COURSE NAME: MYP Language and Literature English 6
NAME OF UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Language & Literature Essential Skills | Development | Scientific and Technical Innovation | Specific reading and writing processes must be developed to fully appreciate the innovation of the English Language. |
Poetry and Grammar | Communication | Personal and Cultural Expression | Good grammar and clear intent are key components of effective communication. |
Wonder novel study | Perspective | Identities and relationships | Respecting differences in identity and other points of view allows us to make meaningful connections |
Juvenile Justice | Perspective | Orientation in space and time | Critical 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Allow Me to Introduce Myself | Communication | Identities and Relationships | Telling others about ourselves is a way for us to learn about ourselves and our relationships. |
Why So Wimpy, Kid? | Communication | Identities and Relationships | Writing 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 Locally | Culture | Globalisation and sustainability | My habits and routines have a global effect. |
Speeding Into the Future | Connections | Scientific and Technical Innovation | Learning 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Self and Family | Communication Identity | Identity and Relationships | People and pets can be identified according to their age and appearance. |
Meals | Communication Culture | Personal and Cultural Expression | Our 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 Time | Schools are organised to help us study. |
Weather and Games | Communication Identity | Personal and Cultural Expression | Hobbies reflect our interests and change depending on the weather. |
Places and Directions | Communication Time, Place and Space | Orientation in Space and Time | Asking 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Getting acquainted | Communication | Identities and Relationship | Aspects of my life show what kind of person I am. |
Food, shops and restaurants | Connections | Globalization and Sustainability | Food is a reflection of evolution, creativity, and adaptation. |
Cities and countries | Culture | Orientation in space and time | Cities are a reflection of culture; there can be similarities and differences from country to country. |
Hobbies and leisure time | Culture | Personal and Cultural Expression | Our 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Celebrations, customs and traditions | Culture | Identities and relationships | Celebration reflects culture and heritage, in the family, in the community and nationwide, they are a part of individual and national identity. |
National Cuisines | Culture/connection | Personal and cultural expression | Food has an important role in people’s culture and a healthy diet reflects on a healthy lifestyle. |
Moving Around | Time, place and space | Orientation in space and time | World around us is different and changing, and we can best experience those differences visiting new places. |
WWW a Tool for Learning | Communication | Scientific and Technical Innovation | The new technologies help us communicate with different recipients and learn. |
My Neighborhood and Community | Connections | Orientation in Space and Time | We 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Who is in my family? | Connections | Identities and relationships | The connection we create and the interactions we have in diverse contexts allow us to establish different types of relationships. |
Food, celebrations and festivals | Culture | Personal and cultural expression | Festivals define a culture because of the different values and forms of expression they contain. |
Is school my second home? | Culture | Identities and relationships | The attitudes, values and culture of an organization determine the relationships within it. |
How are we defined by the place we live in? | Creativity | Orientation in space and time | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Introduction to Geography | Time, Space and Place | Orientation in Time and Space | Our world is shaped by our experiences of time, place and space. |
Understanding Culture | Global Interactions | Personal and Cultural Expression | Global interactions shape who we are. |
The First Civilizations | Change | Science and Technology | Humans have used technology to adapt to the natural environment. |
Water Access Issues | Global Interactions | Fairness and Development | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Understanding our number system | Relationships | Scientific and Technical Innovations | Symbols can be developed to represent increasingly complex systems. |
Understanding Integers and the Coordinate Plane | Relationships | Orientation in Space and Time | Change in relationships can be represented in different ways. |
Understanding Fractions | Change | Identities and Relationships | Equivalent quantities can be changed and represented in different ways. |
Modeling with Patterns and Algebra | Relationships | Globalisation and Sustainability | Generalising patterns helps orient us in time, place, and space. |
Classifying polygons and geometric translations | Form | Orientation in Space and Time | Language 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Scientific Method | Logic | Personal and Cultural Expression | The 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 Time | Time, Place and Space | Orientation in Time and Space | Evidence 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, Volcanoes | Change | Orientation in Time and Space | The Earth’s surface changes over time as a consequence of natural processes happening inside and outside the Earth. |
Our Habitable Earth | Systems | Globalisation and Sustainability | Earth is a habitable system with many conditions in the atmosphere and hydrosphere that interact to create an environment that supports life. |
Astronomy | Systems | Orientation in Time and Space | Many 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Tableaux Vivant | Communication | Personal and Cultural Expression | How an actor expresses meaning through body, gesture, and stage composition communicates meaning to an audience. |
Creating Theatre | Connections | Identities and Relationships | Performers 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Music Analysis | Aesthetics | Personal and Cultural Expression | Understanding and describing the various elements of an art piece may help us to appreciate its beauty in a more meaningful way. |
