of a frisbee change
the flight path?
How does your team’s movement on the floor affect game
play?
Debateable:
What are 3 methods to communicate ideas?
What are three choreographic
devices?
Conceptual:
What is “constructive criticism”?
Debateable:
What is the best form of communication?
Post hoc ergo propter hoc.
Just because one event happens after the other does it
mean that it is a result of it?
(TOK)
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Energized Engaged Empowered
Course Content:
In the Fitness portion of
this unit:
Students will be able to…
In the Aquatics portion of
this unit:
Students will be able to…
• Measure and calculate
their own heart rate.
• outline the basic function
of the cardiovascular
system
• identify different types
of cardiovascular training
• identify ways to measure
cardiovascular fitness
• discuss cardiovascular
fitness implications on the
greater community
• demonstrate correct
technique for at least two
competitive strokes.
• demonstrate basic technique for four competitive
strokes
• use technology to research swimming drills
• analyze swim technique
(self and others) using
different technologies
In the Jump Rope portion
of this unit:
Students will be able to…
• outline strategies for skill
acquisition
• demonstrate a variety of
basic jump rope skills and
• create an organized
routine plan appropriate
for their skill level
• Use constructive feedback to modify their plan
this unit:
Students will be able to…
• use technology to analyze
skills (self and other)
• use technology to learn a
new skill
• demonstrate a clear,
forehand short serve,
forehand deep serve,
backhand serve, drop
shot and smash.
this unit:
Students will be able to…
• Demonstrate basic basketball skills in drill situations
(shooting, dribbling, passing, layups)
• Identify and apply rules in
game situations
• apply correct terminology of
rules and strategies
• describe concepts of space
and player distribution on
offense.
In the Dance portion of this unit:
Students will be able to…
In the Ultimate frisbee portion
of this unit:
Students will be able to…
In the T-ball portion of this unit:
Students will be able to…
• demonstrate basic throwing
and catching skills (forehand, backhand, hammer)
• apply projectile motion concepts to a frisbee throw
• play a 5 on 5 game with self
officiating (minimal teacher
assistance)
• describe and apply correct
terminology for choreographic
devices
• apply a variety of choreographic devices for a group performance.
• use different strategies to organize large groups of people
• outline different teaching
methods
• Recall basic field layout, positioning and rules of T-ball
• Apply appropriate words to use
for communication
• execute techniques for basic
skills (catching and throwing
using a glove, batting, fielding)
• Apply strategies for game play
• demonstrate how to give constructive feedback
Health and SEHS Focus
• cardio-respiratory health/
disease
• HR, Stroke volume
Health and SEHS Focus
how we can stay physically
educated outside a school
environment
Health and SEHS Focus
• projectile motion, bernoulli
principle
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
• Take responsibility for
one’s own actions
• Set goals that are challenging and realistic
• Apply skills and knowledge in unfamiliar situations
(tech knowledge in sports)
• Practise “bouncing back”
failures
• Practise dealing with
change (changing weather,
changing teams/ opponents)
• Interpret and use effectively
modes of non-verbal communication
• Help others to succeed
• Exercise leadership and take on
a variety of roles within groups
Student design and
perform a jump rope
routine then reflect on the
effectiveness based on the
performance. (KA)
Student will demonstrate
through drills and game play
Badminton skills and technique (performance). (KA)
Student will demonstrate
through drills and game play
Ultimate frisbee skills and
technique (performance). (KA)
In groups, student choreograph a
section of a group (whole class)
performance and must teach their
plan to the rest of the class. (KA)
MYP Criteria
Criteria B-
Criteria C-
Criteria C-
Criteria B-
Written assignment on
Cardiovascular fitness and
an in class quiz.
(DP Scaffold) (KA)
Students will select/ create
swimming drills to improve
performance on a chosen
competitive stroke. They will
apply those drills in class
and evaluate performance.
(KA)
rules and their application for
a strategic benefit. (KA)
Tball- Use of communication and
teamwork in a game situation.
Talking through strategies with
teammates. (KA)
MYP Criteria
Criteria A -
Criteria D -
Criteria A-
Criteria D -
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Energized Engaged Empowered
Unit Title
Stick with it, Man!
Work it out!
Dance baby, dance
To train or not to
train that is the
question!
Talk to me!
Unit narrative
Through this unit
students will be
introduced to the
physics behind
many of our
stick sports, for
example, hockey,
lacrosse, cricket,
baseball and
golf. They will be
analysing their
performance and
how developing
an understanding
of how they
can manipulate
the equipment
to change the
amount of force
and speed
generated.
Through netball and
football students
will develop their
understanding of how
teams need to work
together. They will review
the passing, scoring, on
and off ball movement
skills. They will design
and evaluate a plan to
move the ball effectively
to maintain possession
and create opportunities
to score.
Through synchronized
swimming and partner
dances students will
be using the design
cycle to create aesthetic
movement sequences. In
synchronized swimming
students will be using
their swimming and
survival strokes as well
as their understanding
of formations to create
a routine. Through their
partner dance routines
they will be learning how
sequences together and
developing the confidence
to work with people from
the opposite gender.
Students will be
analysing their
current lifestyle
choices and
identifying the
benefits of physical
activity for many
aspects of their
life. They will be
exploring methods of
time-management,
so that they can
increase their current
levels of activity.
Students will also
participate in a
variety of fun fitness
activities that they
can use in their
plans.
Through volleyball students will be developing
their communication
skills to promote a
positive learning environment. They will be
developing an understanding of how their
actions and words make
others feel and how this
can have both a positive
and negative affects on
others.
Timeline
Aug - Sep
Sept-Oct
Jan-Feb
Oct-Dec
Apr-Jun
Oct-Dec
Feb-Apr
Key Concept
Change
Relationships
Aesthetics
Identity
Communication
Related
Concepts
Function,
Refinement,
Space, Perspective,
Movement
Movement, Environment,
Interaction
Choice, System,
Balance
Perspective,
Global Contexts
Scientific and
technical innovation
Orientation in space and
time
Personal and cultural
expression
Identity and relationship
Fairness and
development
Statement of Inquiry
Understanding
the function of an
to refinement and
skills to use them.
Team members must
work together to develop
interconnected, responsive movement patterns
to maintain positional
balance.
Aesthetic movements
are an extension of our
personalities and through
movement sequences we
can express ourselves.
The choices that we
make can positively
shape our identity.
Participants in sport can
bring different perspective to the development
and application of the
rules.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
Conceptual:
Debateable:
Debateable:
Why do we want
to be able to analyse performances
or skill execution
in this way?
Conceptual:
Why do we
use physics to
understand skill
execution?
Debateable:
Do you need to
understanding the
physics behind
sport to improve
and understand
the skills?
What are common
strategies in football and
netball?
When working on developing your movement
sequences how can you
use the design cycle?
Conceptual:
How can I create space
for myself and others?
Debateable:
Does developing effective
movement patterns mean
you will always win?
How do you decide
which movements go well
together?
Debateable:
Is dance really something
we should be doing in
PHE?
How does improving
our physical fitness
improve other areas
of our life?
How does being
more physically
active help shape
who we are and how
others perceive us?
Is finding time for
physical activity an
essential element in
a well balanced life?
What are the best
methods to communicate with our team
members?
Why is communication essential for us
to achieve or execute
our strategies in game
situations?
attitude on the court really affect those around
you?
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Energized Engaged Empowered
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
• Domain and
Range,
• Composite
Functions and
Operations
• Inverses of
Functions
• Piecewise functions
• Transformation
of Functions
• Odd and even
functions
• Absolute Value
Functions
• Arithmetic Sequences
• Arithmetic Series
• Geometric Sequences
• Infinite Geometric Series
• Exponential Functions
• Inverse relations and
Functions
• Logarithmic Functions
• Asymptotes
• Laws of logarithms
• Exponential and logarithmic Equations
• Inductive reasoning
• Geometric proof
• Process of showing a
result
• Mathematical Induction
• Trigonometric
Functions
• Trigonometry and
Angles
• Law of Sines &
Law of Cosines
• Trigonometric
Graphs and Identities
• Unit Circle, negative and complementary Angle formulae
• Trigonometric
Graphs
• Trigonometric
Identities)
• Trigonometric Series and products
• Reciprocal Trig
Ratios
• Introduction to vector
• Operations on vector
• dot product
• Magnitude
• Vectors on a coordinate plane
• Proofs
• unit vectors
• algebra of vectors
• angles between two
vectors
Students will be
able to…
• use Lacrosse,
Field Hockey, Gym
Hockey sticks,
Cricket and Baseball bats, Golf
clubs and a variety
of Rackets
• manipulate each
of these implements
• apply concepts
from physics
specifically levers
and rotational momentum to explain
how to use these
implements
• use technology
(Ubersense app)
to analyses their
movements and
explain how levers
are being used in
each situation.
• describe how
they can generate
momentum by altering their movements and basic
grip positioning
In the Netball portion of
this unit:
Students will be able to…
• execute basic passing
and receiving skills in a
stationary position and
while in modified games
• demonstrate how they
can move without the ball
• move into space and
• limit space for opponents when defending
• work with team members to move the ball in
an efficient way up the
court
• analyse the movement
patterns of others to identify how they are moving
into space and how the
players around them are
reacting
• identify strategies to
help their team maintain
balance
In the Synchronized
swimming portion of this
unit:
Students will be able to:
• perform basic life-saving skills which are
common to synchronized
swimming. sculling, treading water, duck dives,
HELP.
• perform synchronised
swimming skills such as,
turns, balances, tub, flamingo, submarine, twists,
pike, ballet leg double,
crane position, side fishtail, knight position and
surface arch.
• create a synchronised
swimming performance
that uses these skills,
different group formations
and patterns of movements within the group
• reflect on their performance using the criteria
to evaluate their success.
In the Volleyball portion
of this unit:
Students will be able
to…
• demonstrate passing
and setting to the correct positions in game
situations
• demonstrate underhand service action with
competency in game
situations
• attempt an overhand
service action in practice situations
• use three hits to set up
an attack
• identify communication methods/styles that
enhance team spirit and
motivation as well as
providing positive constructive feedback.
• identify communication methods/styles that
decrease team spirit
and motivation
In the Football portion of
this unit:
Students will be able to…
• execute basic passing
and receiving skills in a
stationary position and
while in modified games
• demonstrate how they
can move without the ball
• move into space and
• limit space for opponents when defending
• work with team members to move the ball in
an efficient way up the
field
• develop an understanding of positional play and
the positions
• analyse the movement
patterns of others to identify how they are moving
into space and how the
players around them are
reacting
• identify strategies to
help their team maintain
balanc
In the Partner Dance
portion of this unit:
Students will be able to...
• identify different cultural
dances.
• relate the history, basic
movements and types of
music that relates to their
prescribed partner dance
through research.
• create individual and
partner dance routines
that highlight the basic
movements, stepping
patterns, as well as incorporating more complex
turns, spins, footwork and
transitions.
• work collaboratively with
others, demonstrating
good interpersonal skills,
• provide and use constructive feedback to
enhance performance
• reflect on their performance using the criteria
to evaluate their success.
Students will be able
to...
• schedule their time
so that they can
increase the amount
of physical activity
that they do.
• create a schedule
with the planned
activities
• explain the
benefits of being
physically active
• explain the minimum daily/weekly
physical activity
requirements from
different countries
• outline how well
they meet the previously mentioned
requirements
• identify numerous
barriers to physical
activity, for example,
space, time, pollution, weather, cost.
• identify the
difference between
physical activity and
physical exercise
• identify and participate in different
types of activities
that will help to improve their physical
fitness
• check their heart
rates and identify
their Target Heart
Rate Zone
• use applications
like Swot It to help
them choose appropriate activities.
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Energized Engaged Empowered
Apply skills and
knowledge in unfamiliar situations
Students identify and
apply some complex
skills and knowledge
Interpret and use effectively modes of non-verbal communication
Students are able to
Interpret and use effectively modes of non-verbal communication
Students are able to
Help others to succeed
Provides specific ideas
and feedback
take on a variety of roles
within groups
Students learn and apply different leadership
styles and participate
in different roles within
groups
take on a variety of roles
within groups
Students learn and apply different leadership
styles and participate
in different roles within
groups
feedback
Practise dealing with
change
Students apply different
technique to deal with
change with some
guidance
feedback
Keep a journal to record
reflections
Students reflect on
their learning/activity
with some structured
guidelines
Apply skills and
knowledge in unfamiliar
situations
Students identify and
apply some complex
skills and knowledge
Interpret and use
effectively modes
of non-verbal communication
Students are able
non-verbal cues
Take responsibility for one’s own
actions
Students take recognize short/long
term consequences - with some
guidance
Set goals that are
challenging and
realistic
Students set
SMART goals for
intermediate to
long term goals
Plan strategies
and take action to
achieve personal
goals
Students develop
plan to achieve
goals using basic
strategies for
success.
Interpret and use effectively modes of non-verbal
communication
recognize non-verbal cues
Help others to succeed
Provides specific ideas
and feedback
Set goals that are challenging and realistic
Students set SMART
goals for intermediate to
long term goals
Plan strategies and take
action to achieve personal
Students develop plan to
achieve goals using basic
strategies for success.
Practise “bouncing back”
and failures
Students will practice strategies that will
enhance their abilities to
bounce back with some
guidance
Keep a journal to
record reflections
Students reflect
on their learning/
activity with some
structured guidelines
Identify obstacles
and challenges
Students identify
challenges and obstacle that school
community faces
Students explain
how they can
manipulate the
striking implement
to alter the amount
of momentum
generated by their
swing. (KA - DP
Scaffold)
Students will
participate in modified
games situations to
demonstrate that they
can execute skills and
game strategies involved
in netball and football.
(KA)
Create and justify plan/
outline for their dance/
synchro performance.
After the performance
students will evaluate
their plan based on a
video analysis. (KA)
Students set
training goals and
identify strategies
they will implement
to maintain their
motivation and
achieve their goals.
(KA)
Students develop strategies to improve communication within their groups/
teams. (KA)
MYP Criteria
include specific
strands
Criteria A (i, ii, and iii)
Criteria C (i, ii, and iii)
Criteria B (i and ii)
Criteria D (ii)
Criteria D (ii)
Students analyse
their performance
using different implements.
involved in the games.
(KA)
Students will perform
their routines
Students plan
ways to increase
the amount of
physical activity
into their week.(DP
Scaffold) (KA)
Students will apply their
skills and game strategies
in game situations. (KA)
MYP Criteria
Criteria D (iii)
Criteria A (i, ii and iii)
Criteria C (i, ii, and iii)
Criteria B (i and ii)
Criteria C (i, ii, and iii)
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Energized Engaged Empowered
Unit Title
Strike the right balance
What’s the story morning
glory?
Let’s kick it into shape
It was a Parkour-a-saw-us!
Unit narrative
ultimate frisbee students
will be working on
developing effective team
and partner relationships.
They will be applying
their sport specific skills
to execute attacking and
defensive strategies.
aerobics students will be
applying different methods
of communication and
understanding different
perspectives. In their
will be developing
their defensive skills
and developing team
strategies. Throughout
the development of their
aerobics routine they will
be developing methods
of motivating others and
explaining their routine so
others can follow.
Students will be developing
a 7-week training program
designed to improve their
health related fitness
components. They will apply
training principles, different
methods of training and timemanagement skills to create,
complete and evaluate their
personal training plans.
Through Parkour students will
be able to develop skills that will
allow them to explore their urban
environment. They will be using
progressions to develop their
skills and confidence in executing
this skills. This is a great unit to
help students rediscover why
‘play’ is so much fun as well as
learn how they can overcome
their own fears.
Timeline
Aug - Sept
Jan - Feb
Sep - Oct
Mar - Apr
Oct - Dec
Apr - Jun
Key Concept
Relationships
Communication
Change
Relationships
Related
Concepts
Movement, Balance
Perspective, Function
Environment, Interactions
Global Contexts
Orientation in Time and
Space
Identities and Relationships
Scientific and Technical
Innovation
Personal and Cultural Expression
Statement of Inquiry
Team members must work
together to develop movement patterns to maintain
balance
For a group to function effectively they must respect
different perspectives, and
communicate efficiently and
clearly.
People improve physically by
A performer’s relationship with the
environment will determine their
interactions and influence the
outcome of the performance.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What are the different
formations you can use in
What is Force in Ultimate?
Conceptual:
As a team how to we
maintain our balance when
playing?
When applying a forehand force, what are we
communicating with our
teammates?
Debateable:
Can a team be effective
without developing effective movement patterns?
What are effective methods
to communicate with your
team/partner?
Conceptual:
How can you make sure
that everybody understands
what you are trying to
explain?
Debateable:
Can a group function effectively if they don’t respect
the different perspectives
within their team?
What are the training principles?
How do we use our knowledge of the energy systems
and heart rates to create
effective workouts?
Debateable:
Is there a difference between
being fit for a boy and a girl?
What are the principles of parkour?
How can you determine if the risk
is worth taking?
Debateable:
Is parkour like water, where you
use the most efficient pathway
from one point to another?
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Energized Engaged Empowered
Course Content:
of this unit:
Students will be able to...
• develop specific shots
serves, clears, smashes,
drops, drives
• develop an understanding of how to work with
their partner to maintain
attacking pressure or
defensive positioning
• communicate their plans
clearly with their partner to
create a functioning team
• read what their teammate is doing and anticipate the next movement
that is required or ways to
maintain balance
• demonstrate an understanding of the strategies
of the game and use them
effectively to create scoring opportunities
In the Ultimate portion of
this unit:
Students will be able to...
• demonstrate specific
throws including forehand
flicks, backhands, hammer
for accuracy and pulls for
distance
• demonstrate their ability
to catch the frisbee both
stationary and moving
• demonstrate their ability
to use defensive positioning to force opponents
to throw in a specific
direction
• develop an understanding of how to work with
their team to maintain
defensive pressure on
both the thrower and the
cutters
• communicate their plans
clearly with their team to
create a functioning team
• read what their teammates are doing and anticipate the next movement
that is required or ways to
maintain pressure
• demonstrate an understanding of the strategies
of the game and use them
effectively to take away
scoring opportunities
HEALTH and SEHS
(DP SCAFFOLD)
Communication methods
this unit:
Students will be able to...
of dribbling, passing,
shooting, lay-ups, cutting into space, setting
screens, defensive positioning and movement
• analyse game situations
and make appropriate
choices of skills and
movements
• develop game strategies
based on evaluating other
teams performances
• communicate with their
team using verbal and
nonverbal communication
skills including hand gestures, eye contact, body
movements
• make decisions that are
for the benefit of the team
In the Aerobics portion of
this unit:
Students will be able to...
• analyse different aerobic
routines to identify the
activities that are used
during warm-up, main set
and cool-down
• select movements or
activities that fit a specific
aerobics theme and to a
specific part of the routine
• create an aerobics
routines within a group
that matches their theme
(CV Endurance, Muscular
Endurance, Strength or
Flexibility)
• justify their choices of
activities
• develop methods of
communication that enhance understanding and
motivation
• identify how people are
feeling during their routine
and select appropriate
motivational techniques to
keep them working hard
Relationships, methods of
communicating with others,
demonstrating empathy,
motivation methods
Energy systems and movement analysis
Training programs
Students will be able to...
• analyse a training program
to identify the training methods used and principles
applied.
• apply different training
methods including circuit
, continuous, interval and
weight/strength training
when creating a training session or a training
program
• apply different training principles including Progressive Overload, Frequency,
Intensity, Type of activity
and Time when creating a
training session or training
program
• able to identify the
health-related fitness
components (strengths,
cardiovascular endurance,
flexibility)
• use fitness tests results to
identify their strengths and
the fitness components that
need to be targeted within
their training programs
• explain how our energy systems allow us to move and
through training
• create an individual training
plan with a specific focus
for the session (swimming)
• create a training program
for a 7-week period that
demonstrates their
• ability to target their fitness
goals and understanding of
the training principles and
how to create an individual
training session plan
• evaluate the plan with
respect to the goals and
outcomes of the plan
Through Parkour:
Students will be able to...
• apply quadrapedal movements, vaults, wall runs, modified
flips, precision jumping, landing
techniques and rolls, to move
safely and effectively through the
environment
• This includes bear, crab, kong
walks, step-through, kong, 1 and
handed vaults, wall flips, wall runs
for height or to clear an object,
soft landings, shoulder rolls and
climbing objects
• build these skills through appropriate progressions and risk-taking behaviours
to create a sequences of 6-8
movements that highlight their
ability to move effectively through
their environment
• justify their movement sequence
by explaining their choice of
pathways, movements based on
their abilities, confidence levels,
understanding of the environment
and how they can move effectively through it
Creating a training plan, unRisk-taking and decision making
derstanding energy systems
processes
and how we can tailor training Motivating and supporting others
programs to meet/enhance
the needs of our energy
systems.
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Interpret and use effectively modes of non-verbal
communication:
Students are able to interpret non-verbal cues
Interpret and use effectively
modes of non-verbal communication:
Students are able to interpret non-verbal cues
Take responsibility for one’s
own actions
Students identify long-term
without guidance.
Take responsibility for one’s own
actions:
Students identify long-term and
guidance.
Practise dealing with
disappointment and unmet
expectations:
Students are able to effectively apply strategies and
self-monitor.
Help others to succeed
Students are able to analyse
issues/barriers to success
Set goals that are challenging
and realistic:
Students are able to set
SMART goals for long term/
enduring outcomes.
Plan strategies and take action to
goals:
Students create detailed action
plan that includes different strategies to achieve their goals.
Apply skills and knowledge in unfamiliar situations:
Student consistently
apply complex skill and
knowledge in unfamiliar
situations
take on a variety of roles
within groups:
Students actively apply
different styles and take
ownership of their roles
within groups.
feedback:
Students provide constructive process-specific feedback at appropriate times
Identify obstacles and
challenges:
Students identify challenges
and obstacles faced by the
wider community
Plan strategies and take action to achieve personal and
Students create detailed
action plan that includes
different strategies to achieve
their goals.
Practise “bouncing back” after
Students recognise how when
apply strategies that they know
work for them.
Keep a journal to record
reflections:
Students consistently reflect
using a journal format
Evaluate and manage risk:
Students analyse risks, choose
appropriate responses and execute a plan to minimise harm/risk
Students will complete
an exam based on game
strategies and partner
(KA)
Students will apply effective
communication skills and
their team’s performance
and understanding of the
game plans. (KA)
Students will create and
justify an individual training
sessions for swimming and
a 7-week training program
designed to reach their
Health-Related Fitness Goal.
(DP Scaffold) (KA)
Students will create 3 movement
sequences of 6-8 parkour movements and justify their selections.
(KA)
MYP Criteria
include specific
strands
Criteria A (i and iii)
Criteria D (i and iii)
Criteria B(i and ii)
Criteria A (i and iii)
Criteria B (i)
Students will execute
skills and strategies in
simple and complex game
situations. (KA)
Students will develop a plan
for improving performance
by developing a plan to
communicate effectively
within their group as well as
for a large group. (KA)
Students will create a SMART
goals for their Health-Related
Fitness Training Program
based on their fitness test
results. (KA)
Students ability to execute their
parkour movement sequences
and the individual skills within
each sequence. (KA)
MYP Criteria
include specific
strands
+ AERO standards
Criteria C (i, ii, and iii)
Criteria A (ii)
Criteria B (i and ii)
Criteria D (ii and iii)
Criteria C (i, ii, and iii)
Students will analyse
performance and set goals
to enhance performance.
(KA)
Students will apply skills
and techniques in game
situations and apply game
strategies and tactics. They
also use information provided by peers to improve
performance. (KA)
Students will create and
justify a 7-week training program designed to reach their
Health-Related Fitness Goal.
(DP Scaffold) (KA)
MYP Criteria
include specific
strands
+ AERO standards
Criteria D(i and iii)
Criteria C (i, ii, and iii)
Criteria B(i and ii)
Criteria A (i and iii)
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Energized Engaged Empowered
Unit Title
Moves like Jagger!
Danger Will Robinson!
Interactions and
Reactions
Unit narrative
Through volleyball
and football students
will be working on
developing effective
communication
strategies to improve
their interpersonal
relationships with
their teammates.
They will be
investigating how
they can motivate,
encourage, provide
feedback, and share
team strategies
using different
methods. They will
also be selecting
and applying team
formations and
strategies that they
feel best suit their
teams strengths and
weaknesses.
Students will be creating
a dance routine in small
groups that highlights all
of their ability to create
a sequence. They will be
using the design cycle
to plan out their routine
which will demonstrate
their understanding
of the choreographic
devices, levels,
formations, pathways
as well as allowing them
their choice of theme
and music.
Students will be learning
to identify dangerous
situations, choose
the correct response
systems and initial care
responses. Through
their swimming unit
students will be learning
1st Aid skills based on
the American Red Cross
and lifeguarding skills
so they can perform a
variety of rescues and
1st aid in and around the
water.
Students will
be further
developing their
understanding of
Training Programs
by developing a
training program
the fitness
components
they identify as
their areas for
improvement.
They will also be
creating a plan to
learn a new skill
and evaluate the
success of their
skill acquisition.
Students will participate
in a variety of games for
people with disabilities.
Through their participation
they will gain a greater
insight into the ways
games, activities, rules
and equipment can be
modified to allow people.
Timeline
Aug - Sept
Jan - Feb
Sept - Oct
Oct - Dec
Oct - Dec
Feb - Apr
Apr - June
Key Concept
Communication
Relationships
Systems
Change
Relationships
Related
Concepts
Interaction, Systems,
Function
Perspective, Movement,
Space
Environment, Choice,
Movement, Refinement, Systems
Energy, Movement
Global Contexts
Fairness and Development
Personal and Cultural
Expression
Fairness and
Development
Personal and Cultural Expression
Scientific and Technical
Innovation
Statement of Inquiry
Communication is
essential for the
effective exchange of
information and the
development of inclusive and cohesive
teams/groups.
The relationship between the performer and
the audience cultivates
meaning through a
shared understanding.
A coordinated systematic approach to situations
allows for effective risk
management.
Athletes and
performers analyse
their current
performances and
plan strategies
to enhance their
performance.
Understanding the
relationships between the
body and the environment
allows the use of technology to advance access
and development of sport
and physical activity.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
What formations are
there in volleyball or
football?
Do different formations have different
purposes?
Conceptual:
How can you use choreographic devices to
Conceptual:
How can you use your
body and movements
to transfer an idea or
emotion or story to the
audience?
Why is providing
Why is it important to Debateable:
check for underIs dance still an outlet
standing when exfor personal expression?
What are the risks/dangers involved?
What systems can be
applied to this situation?
Conceptual:
In a dangerous environment/situation what
processes can you put
in place?
Debateable:
Does the risk outweigh
the reward?
Can I be an effective
member of society?
How can you
principle to make
sure that you are
challenging yourself appropriately
program?
What are the
stages of skill
acquisition?
How do we characterise a skill?
What modifications can
activities for people with
disabilities?
Conceptual:
activity essential for all
people?
Debateable:
Should people with
disabilities be allowed to
compete with able bodies/
minded people?
Debateable:
Does everyone need
to feel included to
have a cohesive
team?
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Energized Engaged Empowered
Conceptual:
Why are goals
important?
How can I overcome obstacles
that interfere with
my training plan?
Why is learning to
deal with disappointment and
frustrations an
essential part of
life?
Debateable:
Is learning how to
create a training
plan an important
life skill?
Is it necessary to
have fun when you
are learning a skill?
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
In the Volleyball portion of this unit:
Students will be able
to …
• apply different volleyball skills in game
situations including
serving, passing, setting, spiking, blocking, ready positions,
and footwork
• apply different
volleyball strategies
and tactics
• understand and
perform specific
roles in a number of
formations
• apply different
methods of communication to enhance
team morale/spirit
and team understanding
• select and justify
volleyball formations based on the
strengths and
weaknesses of their
teams
• apply rules of the
game to umpire and
score games
In the Football portion of this unit:
Students will be able
to …
• apply football skills
such as dribbling,
shooting, passing,
moving into space,
defending space and
people, goalkeeping
• apply game tactics
and strategies based
on their teams needs
• select and justify
Students will be able
to …
• create a dance routine
that highlights the
following aspects of
creative movements
that have covered
throughout MYP PHE:
• individual and group
movements
• choreographic devices
such as cannon, mirror,
inversions, complementary movements
• simple and complex
movements
• group formations
• use the design cycle
to create their group
routine through investigating, planning,
creating and evaluating
their plan as they go
through each lesson
Students will be able
to …
• demonstrate rescue
techniques for conscious and unconscious swimmers and
for swimmers with different types of injuries
including spinal injuries
• demonstrate basic first
aid techniques and
procedures (including
Check, Call, Care) for
people in the water
and on dry land
• demonstrate correct
technique for CPR and
AED use
• demonstrate lifesaving swim strokes and
water entries
• apply all of these skills
in familiar and unfamiliar situations
In the Training
Program portion of
this unit:
Students will be
able to …
• analyse training programs to
identify the types
of training and the
training principles
being used in the
program
• identify which
sport-specific
fitness components
apply to their chosen sport
• select sport-specific fitness components that they will
create a plan to
improve
• test their fitness
levels for the
fitness components
identified for their
sport
• analyse their
fitness results to
identify their areas
of strength and
areas for improvement
• outline a SMART
goal for their
7-week training
program
• select, create and
justify activities that
they will include
in their training
program
• highlight different
training principles
and training methods throughout
their program
• complete their
training program
Students will be able to …
• identify modifications to
rules needed to participate in sport or activities
for people with different
disabilities
• identify modifications
to games and equipment
needed to participate
in sport or activities for
people with different
disabilities
• participate in games for
people with disabilities
needed to participate in
games for people with
disabilities
• explore different methods of communicating
with people
• participate in a variety
of games for people with
disabilities
• discuss the reasons all
• discuss the rights of
people with disabilities
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Energized Engaged Empowered
• select and justify
2 5-a-side team
formations based on
the strengths and
weaknesses of their
teammates
• apply different
communication
methods to transfer
their game plans/
strategies/tactics to
their team before,
during and after
games
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Students will be able
to…
• use Lacrosse, Field
Hockey, Gym Hockey sticks, Cricket and
Baseball bats, Golf
clubs and a variety of
Rackets
• manipulate each of
these implements
• apply concepts
from physics specifically levers and
rotational momentum
to explain how to use
these implements
• use technology
(Ubersense app)
to analyses their
movements and explain how levers are
being used in each
situation.
• describe how they
can generate momentum by altering
their movements and
basic grip positioning
• retest their fitness
components to assess the effectiveness of their plan
In the Netball portion of
this unit:
Students will be able
to…
• execute basic passing
and receiving skills in a
stationary position and
while in modified games
• demonstrate how they
can move without the
• move into space and
• limit space for opponents when defending
• work with team members to move the ball in
an efficient way up the
court
• analyse the movement
patterns of others to
identify how they are
moving into space and
how the players around
them are reacting
• identify strategies to
help their team maintain
balance
In the Football portion of
this unit:
Students will be able
to…
• execute basic passing
and receiving skills in a
stationary position and
while in modified games
• demonstrate how they
can move without the
• move into space and
• limit space for opponents when defending
• work with team members to move the ball in
an efficient way up the
field
• develop an understanding of positional
play and the positions
• analyse the movement
patterns of others to
identify how they are
moving into space and
how the players around
them are reacting
• identify strategies to
help their team maintain
balanc
In the Synchronized
swimming portion of this
unit:
Students will be able to:
• perform basic life-saving skills which are common to synchronized
swimming. sculling,
dives, HELP.
• perform synchronised
swimming skills such
as, turns, balances, tub,
flamingo, submarine,
twists, pike, ballet leg
double, crane position,
side fishtail, knight position and surface arch.
• create a synchronised
swimming performance
that uses these skills,
different group formations and patterns of
movements within the
group
• reflect on their
performance using the
criteria to evaluate their
success.
In the Partner Dance
portion of this unit:
Students will be able
to...
• identify different cultural dances.
• relate the history, basic
movements and types
of music that relates to
their prescribed partner
dance through research.
• create individual and
partner dance routines
that highlight the basic
movements, stepping
patterns, as well as
incorporating more
complex turns, spins,
footwork and transitions.
• work collaboratively
with others, demonstrating good interpersonal
skills,
• provide and use
constructive feedback to
enhance performance
• reflect on their
performance using the
criteria to evaluate their
success.
Students will be
able to...
• schedule their
time so that they
can increase the
amount of physical
activity that they
do.
• create a schedule and follow
through with the
planned activities
• explain the
benefits of being
physically active
• explain the minimum daily/weekly
physical activity
requirements from
different countries
• outline how well
they meet the previously mentioned
requirements
• identify numerous barriers to
physical activity,
for example,
space, time, pollution, weather, cost.
• identify the
difference between
physical activity and physical
exercise
• identify and participate in different
types of activities
that will help to
improve their physical fitness
• check their heart
rates and identify
their Target Heart
Rate Zone
• use applications
like Swot It to help
them choose appropriate activities.
In the Volleyball portion of
this unit:
Students will be able to…
• demonstrate passing
and setting to the correct
positions in game situations
• demonstrate underhand service action with
competency in game
situations
• attempt an overhand
service action in practice
situations
• use three hits to set up
an attack
• identify communication methods/styles that
enhance team spirit and
motivation as well as providing positive constructive feedback.
• identify communication methods/styles that
decrease team spirit and
motivation
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Energized Engaged Empowered
Topics, disciplinary
knowledge, factual
information
Course Content:
subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct
HEALTH and SEHS
• apply different
methods of communication to support
and encourage their
team while coaching
• evaluate the
effectiveness of
their communication
methods based on
how they felt they
performed during
their coaching
session
• apply rules of the
game to be able to
referee, time-keep
and score-keep
football games
Relationships,
methods of
communicating
with others,
demonstrating
empathy, motivation
methods
In the Skill Acquisition portion of this
unit:
Students will be
able to …
• identify the
stages of learning
that occur when
learning a new skill
• classify skills
based on their
characteristics
and the amount of
stimuli involved
• select a skill that
they wish to learn
• outline a SMART
goal for their skill
• create and carry
out daily plans for
their skill acquisition that include
drills and progressions they want to
try in that lesson
• evaluate the
success of their
plans based on
their progress each
session and modify the following
plans based on
their evaluations
• evaluate the
overall success of
their plans based
on their final performance of their
new skill
Effective communication
methods to maintain and
develop relationships
with others
Risk-taking and decision
making processes
Creating a training
plan, understanding energy systems
and how we can
tailor training
programs to meet/
enhance the needs
of our energy
systems. Fitness
principles, training
methods, fitness
testing.
Coping mechanisms for
communication skills. Skill
acquisition, and characteristics and classification
of skills
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Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Help others to succeed:
Students analyse
issues/barriers to
success
Interpret and use effectively modes of non-verbal communication
Students are able to interpret non-verbal cues
Exercise leadership and take on a
variety of roles within
groups:
Students actively
apply different styles
and take ownership
of their roles within
groups.
take on a variety of roles
within groups:
Students actively apply
different styles and take
ownership of their roles
within groups.
meaningful feedback:
Students provide
constructive process-specific feedback at appropriate
times
Keep a journal to record
reflections:
Students consistently
reflect using a journal
format
Evaluate and manage
risk:
Students analyse risks,
choose appropriate
responses and execute
a plan to minimise harm/
risk
Set goals that are
challenging and
realistic:
Students set
SMART goals for
long term/enduring
outcomes.
Apply skills and
knowledge in unfamiliar
situations:
Student consistently
apply complex skill and
knowledge in unfamiliar
situations
Plan strategies
and take action to
achieve personal
goals:
Students create
detailed action
plan that includes
different strategies
to achieve their
goals.
Identify obstacles and
challenges:
Students identify challenges and obstacles
faced by the wider
community
Practice empathy
Students are empathetic
without guidance
Identify obstacles and
challenges:
Students identify challenges and obstacles
faced by the wider community
Practise “bouncing
failures:
Students recognise how when
they are facing
they know work for
them.
Keep a journal to
record reflections:
Students consistently reflect using
a journal format
Students outline
ways that they will
communicate with
their team to either
share strategic concepts or to provide
encouragement
throughout games.
(KA)
Students will create a
2-3 minute group dance
routine and evaluate
their performance. (KA)
Students demonstrate
life-saving skills by
applying correct
poolside and in water
rescue techniques and
first aid procedures (KA)
Students create
and justify a plan
to meet their performance/fitness
goals.
DP Scaffold) (KA)
Students complete a short
them to identify different
modifications and considerations they would need
to apply when creating a
game or activity for a person with a disability. (KA)
MYP Criteria
include specific
strands
Criteria D (i)
Criteria B(i and ii)
Criteria B(i and ii)
Criteria C (i, ii, and iii)
Criteria B(i)
Criteria A (i and iii)
Criteria A (i and iii)
Students will be
assessed on the
skill execution and
their ability to apply
tactics and strategies
within game
situations. (KA)
Students perform their
dance routine in front of
the class. (KA)
Students will take a
short written exam that
assesses their problemsolving skills and their
understanding of the
rescue procedures
and strategies used in
familiar and unfamiliar
situations. (DP Scaffold)
(KA)
Students evaluate
the plans they created based on the
outcomes of their
program. (KA)
MYP Criteria
include specific
strands
Criteria C (i, ii, iii)
Criteria C (i, ii, iii)
Criteria A (ii)
Criteria B(ii)
Students select
and justify team
formations and
tactics they wish to
apply within their
teams. (KA)
Students analyse
their performance
so that they
can set SMART
goals and outline
strategies they will
use to help them
achieve their goals.
(KA)
MYP Criteria
include specific
strands
Criteria A (i and iii)
Criteria D (ii and iii)
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Energized Engaged Empowered
Unit Title
What is Science?
Force & Motion
Sorting & Grouping
Solid, liquid & gas
Magnets & Electricity
Unit narrative
Students learn
how to conduct
a scientific
investigation
through practicing
the individual steps
of the scientific
method. The main
goal of the unit is to
understand the role
the independent,
dependent
and controlled
variables play in
an investigation,
and how to plan
investigations to limit
the effect of bias and
error.
The goal of the unit
is to identify the
forces that act on
moving objects and
analyze the effect
these forces have
on the motion of
objects. Students
will investigate the
role of friction and
air resistance on the
speed of moving
objects.
Students will
explore the basic
organization of cells
as well as the needs
and requirements
of living things.
They will look at
the different ways
animals meet their
needs and how
these differences
are reflected in the
organization of the
animal kingdom.
Through the unit
they become familiar
with the use of
microscopes.
This unit focuses on
the building blocks of
matter and how their
behavior impacts
the properties of
different states of
matter. Students
will investigate the
relationship between
mass and volume
and the roles of heat
and temperature in
the phase changes of
water.
The goal of the unit is to
gain a basic understanding
of the relationship between
magnetism and electricity.
Students will investigate
the factors affecting the
conductivity of objects and
the processes that allow the
conversion of mechanical
energy to electricity and vice
versa.
Timeline
Aug -Sep
Oct - Dec
Jan - Feb
Mar - Apr
May - Jun
Key Concept
Systems
Systems
Relationships
Change
Change
Related
Concepts
Models,
Consequences
Movement,
Interaction, Models
Patterns, Evidence
Energy, Models
Interaction
Global Contexts
Scientific and technical innovation
Identities and
relationships
Identities and
relationships
Identities and relationships
Scientific and technical
innovation
Statement of Inquiry
A systematic approach to science
allows us to study
and model real life
problems.
Models allow us to
study movement and
interactions between
objects.
Based on patterns
and relationships we
can form systems of
classification.
We use models to
explain changes that
occur around us and
determine how the
world works.
Scientific innovation allows
us to harness natural phenomena.
Inquiry Questions
Debatable
Debatable
Debatable
Debatable
Debatable
Conceptual
Conceptual
Conceptual
How accurate and
valid are the results
of an investigation?
How can the knowledge and the skills
used in the scientific
method applied in
the study of other
subjects?
Factual
How do scientists
find evidence?
Do we need to
understand force
interactions?
How can friction be
both detrimental and
beneficial?
Factual
What evidence is
there that a force acted on an object?
Classification has
many limitations is it
useful?
Why do we sort
things?
Factual
How is everything
classified?
To what degree do
materials change their
basic structure when
they change states?
Conceptual
of?
Factual
How do the properties
of states of matter help
us to determine the
nature of the materials
around us?
Is modern life easier due to
technological invention?
Conceptual
How can we study something we cannot see?
Factual
How do magnets allow us to
convert energy?
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Energized Engaged Empowered
Course Content &
Subject Specific
Skills
Science in Society
• Understand the
role of scientific
innovation plays in
society (ex Newton’s
laws and calculus
revolution)
Scientific Method
• Explain the steps
of the scientific
method
• Understand the
how the method is
the outcome of an
investigation
• Differentiate
between scientific
observation, fact and
theory
• Limitations of
scientific models
Fair test, Bias
• Understand how
expectations affect
data gathering
• Define bias
• Explain the difference between blind
and double blind
experiments
Types of force
Define a force
• Differentiate between contact and
non contact forces
Balanced & unbalanced forces
• differentiate between balanced and
unbalanced forces
(qualitative)
Friction & Air resistance
• Understand the the
effect of friction on
moving objects
• Define air resistance as a contact
force
• Understand the
effect of surface area
shape and speed on
air resistance (qualitative)
Speed
• calculate speed of
a moving object
• determine speed
based on the gradient of a line in a
distance time graph
Why and How do we
sort things?
• Understand that
animals can be
grouped based on
their characteristics
Living and non-living
• List and apply the 3
requirements of all
living things
• List the 7 traits all
living things share
Levels of organisation
• Know the 7 levels
of classification of
living things
• Use binomial
nomenclature to
identify related
species
Parts of the cell
• Differentiate
between plant and
animal cells
• Differentiate between prokaryotic
and eukaryotic
cells
• Locate and label
parts of plant, animal, and prokaryotic cells
Use of the Microscope
• Know the parts of
the microscope
• Use a microscope
to focus on and
identify cellular
structures
• Know the basic
concept of magnification
Dichotomous keys
• Use and construct
dichotomous keys
based on characteristics of an
animal or plant
Matter
• define matter, structure of an atom (list 3
subatomic particles)
• distinguish between
molecule and atoms
• define an element
• differentiate between
weight and mas
Volume
• Calculate the volume
of a rectangular prism
• convert between ml, l
and cm3
• make volume measurements using a
• determine volume
of irregular solids by
displacement
Density
• Apply the formula
for density to calculate mass, volume or
density.
Concentration (simple
without mixtures)
• differentiate between
higher and lower concentrations qualitatively
Independent and
Dependent variables
• Differentiate
between independent, dependent and
controlled variables
• Assign the correct
axes to independent
and dependent
variables
Experimental design
• Designing a fair
experiment following the steps of the
scientific method.
Laboratory Skills
• Paraphrasing
• Measuring mass
using a TBB.
• Measuring length
• Making tables and
graphs
Properties of states of
matter
• Differentiate between
solid, liquid and gas
• Explain the properties
of each state based on
retention of shape and
volume
Temperature based on
speed of particles
• Understand how temperature is associated
with changes of state
Explaining changes of
state
• Understand the
change in the states
of matter in relation to
the arrangement of the
particles.
• Understand why the
change in arrangement
of particles with the
change in temperature (
speed of particles)
• Construct a Thermal
energy VS temperature
diagram during phase
change
• Explain why phave
change requires energy
(qualitative)
Static electricity
• Know that there are two
types of charge
• Understand what materials
are conductors and insulators
• Know that electrons
are transferred from one
object to another generating
charge separation
• Understand the concept of
grounding and charging by
induction
Resistance
• Explain resistance at the
molecular level
• Understand the relationship between current and
resistance
• Apply Ohm’s law to a basic series circuit containing
a single light bulb or resistor
Electric current
• Know and apply the 2
minimum requirements of a
circuit to diagram and construct a simple circuit
Magnetism
• Understand that the Earth
is a very large magnet with a
North and South pole
• Understand that all magnets have a north and south
pole
• Understand that opposite
poles are attracted to each
other and like poles repel
each other
The relationship between
magnetism and electricity
• Know that electric current
generates a magnetic field
and this can be used to
create and electromagnet
• Know that an electric motor uses the magnetic field
generated by an electric
current and a magnetic field
to generate force
Unit Test
(DP scaffold)
Unit Test
(DP scaffold) (KA)
Unit Test
(DP scaffold) (KA)
April Exam
(Criteria A & D)
(DP scaffold)
Unit Test
(DP scaffold)
MYP Criteria
A
A
A
A
A
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Energized Engaged Empowered
Students will design
a fair test which
controls all of the
relevant variables
related to a snail
race. They will learn
to collect data in a
table and construct
a graph of distance
and time to present
their findings
(DP scaffold) (KA)
Design a lab to investigate a factor influencing the amount of
friction on a ramp
(DP scaffold)
Design an
experiment to
Investigating the
effect of moisture
on mold growth (DP
scaffold) (KA)
Apply knowledge and
observations regarding
density to predict and
explain why certain
solid objects float and
certain solid objects
sink.
(DP scaffold test)
Construct and manipulate
one aspect of an electromagnet
(DP scaffold)
MYP Criteria
B, C
B
B
A, B
B
Students choose
one invention or
discovery that makes
modern airplanes,
space shuttles,
trains, or cars
possible and reflect
on how this invention
or innovation
has changed the
way this mode of
transportation works
or is used (KA)
Analyze and interpret
data to evaluate a
factor influencing
friction on a ramp
(DP scaffold)
Graph and describe
the impact water
has on the growth
it pertains to mold
colony amount
and mold colony
diameter. Students
will then explain their
results in the context
of the requirements
for life. (DP scaffold)
(KA)
Observe and graph
temperature changes
related to the change
from solid, liquid, and
gas of water
(DP scaffold) (KA)
Proposal - students will
solve the energy needs of
a fictional town based on a
given list of resources
MYP Criteria
D
C
C
C
D
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Energized Engaged Empowered
Unit Title
Newton’s laws &
Energy
Body Systems
Mangrove swamps
Pure Substances
Earth Moon & Beyond
Unit narrative
Students explore the
forces involved when
objects interact.
Students will perform
calculations of speed
and acceleration
and apply Newton’s
Laws of Motion to
everyday examples.
Students also
describe how
energy is transferred
between objects, as
it is not created or
destroyed.
Students investigate
the parts and
functions of the
major structures
of several body
systems; digestive,
circulatory and
respiratory systems.
They also explore
how these systems
are interconnected
and rely on the
effective function of
each one as people
move from resting to
intense exercise.
Students use the
local ecosystem of
mangroves to explore
how species in an
ecosystem interact
with each other and
depend on non-living
components, such
as sunlight, water
and oxygen.Students
also investigate the
species and how these
traits help them survive
in their environment.
Finally, they also
discover how nutrients
in the environment
are cycled between
living and nonliving
components.
Students use the
periodic table
to calculate the
atomic structure
of the first 20
elements. Students
also investigate
the components
of solutions and
investigate how to
apply separation
techniques, such
as evaporation,
filtration, decanting,
centrifuging and
magnetic separation.
Students investigate the history
of humans exploring space
through observations and the
They look at the structure,
composition and life cycle of
stars. Students also spend
time exploring the formation of
the solar system, distances in
space, the effect of the moon
on the Earth and eclipses.
Timeline
Aug - Oct
Oct - Dec
Jan - Feb
Mar - Apr
May - Jun
Key Concept
Change
Systems
Relationships
Systems
Systems
Related
Concepts
Energy,
Transformation
Form, Function
Interactions,
Consequences
Interaction, Models
Models, Patterns
Global Contexts
Identities and relationships
Identities and
relationships
Globalization and
sustainability
Scientific and technical innovation
Orientation in space and time
Statement of Inquiry
A transfer of energy
can cause change.
Understanding the
form and function of
systems is essential
for their manipulation.
Ecosystems are a
complex interaction
of co-dependent
relationships.
Models allow us to
predict complex
interactions.
Models allow us to comprehend abstract natural phenomenon.
Inquiry Questions
Factual
Factual
Factual
Factual
Factual
Conceptual
Conceptual
How do forces affect
our world?
How can we increase
efficiency?
Debatable
Is energy lost?
What are the needs
of a cell?
How do organ
systems meet our
needs?
Debatable
To what extent does
diet affect athletic
ability
What is the source of
energy for ecosystems?
Conceptual
How does biodiversity affect an ecosystem?
Debatable
Can human interference with the environment be positive?
What determines the
identity of elements?
What determines their
behavior?
Conceptual
What are the relationships within periods
and groups of the
periodic table?
Debatable
What is the structure of the
solar system?
Conceptual
What is the role of gravity in
our solar system?
Debatable
Is the search for Extraterrestrial
Intelligence a good investment
of our resources?
Will we continue to find
new elements expanding the periodic table?
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Energized Engaged Empowered
Course Content &
Subject Specific
Skills
How do objects
interact?
• Forces transfer energy between objects
• Define force
• Differentiate between contact and
non contact forces
Newton’s laws of
motion (speed, acceleration, balanced
unbalanced forces)
• Differentiate
between speed and
velocity
• Differentiate between balanced and
unbalanced forces
• Calculate acceleration based on initial,
final velocity and time
• anticipate whether
an object will accelerate based on
Newton’s first law
(qualitative)
• F=ma
• Calculate acceleration mass and force
based on Newton’s
2nd law
• Understand the
implications of
Newton’s 3rd law as
it relate to motion
Mechanical energy
Energy transfer
• Differentiate between Gravitational
Potential and Kinetic
energy
• Understand
Mechanical energy
in term of transfer
between potential,
kinetic and thermal.
• Calculate the velocity of an object based
on conservation of
energy
How is energy transferred and transformed
in different forms?
• Calculate the
transformation of
gravitational potential
energy into thermal
energy in falling
objects
• Explain the
potential form of
energy transfer due
to friction and air
resistance
• Understand the
requirements of a
closed systems
What are the needs
of a cell?
• Identify the needs
of cells?
• Understand the role
of glucose and oxygen in cell function
How do organ
systems meet our
needs?
• Understand that
breathing is a
physical process and
involves Inhalation
and exhalation of air
• Understand the
exchange of gases in
the lungs
• Understand the
transfer of Oxygen
gas from the lungs
to the cells of the
body. and the word
equation for cellular
respiration
• Know the four food
groups- Carbohydrates, fats, proteins,
fiber and their importance in the diet
• Understand the
importance of
Mechanical and
chemical digestion
of food - (The role of
the muscles in the
digestive system)
• Know where in the
digestive system
each of the main
food groups is chemically digested?
• Know the function
of the liver
• State the function
of the circulatory
system
• Know the main
components of blood
and their function
• Know the parts of a
human heart and the
circulation of blood
through the heart.
To what extent does
diet affect athletic
ability
• Identify elements of
a balanced diet and
its importance
Mangrove
• Identify the key features of mangrove
trees
• Evaluate why these
ecosystems are
important
• Outline some of the
major threats to the
mangroves locally
and globally
• Define what an
• Describe the 3
types of adaptations that organisms may possess
(with examples)
• Describe the major
mangroves have to
help them survive
in their harsh environment
Ecosystems and
Relationships
• distinguish between biotic and
abiotic factors of
an ecosystem
• Outline the differences and key features of food chains
and food webs
• Describe the
important role of
producers in an
ecosystem
• Use examples to
describe the 3
different symbiotic relationships
between species
Nutrient Cycles
• Briefly outline
the major steps
involved in the
carbon, nitrogen
and phosphorus
cycles
• Explain how compounds of carbon,
nitrogen and
phosphorus are exchanged between
animals and plants
and why each need
these compounds
to survive
Matter and the Atom
• Use kinetic theory
to explain the differences between
solids, liquids and
gases
• Outline how the
model of the atom
has changed from
Democritus through
to our current understanding
• Outline the 3 subatomic particles (relevant mass, charge
and structure)
• Use Bohr models to
draw atoms from the
first 20 elements
Periodic Table
• Identify that the
periodic table is arranged by increasing
atomic number
• Know that columns
are called groups
and rows are called
periods
• State the number of
protons, neutrons and
electrons for each of
the first 20 elements
when given the atomic number and mass
Solutions
• Distinguish between
elements, compounds and mixtures
• Identify a solvent
and solute
• Distinguish between
soluble, insoluble,
suspensions, sediments, colloids, and
emulsions
Separation
• Discuss basic separation techniques:
• evaporation
• filtration
• decanting
• distillation
• centrifuging
History of telescopes
• Understand the effect of the
invention of the telescope on
• Differentiate between refracting, reflecting and electromagnetic telescopes
Structure and composition of
Stars
• Describe the fusion of atoms
and the energy released by the
process
• Understand the interaction
between the mass and expansion due to fusion of a star
Life cycle of stars
• describe the process that
leads to to the formation of a
star form a nebula
• Understand the role of mass
in the length of a star’s life
• Identify possible
Formation and structure of the
solar system
• Describe the theory of the
formation of our solar system
• Provide supporting evidence
for the theory
Distances in space AU and
light year
• Describe a light year dn AU
in words
• Understand the relative space
in solar system and the Universe
Formation of the Moon
• Identify the most likely theory
for the formation of the moon
and justify it.
The effect of the Moon on
Earth
• Understand the cause of
tides
• Be able to predict the position of the moo based on tidal
activity
Eclipses
• Describe the position of
the Sun Earth and and moon
during partial and full eclipses
Space exploration
space exploration
• Outline the difficulties
surrounding further space
exploration (cost investment
VS return, time)
SETI
• Debate the necessity of the
program
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Energized Engaged Empowered
Design an
experiment to
