Section III. MYP Course Outlines

Grade 6

COURSE NAME: MYP Language and Literature English 6

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Language & Literature Essential SkillsDevelopmentScientific and Technical InnovationSpecific reading and writing processes must be developed to fully appreciate the innovation of the English Language.
Poetry and GrammarCommunicationPersonal and Cultural ExpressionGood grammar and clear intent are key components of effective communication.
Wonder novel studyPerspectiveIdentities and relationshipsRespecting differences in identity and other points of view allows us to make meaningful connections
Juvenile JusticePerspectiveOrientation in space and timeCritical readers understand that historical context and authors’ perspectives affect readers’ interpretations of literary texts and of the concept of truth.

OUTCOMES:

Upon successfully completing this course, students will be able to do the following:

  • Identify and comment upon significant aspects of texts and the creator’s choices

  • Justify opinions and ideas, using examples, explanations and terminology

  • Identify similarities and differences in features within and between texts

  • Employ organisational structures that serve the context and intention

  • Organise opinions and ideas in a logical manner

  • Use referencing and formatting tools to create a presentation style suitable to the context and intention.

  • Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process

  • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of audience

  • Select relevant details and examples to support ideas

  • Use appropriate and varied vocabulary, sentence structures and forms of expression

  • Write and speak in an appropriate register and style

  • Use correct grammar, syntax and punctuation

  • Spell (alphabetic languages), write (character languages) and pronounce with accuracy

  • Use appropriate nonverbal communication techniques

ASSESSMENTS:

  • Writing to argue, persuade, advise

  • Research Essay

  • Written and spoken Poetry

  • Oral presentations

RESOURCES/TEXTS/MATERIALS:

Palacio, R.J. Wonder Selection of nonfiction texts, independent fiction titles and poetry COURSE NAME: MYP Language Acquisition - English Grade 6

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Allow Me to Introduce MyselfCommunicationIdentities and RelationshipsTelling others about ourselves is a way for us to learn about ourselves and our relationships.
Why So Wimpy, Kid?CommunicationIdentities and RelationshipsWriting a diary can help us to learn how to understand our lives and find common ground with others through exploring our feelings.
Think Globally, Act LocallyCultureGlobalisation and sustainabilityMy habits and routines have a global effect.
Speeding Into the FutureConnectionsScientific and Technical InnovationLearning about the changing face of technology affects how we live and learn.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Listen for specific purposes and respond to show understanding

  • Interpret visual text that is presented with spoken text

  • Engage with the text by supporting opinion and personal response with evidence and examples from the text

  • Read for specific purposes and respond to show understanding

  • Interpret visual text that is presented with written text

  • Interact and communicate in various situations

  • Express thoughts, feelings, ideas, opinions and information in spoken and written form

  • Speak and write for specific purposes

  • Organise thoughts, feelings, ideas, opinions and information in spoken and written form

  • Develop accuracy when speaking and writing in the target language

ASSESSMENTS:

  • Written assessments

  • Oral assessments

  • Visual interpretation

  • Reading comprehension

RESOURCES/TEXTS/MATERIALS:

Internet and media resources

Audio and visual materials

Kinney, Jeff. Diary of a Wimpy Kid

COURSE NAME: MYP Language Acquisition - French Grade 6 (Phase 1)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Self and Family

Communication

Identity

Identity and RelationshipsPeople and pets can be identified according to their age and appearance.
Meals

Communication

Culture

Personal and Cultural ExpressionOur culture influences our tastes in food and our choices when we eat at home.
School rooms

Communities

Time, Place and Space

Orientation in Space and TimeSchools are organised to help us study.
Weather and Games

Communication

Identity

Personal and Cultural ExpressionHobbies reflect our interests and change depending on the weather.
Places and Directions

Communication

Time, Place and Space

Orientation in Space and TimeAsking questions can help us find our way around town.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details).

  • interpret some basic conventions and connections presented in texts to draw conclusions

  • demonstrate their comprehension in simple oral and written phrases using some simple modes

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and social topics in a very limited range of familiar interpersonal situations

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context

ASSESSMENTS:

  • Oral assignments: role-play, interview, picture description

  • Written assignments: informal letters, emails, posters, postcards

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments

  • Visual comprehension assignments from educational videos, photos, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 1 5ème édition textbook

Oxford (2011) Tricolore Total 1 copymasters

Mary Glasgow podcasts, videos and exercises

Linguascope online vocabulary games and exercises

Quizlet study sets

COURSE NAME: MYP Language Acquisition Russian Grade 6 (Phase 1)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Getting acquaintedCommunicationIdentities and RelationshipAspects of my life show what kind of person I am.
Food, shops and restaurantsConnectionsGlobalization and SustainabilityFood is a reflection of evolution, creativity, and adaptation.
Cities and countriesCultureOrientation in space and timeCities are a reflection of culture; there can be similarities and differences from country to country.
Hobbies and leisure timeCulturePersonal and Cultural ExpressionOur leisure time reflects our personality and our culture.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details). They can interpret some basic conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: pair work, role plays, interviewing, oral presentation, description of a picture

  • Writing: formal or informal letter, article to a newspaper, interview, posters

  • Reading and listening comprehension activities

  • Visual interpretation

  • Grammar, vocabulary and spelling tests and quizzes

RESOURCES/TEXTS/MATERIALS:

Dovlatova Tochka Ru

The way to Russia Useinova Russian in easy way

Maria Zagrebelnaya My Russian friend

Antonova The way to Russia

Чернышов. Поехали

Хавронина «Русский язык в упражнениях»

COURSE NAME: MYP Language Acquisition - Russian Grade 6 (Phase 2)

SYLLABUS CONTENT

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Celebrations, customs and traditionsCultureIdentities and relationshipsCelebration reflects culture and heritage, in the family, in the community and nationwide, they are a part of individual and national identity.
National CuisinesCulture/connectionPersonal and cultural expressionFood has an important role in people’s culture and a healthy diet reflects on a healthy lifestyle.
Moving AroundTime, place and spaceOrientation in space and timeWorld around us is different and changing, and we can best experience those differences visiting new places.
WWW a Tool for LearningCommunicationScientific and Technical InnovationThe new technologies help us communicate with different recipients and learn.
My Neighborhood and CommunityConnectionsOrientation in Space and TimeWe communicate messages with different purposes about the place that we see and with which we are connected.

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information; interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written texts using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: role-plays, classroom discussions, presentations, speeches, interviews

  • Writing: grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations

  • Reading comprehension assignments and visual interpretation

RESOURCES/TEXTS/MATERIALS:

Оля Долматова Tochka.Ru Пугачёв, Царёва «Русский язык»

Ирина Мозелова «Русский сувенир» Короткова «Загадай желание»

Хавронина «Русский язык в упражнениях» Материалы учителя

COURSE NAME: MYP Language Acquisition - Spanish Grade 6 (Phase 2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Who is in my family?ConnectionsIdentities and relationshipsThe connection we create and the interactions we have in diverse contexts allow us to establish different types of relationships.
Food, celebrations and festivalsCulturePersonal and cultural expressionFestivals define a culture because of the different values and forms of expression they contain.
Is school my second home?CultureIdentities and relationshipsThe attitudes, values and culture of an organization determine the relationships within it.
How are we defined by the place we live in?CreativityOrientation in space and timeThe geographical location of a certain place allows us to explore personal creativity and experiment with different forms of learning and interaction with the environment.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details). They can interpret some basic conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews

  • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, informal emails, posters, postcards, blogs, diary entries, and written presentations

  • Reading comprehension assignments

  • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Listos 2 (Heinemann) MYP by Concept (Hodder Education) Assorted websites and reading materials

COURSE NAME: MYP Individuals and Societies, Grade 6

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Introduction to GeographyTime, Space and PlaceOrientation in Time and SpaceOur world is shaped by our experiences of time, place and space.
Understanding CultureGlobal InteractionsPersonal and Cultural ExpressionGlobal interactions shape who we are.
The First CivilizationsChangeScience and TechnologyHumans have used technology to adapt to the natural environment.
Water Access IssuesGlobal InteractionsFairness and DevelopmentThe location where you live has consequences for human and economic development.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations, examples and vocabulary in context.

  • formulate / choose a clear and focused research question, explaining its relevance

  • formulate and follow an action plan to investigate a research question

  • use methods to collect and record relevant information, and evaluate the results of the investigation, with guidance

  • communicate information and ideas in a way that is appropriate for the audience and purpose

  • structure information and ideas according to the task instructions

  • create a reference list and cite sources of information.

  • analyse concepts, issues, models, visual representation and/or theories

  • summarise information to make valid, well-supported arguments

  • analyse a range of sources/data in terms of origin and purpose, recognising values and limitations

  • recognise different perspectives and explain their implications

  • understand people, cultures and events in a variety of places at different times, including the world we currently live in

ASSESSMENTS:

  • Creative writing

  • Quarterly written assessments

  • Vocabulary, map tests

  • Historical research and presentation of findings

  • Proposal of solutions to resource access issues

RESOURCES/TEXTS/MATERIALS:

Various online sources, teacher-created resources

A Long Walk to Water, Houghton Mifflin Harcourt 2010

COURSE NAME: MYP Mathematics Grade 6

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Understanding our number systemRelationshipsScientific and Technical InnovationsSymbols can be developed to represent increasingly complex systems.
Understanding Integers and the Coordinate PlaneRelationshipsOrientation in Space and TimeChange in relationships can be represented in different ways.
Understanding FractionsChangeIdentities and RelationshipsEquivalent quantities can be changed and represented in different ways.
Modeling with Patterns and AlgebraRelationshipsGlobalisation and SustainabilityGeneralising patterns helps orient us in time, place, and space.
Classifying polygons and geometric translationsFormOrientation in Space and TimeLanguage is important for understanding geometric concepts.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Solve problems correctly in a variety of contexts

  • Apply mathematical problem-solving techniques to recognise patterns

  • Describe patterns as relationships or general rules consistent with correct findings

  • Verify whether the pattern works for other examples

  • Use appropriate mathematical language (notation, symbols and terminology)

  • Use different forms of mathematical representation to present information

  • Communicate coherent mathematical lines of reasoning and organise information using a logical structure

  • Identify relevant elements of authentic real-life situations

  • Select and apply selected mathematical strategies successfully to reach a solution

  • Explain the degree of accuracy of a solution

  • Describe whether a solution makes sense in the context of a real-life situation

ASSESSMENTS:

Mathematical investigations Projects

Presentations Tests and quizzes

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 1. Pearson Education 2007

Haese, et al. Mathematics for the International Student 6 (MYP 1) (2nd edition), Haese Mathematics 2015

Goformative.com Open Up Curriculum EngageNY curriculum

MYP Question Bank Kahoot(online) Desmos (online)

Kuta Software worksheets

COURSE NAME: MYP Science Grade 6

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Scientific MethodLogicPersonal and Cultural ExpressionThe Scientific Method is a logical process, based on looking at patterns and evidence in data, that is used to make discoveries about the natural world.
Geologic TimeTime, Place and SpaceOrientation in Time and SpaceEvidence shows that the Geologic Time Scale is vast, and humans are a speck in the ‘big history’ of the universe.
Rock Cycle, Plate Tectonics, Earthquakes, VolcanoesChangeOrientation in Time and SpaceThe Earth’s surface changes over time as a consequence of natural processes happening inside and outside the Earth.
Our Habitable EarthSystemsGlobalisation and SustainabilityEarth is a habitable system with many conditions in the atmosphere and hydrosphere that interact to create an environment that supports life.
AstronomySystemsOrientation in Time and SpaceMany planetary systems have similar natural processes as the Earth, and scientists can examine the environmental conditions in those systems to locate other habitable planets in the universe.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

● Relate concepts of Earth Science to real world issues and technology

● Communicate science concepts effectively using a variety of communication modes

● Understand and apply some Earth Science concepts

● Process and interpret experimental data, including reading and interpreting graphs

● Work cooperatively and safely in the laboratory and use some equipment with skill

● Understand the process and principles of scientific inquiry and how it is applied to increase our

knowledge of the world

● Understand how scientific inquiry has led us to inquire about what is ‘beyond’ our planet

● Support an informed point of view with evidence during discussion and debate

ASSESSMENTS:

Research projects and posters Oral presentations

Comparative essay Model making

Laboratory investigation reports Unit tests and quizzes

RESOURCES/TEXTS/MATERIALS: Science Explorer Series: Student Texts and Teacher Resource Book. Prentice Hall, 2000-2012.

COURSE NAME: MYP Arts: Drama Grade 6 (one semester only)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Tableaux VivantCommunicationPersonal and Cultural ExpressionHow an actor expresses meaning through body, gesture, and stage composition communicates meaning to an audience.
Creating TheatreConnectionsIdentities and RelationshipsPerformers establish connections with each other and the audience to create theatre.

OUTCOMES:

After one semester, students will be able to do the following:

  • Discuss the importance of working as an ensemble

  • Understand the discipline required for effective drama

  • Work in pairs, small groups, and the whole group

  • Brainstorm and improvise

  • Describe basics of stage movement and stage directions

  • Understand the concept of personal space and working space

  • Express themselves physically with increased confidence

  • Understand / perform mime, and other physical techniques

  • Create, design, and perform a theatrical presentation

  • Reflect upon, analyse and understand the relationships between performers and the audience

ASSESSMENTS:

  • Journal

  • Collaborative ensemble projects

  • Solo performance

  • Applying theatre vocabulary, diagramming and planning performance

  • Writing/drawing/designing

  • Script writing and concept mapping

RESOURCES/TEXTS/MATERIALS:

Spolin. Theatre Games for the Classroom.

Zich. Teaching the Ensemble Technique.

