CISH MYP Subject-Group Overviews 2016-2017 vertical...CISH MYP Subject-Group Overviews 2016-2017 Extension task – to present your story to the class. within the text starter for

CISH MYP Subject-Group Overviews 2016-2017

SUBJECT: ENGLISH LANGUAGE LITERATURE

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3 Unit4 Unit 5

1

Unit title Wide Reading Creative Writing : Creating Character Novel and Static Image Study - Holes Film Study and Newspaper – Wall-E Research and Persuasive Speeches

Duration (weeks) 1 week to set up. Assessment takes place across the year.

7 weeks 10 weeks 10 weeks 10 weeks

ATL skills

* Use appropriate forms of writing for different purposes and audiences

* Read a variety of sources for information and for pleasure

* Present information in a variety of

formats and platforms

* Give and receive meaningful feedback

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


Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding Consider ideas from multiple perspectives Read critically and for comprehension

Gather and organize relevant information to formulate an argument Draw reasonable conclusions and generalizations Interpret and use effectively modes of non-verbal communication

Access information to be informed and inform others Make connections between various sources of information Use a variety of speaking techniques to communicate with a variety of audiences

Global context Personal and Cultural Expression Personal and Cultural Expression Identities and Relationships Globalisation and Sustainability Fairness and Development

Key concept Communication Creativity Relationships Perspective Communication

Related concepts Genre Purpose Style

Character Setting Structure

Point of View Character Theme

Context Setting Purpose

Audience Imperatives Point of View Self Expression

MYP objectives

A: i B: i C: i, ii D: i, ii, iii

B: i, ii C: i, ii, iii D: i, ii, iii, iv, v

Essay A: i, ii, iii, iv, v B: i, ii, iii C: i D: i, ii, iii, iv Static Image B: i, ii C: i, ii, iii D: v

Essay: A: i, ii, iii, iv, v B: i, ii, iii C: i D: i, ii, iii, iv Newspaper B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v

A: iii B: i, ii, iii C: i, ii, iii D: i, ii, iii

Assessment tasks

To complete 4 response to text assessment from a list provided.

Use language features to create a short story. Story focus is on incorporating a developed character into the piece of creative writing.

Response to text Essay Static Image – wanted poster?

Response to text Essay Newspaper front page

Research Opinion piece development Persuasive Speech

2

Unit title Wide Reading What’s Your Story? Nature and Poetry Mythology Buy, Buy, Buy!


7 6 7 7

NB learning outcomes


* Read a variety of sources for information and for pleasure

* Present information in a variety of formats and platforms

Communication skills Reflection skills

Creative-thinking skills Communication skills

Communication skills Creative-thinking skills

Media literacy skills Collaboration skills

ATL skills

Personal and Cultural Expression Identities and Relationships Globalization and sustainability Orientation in Space and Time Personal and Cultural Expression


Global context Communication Creativity Creativity Perspective Communication

Key concept Genre Purpose Style

Self-expression Character Theme

Style Self-expression

Genre Theme Character

Purpose Audience imperatives

Related concepts A: i B: i C: i, ii D: i, ii, iii

B: i, ii, iii C: i, iii, iii D: i, ii, iii, iv

A: i, ii, iii, iv C: i, ii, iii D: iv, v

B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv

A: i, ii, iii, iv C: i, ii, iii

MYP objectives

To complete 4 response to text assessment from a list provided.

Personal narrative Nature poem and presentation Mythological creature poster

Persuasive text

Assessment tasks

Wide Reading What’s Your Story? Nature and Poetry Mythology Buy, Buy, Buy!

3

Unit title Wide Reading Creative Writing – Conflict and Resolution

Film and Novel Study Extremely Loud and Incredibly Close The Curious Incident of the Dog in the Night Time.

First Steps in a New land The Arrival Rabbit Proof Fence

Debating/Persuasive Speeches


7 weeks 15 weeks 5 weeks 8 weeks

ATL skills

* Use appropriate forms of writing for different purposes and audiences. * Read a variety of sources for information and for pleasure * Present information in a variety of


* Give and receive meaningful feedback


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

Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding Consider ideas from multiple perspectives Read critically and for comprehension

Gather and organize relevant information to formulate an argument Interpret and use effectively modes of non-verbal communication

Access information to be informed and inform others Make connections between various sources of information Use a variety of speaking techniques to communicate with a variety of audiences

Global context Personal and Cultural Expression Identities and Relationships Personal and Cultural Expression Identities and Relationships Personal and Cultural Expression

Key concept Communication Creativity Perspective Identity Communication

Related concepts Genre Purpose Style

Character Setting Structure

Character Point of View Structure

Theme Setting Context

Point of View Audience Imperatives Style

MYP objectives

A: i, ii B: i, ii C: i D: i, ii, iii

B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v

A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v

Essay A: i, ii, iii, iv B: i, ii, iii D: i, ii, iii, iv, v Static Image B: i, ii, iii C: i, ii, iii

A: iii B: i, ii, iii C: i, ii, iii D: i, ii, iii

Assessment tasks

This assessment requires you to pick six texts that you have read/viewed and develop a personal response to the text.

This assessment activity requires you to develop and write a short story in which a character has to make a difficult decision. Write and publish your story 800 words.

Comparison Essay between Novel and Film Response to text essays both for novel and film Presentation on an issue presented

Response to Text Essay – text similarities and differences. Thematic Connections. Static Image/ Story Book Extra: Opinion Piece – could form the

Persuasive Speech Class Debate Own topic – or topic gained from one of the issues discussed in any of our


Extension task – to present your story to the class.

within the text starter for the persuasive speech unit.

units throughout the year.

4

Unit title Welcome to the Future All You Need is Love Persuasive Speeches and Propaganda Noughts and Crosses Documentaries

Duration (weeks) 7 6 7 7 7



Communication skills Affective skills

Communication skills Critical-thinking skills

Communication skills Information literacy skills Collaboration skills

Media literacy skills Communication skills Information literacy skills Collaboration skills

ATL skills

Scientific and technical innovation Identities and relationships Fairness and development Identities and relationships Fairness and development

Global context Connections Connections Perspective Connections Communication

Key concept Genre Theme Context

Intertextuality Self-expression Style

Audience imperatives Structure Style

Point of view Theme Character

Audience imperatives Point of view Meaning

Related concepts B: i, ii, iii C: i. ii, iii D: I, ii, iii, iv

A: i, ii, iii, iv C: i, ii, iii D: v

A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v

A: i, ii, iii B: i, ii, iii D. i, ii, iii, iv

B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v

MYP objectives

Science fiction piece

Romance novel analysis Persuasive speech Character development piece Film study

Assessment tasks

Welcome to the Future All You Need is Love Persuasive Speeches and Propaganda Noughts and Crosses Documentaries

5

Unit title Wide Reading To Kill a Mockingbird War, Conflict and Poetry Satire and Social Commentary Gothic Literature


7 6 7 7


* Use appropriate forms of writing for different purposes and audiences. * Read a variety of sources for information and for pleasure * Present information in a variety of


Communication skills Critical-thinking skills

Reflective skills Critical-thinking skills



ATL skills

Personal and Cultural Expression Fairness and Development Personal and Cultural Expression Globalization and Sustainability Personal and Cultural Expression

Global context Communication Perspective Creativity Communication Creativity

Key concept Genre Purpose Style

Context Point of view Theme Setting Character

Context Intertextuality Self-expression

Style Purpose Structure Audience imperatives

Style Genres Setting Self-expression Character

Related concepts A: i, ii B: i, ii C: i

A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii

A: i, ii, iii, iv B: i, ii, iii D: i, ii, iii, iv

A. i, ii, iii, iv B. i, ii, iii C. i, ii, iii

A. i, ii, iii, iv B. i, ii, iii C. i, ii, iii


D: i, ii, iii D: i, ii, iii, iv, v D. i, ii, iii, iv D. i, ii, iii, iv

MYP objectives

This assessment requires you to pick six texts that you have read/viewed and develop a personal response to the text.