Investigate the
factors affecting the
acceleration of an
object rolling down
a ramp (DP scaffold)
(KA)
Design and conduct
an investigation into
one factor that could
affect heart rate
(DP scaffold)
Written report
connecting
the qualitative
during the field trip
and the analysis of
Water Quality from
Can Gio (DP scaffold)
(KA)
Design an investigation to separate a
mixture
(DP scaffold)
Socratic seminar that will
allow students to debate the
necessity of the SETI program
or Future Space Exploration
MYP Criteria
B
B, C
C
B
D
The Olympic Training
Company (create a
training program that
of an olympic athlete)
(KA)
Forces in sports
poster, analyze how
the forces applied to
athlete have change
over time (KA)
Unit Test
(DP scaffold) (KA)
Write a method to
separate materials
after a fictional industrial accident
(DP scaffold)
MYP Criteria
D
D
A
B
Criterion C - Analyze
the factors that affect
the acceleration of a
ball down a ramp
(DP scaffold) (KA)
Unit Test
(DP scaffold) (KA)
Analyze the accuracy
and effectiveness of
the technique used to
separate mixtures
(DP scaffold) (KA)
MYP Criteria
C
A
C
Unit Test
(DP scaffold)
April Exam
(DP scaffold)
MYP Criteria
A
A, D
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Energized Engaged Empowered
Unit Title
Types of Reactions
Dynamic Earth
Metals
Indigenous Knowledge
Unit narrative
Through hands-on
activities, students
difference between
physical and
chemical change.
The structure of
the atom, how
atoms interact and
form molecules are
explored.
Various activities
will prompt students
to push their
understanding of
geologic time. They
explore the process
at work in the earth
and how they led
to the structure
of the continents
today. Students
approach these
concepts creatively
by constructing
an argument as to
whether or not a
person can reach the
centre of the earth.
Building on the first
unit, students will
revisit chemical
concepts and build
upon them by
balancing chemical
equations. This
unit builds in more
mathematical skills.
Students will apply
their understanding
of geologic time and
processes to learning
how life has changed
over that time. They
will explore how
how environmental
factors may favour
them or not.
Students choose
particular species
and explore how
we mimic it with
technology.
This unit allows students
to consider other sources
world. They will examine how
different groups of people
distinguish organisms, build
structures to ward off natural
disasters and use local sources for medicinal purposes.
Activities will prompt students
to analyse the consequences
of indigenous vs. non-indigenous uses of knowledge.
Timeline
Aug - Oct
Oct - Jan
Jan - Mar
Mar - Apr
May - Jun
Key Concept
Change
Change
Relationships
Change
Relationships
Related
Concepts
Evidence, Interaction,
Environment
Evidence,
Transformation,
Models
Evidence, Function,
Interaction
Form, Function, Evidence, Interaction
Models, Environment,
Interaction
Global Contexts
Globalisation and
Sustainability
Scientific and
technological
innovation
Science and
technological
innovation
Orientation in Space
and Time
Identity and Relationships
Statement of Inquiry
Chemical reactions
change the environment
Geological processes
have transformed our
earth into what we
see today
Scientific innovation
draws on evidence
provided by interactions of metals.
Species evolve their
form and function
over time to best
fit their changing
environment
Indigenous peoples have
relationships in their environment
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
What are the differences between elements, compounds
and molecules?
What are the
common chemical
reaction types?
Conceptual:
How do we know
when chemical
change has occurred?
Debatable:
Chemical reactions
have produced more
good results
How are the biosphere and the giosphere interrelated?
What processes
affect the shapes of
our continents?
Conceptual:
How can we learn
our earth?
How is the concept
of time important
the history of our
planet?
Debatable:
How reliable is evidence for the history
of our earth?
Is change good or
Can we use this
knowledge to predict
future geological
events?
What are the main
uses and properties
of metals?
Conceptual:
How do metals
differ? How do we
categorise metals?
Debateable:
Is the environmental
cost of extracting a
rare metal for your
mobile phone too
high?
What is the underlying reason for the
change in form and
function?
Conceptual:
How do organisms
change?
How do environments
change?
Debatable:
What is indigenous knowledge?
How many indigenous peoples
are there in the world?
Conceptual:
How do indigenous people
understand their world?
Debatable:
Can we use indigenous knowledge for our own purposes?
Do we value other world
views?
What evidence exists
for change in organisms over time?
Is adaptation a process or a result?
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Energized Engaged Empowered
Course Content &
Subject Specific
Skills
• Describe the differences between elements, compounds
and molecules.
• Understand how
models such as
Bohr diagram can
be used to show the
structure of atoms
• Identify and
explain the chemical reactions types:
synthesis, decomposition, single,
double displacement
and combustion
reactions, using symbols, equations, and
observable characteristics.
• Describe the differences between ionic
and covalent bonding in compounds.
• Apply models
to demonstrate
covalent and ionic
bonded molecules
• Name ionic and
covalent compounds
when given the
formula
• Balance simple
chemical equations
• Explain how the
surface and the
atmosphere of the
Earth are the result
of billions of years of
• Explain these
changes using the
model of the layers of
the earth
• Explain how
geological evidence,
such as the discoveries of fossils,
allow scientists to
construct models
to determine past
events
• Describe the difference between the
model of continental
drift with the current
model of plate tectonics
• Understand how
geological processes are explained
through the different
ways energy (heat)
can move.
• xplain how
evidence, such as
seismic waves,
enable scientists to
construct models of
geological movement
• Know that elements
are classified as
metals, non-metals
or metalloids based
on their properties
• Relate how metals
in the same group
of the Periodic
Table has the same
number of valence
electron thus they
exhibit similar properties
• Describe the properties of metals
such as reactivity and physical
properties (density,
malleability, conductor…)
• Explain the interactions between
atoms through
bondings: ionic,
covalent, and metallic bond
• Evaluate metals
appropriateness
for different uses
based on their
properties
• Know the differences between carnivores, omnivores and
herbivores
• Describe how different indigenous people live within their
local environments
• Distinguish between Indige• Identify a food chain nous knowledge and modern
and how the organscience knowledge systems.
isms interrelate
• Describe Indigenous knowl• Explain how enedge about food, medicine
vironments change
over time. This is tied
back with Dynamic
• Identify how Indigenous
Earth.
peoples use technology
• Describe the differences between structural, behavioural and
• Explain how
their environment.
This includes outline
the effect of natural
selection process
• Describe the
positive and negative
effects of man on the
ecosystem
Investigate the effect
of various factors
(eg temperature,
surface area, pH) on
the dissolution of
sugar in a solvent:
lab report
(DP scaffold) (KA)
Design and complete
an investigation that
tests one factor that
affects the size of a
crater. These factors
include either mass,
height or angle of the
asteroid: lab report
(DP scaffold) (KA)
Design and complete
an experiment that
investigates one
factor(temperature,
pH, salt
concentration) that
affects the rate of
corrosion of an iron
nail: lab report
(DP scaffold) (KA)
Design an experiment
that will allow you to
investigate one factor
that affects water loss
from plant leaves: lab
report
(DP scaffold)
Unit Test
(DP scaffold) (KA)
MYP Criteria
B, C
B
B, C
B
A
Present (poster/ film/
presentation) on any
significant chemical
reaction that has
changed the world
Write a persuasive
essay that argues
the idea of a person
reaching the centre
of the earth (KA)
Unit Test
(DP scaffold) (KA)
Investigate the
relationship between
types of beak and
food sources in bird
evolution - lab report
(DP scaffold)
Design an experiment to
determine what type of stones
could best be used for cooking: lab report
(DP scaffold)
MYP Criteria
D
D
A
C
B
Unit Test
(DP scaffold) (KA)
Unit Test
(DP scaffold) (KA)
Present an investigation of a specific
and describe how we
have mimicked that
Design an investigation the
effect of chamomile tea on
fungal growth - lab report
(DP scaffold)
MYP Criteria
A
A
D
B
April Test
(DP scaffold) (KA)
Present a museum display to
primary students that explores
one scientific interaction within
an indigenous culture
MYP Criteria
A
D
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Energized Engaged Empowered
Unit Title
Cells
Waves
Atoms & Molecules
Human Reproduction
Sports Science
Unit narrative
Students will explore
the science of cell
biology. They will
uncover the vital
building blocks that
compose all living
organisms. The study
of cells also reveals
the relatedness of all
forms of life.
Students will learn
of transverse and
longitudinal waves
and how wave
science is used in
communication
technology.
The unit focuses
on the structure
and properties of
chemical elements.
Students will gain
an understanding
of atomic chemistry
that will enable them
to make predictions
of chemical and
nuclear reactions.
human reproduction,
the menstrual cycle,
contraception and
transmitted disease. The
unit also includes an
evaluation of the bioethics
or artificial reproductive
technologies.
Students will uncover the
mechanisms that power
the human body. The unit
will culminate in an evaluation of who is the world’s
best athlete.
Timeline
Aug – Oct
Nov – Jan
Jan – Mar
Mar – Apr
Apr – Jun
Key Concept
Relationships
Communication
Change
Systems
Systems
Related
Concepts
Form, Function
Patterns, Energy
Patterns, Models
Consequences
Energy
Global Contexts
Identities and relationships
Scientific and
technical innovation
Scientific and
technical innovation
Identities and relationships
Identities and relationships
Statement of Inquiry
Understanding the
form and function
of biological cells
reveals how living
organisms are related
Understanding the
science of waves
has led to immense
progress in communication technology
Our model of the
structure of an atom
enables us to make
complex predictions
change
Our ability to influence
the human reproductive
system has many
consequences
The human body is a
mechanical system that
utilises energy to do work
Inquiry Questions
Factual
Factual
Factual
Factual
Factual
How and why do
cells multiply?
Conceptual
Why does an elephant have a small
surface: volume
ratio?
Debatable
How do we decide
whether something
is alive?
Can you murder a
robot?
What happens when
a wave refracts?
How does the human
eye work?
Conceptual
Are all waves the
same?
How can we cure
blindness?
Debatable
What is the structure
of a typical bacterial,
animal and plant
cell?
What is the most effective way to teach
the human eye?
What is inside an
atom?
What is an ion?
Conceptual
Why do chemical
equations need to be
balanced?
Why do elements
produce different
coloured flames?
What is fertilization?
What happens during the
menstrual cycle?
How does In Vitro Fertilization (IVF) happen?
How do different methods
of contraception work?
Conceptual
What criteria can be used
to evaluate different contraceptive strategies?
How do patterns of sexual
behaviour affect the risk
of exposure to STDs?
Debatable
Who should have access
to IVF treatment?
Should surrogacy be
legal?
What legal rights should a
human embryo have?
How do you calculate
efficiency?
How do you calculate
‘work’?
What is the relationship between work and
energy?
Conceptual
How do you choose the
right simple machine for
a job?
What simple machines
are common in the human
body?
Debatable
Who would you choose as
the ‘World’s Best Athlete’?
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Energized Engaged Empowered
Course Content &
Subject Specific
Skills
What is life?
• discuss the shared
characteristics of
living organisms
Microscopy
• calculate magnification from drawings
of cells
Cell theory
• outline the three
statements of cell
theory
• discuss the ways
in which scientists
worked to establish
cell theory
• evaluate cell theory
in light of known
exceptions
Cell structure
• describe the
structure of a typical
bacterial, animal and
plant cell
• compare prokaryotic and eukaryotic
cells
Cell cycle
• outline the process
of cell division by
mitosis (interphase,
prophase, metaphase, anaphase,
telophase)
• identify the phases
of mitosis from
photographs or living
specimens
• outline the cellular
basis for cancer
Movement in/ out of
cells
• define diffusion
explain the factors
that influence the
rate of diffusion
using the concept
of a concentration
• define osmosis
explain the importance of surface
area: volume ratio
in determining the
maximum size of
living cells
Respiration
• state the word
equations for aerobic
and anaerobic respiration
• compare aerobic
and anaerobic respiration
What is a wave?
• know that all waves
transfer energy and
not matter
• describe the reflection and refraction of
waves
• draw and label diagrams of transverse
and longitudinal
waves
• define a pulse as a
single disturbance in
a medium
• know that a medium is the material
that carries the wave
know that a mechanical wave is one that
requires a medium
Electromagnetic
• list common examples of parts of the
EM spectrum
• know that EM
radiation does not require a medium and
can therefore travel
through space
• know that EM
waves all travel at the
speed of light
know examples of
the uses and effects
of different types of
EM waves
• know that high frequency waves have
high energy
Sound waves
• know that the
amplitude of a sound
wave determines its
volume
• know that the
wavelength or
frequency of a sound
wave determines its
pitch
Reflection
• know that the angle
of incidence = angle
of reflection
• compare regular
and diffuse reflection
Refraction
• define refraction
describe how concave and convex
lenses affect light
Human Eye
• be able to label
a diagram of the
human eye including
the cornea, lens, iris,
pupil, retina, choroid,
sclera, optic nerve,
blind spot, vitreous
humour
e and time, given the
relevant equations
Periodic trends
• know the basic
structure of the
periodic table,
including groups,
periods, metals,
nonmetals, metalloids
• identify the common properties
from elements in
the same group of
the periodic table
Bonding
• Describe the differences between
ionic and covalent
bonding
• Use Bohr diagrams
to draw ionic and
covalently bonded
molecules
• Define isotopes
• Explain why isotopes decay
• Write equations for
for alpha and beta
decay
• Use examples to
explain how halflives are calculated
Quantitative chemistry
• Be able to come up
with simple formulas for compounds
with elements 1-20
and name them
• Be able to write
and balance a
simple chemical
equation
• Calculate the
Relative Molecular
Mass of molecules
when given the
periodic table
• Calculate the number of moles when
given a mass of an
element/molecule
• calculate the mass
when given number
of moles
• Calculate the mass
when given a mass
of reactant (grams
- moles - moles grams)
Human body
• describe the structure and function of the
parts of human male
and female reproductive
systems
• compare mitosis and
meiosis (mitosis involves
1 cell division resulting in
2 diploid cells, meiosis
involves 2 cell divisions
resulting in 4 haploid
cells, both involve DNA
replication)
Definitions
• define fertilization
• define implantation
Menstrual cycle
• outline the events of the
menstrual cycle
• describe the roles of
FSH, LH, estrogen & progesterone in controlling
the menstrual cycle
• define ovulation
• explain the biological
basis for the fertility
window
Pregnancy
• identify the sites of production and the roles of
progesterone during early
and late pregnancy
Newton’s laws
• state Newton’s 3 laws of
motion
• solve problems using
Newton’s laws
• show how Newton’s
second law relates to
momentum
Momentum
• define momentum
• calculate the force of
collisions
Energy transfer
• calculate kinetic energy
• define work
• calculate work done
• calculate power
Machines
• explain the workings of a
simple machine
Human body
• outline the structure of a
sarcomere
• describe the changes
that happen within a sarcomere in order to achieve
muscle contraction
• compare hinge joints
and ball and socket joints
• identify parts of the skeletal system that function
as simple machines
Contraception
• explain how a range
of contraceptive devices work to reduce the
chance of pregnancy, to
include hormonal, barrier,
IUD and surgical procedures
Sexually transmitted
disease
• identify sexual behaviour patterns that
increase the risk of exposure to STDs
• know a range of STDs,
including examples of
caused by viruses, bacteria, fungi, and invertebrates
• evaluate the effectiveness of a range of
contraceptive devices in
the prevention of STDs
Reproductive technologies
• outline the process of In
Vitro Fertilization (IVF)
• debate one aspect of
the social, ethical, moral,
political, or economic
consequences of IVF
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Energized Engaged Empowered
• know the functions of the lens, iris,
pupil, retina, choroid,
sclera, optic nerve
• be able to explain
how different types
of eye lenses (glasses) can be used to
correct the vision
of people with poor
eyesight
Calculations
• solve problems
using the formula:
speed = distance/
time
• perform calculations involving
speed, frequency,
wavelength, distance
and time, given the
relevant equations
Design an
experiment to
investigate one
factor that affects the
anaerobic respiration
in yeast cells (DP
scaffold) (KA)
Investigate one
factor that affects the
movement of a pulse
(DP scaffold) (KA)
Design an
investigation into one
factor that affects the
conductivity of an
ionic solution
(DP scaffold) (KA)
Participate in a Socratic
seminar to debate one
aspect of the use of
reproductive technology
(KA)
Investigate one factor that
in a sporting activity
(DP scaffold)
MYP Criteria
B
B, C
B
D
B, C
Conduct a laboratory
investigation into
osmosis
(DP scaffold) (KA)
Construct a presentation and a worksheet to guide Grade
3 students through a
dissection of an eye
(KA)
Evaluate the results
into one factor
that affects the
conductivity of an
ionic solution (DP
scaffold) (KA)
April Exam (Crit. A)
(DP scaffold)
Make a presentation to
‘World’s Best Athlete’
award (presentation, poster or film)
MYP Criteria
C
D
C
Participate in a
Socratic seminar to
debate the ethics of
murdering a robot
Unit Test
(DP scaffold) (KA)
Unit Test (Crit. A)
(DP scaffold) (KA)
MYP Criteria
D
A
A
Assessment 4
Unit Test (Crit. A)
(DP scaffold)
MYP criteria
A
D
Examination
Two hour examination on
all four criteria
KA
Unit Test (Crit. A)
(DP scaffold)
A
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Energized Engaged Empowered
Unit Title
Energy & Life
Bonding & Energetics
Physics of Energy
Forensics: Physics and
Chemistry
Forensics: DNA
Unit narrative
Students will learn
moves through living
systems. Students
will explore the how
plants capture the
sun’s energy and
convert it to sugars
required to sustain
all living things.
The unit will also
delve into the role of
respiration in all living
organisms.
Students will
continue their
study of energy
as it applies to
chemistry. Students
will learn how to
name chemical
compounds.
Students will also
bonds chemical
compounds form in
reactions. The unit
will finish up with
an introduction to
thermodynamics.
Students will finish
their exploration of
energy in the field of
physics. Students
will be introduced to
concepts involved
in static and current
electricity. Students
will also explore the
current impact of our
energy use on the
environment.
Students will explore the
application of Newton’s
laws as they apply to the
field of forensic science.
Students will also be
introduced to the physics
concepts of potential and
kinetic energy as well as
momentum.
Students will continue to
explore the field of forensic science as it impacts
on DNA. Students will
learn how DNA is replicated and how it is the blueprint of the cell. Students
will complete this unit with
an introduction to genetics
and inheritance.
Timeline
Aug- Sep
Oct
Nov - Dec
Jan - Mar
Apr - May
Key Concept
Systems
Change,
Relationships
Systems
Relationships
Related
Concepts
Energy,
Consequences
Energy, Interaction
Consequences
Energy
Global Contexts
Orientation in Space
and Time
Scientific and
Technical Innovation
Scientific and
Technical Innovation
Identities and Relationships
Scientific and Technical
Innovation
Statement of Inquiry
Students will understand the processes
of photosynthesis
and cellular respiration.
Students will learn
that a chemical
change involves a
transfer of energy.
Students will
understand the
implications of our
generation and use
of electricity for our
global environment,
Students will understand
the role of ballistics and
toxicology in solving
crimes
Students will learn the role
of DNA in solving crimes
as well as its role in life.
Inquiry Questions
Debatable
Debatable
Debatable
Debatable
Debatable
Do biofuels have a
sustainable application in society?
Factual
Are we solar powered?
What are the impacts
of human-built systems on photosynthesis and cellular
respiration?
Conceptual
How does a living
organism store
energy?
How does a living
organism retrieve
stored energy?
Does the current
model of the atom
explain all chemical
properties?
Factual
What is chemical
energy?
How are bonds and
intermolecular forces
different?
Conceptual
Do all chemical reactions release energy?
How does energy
flow between systems and surroundings?
How are bonds
formed and broken?
What do we do when
fossil fuels run out?
What are the limitations of alternate
energy sources?
Factual
What is the greenhouse effect?
What are alternative
methods of generating electricity?
Conceptual
What are enhanced
greenhouse effects?
How do we measure
electrical energy?
What is the most important technique for solving
a crime?
Factual
How is ballistics used in
forensics?
How is toxicology used in
forensics?
Conceptual
How do you solve a
murder?
In what way do cultural
beliefs encourage or
restrict the development
of gene technology?
Factual
Where is DNA, and what
does it look like?
Which technologies do we
employ to use DNA to our
benefit?
Conceptual
What are the roles of
haploid and diploid cells in
genetic inheritance?
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Energized Engaged Empowered
Course Content
Energy for life
• respiration (importance, reaction
equation, aerobic/
anaerobic)
• photosynthesis
(importance, outline,
role, factors affecting
rate)
• global warming
cycle, physics of
greenhouse effect,
future strategy on
global energy supply
Bonding
• Be able to distinguish between
covalent and ionic
bonding
• Know the difference between a bond
and an intermolecular
force
• Be able to write the
formulas for ionic and
covalent compounds
if given the names
and vice-versa
Energetics
• Be able to distinguish between
exothermic and
endothermic
• Know that all
reactions involve an
exchange of energy
between system and
surroundings
Thermal physics Physics
• specific heat
capacity, latent heat,
phase changes
• kinetic molecular
theory
• gas laws
Energy & Power
• world energy
sources, fossil
fuels, non-fossil fuel
sources, greenhouse effect, global
warming
Electricity
Momentum and collisions
Motion: Blood splatter
analysis
Projectile motion
• solve simple motion
problems
• Newton’s laws of motion
Chemistry
Kinetics
• Factors that affect rates
of reaction
• catalysts
Genetics
• know that DNA encodes
the genetic information of
a cell
• understand the concepts
of genes, alleles, genotypes, phenotypes
• be able to carry out a
monohybrid cross
• DNA profiling
• Blood groups
• Gel electrophoresis
Chromatography
Toxicology
• basic electrostatics: like charges
repel, unlike charges
attract
• Coulomb’s Law
• simple DC electric
circuits: series, parallel, Ohm’s law
Assessment 1
Design an experiment to investigate
one factor that
affects the rate of
photosynthesis
(DP Scaffold) (KA)
Investigate the
energy content of
different fuels
(DP Scaffold) (KA)
Write an essay to
discuss the best
option for energy
after we have used
up all of the fossil
fuels
Blood splatter analysis
(DP Scaffold) (KA)
Murder Mystery
(DP Scaffold)
MYP criteria
B
B, C
D
B, C
A, B, C
Assessment 2
Investigate one
factor that affects
the rate of yeast
respiration
(DP Scaffold) (KA)
Fossil fuel debate
(KA)
Unit Test (KA)
(DP Scaffold)
Create a presentation explaining a chemical that
can have both therapeutic
and harmful effects (KA)
Write an essay exploring
the use of DNA technology
MYP criteria
C
D
A
D
D
Assessment 3
Unit Test (KA)
(DP Scaffold)
Unit Test
(DP Scaffold)
April Exam
(DP Scaffold)
MYP criteria
A
A
A
ATL Skill Focus
Organizational skills
and attitudes
towards work
Information literacy
Problem solving and
thinking skills
Problem solving and
thinking skills
Communication
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Language Acquisition
Energized Engaged Empowered
Unit Title
Unit 1
Biography
Unit 2
Happiness of Kati
Novel Study
Unit 3
The Mechanics of
Poetry Or “What
go”?
Unit 4
Language of Creativity
(Drama scripts)
Unit 5
It’s a bird, it’s a plane, it’s
travel time!
(Travel Writing)
Unit narrative
Creating a life map
using symbols
and minimal text.
Interviewing and
being interviewed.
Researching
Thailand.
Creating a public
information flier
Exploring poetic
devices through
various poetic forms.
Reviewing parts of
speech and using a
thesaurus
theatre.
Learn theatre
terminology and
structure for setting out
a drama script.
Structuring a scene
Developing fluency with
Explore the format of informative Itineraries and develop a word bank of persuasive language to use when
writing a travel itinerary.
Timeline
Aug - Sep
Oct - Nov
Jan - Feb
Feb - Apr
May - Jun
Key Concept
Communication
Connections
Communication
Creativity
Communication
Related
Concepts
Structure
Empathy
Word Choice
Audience
Purpose
Conventions
Global Contexts
Identities and relationships
Identities and
relationships
Personal & cultural
expression
Personal & cultural
expression
Globalization &
Sustainability
Statement of Inquiry
Effective communication of others’
identities and relationships requires
logical structuring.
The bonds that we
develop as children
who we are as we
grow. (Our past casts
future)
Poetry allows us
to communicate
ideas and feelings
in a creative way,
the mechanics of
language.
Creative interpretation
of a script requires
an appreciation of
audience and purpose
we view and interact with
other cultures and encourages a deeper engagement
as internationally minded
citizens.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
What can I learn from
scripts?
Conceptual:
What are friends and
how do they shape
our perception of
others?
Conceptual:
What are the generic
structures of a biography?
Debateable:
What types of information do we include
to create identity?
How does the main
character Kati in the
novel “The Happiness of Kati”choose
to be happy despite
all the hardships she
faces?
Factial:
What does this
personal narrative
communicate?
Debateable:
How can I relate to
this narrative?
What are poetic
devices and how
do they enhance a
poem?
To What extent can
each individual’s
interpretation of a
poem differ?
Debateable:
Poetry is hard, “true
or false?”
Drama scripts how
to improve our use of
language.
Conceptual:
Drama scripts express
both language and
emotions
How are a character’s
emotions expressed in a
written script?
How do travel brochures
affect the choices we make
in holiday destinations?
What language is used to
communicate information
and to attract customers?
Debateable:
Are itineraries an effective
destination?
Debateable:
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Language Acquisition
Energized Engaged Empowered
Course Content
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct
• Use of third person
• Tenses, Past, present. present perfect
• Prepositions place,
time, manner &
reason
• Flier
• Narrative structures.
• Paraphrasing
• Conjunctions
• Simile
• Metaphor
• Onomatopoeia
• Alliteration
• Personification
• Assonance
• Script format,semi-colons, colons, parenthesis
• italics,
• Descriptive language
performance will allow
students to explore:
• language of the
theatre
• Explore drama scripts
as another form of
literature
• rehearse lines for
performance.
directions
• Practise and develop
speaking skills
• Experience performing
in front of an audience
• Reflect on the experience of drama performance
‘very…..
• synonyms for ‘nice
• Abbreviations of title,qualifications,job descriptions,business terms.
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
SSocial Skills.
Exchanging
thoughts, messages and information
effectively through
interaction
• Use appropriate
forms of writing for
different purposes
and audiences
Exchanging
thoughts, messages and information
effectively through
interaction
• Use appropriate
forms of writing for
different purposes
and audiences
using language to
gather and communicate information
• Paraphrase accurately and concisely
Communication
Skills.
meaningful feedback.
Exchanging thoughts,
messages and information effectively through
interaction
• Use a variety of
speaking techniques
to communicate with a
variety of audiences
Communication Skills..
• Use appropriate forms of
writing for different different
purposes and audiences
• Read a variety of sources
for information.
using language to
gather and communicate information
• Write for different
purposes
• Take effective notes
in class
• Organize and
depict information
logically
sources for information and pleasure.
using language to gather and communicate
information
sources for information
and for pleasure
Assessment 1
Write a biography of
a classmate based
on an interview and
visual image
(KA)
Give a presentation
on Thailand sharing
student knowledge
on Thai culture,
language, religion
and geography as
a background to
understanding of the
the novel “Happiness
of Kati?
(KA)
Write an anthology of
poetry demonstrating understanding
of poetic devices
including simile,
metaphor, personification, alliteration,
assonance.
(KA)
Present a performance
to an audience that
demonstrates students’
awareness of language,
timing, nuance of a play
(KA)
Produce a informative travel
Itinerary to a vacation destination that uses persuasive
language devices to encourage potential tourists.
MYP criteria
include specific
strands
Ai
Ciii, iv
Di, ii, iii
Bi
Cii
Di, ii
Ci, ii, iii, iv
Di, iii
Aii, iii
Bi, ii, iii
Cii, iii, iv
Di, ii, iii
Assessment 2
Interactive Oral
presentation of
a biography of a
classmate.
Create a new book
cover & Blurb for
The Happiness of
Kati. (KA)
Analyse a poem to
identify use of poetic
devices studied. (KA)
Write and perform a one
act play (KA)
View and listen to a travel
why you would like to go to
this destination (KA)
MYP criteria
include specific
strands
Ciii, iv
Di, ii, iii
Ciii, iv
Di, ii, iii
Bi, ii
Cii, iii
Di, ii, iii
Aii, iii
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Language Acquisition
Energized Engaged Empowered
Unit Title
Unit 1
Shipwrecked
(The Cay)
Unit 2
Parvana
Unit 3
Extreme Measures
Unit 4
Poetry In its many forms makes
for a rich study in culture.
Unit narrative
How can I look at myself
and others?
How do I think and act?
How can friendship
overcome barriers of
race, culture, age and
privilege? Explore cultural
barriers and how they can
be overcome.
In what ways can your
How would you define true
friendship?
Students will see from this
unit that, just as the author
needed to make careful
students must make careful choices about actions
that they take.
How can one’s actions affect
one’s life and the lives of
others? People may engage
in dangerous behaviour to get
what they want.
Students will read a wide variety
of poetry. They will produce their
own poetry anthology.
Key poetic Forms studied will
include:
Haiku, Rhyming couplets,
Cinquain, Diamante
Timeline
Aug - Sept
Oct - Dec
Jan - Mar
April - June
Key Concept
Communication
Culture
Creativity
Connections
Related
Concepts
Empathy
Point of View
Purpose
Conventions
Global Contexts
Identities and
relationships
Identities and Relationships
Personal and Cultural
Expression
Personal & Cultural Expression
Statement of Inquiry
Who we are and how we
see the world is shaped
by culture, relationships
and personality
Different cultures perceive
treatment of others in
different ways that could
and struggle
Some people will go to extreme
lengths in the creative pursuit
of their passions which we can
texts that are intended to educate the reader..
Poetry in its many forms creates
a form of expression that reflects
social and cultural expression
over time.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
How can friendship
overcome barriers of race,
culture age and privilege?
Conceptual:
How does my understanding of relationships
narrative?
Debateable:
To what extent can we
learn tolerance of other
cultures?
Course Content:
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
ATL Skill Focus
- skills that will be
explicitly taught,
and which students
will develop through
their inquiry
What does this text
communicate?
Conceptual:
How can I relate to this
text?
Debateable:
To what extent can a
personal text interest
someone else?
What are some extreme actions
some people have taken to
achieve their goals?
Conceptual:
How can one’s actions affect
one’s own life andthe lives of
others?
Debateable:
To what extent should people
be allowed to pursue their
passions?
1. Construct four paragraph essay.
2. Analyse the text.
3. Literary terms
4. Summary skills. paraphrasing, note taking,
putting material into your
own words.
1. Research background
to novel.
2. Create a persuasive
rights.
3. Respond to a visual
image with text.
1. Construct an informative text.
2. Develop an understanding of
the article “a”, “and” , “the”.
3. Create a piece of writing that
develops correct use of articles.
Communication Skills:
meaningful feedback
• Use intercultural
understanding to interpret
communication.
Communication skills:
• Interpret and use
effective modes of nonverbal communication.
using language to gather
and communicate
information.
comprehension.
Research Skills:
• Access information to be
informed.
• Present information in a variety
of formats & platforms.
What are some of the literary
devices used to create poetry?
Conceptual:
How does poetry convey meaning?
Debateable:
Are our greatest poets today’s
songwriters?
1. Create a variety poems in
different forms.
2. Express their understanding of
poetic forms.
3. Analyse a poem
Communication Skills:
feedback
• Use intercultural understanding
to interpret communication.
Creative Thinking Skills:
• Create original works and ideas.
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Language Acquisition
Energized Engaged Empowered
Write a four-paragraph
what life would be like on
a deserted tropical island
with one other person.
(KA)
Listen and Watch an
Interview with Malala (A
Pakistani girl who was
shot by the Taliban) and
respond to questions
based on the interview
(KA)
Interpretation of Oprah interview
with Lance Armstrong. (KA)
Students will read and analyse a
wide variety of poetry. They will
produce their own poetry anthology and record a selection of their
poems Key poetic devices covered: Haiku, Limerick, Traditional
Rhymed, Cinquain, Diamonte (KA)
MYP Criteria
include specific
strands
+ AERO standards
C. Communicating in response to spoken, visual
and written text.
Express ideas and feelings and communicate
information.
Communicate with a
sense of audience and
purpose.
A. Comprehending spoken and visual text.
1. Show understanding of
information , main ideas
and supporting details,
and draw conclusions in
familiar and some unfamiliar
iii. engage with the spoken
and visual text by identifying ideas, opinions and
attitudes and by making a
response to the text
A. Comprehending spoken and
visual text.
i. show understanding of
information, main ideas and
supporting details, and draw
conclusions in familiar and some
unfamiliar situations
iii. engage with the spoken and
visual text by identifying ideas,
opinions and attitudes and by
making a response to the text
B, C&D
Bi. Show understanding of information, main ideas and details.
D. Using language in
spoken and written form.
Write and speak using
a range of vocabulary,
grammatical structures
and conventions.
Organize information and
ideas and use a range of
cohesive devices.
C. Communicating in response to spoken, visual
and written text.
Express ideas and feelings
and communicate information.
Communicate with a
sense of audience and
purpose.
D. Using language in spoken and written form.
Write and speak using
a range of vocabulary,
grammatical structures
and conventions.
Organize information and
ideas and use a range of
cohesive devices.
C: Communicating in response
to spoken, written and visual
text
i. respond appropriately to spoken, written and visual text
iii. express ideas and feelings,
and communicate information i
iv. communicate with a sense of
audience and purpose.
Cii. Express ideas and feelings,
communicate information.
Di. Write and speak using a range
of vocabualary.
Dii. Organize information, use a
range of cohesive devices.
D: Using language in spoken
and written form
i. write and speak using a range
of vocabulary, grammatical
structures and conventions
ii. organize information and
ideas and use a range of basic
cohesive devices
iii. use language to suit the
context.
shipwrecked family. Respond to questions about
the text. (KA - B)
article on the background
of the famous National
Geographic photo titled
“Afghan Girl” (KA - B)
Write a biographical sketch
of a person who has gone to
extremes to attain something.
her actions?
(KA - C & D)
Oral poem analysis- students
choose a poem, annotate it and
then give an oral presentation to
the class.
(KA - C & D)
MYP Criteria
include specific
strands
+ AERO standards
B.Comprehending Written and visual text.
Show understanding of
information, main ideas
and supporting details
and draw conclusions.
Engage with the text
Engage with the text by
identifying ideas, opinions
and attitudes.
B.Comprehend written
and visual text.
Show understanding of
information, main ideas
and supporting details and
draw conclusions.
Engage with the text
Engage with the text by
identifying ideas, opinions
and attitudes.
C. Communicating in response
to spoken, visual and written
text.
Express ideas and feelings and
communicate information.
Communicate with a sense of
audience and purpose.
C. Communicating in response to spoken, visual
and written text.
Express ideas and feelings and communicate
information.
Communicate with a
sense of audience and
purpose.
C. Communicating in response to spoken, visual
and written text.
Express ideas and feelings
and communicate information.
Communicate with a
sense of audience and
purpose.
C: Communicating in response
to spoken, written and visual
text
i. respond appropriately to
spoken, written and visual text
in a range of familiar and some
unfamiliar situations
ii. interact in rehearsed and unrehearsed exchanges on a limited
variety of aspects within familiar
and some unfamiliar situations
iii. express ideas and feelings,
and communicate information
in familiar and some unfamiliar
situations
iv. communicate with a sense of
audience and purpose.
D. Using language in
spoken and written form.
Write and speak using
a range of vocabulary,
grammatical structures
and conventions.
Organize information and
ideas and use a range of
cohesive devices.
D. Using language spoken and written form.
Write and speak using
a range of vocabulary,
grammatical structures
and conventions.
Organize information and
ideas and use a range of
cohesive devices.
MYP Course Selection working V2_A4 Size_FULL.indd 51
D. Using language in spoken
and written form.
Write and speak using a range
of vocabulary, grammatical
structures and conventions.
Organize information and ideas
and use a range of cohesive
devices.
D: Using language in spoken
and written form
i. write and speak using a range
of vocabulary, grammatical
structures and conventions; when
speaking, use clear pronunciation
and intonation
iii. use language to suit the
context.
51
2/16/16 11:24 AM
Language Acquisition
Energized Engaged Empowered
Unit Title
Unit 1
Autobiography
“Boy” Roald Dahl
Unit 2
Survival of the
Fittest.
“Hatchet”
Unit 3
Environmental
Unit 4
Personal & Global Health.
Unit 5
The Media influences us
in many ways
Unit narrative
As part of this unit
the literary work by
Roald Dahl “Boy” as
a model to develop
their own research
into family history to
see how important
their family history
is in helping them to
understand who they
are.
The Unit will explore
the idea of cultural
background and the
meaning of a name.
Who am I and how
did I come to be
different to everyone
else?
In this unit students
“Hatchet” by
Gary Paulsen, a
tale of survival,
determination and
overcoming of the
odds. Students
will explore the
concept of how one
character discovers
how important it is
and grow from the
experiences that life
brings when one
least expects them.
The Environmental
is a unit of work
that is specifically
aimed at providing
students with the
opportunity to
produce work that
will be presented
to authentic
audiences.
Students will
produce an activity
that celebrates
Earth Week and
raise awareness of
the environment
through an activity
which explores
fashion through
a variety of
language forms;
visual, spoken,
music, sound,
performance.
Students will learn how the
choices they make affect
the environment and the
lives of others
Students will look at how
persuasive language is
used in the media and the
various devices that are
of view.
Respond to a
visual image and
express an opinion
Timeline
Aug - Sept
Oct - Dec
Jan - Feb
Feb - Apr
Apr - Jun
Key Concept
Creativity
Culture
Creativity
Communication
Communication
Related
Concepts
Word Choice
Empathy
Message
Point of view
Function
Global Contexts
Orientation in place
& time
Identities and
relationships
Globalization and
sustainability
Sustainability and fairness
Personal and cultural
expression
Statement of Inquiry
Creative stories
use word choice,
structure and point
of view to express
ideas, feelings, and
values.
Students will explore
the ways in which
the main character’s
connection with his
environment and situations influence his
decision-making and
his ability to survive.
Raising awareness
of environmental
Issues may require
fresh and creative
(divergent) ways
of thinking and
the ability to use
language.
Our health choices affect us
personally, but also affect
the world around us.
Persuasive texts, for
example in marketing and
politics, use language
intended to influence our
behaviour and decisions
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What do we know
history?
How does family
history shape who
we are?
Debateable:
Can our personal
stories be interesting
What choices does
Brian make in order
to survive
How does Brian’s
choices enable him
to survive?
Debateable:
Do Brian’s experiences change him for
the better?
What are the
features of a
successful fashion
How can we use language
to seek, understand and
process information?
Conceptual:
Conceptual:
How can I be competent in presenting myself with a
message?
Debateable:
Can I change the
way people think
How can we use language
to motivate and influence
others?
Debateable:
Is it our responsibility to
educate and inform others
in life?
What is the purpose of
Conceptual:
behavior?
Debateable:
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Language Acquisition
Energized Engaged Empowered
Course Content
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct
• Use of third person
• Tenses, Past, present. present perfect
• Prepositions place,
time, manner &
reason
• Flier
• Narrative structures.
• Paraphrasing
• Conjunctions
• Simile
• Metaphor
• Onomatopoeia
• Alliteration
• Personification
• Assonance
• Script format,semi-colons,
colons, parenthesis
• italics,
• Descriptive language
Scripts reading and performance will allow students to
explore:
• language of the theatre
• Explore drama scripts as
another form of literature
• rehearse lines for performance.
• Practise and develop
speaking skills
• Experience performing in
front of an audience
• Reflect on the experience
of drama performance
‘very…..
• synonyms for ‘nice
• Abbreviations of
ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Communication
Skills:
• Use appropriate
forms of writing for
different purposes
and audiences.
Communication
Skills:
• Use appropriate
forms of writing for
different purposes
and audiences.
for comprehension.
for comprehension.
• Organize information logically.
• Write for different
purposes.
Self-management
Skills:
• Plan short - long
term assignments:
• Create plans to
prepare for summative assessments.
• Bring necessary supplies and
equipment to class
Communication:
language to gather and
communicate information.
• Exchange thoughts.
messages and information
effectively through interactions
Social Skills:
• Work effectively with
others
Self Management:
effectively
Research Skills:
• Finding, interpreting, judging & creating information
Communication Skills:
• Use intercultural understanding to interpret
communication
• Use appropriate forms
of writing
• Use a variety of media
to communicate.
• Interprete and use
modes of non verbal communication.
Social Skills:
• Listen actively to other
perspectives and ideas.
• Give and recieve meaningful feedback
• Research Skills:
Demonstrate awareness
of media interpretations
of events and ideas.
• Make inferences &
draw conclusions.
Communication
Skills:
• Use appropriate
forms of writing for
different purposes
and audiences.
• Write for different
purposes.
• Organize information logically.
• Use a variety of speaking
techniques to
communicate
with a variety of
audiences
Thinking Skills:
• Recognise unstated
assumptions and bias
• Draw reasonable
conclusions and generalizations
Assessment 1
and parents. Where
did they come
from? Where did
they meet? Where
did they live? What
important events
happened in their
lives? (KA)
What do we learn
Produce an interview
or TV show that will
demonstrate your
knowledge of the
text. (KA)
Respond to a
visual image
that contains an
environmental
message. (KA)
Oral Presentation of Personal choices and their impact
on global issues. (KA )
Students will write a
persuasive feature article,
which demonstrates their
knowledge of persuasive
devices. (KA )
MYP criteria
include specific
strands
+ AERO standards
Ciii, Di
Ciii, Dii
Ai
Ciii, Dii.
Ciii, Dii
Assessment 2
Describe a place or
event that is special
to you. What did it
look like, taste like,
smell like? (KA)
Write a structured
letter detailing your
own real or imaginary
Prepare and
present an oral
to an authentic
audience.
The Journey of a Banana.
Students choose a favourite
of that food from organic
source to the students
dinner table. (KA)
Respond to a selection of
that use persuasive language and images. (KA)
MYP criteria
include specific
strands
+ AERO standards
Ciii, Di
Ciii, Dii
Di
Ai, Ciii, Dii
Aii, iii
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Language Acquisition
Energized Engaged Empowered
Unit Title
Unit 1
Storytelling, World Myths
and Folktales
Unit 2
Happiness is…
Unit 3
Forrest Gump: History versus
Hollywood
Unit 4
“The Heaven Shop”
Unit Narrative:
topics, disciplinary
knowledge, factual
information
Discover the essential
elements of a short story
using Voices in the Park
by Anthony Brown (book
and interactive video)
Discuss various definitions
of personal happiness and
the pursuit thereof
Watch the movie, Forrest Gump
Research the setting of Malawi
Research the social and political
issues in America in the era in
which it was set.
Explore the ideas of
perspective and oral
storytelling through the
study of Riki Tiki Tavi by
Rudyard Kipling (Book
and animated video)
myths and folktales to
discover common themes
and archetypes and what
stories tell us about expected behaviour, gender
roles, stereotypes etc
Explore the concept of
utopia and the needs of
the individual versus those
of society
Review the introduction to
the UN World Happiness
Giver, Lois Lowry
Deliver a persuasive speech
Write a movie review
Learn a number of idioms
education.
Visit a shelter for HIV-positive
children
Create an information booklet
on HIV/AIDS for peers
Write a proposal for a new Service Group Network project
Collaborate to agree the
criteria required to create a
blueprint for a happy society and how to describe it
symbolically and in writing
Timeline
Aug - Oct
Nov - Dec
Jan - Mar
Apr - Jun
Key Concept
Connections
Creativity
Culture
Communication
Related
Concepts
Context, meaning, purpose
Point of view, meaning
Persuasion, point of view
Empathy, message
Global Contexts
Orientation in time and
space
Personal and cultural
expression
Identities and relationships
Fairness and development
Statement of Inquiry
Storytelling is universal and timeless and
connects all of humanity
regardless of cultural
context.
The concept of happiness
is open to personal and
cultural interpretation and
expression.
Understanding people and events
is most effective when examined
in social, political and cultural
contexts
Communication of the facts
can dispel misconceptions and
lead to a more empathetic and
inclusive society.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
What are some elements
common to myths around
the world?
Conceptual:
In what ways could storytelling be said to be an
essential component of all
cultures?
What can traditional stories teach us?
Debateable:
In what ways does storytelling continue to play a
vital part in today’s hightech, modern world?
How can we contribute to
our own happiness?
Conceptual:
What is happiness?
Debateable:
“...the greater part of our
misery or unhappiness
is determined not by our
circumstance but by our
disposition.” To what extent is this statement true?
Happiness cannot “be
traveled to, owned,
earned, worn or consumed”? What are the
arguments for and against
such a point of view?
How do we distinguish between
historical “fact” and historical
fiction?
Conceptual:
To what extent do the socio-economic and political times into
which we are born determine who
we are?
Debateable:
How does historical fiction help
us discover ‘’the truth’’ about a
period in history?
How is HIV/AIDS transmitted?
How does HIV/AIDS
impact individuals, families and
communities differently?
Conceptual:
How do societal behaviours and
attitudes affect social justice?
Debateable:
What is the impact of stereotypes and myths on social
justice?
To what extent can the
happiness of society be
legislated for?
Course Content:
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
• Paraphrasing
• Develop oral storytelling
skills
• Write a diary entry: register, format etc
• Create a mission statement
• Idioms
• Writing and delivering a persuasive speech: register, structure
etc
• Writing a movie review
• Information brochure: format,
graphics, font etc
• Write a proposal for a GIN
group
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Language Acquisition
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught,
and which students
will develop through
their inquiry
Communication skills:
- Use a range of speaking
skills to communicate
with a variety of
audiences;
Creative thinking skills:
- Use existing works and
ideas in new ways.
Creative thinking skills:
- Create original works
and ideas
Communications skills:
- Use appropriate forms of
writing for different purposes and
audience
Social skills:
- Practise empathy
Critical Thinking skills:
- Interpret data
Information literacy
- Access information to be
informed and inform others
Rewrite the story of
Rikki Tikki Tavi from the
perspective of one of the
other characters
the happiest day of your
life.
Write a review of the movie,
Forrest Gump
Create a HIV/AIDS factsheet/
brochure for secondary school
students
MYP Criteria
include specific
strands
C(i, iii, iv),
D
C (i, iii, iv),
D
A
C (i, iii, iv),
D
B
C (i, iii, iv),
D
Give a PowerPoint presentation on the creation myth
Create a blueprint for a
perfect society including
mission, motto and rules
Prepare a persuasive speech on
one of the issues arising from the
movie
Plan an ISHCMC HIV/AIDS
awareness service group
MYP Criteria
include specific
strands
+ AERO standards
B
C
D
B
C
D
A
C
D
A
C
D
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Language Acquisition
Energized Engaged Empowered
Unit Title
Unit 1
Holocaust
Unit 2
Prometheus
Unit 3
News Articles
Unit 4
Thoughts on Food
Unit Narrative:
topics, disciplinary
knowledge, factual
information
Boy in the Striped
Pyjamas’’ and explore
the ideas of racism and
genocide.
novel ‘’Frankenstein’’ and
also view the film ‘’Edward
Scissorhands’’ to explore how
people relate to others who
are somehow different.
news articles, study their
formats and write their own
news article.
Students will look at fast food
restaurants and see the economic and environmental effects of
transportation and consumerism.
Students will make connections to
global issues with a focus on coffee, the idea of fair trade and how
they are personally contributing to
these issues.
How should we remember past crimes against
humanity?
What social responsibility
do we have to prevent
future crimes against
humanity?
Timeline
Aug - Sept
Oct - Dec
Jan - Mar
April - Jun
Key Concept
Culture
Culture
Communication
Connections
Related
Concepts
Empathy
Point of view
Conventions
Purpose
Global Contexts
Identities and
relationships
Identities and relationships
Personal and Cultural
Expression
Globalization and Sustainability
Statement of Inquiry
To remain silent in the
face of injustice is the
greatest crime.
Stories of creation from
cultures around the world can
share many similarities.
News articles generally have
a distinct format and are
expected to contain certain
information..
Fast food is a global business
that affects many people in many
different ways.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
Conceptual:
What does this personal
narrative communicate?
How can I relate to this
narrative?
Debateable:
To what extent can my
personal narrative interest
someone?
What are the elements of
science fiction?
How does the concept of Prometheus change over time?
Debateable:
To what extent should people
meddle with nature?
What are the 5 W’s of a
newspaper report?
How can different reports
provide differing perspectives of the same event?.
Debateable:
Should we assume that
all newspaper reports are
accurate and reliable?
1.How can we use language to
seek, understand and process
information?
2. How can we determine the
global impact of the choices we
make in our lives?
Conceptual:
1.How can we use langauge to
motivate and influence others?
2.How can we inform others of
the significance of their own personal health choices?
Debateable:
Is it our responsibility to educate
and inform others about their own
personal choices in life?
Course Content:
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
Journal Writing
• past tense
• comparative
Response to Issue
• Tone
• Register
• Word choice(connotation of words)
• comparative
• identifying stereotypes
• film analysis
How to write a film review
• credits
• plot
• characters
• conclusion
• opinion
Elements of a graphic novel
• visuals and text
• speech bubbles
• forma
Elements of a news story
• 5 Ws
• fact vs opinion
• bylines
• captions
• sections of a newspaper
• quotations
• reported speech
Construct a formal letter.
• letter format
• conventions
• register
analyse information presented in a
documentary
(Black Gold)
• note taking
• point of view
• bias
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Language Acquisition
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught,
and which students
will develop through
their inquiry
B. Comprehending written
and visual text
• iii. engage with the
written and visual text by
identifying ideas, opinions
and attitudes and by
making a response to the
text based on personal
experiences and opinions.
C: Communicating in
response to spoken,
written and visual text
• i. respond appropriately
to spoken, written and
visual text in a range
of familiar and some
unfamiliar situations
• i. respond appropriately
to spoken, written and
visual text in a range of
familiar and unfamiliar
situations
• iii. express ideas
and feelings, and
communicate information
in simple and complex
texts in familiar and
unfamiliar situations
Social
. Collaborative skills
Self Management
. Organizational Skills
A: Comprehending spoken
and visual text
• iii. engage with the spoken
and visual text by identifying
ideas, opinions and attitudes
and by making a response to
the text based on personal
experiences and opinions.
• iii. engage with the spoken
and visual text by identifying
ideas, opinions and attitudes
and by making a response to
the text based on personal
experiences and opinions.
B: Comprehending written
and visual text
• iii. engage with the written
and visual text by identifying
ideas, opinions and attitudes
and by making a response to
the text based on personal
experiences and opinions.
C: Communicating in
response to spoken, written
and visual text
• iii. express ideas and
feelings, and communicate
information in familiar and
some unfamiliar situations
• iv. communicate with
a sense of audience and
purpose.
D: Using language in spoken
and written form
• i. write and speak using
a range of vocabulary,
grammatical structures and
conventions; when speaking,
use clear pronunciation and
intonation
• i. write and speak using
a range of vocabulary,
grammatical structures and
conventions.
B. Comprehending written
and visual text
• iii. engage with the written
and visual text by identifying
ideas, opinions and attitudes
and by making a response
to the text based on
personal experiences and
opinions.
C: Communicating in
response to spoken, written
and visual text
• i. respond appropriately
to spoken, written and
visual text in a range of
familiar and some unfamiliar
situations
• i. respond appropriately
to spoken, written and visual
text in a range of familiar
and unfamiliar situations
B: Comprehending written and
visual text
• i. construct meaning by
identifying stated and implied
information, main ideas and
supporting details, and draw
conclusions
• ii. interpret basic conventions
including aspects of format and
style, and author’s purpose for
writing
• iii. engage with the written and
visual text by identifying ideas,
opinions and attitudes and by
making a response to the text
based on personal experiences
and opinions.
C: Communicating in response to
spoken, written and visual text
• i. respond appropriately to
spoken, written and visual text in
a range of familiar and unfamiliar
situations
• ii. engage in rehearsed and
unrehearsed exchanges to share
ideas on topics of personal and
global significance
• iii. express ideas and feelings,
and communicate information
in simple and complex texts in
familiar and unfamiliar situations
• iv. communicate with a sense of
audience and purpose.
D: Using language in spoken and
written form
• i. write and speak using a
range of vocabulary, grammatical
structures and conventions; when
speaking, use clear pronunciation
and intonation
• ii. organize information and
ideas into a structured text; use a
wide range of cohesive devices
• iii. use language to suit the
context.
Preparing a response to
an issue
Choose one of the following:
1.What do you think
makes people hate members of a specific group?
or
2. Why do you think some
people stand by not helping others in need?
(KA -)
In the Graphic Novel Victor
Frankenstein is playing God
by creating his monster.
Respond to this statement
of the story.
(KA )
Write a news article based
on a slide show of a traffic
accident and fire
Teacher acts a as an
eyewitness.
(KA)
Write a formal business letter to a
large company asking for clarification of an issue decided by the
student.
(KA )
MYP Criteria
include specific
strands
Ci, iii, iv
Dii, iii
Ci, ii, iii, iv
Di, ii, iii
Ai, ii, iii
Ci, ii, iii, iv
Di, ii
We know how life is for
Bruno and his father.
Speculate and write a
journal entry from the eyes
of Bruno’s mother.
Edward Scissorhands
Write 200-250 words (phase
4) or 300-400 words (phase 5)
on ONE
of the following:
(KA )
Review a News Article
Find a news article to
review as explained in the
Powerpoint and in class
(show me the article!). The
Powerpoint is available on
Firefly.
( KA )
Blackgold
Video and comprehension questions.
(KA)
MYP Criteria
include specific
strands
+ AERO standards
Ci, ii, iii, iv
Dii, iii
Ai
Ci, ii, iii, iv
Di, ii, iii
Bi, ii, iii
Ai, ii, iii
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Languages Other
Than English
Energized Engaged Empowered
Unit Title
Personal
information
Everyday life
Our surroundings
City services
Leisure
Unit Narrative
topics, disciplinary
knowledge, factual
information
Exchange greetings
simple questions
place of abode,
nationality, family
and pets.
routine, school
timetable and school
facilities. Give your
opinions of school
subjects.
Describe the
geographical location
and climate of
Saigon. Outline its
main landmarks,
monuments, services
and leisure facilities.
Identify a number of
specialist shops and
some of the items
bought there. State
different ways of
shopping including
online.
• Sports
• Other leisure activities
• Clubs and teams
• Musical instruments
• Since/For (length of time)
Timeline
Aug - Sep
Oct - Nov
Dec - Feb
Mar - Apr
May - Jun
Key Concept
Connections
Culture
Communication
Culture
Creativity
Related
Concepts
Context,
conventions,
purpose
Structure, patterns
Audience,
message
Conventions, function
Expression, interaction,
forms
Global Contexts
Identities and relationships
Orientation in time
and space
Orientation in time
and space
Identities and relationships
Personal and cultural
expression
Statement of Inquiry
Understanding
cultural context,
norms and rules
helps us make connections and form
relationships with
those within another
community.
The structure and
patterns of daily life
demonstrate the
interconnectedness
of, and relationship
between, individuals
and societies.
Effective communication of a
persuasive message
environment requires
the use of written,
spoken and nonverbal language and an
appreciation of one’s
audience.
How and where we
shop can be dependent
on the culture in which
we live as well as on
our personal beliefs and
preferences and is one
of the ways in which
we interact within our
community.
Leisure activities are a form
of self-expression as well
as a means of developing
our creativity in order to
relate to, and interact with,
the world..
Inquiry Questions
Factual: How
Factual: In what
Factual : What are
Factual:What
Factual: Is language
learning a creative activity?
can we effectively
introduce ourselves
to, and connect with,
those of another cultural community?
ways is my daily
routine similar to, and
different from, that
of my counterparts’
overseas?
Conceptual: How Conceptual: How
do we become part
of a community?
important is daily
routine?
Debatable: Lan-
Debatable: How
guage is the most
important means of
communicating with
new people.
important is daily
routine?
• gender
• number
• possessive adjectives (1st & 2nd ps)
• definite and indefinite articles
• cardinal numbers
• interrogatives
• personal pronouns
• relative pronouns
• -ER verbs (present
tense)
• avoir & etre/ser &
estar
Conceptual:
Where we live has a
profound effect on
who we are and how
we think.
How do past experiences affect our
perception of our
current environment?
shopping options are
available to us in contemporary society?
Conceptual:To what
extent is shopping a
social activity?
Debateable:Is shopping in smaller, independent stores a more
pleasurable experience
than shopping in a supermarket or online?
Conceptual: How im-
portant is leisure time in our
day-to-day lives?
Debateable: Are creative
leisure activities more important than passive ones?
Debatable: What
Is it possible to feel
equally at home in
more than one cultural community?
Subject Specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct
of living in HCMC
and the surrounding
area?
are the features of
a desirable environment in which to
live?
• indefinite pronouns
• superlatives
• -IR verbs (present
tense)
• (autre, chaque,
quelques)
• connectives of
consequence (donc,
alors)
• irregular present
tense verbs (aller,
faire)
number)
• comparatives
• further possessive
and time
combien
• chronological connectives
• negation (ne...pas/
plus)
• partitive article
• ordinal numbers
• interrogative
• -RE verbs (present
tense)
• quantities
• directions (right/left)
• indefinite pronouns
(probablement, peutetre)
• Present tense regular and
irregular.
• Prepositions with articles.
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Languages Other
Than English
Energized Engaged Empowered
Subject Specific
skills
(Mandarin)
• noun with numbers
and measure words
•Verb, negative form
•Verb：Be (是)
• numbers
• Estimate 概