Band! | Identity | Identities and Relationships | Inquiring 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Autobiographical Comics | Communication | Orientation in Space and Time | Comics provide a platform for communicating personal narratives |
Fantastic Creatures | Creativity | Personal and Cultural Expression | Creative 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
We make each other better | Relationships | Identities and relationships | ‘Alone we can do so little; together we can do so much.’ |
Improvise, Adapt and Overcome | Creativity | Personal and Cultural Expression | Choreography involves personal choices and expression with music. |
Team Sport (e.g.,Volleyball) | Connection | Scientific and Technical Innovation | Correct form and movement will improve technique in volleyball. |
International & Cultural Games | Relationships | Personal and Cultural Expression | Values, 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. |
Nutrition | Culture | Personal & Cultural Expression | A person’s diet and health are influenced by the media, culture and changes to diet. |
Individual Sports - Swimming and Life Saving | Development | Orientation in space and time | The aesthetics of a movement can be improved through the adaptation and refinement of a technique. |
Track and Field / Training Methods | Form | Scientific and Technical Innovation | Often 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Making Connections | Connections | Identities and Relationships | Designers have a role to make connections between users and products for appropriate design solutions. |
Derby Cars | Systems | Scientific and Technical Innovation | Systems 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
COURSE NAME: MYP Language and Literature English 7
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | RELATED CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|---|
Fables | Communication | Conflict (style), moral (purpose) | Personal and Cultural Communication | Stories communicate cultural values and perspectives to teach acceptable belief systems. |
The Hero | Creative | structure, hero (character) | Fairness and Development | The creative structures of myths and heroes challenge social injustices. |
Persuasion | Connection | style, context | Identities and Relationships | Style and context determine the effectiveness of an argument. |
Counting by 7s - Coming of Age | Communication | theme, figurative devices (style) | Orientation in Space and Time | A 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Can I Persuade You? | Connections | Personal and Cultural Expression | We can use language techniques to persuade others to see our point of view |
Refugee | Global interactions | Orientation in space and time | Effective communication leads to a better understanding of global interactions. |
Self-expression | Creativity | Personal and Cultural Expression | Self-expression is a means of getting a unique message across to people and this can be done in many different ways. |
They changed the world | Perspective | Scientific and Technical Innovation | There 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
My home | Identity Time, Place and Space | Orientation in Space and Time | Rooms reflect age, interests and culture. |
Celebrations | Culture Communication | Identity and Relationships | Festivals help us bond with others and celebrate our cultures and traditions. |
School day | Communities Identity | Personal and cultural expression | School and home life are a reflection of local culture. |
Eating out | Culture Form | Personal and cultural expression | Our culture influences our choices and tastes when we eat out. |
Doctor | Communication | Identity and Relationships | We 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Family relationships | Relationships Time, Place and Space | Identities and Relationships | Living well together requires mutual interest and commitment. |
Subject choice | Communication Form | Identities and Relationships | Our school subject choice impacts our future. |
Green actions | Communication Time, Place and Space | Globalisation and Sustainability | Exchanging 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 Time | Our interests influence our choice of accommodation locations on holiday. |
Computer | Communication Connections | Scientific and Technical Innovation | Computers 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
At home and at school | Culture | Personal and Cultural Expression | School and home life are a reflection of local culture; there can be similarities and differences from country to country. |
Daily life | Connections | Orientation in Space & Time | Purpose 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 /Fashion | Identity | Personal and culture expression | The clothing style reflects our identity. |
Music and Preferences | Culture | Personal and cultural expression | The 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:
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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Traveling | Communication | Personal and cultural expression | Traveling helps us understand and connect the world around us allowing us to share different messages, interests and values. |
Education | Communication | Identities and relationships | School functions as a learning community where students develop identity and form relationships through cooperation and competition. |
Where do we live? | Culture | Orientation in space and time | Living environment reflects the culture that we come from and conveys a message about our cultural background. |
Changing the world | Creativity | Scientific and Technical Innovation | The purpose and message of scientific and technical innovation are determined and defined by a creative mind. |
Enjoy your meal! | Culture | Identities and relationships | Food 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Invitations and Experiences | Culture | Identities and Relationships | Our shared culture and experiences inform who we are and how we behave. |
Travel and Tourism | Communication | Personal and Cultural Expression | Traveling helps us understand and connect the world around us, allowing us to share different messages, interests and values. |
Work and Lifestyle | Connections | Identities and Relationships | The work we do and the lifestyles we enjoy form part of who we are and how we interact with each other. |