Novel study Poetry analysis Symbolic poem

Film study Final Essay

Assessment tasks

Wide Reading To Kill a Mockingbird War, Conflict and Poetry Satire and Social Commentary Gothic Literature


SUBJECT: MANDARIN LANGUAGE LITERATURE

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3 Unit4

1

Unit title 描绘自然，保护自然 Nature 千金易得，真情难求 Family, Love and

Friendship

那些伟大的人 Great People 小事情，大道理 Stories in Daily Life

Duration (weeks) 8-9 9-10 8-9 9-10

ATL skills Thinking, Research Thinking, Research Thinking, Research Thinking, Social

Global context Globalization and sustainability Identities and relationships Identities and relationships Identities and relationships

Key concept Connections Perspective Perspective Communication

Related concepts Purpose, Self-expression Setting, Theme Genre, Theme Point of view, Style

MYP objectives

A(i, ii, iii), B(iii), C(ii, iii), D(ii, v)

A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D (i, ii, iii, iv)

A(i, ii), B(i, ii), C(i, ii, iii), D (i, ii, iii, iv)

A(i, ii, iii, iv), B(iii), D(ii, v)

Assessment tasks

Doing a project about environment protection.

Writing an essay on family, love or friendship.

Writing a story about great people. Performing a drama about a story in daily life.

2

Unit title 花样童年 Childhood 寓情于景 Love for Nature and Life 有意思的寓言和童话 Fable and Fairy Tale 可爱的动物朋友 Animals

Duration (weeks) 8-9 9-10 8-9 9-10

ATL skills Self-management, Research Social, Communication Thinking, Social Thinking, Research

Global context Identities and relationships Personal and cultural expression Identities and relationships Globalization and sustainability

Key concept Communication Communication Perspective Connections

Related concepts Genre, Context Self-expression, Style Theme, Purpose Purpose, Point of view

MYP objectives

A(i, ii, iii), B(i, ii, iii), C(i, ii, iii), D (i, ii, iii, iv, v)

A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D (i, ii, iii, iv)

A(i, ii, iii, iv), B B(iii), C(ii, iii), D(ii, v)

A(i, ii, iii), B(iii), C(ii, iii), D(ii, v)

Assessment tasks

Writing a story about your childhood and tell the story in class.

Writing an essay to express your love for nature and life, combining emotion with

scenery.

Making a book on fable and fairy tale. Making a poster to introduce an endangered animal and propose the protection scheme.

3

Unit title 说明文 Expository Writing 风土人情 Local Conditions and Customs 托物言志，借景抒情 Symbolic Meaning of Scenery

人生体验 Life Experience

Duration (weeks) 8-9 9-10 8-9 9-10

ATL skills Thinking, Research Social, Communication Social, Communication Self-management, Research

Global context Orientation in space and time Personal and cultural expression Personal and cultural expression Identities and relationships

Key concept Communication Culture Perspective Connections

Related concepts Genre, Structure Context, Setting Self-expression, Style Point of view, Character

MYP objectives

A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D(i, ii, iii, iv)

A(i, ii, iii), B(i, ii, iii), C(ii, iii), D(ii, v)



Assessment tasks

Writing an expository essay about a purpose-built, featured delicious food or a

kind of phenomenon.

Doing a project about the local conditions and customs of your hometown.

Writing an essay about an item to show one’s ambition.

Reading and analyzing a novel to get experiences from the character’s life.


4

Unit title 故国家园 Native Land and Homeland 人生百态 Life Phenomena 小人物，大世界 Small Potato 生命与生活 Life and Living

Duration (weeks) 8-9 9-10 8-9 9-10

ATL skills Thinking, Research Social, Communication Thinking, Research Thinking, Research

Global context Orientation in space and time Orientation in space and time Fairness and development Identities and relationships

Key concept Form Connections Connections Perspective

Related concepts Theme, Style Context, Character Character, Point of view Genre, Self-expression

MYP objectives

A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)




Assessment tasks

Writing a poem to express your love to your home country.

Watching movies from two different countries and analyzing their different life

styles.

Writing a short novel about a small potato. Writing a prose about treasuring one’s life.

5

Unit title 情感的内隐与外显 Emotion in the Poems 人生如戏，戏如人生 Drama 口若悬河 Eloquence and Speech 情境交融 Scenery connecting with Feelings

Duration (weeks) 8-9 9-10 8-9 9-10

ATL skills Social, Communication Self-management, Research Social, Communication Thinking, Research

Global context Personal and cultural expression Fairness and development Personal and cultural expression Personal and cultural expression

Key concept Creativity Connections Communication Communication

Related concepts Self-expression, Style Character, Context Self-expression, Purpose Self-expression, Purpose

MYP objectives





Assessment tasks

Reciting a famous poem in music and writing a poem about your own life.

Recomposing a drama and acting it. Making a talk show program. Writing an essay about a scenic spot to express your feelings.


SUBJECT: ENGLISH LANGUAGE ACQUISITION

MYP Phase

Curriculum items Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

1

Unit title Once Upon a Time: Fractured Fairy tales

Novel and Film Study: The Lion the Witch and the Wardrobe

Comic Study Film Study: The Bad Beginning Advertising

Duration (weeks) 3-4 weeks 10 weeks 5 weeks 12 weeks 8-10 weeks

ATL skills

Thinking skills:

• create original works and ideas; use existing works and ideas in new ways

• Use brainstorming and visual diagrams to generate new ideas and inquiries.

• Give and receive meaningful feedback

Communication skills:

• read a variety of sources for information and for pleasure.

Self-management skills:

• bring necessary equipment and supplies to class.

Communication:

• Read critically and for comprehension

Thinking:

• Consider ideas from multiple perspectives

• Draw reasonable conclusions and generalizations

Communication:

• Preview and skim text to build understanding

Thinking:

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

Research:

• Seek a range of perspective from multiple and varied sources

• access information to be informed and inform others

Communication:

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

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

Global context Personal and Cultural Expression Identities and relationships Personal and Cultural Expression Identities and Relationships Identities and relationships

Key concept Creativity Connections Creativity Relationships Communication

Related concepts Audience Message Conventions

Context Message Structure

Conventions Structure Purpose

Audience Word Choice Form

Audience Message Purpose

MYP objectives

Criterion A: Comprehending spoken and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (2 & 4) Criterion D: Using language in spoken and/or written form (1-3)

Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-3) Criterion D: Using language in spoken and/or written form (2 & 3)

Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)

Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (3) Criterion C: Communicating in response to spoken and/or written and/or visual text (4) Criterion D: Using language in spoken and/or written form (1-3)

Criterion A: Comprehending spoken and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)

Assessment tasks

Summative task: For their creative writing piece, students will construct a fractured fairytale. Students will be given the option to either generate a new ending, perspective, or epilogue for a well-known fairytale chosen by the class. The writing piece should not exceed 100-200 words in length. Students will informally present their fairytale to their peers.