Nearly (几、多、来、

• measure words
match nouns
• Personal Pronouns
• Demonstrative
• Interrogative pronoun

(很，太，更，非常，

• Modal particle 语气

• Basic orders of a
sentence 基本语序
• Plural 复数的三种方

or ‘全’)
• Half
• Time
• Range 范围：Both,
All, All together (都，

• Negative 表示否

(不，没（有），别，

• Estimate 估计：Maybe, Might, Could
(大概，也（或）许，

• Passive 被动：Let,
Be done (叫，让，被)
• Interrogative sentence 疑问句
• Verb：Be, Have,
At/On/In (是、有、在)
• Ordinal word序词
• Question with How
much( ‘几’and ‘多

•measure words
match nouns
• Demonstrative 指

• Interrogative pronouns 疑问代词
• Question：How
much, How many,
How (多（少），什（

• Time/location/
direction: At, On,
From… (在，从，

• Declarative sentence 陈述句
• Auxiliaries 助动词
negative form
• Estimate 概数：Few,

• measure words match
nouns
• Money
• Negative：No, not,
Don’t (不，没（有），

• Time/location/direction：在，从，向，往
• Passive 被动：叫，

• Choice：或者
• Structural particle 结构

• Transitive verb 带宾语的

• Ordinal word 序词 第
• Time
• Range 表示范围：都，

• Estimate 估计：Maybe,

• Structural particle 结构助

• Call someone 呼唤：Hi (

• response 答应：Ai (哎)
• surprise 惊叹：Ai Ya (哎

•phrases关联词：Both…
and…, While… ,Not only…
but also…, or…, (又…又；

ATL Skill Focus
- skills that will be
explicitly taught, and
which students will
develop through their
inquiry
Alternative thinking
skills :
Organisation skills :
Transfer skills :
Transfer skills :
Creative thinking skills :
Managing time and
1. Apply skills and
knowledge in unfamiliar situations.
2. Inquire in different
contexts to gain a
different perspective
on ‘service’.
3. Combine knowledge, understanding
and skills to create
product or solutions.
4. Change the
context of an inquiry
to gain different
perspectives.
3. Apply skills and
knowledge in unfamiliar
situations.
4. Inquire in different
contexts to gain a
different perspective on
‘service’.
3. Combine knowledge,
understanding and skills
to create product or
solutions.
4. Change the context
of an inquiry to gain
different perspectives.
a. Create original works and
ideas; use existing works
and ideas in new ways.
b. Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
in the target language.
Assessment 1
on a picture of your
favourite icon and
KA Summarize in
day in school and
a. What was positive
b. reflect how you
day better
writing an article for
ISHCMC newspaper that describes
a historical town of
the target language
country.
KA Summarize in writing your understanding
what an urban and a
rural area can offer, your
writing should be based
on 3 or 4 sources chosen from the internet.
KA create a visual brochure
hated holiday destination or
leisure activities and justify
MYP criteria
include specific
strands
Ci, Di
Ci, Di
Biii, Ci, Di
Ci, Di
Aiii, Ci, Di
Assessment 2
KA Write a short
150 words analyzing
personalities.
based on a famous
person and summarize a reflection the
difference between
you and the famous
personality.
KA Summarize in
writing a historic
documentary on Saigon and reenact in
target language, the
history of Saigon by
choosing any event
KA write a conversation between a client
and a shopkeeper on a
local products.
KA create a digital story
book in 350 -400 words
that reflects our leisure
activities.
MYP criteria
include specific
strands
Ci, Di
Biii
Ciii, Di
Ci, Di
Ci, Di
a. Use brainstorming
and visual diagrams
to generate new
ideas and inquiries
b. Consider multiple alternatives,
including those that
might be unlikely or
impossible.
c. Create novel
solutions to authentic
problems.
• Create plans to
prepare for summative assessments
(examinations and
performances)
• Set goals that are
challenging and
realistic
• Plan strategies
and take action to
achieve personal and
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Languages Other
Than English
Energized Engaged Empowered
Unit Title
Caring, principled and
reflective
Expressing the self in a
society
Cultural festivals
A world to discover
Unit Narrative
topics, disciplinary
knowledge, factual
information
• Reflection on self: past,
present and future
• Future and career plans
• Family issues
• Difference opinions
between the current and
previous generation
• Activities of ISHCMC
Gin group
• Contribution from personalities Mother Teresa,
Jet Li, and Angelina Jolie
• Likes and dislikes of self
• Individual emotions and
feelings
• Situations and problems
of society
• Documentaries that
showcase real life challenges
• Power of media : fair and
unfair information
• Festivals and celebrations
• understanding meanings
dances and music with
modern dances and music.
• Discovering cultural
activities
• Effects of fanatic celebrations
• Modern approaches to
celebration.
• Understanding and giving directions
• Booking or reserving a hotel
• Explore different opportunities in Ho
Chi Minh city
• Colonisation
Timeline
Aug - Oct
Nov - Jan
Feb - Apr
May-Jun
Key Concept
Connection
Connection
Culture
Culture
Related
Concepts
Message, meaning
Conventions, audience,
word choice
Conventions
Conventions, purpose
Global Contexts
Identities and
relationships
Personal and cultural
experience
Orientation in time and
space
Orientation in time and space
Statement of Inquiry
Individual identities are
built on the basis of relationships that helps us
to reflect our meaningful
actions towards
Intentions and feelings
are expressed through the
type of words chosen
Seeing cultural differences in festivals around the
world helps us to develop
empathy
Language gives me the chance to
discover the world
Inquiry Questions
Factual: Why do we
Factual: What is opin-
Factual: What is festival?
Factual:
Conceptual: How does
Conceptual: How
care? What is ethical
behaviour?
Conceptual: How
Course Content:
subject specific
skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific verbs - e.g. create
/ analyse / construct)
Subject Specific
skills
(Mandarin)
Conceptual: How do
does care improve our
social relationship with
individuals and societies?
I express myself? How
do we use language t o
connect with society and
its culture?
Debateable:Is caring
Debateable:
Present tense, regular and
irregular
Preterite tense
Future expressions with
‘’voy a’’
+ infinitive
Expressions of time.
Cohesive devices
• Verb ：Be, Have, At (

• Ordinal 序词
• Questio with How
much, How many (‘几’
and ‘多少’)
• Negative：No, Not (不，

• Question：How, what

• For a reason：For 为
（了）
• Cause and effect：Because , So (因为…所以)
a strength or a weakness
for an individual?
topics, disciplinary
knowledge, factual
information
ion?
What is new year like in
China, France and Spain?
celebration become a belief
Debateable: Do all festi-
What are the purposes
of traveling and discovering different
cultures of the world?
discovering
and experiencing a culture change
our perspective on societies and
individuals?
vals reflect cultural values?
Debateable: Does understanding
• feelings and emotions
(moods)
• positive personality
• negative personality
Impersonal with ‘’SE’’: ‘’se
celebra’’ etc
• Imperatives
• chronological connectives
• negation (ne...pas/plus)
• partitive article
• ordinal numbers
• Verb：是、有、在
• Tense ：present tense进

• Degree 程度：Very (很)，
• Passive 被动：Let (叫，

• Aspect particle 动态助

• phrases ：Both...
And…, Or...Or…, Even…
Though…. (又…又；一

• Estimates 概数：Approximate, About, Around (几、

• Range ：All, Only (都，

• Estimate 估计：Maybe,
Might be (大概，也（或）

• Usage of ‘不’and ‘没’ :
Not, Did not
• Compare ：比
• Aspect particle 动态助

• Surprise：Ai Ya (哎呀)
• Praise 赞叹：A… (啊)
• Verb, negative form
• Question with ‘几’and ‘多少’
• Measure words and nouns
• Range：All, Only (都，只，仅仅)
• Questions with How much, How,
What (多（少），什（怎）么)
• Usage of ‘不’and ‘没’ Not yet, Did
not
• Sentences with 特殊动词谓语

Do we
react to every individual’s
personal opinion and
expression?
and discovering a culture make us
better individuals?
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Languages Other
Than English
Energized Engaged Empowered
ATL Skill Focus
- skills that will be
explicitly taught,
and which students
will develop through
their inquiry
Reflective skills :
a. Identify strengths and
weaknesses of personal
learning strategies (selfassessment)
b. Demonstrate flexibility
in the selection and use of
learning strategies
c. Try new ATL skills
and evaluate their
effectiveness
d. Consider content
i. What did I learn
ii. What don’t I yet
understand?
iii. What questions do I
have now?
e. Consider ATL skills
development
do?
ii. What will I work on
next?
f. Consider personal
learning strategies
i. What can I do to
become a more efficient
and effective learner?
ii. How can I become
more flexible in my choice
of learning strategies?
iii. What factors are
important for helping me
learn well?
Creative thinking skills :
a.
Create original
works and ideas; use
existing works and ideas
in new ways.
Social skills:
• Use social media
networks appropriately
to build and develop
relationships.
• Delegate and share
responsibility for decisionmaking
• Help others to succeed
• Manage and resolve
conflict and work
collaboratively in team.
• Listen actively to other
perspectives and ideas
• Encourage others to
contribute
take on a variety of roles
within groups
meaningful feedback
Transfer skills :
1. Apply skills and knowledge in
unfamiliar situations.
2. Inquire in different contexts to gain
a different perspective on ‘action’.
3. Combine knowledge,
understanding and skills to create
product or solutions.
4. Change the context of an inquiry to
gain different perspectives.
KA Students write a draft
of their choices of higher
studies and reflect their
future career plans.
KA Students will create a
video to assess a person’s
body language and
attempt to describe their
feelings or emotional state.
They will produce some
writing and use complete
sentences, personal
pronouns, state of being
verb and emotion word.
KA Students will create a
powerpoint presentation
to report to the class
one of the celebrations
chosen by each language
class. Students will use
the questions: what, who,
how, why, when and where
as a guide to write their
report. They must include
pictures so their peers can
understand easily.
KA Students will create a video of
themselves having conversations in
the target language based on written
dialogues role play) at the airport,
checking in at a hotel, sightseeing,
food at a restaurant. They will use the
green screen technology.
MYP Criteria
include specific
strands
Ciii, Civ, Di
Aiii, Ci, Di
Aiii, Ci, Di
Ai, Cii, Di
KA Write a letter of support to the eldest members
the problem of generation
gap between you and
them.
KA In groups: perform
and dramatize on an issue
that you are not happy
that portrays different
societies of the target language country and explain
on the famous person
who celebrates a cultural
festival and understand
his/her impression of the
celebration.
KA Based on visual picture chosen,
present orally for 5 minutes in the target language the effect of colonisation
on people.
MYP Criteria
include specific
strands
Ciii, Dii
Ai, Ci, Di
Bii
Ai, Ci, Di
b.
Practise flexible
thinking—develop multiple
and complementary
arguments in the target
language.
Alternative thinking skills :
a. Use
brainstorming and visual
diagrams to generate new
ideas and inquiries
b. Consider
multiple alternatives,
including those that might
be unlikely or impossible.
C. Create novel solutions
to authentic problems
Critical Thinking Skills:
• Practice observing carefully in order
to recognize problems.
• Recognize unstated assumptions
and bias
understanding
• Evaluate evidence and arguments
• Recognize and evaluate
propositions
• Draw reasonable conclusions and
generalizations.
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Languages Other
Than English
Energized Engaged Empowered
Unit Title
Multimedia
Interpreting
creativity
Global issues
Service in action
Cultural
Environment
Language of social life
Unit
Narrative
topics,
disciplinary
knowledge,
factual
information
Discovering
the language of
multimedia
Using French
version of ICT
as a tool of
creativity.
Environmental
problems and
consequences
The effect of
global warming
The green house
effect
The effect of
globalisation
Key players of
environment
Understanding
the cause of
global mishaps
and terror.
Case study :
Charlie Hebdo,
TianAnmen
blasts.
People problems in
a town.
Celebration of
culture
Effect of culture
Immigration
in a new country
Understanding
different cultural
challenges in a new
country
Cultural observation through travel
Influence of Social network
Role of parents supervision for social network
language
Understanding 99 Francs
Communication strategies
Ways of providing communicative feedback
Defending arguments
impacts of ICT in
society (valuing ICT
as a quick method to
find information)
online games(describe
a video game
(graphics, audio and
controls).
virtual tours (create a
virtual tour of a target
language country
Topics which must be
included are: ethnic
groups, languages,
religion, education,
health care, the
arts, family life, and
recreation.
Introduction of
drama and its role
in expressive art.
Introduction to
literature
creativity through
literature.
Creative influence
of Modern
Languages
Authors
Influence of
International
music in daily
lives.
Building social
relationship
Reviewing UN
Millenium Goals.
Charity foundations
and their roles
in developing an
equal society
Introducing and
reflecting service
through KIVA.
Observing events in
real time
intellectual property
(explaining where an
image was sourced
from)
digital products.
(Create a multimedia
product on a digital
citizenship topic for a
specifically selected
audience
Timeline
Aug - Sep
Oct - Nov
Dec - Feb
Feb - Apr
Apr-May
May - Jun
Key
Concept
Communication
Creativity
Connection
Creativity
Culture
Communication
Related
Concepts
Function, context,
audience
Message,
audience
Conventions,
purpose
Purpose, form,
message
Conventions, audience
Audience, message
Global
Contexts
Scientific and technical innovation
Personal
and cultural
expression
Globalization and
sustainability
Globalization and
sustainability
Personal and cultural expression
Identities and relationship
Statement
of Inquiry
Change in communication helps people
to discover ,innovate
and interact daily life
situations with each
other
Creativity expresses cultural
reflection in our
lives depending on how we
convey of what
we wish to be
conveyed to the
society
A change in
action connects
our ways of
sustainable living
depending on our
intents to solve
various
Creativity
motivates people to
take action
Discovering new
people helps us
to understand
new culture which
multiply our views
of the world.
Word choice impacts
the quality of human
relationship and reflects
our personality towards
different communities.
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Languages Other
Than English
Energized Engaged Empowered
Inquiry
Questions
Factual: What
benefit does multimedia offer in our daily
lives ?
Conceptual: How
multimedia impacts
our lives ?
Debateable: Is
Subject
Specific
skills:
French and
Spanish
(things that
students
will be able
to do, or
have learnt,
through this
unit - use
specific
verbs - e.g.
create /
analyse /
construct
Factual: What
do we gain by
being creative ?
Conceptual:
How creativity influences change
in understanding
people ?
Factual:
What
is change do we
see in our immediate surroundings ?
Conceptual:
Factual: What
benefit would
creativity have on
action?
Conceptual:
How does globalization affect our
lives ?
How could people
express their
creativity in order to
initiate change ?
Factual: What
effect does cultural
celebrations have
on communities?
Conceptual:
How does culture
affect our ways
connecting with
people?
multimedia influential
in our daily living?
Debateable:
Is creativity influential ?
Debateable:
Debateable:
Debateable: Will
French
• Usage of confirming
• Usage of negative
tense.
French :
• Demonstrative
• Affirmative
• Inversion of
subject and verb
• Si + present+
simple future
• Hypothetic
sentence
• Demonstrative
pronoun
• Conjugation:
2nd and 3rd
group
• Pronominal and
impersonal verbs
• ‘Pronom complement’
French :
French :
• Interrogative
quantity
ment
French :
• Quantity
• Reviewing Conditional
• Conditionel
present
• Conditionel passe
• Passe anterieur
(past tense)
• Le preterite passe
• Plus que parfait
• Hypothetic sentence
Spanish
• Connectores
• Posición, concordancia de género y
número
Spanish
• El más- El
menos
• Posición,
concordancia de
género y número
Afirmativos,
exclamativos
Is globalization a
Could creativity
positive change
help people to take
in our daily living? action?
• Interogative
• Connectors :
presentation
• Fractions
• Usage of imperative (French)
• Connectors
Spanish
demonstrativos
comparativos
• Posición,
concordancia de
género y número
• Negación
• Conjunciones
(porque)
• Locuciones
preposicionales
• Género y plurales irregulares: el
agua clara; nariz,
narices
Spanish
• Posición, concordancia de género y
número
• Infinitivos, gerundios, participios
• Verbos impersonales
cultural understanding be an
important tool to
bond with people
and communities?
Spanish :
• Estaciones
• Conjunciones
• Utilización de ‘Sin
embargo’
Factual: What is language?
Conceptual: How
does language affect
our daily life? How does
it affect our relationship
with people?
Debateable: Is
language the basis of all
relationship?
French
• Introduction to ‘Futur
anterieur’
• Introduction to Plus que
parfait
• Introduction to device
literaire
• Introduction to passe
anterieur
Spanish
• Posición, concordancia
de género y número
• Conectores
• Aunque
• Distencia
• Y, E, ni
• Locuciones preposicionales
• Interogativos
• Localización en el
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Languages Other
Than English
Energized Engaged Empowered
Subject
Specific
skills
(Mandarin)
• Modal particle 语

• Time/location/direction: At , from, at (

• Exclude 排除：Besides 除（了）
• Choice: Either…
or… (或者)
• Phrases：Both…
and … , Neither…
nor…, (又…又；一