Internet research sources, Youtube and class resource DVDs

COURSE NAME: MYP Arts: Music Grade 6 (one semester only)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Music AnalysisAestheticsPersonal and Cultural ExpressionUnderstanding and describing the various elements of an art piece may help us to appreciate its beauty in a more meaningful way.
Band!IdentityIdentities and RelationshipsInquiring into the identity of various instruments and experiencing the relationship of those instruments within the band helps us understand how individual specificities and the group are interconnected.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Recognise the differences among voices / instruments in ensembles

  • Talk about music in an analytical and fundamental way using music-specific vocabulary

  • Understand and describe different elements of music

  • Understand the basic mechanics behind musical instruments

  • Perform as a soloist and within an ensemble

ASSESSMENTS:

  • Written and / or presented research on different types of bands

  • Written and / or presented critique of performances

  • Performances of short pieces on different aerophone instruments, both individually and as an ensemble

  • Demonstration of technical knowledge

  • Group brainstorming and classroom discussions

RESOURCES/TEXTS/MATERIALS:

  • Musical instruments

  • Instrumental method books

  • “DR SMITH” vocabulary list

COURSE NAME: MYP Arts: Visual Arts Grade 6 (one semester)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Autobiographical ComicsCommunicationOrientation in Space and TimeComics provide a platform for communicating personal narratives
Fantastic CreaturesCreativityPersonal and Cultural ExpressionCreative solutions can be developed through the use of fantasy, self expression and narrative in sculpture

OUTCOMES:

Upon successfully completing the course, student will be able to do the following:

  • Demonstrate an awareness of the elements and principles of design, art as a narrative, and the interpretation of art through a variety of different contexts

  • Conceptualise 2D and 3D forms

  • Learn and develop expressive drawing and painting techniques and processes

  • Communicate artistic intentions, evaluate and respond to artwork from different times and cultures, including their own

  • Develop creative thinking skills

ASSESSMENTS:

  • Arts Process Journal

  • Class discussions / oral presentations

  • Written assignments and projects (ie., analysis of artworks, reflective essay, artist’s statement)

  • Preparatory work for studio pieces

  • In-process critiques / final critiques

  • Finished artwork

RESOURCES/TEXTS/MATERIALS:

Selected images by a range of artists / art posters and timelines

Battin, J., et al. Puzzles about Art: An Aesthetics Casebook.

Chamberlin, L. Art Insight.

Cumming, R. Art, Eyewitness Companions.

Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed.

Wilkins, D.G. Big Book of Art.

COURSE NAME: MYP Physical and Health Education, Grade 6

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
We make each other betterRelationshipsIdentities and relationships‘Alone we can do so little; together we can do so much.’
Improvise, Adapt and OvercomeCreativityPersonal and Cultural ExpressionChoreography involves personal choices and expression with music.
Team Sport (e.g.,Volleyball)ConnectionScientific and Technical InnovationCorrect form and movement will improve technique in volleyball.
International & Cultural GamesRelationshipsPersonal and Cultural ExpressionValues, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.
NutritionCulturePersonal & Cultural ExpressionA person’s diet and health are influenced by the media, culture and changes to diet.
Individual Sports - Swimming and Life SavingDevelopmentOrientation in space and timeThe aesthetics of a movement can be improved through the adaptation and refinement of a technique.
Track and Field / Training MethodsFormScientific and Technical InnovationOften the correct form and technique with the right amount of energy and movement produces a higher level of physical effort in track and field events.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Demonstrate personal competence in applying movement skills and principles

  • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities

  • Participate regularly in a balanced programme that includes a wide variety of enjoyable physical activities that encourage lifelong participation

  • Demonstrate improvement in personal and health-related physical fitness

  • Use safe practices regarding the safety of themselves and others

ASSESSMENTS:

  • Participation in sports and activities, with demonstrations of rules and game strategies

  • Individual project on composing movement sequences

  • Participation and effort in class

  • Sportsmanship and their interactions with others

  • Written journals and quizzes

  • Presentations

RESOURCES/TEXTS/MATERIALS:

Student resources include the PSI PHE uniform, a water bottle and suitable footwear

COURSE NAME: MYP Design, Grade 6 (one semester)

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Making ConnectionsConnectionsIdentities and RelationshipsDesigners have a role to make connections between users and products for appropriate design solutions.
Derby CarsSystemsScientific and Technical InnovationSystems that are designed to meet users’ needs can increase our ability for discovery in the world.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Describe the main features of an existing product that inspires a solution to a problem

  • Present the main findings of relevant research

  • Present feasible design ideas, which can be correctly interpreted by others

  • Present the chosen design

  • Outline a plan that considers the use of resources and time, sufficient for peers to be able to follow to create the solution

  • Demonstrate excellent technical skills when making the solution

  • Follow the plan to create the solution, which functions as intended

  • Present the solution as a whole

ASSESSMENTS:

  • Completion of practical project

  • Design project folder

  • Quizzes

  • Peer Assessment / Self Assessment

RESOURCES/TEXTS/MATERIALS:

Workshop

Various hand tools

Various materials, including timber, plastics, and metals

Project booklet

Design folder

Grade 7

COURSE NAME: MYP Language and Literature English 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTRELATED CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
FablesCommunicationConflict (style), moral (purpose)Personal and Cultural CommunicationStories communicate cultural values and perspectives to teach acceptable belief systems.
The HeroCreativestructure, hero (character)Fairness and DevelopmentThe creative structures of myths and heroes challenge social injustices.
PersuasionConnectionstyle, contextIdentities and RelationshipsStyle and context determine the effectiveness of an argument.
Counting by 7s - Coming of AgeCommunicationtheme, figurative devices (style)Orientation in Space and TimeA turning point in a person’s circumstances can influence perspective.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts

  • Identify and explain the effects of the creator’s choices on an audience

  • Justify opinions and ideas, using examples, explanations and terminology

  • Interpret similarities and differences in features within and between genres and texts

  • Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner

  • Use referencing and formatting tools to create a presentation style suitable to the context and intention

  • Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

  • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of audience

  • Select relevant details and examples to develop ideas

  • Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and expression

  • Write and speak in an appropriate register and style

  • Spell, write and pronounce with accuracy

  • Use appropriate nonverbal communication techniques

ASSESSMENTS:

Write and present a fable

Create and write an original comic

Write and present a persuasive speech

Write an analytical essay about theme and message in a text

RESOURCES/TEXTS/MATERIALS:

Sloan, H.G. Counting by 7s Ukrainian and international fables and folktales

Wilson, Alphona, Herring: Ms. Marvel Variety of non-fiction articles, essays, and texts

COURSE NAME: MYP Language Acquisition English Grade 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Can I Persuade You?ConnectionsPersonal and Cultural ExpressionWe can use language techniques to persuade others to see our point of view
RefugeeGlobal interactionsOrientation in space and timeEffective communication leads to a better understanding of global interactions.
Self-expressionCreativityPersonal and Cultural ExpressionSelf-expression is a means of getting a unique message across to people and this can be done in many different ways.
They changed the worldPerspectiveScientific and Technical InnovationThere are many interpretations as to which people and which inventions / discoveries changed the world the most.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Listen for specific purposes and respond to show understanding

  • Interpret visual text that is presented with spoken text

  • Support opinions and provide personal responses with evidence and examples from the text

  • Read for specific purposes and respond to show understanding

  • Interpret visual text that is presented with written text

  • Interact and communicate in various situations

  • Express thoughts, feelings, ideas, opinions and information in spoken and written form

  • Speak and write for specific purposes.

  • Organise thoughts, feelings, ideas, opinions and information in spoken and written form

  • Develop accuracy when speaking and writing in the target language

ASSESSMENTS:

  • Written assessments

  • Oral assessments

  • Visual interpretation

  • Reading comprehension

RESOURCES/TEXTS/MATERIALS:

Headway Academic English Skills Online materials

Classroom worksheets Collection of short stories

Song lyrics and poems Gratz, Alan. Refugee

COURSE NAME: MYP Language Acquisition French Grade 7 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
My home

Identity

Time, Place and Space

Orientation in Space and TimeRooms reflect age, interests and culture.
Celebrations

Culture

Communication

Identity and RelationshipsFestivals help us bond with others and celebrate our cultures and traditions.
School day

Communities

Identity

Personal and cultural expressionSchool and home life are a reflection of local culture.
Eating out

Culture

Form

Personal and cultural expressionOur culture influences our choices and tastes when we eat out.
DoctorCommunicationIdentity and RelationshipsWe can use body and verbal language to communicate how we feel.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details). They can interpret some basic conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: role-plays, pair work, presentations, interviews

  • Written assignments: informal letters, emails, posters, postcards

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments

  • Visual comprehension assignments from educational videos, photos, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 1 5ème édition textbook and copy masters

Oxford (2011) Tricolore Total 2 textbook

Mary Glasgow online vocabulary games and exercises

Linguascope online vocabulary games, videos and exercises

Quizlet study sets

COURSE NAME: MYP Language Acquisition French Grade 7 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Family relationships

Relationships

Time, Place and Space

Identities and RelationshipsLiving well together requires mutual interest and commitment.
Subject choice

Communication

Form

Identities and RelationshipsOur school subject choice impacts our future.
Green actions

Communication

Time, Place and Space

Globalisation and SustainabilityExchanging ideas about individual actions can have a large impact on the protection of the environment.
Campsite and Youth Hostel

Form

Time, Place and Space

Orientation in Space and TimeOur interests influence our choice of accommodation locations on holiday.
Computer

Communication

Connections

Scientific and Technical InnovationComputers are changing the way we entertain ourselves and study.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information. They can interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: role-plays, pair work, presentation, interview, picture description and interpretation

  • Written assignments: informal letters, emails, posters, postcards, brochures

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments

  • Listening comprehension assignments: educational videos, podcasts

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 2 5ème édition textbook

Oxford (2011) Tricolore Total 2 copymasters

Mary Glasgow podcasts, videos and exercises

Linguascope online vocabulary games and exercises, Quizlet study sets

COURSE NAME: MYP Language Acquisition Russian Grade 7 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
At home and at schoolCulturePersonal and Cultural ExpressionSchool and home life are a reflection of local culture; there can be similarities and differences from country to country.
Daily lifeConnectionsOrientation in Space & TimePurpose and structure guide daily routines, providing a sense of time and space within our lives and building connections with people in our communities.
Clothing /Shopping /FashionIdentityPersonal and culture expressionThe clothing style reflects our identity.
Music and PreferencesCulturePersonal and cultural expressionThe music we listen to has a function in our personal and cultural development.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: Role plays, classroom discussions, presentations, speeches, interviews, pair work,

picture description

  • Written assignments: grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations, interview,

  • Reading and listening comprehension assignments

  • Visual interpretation

RESOURCES/TEXTS/MATERIALS

Dovlatova Tochka Ru Вохмина Русский класс Хавронина Русский язык в упражнениях

COURSE NAME: MYP Language Acquisition Russian Grade 7 (Phase 2/3)

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
TravelingCommunicationPersonal and cultural expressionTraveling helps us understand and connect the world around us allowing us to share different messages, interests and values.
EducationCommunicationIdentities and relationshipsSchool functions as a learning community where students develop identity and form relationships through cooperation and competition.
Where do we live?CultureOrientation in space and timeLiving environment reflects the culture that we come from and conveys a message about our cultural background.
Changing the worldCreativityScientific and Technical InnovationThe purpose and message of scientific and technical innovation are determined and defined by a creative mind.
Enjoy your meal!CultureIdentities and relationshipsFood choices are influenced by different aspect such as cultural background

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information. They can interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: Role plays, classroom discussions, presentations, speeches, interviews, pair work

  • Written assignments: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations

  • Reading comprehension assignments

  • Visual interpretation

RESOURCES/TEXTS/MATERIALS:

Оля Долматова Tochka.Ru Ирина Мозелова «Русский сувенир»

Миллер «Жили-были» Пугачёв, Царёва «Русский язык»

Хавронина «Русский язык в упражнениях» Короткова «загадай желание»

COURSE NAME: MYP Language Acquisition Spanish Grade 7 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Invitations and ExperiencesCultureIdentities and RelationshipsOur shared culture and experiences inform who we are and how we behave.
Travel and TourismCommunicationPersonal and Cultural ExpressionTraveling helps us understand and connect the world around us, allowing us to share different messages, interests and values.
Work and LifestyleConnectionsIdentities and RelationshipsThe work we do and the lifestyles we enjoy form part of who we are and how we interact with each other.
Facing the FutureCreativityScientific and Technical InnovationFacing an uncertain future together requires creativity and cooperation.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details).

  • interpret some basic conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

● Oral assignments: Role plays, classroom discussions, presentations, speeches, interviews

● Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters,

written presentations, brochures, posters

● Reading comprehension assignments

● Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from

books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Listos 2 y 3 (Heinemann) MYP by Concept (Hodder Education)

Mary Glasgow magazines and website Assorted websites and reading materials

COURSE NAME: MYP Language Acquisition Spanish Grade 7 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Food, culture and identity: What is the relationship?CultureIdentities and relationshipsThe culinary culture of a country reflects its identity and the meaning it has for its people and for the world.
What rituals are part of our lives?CulturePersonal and cultural expressionEach language and culture has its own conventions and rituals for personal expression.
Does school life take place only in the classroom?ConnectionsFairness and developmentStudents establish their closest social network outside the classroom, but must put into practice the conventions acquired in school in order to develop as individuals.
How long will the planet last?ConnectionsGlobalization and sustainabilityThe connections that have caused globalization must be based on the purpose of ethics and sustainability.
How do we take care of ourselves?CultureGlobalization and sustainabilityObserving other cultures in this globalized world allows us to discover certain cultural conventions that help us to be in shape.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews

  • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, informal emails, posters, postcards, blogs, diary entries, brochures, and written presentations

  • Reading comprehension assignments

  • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Listos 2 (Heinemann) MYP by Concept (Hodder Education) Assorted websites and reading materials

COURSE NAME: MYP Individuals and Societies, Grade 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Europe: A UnionTime, Place and SpaceOrientation in Space and TimeOur relationships are shaped by time, place and space.
Refugees (Inter disc with Maths)Global InteractionsOrientation in Space and TimeHuman interactions have global consequences.
Natural DisastersSystemsScientific and Technical InnovationUnderstanding natural systems allows us to respond and adapt appropriately.
Change and Identity in ancient RomeChangeIdentities and RelationshipsAs societies change, so do the culture and identity of citizens.

OUTCOMES:

Upon the successful completion of this course, students will be able to do the following:

  • use vocabulary in context

  • demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples

  • formulate / choose a clear and focused research question, explaining its relevance

  • formulate and follow an action plan to investigate a research question

  • use methods to collect and record relevant information

  • evaluate the process and results of the investigation, with guidance

  • communicate information and ideas in a way that is appropriate for the audience and purpose

  • structure information and ideas according to the task instructions

  • create a reference list and cite sources of information

  • analyse concepts, issues, models, visual representation and / or theories

  • summarise information to make valid, well-supported arguments

  • analyse a range of sources / data in terms of origin and purpose, recognising values and limitations

  • recognise different perspectives and explain their implications.