Response to text essay where students will have to explore the similarities and differences between the same novel in both text and film. Static image: Write a Critical Review (look at book reviews)

Summative Task: creating a comic of the novel (The lion, the witch, and the wardrobe)

Static image Scripted Debate (character, theme, ect. debate)

Summative task: students will create a short TV advertisement (30 seconds - 1 minute in length) focusing on a particular item. Storyboard the plan, film and present.

Unit title Back to School Taking care of myself and of the planet

Celebrations and traditions Leisure and pleasure


2

Duration (weeks) 8-10 8-10 8-10 8-10

ATL skills

Global context Personal and Cultural Expression Globalization and Sustainability Identities and Relationships Personal and cultural expression

Key concept Communication Connections Culture Creativity

Related concepts Form Accent Message

Form Word Choice Patterns

Patterns Purpose Message

Message Structure Patterns

MYP objectives A, C, D

A, B, C, D A, B, C, D A, B, C, D

Assessment tasks

Modals and future tense Structure of a compound sentence, using connections Use of formal and informal 2nd person expression

Synonyms and antonyms Expressing decisions Structures for writing charts and recipes

Vocabulary related to celebrations Additional verbs in simple past, including some irregular Adverbs and adverbial phrases of frequency History of traditions and celebrations

Expressions of cause and effect Expressions of like and dislikes Digital journal

3

Unit title Wide Reading Creative Writing: Describe a Scene Novel & Film Study: The Giver (8-10)/ Bad Beginning (6/7)

Film Study Advertising

Duration (weeks) 1 week to set up. Completed across a full school year.

8 weeks 10 weeks 8-10 weeks 8 weeks

ATL skills

Communication:

• Read a variety of sources for information and for pleasure

* Write for different purposes

Communication:

* Write for different purposes * Give and receive meaningful

feedback

Communication:

• Read critically and for comprehension

• Structure information in summaries, essays, and reports

Thinking:

• Consider ideas from multiple perspectives

Self-management:

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

Communication:

• make inferences and draw conclusions

Thinking:

• identify trends and forecast possibilities

Communication:

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

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

Global context Personal and Cultural Expression Orientation in Space and Time Identities and relationships Fairness and development Identities and relationships

Key concept Communication Creativity Connections Culture Communication

Related concepts Structure Context Point of View

Conventions Audience Purpose

Point of View Context Message

Structure Conventions Point of view

Audience Message Purpose

MYP objectives

Criterion B: Comprehending written and visual text (1 & 3)

Criterion C: Communicating in response to spoken and/or written and/or visual text (1)

Criterion D: Using language in spoken and/or written form (1-3)

Criterion A: Comprehending spoken and visual text (2) Criterion B: Comprehending written and visual text (2) Criterion C: Communicating in response to spoken and/or written and/or visual text (4) Criterion D: Using language in spoken and/or written form (1-

Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-3) Criterion D: Using language in spoken and/or written form (2 &3)

Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1, 3, 4) Criterion D: Using language in spoken and/or written form (1-3)

Criterion A: Comprehending spoken and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)


Assessment tasks

This assessment requires students to complete four reading responses from the provided list.

Students have to write a descriptive piece of writing where they use comparison. describe something then and now or before and after. 400 words Presentation of writing: Students to create a visual of the

place they describe in their story in

any format. This will be an

advertisement for the place that

they describe. Will need to teach

about ads, drawing words, font,

rule of thirds. Students to create a

cost for going to this place.

You are all tourists looking for a new place to explore. Make your way around the room and listen to the experts as they present on their chosen place. When you have listened to all presentations you will have a set amount of money that you can use to buy your tickets to explore one or more places. You will also need to answer the questions on the money envelope stating why you have chosen that place.

Response to text essay where students will have to explore the similarities and differences between the same novel in both text and film. Static image:

Response to text essay Summative task: students will create a short TV advertisement (30 seconds - 1 minute in length) focusing on a particular item. Storyboard the plan, film and present.

4

Unit title Cultural identity Ecotourism Personal Narrative Literature and humanities

Duration (weeks) 8-10 8-10 8-10 8-10

ATL skills

Global context Identities and relationships Globalization and sustainability Personal and cultural expression Fairness and Development

Key concept Culture Connections Creativity Connections

Related concepts Context Purpose Point of view Message

Point of view Function Context Message

Word choice Identity Purpose

Empathy Meaning Context

MYP objectives

A, B, D

A, C, D A, B, C, D A, B, C, D

Assessment tasks

Authentic short story Cultural poem

Persuasive essay Tourist brochure

Critical response format Elements of a short story

Rhetorical device Literary Device Idioms and Expressions


5

Unit title Poetry and Song E-learning What are we eating? Romances throughout history

Duration (weeks) 8-10 8-10 8-10 8-10

ATL skills

Global context Personal and Cultural Expression Scientific and technical innovation Globalization and sustainability Orientation in space and time

Key concept Culture Communication Connections Creativity

Related concepts Inference Voice Stylistic choices

Audience Theme Context

Theme Argument Bias Audience

Voice Inference Empathy Idiom

MYP objectives

A, B, C, D

A, B, C, D A, B, C, D A, B, C, D

Assessment tasks

Literary analysis Digital Learning platforms E-learning language list

Marketing presentation Persuasive device Reading packaging on food products

Love letter Shorty story

6

Unit title Persuade Me What a wonder Tired of waiting on the world to change

Role of the internet

Duration (weeks) 8-10 8-10 8-10 8-10

ATL skills

Communication Social Research

Communication Social Self-management

Communication Collaboration Organization

Communication Self-management Research

Global context Personal and cultural expression Orientation in space and time Identities and relationships Scientific and technical innovation

Key concept Communication Culture Connections Communication

Related concepts Audience Form Message Argument

Argument Audience Message Point of view

Audience Empathy

MYP objectives

A, B, C, D

A, B, C, D A, B, C, D A, B, C, D

Assessment tasks

Persuasive text Peer debate

Ancient wonders of the world presentation

World issue essay Read and response Responding to visual stimulus Online blog


SUBJECT: MANDARIN LANGUAGE ACQUISITION

MYP Phase


1

Unit title All about me School life Community life Leisure time and social activities

Duration (weeks) 10 9 10 9

ATL skills

Communication skill Social skill

Communication skill Collaboration skill

Self-management skill Thinking skill


Global context Identities and relationships Identities and relationships Identities and relationships Personal and cultural expression

Key concept Communication Communication Communication Connections

Related concepts Purpose ; Message Context; Patterns Context; Purpose Audience; Message

MYP objectives Objective B(i, iii ) Objective C( i, ii )

Objective D( i, ii, iii)

Objective A( i, ii, iii) Objective B( ii, iii)

Objective C( ii, iii, iv)

Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)

Objective B( i, ii, iii) Objective C( i, ii, iii, iv)


Assessment tasks

1.Reading comprehension. 2.Make a dialogue and act it out.

1.Write a short passage to describe your school.

2.Make a poster to demonstrate your school life.

1. Make a PPT about community life. 2.Reading comprehension.

1.Write a short essay to introduce your leisure time.

2.Reading comprehension.

2

Unit title Famous cities across the world Family relationship Friendship Chinese meal


ATL skills

Communication skill Collaboration skill

Social skill Thinking skill


Research skill Self-management skill

Global context Globalization and sustainability Identities and relationships Personal and cultural expression Orientation in space and time

Key concept Creativity Connection Connection Culture

Related concepts Word choice; Accent Empathy; Idiom Context; purpose Message; Word choice

MYP objectives



Objective B(i, iii ) Objective C( i, ii, iii ) Objective D( i, ii, iii)


Objective B(i, iii ) Objective C( i, ii, iii, iv)


Assessment tasks

1. Make a poster to introduce famous cities. 2.Write a short essay about your dream

city.