• Polaroid complex sentence 偏

• Hypothesis 假

• Usage of ‘

• time：Just,
Often, Will, Doing
(才，就，刚，已

sentences and
negative form for
question形容词并

• Verb repetition

• Verb and Complement 动词与补

• Tense：Doing,
Did, Will do (进

• Repeating：Again (又，

• target 对

(跟，对，给，对

• Reason：As,
Because 为（

• Cause and
effect：Because,
so (因为…所以，

• Sample：For
example 例（

•Polaroid complex
sentence 偏正复句
• Condition 条

Only if, Besides (只

• Method方式：According to (根据)
• Repeating 重

also (又，再，还，

• Time：Just,
Then, Already, Often, Be doing, Will
soon (才，就，刚，

• Auxiliaries 助动词

• Auxiliaries 助动词

•Usage of ‘不’and
‘没’
• Time/location/
direction：在，从，

• Passive 被动：Be
done, let (叫，让，

• Condition 条

Only if, (只要，只

• Transition 转折：Even…
though
(虽然…但是；

• Besides 排除：Besides

• Compare 比较：Than 比
• Reason：For, Because

• Tense：Doing, Did, Will
do (进行、完成、将要发

• Verb and Complement

•Intransitive verbs 不及

ATL Skill
Focus
- skills
that will be
explicitly
taught,
and which
students
will develop
through
their inquiry
Media and literacy
skills :
1. Locate, organize,
analyse, evaluate,
synthesize and
ethically use information from a variety of
sources and media
(including digital social media and online
networks)
2. Understand the
impact of media
representations and
modes of presentation
3. Seek a range of
perspectives from
multiple and varied
sources.
4. Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats.
Creative thinking
skills :
a. Create original
works and ideas;
use existing
works and ideas
in new ways.
b. Practise
flexible thinking—
develop multiple opposing,
complementary
arguments in the
target language.
Transfer skills :
1. Apply skills
and knowledge
in unfamiliar
situations.
2. Inquire in
different contexts
to gain a different
perspective on
‘global issues’.
3. Combine
knowledge, understanding and
skills to create
solutions.
4. Transfer current knowledge
to learning of new
technologies.
5. Change the
context of an
inquiry to gain
different perspectives.
Transfer skills :
1. Apply skills and
knowledge in unfamiliar situations.
2. Inquire in different contexts to gain
a different perspective on ‘action’.
3. Combine knowledge, understanding and skills to
create product or
solutions.
4. Change the context of an inquiry
to gain different
perspectives.
Social skills:
• Use social media
networks appropriately to build and
develop relationships.
• Delegate and
share responsibility
for decision-making
• Help others to
succeed
• Manage and
resolve conflict and
work collaboratively
in team.
• Listen actively to
other perspectives
and ideas
• Encourage others
to contribute
• Exercise leadership and take on
a variety of roles
within groups
meaningful feedback
Reflective skills :
a. Identify strengths and
weaknesses of personal learning strategies
(self-assessment)
b. Demonstrate flexibility
in the selection and use
of learning strategies
c. Try new ATL skills and
evaluate their effectiveness
d. Consider content
i. What did I learn about
today?
ii. What don’t I yet
understand?
iii. What questions do I
have now?
e. Consider ATL skills
development
f. Consider personal
learning strategies
i. What can I do to become a more efficient and
effective learner?
ii. How can I become
more flexible in my choice
of learning strategies?
iii. What factors are
important for helping me
learn well?
g. Focus on the process
of creating by imitating
the work of others
Alternative thinking skills :
a. Use brainstorming and
visual diagrams
to generate
new ideas and
inquiries
b. Consider
multiple alternaCritical Thinking Skills: tives, including
• Practice observing
those that might
carefully in order to
be unlikely or
recognize problems.
impossible.
• Recognize unstated C. Create novel
assumptions and bias solutions to au• Ask questions to fa- thentic problems.
cilitate understanding
• Interpret data
• Evaluate evidence
and arguments
• Recognize and evaluate propositions
• Draw reasonable
conclusions and generalizations.
Critical Thinking
Skills:
• Practice observing carefully in
order to recognize
problems.
• Recognize unstated assumptions
and bias
facilitate understanding
• Evaluate
evidence and arguments
• Recognize and
evaluate propositions
• Draw reasonable
conclusions and
generalizations.
Critical Thinking
Skills:
• Practice observing carefully in
order to recognize
problems.
• Recognize unstated assumptions
and bias
facilitate understanding
• Evaluate
evidence and arguments
• Draw reasonable
conclusions and
generalizations.
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Languages Other
Than English
Energized Engaged Empowered
Assessment
KA Design an online,
level language course
(with multimedia tools)
with recorded audio
instructions in the
target language..
extract of an
article based on
creative arts by
target language
authors.
KA Create a documentary based
on an awareness
campaign(created in the target
language) in ISHCMC and present
the same in a
bilingual method
(English with the
target language)
in a general
assembly.
show DP scaffold
KA Visual comprehension from
a video by United
Nations on Millenium development
goals and prescribe
a list of goals that
you think ISHCMC
should achieve,
you will explain
KA Visual/listening
comprehension
of a travel documentary showing a
celebration and its
effect on people.
KA Students will build
a digital guide book (in
target language) that will
include set of guidelines
on how to be aware of
different challenges on
social networking, this
would also include guidelines set for parents on
monitoring.
MYP
criteria
include
specific
strands
A
Bii
A
A
A
A.
Assessment
KA Create an online virtual tour of
ISHCMC in target
language, you will
be able to guide the
audience in details
different parts of
ISHCMC
KA Interpret and
reflect information in form of
dramatisation
from a cultural
show of the target
language culture.
KA Writing a
blog on creating
an awareness in
HCMC concerning local and
global issues..
KA Create a
language on action
initiated in ISHCMC
and how it aligns
with UN Millenium
development goal.
KA Communicating a cultural celebration of the target
language country
and explaining the
procedures through
green screen effect.
KA Write a reflective
report by Interviewing
ISHCMC parents on the
roles of parents monitoring the influence of social
media and language at
home.
MYP
criteria
include
specific
strands
Ciii, Di
Ai, Ciii, Di
Ciii, Di
Ci, ii, Di
Ai, Cii, Di
Ciii, Di
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Energized Engaged Empowered
Unit Title
Sound and Silence
Tell me a story
I Protest
Unit narrative
Looking at the four basic drama
techniques Body, Voice, Space and
Movement. Students will first investigate
the non-verbal techniques and create
an original piece using only non-verbal
conventions. Secondly, they will discover their ‘Voice’ and apply this to a group
performance of the Jabberwocky.
Students will investigate what
goes into a good story with
a focus on building characters and plot. Students will
also investigate the Drama
Elements of Role, Time, Place
and Action.
Students will apply skills learnt during the year to
a collaborative piece where they will investigate an
issue. They will assume character role and work
with the Teacher in role, to solve problems and
express options in a shared role play
Timeline
12 lessons
12 lessons
12 lessons
Key Concept
Communication
Identity
Perspective
Related
Concepts
Expression, Interpretation
Narrative, Structure
Boundaries Role
Global Contexts
Personal and Cultural Expression
Identities and relationships
Fairness and development
Statement of Inquiry
Human beings communicate and interpret their ideas in a wide range of ways
- both verbal and non-verbal
Narratives are an exploration
of human identity and the factors that affect relationships.
Conflicting perspectives can lead to protest by
challenging inequality, and have the potential for
global influence.
Inquiry Questions
Factual:
Factual:
Factual:
Conceptual: How do humans
Conceptual: How do we
What are some of the key techniques an
actor uses when communicating with an
audience.
Conceptual:
Why is protesting an effective way to express your
opinion
Debateable: Is it ok to trample on others to get
what you want
Skills
• Demonstrate the use of the non-verbal
techniques in a performance
Skills
•Create a simple character
profile
Skills
•Develop and on-going character role.
•Apply vocal techniques to a given text
and in their own devised work
•Present a realistic character
in a performance
Debateable: Do people of different
ages and from different cultures communicate in the same way
subject specific
skills
What are some peaceful ways of resolving conflicts
tell good stories in Drama?
express themselves and interpret what
other people are communicating
Course Content:
What are some of the important elements needed to
create a believable character?
•Use improvisation and shared devising as a tool
to explore issues.
•Outline the structure of a
devised story of their own
where the action is developed
ATL Skill Focus
Assessment
Social
Collaboration skills,
Social
Collaboration
Social
Collaboration skills
Communication
Communication
Thinking
Creative Thinking
Thinking
Creative thinking skills
Transfer skills
Demonstrate knowledge and understanding of the methods of non-verbal
communication in an end of the unit quiz
using correct terminology (A)
Create a devised piece
based on a modernization
of a traditional fairy story or
alternate ending. (B) (KA)
Work in role and develop a character, for a
sustained period. Communicate viewpoints in role
through a short monologue (B)
B – i,ii
Criterion Ciii
Students will keep an on-going process
journal as a record of their creative
thinking, process work create a statement of intention linking their idea in the
Students will give, receive and respond
to feedback as a formative tool to help
with the development of their work. (D)
(KA)
MYP Criteria
A –i, iii, C – i, iii and D – i,iii
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Energized Engaged Empowered
Unit Title
Sound and Silence
Tell me a story
I Protest
Assessment
Performance using the 3 non-verbal
drama techniques Space, Body and
Movement. They will select and apply
the conventions of freeze frame, mime,
machines and pathways (B)
and respond to feedback as a
formative tool to help with the
development of their work. (D)
Students will keep an on-going process journal as
a record of their creative thinking, process work
create a statement of intention linking their idea in
MYP Criteria
B- i,ii
C-i.iii D- i,ii,iii
B – i,ii, C - iii
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Energized Engaged Empowered
Unit Title
On the Spot
What we hide behind
Putting it all together
Unit narrative
An investigation of the concepts of
spontaneity and cooperation. Students
will discover the basic improvisation
techniques of Offer, Accept, Endow,
Point of focus, Advance and Extend and
then apply this to various Theatre Sports
games.
Students will investigate the
use of masks from a range of
cultures and periods of time.
Revisiting of the non-verbal
drama techniques from Grd.
6.They will also look at the
theatre form of mime and
physical theater.
During this unit students will investigate the use of
props, costumes and other drama technologies.
They will also revisit the Drama Technique of voice
from Grade 6. They will learn some basic devising
techniques and develop an understanding of
Chorus of voice, overheard conversations and split
stage
Timeline
12 lessons
12 lessons
12 lessons
Key Concept
Creativity
Communication
Perspective
Related
Concepts
Genre, Narrative
Audience, Interpretation
Expression, Structure
Global Contexts
Personal and Cultural Expression
Orientation in space and time
Identities and Relationships
Statement of Inquiry
Stories can be told in a creative and
unstructured way through the genre of
improvisation.
Masks are a tool for communicating cultural values to an
audience through stories from
the past.
Theatrical conventions can be used as structural
and symbolic tools to communicate issues facing
human relationships.
Inquiry Questions
Factual:
Factual:
Factual:
Conceptual: Why are
Conceptual:
What are some of the key features
of telling stories through the genre of
improvisation?
Conceptual: How can I think on my
feet and react quickly to the ideas of
other people?
Debateable: Can improvisation be
used as a tool for solving problems?
Course Content:
subject specific
skills
Skills
• Develop basic improvisation skills
•Apply improvisation skills in a range of
unplanned drama pieces
•Accept and build on offers made by
other group members
ATL Skill Focus
What are some of the purposes of masks
able to hide things and reveal
things as well
Skills
•Use movement to communicate meaning
•Demonstrate the correct use
•Identify the role of masks in
communicating role
In what ways do props and consumes symbolise
something greater than themselves
Does status change human identity and relationships?
Debateable: How can drama influence behaviour
Skills
•Apply dramatic conventions to enhance and
develop a performance, demonstrating a deepening understanding of themes covered.
•Select and apply drama technologies to enhance
a performance
•Use drama elements to build and shape a performance
Social
Collaboration skills,
Communication
Communication
Social
Collaboration skills
Communication
Communication
Research
Information Literacy
Research
Media literacy skills
Thinking
Creative thinking skills
Thinking
Transfer
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Energized Engaged Empowered
Unit Title
On the Spot
What we hide behind
Putting it all together
Assessment
Demonstrate improvisation skills through
playing a given theatre sports game in a
team. Skills to be assessed are – offer,
shelve (B) (KA)
Student will write 1-2
paragraphs outlining some of
the reasons why people use
masks. In groups of 3 - carry
out some research and then
write a short presentation
been used in the theater over
time and in different countries
(A) (KA)
Students will they apply their knowledge and
understanding to a piece they create themselves
using selected drama technologies including
mime. They will use the context of ‘Bullying’. (B)
Students will give evidence in
their process journals of the
development of their ideas as
a progression of their creative
thinking. They will also write
a statement of intention (C)
(KA)
Students will give a series
of responses to their own
work and the work of other
students during the creative
process. They will also
respond to the feedback
action plan for their further
improvement.(D) (KA)
MYP Criteria
B – i,ii
A – i,ii,iii C – i,iii D – i,iii
Assessment
Video annotation – students will watch a
video of their own performance and create an annotation which analyses their
use of the improvisation techniques - offer, accept, endow, extend/advance and
point of focus. Emphasis will be placed
on the use of correct use of terminology
and understanding. (A)
Students will create a performance based on a myth or
mime. They will be assessed
on the use of their mask in the
performance and mime movement – slow, large, exaggerated, eye contact.(B)
Students will give a series of responses to their
own work and the work of other students during
the creative process. They will also respond to the
feedback they receive providing an action plan for
their further improvement. They will use the Wow,
How, Now routine as a tool to help with this. (D)
MYP Criteria
Criterion A - i
Criterion B – i,ii
Criterion B – i,ii D - iii
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Energized Engaged Empowered
Unit Title
Fighting Injustice
Page to the Stage
Unit narrative
In the unit the students will conduct an investigation into a
social issue from a non-narrative point-of-view. Students
will consolidate and develop a practical understanding
of the drama elements and conventions and the devising
process. The will use improvisation as a devising tool and
learn drama conventions – Chorus, slow motion, flashback,
spoken thought and Freeze frame (tableau). They will also
add drama elements – Tension, symbol, focus
Students will explore aspects of Characterisation and an
introduction to drama theorist Stanislavsky. The will look at the
process of blocking and bringing a script to life. They will be given an introduction to scripted work – blocking, vocal techniques,
taking direction, learning lines. Students will also revisit the
drama techniques - body, space, voice and movement
Timeline
18 lessons
18 lessons
Key Concept
Change
Identity
Related
Concepts
Structure, Narrative
Role, Audience
Global Contexts
Fairness and Development
Identities and relationships
Statement of Inquiry
The Arts can be a driving force for change through creating
stories that challenge social injustice.
Characterisation seeks to communicate aspects of human
nature and human relationships.
Inquiry Questions
Factual:
Factual:
What are some of the key drama elements and conventions
that can be used to tell a group devised story?
What are some of the ways to create and develop a character
Conceptual: Can an actor really ‘become’ someone else
Conceptual: How can we structure the drama elements
and conventions to communicate deeper meaning in our
work?
Debateable: Are the audience an active of passive part of a
performance
Debateable: To what extent can Drama be used to bring
Course Content:
subject specific
skills
Skills
• Explore an issue and communicate a point of view using
drama as a medium
•Select and apply drama conventions for the purpose of
communicating an intention.
ATL Skill Focus
Skills
•Create a detailed character outline
•Apply drama techniques to a scripted piece
•Present and sustain a character role in a scripted performance.
•Use drama elements to provoke and communicate deeper
meaning
•Plan and execute stage movement to communicate meaning.
Information literacy
Communication
Communication
Reflection
Transfer
Social
Collaboration
Thinking
Transfer
Assessment
Students will complete a Statement of purpose and devised
drama outline – justifying their creative choices and demonstrating their knowledge and understanding of the drama
elements and conventions they used. They will clearly state
what their intended message is how they intend to communicate this to the audience.( C) (KA)
Students will develop a given character and present as part of
a group performance of an extract from a given play. They will
be assessed on the ability to create and sustain a believable
character and use a range of vocal techniques including: Pitch,
pace, pause, projection, articulation and breathing (B) (KA)
Students will give a series of responses to their own work
and the work of other students during the creative process.
They will also respond to the feedback they receive providing an action plan for their further improvement. They will
use the Wow, How, Now routine as a tool to help with this.
(D) (KA)
MYP Criteria
A i,ii,iii, C – i.iii D - iii
B – i,ii
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Energized Engaged Empowered
Unit Title
Fighting Injustice
Page to the Stage
Assessment
Students will be given some stimulus material on an issue
and then devise an original piece based on themes and
issues from the stimulus to communicate their perspective.
They will be assessed on the use of the following Drama
conventions – split stage, flashback, spoken thought, repetition and tableaux. They clarity of their intended message will
also be assessed.(B)
Students will complete a Statement of purpose and devised
drama outline – justifying their creative choices and demonstrating their knowledge and understanding of the drama elements
and conventions they used. They will clearly state what their
intended message is how they intend to communicate this to the
audience.( C)
B – i,ii
C – i,iii D – ii,iii
MYP Criteria
Students will give a series of responses to their own work and
the work of other students during the creative process. They will
also respond to the feedback they receive providing an action
plan for their further improvement. They will use the Wow, How,
Now routine as a tool to help with this. (D)
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Energized Engaged Empowered
Unit Title
Improvisation
Drama Techniques
Commedia Dell Arte
/ Theatre History
Realism/Acting Role
Devised Drama
Unit narrative
Students will consolidate and extend
their improvisation
techniques. These
will then be applied
to both spontaneous
and planned improvisation. They will work
on skills such as offer, accept, endow,
shelve.
Students will continue with a development of the core
drama techniques –
Body, Voice, Space,
and Movement. They
will apply the techniques in the creation
and interpretation of
scripts.
The students will
explore the development of theatre
– Greek, Medieval,
Elizabethan, Melodrama, and Realism. They will then
focus on the form of
Commedia del Arte
with features such as
- Stock characters,
Lazzi etc
This unit has a focus
on the role of Character
Development and looks at
the acting method Stanislavsky’s. The students
will learn the process of
deconstruction of scripts
for meaning. and the
development of dramatic
concept.
In this unit there is a
continued development of Drama
elements and conventions as applied
to group devised
drama. Students will
explore the idea of
social boundaries
such as gender
and race etc and
create a piece which
responds to their
chosen stimulus.
Timeline
August – Sept
Sept-November
December - February
March - April
May - June
Key Concept
Creativity
Communication
Identity
Relationships
Connections
Related
Concepts
Play, Structure
Interpretation, Audience
Genre, Role
Role, Narrative
Composition,
Boundaries
Global Contexts
Identities and
Relationships
Personal and Cultural
Expression
Orientation in Time
and Space
Identities and
Relationships
Fairness and
Development
Statement of Inquiry
Improvised drama
encourages creativity
through an exploration of freedom and
structure by making
both spontaneous
and planned decisions.
Drama techniques
can be a powerful
tool for communication and personal
expression of ideas
with an audience.
Representations
of typical characters and situations
express a recurring
sentiment through
time and space.
Relationships can be
developed, and identity
explored, through a narrative framework
Devised drama can
test social boundaries by exploring
the connections
amongst people and
their communities.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
What are some of the
techniques necessary for successful
improvisation?
Conceptual:
How do spontaneity
and structure work
together?
Debateable:
Is creativity more
important than structure?
How can Body,
Space, Voice and
Movement be used
to communicate with
an audience?
Conceptual:
What features define
the theatre style;
Commedia dell’
Arte?
Factual:
How do audiences interpret and
understand the ideas
being expressed in a
performance?
How can we create
opportunities for lazzi
and comedy, and
how can we take full
opportunities?
Debateable: Is
Factual:
it necessary for an
audience to completely understand
everything an actor
is trying to communicate?
What are some of
the key features of
the different genres
and eras of theatre
history
What are some of the features of the Stanislavsky
system?
Conceptual:
How do the relationships
between characters affect
the narrative?
Debateable:
Can actors separate
themselves from the characters they portray?
What drama elements and conventions can I use to
effectively communicate meaning?
Conceptual:
How can social
boundaries be
explored through
drama.
Debateable:
Is it an artist’s role to
challenge and push
the boundaries?
Conceptual:
have an effect on
the performance
experience for the
actor and audience?
How does it reveal
identity
Debateable:
Does Commedia relate to people today?
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Energized Engaged Empowered
Unit Title
Improvisation
Drama Techniques
Commedia Dell Arte
/ Theatre History
Realism/Acting Role
Devised Drama
Course Content:
Skills
•Use improvisation
in theatre sports to
develop spontaneity
Skills
•Select and apply
drama techniques
to a scripted piece
Skills
•Create an authentic character role
based on a given
stock character.
Skills
•Work collaboratively to
create a set, lighting,
sound and costume design for chosen concept
Skills
•Devise a piece of
theatre based on a
cultural other than
their own.
•Devised and script
a Commedia performance.
•Present a performance
in groups using and
combining drama
techniques, based on an
unknown script.
•Communicate
a perspective in
a symbolic and
non-literal piece.
subject specific
skills
•Develop a planned
improvisation from
a given stimulus
•Give and accept
quality offers
•Establish and shift
a point of focus
ATL Skill Focus
•Identify through
performance,
the relationship
between the four
dramatic techniques, re-creating
an existing story for
a defined audience.
Communication
Communication
Communication
Communication
Social
Collaboration
Self-management
reflection
•Demonstrate an
understanding of
the role of comedy
in theatre
•Create, develop, present
and sustain a character
role in a scripted piece.
Research
Finding, interpreting,
judging and creating
information
Self-management
organisational skills
Social
collaboration
Communication
communication
Thinking
Creative thinking
Thinking
Creative thinking
Assessment
Students will be
apply the improvisation techniques in
a series of theatre
sports games (KA)
Students will apply
the four drama
techniques to a short
scripted piece and
be assessed on their
technique. (KA)
Students will keep
an on-going process
journal of the
development of the
work and focus on
using feedback as a
means of improving
the quality of the
performance (KA)
Students will use the
Stanislavsky method
to develop and present
a character role in an
extract from a script. (KA)
Student will create
and present a piece
of group devised
drama applying
drama conventions
and elements.
MYP Criteria
Criterion Bi, Bii
Criterion Bi, Bii
Criterion Ciii
Criterion B i, Bii
Criterion Bi, Bii
Assessment
quality feedback
using the Wow,
How, Now structure
responding the feedback given. (KA)
Write a statement
of intention outlining how they will
interpret the given
script and how they
will select and apply
drama technique’s in
order to communicate meaning to the
audience. (KA)
Prepare and
present a 5-6
minute Commedia
play in groups
demonstrating the
conventions of
Commedia. (KA)
Use knowledge and
understanding to plan a
character using the fundamental questions and role
on the wall. State how
they intend to use the
information as tools for
creating and developing
performance.
Write a statement of
intention justifying
their selection
of elements and
conventions. (KA)
MYP Criteria
Criterion D - iii
Criterion C i, Ciii
Criterion i, Bii
Criterion Ai, Aiii
Criterion Ci, Ciii
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Energized Engaged Empowered
Unit Title
Improvisation
Drama Techniques
Commedia Dell Arte
/ Theatre History
Realism/Acting Role
Devised Drama
Unit narrative
We will explore the
theatrical theories
behind Antonin
Cruelty. How symbolism and movement
can be used to
create atmosphere
and mood.
We will discuss and
practically investigate
Stanislavsky’s use
of the fundamental
questions regarding
acting.
Researching the
Elizabethan stage
and society, we will
look at the use of
language, comparing
then and now. We
will define the key
features of Elizabethan theatre.
We will physically explore
and experiment with the
different States of tension,
clowning as an art form,
Laban’s theories, Le
Coq’s Theories, Berkoff’s
Total Theatre and the
difference between a
narrative and abstract
physical performance.
Using a published
script, we will
expand our understanding and use
of the key Drama
technology regarding the use of light,
sound, costume and
make-up.
We will focus on
the use of realism
on stage, specifically using Drama
techniques – body,
space, voice and
movement.
We will explore
and experiment
with the theatrical
conventions, in
order to communicate intention with a
performance.
Using script analysis
and interpretation.
Timeline
August- Sept
Sept - Nov
Nov - Jan
Feb-April
May-June
Key Concept
Communication
Perspectives
Time, Place and
Space
Communication
Aesthetics
Related
Concepts
Boundaries,
Interpretation
Composition
Expression
Genre, Role
Role, Narrative
Composition,
Boundaries
Global Contexts
Identities and
relationships
Identities and
relationships
Personal & Cultural
Expression
Personal & Cultural
Expression
Personal & Cultural
Expression
Statement of Inquiry
Surrealism pushes
the boundaries and
provides a unique
and personal interpretation of the world
around us.
Perspective dictates
our experience of
events and how we
view history. Theatre
allows us to explore
these alternative
perspectives.
Human nature is a
constant and theatre
allows us to explore
and make connections.
Communication and
expression is not reliant
on words.
The symbols and
conventions that are
used in performance
to convey meaning
to an audience are
influenced by cultural identities.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
How and why does
Artaud use Cruelty in
his theatre?
Conceptual:
How can symbolism
be used to communicate a deeper
meaning?
Debateable:
Was the perception
correct?
How can Stanislavsky’s fundamental questions be
used to develop a
monologue script?
Conceptual:
What can we learn
from sharing
alternative views?
Debateable:
How can we try to
understand different
perspectives?
How can we highlight How can we use our bodthe themes that exist ies to create meaning and
in Shakespeare’s
generate feeling?
plays to make sense
for today’s audience? Conceptual:
How can thematicalConceptual:
ly-based theatre comCan we truly undermunicate the need for
stand what has gone change?
before?
Debateable:
Debateable:
Are there similarities
between the Elizabethan world and my
world?
Is it OK for audiences to
receive differing messages from the same piece of
theatre?
What culture does
with, what defines
this culture, and how
does the culture
change during the
timeframe of the
play?
Conceptual:
What cultural ideas
or terms might our
audience need to
understand, and
what creative ways
could we do this?
Debateable:
Is technology
overused and a
distraction in a performances?
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Energized Engaged Empowered
Unit Title
Improvisation
Drama Techniques
Commedia Dell Arte
/ Theatre History
Realism/Acting Role
Devised Drama
Course Content:
subject specific
skills
Skills
•Use the work of a
chosen theorist to
inform a piece of
theatre, developing
it to a performance
Skills
•Use improvisation and devising;
compose a piece
of solo theatre on a
chosen issue
Skills
•Analyse, annotate
and paraphrase
a an extract for
meaning
Skills
•The use of the techniques developed by the
practitioners studied
Skills
•Work collaboratively to create a set,
lighting, sound and
costume design for
chosen stimulus
•Explore non-conventional theatre
and respond to the
work of others
•Demonstrate
perception in the
application of
drama techniques
on a performance
to communicate
meaning.
•Work in a group or
pair to perform the
extract including
the features studied
and the original
language
•The development of two
pieces of physical theatre exploring narrative
and abstraction
•Present a performance as a
class using and
combining drama
techniques, based
on an unknown
script
•Deconstruct a
script, applying the
learning from at
least one theorist
to make meaning
and present dramatic opportunities
ATL Skill Focus
Creative thinking
Create original works
and ideas; use existing works and ideas
in new ways
Collaboration
Practise empathy
Communication
for comprehension
Communication
• Preview and skim
texts to build understanding
• Interpret and use effectively modes of non-verbal communication
Communication
Use a variety of
speaking techniques
to communicate
with a variety of
audiences
• Negotiate ideas and
knowledge with peers and
teachers
Assessment
Students will create
a presentation focusing on Artaudian
theatre. (KA)
Students will
research the event
and the different
people impacted by
the event. Students
will find abstracts or
material from that
time; a letter from
a soldiers wife, a
picture, a medal. (KA)
Participate in
a performance
demonstrating
an ability to
communicate the
text and character
clearly with the use
of the Techniques of
Drama (KA)
Perform two devised
drama works, one based
on narrative and one on
theme, demonstrating a
range of movement and
physical techniques (KA)
Complete a written
analysis of a theatre
production or script,
identifying your
directorial intentions.
Create a model set
to demonstrate your
ideas..
MYP Criteria
Ai, Aii, Aiii
Ai, Aiii
B i, Bii
B i, Bii
Ai, Aii
Assessment
Students will perform
a collaborative piece
of surrealist theatre.
(KA)
Students will perform
their devised monologue (KA)
Journal work
including annotated
script, reflection
on voice/acting
techniques,
and analysis of
performance. (KA)
Presentation to the class
on a given theorist or
theory (KA)
Prepare and perform
as cast and crew in
a short play for an
audience.
MYP Criteria
Bi, Bii
Bi, Bii
A i, C i, Ciii
A i, Aii
B i,Bii
Theatre Arts
Assessments
Solo Theatre Piece
& Collaborative
Devised Piece
Solo Theatre Piece
Research
Presentation &
Director’s Notebook
Research Presentation &
(HL only) Report & Performance
Director’s Notebook
& Collaborative
Performance
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Energized Engaged Empowered
Unit Title
Music and Communication
World Music Asia
Protest Songs
Unit narrative
An investigation into how music can
communicate ideas and emotions.
Focus on the Elements of Music and
applying them to create mood music
using a variety of stimuli including
a soundtrack for a movie clip using
percussion instruments in cooperative groups.
Students will investigate sounds and
features of music that is unique to
Asian cultures and research the music
and instruments of Asia, comparing
them to orchestral instruments of
today. They will explore the use of
the pentatonic scale and will learn
to play a piece of Japanese music
adding their own melodic ostinato and
develop their notation skills. They will
learn and perform a dance from the
Philippines if there is time.
Students will explore the use of protest
songs in the 1960’s. They will learn to
sing a variety of protest songs as a class.
In cooperative groups they will write their
own protest song and perform it using a
backing track of a well-known song.
Timeline
4 weeks
4 weeks
4 weeks
Key Concept
Communication
Culture
Communication
Related
Concepts
Expression, Narrative
Expression, Aesthetics
Audience, Interpretation
Global Contexts
Identities and Relationships
Personal and Cultural Expression
Fairness and Development
Statement of Inquiry
Music can influence a person’s
emotions and enhance a story.
Culture is expressed through the arts.
Music is a powerful way to communicate
a message of injustice to an audience.
Inquiry Questions
Factual:
Factual:
Factual:
Conceptual: Why does music
Conceptual: Why are there simi-
larities between the music of various
Asian countries?
Conceptual:
makes us feel certain emotions?
Debateable:
Debateable:
Debateable:
Skills
• Pentatonic scale
Skills
•Melody
•Ostinato
•Singing in tune
duration, time signatures
•Interpreting lyrics
What are the elements used in
music?
Would movies be as scary, funny,
sad or happy without a music
soundtrack?
Course Content:
subject specific skills
Skills
•Elements of music – focus on tone
colour, dynamics, rhythm, pitch
•Analyse how certain music makes
them feel
•Identify the elements of music and
how they are used in a piece
What are the unique features of Asian
music?
Would Asian culture be what it is if
music did not exist?
•Instruments of the Orchestra
•Demonstrate accurate playing of a
melody
What are the things that are essential to
a song?
What is it about music that makes it a
powerful way to communicate?
Can protest songs have an influence for
change in society?
•Writing lyrics
•Analyse lyrics of a protest songs
•Present a group piece using melody
and ostinati
ATL Skill Focus
Communication
Social
Collaboration
Information Literacy
Media Literacy
Communication
Collaboration
Process Journal and statement of
intention for Spooky music (KA)
Performance of group Sakura piece
(KA)
Perform an original protest song on a
topic of their choice using a backing
track
MYP Criteria
Ci, iii
Bii
Bii
Demonstrate knowledge of the
elements of music and how they are
used in their Finding Nemo music
Research on an Asian country and its
music
Analyse lyrics of a protest song
Present a soundtrack using percussion instruments to match a clip
from Finding Nemo
Knowledge of the Instruments of the
Orchestra
Self-evaluation of either Sakura or
Tinikling performance
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Energized Engaged Empowered
Unit Title
Music and Communication
World Music Asia
Protest Songs
MYP Criteria
Aiii, Bii
Ai, ii
Diii
Ciii, Dii
Perform accurately and expressively
in small ensembles, demonstrating
expressiveness, style and technique
developmentally appropriate level
Visually and aurally identify common
instruments from a variety of cultures
DP Scaffolding - Elements of the DP Music course are composition, performance, listening/analysis and musical
investigation. This overview covers all aspects of these elements in all grade levels through the development of
skills and processes embedded in the units
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Energized Engaged Empowered
Unit Title
World Music Africa
Children’s Songs
Unit narrative
An investigation into the music
and instruments of Africa and the
role of music in cultures. Students
will explore the unique features of
African music eg. use of polyrhythm,
ostinato, improvisation, call and
response and the pentatonic scale.
The will create a collaborative piece
using percussion instruments that
demonstrates all of these features
Students will investigate the use of
music to communicate ideas and enhance ads. They will research a global
issues of their choice and create a 60
second infomercial as a silent video on
their topic. They will apply their knowledge of the music elements to create
a soundtrack to match the video using
Mixcraft software.
Students will analyze various children’s
songs to investigate the common
features. They will learn to play simple
children’s songs on the guitar. They
will learn the basics of songwriting by
writing an original children’s song. They
will notate their songs using Noteflight
software. They will learn notation of the
treble and bass clefs, using Theory workbooks. Some songs may be shared with
the younger children in the school.
Timeline
4 weeks
4 weeks
4 weeks
Key Concept
Culture
Communication
Creativity
Related
Concepts
Expression, Presentation
Expression, Audience
Composition, Audience
Global Contexts
Personal and Cultural expression
Globalization and Sustainability
Personal and Cultural Expression
Statement of Inquiry
Culture can be expressed through
the presentation of music.
Media has the potential to influence
and can be a vehicle for change.
Music is a vehicle to teach and entertain
children
Inquiry Questions
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
Factual:
What are the unique musical features and instruments of Africa?
How is cultural identity reflected in
the music of Africa?
Conceptual:
How can working collaboratively
enhance the development of ideas
in music?
How can software be used to compose music?
What are some of the common themes
of children’s song?
Why is music used in the majority of
How are children’s songs put together?
Debateable:
Why are all songs not the same?
Conceptual:
Does music make a message more
effective?
Debateable:
Skills
• Explore the use of technology to
create music
Skills
•Theory notation – Treble and Bass
notes
• Loops
•Harmonising Chords – I, IV, V
•Texture
•Use of composition software (Noteflight)
Debateable:
Do people learn and retain information
more effectively through song?
Can African music and African culture be separated?
Course Content:
subject specific skills
Skills
•Rhythm notation
•Polyrhythms
•Call and Response
•Improvisation
•Create a collaborative percussion
piece
•Dynamics
•Style
•Matching lyrics to rhythm notation
•Analyse children’s songs to explore
their features
•Demonstrate understanding of the
features of African music
•Instrumentation
•Identify an artistic intention
•Demonstrate understanding of harmonising when adding bass notes to a
melody
ATL Skill Focus
Communication –
intercultural understanding
Social - Collaboration
Organisation –
Information Literacy research
Media Literacy –
Music technology
Communication
Process Journal – exploration of
ideas and application of knowledge
of African features (KA)
Using Mixcraft software students will
compose music for a Photostory to
Compose an original Children’s song
notated on Noteflight
MYP Criteria
Ciii
Bii
Bii
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Energized Engaged Empowered
Unit Title
World Music Africa
Children’s Songs
2
African culture and music features
test
Research of number of infomercials,
analysing the use of music to emphasise the message
Theory test and knowledge of
Characteristics of Children’s songs
Students will create and perform a
piece in groups using percussion
instruments that demonstrates 3
African music features
MYP Criteria
Ai, Bi
Plan of their 1 minute infomercial
Responding to Mixcraft pieces with a
self and peer evaluation
Aii
Ci, iii
Diii
Process Journal outlining Artistic
intention, Developing ideas and Selfevaluation
Aiii,
Ciii
Diii
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Energized Engaged Empowered
Unit Title
Mixcraft Mashup
World Music Latin America
The Blues
Unit narrative
Students will use their knowledge
of the elements of music to create
soundscapes for a Maori legend
using percussion instruments. They
will apply the same skills to create a
soundtrack for a cartoon clip of their
choice using Mixcraft software.
Students will explore the unique
musical features and instruments of
Latin America. They will compose
polyrhythmic scores using more complex rhythms and then transfer it to
and bass notes The class will perform
a rhythmic ensemble piece using Latin
instruments.
An investigation into the history and
development of the Blues and its musical
characteristics. They will learn the 12 bar
Blues on instruments and write verses
using AAB form. In groups they will perform their Blues song.
Students will be improving their knowledge of music theory and notation.
Timeline
4 weeks
4 weeks
4 weeks
Key Concept
Creativity
Culture
Communication
Related
Concepts
Narrative, Expression
Expression, Composition
Genre, Audience
Global Contexts
Scientific and Technical innovation
Personal and cultural expression
Identities and Relationships
Statement of Inquiry
Music technology can be used creatively to express ideas, mood and
emotion in a story.
The musical features of a place can
be a reflection of the transition and
influence of other cultures.
The Blues is a genre of music that communicates thoughts, feelings and issues
to an audience.
Inquiry Questions
Factual:
Factual:
Factual:
Conceptual:
Factual:
What are the elements used in
music?
What are some of the unique features
and instruments of Latin music?
What is the structure of the 12 bar blues?
Factual:
How can the elements of music be
used to reflect ideas, moods and
emotions?
Debateable:
Are musicians that use music technology as creative as those that use
Debateable:
Can a story be told effectively using
just visuals and music?
Course Content:
subject specific skills
Skills
•Elements of music
•Transference of skills from one
context to another
What are the influences from the
past that make Latin American music
unique?
Conceptual:
How has Latin American music influence modern genres of music in the
west?
Debateable:
Is Latin American music instantly
recognisable?
Skills
• Rhythm notation – dotted rhythms,
syncopation, triplets
•Score writing
What is the lyrical structure of the blues?
Conceptual:
How and why did the Blues genre
develop?
Conceptual:
How has the blues changed and developed over the years?
Debateable:
Is communicating through song, an
effective release of emotions?
Skills
•Lyrical structure of the Blues
•12 Bar blues structure
•Sing and play in a group performance
•Create music by applying the
elements of music
•Identify features of Latin American
music
•Use music technology effectively
to enhance the ideas, feelings and
actions.
•Compose handwritten percussion
score
Communication
Creative thinking
Transfer skills
Self management
Soundtrack for cartoon using Mixcraft software
Latin composition using Noteflight
software (KA)
Process Journal – creating and
performing Blues song
MYP Criteria
Bii
Bii
Ci, iii
ATL Skill Focus
•Accurately read and play more complex notation
Communication
Information literacy
Thinking
Creative thinking
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Energized Engaged Empowered
Unit Title
Mixcraft Mashup
World Music Latin America
The Blues
Knowledge of the elements of music
and how they have been used in a
group soundscape of Maui and the
Sun
Listening Analysis
The Blues test – history and features
Latin Ensemble performance – playing
own percussion part accurately
Self and peer evaluation of Latin
composition
The Blues song performance
Ai
Bi
Di
Ai, ii
Bii
Process Journal – plan and developing ideas for Cartoon soundtrack
Self and peer evaluation of Cartoon
soundtrack (KA)
MYP Criteria
Aiii
C
Di, iii
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Energized Engaged Empowered
Unit Title
Stomp Out Loud
World Music Fusion
Creative Outlaws
In the Spotlight
Rock Music
Unit narrative
What is music?
Understanding the
elements of music
and how they can
be manipulated to
create music using
unusual objects.
Reinforcing rhythmic
notation and graphic
scores. Students will
create and perform a
Stomp piece.
An investigation into
the music of a variety
eg. Asian, Pacifica,
Latin American,
European, Tibetan
etc. Examples of
musicians that have
developed fusion
music successfully
will be explored.
Students will take a
music and arrange
it by using modern
music techniques,
technology, instruments and style.
An investigation into
the early periods of
music history and
who the main composers were, looking
into how they broke
the ‘rules’ of the time
in order to break
through and develop
a new style. Students
are then to choose a
composer from the
Baroque period and
study their style to
compose a piece “in
the style of ….”
Students will select a
challenging piece of early
classical music at their
level to perform on their
instrument. Their full
performance should take
around 2 - 3 minutes.
Students will be investigating rehearsal and
performance techniques.
They will carry out self/
peer evaluations of performances. They will also
work on theory at their
own level.
An investigation
into the history and
features of Rock
music and the roles
of performers. Students will form Rock
groups and create
an original Rock
song as a collaborative group. Students
will then perform
their song.
Timeline
August
October
January
March
May
Key Concept
Creativity
Change
Development
Communication
Community
Related
Concepts
Innovation, Structure
Innovation, Identity
Composition,
Boundaries
Audience, Expression
Genre, Role
Global Contexts
Scientific and
Technical Innovation
Identities and
Relationships
Orientation in Space
and Time
Personal and Cultural
Expression
Identities and
Relationships
Statement of Inquiry
Musicians can use
the environment in
an innovative way to
create diverse forms
of music.
Fusion music is
reflective of the
changes in cultural
identity when two
genres of music are
blended together.
"Creative Outlaws"
are composers who
throughout history
the boundaries of
what was known and
accepted in order to
develop new musical
styles.
Musicians communicate
their personal and cultural
expression through performances.
Rock musicians
each fulfill a specific
role working in a
team to perform.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Factual:
What are the elements of music?
What is music?
Conceptual:
How can the
elements of music
be used to create
different music?
Conceptual:
Why is structure in
music necessary?
Debateable:
Is Stomp music really
that innovative and
new?
What does fusion
mean in music?
What are the unique
features of the
genre you have
researched?
Conceptual:
In what ways can
two music genres be
blended together?
Debateable:
Has music fusion
benefited the culture
What are the periods
of musical history in
chronological order
and who are the
important composers
in each?
Factual:
What theory knowledge is required
to compose music
notation?
Conceptual:
How did an influential
composer push the
boundaries?
Conceptual:
How can we compose in the style of a
certain composer?
What are effective rehearsal techniques?
Conceptual:
How can performers cope
with nerves and stage
fright?
Conceptual:
What elements change a
good performance into a
great performance?
What are the unique
features of Rock
music?
Factual:
What are the various
roles of rock musicians in a band?
Conceptual:
How can musicians
communicate in order to have cohesion
during a performance?
Debateable:
What makes a
band great and stay
together?
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Energized Engaged Empowered
Unit Title
Stomp Out Loud
World Music Fusion
Creative Outlaws
In the Spotlight
Rock Music
Course Content:
subject specific
skills
Skills:
•Elements of music
Skills:
• Ethnic music Identify features of
a genre of ethnic
music
Skills:
•Periods of Classical
Music
Skills:
• Rehearsal techniques
Skills:
•Roles of Rock
musicians
•Rhythm notation
•Graphic notation
•Texture
•Explore ways in
which to fuse
ethnic music with
modern style
•Motif
•Music technology
•Call and response
•Demonstrate features and elements
of music in stomp
piece
•Features of Baroque and Early
classical music
•Analyse music of
the Baroque and
Early Classical
periods
•Notation
•Performance techniques
•Analyse performances
•Dealing with stage fright
•Expression
•Demonstrate accuracy
of playing
•Harmonising
chords with melody
notes
•History of Rock
Music
•Features of Rock
songs
•Analyse Rock
music
•Compose a rock
song collaboratively
ATL Skill Focus
Communication
Creative thinking
Transfer
Organisation
Reflection
Communication
Organisation
Communication
Organisation
Affective
Reflective
Collaboration
Assessment
Process Journal
outlining an artistic
intention for Stomp
piece and a log of
the developing ideas
(KA)
Researching a
specific genre of
Ethnic music
Composition in the
Style of composer of
their choice (KA)
Solo performance (KA)
Group composition
of a Rock song (KA)
MYP Criteria
Ci, iii
Ai, iii
Bii
Bi, ii
Bii
Assessment
Group performance
of Stomp piece (KA)
Create a piece of
World Fusion Music
(KA)
Analysis through
the music features
of the Baroque and
Classical periods
(KA)
Theory exam (KA)
Listening analysis
of features specific
to the Rock music
genre
MYP Criteria
Bii
Bii
Di
Ai
Dii
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Energized Engaged Empowered
Unit Title
Film Music
World Music – Asia
Poetry and Music
I'm a Performer
Music Therapy
Unit narrative
Student will review
and develop
knowledge of music
theory - key, chords,
metre, note values,
bass and treble
notes. They will also
review the elements
in relation to film
music. As part of the
unit the will explore
the role of music in
film as used to create
a sense of mood of
character. Individual
and group composition skills will be
developed.
In this unit students
will explore Chinese
pentatonic music
and how music reflect cultural values.
The will connect this
to the film study with
and investigation of
how music is used
to evoke a sense of
time and place
This units focuses
on a major development of composition skills and
techniques. Related
music theory such
as – scales, major
word painting will be
covered and used in
the context of writing
a song.
During this unit students
will explore the history
of music from the late
Classical – 20th Century
eras. They will then apply
this in a solo of group
performance piece.
This unit requires
the students to
apply musical skills
and knowledge to
a real world setting.
They will develop an
awareness of music
therapy methods,
treatment groups
and then carry out a
practical application
of these with a chosen subject group.
Timeline
August - Sept
October - November
December - February
March - April
May - June
Key Concept
Creativity
Change
Communication
Aesthetics
Change
Related
Concepts
Expression,
Audience
Genre, Role
Role, Narrative
Composition,
Boundaries
Global Contexts
Identities and
relationships
Personal and cultural
expression
Scientific and
Technical
Role, Audience
Personal & Cultural
Expression
Statement of Inquiry
Film music is a vehicle for composers to
use creative ideas in
order to evoke emotions and elements of
human nature.
The unique features
can be used to indicate the time and
place of a specific
culture.
Songs can be musical tools for self-expression through the
use of compositional
elements and techniques.
The concept of beauty
and aesthetic in music
has changed over time
and this is reflected in the
various music era and
styles by performers.
Music therapy can
be used to change
behaviours and positively affect a range
of audiences
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Factual:
Factual:
Factual:
What are the elements of music?
Factual:
What do I need to
theory in order to
compose well
Conceptual:
How do composers
use their creativity
to manipulate the
elements of music in
order to evoke emotional responses
Debateable:
Can a composer
truly communicate
a character’s nature
for the audience to
connect with?
Interpretation
What are the features
music
What are some
instruments used by
Chinese musicians
Conceptual:
Conceptual How
can visual images in
film be interpreted
through music
Debateable:
music truly reflect the
values and beliefs of
a culture
What are some effective compositional
techniques.
In what ways can
technology be used
to record a composition
Conceptual:
How can a composer
express their point of
view and feelings in
a song
Debateable:
Do song have to
mean anything at all?
What does a good performer do to present well
to an audience?
What are some of the historical period and genres
of music?
Conceptual:
How can a performer represent the perception of
beauty in an historical era
through their music?
Debateable:
Is there any point in playing the music of the past
what are some of
the treatment methods used in music
therapy?
Factual:
What scientific ideas
are behind music
therapy practices?
Conceptual:
How can music be
used to change the
behavior of a target
audience?
Debateable:
Does music therapy
make any difference
at all?
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Energized Engaged Empowered
Unit Title
Film Music
Course Content:
subject specific
skills
•Analyse a movie
•Participate in a
character and find
group performance
musical ways of exincluding music
pression the nature
from a different
of a character
culture and era
•Use the elements
of music as expressive tools to communicate mood.
•Develop and apply
music theory in
writing a melody
World Music – Asia
•Create a collaborative composition
to a given video
stimulus
•Use music technology as a tool
for notating and
recording music
ideals
Poetry and Music
I'm a Performer
Music Therapy
•Create compositions that reflect
the expressive
nature of a given
text suitable for
a chosen singing
voice.
•Identify the features of
the music from a range
of eras
•Apply knowledge
of music therapy
techniques in a
practical setting.
•Apply music theory
skills accurately in
a composition.
•Use music technology as a tool to
correctly notate a
score
•Use aural skills to analyse music and describe
the musical components.
•Create and present
a performance to an
audience that reflects
they stylistic features of
a chosen era
•Identify the connection between
music and mindfulness
•Develop a composition that evokes a
sense of mood and
emotion
ATL Skill Focus
Communication
Communication,
creative thinking
Organisation skills,
creative thinking
Collaboration Organisation skills
Affective skills,
Transfer
Assessment
Create and develop
a musical theme for
a character from a
film (KA)
Create a soundtrack
to a film clip using
stylistic feature of
Chinese music (KA)
Compose a song
using the text of a
poem in Noteflight
(KA)
Prepare and present a
performance of a
piece chosen from the
eras of music studied.
(KA)
Create a pllan for
music therapy
treatment with a
chosen target group.
(KA)
MYP Criteria
B – i,ii
B – i,ii
B – i,ii
B – i,ii
A – ii,iii
Assessment
Create a sound
montage on Mixcraft
show how film music
can evoke emotion
(KA)
Write a statement of
intention justifying
their creative and
stylistic choices (KA)
Keep and on-going
process journal of
the development of
the composition and
respond to feedback
on the composition
(KA)
Respond to the performances of others giving
feedback on the use
performance techniques
Create a series
of music therapy
exercises and
conduct treatment
sessions with
selected target
group.
MYP Criteria
B – i,ii
C-i
C - iii
D - iii
B – i,ii
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Energized Engaged Empowered
Unit Title
Making the ordinary extraordinary
Future Faces
Unit narrative
The unit explores a range of drawing, painting and printing skills and, through the work of contemporary still life
artists, introduces students to the elements of art and
analysis and research skills.
The unit introduces students to the ‘creative cycle’ and
encourages them to create unique work by responding
to the provocation ‘’middle school students of today will
do jobs that have not been invented yet’’. They develop
research and classification skills through investigating
which masks, from a range of periods and cultures, have
practical or symbolic functions.
Timeline
6 weeks
6 weeks
Key Concept
Change
Creativity
Related
Concepts
Representation
Innovation
Global Contexts
Personal and cultural expression
Personal and cultural expression
Statement of Inquiry
By using the elements of art artists transform everyday
objects into interesting, beautiful or unusual works of art.
Combining seemingly unrelated ideas can lead to the
expression of original, unusual or unexpected outcomes
and also help people make original links.