ASSESSMENTS:

  • Essays, reports and case studies

  • Posters or creative representations

  • History, Geography and Economic tasks that utilise Powerpoint, Prezzi, Podcast, iMovie, Garageband, Photoshop

  • Structured debate

  • Map/Data analysis

RESOURCES/TEXTS/MATERIALS:

World History: People and Nations. (Holt, Rinehart, Winston)

The Roman Empire. Interact Unit Oxford Student Atlas. Oxford Press (2005)

COURSE NAME: MYP Mathematics 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Ratio and ProportionCommunicationGlobalisation and SustainabilityWhen we present information about our impact on the environment, we often use particular forms to compare quantities.
Statistical Analysis and DisplayCommunicationOrientation in Time and SpaceHow we understand world events often depends on the information chosen and the decisions that were made on how to present it.
Algebra: Expressions and EquationsCreativityPersonal and Cultural ExpressionDescribing patterns and representing relationships between quantities using expressions can help us solve problems in the real world.

Area and Perimeter

(2D Figures)

FormPersonal and Cultural ExpressionUnderstanding form and shape enhances creativity.
Angles and Polygons: Including properties of 2D shapes and geometric reasoning.FormPersonal and Cultural ExpressionProviding many examples is never enough to prove a general statement, but even one counterexample is enough to prove something being wrong.
Proportional RepresentationsPerspectiveFairness and DevelopmentProportional thinking is vital to systems functioning.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Solve problems correctly in a variety of contexts.

  • Apply mathematical problem-solving techniques to recognise patterns

  • Describe patterns as relationships or general rules consistent with correct findings

  • Verify whether the pattern works for other examples.

  • Use appropriate mathematical language (notation, symbols and terminology)

  • Use different forms of mathematical representation to present information

  • Communicate coherent mathematical lines of reasoning and organise information using a logical structure

  • Identify relevant elements and describe why solutions make sense in authentic, real-life situations

  • Select and apply selected mathematical strategies successfully to reach a solution

  • Explain the degree of accuracy of a solution

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentations

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 2. Pearson Education 2007.

Haese, M., et al .Mathematics for the International Student 7 (MYP 2) (2nd edition), Haese Mathematics 2015

GeoGebra (online) MYP Question Bank IXL (online ) Desmos(online)

Kahoot(online Kuta Software worksheets InThinking (Teach Mathematics

COURSE NAME: MYP Science Grade 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Story of StuffConnectionsGlobalisation and SustainabilityThe availability of natural resources is connected to human consumption of goods, and has consequences on environmental systems.
Energy ResourcesDevelopmentGlobalisation and SustainabilityThe development of renewable energy resources is essential for a sustainable future without the harmful environmental consequences of fossil fuel technologies.
EcologyRelationshipsIdentities and relationshipsEnergy flows throughout ecosystems due to the interaction between competing organisms and the environment.
Evolution and ExtinctionChangeOrientation in Time and SpaceEvolution and extinction are consequences of changes caused by natural selection and human impacts.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

● Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied

● Understand what we know about air quality, its importance and how to learn more about it

● Understand the consequences of overuse of limited resources

● Understand how biotic and abiotic factors interact in ecosystems

● Use various tools in the laboratory to measure and observe changes and processes explored in

experiments

● Read and interpret graphs and identify the different types of data and graphs

● Choose the correct form of graph for a particular situation

ASSESSMENTS:

Research projects and oral presentations

Persuasive essay

Laboratory reports

Classroom discussion and debates

Unit tests and quizzes

RESOURCES/TEXTS/MATERIALS:

Holtzclaw et al. Science Explorer: Environmental Science. Prentice Hall.

COURSE NAME: MYP Arts: Drama Grade 7 (1 Semester only)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
RitualCultureOrientation in Space and TimePeople have used rituals to express values and meaning throughout history.
The ChorusCompositionPersonal and Cultural ExpressionVocal / choral techniques can effectively communicate mood / atmosphere.
Ancient Greek TheatreCommunicationNarrativeAncient Greek theatre communicates a specific cultural identity through a unique narrative structure and character relationships.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Improvise scenes

  • Understand/perform traditional elements of Greek theatre

  • Understand the concept of the Chorus and working with text

  • Understand the concept of creating mood/atmosphere to convey meaning

  • Apply theatre vocabulary, diagramming and planning performance

  • Demonstrate artistic interpretation in design and performance

  • Understand the role of feedback in the creative process

  • Understand the development from ritual to theatre

ASSESSMENTS:

  • Planning, Process and Performance

  • Collaborative ensemble projects

  • Written assignments and reflection

  • Classroom discussion

  • Journal

RESOURCES/TEXTS/MATERIALS:

Greek theatre library resources

History of theatre library resources

Ensemble Training: Drama

Antigone by Sophocles

Antigone BBC Productions

COURSE NAME: MYP Arts: Music Grade 7 (one semester only)

NAME OF UNITKEY CONCEPTGLOBALCONTEXTSTATEMENT OF INQUIRY
Music Theory 101SystemsScientific and Technical InnovationBy understanding the structure of a system, we are able to develop our skills more effectively.
Guitar: Now and ThenPerspectivePersonal and Cultural ExpressionBy learning an instrument, we can acquire and apply knowledge in a deeper way.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Complete a basic analysis of simple musical pieces

  • Understand the theory behind music

  • Compose their own theoretically correct melodies

  • Compose their own pop song

  • Perform beginner-level pieces on guitar

  • Understand the Form of different guitar songs

  • Experience the fundamental connections between the guitar, keyboard, and written music

  • Understand the different ways that the guitar is used in music (melodies and chords)

ASSESSMENTS:

  • Arts Process Journal (Google doc)
  • Written and / or presented analysis of music

  • Written and / or presented critique of performances

  • Quizzes and test

  • Performances of short pieces on the guitar, both individually and as an ensemble

  • Demonstration of technical knowledge

  • Group brainstorming and classroom discussions

RESOURCES/TEXTS/MATERIALS:

Musical instruments and equipment

Musical instrument method books

Various textbooks on music theory

www.noteflight.com

www.musicards.net

COURSE NAME: MYP Arts: Visual Arts Grade 7 (one semester)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Printmaking: An InnovationConnectionsScientific and Technical InnovationThe genre of printmaking requires that the artist creatively develop ideas and innovative compositions while adhering to a system of production.
Expressive MeIdentityIdentities and RelationshipsThe process of artistic creation can lead to self-discovery.

OUTCOMES:

Upon successfully completing the course, student will be able to do the following:

  • Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies, and the interpretation of art through a variety of different contexts

  • Understand artistic media as a form of innovation that impacts the development of society

  • Develop skills and apply techniques and processes involved in painting and printmaking

  • Communicate artistic intentions

  • Evaluate and respond to artwork from different times and cultures, including their own

  • Develop creative thinking skills

ASSESSMENTS:

  • Arts Process Journal

  • Class discussions / Oral presentations

  • Written assignments and projects (i.e., analysis of artworks, reflective essay, artist’s statement)

  • Tests / quizzes

  • Preparatory work for studio pieces

  • In-process critiques / Final critiques

  • Finished artwork

RESOURCES/TEXTS/MATERIALS:

Selected images by a range of artists/ art posters and timelines and photographers

Battin, M.P., et al. Puzzles about Art: An Aesthetics Casebook.

Chamberlin, L. Art Insight.

Cumming, R. Art: Eyewitness Companions.

Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed.

Wilkins, D.G. Big Book of Art.

COURSE NAME: MYP Physical and Health Education Grade 7

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Basic First AidCommunicationScientific and Technical InnovationFirst Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.
Team Sports - (e.g.,Football)CommunicationOrientation in Space and TimeFor a team to function effectively, all team members must communicate efficiently and clearly.
Aesthetic Movement - (Gymnastics)AestheticPersonal and Cultural ExpressionAesthetic movements are enhanced by the synergy of balance and timing; creating sequences of these movements can represent cultural identity.
Team Sports - (e.g.,Basketball)ChangeFairness and DevelopmentTeam members must work together to develop court positioning.
Cultural & International gamesRelationshipsPersonal & Cultural ExpressionValues, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.
NutritionConnectionsIdentities and RelationshipsAwareness of a healthy diet and food labels can change our everyday choices about the way we eat.
Team Sport - (Volleyball / Lifestyles)Time, Place, SpaceScientific and Technical InnovationUnderstanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.
Track & Field / Training MethodsFormScientific and Technical InnovationOften the correct form and technique with the right amount of energy and movement produces a higher level of physical effort in track and field events.
Individual Sports - Swimming and Life SavingChangeFairness and DevelopmentChanging the swimming technique by using the correct movement can lead to better performance and be adaptable in different environments.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

● Demonstrate personal competence in applying movement skills and principles

● Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport

activities

● Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical

activities that encourage lifelong participation

● Demonstrate improvement in personal health-related physical fitness

● Use safe practices regarding the safety of themselves and others

ASSESSMENTS:

Students will be assessed on their:

  • Participation in sports and games using appropriate rules and strategies

  • Individual projects composing movement sequence

  • Participation and effort in class

  • Sportsmanship and their interactions with others

  • Journals, written assignments, quizzes

RESOURCES, TEXTS AND MATERIALS:

Student resources include:

PSI PHE uniform

PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House shirt

Water bottle

Suitable footwear

COURSE NAME: MYP Design Grade 7 (one semester)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
StorytellingCultureScientific and Technical InnovationCommunities can have many different ways to tell stories that influence the way those stories are communicated and new discoveries are shared.
Stitch-a-thonCommunitiesIdentities and RelationshipsCharities can affect global communities through reliable data and targeted communication.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Explain and justify a need for a solution to a problem

  • Construct a research plan

  • Analyse a group of similar products that inspire a solution to the problem

  • Develop a design brief

  • Develop a design specification, which outlines the success criteria for the design of a solution based on the data collected

  • Present a range of feasible design ideas, which can be correctly interpreted by others

  • Present the chosen design and outline the reasons for its selection

  • Develop accurate planning drawings / diagrams and outline requirements for the creation of the chosen solution

  • Construct a logical plan that outlines the efficient use of time and resources

  • Demonstrate excellent technical skills when making the solution

  • Follow the plan to create the solution, which functions as intended

  • Explain changes made to the chosen design and plan when making the solution

  • Present the solution as a whole

  • Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution

  • Evaluate the success of the solution against the design specification, including how the solution can be improved

  • Describe the impact of the solution on the client/target audience

ASSESSMENTS:

Completion of practical project Design project folder

Quizzes Peer Assessment / Self Assessment

RESOURCES/TEXTS/MATERIALS:

Workshop, including various hand and power tools, and materials including timber, plastic and metals

Project booklet and design folder

Grade 8

COURSE NAME: MYP Language and Literature English Grade 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTRELATED CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Refugee BoyPerspectivesymbols and metaphor (style), characterIdentities and Relationships: Personal RelationshipsSymbol and metaphor represent one's perspectives on personal relationships.
House on Mango StreetConnectionscharacter (genre), setting (genre)Fairness and Development: InequalityDeveloping connections between the individual and setting challenges inequality.
Short Stories and Poetry of BelongingCreativitystructure, point of view, themePersonal and Cultural Expression: BelongingCreative use of structure and point of view develops themes of individual belonging.
Listen, SlowlyCommunicationtheme, figurative devices (style),Orientation in Space and Time: DiscoveriesFigurative devices communicate themes of discoveries.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts

  • Identify and explain the effects of the creator’s choices on an audience

  • Justify opinions and ideas, using examples, explanations and terminology

  • Interpret similarities and differences in features within and between genres and texts

  • Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner

  • Use referencing and formatting tools to create a presentation style suitable to the context and intention

  • Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process

  • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

  • Select relevant details and examples to develop ideas.

  • Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and forms of expression

  • Write and speak in an appropriate register and style, while spelling, writing and pronouncing with accuracy

  • Use appropriate nonverbal communication techniques

ASSESSMENTS:

Analytical essay on figurative techniques for Refugee Boy

Vignette pastiche and rationale essay for House on Mango Street

Write short stories and poems on a theme of ‘belonging’

Literary essay on Listen, Slowly

RESOURCES/TEXTS/MATERIALS:

Cisneros, The House on Mango Street / Zephaniah. Refugee Boy / Lai, Listen, Slowly

COURSE NAME: MYP Language Acquisition English Grade 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
English Around the WorldCultureOrientation in Space and TimeA shared language does not always mean a shared culture.
Clash of CulturesCultureIdentities and RelationshipsWherever we go, we bring our culture with us and have to learn to adapt to new cultures.
WonderConnectionsPersonal and Cultural ExpressionWhen connecting with new people, we should always react with kindness, and respect the way they express themselves both personally and culturally.
Reality CheckCommunicationIdentities and RelationshipsReality television is increasingly becoming an accurate reflection of real life.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Listen for specific purposes and respond to show understanding
  • Interpret visual text that is presented with spoken text

  • Engage with the text by supporting opinion and personal response with evidence and examples from the text

  • Read for specific purposes and respond to show understanding

  • Interpret visual text that is presented with written text

  • Interact and communicate in various situations

  • Express thoughts, feelings, ideas, opinions and information in spoken and written form

  • Speak and write for specific purposes.