Facing the Future | Creativity | Scientific and Technical Innovation | Facing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Food, culture and identity: What is the relationship? | Culture | Identities and relationships | The 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? | Culture | Personal and cultural expression | Each language and culture has its own conventions and rituals for personal expression. |
Does school life take place only in the classroom? | Connections | Fairness and development | Students 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? | Connections | Globalization and sustainability | The connections that have caused globalization must be based on the purpose of ethics and sustainability. |
How do we take care of ourselves? | Culture | Globalization and sustainability | Observing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Europe: A Union | Time, Place and Space | Orientation in Space and Time | Our relationships are shaped by time, place and space. |
Refugees (Inter disc with Maths) | Global Interactions | Orientation in Space and Time | Human interactions have global consequences. |
Natural Disasters | Systems | Scientific and Technical Innovation | Understanding natural systems allows us to respond and adapt appropriately. |
Change and Identity in ancient Rome | Change | Identities and Relationships | As 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Ratio and Proportion | Communication | Globalisation and Sustainability | When we present information about our impact on the environment, we often use particular forms to compare quantities. |
Statistical Analysis and Display | Communication | Orientation in Time and Space | How we understand world events often depends on the information chosen and the decisions that were made on how to present it. |
Algebra: Expressions and Equations | Creativity | Personal and Cultural Expression | Describing patterns and representing relationships between quantities using expressions can help us solve problems in the real world. |
Area and Perimeter (2D Figures) | Form | Personal and Cultural Expression | Understanding form and shape enhances creativity. |
Angles and Polygons: Including properties of 2D shapes and geometric reasoning. | Form | Personal and Cultural Expression | Providing many examples is never enough to prove a general statement, but even one counterexample is enough to prove something being wrong. |
Proportional Representations | Perspective | Fairness and Development | Proportional 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Story of Stuff | Connections | Globalisation and Sustainability | The availability of natural resources is connected to human consumption of goods, and has consequences on environmental systems. |
Energy Resources | Development | Globalisation and Sustainability | The development of renewable energy resources is essential for a sustainable future without the harmful environmental consequences of fossil fuel technologies. |
Ecology | Relationships | Identities and relationships | Energy flows throughout ecosystems due to the interaction between competing organisms and the environment. |
Evolution and Extinction | Change | Orientation in Time and Space | Evolution 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Ritual | Culture | Orientation in Space and Time | People have used rituals to express values and meaning throughout history. |
The Chorus | Composition | Personal and Cultural Expression | Vocal / choral techniques can effectively communicate mood / atmosphere. |
Ancient Greek Theatre | Communication | Narrative | Ancient 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 UNIT | KEY CONCEPT | GLOBALCONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Music Theory 101 | Systems | Scientific and Technical Innovation | By understanding the structure of a system, we are able to develop our skills more effectively. |
Guitar: Now and Then | Perspective | Personal and Cultural Expression | By 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:
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
COURSE NAME: MYP Arts: Visual Arts Grade 7 (one semester)
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Printmaking: An Innovation | Connections | Scientific and Technical Innovation | The genre of printmaking requires that the artist creatively develop ideas and innovative compositions while adhering to a system of production. |
Expressive Me | Identity | Identities and Relationships | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Basic First Aid | Communication | Scientific and Technical Innovation | First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being. |
Team Sports - (e.g.,Football) | Communication | Orientation in Space and Time | For a team to function effectively, all team members must communicate efficiently and clearly. |
Aesthetic Movement - (Gymnastics) | Aesthetic | Personal and Cultural Expression | Aesthetic movements are enhanced by the synergy of balance and timing; creating sequences of these movements can represent cultural identity. |
Team Sports - (e.g.,Basketball) | Change | Fairness and Development | Team members must work together to develop court positioning. |
Cultural & International games | Relationships | Personal & Cultural Expression | Values, 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. |
Nutrition | Connections | Identities and Relationships | Awareness of a healthy diet and food labels can change our everyday choices about the way we eat. |
Team Sport - (Volleyball / Lifestyles) | Time, Place, Space | Scientific and Technical Innovation | 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. |
Track & Field / Training Methods | Form | Scientific and Technical Innovation | Often 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 Saving | Change | Fairness and Development | Changing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Storytelling | Culture | Scientific and Technical Innovation | Communities can have many different ways to tell stories that influence the way those stories are communicated and new discoveries are shared. |
Stitch-a-thon | Communities | Identities and Relationships | Charities 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
COURSE NAME: MYP Language and Literature English Grade 8
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | RELATED CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|---|
Refugee Boy | Perspective | symbols and metaphor (style), character | Identities and Relationships: Personal Relationships | Symbol and metaphor represent one's perspectives on personal relationships. |