Inquiry Questions
F: What are the elements of art and principles of design?
F: What masks do you know of that have a practical
D: Does using more of the elements of art in your work
make it a ‘better’ work of art?
C: Why would artists bother to represent everyday
Course Content:
subject specific skills
function? Or symbolic function?
C: What is the difference between a practical and a symbolic object?
objects?
D: Will the statement “we are preparing students for jobs
Practical:
•Demonstrate a range of 2D drawing and painting
techniques
Practical:
•Drawing for designing
•Identify the elements of art
•Explore mark making techniques and other ways to
show value, form and texture
•Present work which shows an understanding of how to
manipulate the elements of art and design to create an
original, interesting outcome
Process Journal:
•Describe the work of others and give opinions of it
that haven’t been invented yet’’ always be true?
•3D technique: paper mache/ modroc or clay
•Colour theory: Mixing tints and tones
Process Journal:
•Generating multiple ideas using mindmapping
•Using prior knowledge to generate ideas
•Giving reasons for creative choices
•Use the work of others as a starting point for own work
ATL Skill Focus
I. Communication Skills
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognize problems
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Energized Engaged Empowered
Unit Title
Making the ordinary extraordinary
Future Faces
1
Criterion B
Portfolio of drawing and painting.
Outcomes demonstrate the ability to manipulate the elements of art in order to create images which go beyond
straightforward representation. (KA)
Through the process portfolio students show: (KA)
Criterion A
Students know and understand that masks can have
practical or symbolic functions and that the functions of
masks have varied in different cultures and at different
times. They use existing knowledge of the world around
them, and further research if necessary, to develop an
original idea for a ‘job that hasn’t been invented yet’.
Criterion C
Students show an achievable, clear and imaginative
design and clearly documents how their idea developed.
They can explain what events might lead to the job
they have created being necessary in the future. They
demonstrate the exploration of a range of ideas.
Criterion D
Students can clearly explain the meaning behind their
mask and the thought process behind the idea and the
prior knowledge that helped them develop it. They can
evaluate the success of their mask.
MYP Criteria
Bi, Bii;
Ai, Aii, Aiii; Ci, Cii, Ciii; Dii, Diii
Assessment
Through the process portfolio students show:
Criterion A
Students know and understand what the elements of art
are and can point out examples in their own work.
Criterion B
Students create a functional or symbolic mask with 3D
tints.
Criterion C
Students show through their artwork experimentation with
a range of materials and techniques in order to manipulate the elements of art.
Criterion D
Students annotate their work to show they can evaluate
the success of their experiments and explain what they
could do to improve.
MYP Criteria
Ái, Aiii; Ci, Cii, Ciii; Di
Bii
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Energized Engaged Empowered
Unit Title
Past to Present
ISHCMC Icons (Photography)
Art is everywhere
Unit narrative
Building on their understanding of
the elements of art, students explore
composition as a means of drawing
the viewer’s attention. Students
select a portrait from a culture other
than their own and use contextual
analysis to uncover clues about the
life of the sitter. Students respond
by using mixed media techniques
to create a ‘modern’ version of the
original artwork.
The unit introduces students to the
concept of iconography (in an historical and cultural context) and builds
upon their understanding of composition. Students create an ‘iconic’
image of a member of the school
community.
The unit introduces students to the idea
‘’fine art’’) were traditionally thought to be
more important than architecture, advertising, film and other areas of our visual
culture. Building on their understanding
of context, students create a ‘space’or
installation which reflects the world around
them.
Timeline
6 weeks approx
6 weeks approx
Extension unit (2 weeks)
Key Concept
Change
Aesthetics
Creativity
Related
Concepts
Composition
Visual Culture
Visual Culture
Global Contexts
Orientation in space and time
Identities and relationships
Personal and cultural expression
Statement of Inquiry
People develop ‘’new’’ work and
ideas by taking inspiration from what
other people have created before
them.
‘Iconic’ images capture a sense
of what is important, desirable or
recognisable to the community which
views them.
Creativity can be shown through art forms
like architecture, fashion and film as well
as more traditional forms like painting and
drawing.
Inquiry Questions
F: What do we mean when we talk
F: What was the function of the
F: What sort of artforms make up our
earliest ‘icons’.
D: Where does inspiration come from C: The word ‘iconic’ used to be assoand how can we develop our first
ideas?
C: Is it possible for artists to ever
have ‘new’ ideas? Why?
ciated with religious imagery, but now
mainly relates to celebrity. What does
that tell us about the communities and
culture in which we are living?
D: To what extent does the use of
visual culture which may not be seen in
C: What is creativity and how can people
show creativity?
D: Should all elements of our ‘visual culture’ be perceived as ‘art’?
iconography contribute to a sense of
community?
Course Content:
subject specific skills
Practical:
•Explore composition using photography and editing
•Demonstrate understanding of
thoughtful composition in a final
artwork
•Explore mixed media techniques to
use in a final piece of artwork
Process Journal:
•Use research skills to select an
artwork which meets pre-set requirements
•The difference between research
and analysis
•How to analyse an image and
explain how what they have discovered has helped their own work
develop.
•Formulating questions to deepen
understanding (when doing analysis)
ATL Skill Focus
I. Research Skills
Practical:
•Students will examine the rules of
composition and apply them to
photography
Practical:
•Use 2D skills to plan 3D work: drawing
for design and to provide information;
showing form
•Students will learn how to use Photoshop to edit an original image.
•Demonstrate 3D construction skills
Process Journal:
•Students will understand that all
cultures and communities have generated images which have become
‘iconic’
•Iconic images are ‘read’ in terms of
shared cultural references.
•Students will understand that body
language, facial expression, composition and lighting can be manipulated to make an image more iconic.
•Students will learn to analyse
images in order to understand what
makes them iconic, and use that
understanding in their own work.
•Experiment and problem solve with materials provided
Process Journal:
As previous unit plus:
• Select the work of another and describe
it using subject specific language (elements of art etc)
•Outline the links between research and
own work
•Annotate own work to give further information
•Reflect on and evaluate success of work
•Students will develop skills in
researching the context in which an
image was created.
X. Transfer skills
Transfer current knowledge to learning of new technologies
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to
recognize problems
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Energized Engaged Empowered
Unit Title
Past to Present
ISHCMC Icons (Photography)
Art is everywhere
Assessment
Criterion B (KA)
Students show evidence of meaningful experimentation with selected materials, leading to a skillful
outcome.
Criterion B (KA)
Photograph of a member of their
community,
Produce a photograph that meets a
stated intention and demonstrates an
understanding of what iconography
is through an artistic statement that
accompanies the photograph.
Through the process portfolio students
show: (KA)
Criterion A
Students can use appropriate art language
to describe and analyse the work of others
Criterion C
Students can outline the links between
their research and own design.
Criterion D
Students respond to the ideas of
architecture and visual culture to design
and make their own ‘’art museum’’ and
exhibit.
MYP Criteria
Assessment
Bi, Bii
Bi, Bii
A ii; C i; C iii; D ii; D iii
AERO:
1.1a
1.2a
1.3a
1.3b
1.4a
AERO
1.1a
1.3a
AERO:
2.2a
3.1a
3.2b
3.2a
3.3a
3.3b
4.2a
Criterion A
Students can select, describe,
analyse and reference an artwork to
use as the starting point for their own
creation.
The process journal should show:
Criterion A
An understanding of what ‘iconic’ imagery might be and why some images
are considered iconic.
Criterion B
Criterion C
Students show through their artwork
experimentation with a range of materials and techniques, leading to a
final piece in which they explain their
creative choices.
Criterion C
A clear intention which outlines why
their chosen subject fulfils the theme
‘ISHCMC Icons’ and how they wish to
present them in order to make them
look ‘iconic’
Students demonstrate the ability to
plan and present a skillful artwork
which takes inspiration from another
without directly copying.
Criterion D
Students curate a public exhibition
of their photographs and exhibition
texts.
Students use 3D card construction to
create a “museum of visual culture’’ which
shows careful construction and attention
to detail.
Criterion D
Students present a final artwork
which shows clear links between the
art of the past they have researched
and analysed and the world around
them.
Unit goals
(MYP Objectives +
Standards)
A i; A iii; Bii; C i; C ii; Ciii; D i; D ii; D iii
Aiii; Ci, Ciii; Dii, Diii
Bii
AERO:
2.1a
2.1b
2.2b
3.1a
3.2b
3.3b
4.1a
AERO:
2.1a
2.1b
2.2a
2.2b
3.2a
3.2b
3.3b
4.4b
AERO:
1.1a
1.2a
1.3a
1.4a
Inter-disciplinary
I&S
Language A, Music, Drama
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Energized Engaged Empowered
Unit Title
Creating Curious Characters
Organic/ Mechanic
Unit narrative
The unit explores human proportion and stylisation
through the animation of Tim Burton. Students are introduced to the rules of proportion and use this knowledge
to build on their analytical skills by comparing Burton’s
work with another artform. They also develop visual
literacy by exploring how expression and body language
can give clues about a character’s personality. Students
design and build a stylised maquette inspired by a favourite book character.
The unit takes as its starting point the impact of science
and technology on the arts. Students look at the context
of the science fiction genre and combine observational
to create a response to the theme which reflects their
understanding and consolidates their prior knowledge
of composition. The principles of design are introduced,
which, in addition to prior knowledge of the elements of
art, enable more sophisticated formal analysis of imagery.
Timeline
6 weeks
6 weeks
Key Concept
Aesthetics
Change
Related
Concepts
Interpretation
Composition
Global Contexts
Personal and cultural expression
Scientific and technical innovation
Statement of Inquiry
A character’s physical appearance can give the viewer
clues about who they are, their personality and character.
Developments in technology prompted people to imagine
what life would be like if we could combine organic characteristics with technology.
Inquiry Questions
F: What does ‘stylisation’ mean?
F: Can you think of any examples in which nature
D: How can we use stylisation to give the viewer clues
C: How do we keep the essence of the human form in a
Course Content:
subject specific skills
with
technology combine? Draw on your knowledge of other
subject areas and real life as well as works of fiction.
C: What makes us human?
stylised artwork?
D: If robots and cyborgs were real, would they be ‘superi-
Practical:
•Use resistant materials in order to create a free standing
sculpture.
Practical:
•Develop a range of observational drawing and painting
skills.
•Develop modelling skills in order to create texture and
details.
•Use understanding of colour to show value, form and
texture using acrylic paint.
•Use understanding of colour to mix and apply a range of
tints, tones and hues using acrylic paint.
Process Journal:
•Respond to the stimulus provided in order to plan and
execute their own artwork.
Process Journal:
•Analyse an image in order to explain the concept of
stylisation.
•Compare and contrast two artworks using subject specific language.
or’ to humans?
•Document the way in which ideas form and develop.
•Critical analysis of imagery
ATL Skill Focus
I. Communication skills
Reading, writing and using language to gather and communicate information
• Read a variety of sources for information and for pleasure
III. Organization skills
• Plan short- and long-term assignments; meet deadlines
1
Criterion B (KA)
Students create a stylized human form sculpture based
on a character from a book. Their sculpture should show
the skillful use of materials.
Criterion A (KA)
Students can select, describe, analyse and reference an
artwork to use as the starting point for their own creation.
Criterion C (KA)
Students will create a visual mind map referring to visual
culture (movies, artists, books, etc) in order to generate
several ideas.
Criterion D (KA)
Students show what they wish to communicate about the
theme through a statement of intent which refers to their
research.
MYP Criteria
B ii
A ii; A iii; C i; C ii; C iii; D ii; D iii
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Energized Engaged Empowered
Unit Title
Creating Curious Characters
Organic/ Mechanic
Assessment
Through the process portfolio
Criterion A
Show knowledge and understanding of what stylization is
through analysis of a selected artwork.
Criterion B
Composition expressing the relationship between organic
and mechanic using the medium of acrylic paint (and
other media if appropriate)
Criterion C
Students explain their visual choices. Students show
evidence of planning and designing which links to their
knowledge and understanding.
Criterion D
Students show evidence that they have responded to
both the clues about a character’s appearance and personality gleaned through reading their chosen text, as well
as the style off the artwork studied.
MYP Criteria
A i; A ii; C i; C ii; D i; D ii
Bi, Bii
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Energized Engaged Empowered
Unit Title
Life Under the Lens
Angry Artists
Powerful Prints
Abstraction
Unit narrative
Taking the content students
are studying in science as its
starting point, this unit introduces students to the use of
‘’non art’’ areas for inspiration. Students develop their
knowledge of microbiology,
scientific imagery and the
work of selected artists.
The unit builds on student’s
experience of using ‘’non
art’’ areas for inspiration by
requiring them to investigate
a global issue of their choice
in order to create work
that expresses an opinion.
Students use analysis of
contemporary and historical imagery to develop and
utilise their visual literacy
and anticipate the reaction of
their audience.
Referring to the history of
printmaking in Asia and
Europe, students will build
on their prior knowledge
of mark making to design,
develop and produce a portrait using the lino printing
reduction process.
The unit invites students to
consolidate their understanding
of the elements of art and principles of design to investigate,
analyse, plan and create a series
of abstract artworks derived
from their own observational
drawings.
Timeline
August September October
November December
January February March
April May June
Key Concept
Connections
Communication
Creativity
Change
Related
Concepts
Representation
Audience
Expression
Style
Global Contexts
Scientific and technical
innovation
Globalization and
sustainability
Scientific and technical
innovation
Personal and cultural expression
Statement of Inquiry
Developments in technology
have allowed artists access
to new stimulus.
The arts can be used to raise
awareness of global issues
and communicate social or
political messages.
Being restricted by the availability of materials can lead
to creative solutions.
Abstraction is achieved by
changing, simplifying and editing an image until it is no longer
representational. Abstract artists
may be inspired by what they
see, hear or feel.
Inquiry Questions
F: Which elements of art
F: Throughout history how
F: The Die Brucke artists
F: What is the difference be-
or principles of design can
you identify in microscopic
images?
C: Does looking at two
subject areas together help
students make connections
between them?
D: If an image is pho-
tographed for scientific
purposes, can it still be seen
as ‘art’?
has art been used to communicate messages
C: In what ways does the
understanding of the audience affect the cultural value
of an artwork?
D: Should artists use their
•Demonstrate acrylic painting skills
Process Journal:
•Identify the principles of
design how they have been
used
•Annotate work to show
knowledge and own work
C: What impact did the
development of printing techniques have on the world?
D: Are prints worth less
Practical:
•3D ‘soft sculpture’ using
textiles techniques.
Practical:
•The process (including
planning) of a reduction
print.
croscopic imagery ‘abstract’
or ‘realistic’?
Practical:
•Formulate a design which
fits within predetermined
parameters (acrylic paint;
circular space; microbiological theme)
technique, so why did they
develop the lino printing
technique?
work to communicate their
personal beliefs?
D: Are images based on mi-
Course Content:
subject specific skills
Students will understand
how to plan a piece of artwork in advance in order to
create a skillful outcome
•Use collage techniques
to show understanding of
composition.
•Combine text and image
effectively.
Process Journal:
•Respond visually to research into a global issue
•Appraise the impact that
an image has on oneself
and other viewers
•Create a 3D outcome using
textiles techniques such
image transfer
tween abstract and representational/ figurative art?
C: What is the purpose of
abstract art?
D: Are abstract artists as talented as representational/figurative
artists?
than one piece of artwork for
example a painting because
you can create multiple
copies?
production of a few prints
themselves.
•Creating successful prints
by hand and using the
printing press.
•Using mark-making,
including directional line, to
create contrast and define
space.
Practical:
•Observational drawing
•Simplification and abstraction
of imagery
•Students will produce a portfolio of abstract work which
shows development of skills.
Process Journal:
•Students will know what the
elements of art and principles
of design are and explain how
they are used in a range of art
works.
Process Journal:
•Analyse and compare two
prints from different cultural
contexts
•Writing a statement of intent.
research and own creative
decisions
•Reflect upon and evaluate
success
•Experiment meaningfully with
materials
•Evaluating experimental work.
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Energized Engaged Empowered
Unit Title
Life Under the Lens
Angry Artists
Powerful Prints
Abstraction
ATL Skill Focus
II. Collaboration skills
Working effectively with
others
I. Communication skills
language to gather and
communicate information
IV. Affective skills
Managing state of mind
IX. Creative thinking skills
Create original works and
ideas; use existing works and
ideas in new ways.
• Take responsibility for
one’s own actions
1
Criterion B (KA)
Students will research, plan
and paint part of a collaborative mural. Their design
they have studied in science.
• Read a variety of sourc
es for information and for
pleasure
Criterion A (KA)
Can show evidence
of knowledge and
global issue that they have
chosen.
• Mindfulness - Practise
focus and concentration
Criterion B (KA)
Students will plan and create
a reduction process lino
print.
Criterion C (KA)
develop the ideas for an
installation, Show evidence
of planning, write up a
provocation, Show evidence
that they have a plan in
order to make sure that their
message is communicated.
• Consider multiple alter
natives, including those
that might be unlikely or
impossible
Criterion A (KA)
Students show knowledge
and understanding of how to
use the elements of art in their
work through a portfolio of
experiments with annotations
and notes.
Criterion C (KA)
Students document using
materials and media in
experimental ways in order to
express their stated intention
Criterion D (KA)
Students respond to their
experience of creating abstract
work through a reflection and
evaluation
Criterion D (KA)
Research and formal and
contextual analysis into
an appropriate artist.
Responding to that artist’s
work and borrowing
techniques and procedures
from that artist’s body of
work.
MYP Criteria
B i; B ii
Ai, Aii, Aiii; Ci, Cii; Di, Dii, Diii
B i; B ii
Ai, Aii, Aiii; Cii, Ciii; Di, Diii
Assessment
The process journal should
show:
Criterion A (KA)
Analyze the work of an
appropriate artist using the
Content, Form, Process,
Mood, framework and be
able to outline what they
have learned that could be of
use in their own work.
Criterion B (KA)
Create an installation informed by their research into
a global issue.
The process journal should
show:
Criterion A (KA)
Analyze the work of an
appropriate artist using the
Content, Form, Process,
Mood, Context framework
and be able to outline what
they have learned that could
be of use in their own work.
Criterion B (KA)
Abstract art piece conceived,
planned and executed by the
student.
Criterion C (KA)
Use a range of strategies to
communicate the idea, intention, inspiration, research
and reasons behind your
work.
The installation must pertain
to a Global Issue fitting into
the MYPs Global Contexts.
Student can create a small
environment to be put on
display or use the school in a
larger context to create their
installation.
Criterion D (KA)
own work and the artform
studied. Ability to recognise
successes and failures and
suggest an alternative approach where appropriate.
Criterion D (KA)
Students show evidence
that they have responded to
and transformed scientific
imagery.
MYP Criteria
Aii, Aiii; C iii, Di, D ii
Criterion C (KA)
Anticipating and overcoming difficulties that arise in
the printing process and
Using the exploration activities
and their research students
need to make decisions, plan
and execute an abstract piece
that highlights or celebrates an
element of art and design or a
principle of art and design.
Bi
A i; A ii; Aiii; C i; C ii; Diii
Bi, Bii
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Energized Engaged Empowered
Unit Title
Sense of Place
Ugly Beautiful
Artist’s Studio (using research to develop work)
Unit narrative
The unit invites students to
demonstrate that they recognise and can summarise the
physical and social characteristics of their chosen art
movement and exemplify
this understanding through
own design. Students work
towards a group exhibition
that interests and informs
viewers.
The unit begins with a visit to
locations in the city allowing
students to respond to the
world around them through
drawing and sketching.Back
in the studio they develop
these primary sources into
book through which they
respond personally to the
theme.. Students use intaglio
other selected techniques.
In this unit students investigate work by artists who
take as their subject that
which is generally considered ugly, unpleasant or
mundane. Students analyse
a range of images in order
to appraise the impact that
an image has on oneself and
other viewers (visual literacy).
In preparation for DP level
study, students identify a
theme or area of interest
and use this to develop
ideas without being restricted by it.
A research led unit, students
will identify, analyse and
interpret a range of images in
order to effectively develop
their work.
Understanding of the creative process is consolidated
in that students will construct links between MYP
and DP assessment criteria.
Timeline
August September October
November December
January
February March
April May June
Key Concept
Communities
Identity
Aesthetics
Change
Related
Concepts
Visual Culture
Presentation
Representation
Innovation
Global Contexts
Identities and Relationships
Orientation in Space and
Time
Personal and Cultural
Expression
Students selected Global
Context
Statement of Inquiry
Artist who are associated
because they share similar
styles, ideas, aims or point
of view often form groups
known as ‘art movements’.
People experience the world
around them in a personal
way. Visual artists find their
own way to present their
experience of a place.
Artists manipulate aesthetics
in order to express beauty in
unusual ways.
Artists use the creative cycle
to develop, change and improve work by planning and
experimenting in innovative
ways.
Inquiry Questions
F: What are the characteris-
F: what environmental fac-
F: What does the word ‘aes- F: Are there ‘right’ or ‘wrong’
C: Which senses do you
C: Why does one person feel
tics of an art movement?
tors can change the way we
perceive a place?
thetics’ mean in the context
of visual arts?
C: can an artist belong to
more than one art movement?
D: Does it benefit art, or
artists, to be associated with
an art movement?
use to experience a sense of
place? How can you show
this information visually?
D: Do we all experience the
same location in the same
way?
Course Content:
subject specific skills
Practical:
•Use the process journal to
experiment meaningfully
and learn from the work of
others
•Demonstrate the skillful
and appropriate manipulation of acrylic paints to
create a desired effect
Process Journal:
•Use knowledge and understanding of an art movement to create a response
without copying the original
works
•Summarise key information
through the writing of an
exhibition text
Practical:
•Document an impression of
a place ‘on location’
•Use a printing press to
create an intaglio print.
•Skillful application of other
selected media.
Process Journal:
• Understand the difference
between a primary and
secondary source.
•Interpret a prescribed
theme in a personal way
•Justify the techniques and
materials they self select
attracted to an image when
another is repulsed?
journal? Why?
C: Why do artists strive to
improve their work?
D: Is there such a thing as
D: Should art aspire to be
idea the best idea?
Practical:
•Development of primary
sources (own drawings/
photographs etc from first
hand observation) that
explore a stated point of
view
Practical:
•Development of primary
sources (own drawings/
photographs etc from first
hand observation) that
explore a stated point of
view
•The skillful application and
manipulation of chosen
materials
•The skillful application and
manipulation of chosen
materials
Process Journal:
•Evidence that the creative
cycle (research planning,
meaningful experimentation, reflection and
evaluation) has facilitated
the skillful creation of a
personal artwork.
Process Journal:
•Evidence that the creative
cycle (research planning,
meaningful experimentation, reflection and
evaluation) has facilitated
the skillful creation of a
personal artwork.
‘beautiful’?
•Design and construct a
good quality artist’s book.
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Energized Engaged Empowered
Unit Title
Sense of Place
Ugly Beautiful
Artist’s Studio (using research to develop work)
ATL Skill Focus
III. Organization skills
effectively
• Set goals that are challenging and realistic
V. Reflection skills
(Re-)considering the process of learning; choosing
and using ATL skills
• Consider ethical, cultural
and environmental implications
IX. Creative thinking skills
Generating novel ideas and
considering new perspectives
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
III. Organization skills
effectively
• Plan short- and long-term
IX. Creative thinking skills
Generating novel ideas and
considering new perspectives
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
1
Criterion B (KA)
Apply the rules of a given
art movement to interpret
that given movement on a
3D sculpture. The finished
produce is a painted deer
that represents a contemporary art movement or an art
movement from the past.
• Consider multiple alternatives, including those
that might be unlikely or
impossible
• Create novel solutions to
authentic problems
Criterion B (KA)
Artist book inspired by the
theme ‘Sense of Place’.
Students present a space
using original drawings from
the place. Students need
to interpret what a ”sense
of place “ means to them
personally.
Process Journal ACD (KA)
Criterion A
Students recognize and
can use the elements of art
and principles of design to
manipulate them.
Criterion B
Students can apply what
they have gleaned from
selected works of art by
selecting, presenting and
analyzing visual images (the
work of artists as well as
other images).
Criterion D
Students can produce a final
piece that responds to the
world of aesthetics around
them.
Students can demonstrate
the ability to make and
explain artistic decisions
which impact on the viewer’s
perception.
Process Journal ACD (KA)
Criterion A
Students show exploration
of skills, techniques, and
processes. Students apply
critical investigation to
inform their work.
Criterion C
Students communicate
clearly their ideas and
intentions for their final
piece.
Criterion D
Students show evidence
of reviewing, refining and
reflecting on the planning
process of their work.
Students can present their
work, using subject specific
vocabulary and preparing
appropriately for their
intended audience.
MYP Criteria
B ii
B
A, C, D
A, C, D all strands
Assessment
Process Journal ACD - (KA)
Criterion A
Research into chosen art
movement. key artists, and
formal analysis of selected
artworks.
Process Journal ACD - (KA)
Criterion A
Analyse appropriate art
works in order to improve
skills and develop ideas.
Criterion B - (KA)
Portfolio of work and resolved outcome that clearly
demonstrates the development of an idea and the development of skills thorough
research and experimentation with materials
Criterion B (KA)
Portfolio of work and resolved outcome that clearly
demonstrates the development of an idea and the development of skills thorough
research and experimentation with materials
B
B
Criterion C
Design of product (inspired
by art movement). Meaningful experimentation with
acrylic paints showing exploration of techniques typical
of the movement.
Criterion D
The final product and process journal shows a clear
response to Knowledge and
MYP Criteria
A, C, D
Criterion C
An achievable and clear
intention
Criterion D
Students can explain the
meaning behind their work
and link it back to their
research as well as their own
experiences of the city.
A, C, D
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Energized Engaged Empowered
Unit Title
Paper Bridge
Floor Design & Circuitry
Video Tutorials
Digital Design
Unit narrative
Students will be working in
groups to create a bridge out
of 20 pieces of paper, hot
glue gun, staples, and tape.
They need to design it in a
way that will pass a series of
stress tests.
Students will develop
floor plans for a shipping
container before individually
creating a model home using
foam board. The model will
be constructed with students
developing an optimal lighting system using the most
efficient use of wiring that
will be installed in the model
home.
Students will work in pairs
using cameras and software
editing techniques to create
a video to teach others a
new skill. The final product
will be a “How to” video
tutorial showing the stepby-step process of the skill
being taught.
Students will express their
creativity using Adobe Illustrator to develop a logo of
their own design. Students
will then create a customized
product such as a wooden
coin, vinyl sticker or a button
to showcase their design.
Timeline
Aug - Sept
(4 weeks)
Sept - Dec
(13 weeks)
Jan - Feb
(6 weeks)
Feb - May
(12 weeks)
Key Concept
Development
Systems
Communication
Communities
Related
Concepts
Collaboration & Form
Invention and Function
Ergonomics & Function
Markets and Trends Perspectives
Global Contexts
Orientation in Time and
Space
Globalization and
Sustainability
Scientific and technical
innovation
Identities and Relationships
Statement of Inquiry
Engineers can work together
to develop multiple forms
of design to solve common
problems.
Electrical systems can be efficiently designed to optimise
energy use.
Ergonomically designed
tutorials can effectively teach
something new to the targeted audience.
A symbol can define communities in a global market
determining patterns of
consumer behavior.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
How strong is paper?
Conceptual:
Can different structures
improve the strength of the
same material?
Debateable:
Course Content:
subject specific skills
Which electronic components can be used to light up
a shipping container house?
How can light change the
atmosphere of a room?
What is the strongest design
for a paper bridge?
Debateable:
Students will:
•understand the physics
underlying bridge building
Students will:
•understand basic dimensioning and proportions
during the construction of
a realistic model house
•understand impact design,
strength of structures
•how to material strength
•convert ideas to a physical
product
•work as a team
•explore ideas of physical
shapes and their functions
Technical Skills:
• Work with materials
•Use basic hand tools
•Analyze structures for
strength and stability
Is functionality more important than appearance?
•learn basic electrical
concepts related to current
and voltage
•learn the functions of electrical components
•learn how to permanently
hook together wire and
electrical components
using solder
•learn to troubleshoot basic
wiring problems
What are the steps required
to create an informative
tutorial?
Conceptual:
Why do we communicate
ideas?
How do logos/brands influence our decision making?
Debateable:
Debateable:
Are we overly influenced by
consumer brands?
Students will understand:
•Script Writing
Students will:
•understand that symbols
and logos can represent
an individual, groups or a
company
What is the role of a teacher
in a world full of tutorials?
•Camera angle
•Camera Movements
•Storyboarding
•Filming
•Editing
•Importing
•Evaluating Scenes
•Timeline
•Titles
Technical Skills:
• Create wiring diagrams for
a house structure
•Install electronic components
•Share
•Construct a model house
using hand tools
What are aspects of good
logo design?
•Encode
•gain knowledge in using
Illustrator to design their
logo
•transfer their designed logo
into a vinyl which will be
cut on the laser cutter
Technical Skills:
•Forge materials into
shapes using hand tools
•Use laser tools to engrave
designs onto material
•Social Media
•Official Screening
•wire cutting
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Energized Engaged Empowered
Unit Title
Paper Bridge
Floor Design & Circuitry
Course Content:
subject specific skills
Video Tutorials
Digital Design
Technical Skills:
• Use video and audio
equipment
•Use different camera angles
•Use digital software for
editing
Assessment
Students will build a paper
bridge in groups.
B - Developing Ideas
Students will build a simple
model house and engineer
a circuit board to control the
lighting.
Students will create a ‘How
to Do’ Tutorial.
A - Inquiry and Analysis
A - Inquiry and Analysis
Students will design a digital
or Illustrator.
A - Inquiry and Analysis
MYP Criteria
Bi
Ai
A ii
A iii
A iv
A ii
A iv
Ai
A ii
A iii
A iv
Assessment
Students will build a paper
bridge in groups.
Students will build a simple
model house and engineer
a circuit board to control the
lighting.
Students will create a ‘How
to Do’ Tutorial.
Students will design a digital
or Illustrator.
include specific
strands
C - Creating a Solution
B - Developing Ideas
B - Developing Ideas
B - Developing Idea
MYP Criteria
Cv
Bi
B ii
B iii
B iv
Bi
B iii
Bi
B ii
B iii
B iv
Assessment
Students will build a paper
bridge in groups.
Students will build a simple
model house and engineer
a circuit board to control the
lighting.
Students will create a ‘How
to Do’ Tutorial.
C - Creating a Solution
Students will design a digital
or Illustrator.
C - Creating a solution
Ci
C ii
C iii
C iv
C ii
C iv
Cv
Ci
C ii
C iii
C iv
Students will build a simple
model house and engineer
a circuit board to control the
lighting.
Students will create a ‘How
to Do’ Tutorial.
Students will design a digital
or Illustrator.
include specific
strands
D - Evaluating
C - Creating a Solution
MYP Criteria
include specific
strands
D ii
D iii
Assessment
D - Evaluating
D - Evaluating
MYP Criteria
include specific
strands
Di
D ii
D iii
D iv
D ii
D iv
D - Evaluatin
Di
D ii
D iii
D iv
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Energized Engaged Empowered
Unit Title
Egg Drop
Makey Makey
Drawing Life
Game & Puzzle Design
Unit narrative
Students will be engaged
in a competition to create
resources, that can keep
an egg intact when dropped
from a certain height.
Through the process, the
natural forces and impact
design.
Students will use a Makey
Makey, a simple invention
kit, to create an educational
solution for younger children.
They will use Makey Makey
to transform inanimate
objects into control input devices in place of a keyboard
to perform more innovative
computer coding platform,
they will combine Makey
Makey and their created
program to produce their
invention.
Students will create a stop
motion drawing video that
will tell the story of their life
so far. It will include a series
of photos stitched together using a video editing
program. Students will have
to record their voice and
synchronise both video and
audio. The finished video
will then be loaded up to
Students working individually will create a game or
puzzle of their choice for a
target audience within the
local community. Using a
range of tools and machinery
students will develop their
product following the design
cycle. The product must be
safe for all ages and reflect
either an original product or
a diffusion of others to create something new. Students
can use a range of materials
including wood, plastic,
rubber, and/or paper and
tools such a vacuum former,
laser cutter, 3D printer, and/
or basic hand tools.
Timeline
Aug - Sept
(4 weeks)
Sept - Dec
(13 weeks)
Jan - Feb
(6 weeks)
Feb - May
(12 weeks)
Key Concept
Development
Systems
Communication
Communities
Related
Concepts
Collaboration, Resources,
Ergonomics
Function
Perspective & Resources
Invention and Innovation
Global Contexts
Science and Technical
Innovation
Science and Technical
Innovation
Identities and Relationships
Personal and cultural
expression
Statement of Inquiry
Structures can be engineered through the use of
materials that can withstand
impacts.
Designs can be developed
to create products with alternate functions.
Through the sharing of
experiences, relationships
can be formed that ultimately
promote understanding and
self-esteem.
Inventions of games can
bring communities together.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
How can products be
designed to withstand
impacts?
Conceptual:
How can creative safety
design impact our lives?
value of a new design?
What are the general rules in
designing a documentary?
How can we tell the story of
our lives through film?
Why do we create games?
Conceptual:
What is the value of games?
Debateable:
Can we create original
games or are they just variations of an existing product/
theme?
Debateable:
Do weather conditions affect
the success of experiments?
When we design new
innovating?
Debateable:
Students will:
•Make effective use of
handheld and power tools
Students will:
•test what objects are conductive
Students will:
•create a script & storyboard of their video
Students will:
•Make effective use of
handheld and power tools
•Use correct tools to use to
shape various materials
•learn how to use Scratch
to create a computer game
•take a series of photos and
stitch them together
•Use correct tools to use to
shape various materials
•Reiteration process - developing a design through
trial and error (stress testing)
•understand the idea of
computer coding
Technical Skills:
• Video capturing
Technical Skills:
• Understand function of
electronic components
Technical Skills:
•Cutting & shaping materials
using hand held power
tools
Debateable:
Course Content:
subject specific skills
Why do some designs need
to be changed?
Technical Skills:
• Structural integrity and
stress testing
•Ergonomic design using
handheld tools
and fasteners
•Programming
•Connecting circuits
How do we see ourselves?
•Embedding Audio
•Editing footage
•Generating a computer
image to be printed using a
range of materials
•Printing materials using a
range of machines
•Assembling materials
together
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Energized Engaged Empowered
Unit Title
Egg Drop
Makey Makey
Drawing Life
Game & Puzzle Design
Assessment
Students will be building an
apparatus that will protect
an egg being dropped from
various heights.
Students will be creating a
product using the Makey
Makey boards.
Students will draw an
autobiographical video using
stop animation.
Students will create a
physical puzzle or a game.
A - Inquiry and Analysis
B - Developing Ideas
B - Developing Ideas
A - Inquiry and Analysis
MYP Criteria
Bi
Ai
A ii
A iii
A iv
A ii
A iv
Assessment
Students will be building an
apparatus that will protect
an egg being dropped from
various heights.
Students will be creating a
product using the Makey
Makey boards.
Students will draw an autobi- Students will create a physiographical video using stop
cal puzzle or a game.
animation.
B - Developing Ideas
C - Creating a solution
include specific
strands
C - Creating a solution
B - Developing Ideas
Ai
A ii
A iii
A iv
MYP Criteria
Cv
Bi
B ii
B iii
B iv
C ii
C iv
Cv
Assessment
Students will be building an
apparatus that will protect
an egg being dropped from
various heights.
Students will be creating a
product using the Makey
Makey boards.
Students will draw an autobi- Students will create a physiographical video using stop
cal puzzle or a game.
animation.
C - Creating a solution
D - Evaluating
include specific
strands
D - Evaluating
MYP Criteria
include specific
strands
D ii
D iii
Assessment
C - Creating a solution
Ci
C ii
C iii
C iv
Students will be creating a
product using the Makey
Makey boards.
D - Evaluating
MYP Criteria
include specific
strands
Di
D ii
D iii
D iv
D ii
D iii
Bi
B ii
B iii
B iv
Ci
C ii
C iii
C iv
Students will create a
physical puzzle or a game.
D - Evaluating
Di
D ii
D iii
D iv
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Energized Engaged Empowered
Unit Title
Sights and Sounds of
Vietnam
Upcycling
Lego
CO2 Powered Dragster
Cars
Unit narrative
Students will create a video
that will promote or showcase the beauties of Vietnam
and surrounding areas. They
will be learning how to use
video cameras and editing
software to produce their
videos. These videos will be
public to enjoy.
Students will take any
materials and repurpose it to
create a brand new product
that serves the community. This unit will allow the
students to showcase their
creativity when it comes to
turning waste materials into
something new.
Students will work with Lego
Mindstorms EV3 kits to
create a robot that will help
and assist humans in real
world situations. Students
will learn how to build Lego
robots and also learn how
specific operations.
Students will design and
create a CO2 powered
dragster-styled race car. The
design will be aerodynamically tested using both virtual
and physical wind tunnels to
ultimately develop the fastest car raced over a custom
built track.
Timeline
Aug - Sept
Sept - Dec
Jan - Feb
Feb - May
Key Concept
Communication
Communities
Systems
Development
Related
Concepts
Perspective
Markets and Trends
Sustainability and innovation
Invention & Collaboration
Function and Form
Global Contexts
Personal and Cultural
Expression
Fairness and Development
Scientific and Technical
Innovation
Scientific and Technical
Innovation
Statement of Inquiry
Promoting culture can involve the creative expression
of ways in which we reflect
and convey information to a
target audience.
By-products can be repurposed to create an entirely
new product that can benefit
a community.
Systems can be created by a
group to aid in tasks to function in real world situations.
Through iterative improvements, and applying laws
of dynamics, products can
be streamlined to be more
energy efficient.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What are the steps required
to create a marketable
video?
Conceptual:
Why do we communicate
ideas?
Do different cultures have
the same perspective on
environmental matters?
Debateable:
Debateable:
Is tourism always a benefit to
society?
Course Content:
subject specific skills
How do you recycle as an
individual?
Students will demonstrate
knowledge of previous
years and the following
skills.
Special Effects (3):
•Using the green screen to
replace the background
Is reusing a product better
than recycling?
Students will demonstrate
the effective use of:
•thinking creatively to
see what materials they
can repurpose from their
household
•Creating special effects to
•learn how to break apart
pieces of a product and
put it together
•Utilizing camera movements to add effects to
their video
•using handheld tools and
power tools to build their
intended design
•design a product out of
recycled material
•Layering of timelines to get
a more dramatic effect
Technical Skills:
• Cutting & shaping materials using hand held power
tools
complex dimension to their
films
•Assembling materials
together
What options are available to
How can you make your
robot move in a circle?
Debateable:
Are robots a benefit or hindrance to society?
Students will demonstrate
the effective use of:
• Building robots with the
Lego Mindstorms EV3 kits
•Programming using drag
and drop components
•Being able to research and
learn how to programming
using online tools
•Following step by step
instructions to build
pre-design models
•Working collaboratively in
pairs
Technical Skills:
• Building lego robots
•programming
•troubleshooting
What are the steps required
to create an aerodynamic
vehicle?
Conceptual:
How can the results of
testing be applied to improve
design?
Debateable:
What factors determine the
most aerodynamic design?
Students will demonstrate
the effective use of:
•Drawing thumbnails, composites and mechanicals
sketches to come up with
a prototype
•Using design software to
get the general shape and
form of the dragster
•Testing designs virtually
and physically
•Make use of sanding machines
•Using hand held tools to
shape, assemble and test
their dragster
•Assemble pieces of a product into its final shape and
form
•Use precise drilling
techniques to align wheel
placements
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Energized Engaged Empowered
Unit Title
Sights and Sounds of
Vietnam
Course Content:
subject specific skills
Technical Skills:
• Video capture
Upcycling
Lego
CO2 Powered Dragster
Cars
Technical Skills:
•Using AutoDesk & Flow
Design
•Drawing designs
•Embedding Audio
•Editing footage
•Cutting & shaping materials
using hand held power
tools
•Testing
•Racing
Assessment
Students will create an
infomercial that will promote
Vietnam in a positive manner.
A - Inquiry and Analysis
Students will build a product
something that is practical
and useful.
A - Inquiry and Analysis
Students will be building
a robot that will be
assist humans in hazardous
situations.
C - Creating a solution
Students will build an
aerodynamically design
dragster racing car powered
by CO2 gas.
A - Inquiry and Analysis
MYP Criteria
A ii
A iv
Ai
A ii
A iii
A iv
C ii
C iv
Cv
Ai
A ii
A iii
A iv
Assessment
Students will create an
infomercial that will promote
Vietnam in a positive manner.
Students will build a product
something that is practical
and useful.
Students will be building a robot that will be
assist humans in hazardous
situations.
Students will build an aerodynamically design dragster
gas.
include specific
strands
B - Developing Ideas
B - Developing Ideas
MYP Criteria
Bi
B iii
Bi
B ii
B iii
B iv
Assessment
Students will create an
infomercial that will promote
Vietnam in a positive manner.
Students will build a product
something that is practical
and useful.
include specific
strands
C - Creating a solution
C - Creating a solution
D - Evaluating
D iii
D iv
B - Developing Ideas
Bi
B ii
B iii
B iv
Students will build an aerodynamically design dragster
gas.
C - Creating a solution
MYP Criteria
C ii
C iv
Cv
Ci
C ii
C iii
C iv
Ci
C ii
C iii
C iv
Assessment
Students will create an
infomercial that will promote
Vietnam in a positive manner.
Students will build a product
something that is practical
and useful.
Students will build an
aerodynamically design
dragster racing car powered
by CO2 gas.
D - Evaluating
D - Evaluating
Di
D ii
D iii
D iv
Di
D ii
D iii
D iv
include specific
strands
D - Evaluating
MYP Criteria
include specific
strands
D ii
D iv
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Energized Engaged Empowered
Unit Title
1. Human Centered Design
2. Sensor Actor Modules
(SAMS) (Coding and Electronics)
3. Automata/PopUp cards
4. Animation
Unit narrative
Using the human-centered
design approach, students
will create an educational
product based on a teacher
survey that identifies a need
in their classroom. Individually students will design a
product in collaboration with
the teacher’s and client’s
requests. The product will
be put into use and after a
period of time evaluated by
stakeholders.
Students will use SAM components, wireless electrical
pieces, to design a product
with a purpose. The student
will choose what type of
product they want to design
as long as they include the
components of the SAMs.
Through SAMs, students will
components connect together, computer coding, and
fabrication of a product. The
student can gain skills in a
range of tools including 3D
printer, laser cutter, vacuum
former, and/or basic hand
tools.
Students will create a product that essentially makes
2D objects dynamic and 3D.
They can choose to make a
pop-up card or an automata,
a mechanical device that is
being. Through the process,
the students will learn how
mechanics work within a
system and how they can
build an object to do what it
wants depending on how the
pieces are connected and
shaped.
Students will create an
animation to promote
environmental sustainability.
Throughout the process,
students will learn how to
storyboard, draw an animation digitally, research and
others via the internet.
Note: Sensor Actor Modules
(SAM) are wireless building block kits that enable
students to engage in coding
and electronics
Timeline
Aug - Sept (6 weeks)
Sept - Dec (11 weeks)
Jan - March (7 weeks)
March - June (12 weeks)
Key Concept
Communities
Systems
Development
Communication
Related
Concepts
Evaluation, Collaboration,
Function
Invention, Resources
Function, Form
Sustainability
Perspective
Global Contexts
Globalization and
Sustainability
Scientific and Technical
Innovation
Personal and Cultural
Expression
Globalization and
Sustainability
Statement of Inquiry
Collaboration between
members of a global or local
community can be used to
create a product that can
later be evaluated in terms of
its function.
Technical products can be
invented using systems that
utilize available resource.
Creative expression can
products that are formed to
fit its intended function.
Storytelling can be a powerful medium to generate
awareness on issues facing
the planet.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What are the steps required
to create a human centered
design?
Conceptual:
How impactful will this product be to the community?
Debateable:
the time?
Course Content:
subject specific skills
What is the function of each
component?
How do inventions impact
our lives?
Debateable:
Is any invention new?
How do you make a spinning
figure?
How can we translate from
2D to 3D?
Debateable:
Why is it important to inform
sustainability?
Conceptual:
Do different cultures have
the same attitude on environmental matters?
before electricity?
Debateable:
s the scientific community
in agreement on the issue of
global warming?
Students will:
•Understand the how to use
various tools to design a
physical product
Students will:
•understand what each
electrical component of the
SAM does
Students will:
•understand the mechanics
of various techniques for
pop-up cards
Students will understand:
•use of flash animation
•Use software to digitally
create designs
•think of a logical structure
to circuit the SAM together
•understand the mechanics
of automata
•Using key frames
•Effectively communicate to
understand a client’s needs
•program the SAM components together
•understand how one motor
•develop an aesthetic product
•understand how motors
are used in various aspects
in our society
•Importing sounds
•Creating a tween
•Drawing with a stylus
•Storyboarding
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Energized Engaged Empowered
Unit Title
1. Human Centered Design
2. Sensor Actor Modules
(SAMS) (Coding and Electronics)
3. Automata/PopUp cards
4. Animation
Course Content:
subject specific skills
Technical Skills:
•time management
Technical Skills:
•Effectively be able to follow
written assembly instructions
•Use software to program
devices
•Assembly of electronic
components
Technical Skills:
• fold and glue a piece of
paper to make it pop up
when a card is opened
Technical Skills:
•Effective web research
•listening to other people’s
thoughts and opinions
•collaboration
•various hardware skills
depending on the product
they create
•cut wood with hand and
machine tools
•sand wood to make final
product smooth
•think creatively
•use a dremel tool
•use a hobby knife
Assessment
Students will create a product or service that will be
focused around the teacher
and classroom needs.
A - Inquiry and Analysis
Students will be innovating
using the SAM kits to
develop a wireless product
that will be programmed,
developed and tested.
Students will create a popup card/automata that can
have various movements.
C - Creating a solution
A - Inquiry and Analysis
•Create design specifications
•Develop tests to evaluate a
product
•Creating storyboards
•Creating an animation
using a digital stylus
•Evaluating a product
Students will create a
digital animation story
to emphasize or create
awareness around a chosen
global issue.
A - Inquiry and Analysis
MYP Criteria
Ai
A iii
Ai
A ii
A iii
A iv
C ii
C iv
Cv
Ai
A ii
A iii
A iv
Assessment
Students will create a product or service that will be
focused around the teacher
and classroom needs.
Students will be innovating using the SAM kits to
develop a wireless product
that will be programmed,
developed and tested.
Students will create a popup card/automata that can
have various movements.
Students will create a digital
animation story to emphasize or create awareness
around a chosen global
issue.
include specific
strands
B - Developing Ideas
D - Evaluating
B - Developing Ideas
B - Developing Ideas
MYP Criteria
B iii
Bi
B ii
B iii
B iv
Assessment
Students will create a product or service that will be
focused around the teacher
and classroom needs.
Students will be innovating using the SAM kits to
develop a wireless product
that will be programmed,
developed and tested.
Students will create a digital
animation story to emphasize or create awareness
around a chosen global
issue.
C - Creating a solution
C - Creating a solution
include specific
strands
C - Creating a solution
D iii
D iv
i
B ii
B iii
B iv
MYP Criteria
Cv
Ci
C ii
C iii
C iv
Ci
C ii
C iii
C iv
Assessment
Students will create a
product or service that
will be focused around the
teacher and classroom
needs.
Students will be innovating
using the SAM kits to
develop a wireless product
that will be programmed,
developed and tested.
Students will create a
digital animation story
to emphasize or create
awareness around a chosen
global issue.
D - Evaluating
D - Evaluating
D - Evaluating
D iii
D iv
Di
D ii
D iii
D iv
Di
D ii
D iii
D iv
include specific
strands
MYP Criteria
include specific
strands
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Energized Engaged Empowered
Unit Title
Helping Hands
Household Products (Lamp
construction, Repurposing)
Option 1
Solar Cars Option 2
Open Project
Unit narrative
Students will create a
product to enhance or aid
everyday human function.
The design of the product
must consider the individual’s needs and their requirements. Students will need to
think of a way to design the
product ergonomically, and
in such a way that the individual’s’ lifestyle is improved.
Students will design and
create a lamp structure using
a variety of materials that will
reflect their personality. Students will learn how to adapt
shape and form to create a
functioning lamp.
Students will build a model
car that will be solar powered. They will utilize solar
cells and motors that will
help them understand the
concept of renewable resources. They will also learn
design which they will use to
design a car with minimum
drag.
Students will have the
opportunity to identify a
target group of individuals,
and create a product, of
their choice, that would
group. Students can use
any resources, tools, and
software to design and build
their products.
Timeline
Aug - Nov (12 Weeks)
Nov - Feb (12 Weeks)
Nov - Feb (12 weeks)
Feb - May (12 Weeks)
Key Concept
Systems
Development
Development
Communities
Related
Concepts
Function & Ergonomics
Form & Innovation
Sustainability and Form
Resources
Global Contexts
Fairness and Development
Personal and Cultural
Expression
Globalization and
Sustainability
Personal and Cultural
Expression
Statement of Inquiry
Systems that are designed
to meet an individual’s
ergonomic requirements
can increase their ability to
function within the world.
Recreation of household
products can be enhanced
to improve form that reflects
our personalities.
Through iterative improvements, and the use of smart
materials, product form can
be enhanced to provide
sustainable energy consumption.
Communities can be improved through the beliefs
and ideas of individuals
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What is the value of solar
energy?
Debateable:
Debateable:
Can we use our creativity to
improve a community?
Students will demonstrate
knowledge and under
standing some of the