  • Organise thoughts, feelings, ideas, opinions and information in spoken and written form

  • Develop accuracy when speaking and writing in the target language

ASSESSMENTS:

Written assignments

Oral assessments

Visual interpretation

Reading comprehension

RESOURCES/TEXTS/MATERIALS:

Headway Academic English Skills

Different video and audio recordings

Collections of short stories

Song lyrics and poems

Palacio, R.J. Wonder

COURSE NAME: MYP Language Acquisition French Grade 8 Phase 1/2

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
My home

Identity

Time, Place and Space

Orientation in Space and TimeRooms reflect age, interests and culture.
Celebrations

Culture

Communication

Identity and RelationshipsFestivals help us bond with others and celebrate our cultures and traditions.
School day

Communities

Identity

Personal and cultural expressionSchool and home life are a reflection of local culture.
Eating out

Culture

Form

Personal and cultural expressionOur culture influences our choices and tastes when we eat out.
DoctorCommunicationIdentity and RelationshipsWe can use body and verbal language to communicate how we feel.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple authentic multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details). They can interpret some basic conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: role-plays, pair work, presentations, interviews

  • Written assignments: informal letters, emails, posters, postcards

  • Vocabulary quizzes and grammar tests

  • Reading comprehension assignments

  • Visual comprehension assignments from educational videos, photos, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 1 5ème édition textbook and copy masters

Oxford (2011) Tricolore Total 2 textbook

Hodder Education MYP by Concept

Mary Glasgow online vocabulary games and exercises

Linguascope online vocabulary games, videos and exercises, Quizlet study sets

COURSE NAME: MYP Language Acquisition French Grade 8 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Family relationships

Relationships

Time, Place and Space

Identities and RelationshipsLiving well together requires mutual interest and commitment.
Subject choice

Communication

Form

Identities and RelationshipsOur school subject choice impacts our future.
Green actions

Communication

Time, Place and Space

Globalisation and SustainabilityExchanging ideas about individual actions can have a large impact on the protection of the environment.
Campsite and Youth Hostel

Form

Time, Place and Space

Orientation in Space and TimeOur interests influence our choice of accommodation locations on holiday.
Computer

Communication

Connections

Scientific and Technical InnovationComputers are changing the way we entertain ourselves and study.

OUTCOMES:

Upon successfully completing the course, emergent and capable communicators will be able to do the following:

  • Understand and respond to simple, short spoken texts

  • Communicate, request and provide information in a limited range of everyday situations

  • Use appropriate language within a very limited range of interpersonal and cultural contexts

  • Use some aspects of register in formal and informal oral communication

  • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation

  • Identify basic messages, main ideas and supporting details in simple visual, spoken and written texts

  • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written texts

  • Understand and respond to simple visual and written texts

  • Recognise basic aspects of format and style

ASSESSMENTS:

  • Oral assignments: role-plays, pair work, presentation, interview, picture description and interpretation

  • Written assignments: informal letters, emails, posters, postcards, brochures

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments

  • Listening comprehension assignments: educational videos, podcasts

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 2 5ème édition textbook

Oxford (2011) Tricolore Total 2 copymasters

Mary Glasgow podcasts, videos and exercises

Linguascope online vocabulary games and exercises

Quizlet study sets

COURSE NAME: MYP Language Acquisition Russian Grade 8 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
At home and at schoolCulturePersonal and Cultural ExpressionSchool and home life are a reflection of local culture; there can be similarities and differences from country to country.
Daily lifeConnectionsOrientation in Space & TimePurpose and structure guide daily routines, providing a sense of time and space within our lives and building connections with people in our communities.
Clothing /Shopping /FashionIdentityPersonal and culture expressionThe clothing style reflects our identity.
Music and preferencesCulturePersonal and cultural expressionThe music we listen to has a function in our personal and cultural development.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information. They can interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: Role plays, classroom discussions, presentations, speeches, interviews, pair work,

picture description

  • Written assignments: grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations, interview,

  • Reading and listening comprehension assignment, visual interpretation

RESOURCES/TEXTS/MATERIALS:

Dovlatova Tochka Ru Вохмина Русский класс Хавронина Русский язык в упражнениях

COURSE NAME: MYP Language Acquisition Russian Grade 8 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
TravelingCommunicationPersonal and cultural expressionTraveling helps us understand and connect the world around us allowing us to share different messages, interests and values.
EducationCommunicationIdentities and relationshipsSchool functions as a learning community where students develop identity and form relationships through cooperation and competition.
Where do we live?CultureOrientation in space and timeLiving environment reflects the culture that we come from and conveys a message about our cultural background.
Changing the worldCreativityScientific and Technical InnovationThe purpose and message of scientific and technical innovation are determined and defined by a creative mind.
Enjoy your meal!CultureIdentities and relationshipsFood choices are influenced by different aspect such as cultural background

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information; interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written texts.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social situations and in some topics of global significance.

  • communicate some required information, organized into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral: Classroom discussions, speeches, oral presentations, debates, role play, interviewing

  • Writing: formal or informal letter, article to a newspaper, interview, creative story

  • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc.

  • Reading comprehension activities

  • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments

RESOURCES/TEXTS/MATERIALS:

Оля Долматова Tochka.Ru Ирина Мозелова «Русский сувенир» Golovko. Вперед

Solovyov. Word About Russia Skorohodov. Window to Russia Volkova. Let’s Improve Our Russian

COURSE NAME: MYP Language Acquisition Spanish Grade 8 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Invitations and ExperiencesCultureIdentities and RelationshipsOur shared culture and experiences inform who we are and how we behave.
Travel and TourismCommunicationPersonal and Cultural ExpressionTraveling helps us understand and connect the world around us, allowing us to share different messages, interests and values.
Work and LifestyleConnectionsIdentities and RelationshipsThe work we do and the lifestyles we enjoy form part of who we are and how we interact with each other.
Facing the FutureCreativityScientific and Technical InnovationFacing an uncertain future together requires creativity and cooperation.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit information (messages, facts, opinions, feelings and ideas) and some implicit information (supporting details).

  • interpret some basic conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written phrases using some simple modes.

  • engage in simple rehearsed and some unrehearsed exchanges to convey basic information on everyday personal and in some social topics in a very limited range of familiar interpersonal situations.

  • communicate some required information, in recognizable formats, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

● Oral assignments: Role plays, classroom discussions, presentations, speeches, interviews

● Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters,

written presentations, brochures, posters

● Reading comprehension assignments

● Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from

books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

Listos 2 y 3 (Heinemann)

MYP by Concept (Hodder Education)

Mary Glasgow magazines and website

Assorted websites and reading materials

COURSE NAME: MYP Language Acquisition Spanish Grade 8 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Food, culture and identity: What is the relationship?CultureIdentities and relationshipsThe culinary culture of a country reflects its identity and the meaning it has for its people and for the world.
What rituals are part of our lives?CulturePersonal and cultural expressionEach language and culture has its own conventions and rituals for personal expression.
Does school life take place only in the classroom?ConnectionsFairness and developmentStudents establish their closest social network outside of school, but must practice the conventions acquired in classrooms in order to develop as individuals.
How long will the planet last?ConnectionsGlobalization and sustainabilityThe connections that have caused globalization must be based on the purpose of ethics and sustainability.
How do we take care of ourselves?CultureGlobalization and sustainabilityObserving other cultures in this globalized world allows us to discover certain cultural conventions that help us to be in shape.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing

  • Writing: formal and informal letters and emails, article to a newspaper, interview, persuasive essay, creative story, blog, brochure and diary entries.

  • Visual interpretation assignments: visual resources such as videos, presentations, cartoons, movie excerpts, pictures

  • Reading comprehension activities

  • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments

RESOURCES/TEXTS/MATERIALS:

MYP by Concept (Hodder Education) Assorted websites and reading materials

COURSE NAME: MYP Individuals and Societies Grade 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
World ReligionsSystemsIdentities and RelationshipsSocial systems shape our culture and identities.
Human Rights (a Service-Learning unit)Global InteractionsFairness and DevelopmentCooperation can promote fairness and development.
Ocean SystemsSystemsGlobalisation and SustainabilityHuman and natural systems are interdependent.
RevolutionsChangeOrientation in Space and TimeIndividuals and communities attempt revolutionary change for specific reasons and achieve different levels of success
World IssuesTime, Place and SpaceFairness and DevelopmentWith understanding comes responsibility.

OUTCOMES:

Upon the successful completion of this course, students will be able to:

  • use vocabulary in context

  • demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples

  • formulate / choose a clear and focused research question, explaining its relevance

  • formulate and follow an action plan to investigate a research question

  • use methods to collect and record relevant information

  • evaluate the process and results of the investigation, with guidance

  • communicate information and ideas in a way that is appropriate for the audience and purpose

  • structure information and ideas according to task instructions

  • create a reference list and cite sources of information

  • analyse concepts, issues, models, visual representation and / or theories

  • summarise information to make valid, well-supported arguments

  • analyse a range of sources / data in terms of origin and purpose, recognising values and limitations

  • recognise different perspectives and explain their implications

ASSESSMENTS:

Comparison of world religions Presentations

In-class written assessment Weekly vocabulary

Formal letter Structured debate

Tasks that utilise Powerpoint, Prezi, Podcast, iMovie, Garageband, Photoshop

Independent investigation

RESOURCES/TEXTS/MATERIALS:

Waugh. A New Wider World. Holt, Rinehart and Winston, eds. World History: People and Nations.

COURSE NAME: MYP Mathematics 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Linear relationshipsFormOrientation in Space and TimeModels can show patterns of change in space and time.

Scaling and Ratio. Similar Triangles.

Non rigid transformations

ChangeIdentities and RelationshipsProportional change is frequently used in many real life situations.
The Pythagorean TheoremFormIdentities and RelationshipsRelationships can be measured to help us understand and justify what is fair.
Expressions and ExponentsLogicPersonal and Cultural expressionWe can extend our creativity by applying logic to simplify and generalize complex problems.
Linear Inequalities and ApplicationsRelationshipsIdentities and RelationshipsPerspective of two quantities can be found through the use of patterns, representations, and systems.
Angle and Polygons ReasoningFormScientific and Technical InnovationWe are not able to build perfect objects, but we can use perfect models to describe non-perfect real objects.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Solve problems correctly in a variety of contexts

  • Select and apply mathematical problem-solving techniques to discover complex patterns

  • Describe patterns as relationships and/or general rules consistent with findings

  • Verify and justify relationships and/or general rules

  • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

  • Use different forms of mathematical representation to present information and move them

  • Communicate complete and coherent mathematical lines of reasoning

  • Organise information using a logical structure.

  • Identify relevant elements of authentic real-life situations

  • Select and apply appropriate mathematical strategies when solving authentic real-life situations

  • Explain the degree of accuracy of a solution

  • Explain whether a solution makes sense in the context of an authentic real-life situation

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentation

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 3. Pearson Education 2007.

Haese, M., et al .Mathematics for the International Student 8 (MYP 3) (2nd edition), Haese Mathematics 2015

GeoGebra (online) MYP Question Bank IXL (online ) Desmos (online) GoFormative (online) Kahoot(online) Kutasoftware worksheets InThinking (Teach Mathematics)

COURSE NAME: MYP Science Grade 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Velocity and AccelerationRelationships

Scientific and Technical Innovation

- Mathematical Principles

Mathematical principles determine relationships in movement.
Newton's LawsSystems

Scientific and Technical Innovation

- Systems and Models

Forces change the motion of objects.
Properties of Matter and the Periodic TableRelationships

Scientific and Technical Innovation

-Systems and Models

Properties of matter follow predictable patterns.
Organization of LifeSystems

Scientific and Technical Innovation

  • Adaptation

Systems adapt in form and function.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Relate some concepts of science to real world issues and technology

  • Communicate science concepts effectively using a variety of communication modes

  • Understand and apply some science concepts

  • Demonstrate understanding of the principles of the scientific method

  • Process and interpret experimental data

  • Work cooperatively and safely in the laboratory and use equipment with skill

  • Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied

  • Reflect upon science

ASSESSMENTS:

Research projects and presentations

Laboratory reports

Comparative essays

Classroom discussion

Unit tests and quizzes

RESOURCES/TEXTS/MATERIALS:

Jones. Science Explorer: Motion, Forces and Energy. Prentice Hall.

Frank, Little and Miller. Science Explorer: Chemical Building Blocks. Prentice Hall.

Frank, Little and Miller. Science Explorer: Chemical Interactions. Prentice Hall.

Cronkite. Science Explorer: Cells and Heredity. Prentice Hall.

COURSE NAME: MYP Arts: Drama Grade 8 (1 Semester only)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
The EnsembleSystemsIdentities and RelationshipsRelationships between different creative roles in a collective system creates structures of ensemble for collaborative work.
Theatre ActivismGlobal InteractionsFairness and developmentTheatre can be used as a tool to highlight global, social and historical problems to an audience.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Improvise scenes

  • Understand the importance of energy / synergy in ensemble work

  • Identify specific goals and pursue their successful completion

  • Understand the role of the audience in theatre

  • Investigate different perspectives on an issue of social importance through role-play

  • Adapt interviews, articles, and other media into a script

  • Create a script with proper format

  • Create, design, and perform in a theatrical presentation

  • Reflect, analyse and understand elements of different practitioners of world theatre

ASSESSMENTS:

  • Planning, Process and Performance

  • Written assignments

  • Oral presentations

  • Classroom discussion

  • Journal

RESOURCES/TEXTS/MATERIALS:

Reinstating the Ensemble (DVD)

Ensemble Training: Drama

Theatre Sports and Improvisation

Various Internet resources, including YouTube and Improv Encyclopedia

COURSE NAME: MYP Art: Music Grade 8 (one semester only)

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Intro to EthnomusicologyCulturePersonal and Cultural ExpressionThrough their achievements, communities express their cultural values and beliefs. Through listening to their music, we should be able to learn about those communities’ social organisation and identities.
OperaDevelopmentOrientation in Space and TimeThe time period and place in which art is produced informs its development.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Understand the fundamental uses of music in different societies.

  • Understand the fundamental approach of analysing non-Western music

  • Use a scientific method to investigate music.

  • Perform and record personal compositions

  • Write and perform a short opera libretto

  • Talk about opera as a popular art form and understand its main components

  • Experience the transdisciplinary aspects of opera

ASSESSMENTS:

  • Arts Process Journal (Google doc)

  • Written and / or presented analysis of music

  • Written and / or presented critique of performances

  • Performances of short pieces vocally, both individually and as an ensemble

  • Demonstration of technical knowledge

  • Group brainstorming and classroom discussions

RESOURCES / TEXTS / MATERIALS:

Musical instruments

Ethnomusicology videos

Recordings of operas

Various music theory textbooks

www.noteflight.com

Various textbooks on music history and ethnic music

COURSE NAME: MYP Arts: Visual Arts Grade 8 (one semester)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Get Up, Stand UpChangeFairness and DevelopmentArt can be a vehicle for communicating beliefs and promoting social change and greater understanding.
Genre PaintingConnectionsIdentities and RelationshipsThe process of artistic creation can lead to a greater understanding of the world and oneself.