House on Mango Street | Connections | character (genre), setting (genre) | Fairness and Development: Inequality | Developing connections between the individual and setting challenges inequality. |
Short Stories and Poetry of Belonging | Creativity | structure, point of view, theme | Personal and Cultural Expression: Belonging | Creative use of structure and point of view develops themes of individual belonging. |
Listen, Slowly | Communication | theme, figurative devices (style), | Orientation in Space and Time: Discoveries | Figurative 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
English Around the World | Culture | Orientation in Space and Time | A shared language does not always mean a shared culture. |
Clash of Cultures | Culture | Identities and Relationships | Wherever we go, we bring our culture with us and have to learn to adapt to new cultures. |
Wonder | Connections | Personal and Cultural Expression | When connecting with new people, we should always react with kindness, and respect the way they express themselves both personally and culturally. |
Reality Check | Communication | Identities and Relationships | Reality television is increasingly becoming an accurate reflection of real life. |
OUTCOMES:
Upon successfully completing the course, students will be able to do the following:
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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
My home | Identity Time, Place and Space | Orientation in Space and Time | Rooms reflect age, interests and culture. |
Celebrations | Culture Communication | Identity and Relationships | Festivals help us bond with others and celebrate our cultures and traditions. |
School day | Communities Identity | Personal and cultural expression | School and home life are a reflection of local culture. |
Eating out | Culture Form | Personal and cultural expression | Our culture influences our choices and tastes when we eat out. |
Doctor | Communication | Identity and Relationships | We 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Family relationships | Relationships Time, Place and Space | Identities and Relationships | Living well together requires mutual interest and commitment. |
Subject choice | Communication Form | Identities and Relationships | Our school subject choice impacts our future. |
Green actions | Communication Time, Place and Space | Globalisation and Sustainability | Exchanging 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 Time | Our interests influence our choice of accommodation locations on holiday. |
Computer | Communication Connections | Scientific and Technical Innovation | Computers 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
At home and at school | Culture | Personal and Cultural Expression | School and home life are a reflection of local culture; there can be similarities and differences from country to country. |
Daily life | Connections | Orientation in Space & Time | Purpose 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 /Fashion | Identity | Personal and culture expression | The clothing style reflects our identity. |
Music and preferences | Culture | Personal and cultural expression | The 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:
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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Traveling | Communication | Personal and cultural expression | Traveling helps us understand and connect the world around us allowing us to share different messages, interests and values. |
Education | Communication | Identities and relationships | School functions as a learning community where students develop identity and form relationships through cooperation and competition. |
Where do we live? | Culture | Orientation in space and time | Living environment reflects the culture that we come from and conveys a message about our cultural background. |
Changing the world | Creativity | Scientific and Technical Innovation | The purpose and message of scientific and technical innovation are determined and defined by a creative mind. |
Enjoy your meal! | Culture | Identities and relationships | Food 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Invitations and Experiences | Culture | Identities and Relationships | Our shared culture and experiences inform who we are and how we behave. |
Travel and Tourism | Communication | Personal and Cultural Expression | Traveling helps us understand and connect the world around us, allowing us to share different messages, interests and values. |
Work and Lifestyle | Connections | Identities and Relationships | The work we do and the lifestyles we enjoy form part of who we are and how we interact with each other. |
Facing the Future | Creativity | Scientific and Technical Innovation | Facing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Food, culture and identity: What is the relationship? | Culture | Identities and relationships | The 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? | Culture | Personal and cultural expression | Each language and culture has its own conventions and rituals for personal expression. |
Does school life take place only in the classroom? | Connections | Fairness and development | Students 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? | Connections | Globalization and sustainability | The connections that have caused globalization must be based on the purpose of ethics and sustainability. |
How do we take care of ourselves? | Culture | Globalization and sustainability | Observing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
World Religions | Systems | Identities and Relationships | Social systems shape our culture and identities. |
Human Rights (a Service-Learning unit) | Global Interactions | Fairness and Development | Cooperation can promote fairness and development. |
Ocean Systems | Systems | Globalisation and Sustainability | Human and natural systems are interdependent. |
Revolutions | Change | Orientation in Space and Time | Individuals and communities attempt revolutionary change for specific reasons and achieve different levels of success |
World Issues | Time, Place and Space | Fairness and Development | With 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Linear relationships | Form | Orientation in Space and Time | Models can show patterns of change in space and time. |
Scaling and Ratio. Similar Triangles. Non rigid transformations | Change | Identities and Relationships | Proportional change is frequently used in many real life situations. |
The Pythagorean Theorem | Form | Identities and Relationships | Relationships can be measured to help us understand and justify what is fair. |