following:
•Workshop tools & machinery
Conceptual:
How do ergonomic designs
impact our lives?
Debateable:
Course Content:
subject specific skills
What materials can you use
Conceptual:
How can you express
yourself in the design of the
product?
How much solar power is
you least like to lose?
Debateable:
Is solar energy the way of
the future?
Students will demonstrate
their knowledge in the
following:
•Efficient use of material
Students will demonstrate
their knowledge in the
following areas:
•Workshop safety
•Proper sculpting techniques in designing their
products
•The correct use of handheld and power
Students will demonstrate
the effective use of:
•Using hand held tools to
shape, assemble and test
their solar car
Can a product be truly
individual?
•Effective use of tools in
building their products
•The correct handling of
materials to create a product
•Proper material use for a
specific function
•The correct use of fasteners and adhesives
•Assemble pieces of a product into its final shape and
form
Technical Skills:
•Building a functioning
vehicle
•Forming materials into a
practical car
•Using power tools
•Understanding alternative
energy sources
What resource options do
•Materials required to construct a product
NOTE: Students wishing to pursue Computer
Science at the DP level will
need to select an Open
Project topic containing a
programming component
104
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Energized Engaged Empowered
Unit Title
Helping Hands
Household Products (Lamp
construction, Repurposing)
Option 1
Solar Cars Option 2
Open Project
Assessment
Students will create a product that includes a physical
benefit for human use.
Students will create a lamp
using their individual taste
and preferences.
Students will build an
energy efficient wooden car
A - Inquiry and Analysis
A - Inquiry and Analysis
A - Inquiry and Analysis
Students will be allowed the
freedom to create a product,
either digital or physical,
with the intent that it meets
the needs of their target
audience.
A - Inquiry and Analysis
MYP Criteria
include specific
strands
Ai
A ii
A iii
A iv
Ai
A ii
A iii
A iv
Ai
A ii
A iii
A iv
Ai
A ii
A iii
A iv
Assessment
Students will create a product that includes a physical
benefit for human use.
Students will create a lamp
using their individual taste
and preferences.
Students will build an energy
B - Developing Ideas
B - Developing Ideas
B - Developing Ideas
Students will be allowed the
freedom to create a product,
either digital or physical,
with the intent that it meets
the needs of their target
audience.
B - Developing Ideas
MYP Criteria
include specific
strands
Bi
B ii
B iii
B iv
Bi
B ii
B iii
B iv
Bi
B ii
B iii
B iv
Bi
B ii
B iii
B iv
Assessment
Students will create a product that includes a physical
benefit for human use.
Students will create a lamp
using their individual taste
and preferences.
Students will build an energy
C - Creating the Solution
C - Creating the Solution
C - Creating a solution
Students will be allowed the
freedom to create a product,
either digital or physical,
with the intent that it meets
the needs of their target
audience.
C - Creating the Solution
MYP Criteria
Ci
C ii
C iii
C iv
Ci
C ii
C iii
C iv
Ci
C ii
C iii
C iv
Ci
C ii
C iii
C iv
Assessment
Students will create a
product that includes a
physical benefit for human
use.
Students will create a lamp
using their individual taste
and preferences.
Students will build an
energy efficient wooden car
D - Evaluating
D - Evaluating
Students will be allowed the
freedom to create a product,
either digital or physical,
with the intent that it meets
the needs of their target
audience.
include specific
strands
D - Evaluating
D - Evaluating
MYP Criteria
include specific
strands
Di
D ii
D iii
D iv
Di
D ii
D iii
D iv
Di
D ii
D iii
D iv
Di
D ii
D iii
D iv
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Beginnings
Civilizations
Systems Rule
Unit narrative
The unit begins by looking
at creation stories from different cultures as well as the
Big Bang theory as ways to
explain creation. The unit
of humans from hominid
species through to the
Neolithic period and analyze
the innovations and legacies
that enabled humans and
societies to develop.
The unit begins with a focus
on physical geography and
is used to explore different
regions in SE Asia through
an ‘amazing race’ scenario. Cultural geography is
then investigated through
a comparison and contrast
and creating hypotheses are
then explored via a Historical
Scene Investigation case.
This unit explores the origins,
development and legacies
of past civilizations. Each
class will make their own
timeline of world civilizations
and then study how we
investigate and document
ancient societies, focusing
on the origin, purpose, value
and limitations of artifacts,
inscriptions, and travelers’
accounts. The unit culminates in an individual investigation into a civilization of
the student’s choice.
This unit examines ways in
which power is distributed
and exercised within political
and social systems. The
feudal system is studied
through a comparison of
European and Japanese
models. The inquiry question
of what makes a great leader
will be explored in the context of the political system in
which they exercised power.
Primary and secondary
sources will be assessed
in terms of origin, purpose,
value and limitations.
Timeline
Aug - Oct
Oct - Dec
Jan-Mar
Apr- Jun
Key Concept
Change
Time, place & space
Global Interactions
Systems
Related
Concepts
• Processes
• Innovation and revolution
• Identity
• Culture
• Power
• Resources
• Culture
• Power
• Processes
Global Contexts
Orientation in space and
time
Identities and relationships
Orientation in space and
time
Fairness and development
Statement of Inquiry
Change occurs through
and innovation.
Time and space can be
measured and represented
in different ways to help us
find our way.
Civilizations emerged from
diverse geographical and
historical conditions and
have impacted the modern
world.
Political power is distributed
within systems of government.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Factual:
Factual:
What is the origin of human
life on the earth?
How did early humans
Conceptual:
What does it mean to be
human?
Debateable:
s the life of a farmer better
than that of a hunter and
gatherer?
What are the geographical
features of Southeast Asia?
How do maps represent
space?
Conceptual:
How do we know about the
past?
Conceptual:
How can we represent historical time?
What influenced the development of civilizations?
What defines a civilization?
Conceptual:
How valuable are the legacies of ancient civilizations?
Debateable:
How do we know the truth
What are the different types
of government?
What are the similarities and
differences between European and Japanese feudalism?
Conceptual:
How and why do systems
change?
Conceptual:
How do rulers exercise power
within different systems of
government?
Debateable:
Are primary or secondary
sources more valuable?
Debatable:
What makes a ruler great?
Debateable:
What is the best kind of map
to use?
Subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
i. explain the choice of a
a hominid species and
justify its relevance
ii. follow an action plan to
explore the research question (using a template)
i. explain the choice of a research question about the
similarities and differences
between two different cultures in Southeast Asia and
justify its relevance
ii. follow an action plan to
explore the research question (using a template)
i. explain the choice of a
past civilization and justify
its relevance
ii. follow an action plan to
explore the research question (using a template)
i. explain the choice of a
the greatness of a selected
ii. follow an action plan to
explore the research question (using a template)
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Beginnings
Civilizations
Systems Rule
Subject specific skills
iii. collect and record
relevant information
consistent with the research question about the
selected hominid species
(writing bullet points under
iii. collect and record relevant information consistent
with the research question
cultures (using a Venn
diagram)
iii. collects and records relevant information consistent
with the research question
(paraphrasing)
iv. reflect on the process
and results of the investigation into a hominid
species (locating sources)
iv. reflect on the process and
results of the investigation
into Southeast Asian cultures ( the kind of sources
used)
iv. reflect on the process and
results of the investigation
into a past civilization (the
value of the information
collected)
iii. collect and record relevant information consistent
with the research question
the system of government
in which they worked
(paraphrasing)
i. communicate information
and ideas in a poster/
webpage and essay (using
precise language)
i. communicate information
and ideas in a formal report
(writing complete sentences)
i. communicate information
and ideas in a format
selected by the student
ii. organize information
and ideas effectively in
a poster/webpage and
essay (with the support of
a writing frame)
ii. organize information and
ideas effectively in a formal
report (with the support of
a writing frame)
ii. organize information
and ideas effectively in
a format selected by the
student (students generate
writing frames)
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
iii. list sources of information in a bibliography
formatted according to
MLA conventions (identify
the components and use
an electronic bibliography
generator)
i. identify the main points
related to the ideas of
adaptation and innovation (with the support of
examples)
ii. synthesize information
to make valid arguments
the support of a model
paragraph)
iv. identify different views of
the lives of hunter-gatherers and farmers, and their
implications (with the support of a sorting activity)
iii. list sources of information
using simple in-text references (writing the number
of a source in parentheses
after referring to its content
in the report)
i. identify the main points
Historical Scene Investigation case (making list in a
group)
ii. synthesize information
to make valid arguments
differences between two
Southeast Asian cultures
(identifying valid and invalid
arguments)
iii. identify and analyze a
range of sources/data
related to a Historical
Scene Investigation case
in terms of origin and
purpose (identify origin and
purpose)
iv. identify different views
of a Historical Scene
Investigation case, and
their implications (develop
alternative hypotheses)
iii. list sources of information using a bibliography
formatted according to
MLA conventions (identify
the components and use
an electronic bibliography
generator)
i. identify the main points
of the idea of resources in
relation to the development
of civilizations (compare
the resources of different
civilizations)
ii. synthesize information
to make valid arguments
is the most useful (artifacts,
inscriptions or written
accounts) - relate use to
origin and purpose.
iii. identify and analyze artifacts, inscriptions and written accounts, in terms of
origin and purpose (identify
origin and purpose)
v. identify different views of
inscriptions and travelers’ accounts, and their
implications (compare two
sources)
iv. reflect on the process and
results of the investigation
into a great leader ( the
recording of information
i. communicate information
and ideas in a conversation
presented in an animation
or other selected format
(responding to and building
on points)
ii. organize information and
ideas effectively in a conversation presented in an
animation or other selected
format (writing a plan)
iii. list sources of information using a bibliography
formatted according to
MLA conventions (identify
the components and use
an electronic bibliography
generator)
i. identify the main points of
the idea of the distribution
of power in a system of
government (representing
the concept in a diagram)
ii. synthesize information
to make valid arguments
be considered great (develop a balanced conclusion)
iii. identify different views of
implications. (working
in pairs, each student
proposing and developing
a different view)
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Beginnings
Civilizations
Systems Rule
ATL Skill Focus
Information literacy skills
• Collect, record and verify
data
Information literacy skills
• identify primary and secondary sources
Information literacy skills
• evaluate evidence and
arguments
Communication
• read critically and for comprehension
• Create references and
citations, use footnotes/
endnotes and construct
a bibliography accordin
to recognized conventions
Critical thinking skills
• interpret data
Communication skills
• make inferences and draw
conclusions
Critical thinking skills
• Use models and simulations to explore complex
systems and issues
Students will compare and
contrast two different Southeast Asian cultures and present their work in the form of
a Venn diagram. (KA)
A source analysis test,
involving comprehension,
analysis and evaluation of
artifacts, inscriptions, and
written (travelers’) accounts.
(KA)
Formal Assessment: This is a
an actual archaeological site.
It focuses on the skills of
analysis, evaluation, synthesis and report writing. (KA)
and recording information,
MLA bibliography (Group 3
IA and EE)
DP Scaffold Task: Comprehension, analysis and evaluation of sources (History
paper 1)
Reflection skills
Consider content:
• What did I learn about
today?
• What don’t I yet understand?
• What questions do I have
now?
Assessment
Students will make a poster
or website about the characteristics of a particular
hominid species, with an
emphasis on applying the
concepts of innovation and
(KA)
and recording information,
MLA bibliography (Group 3
IA and EE)
the roles of leaders and the
qualities that make a great
MYP Criteria
A, B, C
A, B, D
D
C, Di, ii, iv
Assessment
An essay presenting an
lives of farmers were better
than the lives of hunters and
gatherers. (KA)
Historical Scene Investigation
Research and reflection on
an ancient civilization of
the student’s choice, using
one of a variety of optional
formats. (KA)
An animation representing a
student’s choice was “great”
in the context of the political
system of their time (or, alternatively, whether they would
make a great contemporary
US President or Chinese
Premier). (KA)
an argument in essay form
(all group 3 subjects)
a murder mystery, based on
the HSI case of Sam Smiley.
This involves the use and
assessment of evidence,
focusing on the skills of historical inquiry and synthesis.
(KA)
and recording information,
MLA bibliography (group 3 IA
and EE)
DP Scaffold Task: synthesizing information from sources
(History paper 1)
MYP Criteria
C, Di, Dii, D iv
C, D
A, B, C
Suggested subjects include:
Great; Cleopatra; Catherine
II; Empress Dowager Cixi;
locating and recording information, MLA bibliography
(group 3 IA and EE)
A, B
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Life is a Holiday?
Revolutions
Unit narrative
The unit explore the voyages of Chinese admiral
Zheng He and make comparisons with the golden
age of European exploration
We look into the pros and
cons of Columbus’ many
forays into the “New World”
from the “Old World”.
Students investigate the
legacy of the “Columbian
Exchange” and the impacts
of those historical and modern exchanges . To round off
the unit we look at the potential for future exploration
of space and the advent of
space tourism.
The unit begins with a look
at the concepts of both
colonialism and imperialism. Students explore
relationships, focus on the
treaties between Britain and
China in the 19th century.
The historical scramble for
Africa is exemplified with a
case study of Europeans colonization of Africa and then
closer to home in Asia. Students investigate their own
connections while studying
the legacies of colonial and
imperialism of their adopted or home countries. To
round off the unit we look at
present day imperialism and
the modern day scramble for
Africa with a focus on China.
This unit investigates tourism
as a potential perspective
builder and a tool for better
understanding of global
culture. Students consider
what they understand by
the term “tourism” and the
origins of tourism. Students
explore how they spend their
free time and the Economic
impact of tourism.
Through the marketing of
their own holiday they build
an understanding of the related concept of sustainability. Students finish the unit
by looking at the potential of
future tourism.
This unit looks to define
revolutions in terms of
significant change. The
different types of revolutions are explored through
different perspectives and
the idea of systems failing.
Students look at how revolutions impacted on people
and community rights and
responsibilities across time
and space. An individual investigation into a movement
of the student’s choice will
allow for some inter disciplinary connections through
revolution songs/ artists.
Students will finish the unit
by creating metaphorical
models of revolutions.
Timeline
Aug - Oct
Oct - Dec
Apr- Jun
Apr- Jun
Key Concept
Time, place & space
Global interactions
Change
Systems
Related
Concepts
• Globalization
• Causality (cause and
consequence)
• Processes
• Power
• Resources
• Equity
• Choice, culture
• Innovation and revolution
• Causality (cause and con
sequence)
• Equity
Global Contexts
Orientation in space and
time
Fairness and development
Orientation in space and
time
Identities and relationships
Statement of Inquiry
Exploration connects peoples across space and time.
Unequal relationships of
power and exchange exist
among societies in different
parts of the world.
Tourism is an essential tool
for gaining a personal perspective and understanding
of global culture.
Revolutions are drivers of
change.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
• What traces of past colonial relationships can be
seen in the world today?
• What are the origins of
tourism?
• What are the different types
of revolutions?
• What are the stages of
tourism growth?
• When and where have
revolutions occurred?
Conceptual:
Conceptual:
• How and why did Europeans discover sea routes to
the Americas and Asia in the
15th and 16th centuries?
• How did the Columbian
exchange affect the peoples
of Europe and the Americas?
• What kinds of relationships
of power and exchange exist
in the world today?
Conceptual:
Conceptual:
• How might the modern
world be different if the
route to America in the 15th
century?
• How might space exploration change the future?
Debateable:
• In what ways has exploration linked peoples across
space and time?
Subject specific skills
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
• What is colonialism?
i) formulate a clear and
focused research question on the Columbian
Exchange and justify its
relevance.
MYP Course Selection working V2_A4 Size_FULL.indd 109
• How did western countries
come to exercise power over
Asian and African countries
in the past?
• How did colonialism and
imperialism affect economic
development?
Debateable:
• What is tourism?
• How does the concept
of sustainability relate to
tourism?
• Why is tourism one of the
biggest industries in the
world?
Debateable:
• What is revolution?
• Why do revolutions occur?
• How do revolutions affect the
rights of communities?
Debatable:
• Do revolutions bring more
harm than good?
• Does tourism need to be to
be a sustainable activity?
• To what extent is the United States/ China an imperial
power?
i) formulate a clear and
focused research question
countries) and justify its
relevance.
i. formulate a clear and
focused research question
and explain its relevance
i. formulate a clear and
focused research question
(social, environmental,
political or economic) and
justify its relevance
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Life is a Holiday?
Revolutions
Subject specific skills
action plan (using the
research template) to
investigate a research
question related to a chosen consequences of the
Columbian Exchange
action plan (using the research template) to investigate a research question
action plan to investigate a
research question. To gain
an understanding of the
positive /negative effects of
tourism.
action plan (using the research template) to investigate a research question
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
iii. use research methods to
collect and record relevant
information for the Columbian Exchange poster.
iv. evaluate the process and
results of the investigation
through criterion specific
assessment feedback and
unit reflection.
i. communicate information and ideas using an
appropriate style for the
audience and purpose
by writing creatively (as a
journal/ diary) and producing a formal letter (using
appropriate scaffolding)
ii. structure information and
ideas according to the
existing maps and creating new original maps.
iii. use research methods to
collect and record relevant
information for the Common Craft video.
iv. evaluate the process and
results of the investigation,
, with guidance through
criterion specific assessment feedback and unit
reflection.
i. communicate information
and ideas using an appropriate style for the audience and purpose through
discussions underpinning
imperialism.
ii. structure information and
instructions by summarizing and paraphrasing
information related to the
scramble(s) for Africa from
images and video.
i. analyze concepts, issues,
models, visual representation and/ or theories by exiii. create a reference list and
amining historical cartoons
cite sources of information
which were representative
using the MLA format
of the power dynamics of
the era
i. analyze concepts, issues,
models, visual represenii. summarize information to
tation and/ or theories of
make valid well-supported
the Columbian Exchange,
arguments related to the
the balance between the
impacts of colonial powers
Americas and Afroeuron the world (locally
asia and the future of
focused).
exploration (space travel/
tourism).
iii. analyze a range of sources/ data in terms of origin
ii. summarize information to
and purpose, recognizing
make valid well-supported
values and limitations relatarguments so students
ed to the Treaty of Nanjing
can create and justify
(contracts, cartoons,
ranking and weighting of
articles and newspapers of
factors related to the DME
the time).
in the assessment First
Landfall.
iv. recognize different
perspectives and explain
iii. analyze a range of sourctheir implications through
es/ data in terms of origin
the production and peer
and purpose, recognizing
assessment of posters
values and limitations
produced by students.
iii. use research methods to
collect and record relevant
information. To use both
primary and secondary
data and interpret appropriately.
iv. evaluate the process and
results of the investigation,
with guidance. Review the
possible limitations to their
research.
i. communicate information and ideas using an
appropriate style for the
audience and purpose.
ii. structure information and
ideas in a way that is appropriate to the specified
format. Improve visual data
present.
iii. create a reference list and
cite sources of information.
i. analyze concepts, issues,
models, visual representation and theories.
ii. synthesize information to
make valid, well supported
arguments.
iii. analyze and evaluate a
range of sources/data in
terms of origin and purpose, recognizing values
and limitations. Analyze
how people’s lives differ
and what they do with their
time . Review the connection between spare time /
work / lifestyle .
iv. recognize different perspectives and explain their
implications.
iii. use research methods to
collect and record relevant
the research question and
create a metaphorical
model.
iv. evaluate the process and
results of the investigation,
with guidance through
research feedback and reflection (within the research
template).
i. communicate information
and ideas using an appropriate metaphorical model
(revolutions assessment)
for the audience and
purpose.
ii. structure information and
instructions in an essay
format to complete formal
assessments.
iii. create a reference list and
cite sources of information
using the MLA format
i. analyze concepts, issues,
models, visual representation and/ or theories of
revolution, the causes, processes and consequences,
using multiple examples.
ii. summarize information
to make valid well-supported arguments about
the impact of different
revolutions.
iii. analyze a range of sources/ data in terms of origin
and purpose, recognizing
values and limitations
iv. recognize different perspectives and explain their
implications of revolutions
locally, nationally and internationally (various scales).
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Subject specific skills
iv. recognize different
perspectives and explain
their implications when
deciding where to start
a settlement and debating the pros and cons of
Columbus and the day he
is celebrated.
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
ATL Skill Focus
Assessment
Power & Exchange
Life is a Holiday?
Revolutions
Critical Thinking Skills:
• Propose and evaluate a
variety of solutions.
Communication Skills:
• Organize and depict information locally.
Self-management:
• Set goals which are challenging and realistic.
Research:
• Collect and record and
verify data.
Critical thinking skills
• Evaluate evidence and
arguments.
• Plan short- and long-term
Self-Management:
• Create plans and prepare
for summative assessments
(examinations and performances).
Exploration Decision Making Exercise:
What’s the connection?
Formal assessment
The relationship of colonialism is investigated with the
students focusing on their
home. A common craft video
is created exploring the relationships they discover (with
a focus on fairness). (KA)
relate to the three units they
images which relate to the
units. (KA)
“First Landfall”.
Decision Making Exercise
where students work in
teams to decide which is
the best location to start
a settlement having sailed
from Europe to the New
World. Individually students
justify their choice and
produce a journal of their
explore multiple perspectives.
(KA)
DP Scaffold: Research and
creating citation using MLA
(EE and History IA
DP Scaffold: Research (EE,
IA - Group 3 subjects)
Social:
• Manage and resolve conflict and work collaboratively
in teams.
Formal assessment (exam
week)
Source-based assessment
where students use critical
thinking skills to make connections between concepts
and real-life situations.
Students will have access
to an article and a crib sheet
which relates to unit 3. (KA)
DP Scaffold: Examination
technique is relevant for all
DP Group 3
DP Scaffold: Decision
Making Exercise: Essay
writing for Geo, Economics
extent…”)
MYP Criteria
C&D
A, B, D
A, Di, Dii, Div
A, Di, D ii, Div
Assessment
Columbian Exchange
The scramble for Africa:
Past and Present.
Models of Change
Students write an essay
comparing and contrasting historical and modern
imperialism. Current media
sources are used to draw
comparisons with between
the two periods (Venn diagram activity completed in
teams provides support for
students). (KA)
How do they make us want
to go on holiday?
An investigation into the
Columbian Exchange
(people, animals, plants
and diseases) between
the Americas, Europe,
Asia and Africa. A poster
of the student’s choice
(of particular interest) is
produced based on the
Columbian Exchange
investigation. (KA)
and creating citation using
MLA (EE and History IA)
compare & contrast essay
(Exam Paper 1)
Students complete the inquiry process document before
for a holiday .
bearing in mind their target
audience and the nature of
the holiday. Their holiday
needs to be sustainable in
nature. (KA)
DP Scaffold Task: Examination (All DP Group 3)
MYP Criteria
A, Bi, Bii, Biv
Ci, Cii, Civ
B,D
Create a metaphorical
model of a revolution, with
reference to a particular
economic, social, political or
intellectual revolution of the
student’s choice. Students
will carry out investigation
into a revolution (cause,
process and consequences)
and use this to build their
model. Market place will
allow students to illustrate
their findings through peer
teaching. (KA)
analysis (DP History)
B, C
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Individuals & Societies
Energized Engaged Empowered
Unit Title
On the move
Slaves-R-us
Technologic
Life is a Holiday?
Unit narrative
This unit investigates
migration from an historical
and modern day perspective. We firstly analyze the
first migrations known to
mankind. Students research
and present their findings
on the first migrations. We
then focus on the issue of
why migrations actually
occur, reviewing push /pull
factors from a political /
economic /social and technological stance. Students
then conduct a detailed
analysis of an historically
significant migration and
why this occurred. The unit
then reviews current issues
with migration. The political
problem with immigration
is analyzed. The effects
of Globalization and its
encroachment into remote
cultures is questioned.
The unit concludes with
the question on whether
present day migration is a
positive /negative force for
mankind
This unit investigates the
origins of modern day
slavery. Students conduct an
Investigation into the origins
of slavery, then moving
slavery . Here we assess
the passage from Africa and
review accounts of slave life.
Students then review the
impact of slavery looking
at its impact on Economic
development in Ghana .
Modern day examples of
slavery are then reviewed.
Students review some global
examples of slavery. The unit
concludes with the question
of will slavery ever cease
to exist given the issues of
exploitation and greed.
This unit examines the role
of technology and its impact
on society. Students consider aspects of technology
and how this connects with
Humanities. They identify
and evaluate the greatest
inventions over the last
two thousand years. They
evaluate how technology
may impact on the future
and whether technology is
positive / negative. Students then review the role
of weapons in war and how
technology has impacted
the course of history . Also
a perspective on future wars
and what technological
sphere. From a present day
social perspective we review
the role of social media and
computer gaming . Students
analyze and evaluate the effects of social media and its
impact on everyday life and
sociability. To conclude we
review technology and GMO,
the issue of food security
and the role of technology
in the future sustainability of
mankind.
This unit investigates
tourism as a potential
perspective builder and a
tool for better understanding
of global culture. Students
consider what they understand by the term “tourism”
and the origins of tourism.
Students explore how they
spend their free time and the
Economic impact of tourism.
Through the marketing of
their own holiday they build
an understanding of the related concept of sustainability. Students finish the unit
by looking at the potential of
future tourism.
Timeline
Aug - Oct
Oct - Dec
Jan-Mar
Apr- Jun
Key Concept
Time, place and space
Global interactions
Systems
Change
Related
Concepts
Perspective, identity
Globalization, power
Causality (cause and consequence)
Choice, culture
Global Contexts
Globalization and
sustainability
Fairness and development
Scientific and technical
innovation
Orientation in space and
time
Statement of Inquiry
People always have been,
and always will be, a migratory species.
Human desire for power &
that impact all of us.
Technological innovation has
revolutionary consequences
on societies.
Tourism is an essential tool
for gaining a personal perspective and understanding
of global culture.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
• What are the historical
patterns of migration?
• Where did slavery originate?
• What are the causes and
consequences of migration?
• Is slavery a violation of
human rights?
Conceptual:
• What are the effects of
slavery?
Innovation and revolution
• What is migration?
•Why do people migrate?
• How has migration
evolved over time?
Debateable:
• Is migration good for all?
• What is slavery?
Conceptual:
• Is slavery a historical or
contemporary issue?
• Are slaves working for
you?
Debateable:
• Will slavery always exist?
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the greatest impact?
• What impact has technology had on people’s lives?
Conceptual:
• To what extent does technology have positive impacts
on people’s lives?
• Why do technological
innovations happen?
• What is tourism?
• What are the origins of
tourism?
• What are the stages of
tourism growth?
Conceptual:
• How does the concept
of sustainability relate to
tourism?
• How do people have good
ideas?
• Why is tourism one of the
biggest industries in the
world?
Debateable:
Debatable:
• Will all future innovations
bring positive impacts on
societies?
• Does tourism need to be to
be a sustainable activity?
2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
On the move
Slaves-R-us
Technologic
Life is a Holiday?
Subject specific skills
i. formulate a clear and
focused research question
and explaining its relevance
i. formulate a clear and
focused research question and explaining its
relevance
i. formulate a clear and
focused research question
and justify its relevance
i. formulate a clear and
focused research question and explaining its
relevance
action plan to investigate
a research question based
on a historical migration
issue
action plan to investigate
a research question firstly
based on a case study of
a slave ,then on a modern
day slavery scenario.
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
iii. use research methods to
collect and record relevant
information. To appreciate potential bias when
researching.
iv. evaluate the process and
results of the investigation,
with guidance. Reflect
on their research when
comparing their research
with other students
v. organize, document
and communicate their
learning using a variety of
media and presentation
formats. vi. work collaboratively with others as part
of a team.
i. communicate information and ideas using an
appropriate style for the
audience and purpose.
ii. structure information
and ideas according to
Present their findings via
PowerPoint or prezi to the
whole class.
iii. use research methods to
collect and record relevant
information. To review a
range of documents from
primary and secondary
sources and to gain an
understanding of the
strengths and limitations of
these methods.
iv. evaluate the process and
results of the investigation.
Review their research on
the life of a slave . In the
modern day case scenario
to review the role of the
media. To also appreciate
the use of the media by
Government .
v. organize, document and
communicate their learning
using a variety of media
and presentation formats.
i. communicate information and ideas using an
appropriate style for the
audience and purpose.
Present to the class their
modern day investigation
on slavery .
iii. create a reference list and ii. structure information and
cite sources of information
ideas according to the
develop and apply the
understanding of individuals and societies and the iii. create a reference list and
process of investigation.
cite sources of information
i. analyze concepts, issues,
models, visual representation and theories
ii. synthesize information to
make valid, well supported
arguments. Review literature
relating to their chosen migration and critically assess
the work of the author.
iii. analyze a range of sources/data in terms of origin
and purpose, recognizing
values and limitations
iv. recognize different perspectives and explain their
implications. Whether these
perspectives are valid , why
they may be biased .
develop and apply the
understanding of individuals and societies and the
process of investigation.
i. analyze concepts, issues,
models, visual representation and theories
ii. synthesize information to
make valid, well supported
arguments. Review a variety
of sources ,primary and
secondary and discuss their
validity. Understand the potential for bias in the writing
of documents.
action plan to investigate
a research question. To
research a significant
impact on society
iii. use research methods to
collect and record relevant
information
iv. evaluate the process and
results of the investigation,
with guidance. To review
findings on GMOs and
to evaluate the literature
available
i. communicate information
and ideas using an appropriate style for the audience and purpose. To be
effective communicators
able to project themselves
clearly and concisely
ii. structure information and
ideas according to the
to the class the argument
for their chosen invention .
Be able to debate /discuss
their findings
iii. create a reference list and
cite sources of information
develop and apply the
understanding of individuals and societies and the
process of investigation
i. analyze concepts, issues,
models, visual representation and theories. Review
the role of technology in
society , good /evil . Produce a balanced discussion on the role technology
plays and how it affects
our lives
ii. synthesize information to
make valid, well supported
arguments. Be able to discuss and rationalize these
arguments with their peers.
To take part in a debate on
GMOs and consider the
argument for /against .
action plan to investigate a
research question
iii. use research methods to
collect and record relevant
information. To use both
primary and secondary
data and interpret appropriately
iv. evaluate the process and
results of the investigation,
with guidance. Review the
possible limitations to their
research
i. communicate information and ideas using an
appropriate style for the
audience and purpose
ii. structure information and
ideas in a way that is appropriate to the specified
format. Improve visual data
present
iii. create a reference list and
cite sources of information
develop and apply the
understanding of individuals and societies and the
process of investigation
i. analyze concepts, issues,
models, visual representation and theories
ii. synthesize information to
make valid, well supported
arguments
iii. analyze and evaluate a
range of sources/data in
terms of origin and purpose, recognizing values
and limitations. Analyze
how people’s lives differ
and what they do with their
time . Review the connection between spare time /
work / lifestyle.
iv. recognize different perspectives and explain their
implications. E.g. does
tourism need to be sustainable? Review perspectives
on this.
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2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Subject specific
skills
Assessment
Life is a Holiday?
Revolutions
iii. analyze a range of sources/data in terms of origin
and purpose, recognizing
values and limitations
(things that
students will
be able to do,
or have learnt,
through this
unit - use specific verbs - e.g.
create /
ATL Skill Focus
Power & Exchange
iv. recognize different perspectives and explain their
implications. The element of
bias and propaganda within
the case study , being able
to evaluate this.
Communication skills:
How can students communicate through interaction?
Critical thinking skills
Analyzing and evaluating
issues and ideas
Information literacy skills
Finding, interpreting, judging
and creating information
Self-management:
Set goals which are challenging and realistic.
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Gather and organize relevant information to formulate
an argument
• Plan short- and long-term
Organization skills:
How can students demonstrate organization skills?
Collaboration skills
Working effectively with
others
• Create references and
citations, use footnotes/
endnotes and construct a
bibliography according to
recognized conventions
• Plan short- and longterm assignments; meet
• Listen actively to other
perspectives and ideas
Waves of Migration presentation
Historical Scene Investigation
Greatest inventions assessment
Students play an important
role in an investigation into
one of the following waves
of modern human migration:
range of evidence regarding
“Antonio a Negro” who was
brought to America on the
James in 1621 and sold to
an Englishman in the colonial
settlement of Jamestown.
For nearly 12 years he
worked on a plantation for
the Bennetts, a wealthy
white family.
Students choose one
invention each which they
consider to be the “best
ever”. The students research
not only the invention but
also the inventor (game
changer). Through research
the impacts of the invention
allows the students to create
a presentation which they
deliver in front of their peers.
(KA)
• Migrations of the Romani
people since the 1400s
• Migration of African Americans after World War II (the
Second Great Migration)
• Migration of Jews to Palestine in the 20th Century
• Migration of the “boat
people” out of Vietnam after
the end of the Vietnam War
in 1975
• Migration of Afghans after
the Soviet invasion in 1979
They have a variety of evidence sources related to the
life and times of Antonio.
(KA)
DP Scaffold: Source analysis
(DP History)
Research (EE, IA - Group 3
subjects)
Critical thinking skills
Analyzing and evaluating
issues and ideas
• Evaluate evidence and
arguments
DP Scaffold: Source analysis
(DP History)
Research (EE, IA - Group 3
subjects)
Formal assessment
In controlled conditions, students will have 80 minutes
relate to the three units
8. They will have access
to images which relate to
the units. They will have
preparation time in class to
understand the images and
to reflect and revise unit
content.
(KA)
DP Scaffold: Research (EE,
IA - Group 3 subjects)
(KA)
DP Scaffold: essay writing
(DP Geography)
Research (EE, IA - Group 3
subjects)
MYP Criteria
A, Bi, Bii, Biv, C, D
A,D
A, B, C, D
A, Di, Dii, Div
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2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Life is a Holiday?
Revolutions
Assessment
One Person Show perform a personal
migration experience
Modern Day Slavery Newspaper Front Page
Impact Models
Produce a ‘one-person
act’ to explore migration
you have experienced.
This could be international,
national, local, permanent or
temporary. (KA)
MYP Criteria
Ci, Cii, Civ
1. Students complete the
Inquiry Process document
2. Create the front page
in the correct style. The
product is a newspaper
front page so one of your
Research Questions should
be related to finding out the
features/ style of a newspaper front page.
(KA)
B, C
Students create a model - it
can be digital, on paper,
drawn, 2D or 3D (e.g. in clay
or plasticine). The model
must show what the student
believes to be the impacts
of computers. They should
include:
• positives and negatives
• impacts on individuals,
communities, society
• short and long term
impacts
How do they make us want
to go on holiday?
Students complete the inquiry process document before
for a holiday.
bearing in mind their target
audience and the nature of
the holiday. Their holiday
needs to be sustainable in
nature.
(KA)
(KA)
DP Scaffold Task: Examination (All DP Group 3)
C
B,D
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2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Who’s in Charge?
Corporate Social Responsibility (CSR)
Crime & Punishment
Power of the media
Unit narrative
The unit begins by defining
what a system is. The initial
focus will be on weather
and natural systems and
what can happen when
systems ‘go out of whack’.
Students then look at
manmade systems and investigate what control they
can have over systems and
how to influence change in
a system.
The unit starts by investigating what money is and
how their role and uses have
transformed through time.
It then continues by looking
at the banking system and
an introduction of credit as a
vital instrument of economic
growth. Students then learn
can ‘work for you’ and in
particular investing on the
stock market. CSR is then
investigated in light of a
company that students have
selected to invest in.
The unit starts with the
question of what constitutes
a crime and follow with an
investigation of the concepts
of right and wrong. Students
have the chance to investigate their peers’ opinions on
right vs. wrong topics and
then move on to learning
how circumstances influence
good people to do unspeakable acts of evil. Students
then create "faces of good
and evil" by using their own
experience as well as symbolism. The unit progresses
with an investigation into
crimes against humanity and
what makes them different (worse?) than crimes
committed against single
individuals. Students then
have the chance to experience the grueling process
of exposing such crimes
in an international court of
justice - they participate in a
simulated negotiation to stop
genocide being committed
on civilian refugees. The unit
ends with a trial simulation of
a person accused of crimes
against humanity - each
student has a role in the trial
and the outcome is decided
by a jury of their peers.
The unit starts by investigating reasons why people
think what they think and
then proceeds to look into
ways to differentiate facts
from opinions. Students test
their understanding of this
distinction by creating their
own factual story as well
as an opinion piece. The
unit continues by looking at
ways that information can
be used to manipulate/influence people and then uses
the celebrity theme to help
student understand how an
image can be constructed
based on real or invented
information. The unit ends by
looking into the past versus
present influence of the
to assess media's influence
in the lives of their parents
versus how it now influences
their own life.
Timeline
Aug - Oct
Oct - Dec
Jan-Mar
Apr- Jun
Key Concept
Systems
Global Interactions
Time, place & space
Change
Related
Concepts
Equity, resources,
processes
choices; globalization; equity; scarcity; sustainability;
Power; Processes; Globalization; Causality (cause
and consequence); Choice;
Perspective
identity, choice, perspective
Global Contexts
Globalization &
sustainability
globalization and
sustainability
Identity and relationships;
Fairness and development
Identity and relationships
Statement of Inquiry
There are natural and human systems which help to
structure our world.
In their pursuit of profit,
corporations have ethical
responsibilities.
All humans know right from
wrong yet all humans have
the potential to commit evil
acts.
Media has a powerful
influence on our identity, perspectives and the choices
we make
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
• What natural and human
systems exist?
• How do these systems
interact?
Conceptual:
• Why do systems matter?
• What are the consequences of altering systems?
• How do systems control
us?
Debateable:
• Should we manage systems?
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• How can we manage
systems?
MYP Course Selection working V2_A4 Size_FULL.indd 116
• What is money?
• Is money essential for
• Is slavery a violation of
human rights?
Conceptual:
• How does banking work?
• What is a corporation?
Debateable:
• Are corporations more
important than people?
• Should corporations take
responsibility?
• What is the process of
criminal punishment?
• What is considered crime
in different countries?
• What is natural law?
Conceptual:
• What are morals and
ethics?
Debateable:
• Why do people do bad
things?
• What forms of media exist?
• How does social media
Conceptual:
• Why do we think what we
think?
• What type of media has
the biggest influence on our
lives?
Debatable:
• Is media influence positive
or negative?
• To what extent does the
media control our thoughts?
2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Who’s in Charge?
Corporate Social Responsibility (CSR)
Crime & Punishment
Power of the media
Subject specific skills
i. formulate a clear and
focused research question
of ISHCMC and justify its
relevance
i. formulate a clear and
focused research question
about how the stock market operates
i. formulate a clear and
focused research question
humanity can be investigated and punished
i. formulate a clear and
focused research question
be distinguished from
opinions
action plan to investigate
the research question in
the context of a Mock
Trial setting that simulates
International Criminal Court
procedures
action plan to investigate
the research question in
the context of performing
behavioral analysis of individuals interacting in real
life situations
iii. use appropriate research
methods to collect and
record relevant information about crimes against
humanity and their long
lasting consequences in
the collective memory
iii. use appropriate research
methods to collect and
record relevant information
about how media influences our perception of facts
and sometimes engages in
what could be considered
manipulation
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
action plan to investigate
the sustainability of the
school.
iii. use appropriate research
methods to collect and
record relevant information to help address the
research question.
iv. evaluate the process and
results of the investigation.
Ci. communicate information and ideas about the
causality and effects of
natural disasters using an
appropriate style for the
audience and purpose
ii. structure information and
ideas in a report on how
systems can be fixed
action plan to investigate
financial markets and
create an investment plan
to implement during the
Stock Market Game
iii. use appropriate research
methods to collect and
record relevant information
financial performance and
outlook
iv. evaluate the process and
the effectiveness of the
of the Stock Market Game
i. communicate information
using basic financial terminology that is appropriate for the audience and
purpose
ii. structure information
and ideas in a practical
application of financial
skills - choosing the best
financing option for puri. discuss social and political
chasing a car
systems as well as belief
systems as part of a larger iii. document sources of
understanding of the ininformation using the MLA
teractions that take place
format
between different systems
i. discuss how wealth and
ii. synthesize information
resources are distributed
to make valid arguments
in a society and the role
financial institutions play in
change and how individuthis distribution
als can affect systems
ii. synthesize information
iii. analyze and evaluate
to make valid arguments
a range of sources/data
about the role and funcin terms of origin and
tions of modern banks
purpose, examining values
and limitations
iii. analyze and evaluate
a range of sources/data
iv. interpret different perin terms of origin and
spectives on how systems
purpose, examining values
affect our lives and the
and limitations
implications at a local,
national and international
iv. evaluate criteria by which
level
a corporation’s Social
Responsibility can be
measured
iii. document sources of
information using MLA
format
ATL Skill Focus
Communication skills:
How can students communicate through interaction?
Collaboration skills
How can students collaborate?
• Share ideas with multiple
audiences using a variety
of digital environments and
media
• Make fair and equitable
decisions
MYP Course Selection working V2_A4 Size_FULL.indd 117
iv. evaluate the effectiveness of international court
issues like genocide
iv. critically evaluate media
sources
i. communicate information during the Mock Trial
according to the assigned
role and using appropriate
terminology for the audience and purpose
i. communicate information
in the form of a factual or
opinion piece of writing
that uses appropriate
writing techniques and
considers the audience
expectations
ii. structure information and
ideas to support the prosecution or defense side of
the argument
ii. structure information
and ideas to support an
iii. document sources of
information using the MLA
format
iii. document sources of
information using the MLA
format
i. discuss crime patterns
across the globe and the
causes that underlie them
i. discuss the appropriateness of concentrating
media sources in the hands
of a few owners
ii. synthesize information
to make valid arguments
of evil as reflected in
experiments and real life
situations
ii. synthesize information
to make valid arguments
about the role of media in
our life and perception of
right and wrong
iii. analyze and evaluate
a range of sources/data
in terms of origin and
purpose, examining values
and limitations
iii. analyze and evaluate
a range of sources/data
in terms of origin and
purpose, examining values
and limitations
iv. evaluate criteria by which
we can distinguish between
right and wrong and how
social media plays a role in
defining what we understand
to be wrong at any given
time
iv. critically evaluate media
sources against set criteria
Communication skills
Exchanging thoughts, messages and information effectively through interaction
Communication skills
Exchanging thoughts, messages and information effectively through interaction
• Use a variety of media to
communicate with a range of
audiences
• Collect, record and verify
data
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2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Life is a Holiday?
Revolutions
ATL Skill Focus
Organization skills:
How can students demonstrate organization skills?
Information literacy skills
How can students demonstrate
information literacy?
Critical thinking skills
Analyzing and evaluating
issues and ideas
Information literacy skills
Finding, interpreting, judging
and creating information
• Plan short- and long-term
• Collect and analyze data to
identify solutions and make
informed decisions
• Gather and organize relevant information to formulate
an argument
• Interpret and use effectively modes of non-verbal
communication
Systems Out of Whack
Faces of good and evil
Formal assessment
(exam week)
Assessment
Students evaluate and prioritize emergency management
needs in a disaster situation.
They construct a Fukushima
“wheel” and identify and
describe the primary and
secondary consequences of
the disaster.
(KA)
on the virtual stock exchange,
buying and selling shares in real
time. They need to apply the
theory studied in class to grow
an initial investment of \$10,000.
Students are expected to
throughout the game
Students need to:
• Develop an investment strategy/game plan. After trading is
complete they reflect on how
effective this plan was, what
they would have done differently and any advice they would
give to first time investors.
Students create a visual representation of the
concepts of good and evil
as they understand them.
They cannot use any faces in
this representation. Through
a short essay (500 words)
students will explain and
justify their symbolic choices
and an opinion on what they
believe makes a person
commit crimes.
(KA)
In controlled conditions, students will have 90 minutes
relate to the three units they
written articles that each
relate to the units. They
will have preparation time
in class to understand the
articles.
(KA)
• Investigate and analyses one
company’s CSR policies and
practices.
(KA)
MYP Criteria
A,Bii, Biii, Biv,C,Dii, Diii, Div
A, Bi, Biii, Biv Dii, D iv
A, C
A, Di, Diii, Div
Assessment
Fixing a system
Personal loan activity
Students investigate a how
humans can change a system.
process that includes creating
a guiding question for the
issue, using a template to
structure the information and
writing a short essay on the
topic.
Students investigate aspects
like:
• Why was change need?
Provide some historical
background to the situation
Students research the best
options for making a major purchase e.g. car, boat, overseas
trip .They investigate possible
sources of finance and then
compare the different loans
available and write a paragraph
explaining which loan they have
decided to take and why.
(KA)
International Criminal
Court (role play)
Design and conduct a survey
(to prove or disprove your
hypothesis) on the influence
of social media on the lives
of members of the ISHCMC
Community.
(KA)
• Who were the main
instigators of change and how
did they try to facilitate the
change?
DP Scaffold: Structure an essay
word (All DP Group 3)
Research (EE, IA – all Group 3
subjects)
Students participate in a role
play activity - the trial of an
alleged war criminal. All students have roles in the trial:
defense and prosecution
attorneys, witnesses, jury.
Students research events
and gather information to
develop a character in the
trial.
(KA)
DP Scaffold: Exam technique, managing time under
exam conditions, revision.
(All DP Group 3 subjects)
DP Scaffold: Research (EE,
IA - Group 3 subjects)
• What challenges were
faced and how were they
overcome?
• Was the desired change
achieved?
(KA)
DP Scaffold: Structuring
research (IA, EE - Group 3
subjects)
MYP Criteria
BC
A
B, D
B, C
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2/16/16 11:24 AM
Individuals & Societies
Energized Engaged Empowered
Unit Title
Can We Sustain It?
Humans, right?
Boom or bust?
Whose conflict is it anyway?
Unit narrative
The unit will start by looking
at broad definitions of sustainability and develop the
idea at a variety of scales
from the personal to the
international. It will look into
the importance of this from
a human perspective as well
as apocalyptic scenarios. It
will also investigate the idea
that humans may be able to
predict their own downfall
it (and are the only species
able to do this) but not able
mobilize as a population to
mass extinction).
The unit begins by looking
at rights and responsibilities,
ensuring understanding of
the differences. It then looks
into the UN declaration
of Human Rights before
venturing into the history of
how this came into being,
including civil rights in the
USA. The creative side of
this is explored in Freedom
first assessment, an interview with a person who has
significantly contributed to
the development of human
rights. The unit then focuses
on the contemporary
issues relating to freedom
of speech and privacy in
the wake of terrorism and
government responses to
this. The final assessment is
a creative task to produce a
poster as part of a publicity campaign for a NGO
abuses.
The cycle of boom and bust
as a concept forms the
starting point for this unit
before going into detail on
the major economic theories
to underpin the investigation
into economic crisis. This
investigation forms the first
assessment where students
will choose as a group a
crisis to investigate and then
take on a specific role in the
presentation. The unit then
develops alternative theories