1. Reading comprehension. 2. Write a short essay to talk about your

families.

1.Reading comprehension. 2. Write a short essay to introduce one of

your friends.

1. Make a PPT to introduce Chinese meal. 2. Write an essay about the difference between

Chinese meal and western meal.

3

Unit title General information about China Chinese festival Healthy eating Travel plan


ATL skills

Self-management skill Research skill

Communication skill Thinking skill

Communication skill Research skill

Research skill Self-management skill

Global context Orientation in space and time Personal and cultural expression Identities and relationships Globalization and sustainability

Key concept Culture Culture Communication Communication

Related concepts Message; Word choice Purpose; Conventions Point of view; Message Form; Accent

MYP objectives Objective B(i, ii ) Objective C( i, iii )







Assessment tasks

1.Reading comprehension 2. Make a PPT to introduce China.

1. Write an essay about Chinese festivals. 2. Make a poster to compare Chinese

Spring Festival with Christmas.

1. Reading comprehension. 2. Make a dialogue to discuss healthy eating.

1. Design a plan for your travel. 2. Reading comprehension.

Unit title World festival Travel around the world Cyberspeak Invention



4

ATL skills




Research skill Thinking skill

Global context Personal and cultural expression Personal and cultural expression Identities and relationships Scientific and technical innovation

Key concept Culture Culture Creative Creative

Related concepts Purpose; Conventions Empathy; Accent Audience; Meaning Function; Purpose

MYP objectives




Objective B(i, iii ) Objective C( i, ii )




Assessment tasks

1. Write an essay to introduce four festivals in different countries.

2. Make a project about world festivals.

Create your own travel route and introduce your travel around the world.

1. Make a poster to introduce some popular cyberspeak.

2. Write a paragraph about your opinion of the cyberspeak.

1. Write an essay to introduce one invention. 2. Design an invention that benefits mankind.

5

Unit title Fables and fairy tales Network Life The modern life How humans’ activities affect environment


ATL skills

Research skill Thinking

Communication skill Self-management skill

Social skill Self-management skill

Communication skill Research skill

Global context Identities and relationships Scientific and technical innovation Identities and relationships Globalization and sustainability

Key concept Culture Creativity Communication Connections

Related concepts Idiom; Meaning Context; Point of view Theme; Point of view Point of view; Purpose

MYP objectives









Assessment tasks

1.Reading comprehension. 2.Make a story book about a fable or fairy

tale.

1. Write your travel experience on the blog. 2. Write an essay about your opinion of the

network life.

Interview your grandparents and write an essay to compare your life with them.

Make a project about haze.

6

Unit title Idiom Story Culture differences between orient and western countries

News report Youngsters’ pressure and worries


ATL skills

Self-management skill Thinking skill



Communication skill Self-management skill

Global context Identities and relationships Personal and cultural expression Personal and cultural expression Personal and cultural expression

Key concept Culture Culture Communication Connections

Related concepts Idiom; Point of view Context; Empathy Voice; Audience Audience; Empathy

MYP objectives


Objective C( i, ii, iii, iv)






Assessment tasks

Watch a video and write an idiom story.

Make a project to introduce cultures in two different countries.

Present a news report to the whole class. Watch a movie and write an essay about youngsters’ pressure and worries


SUBJECT: DESIGN

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3

1

Unit title Flight Internet Safety Logo Design

Duration (weeks) 14 13 13

ATL skills

Self-management - Organization skills - Students must (manage time and tasks effectively. Specifically, you must bring necessary equipment and supplies to class. Self-management – Reflection skills – Students must (re)consider the process of learning; choosing and using ATL skills. Specifically, they must consider content:

What did I learn about today?

What don’t I yet understand?

What questions do I have now?

Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must access information to be informed and to inform others. Affective – Students must be mindful in that they must manage their state of mind. Specifically, they must practice focus and concentration throughout the design class.

Self-management (organization) skill - Students must

manage their time and tasks effectively. Specifically, they

must keep an organized and logical system of information

files/notebooks.

Research – Media literacy skills – Students must interact with media to use and create ideas and information. Specifically, they must understand the impact of media representations and modes of presentation.

Global context Scientific and technical innovation Scientific and technical innovation Identities and relationships

Key concept Communities Communication Communication

Related concepts Function

Adaptation Form

MYP objectives

Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4



Assessment tasks

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a paper airplane designed while learning the steps of the design cycle Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is an animation that will teach an internet safety rule Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is either a 2D or 3D personal logo that represents the student who created it Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)


2

Unit title Animating your story Redesigning your home Convincing commercial


ATL skills

Self-management (organization) skill - Students must manage

their time and tasks effectively. Specifically, they must plan

short- and long-term assignments; meet deadlines.

Communication skill – Students must exchange thoughts, messages and information effectively through interaction. Specifically, they must use a variety of media to communicate with a range of audiences.

Thinking – creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must consider multiple alternatives, including those that might be unlikely or impossible. Self-management (organization) skill - Students must manage their time

and tasks effectively. Specifically, they must keep an organized and logical

system of information files/notebooks.

Communication skill – Students must read, write and use language to gather and communicate information. Specifically, they must make inferences and draw conclusions. Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must process data and report results.

Global context Personal and Cultural Expression Globalization and sustainability Identities and relationships

Key concept Communication Change Communication

Related concepts Form; Function

Resources, Sustainability Function; Markets and trends

MYP objectives




Assessment tasks

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a stop motion video using clay figures that tells the student’s story Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a Google Sketchup redesign of the student’s home or apartment that makes it more environmentally friendly Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a commercial that will convince the viewer to take some action. Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)


3

Unit title Preparing for your Future Video to future me Scratch that


ATL skills

Research – Media literacy skills – Students must interact with

media to use and create ideas and information. Specifically,

they must communicate information and ideas effectively to

multiple audiences using a variety of media and formats.

Thinking – Critical-thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must consider ideas from multiple perspectives.

Communication skill – Students must read, write and use language to gather and communicate information. Specifically, they must make inferences and draw conclusions. Self-management (organization) skill - Students must manage their time



Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must create novel solutions to authentic problems. Communication - Communication skills – Students must exchange thoughts, messages and information effectively through interaction. Specifically, they must interpret and use effectively modes of non-verbal communication.

Global context Identities and Relationships Orientation in space and time Scientific and technical innovation

Key concept Communication Systems Systems

Related concepts Function; Markets and Trends

Adaptation; Perspective Function and innovation

MYP objectives




Assessment tasks

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a website that the student will use to convince a university or college to accept them into their school Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a video that the student will make that is intended for them to view many years in the future Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is an educational game that the student makes from MIT’s Scratch programming language Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)


4

Unit title Help Desk Design a space station Promoting local culture


ATL skills

Communication – Communication skills – Students must

exchange thoughts, messages and information effectively

through interaction. Specifically, they must use a variety of

media to communicate with their audience.

Social - Collaboration skills – Students must work effectively

with others. Specifically, they must help others to succeed.

Thinking – Critical-thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must identify obstacles and challenges. Self-management (organization) skill - Students must manage their time



Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must evaluate and select information sources and digital tools based on their appropriateness to specific tasks. Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must use brainstorming and visual diagrams to generate new ideas and inquiries.