Expressions and Exponents | Logic | Personal and Cultural expression | We can extend our creativity by applying logic to simplify and generalize complex problems. |
Linear Inequalities and Applications | Relationships | Identities and Relationships | Perspective of two quantities can be found through the use of patterns, representations, and systems. |
Angle and Polygons Reasoning | Form | Scientific and Technical Innovation | We 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Velocity and Acceleration | Relationships | Scientific and Technical Innovation - Mathematical Principles | Mathematical principles determine relationships in movement. |
Newton's Laws | Systems | Scientific and Technical Innovation - Systems and Models | Forces change the motion of objects. |
Properties of Matter and the Periodic Table | Relationships | Scientific and Technical Innovation -Systems and Models | Properties of matter follow predictable patterns. |
Organization of Life | Systems | Scientific and Technical Innovation
| 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
The Ensemble | Systems | Identities and Relationships | Relationships between different creative roles in a collective system creates structures of ensemble for collaborative work. |
Theatre Activism | Global Interactions | Fairness and development | Theatre 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Intro to Ethnomusicology | Culture | Personal and Cultural Expression | Through 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. |
Opera | Development | Orientation in Space and Time | The 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
Various textbooks on music history and ethnic music
COURSE NAME: MYP Arts: Visual Arts Grade 8 (one semester)
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Get Up, Stand Up | Change | Fairness and Development | Art can be a vehicle for communicating beliefs and promoting social change and greater understanding. |
Genre Painting | Connections | Identities and Relationships | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Basic First Aid | Communication | Scientific and Technical Innovation | First 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) | Relationships | Identities and relationships | Identifying 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) | Aesthetics | Personal and Cultural Expressions | Aesthetics in dance can be presented in many different forms: movements, facial expression, emotions and choices. |
Team Sports - (Basketball) | Connections | Orientation in Space and Time | Developing different offensive systems allows players to create and adapt to change the outcome of the game. |
Cultural & International Games | Relationships | Globalisation and sustainability | By 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 Issues | Communication | Personal and Cultural Expressions | Diverse methods of communication drive team interaction |
Nutrition | Change | Orientation in Space and Time | We 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) | Form | Scientific and Technical Innovation | Using 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 Saving | Form | Identities and relationships | Refined 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Green Design | Creativity | Globalisation and Sustainability | Creative design can incorporate global sustainability for future generations. |
Automations | Communication | Personal and cultural expression | Timely 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
COURSE NAME: MYP Language A: Language & Literature English 9
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Poetry and Essays of Identity | Creativity | Personal and Cultural Expression | Structure and voice creatively express personal and cultural identity. |
Catcher in the Rye and Transcendentalism | Connection | Identities and Relationships | Figurative elements connect one’s childish point of view to the reality of becoming an independent adult. |
Everything I Never Told You | Connection | Fairness and Development | A person's view of guilt and responsibility complicates meaningful personal connections. |
Persepolis | Perspective | Orientation in Space and Time | Important 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Is a Picture Worth More Than 1,000 Words? | Communication | Personal and Cultural Expression | Pictures are said to be worth more than words; graphic novels combine words with pictures to make a more complete story. |
The Power of Words | Connections | Orientation 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? | Connections | Orientation in Space and Time | It is said that one quick second can change your life forever. We will use film as well as text to explore this theme. |
Myths & Legends | Connections | Identities and Relationships | Myths, 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Paris, Capital of France | Culture Time, Place and Space | Personal and Cultural Expression | Using public transport allows us to satisfy our interests and tastes at famous Parisian sites. |
Movie Appreciation | Identity Communication | Scientific and Technical innovation | Our choice of movies reflects our personality, the time we live in, and new technologies. |
Studies and Careers | Communication Form | Identities and Relationships | When 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 Expression | Healthy eating and active living can make a difference in our health. |
Town pollution | Relationships Global interaction | Globalization and sustainability | Exchanging 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Reading for pleasure | Culture Identity | Personal and Cultural Expression | Reading 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 Relationships | When looking for a part-time job, we must consider our skills or interests. |
Town Pollution | Relationships Global Interaction | Globalization and sustainability | Exchanging ideas about global and individual actions can have a large impact on the protection of the environment. |
Hotel | Form; Time, Place and Space | Orientation in space and time | Our interests influence our choice of accommodation locations on holiday. |
Internet | Communication Systems | Scientific and Technical innovation | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
My school is PSI | Communication | Identities and Relationship | Education is important, so one must become a well educated person. |