of the causes of economic
crises such as economic
hitmen and secret groups
such as Bilderburg to build
a picture of who controls the
world in economic terms.
The roles of key organizations such as WTO, World
Bank and IMF will be looked
into also. Finally, wealthy
disparities will be identified
and analyzed before looking
at a list of super-rich and the
into the final assessment
where the student assumes
the role of a philanthropist.
The unit begins with a focus
on the definition of conflict
on a personal level, opinions
on conflict and the effectiveness of conflict resolution.
The students will participate in conflict resolution
activities to allow effective
evaluation.
Timeline
Aug - Oct
Oct - Dec
Jan-Mar
Apr- Jun
Key Concept
Systems
Change
Global Interactions
Time, place & space
Related
Concepts
Power, resources, equity
Power, choice, rights
Equity
Economics
Consumption
Causality (cause and consequence)
Choice
Perspective
Global Contexts
globalization and
sustainability
Identities and relationships
Fairness and development
Orientation in space and
time
Statement of Inquiry
Sustainability is an elusive
goal for human society.
Perspectives on universal
human rights are not universally accepted.
The economic cycle has significant impacts on human
society.
impact on the development
of human civilization.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
• What are the important
aspects of sustainability?
• What issues need to be
• Who are the stakeholders
in sustainability?
Conceptual:
• Why is sustainability so
important for all our futures?
• How can sustainability be
achieved?
Debateable:
• To what extent is sustainability an achievable goal?
• What are human rights?
• Who are the significant
figures in the development of
human rights?
• What is the relationship between inequality and rights?
Conceptual:
• How is inequality dealt
with?
• Why is privacy important?
Debateable:
• How should human rights
violations be dealt with?
• What are the details of the
major economic theories?
• When and where have
major economic crisis happened?
Conceptual:
• How do economic crisis
affect people’s lives?
• Why do economic crisis
happen?
• Who is controlling the
world we live in?
• What conflict means,
• conflict resolution, opinions
on conflict,
• personal identity
• history of conflict
• conflict investigation
• What is conflict?
• What examples personal
conflict have we experienced?
• What conflict is occurring in
the world today?
Conceptual:
• What role do people’s identities and perspectives play
in causing conflict in their
relationships?
• Are there connections between personal conflicts and
conflicts experienced within
Debateable:
• Is the global economic sys- and between societies?
tem one which will forever
increase wealth disparities?
Debatable:
• Can conflict ever be
resolved?
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Can We Sustain It?
Humans, right?
Boom or bust?
Whose conflict is it anyway?
Subject specific skills
i. formulate a clear and
focused research question
of ISHCMC and justify its
relevance
i. formulate a clear and
focused research question
rights activist and justify its
relevance
i. formulate a clear and
focused research question
crisis
i. formulate a clear and
focused research question
on a chosen conflict and
justify its relevance
action plan to investigate
the sustainability of the
school.
action plan to investigate
a chosen human rights
activist
action plan that addresses research questions on
economic crisis
action plan to investigate a
the chosen conflict
iii. use appropriate research
methods to collect and
record relevant information to help address the
the sustainability of the
school.
iii. use research methods to
collect and record relevant
a chosen human rights
activist.
(things that students
will be able to do, or
have learnt, through
this unit - use specific
verbs - e.g. create /
iv. evaluate the process and
results of the investigation
into the sustainability of
the school.
Students develop skills to
organize, document
and communicate their
learning using a variety of
media and presentation
formats.
i. communicate information
and ideas using a report
style to be viewed by
teachers.
ii. structure information and
ideas in a report format
and essay format.
iii. document sources of
information using a recognized convention (MLA).
Students use critical think
ing skills to develop and
apply their understanding of
individuals and societies
and the process of investi
gation.
i. discuss the concept of
sustainability and food
security, the issues related
to solving the problems
of achieving these goals
and models of the future
on Earth.
ii. synthesize information
to make valid arguments
food security.
iv. interpret different perspectives on sustainability
and food security and their
implications locally, nationally and internationally.
iv. evaluate the process and
results of the investigation.
Students develop skills to
organize, document and
communicate their under
standing of their chosen
human rights activist in the
form of an interview that can
be presented in a chosen
format which could be
written, oral or visual (e.g.
newspaper, video). They
will also develop the same
skills in creating a publicity
campaign poster for an NGO
relating to Human Rights.
i. communicate information
and ideas using an appropriate style for their own
or for a chosen audience
ii. structure information
and ideas in a way that is
appropriate to the chosen
format
iii. document sources of
information using a recognized convention (MLA) .
Students use critical thinking
skills to develop and apply
their understanding of indi
viduals and societies and the
process of investigation.
i. discuss the concept of
human rights
ii. synthesize information to
human rights, the development of them, and the future.
iv. interpret different perspectives on human rights
and their implications for
themselves and humanity.
iii. use research methods to
iii. use research methods to
collect and record relevant
collect and record relevant
information on conflict
research questions
iv. evaluate the process and
results of the investigation.
iv. evaluate the process
and results of the investiStudents develop skills to
gation into the economic
organize, document and
crisis
communicate their learning
using wordle, class discus
Students develop skills in or sions, Time lines Fire fly,
ganizing information using
docs, and Firefly
i. communicate information and ideas using an
i. communicate information
appropriate style for the
and ideas using ICT and
audience and purpose oral presentation skills for a
creating metaphors for
philanthropic cause.
conflict using images and
words
ii. structure information
and ideas in a way that is
ii. structure information and
appropriate to the specified
ideas in a way that is apformat
propriate to the specified
format
iii. document sources of
information using a recogiii. document sources of
nized convention (MLA)
information using a recog
nized convention (MLA)
Students use critical thinking
skills in a ‘hot seat activity
Students use critical thinking
to elicit information from
skills to develop and apply
peers
their understanding of indi
viduals and societies and the
i. discuss concepts, issues, process of investigation.
models, visual representation and theories on
i. discuss concepts and isdifferent economic theories
sues, on conflict resolution
and wealth distribution
i.e. restorative practices ,
war, interpersonal conflict
ii. synthesize and paraphrase information to
iiii. analyze and evaluate
make valid arguments to
a range of sources/data
support and convince an
in terms of origin and
audience that their philanpurpose, examining values
thropic cause is worthy
and limitations through
a field trip to War Rem iii. analyze and evaluate a
nants Museum and Cu Chi
range of sources/data in
Tunnels
supporting or rejecting the
Economic Hitman claims
iv. interpret different perspectives on the causes of
iv. interpret different perconflict and their implicaspectives and economic
tions to the society
theories and their implications and then summarizing
into an ICT presentation
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Life is a Holiday?
Revolutions
ATL Skill Focus
I. Communication skills
language to gather and
communicate information
II. Collaboration skills
Working effectively with
others
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
I. Communication skills
language to gather and communicate information
• Use a variety of media to
communicate with a range of
audiences
comprehension
• Structure information in
summaries, essays and
reports
VI. Information literacy
skills
Finding, interpreting, judging and creating information
• Listen actively to other
perspectives and ideas
VIII. Critical thinking skills
Analyzing and evaluating
issues and ideas
• Evaluate evidence and
arguments
• Collect and analyze data
to identify solutions and
make informed decisions
III. Organization skills
effectively
• Set goals that are challenging and realistic
• Create references and
citations, use footnotes/
endnotes and construct a
bibliography according to
recognized conventions
Causes and effects of economic crisis - presentation
Formal Assessment
• Process data and report
results
Assessment
School Sustainability Audit People Power
Students design and
perform an audit of the
sustainability of the school,
based on the four pillars of
sustainability. The produce
a report, have to put into
practice at least one of
their ideas and extrapolate
their findings to consider
potential impact if all Cognita schools adopted the
recommendations.
(KA)
DP Scaffold: Report writing
(Geography IA)
Researching (All Group 3
subjects)
Students will follow the inquiry process to investigate
the life and achievements
of a human rights activist
of their choice. This will
presented as an interview,
in an appropriate format
chosen by the student. This
newspaper.
(KA)
VI. Information literacy
skills
Finding, interpreting, judging
and creating information
Working in groups, students
choose an economic crisis
and then take on a specific
role in a group presentation.
(KA)
DP Scaffold:
Researching (All Group 3
subjects)
In controlled conditions, students will have 90 minutes
relate to the three units they
written articles that each
relate to the units. They
will have preparation time
in class to understand the
articles.
(KA)
DP Scaffold: Examination
technique, revision (All DP
Group 3 subjects)
MYP Criteria
A,B,C,D
B,C
A, B, C, D
A, D
Assessment
Food Security essay
Publicity campaign for a
human rights NGO
Philanthropy project
Students take on the role of
a news journalist at a time of
war and have a number of
choices to make.
The students will write a
structured essay on the
concept of food security
covering the following: What
is food security?
Which countries are
suffering from a lack of
food security (identified by
malnutrition levels)?
How does food security
connect to sustainability?
How can food security be
achieved?
What challenges are there
to achieving food security?
(KA)
DP Scaffold: Essay writing
(Geography IA)
Researching (All Group 3)
Students have to design
their own campaign poster
for a particular campaign
for a chosen NGO. This
could be a real campaign or
a campaign they think they
should be involved in.
(KA)
Students will create a video
for this project to cover the
following:
•What the cause is.
• Why you consider it to be a
• What impact your contribution would have.
• Consider all aspects (e.g.
be money but have other
elements education, skills,
man power etc.) be critical
as to why certain types of
help are better than others in
particular circumstances.
• Make connections between the different benefits
bring.
Choose a conflict to report
on, one that they are interested in.
The chosen conflict affects
the style of reporting used
i.e. it must be appropriate
to the time the conflict was
happening (e.g. an 18th
century conflict would have
to be reported in written
form for a newspaper, early
report, late 20th century by
TV report etc.)
(KA)
DP Scaffold: Researching (All
Group 3)
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Individuals & Societies
Energized Engaged Empowered
Unit Title
Exploration
Power & Exchange
Assessment
Life is a Holiday?
Revolutions
• For the project to be
sustainable, money will
be needed to support the
investment. How will you
raise it?
(KA)
DP Scaffold: Researching (All
Group 3 subjects)
MYP Criteria
A, D
C
C
B, C
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1:
Biographies
Unit 2:
Perfect Societies: The
Giver (Text Study)
Unit 3:
Sherlockiana!
Unit 4:
My Life in Poetry
Poetry study
Unit 5:
The Genius Hour
Unit narrative
This unit will explore,
deconstruct and analyse a variety of biographies from a number
of different cultural,
historical, religious and
ideological perspectives. Biographers use
written, visual and
spoken language to
express the stories of
others. Students will
consider why one
person is inspired by
another and why some
are considered worthy
of being subject of a
published biography
while others are not.
This unit will also
analyse how making
specific language,
structural and visual
choices construct texts
in specific ways, influencing audiences to
interpret the values and
beliefs of the biographer and the subject of
the biography.
This unit explores concepts of humanity and
universal issues such as
love, memory and truth.
Through literary texts
students examine the
fundamental elements of
narrative texts (setting,
plot, character, theme,
language and stylistic
devices). The DP Big 5
will also be explored in
the context of literary
analysis
This unit will examine
Sherlock Holmes as
a text in a variety of
genres (short stories,
TV series, movie,
extract of novels) and
in a variety of historical
contexts. Students will
explore how language
and filmic devices
used to construct
character and plot,
particularly with a view
to the construction of
the classic detective
mystery genre. The unit
will contrast and compare the constructs of
Sherlock Holmes and
Watson and the archetypal nemesis over
time, place (eg US and
UK) and why those
similarities and contrasts exist (social and
historical contexts).
This unit will analyse
poetry, and examine
specific literary devices
and poetic structures
and the effects they
have on audiences.
Students will analyse
how language choices
establishes purpose
and theme. Students
write their own poetry
and analyse the poetic
structures and language
used to achieve purpose, especially how
poetry can reveal their
own identities, values,
beliefs and ideals
In this unit, students are
their interests as individuals, and how they
define creativity. As a
group, they will define
creativity while students
also examine how their
with global contexts.
This project is open
to student choice,
to provide a rationale
outlining how and why
the task has been undertaken. The site
http://www.geniushour.
com/
project can be implemented in the classroom.
Timeline
Aug-Sept
Oct - Nov
Dec - Feb
April - March
May - June
Key Concept
Communication
Connections
Creativity
perspectives
Creativity
Related
Concepts
Character and genre
Theme and setting
Style and structure
self expression and
style
self expression
point of view
Global Contexts
Identities and
relationships
Orientation in space and
time
Personal and cultural
expression
Identities and
Relationships
Orientation in time and
context
Statement of
Inquiry
Biographies are a genre
which convey and
explore identity, values
and beliefs of self and
others
Connections can be
made to reflect on common themes of humanity
Different text types can
creatively explore the
elements of genre and
language to influence
audiences
the language and style
of poetry reflects the
poet’s perspectives,
values, beliefs and
relationships
Authors can creatively
express themselves,
through different
conventions, to create
a desired effect in
audiences
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
• What are the generic
elements of biographies?
• what are the achievements that make a
person inspiring?
Conceptual:
•How are the qualities,
values and beliefs of an
inspiring person portrayed by biographers?
Debateable:
• Why are some people
included in biographies
while others are not?
Who are excluded from
the genre of biography
and why?
1 - Audience / purpose
2 - Theme / content
3 - Tone / mood
4 - Stylistic devices
5 - Structure
• What are the settings
and themes of the novel
that reflect common
issues of humanity
Conceptual:
• What is more important, individual or harmony in a group?
Debateable:
• What is more important, a free society or a
safe society?
• what is the historical,
social and cultural context of Arthur Conan
Doyle’s Sherlock
Holmes novels and
short stories?
Conceptual:
• How have the different textual styles and
structures influenced
the the classic detective story over time?
Debateable:
• Has the essential
character of Sherlock
Holmes changed over
time and his representation in different
genres?
• What are the stylistic
devices, language and
poetry styles that are
commonly used in
poetry
•what is creativity?
Debatable:
• is creativity innate or
can it be taught?
Conceptual:
•How do language and
stylistic choices reflect
poet’s perspective,
values, beliefs and
relationships?
Debatable:
• How and why can the
perspective differ?
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1:
Biographies
Unit 2:
Perfect Societies: The
Giver (Text Study)
Unit 3:
Sherlockiana!
Unit 4:
My Life in Poetry
Poetry study
Unit 5:
The Genius Hour
Specific skills
Students will be able
to…
Students will be able
to…
•determine what the
text says explicitly
and make logical
inferences from it;
•cite specific textual
evidence to support
conclusions
•use PEAS paragraph
structure with 1 point
of evidence per paragraph
- using key words from
questions or stat
ments to create point
sentence
- locating and quoting
evidence from texts
- analysing evidence,
explaining the meaning
and importance of the
evidence
- summary sentences &
how to sum up in one
sentence
- use of transition
words to indicate a
summary
- 3rd vs 1st person
•interpret words and
phrases as they
are used in a text,
including determining
technical, connotative,
and figurative meanings, and analyze how
specific word choices
shape meaning or
tone.
•use double entry
journals to determine
central ideas or themes
of a text and analyze
their development;
summarize the key
supporting details and
ideas.
•write an essay
- 5 paragraphs
- PEAS paragraph
structure
- develop thesis and
use as basis of intro and
point sentences
- use quotes as
evidence
- cite using MLA
using 6 writing traits (in
prep for Big 5 in grade
8)
-Ideas - the main
message.
- Organization - the
internal structure of
the piece.
- Voice - the personal
tone and flavor of the
author’s message.
- Word Choice - the
vocabulary a writer
chooses to convey
meaning.
- Sentence Fluency - the
rhythm and flow of the
language.
- Conventions - the
mechanical correctness.
Students will be able
to ...
skills using 6 writing
traits (in prep for Big
• - Ideas - the main
message.
•- Organization - the
internal structure of
the piece.
•- Voice - the personal
tone and flavor of the
author’s message.
•- Word Choice—the
vocabulary a writer
chooses to convey
meaning.
•- Sentence Fluency the rhythm and flow
of the language.
• - Conventions - the
mechanical correctness.
•use double entry
journals to determine central ideas or
themes of a text and
analyze their development; summarize
the key supporting
details and ideas.
Students will be able
to…
•identify, use and
comment upon poetic
devices:
simile; metaphor;
rhyme; internal
rhyme; alliteration;
assonance; onomatopoeia; personification;
sensory imagery,
anthropomorphism,
anaphora, symbolism,
Enjambment
•cite specific textual
evidence to support
conclusions
•use PEAS paragraph
structure with 1 point
of evidence per paragraph
•use annotation skills
- connotation
- denotation
- categorising of
information (colour
coding)
- note taking
skills as per unit 2
•Write PEAS paragraphs - As per unit 1
•Use MLA citation
•Use speaking and
presentation skills
- variation in
volume
- variation in tone
- body language
- facial expression
- eye contact
- AV aids
Students will be able
to…
•conduct research
based on the Big 6:
1. Task Definition Define the information
problem; Identify
information needed
2. Information Seeking
Strategies - Determine
all possible sources; Select the best
sources
3. Location and Access
- Locate sources
(intellectually and
physically); Find
information within
sources
4. Use of Information
hear, view, touch);
Extract relevant information
5. Synthesis
5.1 Organize from
multiple sources
5.2 Present the
information
6. Evaluation
6.1 Judge the product
(effectiveness)
6.2 Judge the process
(efficiency)
•Use note taking skills
•Use speaking and
presentation skills
- variation in
volume
- variation in tone
- body language
- facial expression
- eye contact
- AV aids
http://waldenwri
ingcenter.blogspot
com/2013/08
peas-not-just-veget
bles.html
•Research & planning
Organization
•Collect, record and
verify data
•Collect and analyse
data
•Evaluate and select
information
•Create references and
citations, use footnotes/endnotes and
construct a bibliography according to MLA
•Use critical-literacy
skills to analyse and
interpret
ATL Skill
Focus
- skills that will
be explicitly
taught, and
which students
will develop
through their
inquiry
Research
• Collect, record and
verify data
Communication
comprehension
•use literary and stylistic devices
•language choice to
influence audiences
•similes,
•metaphors,
•alliteration
•sensory imagery
as diction
•symbolism
Communication
• Write for different
purposes
•literary & stylistic
devices
•similes,
•metaphors,
•alliteration
•sensory imagery
as diction
•symbolism
Thinking
• Evaluate evidence
and arguments
• Access information to
be informed and inform
others
• Draw reasonable
conclusions and generalizations
• Present information in
a variety of formats and
platforms
• Create original works
and ideas; use existing
works and ideas in new
ways
Thinking
• Use brainstorming
and visual diagrams to
generate new ideas and
inquiries
• Make unexpected or
unusual connections
between objects and/
or ideas
Self management
• Plan short- and longterm assignments;
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1:
Biographies
Unit 2:
Perfect Societies: The
Giver (Text Study)
Unit 3:
Sherlockiana!
Unit 4:
My Life in Poetry
Poetry study
Unit 5:
The Genius Hour
Assessment
KA: Biography
W1
WT 1
W1 and IOC
Students write a scene
from the point of view
of any character in the
novel, exploring one
of the memories from
allows for exploration of
a moment or concept
that does not exist in the
world of The Giver.
Students will write a
short story (classic
detective) of 500
plus words based on
inquiry based activity.
Students create own
crime/mystery.
Poetry Log - includes
definitions of literary
and stylistic devices,
their own examples of
those devices, images
to creatively express
analysis of devices and
effects on purpose and
perspective
Students will create and
research project /product of their own interest
Genius Hour concept.
produce a process journal detailing research,
methods, and steps
involved in completing
MYP Criteria
Students create a biography must interview an
inspiring person in their
lives to explore their
identity, values and
beliefs. The biographies are shared with
the class and with the
interviewee through
a class blog page on
firefly.
Students are to record
a series of interviews
(the subject of the
biography and those
who know them well)
and use these recordings as the basis of
their biography. Quotes
and images are to be
incorporated.
Students write a rationale explaining why he/
she chose that scene
and the language selection, explaining how
those choices reflect the
voice of the character,
the tone of the written
the student as author.
B Organising
C producing texts
D Using language
A Analysing
B Organising
C producing texts
D Using language
Students/class can
determine an appropriate audience (such
level or an online virtual
audience) for the short
stories. Audience
demographics and
interests can then
shape the short story
compilation (elements
of plot, setting, characterisation
B Organising
C producing texts
D Using language
A Analysing
B Organising
C producing texts
D Using language
This task is a preparation also for for the
which they will conduct
in gr 9 and the personal
A Analysing
B Organising
C producing texts
D Using language
students to select their
own criteria and rubric
for the project - this will
depend upon student
choice of genius hour
project.
Assessment
MYP Criteria
W1
WT2
WT 2
FOA/iOC
Photo board and
rationale.
Students create and
presents a visual,
spoken and written
representation of
themselves reflecting
on their perception
of their own identity
(values, beliefs,
aspirations). There is
a written and spoken
analysis of the choices
and how images and
language has been
used to convey ideas,
values and beliefs.
Students will write an
analytical essay answering one question of a series of questions based
on themes from the text
The Giver. Students will
write a 5-6 paragraph
essay response which
will incorporate the development of a hypothesis use of quotes from
the text and the various
ways in which they can
be incorporated into
the essay, paragraphs
structured according to
PEAS
Students will write an
online literary article
exploring the different
representations of
Sherlock Holmes over
time and place. The
to compare and contrast elements of plot,
setting, characterisation, purpose for the
different texts (such as
tv series, films, short
stories)
Students will orally
and visually present an
analysis of a poem they
have written to explore
the poet’s purposes,
perspectives through
language/stylistic
choices
A Analysing
B Organising
C producing texts
D Using language
A Analysing
B Organising
D Using language
B Organising
C producing texts
D Using language
A Analysing
B Organising
C producing texts
D Using language
Students must also
provide a rationale for
the choices they have
of those choices.
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Language and Literature
English
Energized Engaged Empowered
Unit Title
People & Prejudice
The Outsiders
(Text Study)
Film as Text
(Life of Pi and other films)
Propaganda
Animal Farm (text
study)
Romeo & Juliet
What is News?
(Telling news through
different media)
Unit narrative
Through a study of The
Outsiders, students
will examine the role of
chosen families, construction of identities,
and the way our choices and roles define our
interactions with wider
society.
Through The Life of
Pi and other films,
we examine camera
techniques, music and
sound, and trailers to
decode how film is also
used as text to tell a
story.
Through a comparative study of Animal
Farm and the historical
events that influenced
the novel, students will
examine propaganda,
speech and rhetoric
through a lens of fable
and history.
Through the study of
the play Romeo and Juliet, students will compare and contrast how
the story is presented
by various film directors
(Baz Luhrmann, Franco
Zeferelli) and different
theatre stagings.
Through mediums such
Tumblr, Pinterest and
blogs, we examine how
news is constructed
and distributed. Students create their own
news through different
lenses and then examine its effects.
Timeline
August-October
November-December
January-February
March-May
May-June
Key Concept
Perspectives
Creativity
Communication
Connections
Communication
Related
Concepts
Setting
Character
Audience Imperatives
Style
Character
Persuasive Language
Intertextuality
Context
Self-Expression
Point of View
Global Contexts
Identities and
relationships
Identities and
relationships
Orientation in time
Identities and
relationships
Personal and cultural
expression
Statement of
Inquiry
The points of view
and perspectives of
authors are reflected in
language and structural
choices of texts
Artists use specific film
techniques to position
viewers. Film critics use
specific language to do
the same.
Authors can communicate powerful ideas
through narrative and
language choices to
influence audiences
Historical contexts
shape and influence
literary style, language
and genres
Technology in the 21st
century allows for communication and self-expression in a variety of
mediums, but has also
concept of news.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
• What was life like in
the 60s?
Conceptual:
• How does the text reflect historical events?
• What are the elements
of a Shakespearian
play?
Conceptual:
• What constitutes news
in the 21st century?
Conceptual:
Conceptual:
• How do we read a
film?
• How do fables and
allegories help us understand our common
humanity?
Debateable:
Debateable:
Debatable:
• Is the news presented
by social media outlets
less reliable than those
publication (such as
Students will be able
to…
•Use speaking and
presentation skills
- variation in
volume
- variation in tone
- body language
- facial expression
- eye contact
- AV aids
- use of pause
- use of humour
- movement
- rhetorical
questions
•Understand and use
allusion, diction,
imagery, syntax,
selection of detail,
figurative language
and repetition.
ethos, logos, pathos
as rhetorical devices
Students will be able
to…
•identify the elements
of the 5 act play
•understand some
conventions of Shakespearean language
skills based on the
Big 5
1 - Audience /
purpose
2 - Theme /
content
3 - Tone / mood
4 - Stylistic
devices
5 - Structure
Students will be able
to…
•identify the structural
features of social
Pinterest and blogs
•analyse images to
determine how audiences are influenced
sites
•identify and use the
specific language
requirements of the
social media options
• Why is language
important?
Conceptual:
• How are people’s
perspectives reflected
through language?
Debateable:
• Do artists manipulate our perception of
society?
Students will be able
to…
Students will be able
to…
•Use speaking and
presentation skills
- variation in
volume
- variation in tone
- body language
- facial expression
- eye contact
- AV aids
- use of pause
- movement
•analyse how POV
is influenced by
language choices and
use language in a
deliberate and precise
manner to influence
audience
- inference
- connotation
- denotation
•recognise and use
a variety of Camera
techniques for effect
and mood
•understand the structures of narrative in
order to analyse film
and construct their
own
•use Storyboarding to
plan
•Use and analyse and
evaluate film elements
of blocking, image,
time, motion, sound
and lighting
•use positive and negative words to persuade
•recognise and use
subjective and objective language
• Is violence inevitable
in an unequal society?
How does society help
to shape the individual?
Specific skills
• How do film makers use structure and
purpose to position
audiences?
• Does the use of
propaganda and power
• What genre is the
text - tragedy or a tale
of love?
• Is it possible to tell the
same story in different
times and places?
• How has social media
changed the world of
news?
Debatable:
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Language and Literature
English
Energized Engaged Empowered
Unit Title
People & Prejudice
The Outsiders
(Text Study)
Specific skills
•Recognise and use
the language specific
to a text type.
Film as Text
(Life of Pi and other films)
Propaganda
Animal Farm (text
study)
Romeo & Juliet
What is News?
(Telling news through
different media)
•use elements of
propaganda
- imagery
- repetition
- simplicity
- rhetorical
questions
- hyperbole
- idioms
- cliches
- Aphorism
- euphemism
•write an essay
- 6-7 paragraphs
- PEAS paragraph
structure
- develop thesis
and use as basis
of intro and point
sentences
- use quotes as
evidence
- incorporate
quotes within own
sentences
- cite using MLA
•use PEAS paragraph
structure with 2-3
points of evidence
per paragraph
- using thesis and
the question to
create point
sentences
- locating and
quoting evidence
from texts
- analysing
evidence, ex
plaining the
meaning and
importance of the
evidence
- summary sen
tences & how
to sum up in one
sentence
- use of transition
words to indicate
a summary
- 3rd vs 1st
person
•use double entry
journals to determine central ideas or
themes of a text and
analyze their development; summarize
the key supporting
details and ideas.
- analysing
evidence, ex
plaining the
meaning and
importance of the
evidence
- summary sen
tences & how
to sum up in one
sentence
•annotation
- inference
- connotation
- denotation
- categorising
of information
(colour coding)
- note taking
•PEAS - as per unit 3
•essay writing - as per
unit 3
•select language to
explicitly and implicitly
convey a message to
audiences
- connotation,
denotation,
- power of
positive and
negative
language to
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Language and Literature
English
Energized Engaged Empowered
Unit Title
People & Prejudice
The Outsiders
(Text Study)
Film as Text
(Life of Pi and other films)
Specific skills
Propaganda
Animal Farm (text
study)
Romeo & Juliet
What is News?
(Telling news through
different media)
Self- management
•Plan short- and longterm assignments; meet
Social
• Use social media
networks appropriately
to build and develop
relationships
- use of transition
words to indicate
a summary
- 3rd vs 1st
person
•use double entry
journals to determine central ideas or
themes of a text and
analyze their development; summarize
the key supporting
details and ideas.
ATL Skill
Focus
- skills that will
be explicitly
taught, and
which students
will develop
through their
inquiry
Communication
• Use a variety of
speaking techniques
to communicate with a
variety of audiences
Communication
• Use appropriate forms
of writing for different
purposes and audiences
1
FOA
KA: Film review of Life
of Pi or
FOA
IOC
Students make an oral
presentation which explores an event which is
not explicit in the novel,
from the perspective
of a character. The
presentation format is
open to student choice,
as long as it allows for
criterion.
Open choice by student,
based on analysis and
evaluation of elements of
film. Options could be an
online review or a print
review.
Speech presented as
one of the characters,
which justifies or challenges the actions of a
character. A
Q&A session follows
Students will analyse
an extract from the
text, using the big 5 as
the foundation of that
analysis
MYP
Criteria
B
C
D
A
B
C
D
B
C
D
A
B
D
B
C
D
2
W1
KA: Group film -
WT 2
WT2
Essay examining the
development of chosen character.
Literary Essay 5 paragraphs - Choices and
consequences.
Students must also
provide a rationale for
the choices they have
of those choices.
MYP
Criteria
B
C
D
A
B
C
D
A
B
C
D
Feature/gossip column/
news article based
around key scenes from
various POVs. Students
choose text type and
POV.
Thinking
• Recognize unstated
assumptions and bias
perspectives
• Use a variety of media
to communicate with a
range of audiences
using specific film
techniques + individual
rationale on filmic techniques. To be shown as
part of a Grade 8 + 9 film
festival.
A
B
C
D
• Consider content
- What did I learn about
today?
- What don’t I yet
understand?
- What questions
do I have now?
Based on the characters, subject matter,
settings, themes of the
texts explored throughout the year, students
will create a series of
must recognise and
use the language and
stylistic features of each
social media, while also
ensuring they use POV
in their entries.
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1
Whose Life is it Anyway?
(An Inspector Calls)
Unit 2
Women’s Voices in
Poetry
Unit 3
Global Cafe - Lit
Circles
Culture and
Perspective
Unit 4
Through the Lens - a
film perspective
(Films)
Unit 5
Genius Hour!
Unit narrative
Students will closely
text to analyse characters and relationships
and themes. There is
a focus on stagecraft,
along with the social,
cultural, and historical context. Through
the play students will
explore concepts of
poverty, class, socialism and capitalism.
There is the opportunity
to explore poverty and
class in Vietnam
Students will analyse
poetry and the devices
used as self- expression,
to explore author intent
and audience reception.
The focus of this unit
is an exploration of the
works of female poets.
This unit will explore
the elements of the
novel to reveal character development,
relationships, as well
as the values and beliefs (of characters and
the author) revealed
through setting, plot,
themes and symbolism
of the novel.
Wide selection of different novels support
this unit.
Students will view and
explore the elements
of film exploited by the
director/script writer to
reveal concepts of the
cultural , social and historical contexts. At least
2 films will be explored,
with students choosing
one of those films as a
focus.
with finding their
interests as individuals
and how they define
creativity. As a group,
they will define creativity; individually, students
will explore their own
passions and interests
to create a final product
of their choosing.
Timeline
Aug - Sept
Oct - Nov
Dec - March
March - April
May - June
Key Concept
Communication
Form
Perspective
Perspective
Creativity
Related
Concepts
Character and point of
view
Context
Self Expression
context
theme/purpose
audience imperatives
purpose
student choice
Global
Contexts
Identities and
relationships
Personal and cultural
expression
Identities and
relationships
Personal and cultural
expression
Student choice
Statement of
Inquiry
Beliefs, values and
point of view determine
relationships among
characters.
Poetry is a means of
communication in which
every detail within the
text expresses nuances
of meaning
Cultural contexts
shape characters'
perspectives and
identities.
Directors make specific
choices to influence
audiences..
Creativity offers the
opportunity to develop
powerful texts and
make meaningful stylistic choices
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
• How does point of
view impact upon
audiences perception of
each character?
Conceptual:
• How do beliefs, values and morals affect
relationships?
Debateable:
• Who, or what, is most
responsible for Eva’s
death?
Course
Content:
subject
specific skills
Students will be able
to…
•understand, analyse and manipulate
elements of script
writing, stagecraft and
production
- Blocking,
- staging,
- setting,
- lighting
- green screen
production
• What are the literary
devices employed by
poets?
• In what ways do poets
communicate personal
and social issues
• How are identity and
relationships revealed
in the text?
• How can cultural factors influence reader’s
perceptions of identity
and relationships
Debateable:
• Does the gender of a
poet impact upon audience’s reaction to their
poems, subject matter
and themes?
Students will be able
to…
based on the Big 5
1 - Audience /
purpose
2 - Theme /
content
3 - Tone / mood
4 - Stylistic
devices
5 - Structure
•Introduce concept of
Zooming in on sound
devices and punctuation
• What different techniques can directors
use to manipulate the
audience’s response?
Conceptual:
• How do directors position us to see situations,
ideas and opinions from
a particular perspective?
Debatable:
• Do directors have a
responsibility to the
people who see their
movies?
Students will be able
to…
• Observation and
feedback through lit
circles and socratic
seminars by making
Connections:
Ø Text to text (either
within the same text
or with another text)
Ø Text to Self (personal
connections with the
text)
Ø Text to world (connections to events,
situations, etc in the
world)
Students will be able
to…
• analyse the big 4 of
film
- Mise-en-scène
- cinematography
- editing
- sound
•within mis-en-scene
identify and analyse
the impact of:
- various props,
- lighting,
- costuming,
- make-up,
- staged body
motions
• What contributions
have creative people
Conceptual:
• How can I use the
concept of creativity
to develop my understanding of my area of
interest?
• How can a Global
Context help to focus
my project?
Debatable:
• Is creativity innate or
can it be taught?
Students will be able
to…
•demonstrate an
awareness of different
text types , by choosing the one most
suited to their project
•conduct research
based on the Big 6:
a. Define the infor
mation problem
b. Identify infor
mation needed
ii.Information Seeking
Strategies
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1
Whose Life is it Anyway?
(An Inspector Calls)
Course
Content:
subject
specific skills
ATL Skill
Focus
- skills that will
be explicitly
taught, and
which students
will develop
through their
inquiry
Unit 3
Global Cafe - Lit
Circles
Culture and
Perspective
Unit 4
Through the Lens - a
film perspective
(Films)
Unit 5
Genius Hour!
•Use speaking and
- alliteration;
performing skills
assonance;
- variation in
- dissonance;
volume
- sibilance;
- variation in tone
- Enjambment,
- body language
- caesura
- gesture
- facial expression •annotation
- eye contact
- inference
- use of pause
- connotation
- movement
- denotation
- posture
- categorising
•select language to
of information
explicitly and implicitly
(colour coding)
convey a message to
- note taking
audiences
- connotation,
•use PEAS paragraph
denotation,
structure with 2-3
- power of
points of evidence per
positive and
paragraph
negative language
- using thesis and
the question to
create point
•use double entry
sentences
journals to develop
- locating and
understanding of cenquoting evidence
tral ideas or themes of
from texts
the play and analyze
- analysing evi
the writer’s stylistic
dence, explain
choices .
ing the meaning
and importance of
the evidence
- summary sen
tences & how
to sum up in one
sentence
- use of transition
words to indicate
a summary
- 3rd vs 1st
person
- cite using MLA
•write an essay
- 6-7 paragraphs
- PEAS paragraph
structure
- develop thesis
and use as basis
of intro and point
sentences
- use quotes as
evidence
- incorporate
quotes within own
sentences
•PEAS - as per unit 2
unit 2
•Annotation - as per
unit 2
• Identify and analyse
literary and stylistic
devices:
simile; metaphor;
rhyme; internal rhyme;
alliteration; assonance;
dissonance; sibilance;
onomatopoeia; per
sonification; sensory
imagery, anthropomor
phism, anaphora,
hyperbole, enjamb
ment, caesura
- facial expres
sions,
- the actors them
selves,
- computer gener
ated imagery
•write a comparative
essay:
- 6-7 paragraphs
- PEAS paragraph
structure
- develop thesis
and use as basis
of intro and point
sentences
- use quotes as
evidence
- incorporate
quotes within own
sentences
- use language of
comparisons and
contrast
(similarly, in
contrast, etc)
a. Determine all
possible sources
b. Select the best
sources
iii. Location and Access
a. Locate sources
(intellectually and
physically)
b. Find informa
tion within
sources
iv. Use of Information
a. Engage (e.g.,
touch)
b. Extract relevant
information
v.Synthesis
a. Organize from
multiple sources
b. Present the
information
vi. Evaluation
a. Judge the prod
uct (effectiveness)
b. Judge the pro
cess (efficiency)
•Use note taking skills
• Use speaking and
presentation skills
- variation in
volume
- variation in tone
- body language
- facial expression
- eye contact
- AV aids
Communication skills:
meaningful feedback.
Communication skills:
meaningful feedback
Thinking:
• creative Writing skills
Use brainstorming
and visual diagrams to
generate new ideas and
inquiries
Organization skills:
• Plan short- and longterm assignments; meet
• Use intercultural understanding to interpret
communication.
• Use appropriate forms
of writing for different
purposes and audience.
comprehension.
Write for different purposes.
Self-Management:
• Consider ethical, cultural and environmental
implications.
Unit 2
Women’s Voices in
Poetry
Communication skills:
• Use appropriate forms
of writing for different
purposes and audiences.
comprehension.
Write for different purposes.
Social:
• Consider ethical, cultural and environmental
implications.
Thinking:
• Consider ideas from
multiple perspectives.
Create original works
and ideas; use existing
works and ideas in new
ways. Inquire in different
contexts to gain a different perspective. • Use intercultural understanding to interpret
communication.
• Use a variety of
speaking techniques
to communicate with a
variety of audiences.
• Use appropriate
forms of writing for
different purposes and
audiences.
• Use a variety of
media to communicate with a range of
audiences.
• Interpret and use
effectively modes of
non-verbal communication.
• Create original works
and ideas; use existing
works and ideas in new
ways
• Generate metaphors
and analogies
• Set goals that are
challenging and realistic
Demonstrate persistence and perseverance
• Keep a journal to
record reflections
Information literacy
skills:
• construct a bibliography according to recognized conventions
Creative thinking skills:
• Use brainstorming
and visual diagrams to
generate new ideas and
inquiries
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Unit 1
Whose Life is it Anyway?
(An Inspector Calls)
ATL Skill
Focus
- skills that will
be explicitly
taught, and
which students
will develop
through their
inquiry
Thinking:
• Develop contrary or
opposing arguments.
Analyse complex concepts and projects into
their constituent parts
and synthesize them
to create new understanding.
1
W1
IOC
FOA
W1
Script of extra scene
with a focus on characters’ relationships,
values and beliefs.
The script will Include
elements of blocking,
video, green screen
production + rationale
explaining choices
Oral commentary verbal close reading - on
culture and use of stylistic devices and effect
on poem of student’s
choice)
Socratic seminar
on characters, themes,
Create a short film/visual text which explores
concepts of perspective. Through film and
sound and camera
shots, groups manipulate audiences to
understand a particular
perspective on an issue
of personal choosing.
Includes rationale justifying choices.
MYP
Criteria
B
C
D
A
B
D
A
B
D
B
C
D
2
FOA
P1
WT2
Hot Seat – take on the
role of a character of
the play. This could
be done through
the context of a
coronial inquiry, where
characters explain and
justify their actions
also requires a rationale
to demonstrate the
choices and the original
play.
In-class written commentary on an unseen
poem
Literary essay - choice
of 6 questions from the
Lang &Lit assessment.
Students choose the
P2
Comparative essay on :
perspective, culture,
identity, and creators’
choices in achieving
that.
A,B,C,D
A, B, D
MYP
Criteria
Unit 2
Women’s Voices in
Poetry
Unit 3
Global Cafe - Lit
Circles
Culture and
Perspective
Unit 4
Through the Lens - a
film perspective
(Films)
Social:
• Listen actively to
other perspectives and
meaningful feedback.
rights and needs.
Unit 5
Genius Hour!
• Create original works
and ideas; use existing
works and ideas in new
ways
• Apply existing
knowledge to generate
new ideas, products or
processes
• power & privilege
• text & genre
Exam: Based on variety
of texts:Kitchen, film,
students bring into the
essay
A, B, D
ABD
Students will create
and research project /
product of their own
interest based on the
concept. Process journal detailing research,
methods, and examples
of project
This is a preparation
also for Personal
Projects which they will
C
D
Report on student
project and processes
involved in achieving it.
ABD
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Revolution & Perspective
(Persepolis)
Extension text: Like
Water for Chocolate
Nature Vs. Nurture
(Lord of the Flies)
Option: Extension text:
Nothing
Decisions, Decisions!
(Macbeth)
How Does the Past
Shape the Future?
(The Kite Runner)
Through the lens of the
media
Unit narrative
analyse Persepolis.
Students will learn
elements of the graphic
novel. In addition, students will learn & teach
culture & its relationship to religion & the
revolution.
analyse Lord of the
Flies. Students will study
character development &
the use of symbolism,
characters as archetypes, & connections
between literary fiction
and the history of ideas.
analyse Macbeth &
learn about the elements of a play (stage
directions, soliloquy,
etc.) Students will
focus on how we
make decisions & the
consequences of those
decisions with a focus
on character motives.
focus on historical context, Elizabethan drama
& feudal structure.
analyse The Kite Runner. Students will learn
background history on
Afghanistan & Islam.
Students will study
& compare character
development & relationships, as well as literary
devices, such as theme
Analysis of blogs,
websites, emails, digital
electronic media. Students will explore media
& the context in which
they are constructed &
the importance of being
media-aware.
Timeline
May - June
Aug - Sept
Oct - Nov
Dec - Feb
March - April
Key Concept
Creativity
Change
Identity
Relationships
Communication
Related
Concepts
Context
Purpose
Genre
Character
Setting
Character
Theme
Setting
Context
Style
Context
Point of view
Global
Contexts
Personal and Cultural
Expression
Personal and Cultural
Expression
Identities and
Relationships
Identities and
Relationships
Orientation in Space
and Time
Statement of
Inquiry
The choices that artists
make in creating their
works reflect their
purpose, cultural background and personal
style.
Writers can use setting
as a catalyst for change
within their characters.
Students will analyse
and reflect on how
we make decisions
and the impact and
consequences of those
decisions.
Historical context and
authors’ intended
changes in identity and
relationships affects
of literary texts.
Mass media and social
media communicate
points of view that are
influenced by the social,
cultural and historical
contexts in which they
are constructed.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
• What is the importance of genre?
What are the conventions of graphic novels?
• How does cultural
context influence artists’ choices?
Debateable:
• Should artists’
personal backgrounds
understandings of the
work?
Course
Content:
subject
specific skills
Students will be able
to…
•Understand the
conventions of the
graphic novel genre
skills based on the
Big 5
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• What key changes do
the characters undergo
over the course of the
novel?
• How and why does
setting have an impact
on characters’ behavior?
Debateable:
• Are we essentially evil?
Where is the line
between amoral and
immoral?
Students will be able
to…
•Select language to
explicitly and implicitly
convey a message to
audiences
-connotation, denotation
-power of positive and
negative language to
• What decisions does
Macbeth make and
what are the consequences of these
decisions?
Conceptual:
• How does Shakespeare use elements
such as hubris, hamartia, nemesis to develop
the identity of the characters in the play?
• How do the different
settings in the novel affect the relationships of
the central characters?
What influences did
the Russians bring to
Afghanistan?
Conceptual:
• How does growing
up in Afghanistan affect
Hosseini’s writing?
• How can we avoid
being manipulated by
what we see, hear and
• What is the relationship between form and
content?
• Is what we see on social media true or not?
• who is the most
morally corrupt of the
characters?
Are better choices
of power or of weakness?
•Understand conventions of Shakespearean language:
soliloquy, theme, motif, iambic pentameter, stage directions,
etc.
Conceptual:
Debatable:
Debateable:
Students will be able
to…
• Identify the elements
of the 5 act play
• How has the media
changed in the 21st
century?
• Should everyone have
an opportunity to tell
their story?
Students will be able
to…
• Use speaking and
performing skills
-variation in volume
-variation in tone
-body language
-gesture
-facial expression
-eye contact
-use of pause
-movement
-posture
Students will be able
to…
•Identify the structural
features of social
Pinterest and blogs.
•Analyze images to
determine how audiences are influenced
2/16/16 11:24 AM
Language and Literature
English
Energized Engaged Empowered
Unit Title
Revolution & Perspective
(Persepolis)
Extension text: Like
Water for Chocolate
Course
Content:
subject
specific skills
1 - Audience /
purpose
2 - Theme /
content
3 - Tone / mood
4 - Stylistic
devices
5 - Structure
* Annotation
* inference
* connotation
* denotation
* categorising of information (colour coding)
* note taking
Nature Vs. Nurture
(Lord of the Flies)
Option: Extension text:
Nothing
Decisions, Decisions!
(Macbeth)
How Does the Past
Shape the Future?
(The Kite Runner)
Through the lens of the
media
•Use double entry
journals to develop understanding of central
ideas or themes of the
novel and analyze the
writer’s stylistic choices
skills based on the
Big 5
1 - Audience /
purpose
2 - Theme /
content
3 - Tone / mood
4 - Stylistic
devices
5 - Structure
•Select language to
explicitly and implicitly
convey a message to
audiences
-connotation, denotation
-power of positive and
negative language to
•Identify and use the
specific language
requirements of the
social media options
•Annotate texts
- inference
- connotation
- denotation
- categorising of
information (colour
coding)
- note taking
•PEAS
•Response to question
•rationale writing
•Use double entry
journals to develop
understanding of central ideas or themes of
the novel and analyze
the writer’s stylistic
choices.
•Select language to
explicitly and implicitly
convey a message to
audiences
-connotation, denotation
-power of positive and
negative language to
•Use PEAS - as per
unit 3
•Literary and stylistic devices: figures,
layout, text (panels,
gutters, etc.)
•essay writing - as per
unit 3
•literary and stylistic
devices
•Forensics of public
speaking
ATL Skill
Focus
Communication:
Use intercultural under
standing to interpret
communication.
Thinking:
Gather and organize
relevant information to
formulate an argument.
Communication:
comprehension.
Collaboration:
Listen actively to other
perspectives and ideas.
Communication:
Use a variety of speak
ing techniques to
communicate with a
variety of audiences.
1
WT 2
Literary essay - choice
of 3 themes:
IOC
Oral commentary on
passage focusing on
symbolism, characters,
& themes
Paper 1
Written commentary
on passage from the
play
FOA
Socratic seminar the
nature of ‘’truth’’ in
fiction - specifically
regarding The Kite
Create a media cam
paign using different
social media on a
topic of the student’s
choosing. Students
need to write a rationale
to explain their cam
paign and also need
to write a reflection
on how effective the
campaign was.
A: i, ii, iii
B: i, ii
D: i, ii, iii
A: i, ii, iii, iv
B: i, ii
C: ii, iii
D: i, ii, iii
A: i, ii, iii
B: ii
D: ii, v
A: i, ii, iii
B: i, ii, iii
C: i, ii, iii
D: ii, iii, iv
•power & privilege
•text & genre
Comparative essay with
the Kite Runner
MYP
Criteria
A: i, ii, iii
B: i, ii
C: i, ii, iii
include specific
D: i, ii, iii
strands
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Language and Literature
English
Energized Engaged Empowered
Unit Title
Revolution & Perspective
(Persepolis)
Extension text: Like
Water for Chocolate
2
Personal graphic short
story or chapter of a
or national event in a
student’s life using the
elements of a graphic
novel
MYP
Criteria
A: iii, iv
B: i, iii
C: i, ii
include specific
D: ii, iii
strands
Nature Vs. Nurture
(Lord of the Flies)
Option: Extension text:
Nothing
Decisions, Decisions!
(Macbeth)
How Does the Past
Shape the Future?
(The Kite Runner)
Through the lens of the
media
WT2
Literary essay - choice
of 6 questions:
power & privilege
text & genre
Paper 2 Lit/L&L
Class performance of a
scene with justification
Paper 1
Double-entry journal on
chosen passage from
the text to demonstrate understanding of
theme, character, relationships, and analysis
of writer’s craft
WT1
Media campaign:
rationale to explain
the campaign from
Assessment 1 and
also write a reflection
on how effective the
campaign was.
A: i, ii, iii
B: i, ii
C: i, ii, iii
D: i, ii, iii
A: i, ii, iii, iv
B: i, ii
C: ii, iii
D: i, ii, iii
A: i, ii, iii, iv
B: i, ii
C: ii, iii
D: i, ii, iii
A: i, ii
B: i, ii
C: i, ii, iii
D: i, iv
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1: A valuable I
Unit:2 Universe
Unit 3: Pleasure to meet
poetry
Unit 4:Language of countries and Phonological of
sea
Unit narrative
This unit will acquaint how
impressive way to introduce
at the person and interest, by
listening and speaking of and
understand how the process
of building a plan. Student
will know the importance of
relationships and communication.
This unit explores concepts
lives. Through literary texts
students examine sentence
to read and article for the
purpose of the summary
and how to write to fit the
process by learning how to
write.
This Unit will appreciate
poetry, and examine features
poetry and understand a
various literary devices.
Students will write their own
poetry and analyse the poetic language and structures.
This Unit explores the essence of language expressive function of language ,
acquaint a Korean phonologic system.
Timeline
Aug – Oct.
Oct – Dec
Jan - March
April - June
Key Concept
Connection
Communication
Creativity
Perspective
Related
Concepts
Point of view Character
Theme
Theme and setting
Style Structure Selfexpression
Audience imperatives
Purpose Style Point of view
Global Contexts
Identities and relationships
Orientation in space and
time
Personal and cultural
expression
Personal and cultural
expression:
Statement of Inquiry
Our Name and environment
are part of identify and each
of us has a story that is
shaped by those around us.
Relationships and social
expectations can influence
one’s point of view and the
choices they make, which in
turn impacts upon personal
agency and happiness.
Students understand how
and why people use and
create language and its functions and understand the
consequences of them.
Effective communication can
lead to a change in perspective.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
Conceptual:
Conceptual:
Debateable:
Debateable:
Student will be able to
Recognize and comment
on the language, content,
structure and meaning of fa
miliar age-appropriate oral,
written and visual texts.
Express a relevant personal
response to literary and
non-literary texts.
What is point of view?
How does point of view alter
reality?
Debateable:
Can all experiences, including a negative experience,
become a learning vehicle?
Course Content:
subject specific skills
Study of the text - The Hen
Who Dreamed She Could Fly
Comprehension: Recognize
the main idea, connect
ideas and see relationships,
ence Integrate knowledge
and ideas Cite textual
evidence and supporting
details to support analysis