Global context Identities and Relationships Scientific and technical innovation Personal and cultural expression

Key concept Communication; Connections Systems Communities

Related concepts Collaboration

Innovation Perspective

MYP objectives




Assessment tasks

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a tutorial that the student makes to teach his/her customer how to use a piece of technology (either hardware or software) Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a space station created using Google Sketchup Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a product that the student creates to promote his country’s culture Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)


5

Unit title Newcomers’ Guide to Hefei Design a brief case Creating a documentary


ATL skills

Communication – Communication skills – Students must

exchange thoughts, messages and information effectively

through interaction. Specifically, they must use a variety of

media to communicate with their audience. Specifically, they

must use intercultural understanding to interpret

communication.

Research – Information literacy skills - Students must find,

interpret, judge and create information. Specifically, they

must make connections between various sources of

information.

Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must make unexpected or unusual connections between objects and/or ideas.. Self-management (organization) skill - Students must manage their time



Thinking – Transfer skills – Students must use skills and knowledge in multiple contexts. Specifically, they must combine knowledge, understanding and skills to create products or solutions. Thinking – Critical thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must draw reasonable conclusions and generalizations.

Global context Orientation in Space and Time Globalization and sustainability Identities and relationships

Key concept Communities Development Relationships

Related concepts Markets and Trends; Perspective

Innovation and sustainability Perspective and resources

MYP objectives




Assessment tasks

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a guide that the student makes to be used by targeted newcomers to Hefei Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a product made from recycled material that the student will use as a case for his/her laptop Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)

Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a documentary about a topic of their choice but using the key concept of relationship Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)



SUBJECT: PHYSICAL AND HEALTH EDUCATION

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7

1

Unit title Introduction to Swimming Alternative Sports Team Work Aesthetic Movement Health Unit Badminton Mixed sports

Duration (weeks) 4-6 weeks 6 weeks 8 weeks 4 weeks 3 weeks 4-5 weeks 5-6weeks

ATL skills Social Self-management

Communication Thinking

Thinking Social

Self-management Thinking

Research Communication Thinking

Thinking

Global context Fairness and Development Identities and Relationships Personal Expression Identities and Relationships Personal Expression Fairness and Development

Fairness and Development

Key concept Relationships Communication Relationships Change Relationships Change Communication

Related concepts Choice Refinement

Adaptation Movement

Interaction Social

Function Choice

Perspective Choice

Refinement Movement Space

MYP objectives Ci, ii, iii, Di, ii, iii Ci, ii, iii Bi, ii, Di, ii, iii Ai, ii, iii, Bi, ii, Ai, ii, iii Diii Ci,

Assessment tasks Identifying and demonstrate interpersonal skills and apply techniques

Recall and apply a range of techniques used in a variety of unfamiliar sports.

Plan and implement a sport related fitness drill. Set and implement goals to improve team cohesiveness

Create a dynamic workout routine

Create a poster of the four different aspects to well-being

Self-assess performance throughout the unit

Display techniques and abilities used in multiple codes

2

Unit title Swimming Unit Football Invasion Games Aesthetic Movement Health Unit Team Work Mixed sports

Duration (weeks) 4-6 weeks 5 weeks 7 weeks 4 weeks 4 weeks 4-5weeks 5-6 weeks

ATL skills Self-management Thinking

Thinking Thinking Communication


Research Thinking Social

Thinking

Global context Fairness and Development Personal expression Identities and Relationships Identities and Relationships Identities and Relationships

Identities and Relationships


Key concept Relationships Communication Change Change Relationships Relationships Communication


Choice

Movement Space

Function Choice

Perspective Choice

Interaction Social

Movement Space

MYP objectives Ci, ii, iii, Di, ii, iii Bi,ii, D ii Ci, ii, iii Di, iii Ai, ii, iii, Bi, ii, Ai, ii, iii Di, Ciii Ci,

Assessment tasks Identifying and demonstrate interpersonal skills and apply techniques

Plan and implement a football drill. Set and implement goals to improve performance

Recall and apply techniques used in invasion games. Select and apply interpersonal skills to aid performance

Create a dynamic workout routine

Evaluate your current Friendships and Relationships

Recall interpersonal skills and apply them to improve performance


3

Unit title Improving Swimming Target Games Anatomy Aesthetic Movement Health Unit Team Sports Game on

Duration (weeks) 4-6 weeks 6 weeks 7 weeks 4 weeks 4 weeks 6 weeks 4 weeks

ATL skills

Self-management Communication

Communication

Thinking Self-management Thinking

Research Thinking Social

Thinking

Global context Fairness and Development Personal Expression Personal Expression Identities and Relationships Personal Expression Identities and Relationships


Key concept Relationships Development Communication Change Development Relationships Communication


Choice

Function Choice

Choice Interaction Social

Movement Space

MYP objectives

Ci, ii, iii, Di, ii, iii Ci, ii, iii D ii, iii Bi,ii Di, Ai, ii, iii, Bi, ii, Ai, ii, iii Di, Ciii Ci, ii

Assessment tasks

Identifying and demonstrate interpersonal skills and apply techniques

Apply and recall techniques used in games Sets Goals used to improve

Sets a fitness routine for a partner to do. Reports on it’s effectiveness. Also

Create a dynamic workout routine with warm up included

Create a Puberty Pamphlet that illustrates the changes a body goes

Recall interpersonal skills and apply them to improve performance

Display techniques and abilities used in different activities


involvement. Assesses personal involvement.

analyses own performance through

4

Unit title Football Invasion Games Fitness Programming Aesthetic Movement Health Unit Volleyball Team Sports

Duration (weeks) 4 weeks 4 weeks 6 weeks 4 weeks 4 weeks 5 weeks 5 weeks

ATL skills

Thinking Communication Thinking Self-management



Thinking

Global context Personal expression Identities and Relationships Fairness and Development Identities and Relationships Personal expression Fairness and Development


Key concept Communication Change Change Change Change Change Communication

Related concepts Choice

Movement Space

Movement Function Choice

Perspective Choice

Refinement Movement

MYP objectives

D ii, iii, Ci, ii, iii Ci, ii, iii Di, ii Ai, ii, iii, Bi, ii Bi, ii, Diii Ai, ii, iii, D i Diii Ci,

Assessment tasks

Set and implement goals to improve performance whilst demonstrating technique

Recall and apply techniques used in invasion games. Select and apply interpersonal skills to aid performance

Design a fitness routine and report on the effectiveness of the plan.

Create a dynamic workout routine with warm up ,workout and cool-down

Create a Resilience and Stress Poster. Create a set of goals to help you deal with stress

Self-assess performance, ability and progression throughout the unit


5

Unit title Swimming Football Anatomy and Physiology Aesthetic Movement Health Unit Badminton Invasion Games

Duration (weeks) 4-5 weeks 4-5 weeks 8 weeks 4 weeks 4 weeks 4-5 weeks 4 weeks

ATL skills

Social Self-management

Thinking Communication

Thinking Research



Thinking

Global context Fairness and Development Personal expression Personal Expression Identities and Relationships Personal Expression Fairness and Development


Key concept Relationships Communication Systems Change Change Change Change

Related concepts Choice Movement

Choice Refinement

Systems Function

Function Choice

Choice Refinement Movement Space

MYP objectives

Ci, ii, iii, Di, ii, iii Bi,ii, Di, iii Ai, ii, iii Bi, ii, Dii Ai, ii, iii Diii Ci, ii

Assessment tasks

Identifying and demonstrate interpersonal skills and apply techniques

Plan and implement a football drill. Investigate interpersonal skills to aid improvement

Investigate a movement and break down it’s anatomical properties and function

Create a dynamic workout routine with warm up, workout and cool-down

Create a weekly nutrition plan and keep a diary

Self assess performance, ability and progression throughout the unit

Recall and apply techniques used in invasion games.