Going out | Convention and message | Orientation in space and time | Language 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) | Culture | Orientation in space and time | Cities are a reflection of culture; there can be similarities and differences from country to country. |
National and religious festivals in Russia and Ukraine | Culture | Personal and cultural expression | Celebrations 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Going Places | Culture | Orientation in space and time | Different cultures and their context and conventions influence the ways people find their place in space and time. |
World around Us | Communication | Globalization and sustainability | Our habitat is organised and structured in such a way to sustain life in the global world. |
National Cuisines | Culture | Identities and relationships | Food choices are influenced by cultural background. |
Healthy Lifestyle | Connections | Personal and cultural expression | Choosing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
How do we relate to each other? | Communication | Personal and cultural expression | In our daily communication, we use social, linguistic and cultural conventions to help convey our intentions. |
What rituals are part of our lives? | Culture | Personal and cultural expression | Each language and culture has its own conventions and rituals for personal expression. |
Does school life take place only in the classroom? | Connections | Fairness and development | School 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? | Culture | Globalization and sustainability | Observing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
What is the role of physical appearance in our lives? | Communication | Personal and cultural expression | Appearance 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? | Culture | Fairness and development | Manners 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? | Connections | Orientation in space and time | The 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? | Connections | Scientific and technical innovation | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
The Berlin Wall | Change | Orientation in Space and Time | Ideological conflict can change the perspective of a nation’s identity and culture. |
Global Marketing and Advertising | Systems | Globalisation and Sustainability | The whole is greater than the sum of its parts. |
The Middle East | Time, Place & Space | Identities and Relationships | Our identities and relationships are shaped by our experiences of time, place and space. |
Economic Development | Global Interactions | Fairness and Development | Globalisation has consequences for human and economic development |
Current Events | Time, Place & Space | Orientation in Space and Time | Personal 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
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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Surface Area and Volume | Form | Orientation in Time and Space | A successful commercial product must be efficient in its design, serve a purpose, and be communicated effectively. |
Sets, Venn Diagrams and Probability | Relationships | Identities and Relationships | A good game has a mix of surprise and understanding and gives players opportunities to identify and manage risk. |
Coordinate Geometry and Straight Lines | Relationships and Systems | Identities and Relationships | Coordinate geometry is a powerful technique that allows algebraic methods to be used in the solution of geometrical problems. |
Exploring Polynomial Expressions | Systems | Identities and Relationships | Decision making can be improved by using a model to represent relationships. |
Statistics: Continuous data | Relationships and Systems | Scientific and Technical Innovation | Establishing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Surface Area and Volume | Form | Globalization and Sustainability | A successful commercial product must be efficient in its design, serve a purpose, and be communicated effectively. |
Set Theory, Venn Diagrams and Probability | Relationships | Scientific and Technical Innovation | A good game has a mix of surprise and understanding and gives players opportunities to identify and manage risk. |
Coordinate Geometry | Time, Place and Space | Orientation in time and space | To know where something is, we need to be able to accurately describe its location. |
Polynomials. Quadratic Functions and Their Graphs | Relationships | Scientific and technical innovation | Using a model to represent a relationship can improve decision making. |
Statistics: Continuous Data | Relationships Systems | Scientific and Technical Innovation | Establishing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Forensics | Connections | Fairness and Development | Evidence can be used to establish connections. |
Reproduction and Inheritance | Relationships | Identities and Relationships | Models can represent structural and functional relationships. |
Biochemistry of Life | Change | Identities and Relationships | A person’s health is influenced by cultural and conditional changes to diet and maintained through nutritional balance. |
Health and Sports Science | Systems | Scientific and Technical Innovation | Energy 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Butoh | Change | Identities and Relationships | Butoh dance theatre pushes the performer to explore different ways to express their identity through changes and transformations of the body. |
Commedia dell’Arte | Identity | Globalisation and Sustainability | Commedia 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 Theatre | Form | Personal and Cultural Expression | Applying different physical theatre techniques to a non-dramatic text can transform it into a theatrical event. |
Music and Theatre IDU with Music | Perspective | Globalisation and Sustainability | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Music and Identity | Identity | Identities and Relationships | Music is often used as a medium to express one's identity. |
Music and Innovation | Perspective | Globalisation and Sustainability | As 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) | Perspective | Identities and Relationships | The collaboration between music and theatre artists can illuminate different perspectives in the creation of an artwork. |
Music and Film | Communication | Personal and Cultural Expression | Emotions 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Identity | Identity | Identities and Relationships | Identity is constructed through the relationship between the individual and society, culture, and environments. |