OUTCOMES:

Upon successfully completing the course, student will be able to do the following:

  • Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies

  • Demonstrate an understanding of how to interpret art through a variety of different contexts and the connection between art and society

  • Develop skills and apply techniques and processes involved in drawing, photography, painting and graphic design

  • Communicate artistic intentions, evaluate and respond to artwork from different times and cultures including their own

  • Develop creative thinking skills

ASSESSMENTS:

  • Arts Process Journal

  • Class discussions / Oral presentations

  • Written assignments and projects (ie. analysis of artworks, reflective essay, artist’s statement)

  • Preparatory work for studio pieces

  • In-process critiques / Final critiques

  • Finished artwork

RESOURCES/TEXTS/MATERIALS:

Selected images by a range of artists / art posters and timelines and photographers.

Battin, M.P., et al. J. Puzzles About Art: An Aesthetics Casebook.

Chamberlin, L. Art Insight.

Cumming, R. Art. Eyewitness Companions.

Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed.

Wilkins, D.G. Big Book of Art.

COURSE NAME: MYP Physical and Health Education Grade 8

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Basic First AidCommunicationScientific and Technical InnovationFirst Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being. With the development of medicine and technology using first aid methods, responders can facilitate the prevention of various sports injuries.
Team Sports - (e.g.,Football)RelationshipsIdentities and relationshipsIdentifying what defensive principles in football are used when and how in relationship to the attacking team tactics and being able to adapt and balance our team.
Aesthetic Movement - (Dance)AestheticsPersonal and Cultural ExpressionsAesthetics in dance can be presented in many different forms: movements, facial expression, emotions and choices.
Team Sports - (Basketball)ConnectionsOrientation in Space and TimeDeveloping different offensive systems allows players to create and adapt to change the outcome of the game.
Cultural & International GamesRelationshipsGlobalisation and sustainabilityBy transferring and adapting individual skills and team strategies from other invasion sports, you will be able to outplay your opponent.
Team Sport - (e.g,Volleyball) / Sports IssuesCommunicationPersonal and Cultural ExpressionsDiverse methods of communication drive team interaction
NutritionChangeOrientation in Space and TimeWe need to know information about food, components, nutrients, calories and sometimes change, and to balance our diet to adapt ourselves to different environments and cultures.
Individual Sport - (Track & Field / Training Methods)FormScientific and Technical InnovationUsing the correct form and technique with the right amount of energy produces a high level of performance in track and field events.
Individual Sport - Swimming and life SavingFormIdentities and relationshipsRefined swimming movements and forms can lead us to better performance and with the knowledge of all styles we will be able to identify our prefered stroke.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Demonstrate personal competence in applying movement skills and principles

  • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities

  • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation

  • Demonstrate improvement in personal health-related physical fitness

  • Use safe practices regarding the safety of themselves and others

ASSESSMENTS:

● Participation in sports and activities applying appropriate rules and game strategies

● Movement sequence project

● Participation and effort in class

● Sportsmanship and interactions with others

RESOURCES, TEXTS AND MATERIALS:

Student resources include:

PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House shirt

Water bottle

Suitable footwear

COURSE NAME: MYP Design, Grade 8 (one semester)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Green DesignCreativityGlobalisation and SustainabilityCreative design can incorporate global sustainability for future generations.
AutomationsCommunicationPersonal and cultural expressionTimely interaction with clients using appropriate communication techniques drives design decisions.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Explain and justify a need for a solution to a problem

  • Construct a research plan

  • Analyse a group of similar products that inspire a solution to the problem

  • Develop a design brief and design specification, outlining the criteria for the design of a solution based on the data collected

  • Present a range of feasible design ideas, which can be correctly interpreted by others

  • Present the chosen design and outline the reasons for its selection

  • Develop accurate planning drawings / diagrams and outline requirements for the creation of the chosen solution

  • Construct a logical plan outlining the efficient use of time and resources, sufficient for peers to be able to follow it

  • Demonstrate appropriate technical skills when making the solution

  • Follow the plan to create the solution, which functions as intended

  • Explain changes made to the chosen design and plan when making the solution

  • Present the solution as a whole

  • Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution

  • Evaluate the success of the solution against the Design Specification, and / or how the solution can be improved

  • Describe the impact of the solution on the client / target audience

ASSESSMENTS:

  • Completion of practical project

  • Design project folder

  • Quizzes

  • Peer Assessment / Self Assessment

RESOURCES/TEXTS/MATERIALS:

  • Various hand and power tools, and materials including timber, plastic and metals

  • Project booklet

  • Design folder

Grade 9

COURSE NAME: MYP Language A: Language & Literature English 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Poetry and Essays of IdentityCreativityPersonal and Cultural ExpressionStructure and voice creatively express personal and cultural identity.
Catcher in the Rye and TranscendentalismConnectionIdentities and RelationshipsFigurative elements connect one’s childish point of view to the reality of becoming an independent adult.
Everything I Never Told YouConnectionFairness and DevelopmentA person's view of guilt and responsibility complicates meaningful personal connections.
PersepolisPerspectiveOrientation in Space and TimeImportant moments in life create contrasts between perspectives and contexts.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts

  • Analyse the effects of the creator’s choices on an audience

  • Justify opinions and ideas, using examples, explanations and terminology

  • Evaluate similarities and differences by connecting features across and within genres and texts

  • Employ organisational structures that serve the context and intention

  • Organise opinions and ideas in a sustained, coherent and logical manner

  • Use referencing and formatting tools to create a presentation style suitable to the context and intention

  • Produce texts that demonstrate insight, imagination and sensitivity

  • Make stylistic choices in terms of linguistic, literary and visual devices; demonstrate awareness of impact on an audience

  • Select relevant details and examples to develop ideas

  • Use appropriate and varied vocabulary, sentence structures and forms of expression

  • Write and speak in a register and style that serve the context and intention

  • Use correct grammar, syntax, punctuation, and spelling in writing and pronounce with accuracy when speaking

  • Use appropriate nonverbal communication techniques

ASSESSMENTS:

Writing of Poetry, Prose and Research papers Commentary presentation on poems

Speeches/oral presentations Classroom discussions Literary analysis

RESOURCES/TEXTS/MATERIALS:

Ng, Celeste. Everything I never Told You Salinger, J.D. Catcher in the Rye

Satrapi, M. Persepolis Selected non-fiction writings

Selected poetry and short stories

COURSE NAME: MYP Language Acquisition English Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Is a Picture Worth More Than 1,000 Words?CommunicationPersonal and Cultural ExpressionPictures are said to be worth more than words; graphic novels combine words with pictures to make a more complete story.
The Power of WordsConnectionsOrientation in Space and Time

The power of words in stories, and books can create and explain feelings, make human connections, and

influence people for better or worse.

Who Knows What the Future Holds?ConnectionsOrientation in Space and TimeIt is said that one quick second can change your life forever. We will use film as well as text to explore this theme.
Myths & LegendsConnectionsIdentities and RelationshipsMyths, legends and folktales connect people across the world, using universal themes that express traditions, beliefs and values.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Listen for specific purposes and respond to show understanding

  • Interpret visual text that is presented with spoken text

  • Engage with the text by supporting opinion and personal response with evidence and examples from the text

  • Read for specific purposes and respond to show understanding

  • Interpret visual text that is presented with written text

  • Interact and communicate in various situations

  • Express thoughts, feelings, ideas, opinions and information in spoken and written form

  • Speak and write for specific purposes.

  • Organise thoughts, feelings, ideas, opinions and information in spoken and written form

  • Develop accuracy when speaking and writing in the target language

ASSESSMENTS:

Written and oral assessments Visual interpretation Reading comprehension

RESOURCES/TEXTS/MATERIALS:

Various texts and online resources

Films: Run Lola Run In Time

Novels: Sis, Peter. The Wall Zusak, Markus. The Book Thief

Jackson, Shirley The Lottery (short story)

COURSE NAME: MYP Language Acquisition French Grade 9 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Paris, Capital of France

Culture

Time, Place and Space

Personal and Cultural ExpressionUsing public transport allows us to satisfy our interests and tastes at famous Parisian sites.
Movie Appreciation

Identity

Communication

Scientific and Technical innovationOur choice of movies reflects our personality, the time we live in, and new technologies.
Studies and Careers

Communication

Form

Identities and RelationshipsWhen applying for a university or a job, we must consider our skills or interests, and use the proper conventions.
Healthy lifestyle and Safety

Communication

Systems

Personal and Cultural ExpressionHealthy eating and active living can make a difference in our health.
Town pollution

Relationships

Global interaction

Globalization and sustainabilityExchanging ideas about global and individual actions can have a big impact on the protection of the environment.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: role-plays, classroom discussions, presentations, interviews

  • Written assignments: informal letters, emails, posters, postcards, brochure, informal blog, reservation letter

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments: informal letters, emails, postcards

  • Visual comprehension assignments: educational videos, photos, diagrams, short movies, etc.

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 2 5ème édition textbook; Tricolore Total 3 textbook

Oxford (2011) Tricolore Total 2 copymasters; Tricolore Total 3 copymasters

Hodder Education MYP by Concept

Linguascope online vocabulary games, videos and exercises

COURSE NAME: MYP Language Acquisition French Grade 9 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Reading for pleasure

Culture

Identity

Personal and Cultural ExpressionReading increases our understanding of our own identity and gives us an insight into the world view of others.
Part-time jobs

Communication

Form

Identities and RelationshipsWhen looking for a part-time job, we must consider our skills or interests.
Town Pollution

Relationships

Global Interaction

Globalization and sustainabilityExchanging ideas about global and individual actions can have a large impact on the protection of the environment.
HotelForm; Time, Place and SpaceOrientation in space and timeOur interests influence our choice of accommodation locations on holiday.
Internet

Communication

Systems

Scientific and Technical innovationThe Internet has the power to affect communication and social skills.

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: classroom discussions, role plays, oral presentations, image interpretation and analysis

  • Writing: formal letters, interviews, blogs, articles, book reviews

  • Reading comprehension: advertisements, magazine articles, blogs, interviews, novels etc.

  • Listening assignments: educational videos, advertisements, book-to-movie adaptations, podcasts

  • Vocabulary quizzes and cloze tests

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore Total 3 and Oxford (2010) Tricolore Total 4

Oxford (2011) Tricolore Total 3 copymasters

Mary Glasgow videos, podcasts and exercises

Linguascope and Quizlet online vocabulary games and exercises

COURSE NAME: MYP Language Acquisition Russian Grade 9 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
My school is PSICommunicationIdentities and RelationshipEducation is important, so one must become a well educated person.
Going outConvention and messageOrientation in space and timeLanguage is a tool for sharing information on one’s circumstances and activities in our hometown or while visiting.
Russian and Ukrainian cities (Kyiv, Moscow, Sankt-Petersburg)CultureOrientation in space and timeCities are a reflection of culture; there can be similarities and differences from country to country.
National and religious festivals in Russia and UkraineCulture
Personal and cultural expressionCelebrations are part of individual and national identity and reflect culture and heritage in the community.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple authentic multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: classroom discussions, speeches, oral presentations, role plays, interviewing, pair work, picture description

  • Writing: formal or informal letter, article to a newspaper, interview, creative story

  • Reading and listening comprehension activities

  • Visual interpretation

  • Homework assignments and in-class quizzes and tests on grammar, vocabulary and spelling

RESOURCES/TEXTS/MATERIALS:

Dovlatova Tochka Ru Беляева Я пишу по-русски

Mozelova Russian souvenir Чернышов Поехали

Максимова Месяц в России Материалы учителя

COURSE NAME: MYP Language Acquisition Russian Grade 9 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Going PlacesCultureOrientation in space and timeDifferent cultures and their context and conventions influence the ways people find their place in space and time.
World around UsCommunicationGlobalization and sustainabilityOur habitat is organised and structured in such a way to sustain life in the global world.
National CuisinesCultureIdentities and relationshipsFood choices are influenced by cultural background.
Healthy LifestyleConnectionsPersonal and cultural expressionChoosing and practicing sports is a way to express your personality and protect your health.

OUTCOMES:

Upon successfully completing the course capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: oral tests and presentations, interview, role plays

  • Writing: formal letter writing, newspaper article, poster design, research

  • Reading comprehension and visual interpretation assessments

  • Quizzes, tests, homework assignments, grammar exercises

RESOURCES/TEXTS/MATERIALS:

Оля Долматова Tochka.Ru Ирина Мозелова «Русский сувенир» Russian in an Easy Way

Хавронина. Русский язык в упражнениях Чернышов. Поехали

Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень

Приглашение в Россию. Часть II. Базовый практический курс русского языка. Учебник. – Изд. 2-е

COURSE NAME: MYP Language Acquisition Spanish Grade 9 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
How do we relate to each other?CommunicationPersonal and cultural expressionIn our daily communication, we use social, linguistic and cultural conventions to help convey our intentions.
What rituals are part of our lives?CulturePersonal and cultural expressionEach language and culture has its own conventions and rituals for personal expression.
Does school life take place only in the classroom?ConnectionsFairness and developmentSchool life outside the classroom is the context where students establish their closest social network in which they must put into practice the conventions acquired within it for their development as individuals.
How do we take care of ourselves?CultureGlobalization and sustainabilityObserving other cultures in this globalized world allows us to discover certain cultural conventions that help us to be in shape.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

● Oral assignments: Role play, classroom discussions, presentations, speeches, interviews, videos

● Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters,

written presentations, brochures, posters

● Reading comprehension assignments

● Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from

books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

MYP by Concept Spanish Language Acquisition Phases 3 - 4 (Hodder Education)

Mary Glasgow magazines and website

Assorted websites and reading materials

COURSE NAME: MYP Language Acquisition Spanish Grade 9 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
What is the role of physical appearance in our lives?CommunicationPersonal and cultural expressionAppearance communicates different ways to express our identity, and its impact depends on the message and the context.
What is the relationship among manners, rules and prohibitions?CultureFairness and developmentManners are social conventions that express qualities of the ways in which individuals in a society interact and relate.
How strong is the power of change?ConnectionsOrientation in space and timeThe skills and opinions that we have in the present are linked to multiple manifestations and past events that have defined moments, ideas and lifestyles.
How will the future be?ConnectionsScientific and technical innovationThe advances and technological and social interactions, and the new needs that are generated with them, serve as roots for the innovations that we will enjoy in the future

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing

  • Writing: formal and informal letters and emails, article to a newspaper, interview, persuasive essay, creative story, blog and diary entries.

  • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

  • Reading comprehension activities

  • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments

RESOURCES/TEXTS/MATERIALS:

MYP by Concept (Hodder Education) Assorted websites and reading materials

COURSE NAME: MYP Individuals and Societies Grade 9

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
The Berlin WallChangeOrientation in Space and TimeIdeological conflict can change the perspective of a nation’s identity and culture.
Global Marketing and AdvertisingSystemsGlobalisation and SustainabilityThe whole is greater than the sum of its parts.
The Middle EastTime, Place & SpaceIdentities and RelationshipsOur identities and relationships are shaped by our experiences of time, place and space.
Economic DevelopmentGlobal InteractionsFairness and DevelopmentGlobalisation has consequences for human and economic development
Current EventsTime, Place & SpaceOrientation in Space and TimePersonal perspectives and sources of information shape the way events are seen today and tomorrow.

OUTCOMES:

Upon the successful completion of this course, students will be able to do the following:

  • demonstrate knowledge and understanding of subject-specific vocabulary, content and concepts, using descriptions, explanations and examples.

  • formulate / choose a clear and focused research question, explaining its relevance

  • formulate and follow an action plan to investigate a research question

  • use methods to collect and record relevant information

  • evaluate the process and results of the investigation, with guidance

  • communicate information and ideas in a way that is appropriate for the audience and purpose

  • structure information and ideas according to the task instructions

  • create a reference list and cite sources of information

  • analyse concepts, issues, models, visual representation and / or theories

  • summarise information to make valid, well-supported arguments

  • analyse a range of sources / data in terms of origin and purpose, recognising values and limitations

  • recognise different perspectives and explain their implications.

ASSESSMENTS:

● The Berlin Wall scrapbook looking at perspectives from both sides of the wall.

● Global Marketing - the Apprentice branding and a marketing campaign

● The Middle East - Conflict resolution essay

● Economic Development - Infographic, essay and data response exercise

● Current Events - Research question and PEST Analysis

● All topics - exam

RESOURCES/TEXTS/MATERIALS:

Waugh. A New Wider World Counsell and Steer. Industrial Britain UN Data Explorer

CIA World Factbook BBC resources / BBC Bitesize ABC News resources You Tube videos

COURSE NAME: MYP Standard Mathematics 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Surface Area and VolumeFormOrientation in Time and SpaceA successful commercial product must be efficient in its design, serve a purpose, and be communicated effectively.
Sets, Venn Diagrams and ProbabilityRelationshipsIdentities and RelationshipsA good game has a mix of surprise and understanding and gives players opportunities to identify and manage risk.
Coordinate Geometry and Straight LinesRelationships and SystemsIdentities and RelationshipsCoordinate geometry is a powerful technique that allows algebraic methods to be used in the solution of geometrical problems.
Exploring Polynomial ExpressionsSystemsIdentities and RelationshipsDecision making can be improved by using a model to represent relationships.
Statistics: Continuous dataRelationships and SystemsScientific and Technical InnovationEstablishing patterns in the natural world can help in understanding relationships.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Solve problems correctly in a variety of contexts

  • Select and apply mathematical problem-solving techniques to discover complex patterns

  • Describe patterns as relationships and / or general rules consistent with findings

  • Verify and justify relationships and / or general rules

  • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

  • Use different forms of mathematical representation to present information and move between them

  • Communicate complete and coherent mathematical lines of reasoning

  • Organise information using a logical structure

  • Identify relevant elements of authentic real-life situations

  • Select and apply appropriate mathematical strategies when solving authentic real-life problems

  • Explain the degree of accuracy of a solution and how it makes sense in an authentic, real-life situation

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentations

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 .

Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015

Geometry and straight line GeoGebra (online) MYP Question Ban IXL (online ) Desmos (online) Kahoot(online) Kutasoftware worksheets InThinking (Teach Mathematics) GoFormative (online)

COURSE NAME: MYP Extended Mathematics 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Surface Area and VolumeFormGlobalization and SustainabilityA successful commercial product must be efficient in its design, serve a purpose, and be communicated effectively.
Set Theory, Venn Diagrams and ProbabilityRelationshipsScientific and Technical InnovationA good game has a mix of surprise and understanding and gives players opportunities to identify and manage risk.
Coordinate GeometryTime, Place and SpaceOrientation in time and spaceTo know where something is, we need to be able to accurately describe its location.

Polynomials.

Quadratic Functions and Their Graphs

RelationshipsScientific and technical innovationUsing a model to represent a relationship can improve decision making.
Statistics: Continuous DataRelationships SystemsScientific and Technical InnovationEstablishing patterns in the natural world can help in understanding relationships.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following :

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Solve problems correctly in a variety of contexts

  • Select and apply mathematical problem-solving techniques to discover complex patterns

  • Describe patterns as relationships and / or general rules consistent with findings

  • Verify and justify relationships and / or general rules

  • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

  • Use different forms of mathematical representation to present information and move between them move between them

  • Communicate complete and coherent mathematical lines of reasoning

  • Organise information using a logical structure

  • Identify relevant elements of authentic real-life situations

  • Select and apply appropriate mathematical strategies when solving authentic, real-life problems

  • Explain the degree of accuracy of a solution

  • Explain whether a solution makes sense in the context of the authentic, real-life situation

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentation

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 .

Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015

GeoGebra (online) MYP Question Bank IXL (online ) Desmos(online)

Kahoot(online) Edpuzzle(online) InThinking (Teach Mathematics)

COURSE NAME: MYP Science Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
ForensicsConnectionsFairness and DevelopmentEvidence can be used to establish connections.
Reproduction and InheritanceRelationshipsIdentities and RelationshipsModels can represent structural and functional relationships.
Biochemistry of LifeChangeIdentities and RelationshipsA person’s health is influenced by cultural and conditional changes to diet and maintained through nutritional balance.
Health and Sports ScienceSystemsScientific and Technical InnovationEnergy is transformed within body systems through movement and chemical reactions.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

● Research the implications of scientific discovery and write scientific essays using correct documentation

● Support an informed point of view with evidence during discussions

● Communicate knowledge using scientific vocabulary, diagrams and terminology

● Design and perform controlled laboratory investigations

● Analyse data, draw relevant conclusions and evaluate the experiment

ASSESSMENTS:

● Scientific Essays

● Laboratory Investigations

● Modeling Scientific Processes

● Tests and quizzes

● Case Study reports

RESOURCES/TEXTS/MATERIALS:

Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall.

Various Applets and websites

COURSE NAME: MYP Arts: Drama Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
ButohChangeIdentities and RelationshipsButoh dance theatre pushes the performer to explore different ways to express their identity through changes and transformations of the body.
Commedia dell’ArteIdentityGlobalisation and SustainabilityCommedia was known as a ‘Theatre for the People’ because of its ability to address cultural identity and social status through codification of the genre.
Page to Stage: Physical TheatreFormPersonal and Cultural ExpressionApplying different physical theatre techniques to a non-dramatic text can transform it into a theatrical event.

Music and Theatre

IDU with Music

PerspectiveGlobalisation and SustainabilityThe collaboration between music and theatre artists can illuminate different perspectives in the creation of an artwork.

OUTCOMES:

At the completion of this course, students will be able to do the following:

  • Learn physical theatre techniques for the actor

  • Write and dramatise an original piece of collaborative work

  • Learn and apply design skills

  • Engage in independent research on a study of an historical period in theatre

  • Use appropriate technology in a multimedia presentation

  • Perform monologues, dialogues and scenes

  • Demonstrate an understanding of characterisation

  • Use appropriate theatrical vocabulary in script analysis

  • Demonstrate understanding of movement theories (Butoh / Meyerhold / Laban)

  • Freely release the imagination in both physical and verbal form.

ASSESSMENTS:

  • Ensemble work and exploration of world theatre styles/forms

  • Collaborative ensemble projects and performances

  • Devising a theatre piece with social connections

  • Creating and performing a finished piece of theatre

  • Performance: both individual and group

  • Script analysis

  • Journal

RESOURCES/TEXTS/MATERIALS:

Zich. Teaching the Ensemble Technique. Neelands. Structuring Drama Work. Biomechanics DVD

Things I Know to be True by Frantic Assembly Butoh: Dance of Darkness (DVD)

Viola Spolin: Theatre Games for the classroom The work of Frantic Assembly, Complicite theatre companies

Commedia Dell’Arte by Fava (DVD) Commedia Dell’Arte (National Theatre videos online)

COURSE NAME: MYP Arts: Music Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Music and IdentityIdentityIdentities and RelationshipsMusic is often used as a medium to express one's identity.
Music and InnovationPerspectiveGlobalisation and SustainabilityAs humans create and develop new ideas, systems, and technologies over time, it is only natural that those affect our art.

Music and Theater

(IDU with Drama)

PerspectiveIdentities and RelationshipsThe collaboration between music and theatre artists can illuminate different perspectives in the creation of an artwork.
Music and FilmCommunicationPersonal and Cultural ExpressionEmotions and mood can be affected in many ways by many elements, which use specific devices for manipulation.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Understand how music and identity are related

  • Develop and implement their understanding of Western music theory and composition

  • Compose music using intermediate level techniques within period styles

  • Recognise and analyse music from different genres and periods

  • Demonstrate awareness of how music has changed over time

  • Compare and contrast musical theatre with other theatre styles

  • Compose music for an externally written script / book

  • Provide musical accompaniment / perform in a musical production

  • Use various software to create music

  • Combine music and film in order to create an appropriate emotional response

ASSESSMENTS:

  • Arts Process Journal (Google doc)

  • Written and / or presented analysis of music and critiques of performances

  • Performances of short pieces on individual instrument

  • Compositions

  • Demonstration of technical knowledge

  • Proposals/presentations in music industry

RESOURCES/TEXTS/MATERIALS

www.noteflight.com Musical instruments and equipment

Various music theory textbooks Various other music texts and internet resources

COURSE NAME: MYP Arts: Visual Arts Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
IdentityIdentityIdentities and RelationshipsIdentity is constructed through the relationship between the individual and society, culture, and environments.
Cultural ConnectionsCulturePersonal and Cultural ExpressionArtists utilise cultural traditions and techniques in order to communicate contemporary contexts and personal connections.
Past and PresentGlobal InteractionsOrientation in Space and TimeArtists use past events as a lens through which to engage with current issues.

OUTCOMES:

Upon successfully completing the course, student will be able to do the following:

  • Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices

  • Develop ideas or themes to a point of realisation to express their artistic intentions

  • Apply skills, techniques and processes in mixed media, textiles, sculpture / assemblage, drawing, painting, and digital media to create art

  • Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes

  • Respond to art from a variety of different times and cultures including their own

  • Develop creative and critical thinking skills

ASSESSMENTS:

  • Arts Process Journal

  • Class discussions/ Oral presentations

  • Written assignments and projects (i.e., analysis of artworks, proposals, reflective essay, artist’s statement)

  • Preparatory work for studio pieces

  • In-process critiques / final critiques

  • Finished artwork

RESOURCES/TEXTS/MATERIALS:

Selected images by a range of artists / art posters and timelines

Battin, M.P. et al. Puzzles about Art: An Aesthetics Casebook.

The History of Western Art [DVD]

BBC. How Art Made the World. [DVD]

COURSE NAME: MYP Physical and Health Education Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Basic First AidCommunicationScientific and Technical InnovationFirst Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.
Team Sports (e.g.,Football)CreativityFairness and developmentDifferent attacking principles drive players to creativity and adaptation to successfully change the outcome of the game.
Aesthetic Movement - YogaCreativityPersonal and Cultural ExpressionThe use of balanced movements in yoga allows individuals to create personal expression and to develop cultural understanding.
Team Sports (e.g.,Basketball)SystemsFairness and developmentDeveloping different defensive systems and understanding their own and others’ functions allows players to create and adapt to change the outcome of the game.
Cultural & International GamesPerspectiveIdentities and relationshipsUsing their own perspective, individuals and teams can identify which systems they can use for attacking and defending in a game of handball while exploring different choices of skills, tactics / strategies to identify the relationships they need to have within their own team and also with the opponents.
Team Sport (e.g.,Volleyball) / LifestylesConnectionsOrientation in Space and TimeBy understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.
NutritionRelationshipsIdentities and relationshipsThe use of a meal plan can be useful to establish a balance of meals to ensure that the body and mind can function effectively.
Individual Sports - Track & Field / Training PrinciplesFormScientific and Technical InnovationOften the correct form and technique with the right amount of energy and movement produce a higher level of physical effort in track and field events.
Individual Sports - Swimming and Life SavingChangeIdentities and relationshipsChanging the swimming technique by using the correct movement can lead to better performance and be adaptable in different environments

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Demonstrate personal competence in applying movement skills and principles

  • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities

  • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation

  • Demonstrate improvement in personal health-related physical fitness

  • Use safe practices regarding the safety of themselves and others

ASSESSMENTS:

  • Participation in sports and activities demonstrating use of sport rules and game strategies

  • Composed movement sequences

  • Participation and effort in class

  • Sportsmanship and their interactions with others

  • Written assignments, tests and quizzes

RESOURCES, TEXTS AND MATERIALS:

Student resources include

The PSI PHE uniform

PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House Shirt

Water bottle

Suitable footwear

COURSE NAME: MYP Design Grade 9

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Commercial DesignCreativityPersonal and Cultural ExpressionA commercial design can be promoted in the market through successful and targeted communication.
Chocolate TechnologyCreativityOrientation in Space and TimeA design can diffuse into a local market through successful and targeted evaluation.
Smart StandFunctionIdentities and RelationshipsDesigners adapt the form and function of products in order to make them appealing and useful to the end-user.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Explain and justify the need for a solution to a problem for a specified client / target audience

  • Identify and prioritise the primary and secondary research needed to develop a solution to the problem

  • Analyse a range of existing products that inspire a solution to the problem

  • Develop a detailed design brief, which summarises the analysis of relevant research

  • Develop a design specification, which clearly states the success criteria for the design of a solution

  • Develop a range of feasible design ideas that can be correctly interpreted by others