SUBJECT: MUSIC

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3 Unit 4

1

Unit title Theory/Keyboard Singing (Christmas) Ukulele (Time period comparison) Guitar / World Music

Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks


GCO 1, GCO 7, GCO 8

GCO 1, GCO 2, GCO 3, GCO 4, GCO 6 GCO 1, GCO 2, GCO 5, GCO 6, GCO 8 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8

ATL skills

Communication Skills - Use and interpret a range of discipline-specific terms and symbols. Critical Thinking Skills - Practice observing carefully in order to recognize problems. Affective Skills - Perseverance

Communication Skills – Give and receive meaningful feedback. Organization Skills – Plan strategies and take action to achieve personal and academic goals Affective Skills – Mindfulness

Collaboration Skills – Practice empathy. Collaboration Skills – Give and receive meaningful feedback. Organization Skills – Create plans to prepare for summative assessments (examinations and performances) Affective Skills – Self-motivation

Reflection Skills – Focus on the process of creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways

Global context Scientific and Technical Innovation Identities and Relationships Orientation in Space and Time Personal and Cultural Expression

Key concept Aesthetics Communication Change Identity

Related concepts Composition, Roles Audience, Expression Presentation, Play Interpretation, Style

MYP objectives

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Ai, Aii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Assessment tasks

Worksheets, analyzing sheet music, keyboard playing test, Process Journal

Performance at the Christmas Concert, Process Journal, group research project.

Research project (individual) , Ukulele performance (individual and group), process journal

Research project, percussion performance, process journal, information map

2

Unit title Keyboard Ukulele Drum Corps Guitar



GCO 1, GCO 2, GCO 6, GCO 8 GCO 1, GCO 2, GCO 5, GCO 6, GCO 8 GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8

ATL skills

Communication Skills – Give and receive meaningful feedback Affective Skills – Mindfulness, Perseverance


Communication Skills – Give and receive meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness


Global context Identities and relationships Orientation in Space and Time Orientation in Space and Time Personal and Cultural Expression

Key concept Communication Change Change Identity

Related concepts Audience, Presentation Presentation, Play Composition, Interpretation Interpretation, Style

MYP objectives

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Assessment tasks

Assessment for this unit comes in the form of multiple performances in a variety of situations and the process journal


Students will write out parts from the score, demonstrate an improvement in skill level through performance tasks, interpret a piece of music and create their own parts from the original


Unit title Singing - Dreamer Keyboard Guitar Drum Corps



3


GCO 1, GCO 2, GCO 3, GCO 6, GCO 8 GCO 1, GCO 7, GCO 8

GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8

GCO 1, GCO 2, GCO 4, GCO 6

ATL skills

Communication – Give and receive meaningful feedback Communication –Use and interpret a range of discipline specific terms and symbols Collaboration Skills – Practice empathy Affective Skills - Perseverance




Global context Personal and Cultural Expression Scientific and Technical Innovation Personal and Cultural Expression Orientation in Space and Time

Key concept Aesthetics Aesthetics Identity Change

Related concepts Play, Presentation Composition, Roles Interpretation, Style Composition, Interpretation

MYP objectives

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Assessment tasks

Assessment tasks include performances in a variety of situations and audiences, demonstrate developing abilities, and process journal reports




4

Unit title Drum Corps Guitar Keyboard Ukulele



GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8

GCO 1, GCO 7, GCO 8

GCO 1, GCO 2, GCO 5, GCO 6, GCO 8

ATL skills





Global context Orientation in Space and Time Personal and Cultural Expression Scientific and Technical Innovation Orientation in Space and Time

Key concept Change Identity Aesthetics Change

Related concepts Composition, Interpretation Interpretation, Style Composition, Roles Presentation, Play

MYP objectives

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Assessment tasks





Unit title Ukulele Drum Corps Singing Guitar



GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 6, GCO 7, GCO 8

GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8

Communication Skills –Give and receive Communication Skills – Give and receive Communication Skills – Give and receive Reflection Skills – Focus on the process of


5

ATL skills meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Organizational Skills – Plan strategies to take action to achieve personal and academic goals

meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness

meaningful feedback. Organization Skills – Plan strategies and take action to achieve personal and academic goals Affective Skills – Mindfulness

creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways

Global context Identities and Relationships Orientation in Space and Time Identities and Relationships Personal and Cultural Expression

Key concept Identity Change Communication Identity

Related concepts Genre, Interpretation Composition, Interpretation Audience, Expression Interpretation, Style

MYP objectives

Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii

Assessment tasks

Process journal, research project, performances to show skill development


Performances, Process Journal, group research project.



SUBJECT: MATH

MYP Year

Curriculum items

Unit 1 Unit 2 Unit 3 Unit4 Unit 5 Unit 6 Unit 7 Unit 8

1

Unit title Patterns and Equations

Understanding Number

Decimals Angles and Polygons Fractions, Ratios, and Percents

Geometry and Measurement

Data Analysis and Probability

Transformations

Duration (weeks)

3 weeks 3 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks


6PR1, 6PR3, 6SS8, 6PR2, 6PR3, 6PR4

6N1, 6N2, 6N3, 6N9, 6N7

6N1, 6N8 6SS1, 6SS2 6N4, 6N5, 6N6 6SS4, 6SS5, 6SS3 6SP1, 6SP2, 6SP3, 6SP4

6SS6, 6SS7, 6SS8, 6SS9

ATL skills

Thinking Skills: Draw appropriate conclusions from investigating patterns

Self-Management: Consider Content: What did I learn about today? What don’t I yet understand? What Questions do I have now?

Research: Use a variety of sources to collect information

Research: Collect, record and verify data Communication – Organize and depict information logically.

Thinking: combine knowledge, understanding and skills to create products or solutions Communication: Organize and depict information logically

Communication: making inferences and draw conclusions Self-management: select and use technology effectively and productively

Research : Process data and report results Thinking: Draw reasonable conclusions and generalizations to interpret data

Thinking: create original works and ideas Self-management: identify strengths and weaknesses of personal learning strategies

Global context Identities and Relationships

Globalization and Sustainability


Scientific and technical innovation

Orientation in space and time

Identities and relationships

Personal and cultural expression


Key concept Relationships Logic Logic Logic Relationships Form Logic Form

Related concepts

Patterns Representation

Quantity Generalization Systems

Change Quantity

Generalisation Measurement

Equivalence Simplification

Measurement Space

Models Justification

Change Systems

MYP objectives

Patterns and Equations Test A: ii, iii B: I, ii, iii

Poster: C: i, ii, iv, D: i, Unit Test: A: i, ii, iii C I, iii

Research investigation: D: i, ii, ii, iv v Unit Test: A: i, ii, iii

Project: C i, ii, iv Di, ii, iii, iv, v Unit Test A: i, ii, iii

Floor plan: C: i, ii, iv D: (i), ii, iii, iv, v

Constellation station: A: i, ii, iii B: i, ii, iii

Survey: C i, ii, iii, iv Investigation: Bi, ii, iii

Maple Dragon design: B i, ii, iii

Assessment tasks

Patterns and Equations Unit Test

Poster – Temps around the world. Unit Test

Research Investigation into the weights and cost of food productions Unit Test

Project- Angles in real life Architecture-obtuse and acute Unit Test

Designing a floor plan (see pg 196 in Math Makes Sense 6)

Constellation station: students identify shapes, polygons and angles within a given constellation Additional option: Origami

Survey – (questionnaire, electronic poll etc.) Ethnicity/language/religion Chance/Probability pattern investigation.