Cultural Connections | Culture | Personal and Cultural Expression | Artists utilise cultural traditions and techniques in order to communicate contemporary contexts and personal connections. |
Past and Present | Global Interactions | Orientation in Space and Time | Artists 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Basic First Aid | Communication | Scientific and Technical Innovation | First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being. |
Team Sports (e.g.,Football) | Creativity | Fairness and development | Different attacking principles drive players to creativity and adaptation to successfully change the outcome of the game. |
Aesthetic Movement - Yoga | Creativity | Personal and Cultural Expression | The use of balanced movements in yoga allows individuals to create personal expression and to develop cultural understanding. |
Team Sports (e.g.,Basketball) | Systems | Fairness and development | Developing 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 Games | Perspective | Identities and relationships | Using 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) / Lifestyles | Connections | Orientation in Space and Time | By 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. |
Nutrition | Relationships | Identities and relationships | The 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 Principles | Form | Scientific and Technical Innovation | Often 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 Saving | Change | Identities and relationships | Changing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Commercial Design | Creativity | Personal and Cultural Expression | A commercial design can be promoted in the market through successful and targeted communication. |
Chocolate Technology | Creativity | Orientation in Space and Time | A design can diffuse into a local market through successful and targeted evaluation. |
Smart Stand | Function | Identities and Relationships | Designers 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
COURSE NAME: MYP Language and Literature English 10
SYLLABUS CONTENT:
NAME OF UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Drama | Relationships | Personal and Cultural Expression | Relationships are defined by personal and cultural histories. |
Poetry | Conflict | Identity and Relationships | Within the extremes of destruction / conflict, there can be incredible creativity and beauty. |
Novel Study | Perspective | Fairness and Development | Multiple perspectives must be examined to understand fairness. |
Film | Communication | Personal and Cultural Expression | Film 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Shaping our Identities | Connections | Personal and Cultural Expression | We have different identities that define who we are. |
The Curious Incident of the Dog in the Nighttime | Perspective, Culture | Identities and Relationships | Our understanding of the world very much depends on who is doing the looking. |
The Medium is the Message | Communication | Personal and Cultural Expression | Different 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Paris, Capital of France | Culture Time, Place and Space | Personal and Cultural Expression | Using public transport allows us to satisfy our interests and tastes at famous Parisian sites. |
Movie Appreciation | Identity Communication | Scientific and Technical innovation | Our choice of movies reflects our personality, the time we live in, and new technologies. |
Studies and Careers | Communication Form | Identities and Relationships | When 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 Expression | Healthy eating and active living can make a difference in our health. |
Town pollution | Relationships Global interaction | Globalization and Sustainability | Exchanging 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 UNIT | KEY CONCEPTS | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Reading for pleasure | Culture Identity | Personal and Cultural Expression | Reading 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 Relationships | When looking for a part-time job, we must consider our skills or interests. |
Town Pollution | Relationships Global interaction | Globalization and Sustainability | Exchanging ideas about global and individual actions can have a large impact on the protection of the environment. |
Hotel | Form; Time, Place and Space | Orientation in Space and Time | Our interests influence our choice of accommodation locations on holiday. |
Internet | Communication Systems | Scientific and Technical innovation | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
My school is PSI. | Communities | Identities and Relationship | The school is the place where our identity develops in patterns and brings communities together. |
Going out | Convention and message | Orientation in space and time | Language 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) | Culture | Orientation in space and time | Cities are a reflection of culture; there can be similarities and differences from country to country. |
National and religious festivals in Russia and Ukraine | Culture | Personal and cultural expression | Celebrations 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Going Places | Culture | Orientation in space and time | Different cultures and their context and conventions influence the ways people find their place in space and time. |
World around Us | Communication | Globalization and sustainability | Our habitat is organised and structured in such a way to sustain life in the global world. |
National Cuisines | Culture | Identities and relationships | Food aspects, such as cultural background, are influenced by different food choices. |
Healthy Lifestyle | Connections | Personal and cultural expression | Choosing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
How do we relate to each other? | Communication | Personal and cultural expression | In our daily communication, we use social, linguistic and cultural conventions to help convey our intentions. |
What rituals are part of our lives? | Culture | Personal and cultural expression | Each language and culture has its own conventions and rituals for personal expression. |
Does school life take place only in the classroom? | Connections | Fairness and development | Students 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? | Culture | Globalization and sustainability | Observing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