  • Present the chosen design and justify its selection

  • Develop accurate and detailed planning drawings / diagrams and outline the requirements for creating the solution

  • Construct a logical plan that describes the efficient use of time and resources, sufficient for peers to be able to follow it

  • Demonstrate excellent technical skills when making the solution

  • Follow the plan to create the solution, which functions as intended

  • Fully justify changes made to the chosen design and plan when making the solution

  • Present the solution as a whole

  • Design detailed and relevant testing methods, which generate data, to measure the success of the solution

  • Critically evaluate the success of the solution against the design specification and explain how the solution could be improved

  • Explain the impact of the solution on the client/target audience

ASSESSMENTS:

Completion of practical project Design project folder Quizzes

Peer Assessment / Self Assessment

RESOURCES/TEXTS/MATERIALS:

Various hand and power tools, and various materials, including timber, plastics and metals

3D Printer Google Sketch - Up Manufacturing Processes

Project booklet Design folder

Grade 10

COURSE NAME: MYP Language and Literature English 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
DramaRelationshipsPersonal and Cultural ExpressionRelationships are defined by personal and cultural histories.
PoetryConflictIdentity and RelationshipsWithin the extremes of destruction / conflict, there can be incredible creativity and beauty.
Novel StudyPerspectiveFairness and DevelopmentMultiple perspectives must be examined to understand fairness.
FilmCommunicationPersonal and Cultural ExpressionFilm is a text that can be analysed to help determine how the world is perceived.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts

  • Analyse the effects of the creator’s choices on an audience

  • Justify opinions and ideas, using examples, explanations and terminology

  • Evaluate similarities and differences by connecting features across and within genres and texts

  • Employ organisational structures that serve the context and intention in a sustained, coherent and logical manner

  • Use referencing and formatting tools to create a presentation style suitable to the context and intention

  • Produce texts that demonstrate insight, imagination and sensitivity

  • Make stylistic choices in terms of linguistic, literary and visual devices; demonstrate awareness of impact on an audience

  • Select relevant details and examples to develop ideas

  • Use appropriate and varied vocabulary, sentence structures, registers, styles and forms of expression

  • Use correct grammar, syntax, punctuation in writing spelling, and accurate pronunciation in speaking

  • Use appropriate nonverbal communication techniques

ASSESSMENTS:

Memoirs Comparative essays based on poems Original Poetry Literary analysis

Exploration of Themes Speeches/oral presentations Classroom discussion

RESOURCES/TEXTS/MATERIALS:

Harmon, J. Bad Jews a drama Selected poetry and advertisements

Selected Films Selected novels on fairness

COURSE NAME: MYP Language Acquisition English Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Shaping our IdentitiesConnectionsPersonal and Cultural ExpressionWe have different identities that define who we are.
The Curious Incident of the Dog in the NighttimePerspective, CultureIdentities and RelationshipsOur understanding of the world very much depends on who is doing the looking.
The Medium is the MessageCommunicationPersonal and Cultural ExpressionDifferent media have an effect on how we form opinions and see life.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Listen for specific purposes and respond to show understanding

  • Interpret visual text that is presented with spoken text

  • Engage with the text by supporting opinion and personal response with evidence and examples from the text

  • Read for specific purposes and respond to show understanding

  • Interpret visual text that is presented with written text

  • Interact and communicate in various situations

  • Express thoughts, feelings, ideas, opinions and information in spoken and written form

  • Speak and write for specific purposes

  • Organise thoughts, feelings, ideas, opinions and information in spoken and written form

  • Develop accuracy when speaking and writing in the target language

ASSESSMENTS:

  • Written assignments

  • Oral assessments

  • Visual interpretation

  • Reading comprehension

RESOURCES/TEXTS/MATERIALS:

A variety of print, media and online resources

Haddon , Mark The Curious Incident of the Dog in the Nighttime

COURSE NAME: MYP Language Acquisition French Grade 10 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Paris, Capital of France

Culture

Time, Place and Space

Personal and Cultural ExpressionUsing public transport allows us to satisfy our interests and tastes at famous Parisian sites.
Movie Appreciation

Identity

Communication

Scientific and Technical innovationOur choice of movies reflects our personality, the time we live in, and new technologies.
Studies and Careers

Communication

Form

Identities and RelationshipsWhen applying for a university or a job, we must consider our skills or interests, and use the proper conventions.
Healthy lifestyle and Safety

Communication

Systems

Personal and Cultural ExpressionHealthy eating and active living can make a difference in our health.
Town pollution

Relationships

Global interaction

Globalization and SustainabilityExchanging ideas about global and individual actions can have a big impact on the protection of the environment.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information. They can interpret and analyse some conventions and connections presented in these texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral assignments: role-plays, classroom discussions, presentations, interviews

  • Written assignments: informal letters, emails, posters, postcards, brochure, informal blog, reservation letter

  • Vocabulary quizzes and cloze tests

  • Reading comprehension assignments: informal letters, emails, postcards

  • Visual comprehension assignments: educational videos, photos, diagrams, short movies, etc.

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore 2 5ème édition textbook; Tricolore Total 3 textbook

Oxford (2011) Tricolore Total 2 copymasters; Tricolore Total 3 copymasters

Hodder Education MYP by Concept

Linguascope online vocabulary games, videos and exercises

COURSE NAME: MYP Language Acquisition French Grade 10 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTSGLOBAL CONTEXTSTATEMENT OF INQUIRY
Reading for pleasure

Culture

Identity

Personal and Cultural ExpressionReading increases our understanding of our own identity and gives us an insight into the world view of others.
Part-time jobs

Communication

Form

Identities and RelationshipsWhen looking for a part-time job, we must consider our skills or interests.
Town Pollution

Relationships

Global interaction

Globalization and SustainabilityExchanging ideas about global and individual actions can have a large impact on the protection of the environment.
HotelForm; Time, Place and SpaceOrientation in Space and TimeOur interests influence our choice of accommodation locations on holiday.
Internet

Communication

Systems

Scientific and Technical innovationThe Internet has the power to affect communication and social skills.

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex authentic multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: classroom discussions, role plays, oral presentations, image interpretation and analysis

  • Writing: formal letters, interviews, blogs, articles, book reviews

  • Reading comprehension: advertisements, magazine articles, blogs, interviews, novels etc.

  • Listening assignments: educational videos, advertisements, book to movie adaptations, podcasts

  • Vocabulary quizzes and cloze tests

RESOURCES/TEXTS/MATERIALS:

Oxford (2014) Tricolore Total 3 and Oxford (2010) Tricolore Total 4

Oxford (2011) Tricolore Total 3 copymasters

Mary Glasgow videos, podcasts and exercises

Linguascope and Quizlet online vocabulary games and exercises

COURSE NAME: MYP Language Acquisition Russian Grade 10 (Phase 1/2)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
My school is PSI.CommunitiesIdentities and RelationshipThe school is the place where our identity develops in patterns and brings communities together.
Going outConvention and messageOrientation in space and timeLanguage is a tool for sharing information on one’s circumstances and activities in our hometown or while visiting.
Russian and Ukrainian cities (Kyiv, Moscow, Saint Petersburg)CultureOrientation in space and timeCities are a reflection of culture; there can be similarities and differences from country to country.
National and religious festivals in Russia and UkraineCulturePersonal and cultural expressionCelebrations are part of individual and national identity and reflect culture and heritage in the community.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: classroom discussions, speeches, oral presentations, role plays, interviewing, pair work, picture description

  • Writing: formal or informal letter, article to a newspaper, interview, creative story

  • Reading and listening comprehension activities

  • Visual interpretation

  • Homework assignments and in-class quizzes and tests on grammar, vocabulary and spelling

RESOURCES/TEXTS/MATERIALS:

Dovlatova Tochka Ru Беляева Я пишу по-русски

Mozelova Russian souvenir Чернышов Поехали

Максимова Месяц в России Материалы учителя

COURSE NAME: MYP Language Acquisition Russian Grade 10 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Going PlacesCultureOrientation in space and timeDifferent cultures and their context and conventions influence the ways people find their place in space and time.
World around UsCommunicationGlobalization and sustainabilityOur habitat is organised and structured in such a way to sustain life in the global world.
National CuisinesCultureIdentities and relationshipsFood aspects, such as cultural background, are influenced by different food choices.
Healthy LifestyleConnectionsPersonal and cultural expressionChoosing and practicing sports is a way to express your personality and protect your health.

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex, authentic, multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral communication: oral tests and presentations, interview, role plays

  • Writing: formal letter writing, newspaper article, poster design, research

  • Reading comprehension and visual interpretation assessments

  • Quizzes, tests, homework assignments, grammar exercises

RESOURCES/TEXTS/MATERIALS:

Оля Долматова Tochka.Ru Ирина Мозелова «Русский сувенир»

Хавронина. Русский язык в упражнениях Чернышов. Поехали Russian in an Easy Way

Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень

Приглашение в Россию Часть 2

COURSE NAME: MYP Language Acquisition Spanish Grade 10 (Phase 2/3)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
How do we relate to each other?CommunicationPersonal and cultural expressionIn our daily communication, we use social, linguistic and cultural conventions to help convey our intentions.
What rituals are part of our lives?CulturePersonal and cultural expressionEach language and culture has its own conventions and rituals for personal expression.
Does school life take place only in the classroom?ConnectionsFairness and developmentStudents establish their closest social network outside of school, but must put into practice the conventions acquired in the classroom in order to develop as individuals.
How do we take care of ourselves?CultureGlobalization and sustainabilityObserving other cultures in this globalized world allows us to discover certain cultural conventions that help us to be in shape.

OUTCOMES:

Upon successfully completing the course, emergent communicators will be able to do the following:

  • understand and respond to a variety of simple, authentic, multimodal texts in predictable contexts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension in simple oral and written language using some simple modes.

  • engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in a range of familiar and some unfamiliar situations in interpersonal and cultural contexts.

  • communicate required information, organised in appropriate formats, with a clear sense of audience and purpose to suit the context.

ASSESSMENTS:

● Oral assignments: Role play, classroom discussions, presentations, speeches, interviews, videos

● Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters,

written presentations, brochures, posters

● Reading comprehension assignments

● Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from

books, pictures, diagrams, etc.

RESOURCES/TEXTS/MATERIALS:

MYP by Concept Spanish Language Acquisition Phases 3 - 4 (Hodder Education)

Mary Glasgow magazines and website

Assorted websites and reading materials

COURSE NAME: MYP Language Acquisition Spanish Grade 10 (Phase 3/4)

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
What is the role of physical appearance in our lives?CommunicationPersonal and cultural expressionAppearance communicates different ways to express our identity, and its impact depends on the message and the context.
What is the relationship among manners, rules and prohibitions?CultureFairness and developmentManners are social conventions that express qualities of the ways in which individuals in a society interact and relate.
How strong is the power of change?ConnectionsOrientation in space and timeThe skills and opinions that we have in the present are linked to multiple manifestations and past events that have defined moments, ideas and lifestyles.
How will the future be?ConnectionsScientific and technical innovationThe advances and technological and social interactions, and the new needs that are generated with them, serve as roots for the innovations that we will enjoy in the future

OUTCOMES:

Upon successfully completing the course, capable communicators will be able to do the following:

  • understand and respond to a variety of simple and some complex, authentic, multimodal texts.

  • identify some explicit and implicit information and explicit information.

  • interpret and analyse some conventions and connections presented in texts to draw conclusions.

  • demonstrate their comprehension by producing a range of simple and some complex spoken and written language using simple and some complex modes.

  • engage in some authentic and spontaneous conversations to communicate their understanding and opinions on everyday personal, social, and in some topics of global significance in a range of familiar and unfamiliar situations in interpersonal and cultural contexts.

  • communicate some required information, organised into a recognizable format, with some sense of audience and purpose to suit the context.

ASSESSMENTS:

  • Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing

  • Writing: formal and informal letters and emails, article to a newspaper, interview, persuasive essay, creative story, blog and diary entries.

  • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

  • Reading comprehension activities

  • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments

RESOURCES/TEXTS/MATERIALS:

MYP by Concept (Hodder Education) Assorted websites and reading materials

COURSE NAME: Individuals and Societies Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Auschwitz and GenocideTime, Place and SpaceIdentities and RelationshipsOur identity defines our experience of time, space and place.
Gender EqualityChangeOrientation in Space and TimeStereotypes can both create and discourage change.
TourismGlobal InteractionsGlobalisation and SustainabilityChange has consequences for human, environmental and economic development.
CrimeaGlobal InteractionsIdentities and RelationshipsGroup identities can evolve and have political consequences.
Introduction to EconomicsSystemsGlobalisation and SustainabilityThe globalisation of systems leads to shared consequences.

OUTCOMES:

Upon the successful completion of this course, students will be able to do the following:

  • use vocabulary in context

  • demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples

  • formulate / choose a clear and focused research question, explaining its relevance

  • formulate and follow an action plan to investigate a research question

  • use methods to collect and record relevant information

  • evaluate the process and results of the investigation, with guidance

  • communicate information and ideas in a way that is appropriate for the audience and purpose

  • structure information and ideas according to task instructions

  • create a reference list and cite sources of information

  • analyse concepts, issues, models, visual representation and / or theories

  • summarise information to make valid, well-supported arguments

  • analyse a range of sources / data in terms of origin and purpose, recognising values and limitations

  • recognize different perspectives and explain their implications

  • Demonstrate intercultural awareness and a desire to be proactive as a responsible global citizen

  • Understand some of the key ideas leading to DP Economics, Geography, Global Politics and History

ASSESSMENTS:

  • Auschwitz/Genocide - Detailed timeline of events; presentation of an exhibit relating to their visit to Auschwitz during the Week Without Walls

  • Gender Equality - a full investigation into a topic of the student’s choice related to this topic and teaching a lesson on it

  • Tourism - Analysis of a tourist destination; essay on the impact of terrorism on two different tourist destinations

  • Crimea - Visual on Crimean History; presentation analysing causes of the annexation of Crimea.

  • Economics - Presentation analysing the impact of the 2008 financial crisis on the economy of a selected country

RESOURCES/TEXTS/MATERIALS

Waugh. Geography: An Integrated Approach. Lowe. Modern World History, 4th Edition.