Design your own Maple Dragon

Unit title Patterns and

Relations

Integers Fractions, Decimals, and

Percents

Circles and Areas Operations with Fractions Equations Data Analysis Geometry

Duration (weeks)

4 weeks 3 weeks 4-5 weeks 4 weeks 5 weeks 3 weeks 3 weeks 4-5 weeks


7N1, 7PR1, 7PR2,

7PR5, 7PR4, 7PR7

7N6 7N4, 7N7, 7N2, 7N3 7SS1, 7SS2, 7SP3 7N5 7PR3, 7PR4, 7PR6,

7PR7

7SP1, 7SP2, 7SP4,

7SP5, 7SP6

SS3, SS4, SS5


2

ATL skills

1) Understand and

use Mathematical

notation.

2) Organize and

depict

information

logically.

1) Organize and depict

information logically.

2) Process data and

report results.

1) Make fair and equitable decisions.

2) Combine knowledge, understanding and skills to create products or solutions.

1) Understand and use technology systems. 2) Present information in a variety of formats and platforms.

1) Write for different purposes. 2) Draw reasonable conclusions and generalizations.

1) Identify trends and forecast possibilities. 2) Access information to be informed and inform others.

1) Collect, record and verify data. 2) Interpret data. 3) Process data and report results.

1) Consider ATL skills development. 2) Revise understanding based on new information and evidence.

Global context Personal and Cultural Expression



Scientific and Technical Innovation

Personal and Cultural Expression



Orientation in Space and Time

Key concept Relationships Logic Relationships Form Logic Relationships Logic Form

Related concepts

Patterns

Representation

Simplification,

Justification

Representation

Equivalence

Measurement

Space

Change

Simplification

Models

Justification

Equivalence

Generalizations

Models

Justification

Systems

MYP objectives

A; i, ii, iii

C; i

A: i, ii B: ii C: i, ii D: i, ii, iv, v

A; i, ii, iii B; C;: i, ii, iv, v D; ii, iii, v

A; i, ii, iii B; C; i, ii, iii, v D; i, ii, iii

A; i, ii, iii B; i, ii, iii C; ii, v D;

A; i, ii, iii B; i, ii, iii C; D;

A; i, ii, iii B; C; i, ii, iii, iv, v D; i, ii, iii, iv, v

A; i, ii, iii B; i, ii, iii C; D; i, ii, iii, iv, v

Assessment tasks

1.Quilt Design

(summative)

2.Unit test

(Summative)

3.Exercises and

online competitions

(Formative)

1.Preparing a budget 2.Unit test (Summative) 3.Exercises and online competitions (Formative)

1. Create your own business – list of items and sales (percents / decimals) 2. Shop at a classmate’s store with a certain amount of money 3. Unit test

1. Design a water park – on GeoGebra 2. Unit test

1. Adding and subtracting fractions with pattern blocks investigation 2. Recipes with fractions 3. Unit test

1. Balancing equations investigation 2. Country GDP project 3. Unit test

1. Survey of CISH – who are we? 2. Unit test

1. GPS of your street (and neighbourhood) 2. Unit test

3

Unit title Square Roots and Pythagorean Theorem

Integers Operations with Fractions

Measuring Prisms and Cylinders

Percent, Ratio, and Rate Linear Equations and Graphing

Data and Probability Geometry

Duration (weeks)

4 3 4 5 5 4 2 3


8N1 8N2 8SS1

8N7 8N6 8SS2 8SS3 8SS4

8N3 8N4 8N5

8PR2 8PR1

8SP1 8SP2

8SS5 8SS6

ATL skills

Self-management: Bring necessary equipment and supplies to class. Communication: negotiate ideas and knowledge with peers and teachers Communication: listen actively to other perspectives and ideas

Communication: Interpret and use effectively modes of non-verbal communication Research: Present information in a variety of formats and platforms Communication: use and interpret a range of discipline-specific terms and symbols

Communication: organize and depict information logically Thinking: draw reasonable conclusions and generalizations Communication: make effective summary notes for studying Self-management: identify strengths and weaknesses of personal learning strategies (self-assessment)

Communication: makes inferences and draw conclusions Thinking: practice observing carefully in order to recognize problems Self-management: demonstrate flexibility in the selection and use of learning strategies

Communication: Understand and use mathematical notation Social: Help others to succeed

Communication: understand and use mathematical notation Thinking: make connections between subject groups and disciplines

Research: Collect, record and verify data. Thinking: Recognize unstated assumptions and bias.

Self-management: focus on the process of creating by imitating the work of others Self-management: consider personal learning strategies Thinking: create original works and ideas; use existing works and ideas in new ways

Global context Orientation in space and time (Mathematics is involved in architecture and design.)

Globalization and sustainability (Recognizing and classifying numbers give a deeper understanding of different number systems.) (Modelling quantities

Personal and cultural expression (Number systems are a representation of interactions.) (Equivalence of fractions is used for simplification in economics and


Identities and relationships (Interaction is vital for system function.)

Fairness and development

Fairness and development (Modelling outcomes of events can help us consider their consequences.)



can help us generalize operations in everyday life.)

cooking.)

Key concept Relationships Logic Logic Form Relationships Relationships Logic Form

Related concepts

Justification Pattern

Quantity Generalization Model

Simplification Equivalence

Measurement Space

Equivalence Change

Pattern Model

Model Systems

Representation Space (Patterns)

MYP objectives

Pythagorean theorem investigation A: i, ii B: ii, iii C: i D: iii, v

Integer photo project: C: i, ii, iii, D: i, ii, iii Unit test: A: i, ii, iii

Recipe project: A: i, ii, C: iv, v, D: iii, v Unit test: A: i, ii, iii

Prism net investigation: B: i, ii, iii, D: ii, iii, iv, v Unit test: A: i, ii, iii, C: iv

Body measurement proportion investigation: B: i, ii, iii, D: i, ii, iii, iv Unit test: A: i, ii, iii, C: iv

Function representation poster: C: i, ii, iii, iv, v Unit test: A: i, ii, iii

Probability investigation: B: i, ii, iii, C: iv, v Unit test: A: i, ii, iii

Tessellation project: C: i, D: iii Unit test: A: i, ii, iii

Assessment tasks

Pythagorean theorem investigation

Integer photo project Unit test

Recipe project Unit test

Prism net investigation Unit test

Body measurement proportion investigation Unit test

Function representation poster Unit test

Probability Unit test

Tessellation project Unit test

4

Unit title Square Roots and Surface Area

Power and Exponent Laws

Rational Numbers Linear Relations Polynomials Linear Equations and Inequalities

Similarity and Transformations

Circle Geometry Probability and Statistics

Duration (weeks)

3 3-4 3-4 3-4 3 3 4 3 2-3


9N5 9N6 9SS2

9N1 9N2 9N4

9N3 9PR1 9PR2

9PR5 9PR6 9PR7

9PR3 9PR4

9SS3 9SS4 9SS5

9SS1 9SP4 9SP1 9SP2 9SP3 9SP5

ATL skills

MMS9: 1 MYP8: 10A, MYP9: 5A 7C

MMS9: 2.1–2.5 MYP9: 2A, 2B, 2D

MMS9: 3 MYP9: 2D

MMS9: MYP9:

MMS9: MYP9:

MMS9: MYP9:

MMS9: MYP9: 16B, 16D

MMS9: MYP9: 22B

MMS9: MYP9:

Global context Communication: Interpret and use effectively modes of non-verbal communication. Thinking: Use models and simulations to explore complex systems and issues.