What is the role of physical appearance in our lives? | Communication | Personal and cultural expression | Appearance 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? | Culture | Fairness and development | Manners 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? | Connections | Orientation in space and time | The 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? | Connections | Scientific and technical innovation | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Auschwitz and Genocide | Time, Place and Space | Identities and Relationships | Our identity defines our experience of time, space and place. |
Gender Equality | Change | Orientation in Space and Time | Stereotypes can both create and discourage change. |
Tourism | Global Interactions | Globalisation and Sustainability | Change has consequences for human, environmental and economic development. |
Crimea | Global Interactions | Identities and Relationships | Group identities can evolve and have political consequences. |
Introduction to Economics | Systems | Globalisation and Sustainability | The 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Modeling Exponential Growth / Decay with Exponential functions and Logarithms | Relationships | Globalization and Sustainability | Modеls 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 functions | Change | Orientation in Space and Time | Functions can help and explain and model our observed world. |
Spatial reasoning with Right and Non-Right Triangle Trigonometry | Relationships | Orientation in Space and Time | Knowledge of relationships and modeling can be used to determine unknown measurements in our world. |
Reasoning with Statistics - Bivariate Data- Correlation and Regression | Logic & Systems | Fairness and Development | Establishing 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Modeling Exponential Growth / Decay with Exponential functions | Change | Scientific and Technical Innovation | When we understand how things change, we can make more informed decisions. |
Inverse Functions and Logarithms | Modeling | Scientific and Technical Innovation | When represented as relationships, patterns in human behaviour allow us to analyse our behaviour and reflect on our limitations. |
Sequences and Series | Relationships | Fairness and Development | Understanding the patterns and relationships underlying financial products can help us to plan more effectively for our future. |
Spatial reasoning with Trigonometry | Relationships | Scientific and technical innovation | Using 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 Regression | Relationships | Scientific and technical innovation | Understanding 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Science of Sustainability | Change | Globalisation and Sustainability | Present day climate change is a consequence of globalisation and unbalanced sustainability. |
The Science of Architecture | Form | Scientific and Technical Innovation | Material properties relate to function. |
The Science of Perception | Communication | Personal and Cultural Expression | Interaction involves communication systems that rely on energy transfer. |
The Science of War | Global Interactions | Globalisation and Sustainability | Scientific 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Realism: Acting Technique | Change | Identities and Relationships | Realistic theatre draws heavily on an understanding of psychological motivation. |
Epic Theatre | Communication | Fairness and Development | Epic theatre is a means of communicating and highlighting power and privilege for the audience. |
Collaborative Art making- IDU with Visual Art & Music | Aesthetics, Audience | Orientation in Time and Space | Interdisciplinary 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Music and Change (Music as a Revolutionary Force) | Identity | Identities and Relationships | Music can be a powerful motivator for revolution, and can cause people to change their behaviour and actions. |
Music and Styles | Time, Space, Place | Orientation in Space and Time | Music 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) | Communities | Identities and Relationships | Some 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 & Music | Aesthetics, Audience | Orientation in Time and Space | Interdisciplinary 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Art Is a Process | Creativity | Personal and Cultural Expression | The process of artistic creation creates meaning. |
Monuments and Memories | Time, Place, and Space | Fairness and Development | Commemorative art impacts the creation of collective memory and the perception of events and people throughout time. |
When does inspiration strike? | Development | Personal and Cultural Expression | Artists use guiding concepts or themes to help direct and inspire a series of work. |
Collaborative Art Making IDU with Music and Drama | Aesthetics, Audience | Orientation in Time and Space | Interdisciplinary 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Basic First Aid | Logic | Scientific and Technical Innovation | First 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) | Development | Identities and Relationships | Different choices of tactics and formations can develop performance of individuals and the outcomes of games. |
Aesthetic Movement (Aerobics Workout) | Creativity | Personal and Cultural Expression | Investigating 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) | Communications | Identities and Relationships | For 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 Games | Perspective | Identities and Relationships | The 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 Issues | Connections | Orientation in Space and Time | By understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in games. |
Nutrition | Creativity | Orientation in Space and Time | Having 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 Saving | Form | Identities and Relationships | Refining 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 | Form | Scientific and Technical Innovation | Often 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 UNIT | KEY CONCEPT | GLOBAL CONTEXT | STATEMENT OF INQUIRY |
---|---|---|---|
Design for the Disadvantaged | Communities | Fairness and Development | Systems and products that are designed to meet an individual’s disadvantages can increase their ability to function within the world. |
Innovation | Development | Scientific and Technical Innovation | Technological development, in the form of invention and innovation, can impact all of human activity. |
Prop Design | Communication | Personal and Cultural Expression | 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 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