Holt, Rinehart and Winston, eds. World History: People and Nations.

Waugh and Bushell. New Interactions Morris and Murphy. Europe: 1870 – 1991.

Howard and Lewis. The Oxford History of the Twentieth Century.

BBC Bitesize The Economist The Big Short You Tube videos Week without Walls

COURSE NAME: MYP Standard Mathematics Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Modeling Exponential Growth / Decay with Exponential functions and LogarithmsRelationshipsGlobalization and SustainabilityModеls can be used to generalise relationships in order to encourage informed decision making on global issues such as human population and endangered species.
Modeling with Quadratic functionsChangeOrientation in Space and TimeFunctions can help and explain and model our observed world.
Spatial reasoning with Right and Non-Right Triangle TrigonometryRelationshipsOrientation in Space and TimeKnowledge of relationships and modeling can be used to determine unknown measurements in our world.
Reasoning with Statistics - Bivariate Data- Correlation and RegressionLogic & SystemsFairness and DevelopmentEstablishing patterns can help make logical and informed decisions involving relationships, culture, nature, and many other aspects of our world.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Apply the selected mathematics successfully and solve problems correctly in a variety of contexts

  • Select and apply mathematical problem-solving techniques to discover complex patterns

  • Describe patterns as general rules consistent with findings

  • Prove / Verify and justify general rules and the accuracy of a solution

  • Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations

  • Use appropriate forms of mathematical representation to present information

  • Move between different forms of mathematical representation

  • Communicate complete, coherent and concise mathematical lines of reasoning

  • Identify relevant elements of authentic real-life situations

  • Select and apply appropriate mathematical strategies when solving authentic real-life situations

  • Justify whether a solution makes sense in the context of the authentic real-life situation

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentation

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 .

Haese, M., et al .Mathematics for the International Student 10 (MYP 5) (2nd edition), Haese Mathematics 2015

Desmos goformative.com EngageNY

GeoGebra (online) MYP Question Bank Kahoot(online) Kutasoftware worksheets InThinking (Teach Mathematics)

Graphic Calculators TI 84 Plus

COURSE NAME: MYP Extended Mathematics Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Modeling Exponential Growth / Decay with Exponential functionsChangeScientific and Technical InnovationWhen we understand how things change, we can make more informed decisions.
Inverse Functions and LogarithmsModelingScientific and Technical InnovationWhen represented as relationships, patterns in human behaviour allow us to analyse our behaviour and reflect on our limitations.
Sequences and SeriesRelationshipsFairness and DevelopmentUnderstanding the patterns and relationships underlying financial products can help us to plan more effectively for our future.
Spatial reasoning with TrigonometryRelationshipsScientific and technical innovationUsing relationships between sides and angles, systems of triangles can be created to locate points and measure distances when surveying areas.
Reasoning with Statistics Bivariate Data- Correlation and RegressionRelationshipsScientific and technical innovationUnderstanding patterns in data allows us to better understand the quality of relationships and make supported generalisations.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations

  • Select and apply mathematical problem-solving techniques to discover complex patterns

  • Describe patterns as general rules consistent with findings

  • Prove / Verify and justify general rules.

  • Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations

  • Use appropriate forms of mathematical representation to present information

  • Move between different forms of mathematical representation

  • Communicate complete, coherent and concise mathematical lines of reasoning

  • Identify relevant elements of authentic real-life situations

  • Select and apply appropriate mathematical strategies when solving authentic real-life problems

  • Justify the degree of accuracy of a solution and whether it makes sense in the context of a real-life situation

ASSESSMENTS:

Investigations Projects Tests and quizzes Presentation

RESOURCES/TEXTS/MATERIALS:

McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 .

Haese, M., et al .Mathematics for the International Student 10 (MYP 5) (2nd edition), Haese Mathematics 2015

GeoGebra (online) MYP Question Bank IXL (online ) Desmos (online)

Kahoot(online) Kuta Software worksheets InThinking (Teach Mathematics) Graphic Calculators TI TI 84

COURSE NAME: MYP Science Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Science of SustainabilityChangeGlobalisation and SustainabilityPresent day climate change is a consequence of globalisation and unbalanced sustainability.
The Science of ArchitectureFormScientific and Technical InnovationMaterial properties relate to function.
The Science of PerceptionCommunicationPersonal and Cultural ExpressionInteraction involves communication systems that rely on energy transfer.
The Science of WarGlobal InteractionsGlobalisation and SustainabilityScientific innovations have consequences for our global interactions

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Research the implications of scientific discovery and write a reflective scientific essay dealing with the an issue

  • Support an informed point of view with evidence during discussions

  • Communicate knowledge using scientific vocabulary, diagrams and terminology

  • Design and perform laboratory investigations

  • Analyse data, draw relevant conclusions and evaluate their experiment

  • Perform mathematical calculations and support their calculations by explaining trends, patterns or relationships in the data.

ASSESSMENTS:

● Scientific Essays

● Laboratory Investigations

● Classroom Discussion

● Tests and Quizzes

RESOURCES / TEXTS MATERIALS

Armstrong. MYP Integrated Science, Cengage Learning 2013

Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall.

Campbell, Reece, Mitchel. Biology, 5th edition. Available: http://www1.whsd.net/courses/H0058/Interactive_Study_Partner/activity/activity.htm.

BIOZONE (2009). Senior Biology 1 and 2. Australia

Various applets and websites

COURSE NAME: MYP Arts: Drama Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Realism: Acting TechniqueChangeIdentities and RelationshipsRealistic theatre draws heavily on an understanding of psychological motivation.
Epic TheatreCommunicationFairness and Development

Epic theatre is a means of communicating and

highlighting power and privilege for the audience.

Collaborative Art making- IDU with Visual Art & MusicAesthetics, AudienceOrientation in Time and SpaceInterdisciplinary collaborations between the arts challenge the traditional structures of Aesthetics.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Improvise scenes

  • Understand / perform in Stanislavski method

  • Perform monologues and scenes in the Realism tradition

  • Engage in the work of an actor by establishing motivations for three dimensional characters

  • Reflect, analyse and understand elements of different practitioners and world theatre styles

  • Consider the role of theatre to illustrate dynamics of power in social structures

  • Direct and perform a finished theatrical event for presentation.

  • Consider the role of theatre in the world through different eras and cultures

  • Consider intention, impact, and the role of the audience

  • Investigate different methods of collaboration

ASSESSMENTS:

Assessed ensemble work and exploration of world theatre styles / forms

Collaborative ensemble projects and performances

Written assignments Oral presentations Classroom discussion

Theatre critiques Journal

RESOURCES/TEXTS/MATERIALS:

Stanislavski Method (DVD)

Ensemble Training: Drama

Youtube Brecht videos and various Internet resources

Mother Courage and her Children by Bertolt Brecht

The works of Caryl Churchill, Aurthur Miller, Neil Simon, Tony Kushner, Federico Garcia Lorca

Works of Robert Rauschenberg, Merce Cunningham, and John Cage

COURSE NAME: MYP Arts: Music Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Music and Change (Music as a Revolutionary Force)IdentityIdentities and RelationshipsMusic can be a powerful motivator for revolution, and can cause people to change their behaviour and actions.
Music and StylesTime, Space, PlaceOrientation in Space and TimeMusic encompasses a myriad of musical styles. Discovering and comparing those styles may help us enhance our understanding of music, both on a technical and philosophical level
Music and the Human Race (Music as Cultural Connection)CommunitiesIdentities and RelationshipsSome elements of music are shared across all cultures, and therefore, some pieces of music can serve to connect between all humans.
Collaborative Art making- IDU with Visual Art & MusicAesthetics, AudienceOrientation in Time and SpaceInterdisciplinary collaborations between the arts challenge the traditional structures of Aesthetics.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Understand how feelings can be expressed through music

  • Understand how music can be a motivator for change

  • Understand what elements make up popular music and how that is a direct influence of culture

  • Understand the complete and various stages required in becoming a popular musician

  • Compose in the style of different contemporary music genres

  • Perform with others as an ensemble in front of an audience

  • Find connections between artists and genres throughout time

ASSESSMENTS:

  • Arts Process Journal (Google doc)

  • Written and / or presented analysis of music and critique of performances

  • Performances of short pieces on individual instrument (practical application of skills)

  • Compositions and their integration into the medium of film

  • Demonstration of technical knowledge

  • Proposals / presentations on the music industry

RESOURCES/TEXTS/MATERIALS:

www.noteflight.com Musical instruments / equipment Various music theory texts, Internet resources and software

COURSE NAME: MYP Arts: Visual Arts Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Art Is a ProcessCreativityPersonal and Cultural ExpressionThe process of artistic creation creates meaning.
Monuments and MemoriesTime, Place, and SpaceFairness and DevelopmentCommemorative art impacts the creation of collective memory and the perception of events and people throughout time.
When does inspiration strike?DevelopmentPersonal and Cultural ExpressionArtists use guiding concepts or themes to help direct and inspire a series of work.

Collaborative Art Making

IDU with Music and Drama

Aesthetics, AudienceOrientation in Time and SpaceInterdisciplinary collaborations between the arts challenge the traditional structures of Aesthetics.

OUTCOMES:

Upon successfully completing the course, student will be able to do the following:

  • Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices

  • Develop ideas or themes to a point of realisation expressing their artistic intentions

  • Apply skills, techniques and processes in mixed media, sculpture / assemblage, printmaking, drawing and painting to create art

  • Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes

ASSESSMENTS:

Journal entries Class discussions / Oral presentations Preparatory work for studio pieces In-process critiques / final critiques Finished artwork

Written assignments and projects (i.e., analysis of artworks, proposals, reflective essay, artist’s statement)

RESOURCES/TEXTS/MATERIALS:

Selected images by a range of artists / art posters and timelines

The Visual Experience [Digital textbook]

Battin, M.P.,et al. Puzzles about Art: An Aesthetics Casebook

The Evolution of Art [DVD]

The History of Western Art [DVD]

BBC. How Art Made the World [DVD]

Mock, F.L. Maya Lin: A Strong Clear Vision [DVD]

Art21 Series [DVD]

Work of Robert Rauschenberg, Merce Cunningham, and John Cage

COURSE NAME: MYP Physical and Health Education Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Basic First AidLogicScientific and Technical InnovationFirst Aid responders often need to analyse and create a logical system to ensure they are able to perform the different functions of treating injuries by using the correct methods of treating at an accident scene with the use of modern scientific advancements or equipment.
Team Sports (e.g.,Football)DevelopmentIdentities and RelationshipsDifferent choices of tactics and formations can develop performance of individuals and the outcomes of games.
Aesthetic Movement (Aerobics Workout)CreativityPersonal and Cultural ExpressionInvestigating different types of workout routines via physical performance and research of aerobic activities can lead to personal fitness workout routines being created and refined to enhance physical performance.
Team Sports (e.g., Basketball)CommunicationsIdentities and RelationshipsFor a tournament to function well, there are different formats to use. Students need to communicate and have different functioning identities while interacting to create systems for the tournaments to be successful.
Cultural & International GamesPerspectiveIdentities and RelationshipsThe relationships and understanding of individuals and the team may relate to the choices and systems used by individuals / teams when playing tchoukball.
Team Sports (e.g.,Volleyball) / Sports IssuesConnectionsOrientation in Space and TimeBy understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in games.
NutritionCreativityOrientation in Space and TimeHaving a balance of food groups with exercise is important to the creation of healthy eating habits and encourages others to identify the benefits.
Individual Sports - Swimming and Life SavingFormIdentities and RelationshipsRefining swimming movements and forms can lead us to better performance. The knowledge of all styles helps us to identify our prefered stroke.

Individual Sports - Track & Field /

Training Methods

FormScientific and Technical InnovationOften the correct form and technique with the right amount of energy and movement produce a higher level of physical effort in track and field events.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Demonstrate personal competence in applying movement skills and principles

  • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities

  • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation

  • Demonstrate improvement in personal, health-related physical fitness

  • Use safe practices regarding the safety of themselves and others

ASSESSMENTS:

  • Participation in sports and activities that demonstrates an understanding of rules and strategies

  • Movement sequence composition

  • Participation and effort in class

  • Sportsmanship and their interactions with others

  • Written papers, journals, tests and quizzes

RESOURCES, TEXTS AND MATERIALS:

Student resources include:

PSI PHE uniform

PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House Shirt

Water bottle

Suitable footwear

COURSE NAME: MYP Design Grade 10

SYLLABUS CONTENT:

NAME OF UNITKEY CONCEPTGLOBAL CONTEXTSTATEMENT OF INQUIRY
Design for the DisadvantagedCommunitiesFairness and DevelopmentSystems and products that are designed to meet an individual’s disadvantages can increase their ability to function within the world.
InnovationDevelopmentScientific and Technical InnovationTechnological development, in the form of invention and innovation, can impact all of human activity.
Prop DesignCommunicationPersonal and Cultural ExpressionInteraction with clients using appropriate communication techniques drives design decisions.

OUTCOMES:

Upon successfully completing the course, students will be able to do the following:

  • Explain and justify the need for a solution to a problem for a specified client / target audience

  • Identify and prioritise the primary and secondary research needed to develop a solution to the problem

  • Analyse a range of existing products that inspire a solution to the problem

  • Develop a detailed design brief, which summarises the analysis of relevant research

  • Develop a design specification, which clearly states the success criteria for the design of a solution

  • Develop a range of feasible design ideas, which can be correctly interpreted by others

  • Present the chosen design and justify its selection

  • Develop accurate and detailed planning drawings / diagrams and outline the requirements for product creation

  • Construct a logical plan that describes the efficient use of time and resources, sufficient for peers to follow it

  • Demonstrate excellent technical skills when making the solution

  • Follow the plan to create the solution, which functions as intended

  • Fully justify changes made to the chosen design and plan when making the solution

  • Present the solution as a whole

  • Design detailed and relevant testing methods, which generate data, to measure the success of the solution

  • Critically evaluate the success of the solution against the design specification and explain how the solution could be improved

  • Explain the impact of the solution on the client/target audience

ASSESSMENTS:

Completion of practical project Design project folder

Quizzes Peer Assessment / Self Assessment

RESOURCES/TEXTS/MATERIALS:

3D Printer Google Sketch -Up Project booklet

Design folder

Various hand and power tools, and materials including timber, plastics and metals