of text Acquire and use
accurate, age-appropriate,
cific vocabulary
What is structure in story?
How are people’s actions
influenced by their environment and those around
them?
Debateable:
To what extent are people’s
actions influenced and
shaped by their environment?
Study of the text – HungBu
Jeon demonstrate a com
mand of the language appro
priate for the study of liter
ature and a discriminating
appreciation of the need
for an effective choice of
register and style apply a
wide-ranging appreciation
of structure, technique and
style as employed by au
thors, and of their effects on
What is a call to poem?
How do we find a “Poetic
expression”?
Why might audiences respond differently to the same
Poem?
Poetic device –Rhythm, im
age.. Metaphor symbolism.
Simile. .
Study of the text- Kim
Young Rang, Kim So Woel,
Yun Dong Ju
What is a Phonological?
How is the Influences of our
life?
A fluent native speaker can
has power and privilege in
community. Discuss
Compose sophisticated
creative pieces that apply
literary.
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1: A valuable I
Unit:2 Universe
Unit 3: Pleasure to meet
poetry
Unit 4:Language of countries and Phonological of
sea
ATL Skill Focus
Communication skill:
• Use a variety of speaking
techniques to communicate
with a variety of audiences
Communication skill:
• Use a variety of speaking
techniques to communicate
with a variety of audiences
Thinking: Creative thinking
skills
• Apply existing knowledge
to
Research skills
• Collect, record and verify
data
• Use appropriate forms of
writing for different purposes
and audiences
• Use appropriate forms of
writing for different purposes
and audiences
• generate new ideas, products or processes
• Use a variety of media to
communicate with a range of
audiences
• Use a variety of media to
communicate with a range of
audiences
Thinking: Critical thinking
skills
• Consider ideas from multiple perspectives
Critical thinking skills
• Provide countless examples of the poetic forms and
conventions
• Access information to be
informed and inform others
• Present information in
a variety of formats and
platforms
• Creative thinking skills
• Provide countless examples of the poetic forms and
conventions
Communication skills
comprehension Make inferences and draw conclusions
Organize and depict information logically Structure
information in summaries,
essays and reports
Assessment
Form of writing
Story board
Form of writing
Presentation
Students will be assessed
through their written pieces,
including literary analysis
essay.
students will summarize a
basic on time or space.
Write and publish personal
poetry anthology demonstrating understanding of all
forms and conventions
Group Working- Research
and example.
MYP Criteria
A
B
D
A
B
A
B
A
C
D
Assessment
portfolio
Photo essay
Creative writing
Essay
Students will be assessed
through their creative pieces
that go into the portfolio –
student’s biography.
Students will make a photo
essay that they carefully
theme , purpose.
students will write their
creative poem.
write a the phenomenon of
a language breaking down
in SNS
MYP Criteria
B
C
D
B
C
D
B
C
D
B
C
D
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Language and Literature
Energized Engaged Empowered
Unit Title
Sharing my experience
Language and the media
Environment and identity
Conflicts and choices
Unit narrative
This unit will explore a few
personal narratives and compare them to short stories.
In this unit we examine
different types of media
and how language is used
in media. We then focus on
newspaper and students
newspaper. And they write
an article for a school newspaper with the news report
register.
This unit will learn how to
read texts and write a summary effectively.
This unit will discuss what
cause conflicts and how we
react and solve them.
Students understand one of
literature is to learn life
lessons through a few works
impact us.We also learn how
to write a travel essay.
literature and analyse the
character’s conflicts.
Timeline
Aug - Oct
Oct - Dec
Jan - Mar
Apr - Jun
Key Concept
Aesthetics
Connections
Communication
Change
Identity
Perspective
Connections
Related
Concepts
Self-expression
Style
Purpose
Style
Audience imperatives
Character
Setting
Theme
Character
Context
Structure
Global Contexts
Personal and cultural
expression
Personal and cultural expression
Orientation in space and
time
Identities and relationships
Statement of Inquiry
Everyone learns and appreciates from each other by
sharing our experience.
The media use language
intended to influence our
behaviour and decisions.
Environment transforms people’s life and shapes our
perspectives in various
ways.
Examining how the conflicts
develop and how they are
solved in literature teaches
us to make better choices in
real life .
Inquiry Questions
Factual:
Conceptual:
Factual:
Factual:
narratives?
How is language used in
media? What are the
influences of media on us?
Conceptual:
How does the environment
impact our lives?
Conceptual:
How can we use our past experience to shape our future
success?
How do you write an effective travel essay?
What cause conflicts in life?
Factual:
How should we solve conflicts?
Debateable:
Are conflicts negative?
Course Content:
Students will be able to…
Students will be able to…
Students will be able to…
Students will be able to…
•identify what personal
narrative is and distinguish
between personal narratives and short stories
•write newspaper article
•write an effective summary
•analyse characters in literature
•use annotation skills
Communication skill:
• Read a variety of sources for information and for
pleasure
Communication skill:
• Use appropriate forms of
writing for different purposes and audiences
Critical thinking skills
• Gather and organize
relevant information to
formulate an argument
Information literacy skills
• Present information in
a variety of formats and
platforms
Organization skills
• Plan short- and long-term
Media literacy skills:
• Demonstrate awareness
of media interpretations of
events and ideas (including
digital social media)
Assessment
KA Writing a personal
narrative
for a book
KA Writing a travel essay
KA Creative writing on
images
MYP Criteria
A, D
A, D
B, C
C, D
subject specific skills
•write their own personal
narrative with an appropriate style and correct conventions to give lessons to
Introduce and share our
interests.
•use correct conventions
ATL Skill Focus
Transfer skills
• Inquire in different contexts
to gain a different perspective
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Language and Literature
Energized Engaged Empowered
Unit Title
Sharing my experience
Language and the media
Environment and identity
Conflicts and choices
Assessment
my interests
KA Writing for a school
newspaper
KA Imaginative journal
writing as a literature
character
KA Presentation on
character analysis
MYP Criteria
B, C
B, D
A, D
A, B
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1: Existence and
growth
Unit 2: Free and equal
Unit 3:Language of Poem
Unit 4 :Media
Unit narrative
This unit will be developing
content, when students will
read a text or listening a
discourse.
This unit will be navigating
the mind of the writer and
subject matter and values in
works of literature.
This unit will be explore
verbal art depicting the
contents of the value of
literature.
Students can be accept
critically compared to their
idea of value contained in
the works of literature.
To understand that literature
is content and form will be
closely connected with the
idea was conducted.
This unit will be explore a
process of thoughts in the
communication actions and
searching a posture that
have a different sections of
the communication.
Timeline
Aug – Sep
Oct-Dec
Jan-Mar
April - June
Key Concept
Connection
Perspective
Creativity
Communication
Related
Concepts
Orientation in time and
space
Identifies and relationships
Personal and cultural
expression
Fairness and development
Global Contexts
Point of view Character
Theme
Point of view
Style
Style Structure Selfexpression
Audience imperatives
Purpose Style Point of view
Statement of Inquiry
Authors use a variety of
techniques to write stories
and autobiographies which
are reflective of one’s experience
individuals like each one
of us, and thus perfection
is difficult to define and to
achieve.
Our prejudices both shape
and are shaped by our
environment, and these are
reflected in literature.
the same purpose as literature: to explore the human
condition through abstract
means of communicating
complex topics.
Inquiry Questions
Factual:
Factual:
Factual:
Factual:
What elements of a story are
Conceptual:
How do “great works” define
who we are?
Debateable:
Can “ Father Salmon” teach
us everything we need to
Course Content:
subject specific skills
ATL Skill Focus
What is fables teachers?
Conceptual:
how do you people to make
the political system
Debateable:
Who is responsible in the
social problem, how do you
What is meant by theme,
rhythm, metaphor, and
symbol ?
Conceptual:
How are they expressed
through rhythm? metaphor?
Theme? Symbol?
Debateable:
Are some works of literature
more important than others?
Conceptual:
What factors make communication very clear?
Debateable:
Communication, especially
of emotions, can be tricky.
Is it better to declare your
feelings of not?
story’ which focuses on an
understanding of one’s
place in a particular com
munity and society. Stu
dents discuss and create
work based on their own
background and family
biography.
Study of the text
Animal Farm
Examines the idea of fables,
allegories, and propaganda.
Students need to under
stand the importance of
questioning authority and
speaking out/taking action
when we are committed.
of poems. Analyse how
apoem’s form contributes
to its meaning. (structure,
rhythm, image, language )
Concentrate on speaker
and motives.
Students will closely anal
bol, image, etc.).
Communication skill:
• Exchanging thoughts, messages and information effectively through interaction
Communication skill:
• Formulate factual, topical,
conceptual and debatable
questions
Creative thinking skills
• Creative original works and
ideas; use existing works
and ideas in the new ways
Critical thinking skills
•Analysing and evaluating
and ideas
• Use a variety of speaking
• Consider ideas from multiple perspectives
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
communicate with a range of
audiences
• Develop contrary or opposing arguments
• Use intercultural understanding to interpret communication
Student can identify and
reflect on various social
attitudes and roles they
may take as individuals
within various communi
ties.
• Consider ideas from multiple perspectives.
• Creative thinking skills
• Creative original works and
ideas; use existing works
and ideas in the new ways
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1: Existence and
growth
Unit 2: Free and equal
Unit 3:Language of Poem
Unit 4 :Media
KA Assessment
KA Form of writing
KA Poster
KA Composition
KA Expository essay
Write an analytical piece
showing the connections
between their lives and the
lives of the characters in the
story.
Students will create a poster
that includes examples from
Animal farm that illustrate
each different themes.
(writer, Russian revolution,
Stalin, etc) on basic of in
stroy.
Students will create a poem.
Audience ,purpose, Theme,
Tone , Stylistic devices\
Structure
Unit Goals MYP
Criteria
A Analysing
B Organising
D Using language
A Analysing
B Organising
D Using language
B Organising
C producing texts
D Using language
A Analysing
D Using language
KA Assessment
KA Presentation
KA Interview
KA Writing a commentary
KA Presentation
Self introduction video
using sound, movie,
seminar
Compare and contrast the
structure of two poems and
analyse how the differing
structure of each text
contributes to its meaning
and style.
Unit Goals MYP
Criteria
B Organising
C producing texts
D Using language
B Organising
C producing texts
D Using language
A Analysing
B Organising
B Organising
C producing texts
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Language and Literature
Energized Engaged Empowered
Unit Title
Journey to find myself
money?
Life is better with friends
That is not fair!
Unit narrative
This unit will explore and
analyse aspects of personal
identities through literary
texts. Students write a personal statement for a school
application.
This unit will analyse and
write a double entry journal
on a novel “The Little
Prince”.
In this unit we explore different social dialects using a
television drama script. And
also we analyse various
ways of expressions in particular contexts.
In this unit students practices productive discussions.
In the second part of the unit
students learn how to debate
on topics with two sides.
We write opinions on controversial topics with reasons in
logical manners.
In this unit we analyse the
texts using “PEAS”
Timeline
Aug - Oct
Oct - Dec
Jan - Mar
Apr - Jun
Key Concept
Identity
Perspective
Connections
Communication
Culture
Development
Logic
Related
Concepts
Purpose
Self-expression
Character
Theme
Context
Genres
Intertextuality
Audience imperatives
Point of view
Global Contexts
Identities and relationships
Identities and
relationship
Personal and cultural
expression
Fairness and development
Statement of Inquiry
writing help us to understand
ourselves and build positive
self-esteem.
Everyone has their own
definition of happiness even
though we all try to pursuit it.
Effective communicators
analyse and consider social
and cultural contexts in
which particular texts are
written.
It is important to evaluate
various ideas for different
issues through a logical
process.
Inquiry Questions
Conceptual:
Factual:
Factual:
Factual:
Conceptual:
Conceptual:
What defines me?
Debateable:
Does literature help us to
understand ourselves better?
How do we pursuit happiness?
What is happiness?
What is social, cultural
contexts?
What are the functions of
social dialects?
Debateable:
subject specific skills
Conceptual:
What is fair?
Debateable:
Does technology make our
life better?
money?
Course Content:
How can we be logical?
Students will be able to…
Students will be able to…
Students will be able to…
Students will be able to…
•write a personal statement
•conduct debate with two
sides
• write a comparative text
analysis use appropriate and
varied vocabulary, sentence
structures and forms of
expression
•write a 5 paragraph essay
• write and speak in a
register and style that serve
the context and intention
• use appropriate non-verbal
communication techniques.
ATL Skill Focus
Collaboration skills
• Give and receive meaningful feedback
Organization skills
• Set goals that are
challenging and realistic
Communication skills
• Use appropriate forms of
writing for different purposes
and audiences
Critical thinking skills
• Consider ideas from multiple perspectives
Creative thinking skills
• Organize and depict information logically
• Create original works and
ideas; use existing works
and ideas in new ways
Critical thinking skills
• Recognize unstated
assumptions and bias
• Evaluate evidence and
arguments
• Formulate factual, topical,
conceptual and debatable
questions
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Language and Literature
Energized Engaged Empowered
Unit Title
Journey to find myself
money?
Life is better with friends
That is not fair!
KA Assessment
Writing a personal
statement for a school
application
Debate
Creating a comic strip
Writing an argumentative
essay
Unit Goals MYP
Criteria
B Organizing
C producing text
A Analysing
B Organizing
C Producing text
D Using language
B Organizing
C Producing text
KA Assessment
Analysing a selfintroduction visual text
Double Entry Journal
Comparative analysis
Socratic seminar
discussion
Unit Goals MYP
Criteria
A Analysing
D Using language
C Producing text
D Using language
A Analysing
B Organizing
A Analysing
D Using language
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit1: Literature shows
Reality
Unit 2: Language and
creativity
Unit 3: Environment
Unit 4:Satire and Comedy
Unit narrative
This unit will be learning from
the past and the present.
Those who cannot remember
the past are condemned to
repeat it.
This unit will focus on understanding and commenting
on the literary feature in
short stories and poetry.
This will be explore individuals act or react differently
This unit will be respond to
different culture. A culture
can affect other cultures.
Timeline
Aug – Oct.
Oct – Dec
Jan - March
April - June
Key Concept
Perspective
Creativity
Connection
Communication
Related
Concepts
Setting character point of
view setting style theme
Style structure Genres
self-expression setting style
Audience imperatives /
context & culture purpose
structure theme
Self-expression theme
Global Contexts
Identifies and relationships
Personal and cultural
expression
Orientation in time and
space
Fairness and development
Statement of Inquiry
Authors embed reality into
literature and film.
Literature is a tool for creative thinking and effective self-expression using
different styles for different
purposes.
The argument over the
relative importance of nature
versus in developing our true
selves.
To what extent can our own
ethical rights and responsibilities be informed / influenced by literary texts?
Factual:
Factual:
Inquiry Questions
Factual:
What do you find fiction’s
elements features?
Conceptual:
What world is Utopia ?
Debateable:
Is it possible the realization
of the Utopia?
What are the main elements
of a creative and good
writing in short stories and
poetry?
subject specific skills
• Understand four steps
in composition from the
architecture of a novel.
• Knowledge of social background at the beginning of
20th century in Korea.
Our personalities and
behaviour is product of our
environment.
What is the feature of
genre ?
Factual:
What techniques are used
to present ethical issues in
the text?
Conceptual:
How do you express your
own feeling and idea creatively literature features?
How to identify constituent
Conceptual:
elements of an author’s style: How do authors want the auprocess of events, organize,
dience to perceive an ethical
words used, position of
event and theme, etc?
Debateable:
Debateable:
• Students will investigate
and justify the needs and
wants of individuals in
order to create develop or
change thing.
• Literature study will help
student independently
think and take action in
various situations through
realizing language as a tool
for creative thinking and
effective communication.
Students will find metaphors and images in their
real life and make a movie
maker using them
Conceptual:
can we say modification
or imitation is a way of
creation?
Course Content:
Text –Caption Lee, Film Hanbando
• Students will compare and
contrast the different po• Understand the role of
ems, and “ways of thinking
conflict in a novel or a short
“for different subject areas.
story for plot and characterization.
• Use appropriate and varied
register. Vocabulary and
idiom.
Why reality and imagination
presented in the story?
• Understand various poetry
devices and their effects.
Debateable:
Ethics are culturally and
societally defined. Discuss.
• Understanding context and
conversation of situation.
Students would be sympathy the another people’s
story.
• Understand and analyse
the language, structure and
meaning.
• Analyse the effects of the
author’s choices on an
audience.
• Organize ideas in a coherent and logical manner.
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit1: Literature shows
Reality
Unit 2: Language and
creativity
Unit 3: Environment
Unit 4:Satire and Comedy
ATL Skill Focus
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
Critical thinking skills
• Formulate factual, topical,
conceptual and debatable
questions
Thinking
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
Critical thinking skills
• Analysing and evaluating
and ideas
• Use a variety of speaking
• Consider ideas from multiple perspectives
• Make unexpected or unusual connections between
objects and/or ideas
• Use appropriate forms of
writing for different purposes
and audiences
• Develop contrary or opposing arguments
• Use a variety of media to
communicate with a range of
audiences
• Critical thinking skills
Assessment
• Consider ideas from multiple perspectives.
• Creative thinking skills
• Design improvements to
existing machines, media
and technologies
• Creative original works and
ideas; use existing works
and ideas in the new ways
• Create original works and
ideas; use existing works
and ideas in new ways
• Creative thinking skills
• Communication skills
KA Interactive discussion
KA Essay
KA Writing a form
KA Essay
the story of peoples who
expelled from their residence
place cause of demolition in
Korea.
Students will create a
Imitative poetry that they
needs to understand a original poem’s speaker, theme, a
specific expression.
Research and present a proposal regarding an environmental issue of our school or
community. Each proposal
includes problems, claims
and proposed solutions
By identifying an author’s
ethical and moral stance/
point of view in a work of
literature and the techniques
by which this is conveyed,
students will form their own
literature may influence
them personally, or influence
groups to which they may
belong. In the summative
point of view and express
this point of view (persuasively or discursively - tba)
by writing a response to
Literature essay.
They will show a creative
poem.
MYP Criteria
A. Analysing
D. Using language
B. Organising
C. producing texts
D. Using language
A. Analysing
B. Organising
C. producing texts
D. Using language
A. Analysing
B. Organising
D. Using language
Assessment
KA Write comparative
essay
KA Oral commentary
KA Presentation
Written commentary - How
does Kim Soo Young’s
poetry features?
Make presentations of their
proposals using with proper
visual aids and various
audience.
informal letter
A. Analysing
B. Organising
D. Using language
A. Analysing
B. Organising
C. producing texts
D. Using language
B. Organising
C. producing texts
D. Using language
movies which has different
background.
MYP Criteria
B. Organising
C. producing texts
D. Using language
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
Community and Beliefs
Unit 2:
Unit 3:
My World and I
Unit 4:
Understanding Poetry
Unit narrative
- Students learn to appreciate diverse cultures and
fairy stories, fables and funny
stories.
videos and discuss how
language and images can be
- Students closely read different pieces of description
of places (extracts form novels), analyse how the authors
use descriptive language to
describe a place.
- Students learn to interpreter visual texts, their conventions and to be critically
aware of the effects of visual
images upon individual and
to respond to the effects
appropriately
- Students interpret the
figurative and metaphorical
use of words in contexts and
then use them in their own
work.
- Students read various poems, song lyrics and nursery
rhymes and study poetic
6 students focus on 4 word
poems (4 words/ a line). This
is a type of poems originated
nursery rhymes.
fairy tales, fables and funny
stories identifying features of
genres, main messages or
moral lessons.
“Khu Vườn Bí Mật” by
Frances Hodgson Burnett,
or De Men Phieu Luu Ky by
To Hoai, explore character’s
traits, how the characters
change throughout the novel
- Students learn to define
poetry (understand what
poetry is, how it is created)..
Timeline
Aug - Sept
Oct - Dec
Jan - March
April - June
Key Concept
Connections
Creativity
Connections
Creativity
Related
Concepts
Character, Genres, Context
Style, Point of view
Character, context
Genres, Theme
Global Contexts
Personal and Cultural
expression
Personal and cultural
expression
Identities and relationships
Communication
Statement of Inquiry
Students learn to appreciate diverse cultures and
fairy stories, fables and funny
stories.
Persuasive texts, specifically
in marketing and media, use
language intended to fluence
our behaviour and decisions.
The power of friendship,
patience, determination and
love have personal connections with others to change
our life.
It is important to look at
issues from different perspectives and to be able to
express ourselves.
Inquiry Questions
Factual:
Conceptual:
Debateable:
Conceptual:
How do stories help us
cultures?
Conceptual:
How do legends, fairy stories, fables and funny stories
reflect the characteristics,
beliefs, and philosophies
of the different societies
and cultures that produced
them?
Course Content:
subject specific skills
• Students will be able to…
•Compare and contrast
between genres.
•Relate variations in content and style to cultural
values and beliefs.
•Narrative forms and structures
•Elements of story: plot,
characters, setting
•Narrative writing
•Paragraph writing
work?
Conceptual:
How can we use language
• Students will be able to…
View different pieces of
How do(es) the character(s)
change over the course of
the novel?
Debateable:
How do we grow and
change in relationships with
other people?
How does the poetry
affect the social life like ?
Debateable:
How do we express
ourselves from different
perspectives?
• Students will be able to…
• Students will be able to…
•learn to analyse the characters, identify the main
features of the characters
and understand them from
the character’s perspective through descriptive
language and literal details.
•Analyse poems, identifying
poetic devices, figurative
language and apply them
to compose their own
poems.
• Signs and symbols and
impact
•Analysing poem
•Group discussions
• The colours and their effect
•Spelling: ac-at; uoc-uot.
uon-uong
•Collaboratively writing
poem
• The relationship between
visual elements and written
material
•Character’s trait, using T
chart or other diagrams
• How language is used to
convince
• The use of image to create
a certain mood
•Identifying poetic devices
•Analysing poem of student’s own choice
•Filling blank poem
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
Community and Beliefs
Course Content:
subject specific skills
Unit 2:
Unit 3:
My World and I
Unit 4:
Understanding Poetry
• The use of space in the advert and how the elements
are arranged
•Creative writing -text book:
page 11, page 35
•Teacher student negotiated
rubric
•Quick writing: What if I was
in that situation?
•Review figurative language
• Groups choose a slogan
from an advert and use the
synonyms to make a new
slogan, present their new
slogan.
ATL Skill Focus
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for different purposes
and audiences
language to gather and communicate information
• Write for different purposes
• Paraphrase accurately and
concisely
• Take effective notes in
class
• Make effective summary
notes for studying
• Use a variety of organizers
• Class discuss whether the
new slogan is better or the
original and why.
•Similes/Metaphors (review)
Critical thinking skills
• Analysing and evaluating
and ideas
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
•Consider ideas from multiple perspectives.
Creative thinking skills
• Creative original works and
ideas; use existing works
and ideas in the new ways
•Create a poem using figurative language
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
communicate with a range of
audiences
Critical thinking skills
• Generating novel ideas and
considering new perspectives
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
Critical thinking skills
• Analysing and evaluating
and ideas
• Consider ideas from multiple perspectives.
• Creative thinking skills
• Creative original works and
ideas; use existing works
and ideas in the new ways
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
• Use intercultural understanding to interpret communication
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for
language to gather and communicate information
comprehension
• Read a variety of sources for information and for
pleasure
• Write for different purposes
• Paraphrase accurately and
concisely
• Take effective notes in
class
• Make effective summary
notes for studying
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
Community and Beliefs
Unit 2:
Unit 3:
My World and I
Unit 4:
Understanding Poetry
Assessment
KA: Analytical response
paragraph to a character
chosen
KA: Students write the essay
to analyse and justify their
persuasive choices.
KA: Students fill the information of character to use map
stick man.
KA: Students create their
own poems using literary
devices: similes, metaphor,
rhythm
MYP Criteria
B D
A D
A D
B C D
Assessment
KA: Hot seating
Choose a character in
through legends, fairy
stories, fables and funny
stories.
KA: Students create a short
production
KA: Oral commentary:
KA: Students write the
Students chose a theme
commentary from their own
(from a list given) of the novel poem.
and comment on it.
B C D
A B
include specific
strands
(3 -5 mins)
MYP Criteria
A B D
D
A B D
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1
Family
Unit 2
Unit 3
Unit 4
Language Choices
Unit narrative
study short story elements,
focusing on flash back technique, setting, points of view
character’s traits and how
mood and atmosphere.
“Đất Rừng Phưong Nam” by
Đoàn Giỏi, study character’s
traits, and how the setting
affects the story.
- Students learn to interpret
the author’s use of language,
analyse poetic features and
apply them in their own
writing.
and song lyrics, study the
rhythmic patterns, the use
of literary devices such as
similes, metaphors, imagery
persuasive writing pieces,
listen to persuasive speeches and, study the structure
and language used to persuade including verbal and
nonverbal languages.
- Students learn to value
family relationships as well
as to describe and express
their feelings to enhance a
positive life using literary
descriptive language in
speaking and writing.
Timeline
Aug - Sept
Oct - Dec
Jan - March
April - June
Key Concept
Connections
Connection
Perspective
Creativity
Related
Concepts
Character, context
Character, setting
Point of view
Genres, Theme, Style
Global Contexts
Identities and relationship
Orientation in space and
time
Personal and cultural
expression
Personal and cultural
expression
Statement of Inquiry
The connection in the
relationship of the family
member are affected to each
of the individual
Space exploration of the cultural and social life helped us
aware of the meaning of life
Persuasive texts, use
language intended to
influence our behaviour and
decisions
We use language and imagination for creativity.
Inquiry Questions
Factual:
Factual:
Debateable:
Conceptual:
How our decisions affect
other members of the family:
looking at how language is
used to describe and express people’s feelings.
subject specific skills
How can we use language to
communicate and express
our thoughts?
How does the poetry affect
the social life?
Debateable:
Conceptual:
How can we use language
to communities and express
our thought?
Conceptual:
How are the characters’
behaviours and life shaped
by the space and time where
and when they live?
• Students will be able to…
• Students will be able to…
• Students will be able to…
• Students will be able to…
•understand how making
good decision is important, as it affects not only
ourselves but also other
people. With that understanding, the students are
expected to appreciate
positive family relationships
and to make good decisions to ensure a happy
life.
•Identify and use poetic
devices
How do we use literary
devices (compound words,
to describe and express our
feelings?
Course Content:
What is the connection
between the time, the place
and the way people live?
•use critical thinking skills
when they respond to the
guiding question through
a variety of learning activities.
• hold class discussions on
the impacts of individual’s
decisions towards the
family
•Researching
•Persuasive language
• learn the literary devices (compound words,
to describe and express
feelings
•Techniques to support our
points - Creative presentation: a talk show
• learn about the way of
organizing ideas when presenting one’s descriptive
and expressive speech/
essay
•Conventions of a formal
letter - Writing letters to the
authors
•Conducting interviews
•Analyse poetry, poetry
terms
•Figurative language, the
use of imagery
•Perform poetry
•Story opening techniques
• Write a story from a poem
•Use Peer assessment
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1
Family
Unit 2
Course Content:
short story elements,
focusing on flashback
technique, setting, points
of view character’ in .the
short stories.
• learn how to plan an
appropriate outline for the
written work
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
subject specific skills
ATL Skill Focus
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Negotiate ideas and
knowledge with peers and
teachers
language to gather and communicate information
comprehension
• Make inferences and draw
conclusions
• Write for different purposes
• Make effective summary
notes for studying
• Use a variety of organizers
Unit 3
Unit 4
Language Choices
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
Creative thinking skills
• Generating novel ideas and
considering new perspectives
• Give and receive meaningful feedback
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• practice on descriptive and
expressive compositions
creative writing
• Use intercultural understanding to interpret communication
• Use appropriate forms of
writing for different purposes
and audiences
language to gather and communicate information
comprehension
• Write for different purposes
• Take effective notes in
class
• Make effective summary
notes for studying
• Use a variety of organizers
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
communicate with a range of
audiences
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
• Create original works and
ideas; use existing works
and ideas in new ways
• Generate metaphors and
analogies
• Interpret and use effectively modes of non-verbal
communication
language to gather and communicate information
• Write for different purposes
• Use a variety of organizers
• Organize and depict information logically
• Structure information in
summaries, essays and
reports
Assessment
KA: Analysing the connections and influence of the
relationship between parents
and children in the short
stories.
KA: Analysis of the An’s
character through the exploration of social and cultural
context of the Southern
region
KA: Students will choose
one of topics request the article must contain arguments
and evidence
KA: Creative the poem “LUC
BAT”
MYP Criteria
A B D
A B
A B D
C D
Assessment
KA: Writing continue the
story
“ Me Toi”
KA: Presentation
Choose a character in
the text and present their
character through student’s
choice of media (poster,
powerpoint, map)
KA: Discussion
Students make a persuasive
speech on the topic of their
choice.
KA: Oral commentary:
poem and comment on the
content, the literary devices
used in the poem
D
include specific
strands
(3-4 mins)
(4 - 5 mins)
MYP Criteria
A B C
A C D
A C
A B
D
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
Vietnamese short story
( Text book 1 - grade 8)
Unit 2:
Literary Translation
( (short story)
Unit 3:
Creativity
Unit 4:
Community and Literature
( Poetry)
Unit narrative
The understanding of social
restrictions and their change
over time help students to
understand the character’s
behaviours.
- Students need to be a
thinker to analyse and respond to the texts.
Trong Long Me
Lao Hac
Tuc Nuoc Vo bo
Video clips
Students study different
short stories (Chiec La Cuoi
Cung - O’henry, Cô bé Bán
Diêm - Andersen) and other
stories of their own choice
with the same theme.
Students also identify and
analyse elements of short
stories, especially the twist
ending.
Other texts include
Ngu Van 8 Text Book 1:
Co Be Ban Diem (Andersen)
Chiec La Cuoi Cung
(O’henry)
Hai Cay Phong
(Aimatop)
- Student study the novel
‘Tôi Là Bê Tô” by Nguyễn
Nhật Ánh and a book of their
choice from the same author.
- Students learn to analyse
poems, compare poems of
the same theme, apply the
knowledge of poetic features
and devices to create their
own poems.
Timeline
Aug - Sept
Oct - Dec
Jan - March
April - June
Key Concept
Connections
Connections
Creativity
Connections
Related
Concepts
Context, characters, theme
Genres, Characters,
Style, Theme
Theme, Genres
Global Contexts
Identities and relationships
Personal and cultural expression
Personal and cultural
expression
Identities and relationships
Statement of Inquiry
We share different cultures
and languages
Authors use their particular
style of writing to create
a piece of literature and
express a message
Express the love of country
through verse eight letters
Inquiry Questions
Conceptual:
Factual:
Conceptual:
Conceptual:
Debateable:
Debateable:
How do we change our
world?
How do we live in relation to
each other?
Factual:
How can I help others?
Conceptual:
Conceptual: How is the life
of every individual driven by
circumstances?
Course Content:
subject specific skills
- Students identify and analyse the key aspects in styles
of writing.
What decisions has the
structure and language style
to create the text and to
express a message?
Do you think that friendships
make our lives change?
- Students learn theme love
Characteristics of 8 word
poems and ‘Lục bát ” poems
Ngu van 8 Text Book 2:
Nho Rung – The Lu
Que Huong – Te Hanh
Khi Con Tu Hú – To Huu
Song Lyrics
Poems of students’ choice
How do writers use language
to raise individual’s awareness and to show their love
towards their fatherland and
Does modern society need
poetry?
• Students will be able to…
• Students will be able to…
• Students will be able to…
• Students will be able to…
diagrams
hension, explore meaning
of words using structural
analysis
complete different activities
analyzing the author’s style
through the text and they
are given feedback. They
will use knowledge they
have learned from these
activities to complete their
summative assessment.
• Respond in writing to variety of tasks on each poem.
-Analyse and discuss the
poems together with peers
and teacher
• Hold Group discussions
• Do Research
• View video clips to help
understand the texts
• Write a summary
• Analytical responses to the
texts studied
• Review literacy devices:
similes, metaphors, personification...
• Combination of narrative,
descriptive and expressive
writing
- Review story elements
- Explore the theme
- Creative writing
- Writing the essays
- Students work in groups:
going around the room to
jot down ideas on different
poster.
•Students write a paragraph
-Structural analysis is
used to help students to
understand subject specific vocabulary. Students
use dramatic techniques
to demonstrate their understanding of the texts studied as well as reflecting on
the differences between
text structure and dramatic
structure.
• Class discussions
Chapters’ activities with
questions and written in
structions provided.
-Students are given time to
read the text on their own
pace.
-Flexible grouping: students
are put in groups or they
choose their groups depending on the activities.
-Students make their own
choices of book(s) to do
their assessment.
-Write a poem with influence from the authors
studied.
- Share impressions with
peers.
- Discussion.
- Poetry quiz day
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
Vietnamese short story
( Text book 1 - grade 8)
Unit 2:
Literary Translation
( (short story)
Course Content:
Unit 4:
Community and Literature
( Poetry)
-Tables and templates to
explore author’s style are
provided.
-Samples are provided.
subject specific skills
ATL Skill Focus
Unit 3:
Creativity
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
language to gather and communicate information
Communication – Interactive and Language Skills
Interactive skills
• exchanging thoughts, messages and information effectively through interaction
Language skills
language to gather and communicate information
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
language to gather and communicate information
language to gather and communicate information
Assessment
KA: Select a context in the
stories and using the analytical methods contrast.
KA: Analysis a character in
the short stories
KA: Created a short story by
topic “ It’s interested in you
KA: Analyze the poem
Students choose one of
those:
How the theme of freedom is
expressed in the two poems
“Nhớ Rừng” by Thế Lữ and
“Khi Con Tu Hú” by Thế Lữ.
How is the theme of fatherland is expressed in the
poem “Quê Hương” or in a
poem of student’s choice
MYP Criteria
A B D
A B
B
A B D
Assessment
KA: Presentation
KA: Group performance:
Students work in group.
They choose one of
their stories, act out and
comment on how the twist
ending technique was used
and how the character was
developed.
KA: Demonstration a Beto
character or the author
Nguyen Nhat Anh
KA: Peer assessment:
Students create their own
poem applying the rules/
characteristics of 8 word
poems or “lục bát” poems.
They then assess their
peer’s poem using criteria
agreed between students
and teacher and write a
rationale piece to explain
their decision.
MYP Criteria
A C D
A C D
A C
C D
D
C
include specific
strands
Choose a character in the
short stories
D
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1
Conversational Maxims
Unit 2
Daily life inventions around us
Unit 3
Friendship
“Tell us who your friends are,
we could say who you are”
Unit 4
Literature Commentary
Unit narrative
conversational maxims in
Vietnamese language.
This unit gives students a
chance to explore daily life
inventions in our life, with
the recognition that these
things have great impact on
individuals, society and the
in more detail could enhance
our understanding of the
world around us and give us a
chance to describe them and
express how we value their role
in our life, through our literary
descriptive skills in speaking
and writing.
From the knowledge of
the text studied and of the
discussion, the interview, the
oral presentation, students
are asked to write a narrative
essay to retell and reflect in
what way their friendships
have developed during their
life.
Students learn the theory
and practice commentaries
(poems or prose excerpt).
Students will learn the skills
to use the conversational
maxims in the context of
different communication
Analysis of the use of the
conversational maxims in
Oral Communication and
literature.
Identify feelings and attitudes, the purpose of the
speaker through the various
conversations
Students will learn the skills
of literary commentary
Students learn methods of
writing a literature commentary essay.
Timeline
Aug - Sept
Oct - Dec
Jan - March
April - June
Key Concept
Communication
Connections
Perspective
Perspective
Related
Concepts
Point of view
Context
Setting
Style
Audience imperatives
Genres
Point of view
Theme
Character
Character
Context
Genres
Global Contexts
Personal and cultural
expression
Orientation in space and time
Identity and relationsh
Personal and cultural
expression
Statement of Inquiry
In communication it is very
important to have appropriate strategies to make
people understand what you
say and what you want to
in the language you use.
We convince other people
through language
Everyday people share feeling and emotion with friends.
People can learn the value
of friendship, how to express
the feeling and emotion
through the literary works.
The role of perspective in
literary commentary.
Inquiry Questions
Factual:
Factual:
Conceptual:
Factual:
How will we use the correct
theory of the guideline and
use the Conversational
Maxims in life?
Conceptual:
What are conversational
Maxims?
daily inventions reflect your
thought and appreciation of
their impacts in our lives?
Conceptual:
What is friendship ? How to
build friendship?
Debateable:
Is it friendship or love ?
subject specific
skills
Conceptual:
How does the content and
art of a literary work affect
What is a demonstrative text?
Debateable:
How are audiences influenced
by daily inventions?
Course
Content:
What are author’s purposes
of literary art through their
work?
Conceptual:
What is the impact of poetry
on society and the human
mind?
• Students will be able to…
• Students will be able to…
• Students will be able to…
• Students will be able to…
class discussions on the
impacts of individual’s
decisions towards the
conversation
•develop descriptive, reflective
and critical skills
“A table has five seats” by
Nguyen Nhat Anh
• Study theory and practice
works of literature (poems
or excerpt prose).
organize ideas when presenting one’s descriptive
and expressive speech
•Students prepare a play
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•learn the literary skills of
describing objects in both
verbal and written forms
•learn about the way of organizing ideas when presenting
one’s descriptive speech/
essay
•brainstorm the most popular
or useful household objects
in our lives
•Commentary
•Discussion in group
•Question ( oral)
• Presentation.
• Writing essay
• Methods of writing an literature commentary essay.
• Analyse and discuss the
poems and the prose
together with peers and
teacher.
• Compare and analyse. Discussion,
• Reflection.
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1
Conversational Maxims
Course
Content:
Unit 2
Daily life inventions around us
Unit 3
Friendship
“Tell us who your friends are,
we could say who you are”
Unit 4
Literature Commentary
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
language to gather and communicate information
Communication skills
• Exchanging thoughts,
messages and information
effectively through interaction
•discuss and plan an appropriate outline for the speech/
written work
subject specific
skills
•practice descriptive compositions
•peer practice on one’s own
written description of a
household object
•prepare for group oral presentation ( data and information -- searching, presenting
form to be discussed/ power
point presentation preparation/class activities preparation/group rehearsal.
ATL Skill Focus
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
Communication skills
• Exchanging thoughts, messages and information effectively through interaction
language to gather and communicate information
language to gather and communicate information
Reflection skills
(Re-)considering the process
of learning; choosing and
using ATL skills
• Scripted drama
class discussion
Assessment
language to gather and communicate information
KA: Plays:
Group: Choose a context
of everyday life and the use
Conversational Maxims
KA: Interactive Group Presentation
Students in group,
with different ways of oral presentation such as talk shows,
role play, narrative stories
KA: Play role: You have a
As you don’t know how to
peers. You have 20 minutes
to consult as many peers as
possible. Then you present
and say what you decide
to do.
KA: Presentation: : Comment about a poem:
MYP Criteria
BCD
AC
AC
ABD
Assessment
KA: Analysis of literary texts
through Conversational
Maxims
DP Link - PP1 & 2
KA: NARRATIVE AND
INFORMATIVE ESSAY
Students, in the role of a
daily life invention, describe
their features in historical
development, roles and from
those points, discuss the
relationship with human beings
and how they affect on each
other.
KA: Presenting the views
of a sentence is cited in the
story “ The table has five
seats” by Nguyen Nhat Anh
Topic: What are the qualities
of a friend, whom, in your
opinion, will be capable of
reducing change in you?
DP Link - IOC & IA
KA: What is the messages
that the author wishes the
Que by Nguyen Minh Chau
and Nhung Ngoi Sao Xa Xoi
by Le Minh Khue?
the messages, the impact
of the message with today’s
youth
MYP Criteria
ABD
ABD
A ==B D
ABD
include specific
strands
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
‘Toi & Chung Ta’ by
Luu Quang Vu
(Play)
Unit 2:
Context
The Call of The Wild by
Jack London.
(Novel)
Unit 3:
Genres
New Poem
(1930 - 1945)
Unit 4:
Short Story
(1930 - 1945)
Unit narrative
This unit begins with students reading and discussing the text from the first
day , the author’s choices
of diction, narrative voice,
structure and repetition will
be examined in term of the
effectiveness of each of
Students will do a written
analysis in group. These
group mock commentaries
will be shared with the class
and discussed.
Students analyse the
content, context, language,
structure, technique and
style of text and the relationship among text.
Students analyse the
content, context, language,
structure, technique and
style of the following texts
and the relationship among
texts.
- “Thơ Mới” in Vietnam society during the period 1935
- 1945 is our focus.
Analytical, reflectional
skills and critical thinking
are needed as students
are going to explore how
journalist report the facts of
the A.O impact and reflect
the community’s thought
its effect on human being life
during the wars and post war
( up to the present).With the
finding from reading and researching, students are going to write articles/reflective
writing, to conduct role play/
interview so that they can
reflect their understanding of
the issue and their thought
of the message conveyed
then the activities they going
to present.
Students analyse the effect
of the creator’s choices on
an audience.
- Themes and Techniques of
“Thơ Mới”
- Genre: text type.
After completing the text,
students will be spend a
few days selecting a topic
for a mock presentation,
constantly remembering that
their topic has to allow them
to demonstrate a knowledge
and understanding of the
text as well as offering a
personal interpretation.
- Literary features: plot,
characterization, setting
style, theme
- Socialtural context: period,
author
- Critical Literacy: positioning, voice, marginalisation,
fore grounding, denotation,
connotation.
Timeline
Aug - Sept
Oct - Dec
Jan - March
April - June
Key Concept
Connections
Connections
Creativity
Perspective
Related
Concepts
Character
Context
Genres
Character
Context
Genres
Style
Theme
Context
Genres
Style
Point of view
Character
Context
Global Contexts
Orientation in space and
time
Identities and relationships
Personal and cultural
expression
Identities and relationships
Statement of Inquiry
Connection and personal
influence in the community
The connection between the
environment and the family
has influenced the character
Personal ego in the process
of creating new poems 1930
-1945
Consequences of war have
affected human and social
interactions
Inquiry Questions
Debatable:
Factual:
Conceptual:
Conceptual:
• Students will be able to…
• Students will be able to…
• Students will be able to…
•Select language to explicitly and implicitly convey a
message to audiences
-connotation, denotation
-power of positive and negative language to persuade
based on the Big 5
1 - Audience /
purpose
2 - Theme / content
3 - Tone / mood
4 - Stylistic devices
5 - Structure
•Observation and feedback
through lit circles and socratic seminars by making
Connections:
Ø Text to text (either within
the same text or with anoth
er text)
Ø Text to Self (personal con
nections with the text)
Ø Text to world (connections
to events, situations, etc in
the world)
Which minor character plays
the most significant role?
Factual:
(How) Should knowledge of
an author’s life influence our
experience of a text?
How does structure function
in this story to convey key
ideas?
What is the role of new
poetry in the development
process of Vietnam’s poetry?
What is the impact of war
on the physical and human
environments?
Conceptual:
How does this story work to
of the characters involved?
Debateable:
How are the key themes of
the work explored in this
story?
Course Content:
subject specific skills
• Students will be able to…
•understand, analyse and
manipulate elements of
script writing, stagecraft
and production
-Blocking,
-staging,
-setting,
- lighting
-green screen production
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
‘Toi & Chung Ta’ by
Luu Quang Vu
(Play)
Unit 2:
Context
The Call of The Wild by
Jack London.
(Novel)
Unit 3:
Genres
New Poem
(1930 - 1945)
Unit 4:
Short Story
(1930 - 1945)
Course Content:
• Students will be able to…
• Students will be able to…
• Students will be able to…
• Students will be able to…
•Select language to explicitly and implicitly convey a
message to audiences
-connotation, denotation
-power of positive and negative language to persuade
based on the Big 5
1 - Audience /
purpose
2 - Theme / content
3 - Tone / mood
4 - Stylistic devices
5 - Structure
•Observation and feedback
through lit circles and socratic seminars by making
Connections:
Ø Text to text (either within
the same text or with anoth
er text)
Ø Text to Self (personal con
nections with the text)
Ø Text to world (connections
to events, situations, etc in
the world)
subject specific skills
•understand, analyse and
manipulate elements of
script writing, stagecraft
and production
-Blocking,
-staging,
-setting,
- lighting
-green screen production
•Use speaking and performing skills
- variation in volume
- variation in tone
- body language
- gesture
- facial expression
- eye contact
- use of pause
- movement
- posture
•Use double entry journals
to develop understanding
of central ideas or themes
of the novel and analyze
the writer’s stylistic choices
•Introduce concept of
Zooming in on sound
devices and punctuation
- alliteration;
- assonance;
- dissonance;
- sibilance;
- Enjambment,
- caesura
•annotation
- inference
- connotation
- denotation
- categorising of information
(colour coding)
- note taking
•select language to explicitly
and implicitly convey a
message to audiences
-connotation, denotation,
-power of positive and negative language to persuade
•write an essay
- 6-7 paragraphs
- PEAS paragraph
structure
- develop thesis and use as
basis of intro and point
sentences
- use quotes as evidence
- incorporate quotes within
own sentences
•use PEAS paragraph
structure with 2-3 points of
evidence per paragraph
- using thesis and the
question to create point
sentences
- locating and quoting evidence from texts
- analysing evidence, explaining the meaning and
importance of the evidence
- summary sentences & how
to sum up in one sentence
- use of transition words to
indicate a summary
- 3rd vs 1st person
- cite using MLA
•use double entry journals
to develop understanding
of central ideas or themes
of the play and analyze the
writer’s stylistic choices .
• Identify and analyse literary and stylistic devices:
ATL Skill Focus
Communication skills
Exchanging thoughts, messages and information effectively through interaction
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
communicate with a range of
audiences
Communication Skills
Exchanging thoughts, messages and information effectively through interaction
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
communicate with a range of
audiences
Information literacy skills
Finding, interpreting, judging
and creating information
• Collect, record and verify
data
• Use memory techniques to
develop long-term memory
• Present information in
a variety of formats and
platforms
• Collect and analyse data to
identify solutions and make
informed decisions
Communication skills
Exchanging thoughts, messages and information effectively through interaction
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Negotiate ideas and
knowledge with peers and
teachers
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Language and Literature
Energized Engaged Empowered
Unit Title
Unit 1:
‘Toi & Chung Ta’ by
Luu Quang Vu
(Play)
Unit 2:
Context
The Call of The Wild by
Jack London.
(Novel)
Unit 3:
Genres
New Poem
(1930 - 1945)
Unit 4:
Short Story
(1930 - 1945)
ATL Skill Focus
• Negotiate ideas and
knowledge with peers and
teachers
• Negotiate ideas and
knowledge with peers and
teachers
• Understand and use technology systems
language to gather and communicate information
comprehension
comprehension
• Read a variety of sources for information and for
pleasure
• Read a variety of sources for information and for
pleasure
• Make inferences and draw
conclusions
• Make inferences and draw
conclusions
• Write for different purposes
• Write for different purposes
• Paraphrase accurately and
concisely
• Paraphrase accurately and
concisely
• Take effective notes in
class
• Take effective notes in
class
• Make effective summary
notes for studying
• Make effective summary
notes for studying
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
• Structure information in
summaries, essays and
reports
• Structure information in
summaries, essays and
reports
• Apply existing knowledge
to generate new ideas, products or processes
II. Collaboration skills
Working effectively with
others
• Use critical literacy skills to
analyse and interpret media
communications
• Understand and implement
intellectual property rights
• Create references and
citations, use footnotes/
endnotes and construct a
bibliography according to
recognized conventions
comprehension
• Write for different purposes
• Take effective notes in
class
• Structure information in
summaries, essays and
reports
Creative thinking skills
Generating novel ideas and
considering new perspectives
• Create original works and
ideas; use existing works
and ideas in new ways
Presentation.
- Writing essay. - Commenting on author’s style. - This
will help students explore
author’s style.
• Practise empathy
• Take responsibility for
one’s own actions
• Listen actively to other
perspectives and ideas
• Negotiate effectively
• Give and receive meaningful feedback
Assessment
KA: To show a deeper understanding of content and
writer’s technique through
the play
KA: Presentation & discussion with teacher about
characters in the text
(8 - 10 mins)
KA: Analyse the poem
MYP Criteria
A B D
A C D
A B D
ABCD
Assessment
KA: Commenting on the
context and culture
KA: Writing the essay:
relationship between context
and personality through
Bac’s character
KA: IOC of the Poem
KA: Compare two characters
in short stories
DP Link - P1 and IOC
KA: Comment an extract in
the short story
include specific
strands
MYP Criteria
A B D
A B C D
A C D
A B D
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Energized Engaged Empowered
Notes
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Notes
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Notes
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Energized Engaged Empowered
An International School
for students aged 2 -18
International School Ho Chi Minh City
28 Vo Truong Toan, An Phu Ward,
District 2, Ho Chi Minh City
Tel: (84 8) 3898 9100
Email: [email protected]
www.ishcmc.com
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