Communication: organize and depict information logically Self-management: Bring necessary equipment and supplies to class.

Research: collect and analyse data to identify solutions and make informed decisions Thinking: draw reasonable conclusions and generalizations Social: help others to succeed

Research: collect, record and verify data Thinking: test generalizations and conclusions Thinking: interpret data Self-management: select and use technology effectively and productively

Thinking: Propose and evaluate a variety of solutions Research: process data and report results Self-management: plan strategies and take action to achieve personal and academic goals

Communication: organize and depict information logically Research: present information in a variety of formats and platforms Thinking: propose and evaluate a variety of solutions

Social: exercise leadership and take on a variety of roles within groups Thinking: identify obstacles and challenges

Self-management: use appropriate strategies for organizing complex information

Self-management: plan short- and long-term assignments; meet deadlines Self-management: consider ATL skills development Thinking: recognize unstated assumptions and bias

Key concept Fairness and development (Designing new structures responsibly can minimize waste of material.)

Identities and relationships (Representing relationships can enable recognizing patterns in different\

Personal and cultural expression (Form of rational numbers represents quantities in real-world context.)

Scientific and technical innovation (Modelling using a logical process helps us to understand the world.)


Globalization and sustainability (Linear models explain correlation between variables.)

Personal and cultural expression (Understanding form and shape enhances creativity.)

Identities and relationships (There is form in creative constructions around us.)

Orientation in space and time (Statistics is a powerful model to develop global perspectives.)

Related concepts

Form Relationships Logic Relationships Logic Relationships Form Form Logic

MYP objectives

Measurement Space

Patterns Simplification

Justification Justification Models

Equivalence Patterns

Systems Equivalence

Models Change

Measurement Space

Representation Generalization

Assessment tasks

Toy robot: A: i C: iv D: iii

Exponent law project: A: i, ii C: i, ii, iii, v Unit test: A: i, ii, iii

Recipe project: A: i, ii, C: iv, v, D: iii, v Unit test: A: i, ii, iii

Patterns and relations investigation: B: i, ii, iii Temperature/motion experiment: C: i, ii, iv, v, D: iv, v Unit test: A: i, ii, iii

Projectile project: D: i, ii, iii, iv, v Unit test: A: i, ii, iii

Planning a party investigation: C: i, ii, iii, iv, v Unit test: A: i, ii, iii

Scale factors investigation: B: i, ii, iii, C: v Mirror height activity: D: ii, iii, iv, v Unit test: A: i, ii, iii, B: ii

Soccer/football/hockey/basketball goal analysis: C: i, D: i, ii, v Unit test: A: i, ii, iii

Hefei community survey: C: i, ii, iv, v, D: ii, iii, iv, v Unit test: A: i, ii, iii


5

Unit title Measurement Indices, Sets and Venn

Diagram, Number

Sequences.

Relations and Functions,

Quadratic Functions,

Exponential Functions,

Algebraic Expansion

and Factorisation

Pythagoras’ Theorem,

Trigonometry, Advanced

Trigonometry.

Coordinate Geometry,

Congruence and

Similarity, Deductive

Geometry

Statistics, Probability, Matrices

Duration (weeks)

4 weeks 5 weeks 7-8 weeks 7-8 weeks 5 weeks 4 weeks

ATL skills

1) Develop new skills, techniques and strategies for effective learning. 2) Organize and depict information logically

1. Communication:

Understand and use

mathematical notation.

2. Social: Listen actively

to other perspectives

and ideas.

1. Social: give and receive meaningful feedback 2. Research: process data and report results

1. Research: make connections between various sources of information 2. Research: locate, organize, analyse, evaluate, synthesize, and ethically use information from a variety of sources and media (including digital social media and online networks) 3. Thinking: Interpret data.

1. Research: understand and use technology systems. 2. Self-management: use appropriate strategies for organizing complex information

1. Social: take responsibility for one’s own actions 2. Self-management: consider ATL skills development 3. Self-management: consider personal learning strategies

Global context Identities and

Relationship Globalization and Sustainability





Key concept Relationships Logic Relationships Form Form Relationships

Related concepts

Measurement,

Equivalence Models Generalization

Representation Simplification

Space Quantity

Justification

Space Patterns Generalization

MYP objectives

1.A; i, ii

B; iii

C; i

D; ii, iv

2.A; ii, iii

D; iii, iv, v

1. A; i, ii ,iii

B; i, iii

C; i, ii, iii

D; i, ii, iv, v

2.C; i, ii, iii, iv, v

D: i, ii, iv

A; iii B; i, ii, iii C; D; 2.A: i, ii, ii

A; B; C; iv, v D; i, ii, iii, iv, v 2.A: i, ii, ii B: ii, iii

A; B; C; i, ii, iii, iv, v D; i, ii, iii, iv, v 2.A: i, ii, ii

A; B; ii, iii C; D; 2:C: i, ii, iv, v 3.A: i, ii, ii

Assessment tasks

1) Exercises and online test 2) Converting between different units of measurement and between different currencies 3) Calculating the surface area and volume of a can of soft drink

1) Exercises and online test 2) Differentiating things based on their likes. 3. Unit test

1. Arches investigation 2. Unit test

1. Navigating the world’s oceans 2. Unit test

1.Distance between Chinese cities and lakes 2. Unit test

1. Air passenger numbers 2. How Much Time Do We Have? 3. Unit test


SUBJECT: Science

MYP Year


1

Unit title Diversity of Life Electricity Flight Space



300-15, 300-16, 300-17, 300-18, 300-19, 302-12, 301-15, 301-16

303-31, 303-23, 300-20, 303-24, 303-25, 303-22, 303-27, 303-26, 303-28, 303-29, 303-30

301-18, 303-32, 301-17, 300-21, 303-33, 303-34, 300-22

301-21, 301-19, 301-20, 300-23, 302-13

ATL skills

Communication: Make effective summary notes for studying Thinking: Create original works and ideas; use existing

works and ideas in new ways

Self-Management: Select and use technology effectively and

productively Reflection: Focus on the process of creating by imitating the work of others

Self-Management: Organization Set goals that are challenging and realistic Self-Management: Affective Skills Resilience

o Practice “bouncing back” after adversity, mistakes and failures,

o Practice “failing well”, o Practice dealing with

disappointment and unmet expectations,

o Practice dealing with change.

Thinking: make connections between subject groups and disciplines Research: present information in a variety of formats and platforms

Global context Identities and Relationships Orientation in Time and Space Scientific and Technical Innovation Orientation in space and time

Key concept Change Systems Relationships Systems

Related concepts Environment Patterns

Energy Development

Interaction Form

Models Development

MYP objectives

Invert: A: iii, B: i, iii, iv, C: i, iii, iv, v Story/Info Booklet: A: i, iii, C: v, D: i, iii

Solution Conductivity Lab: A: i, B: i, ii, iv, C: i, ii, iii, iv, v, D: ii

Airplane: B: i, ii, iii, iv, C: i, ii, iii, iv, v 0 Gravity: A: ii, D: i, ii, iii, iv

Cross-Curricular with Math constellations project!: A: i, iii, D: i, ii, iii, iv

Assessment tasks

Invert Pet Project Story: BioShip to Space. How to get all life on board. Lab?

Solution Conductivity Lab Build and Improve an Airplane How to fly to outer space – Movement in zero-gravity?

Constellations project (including history – use constellation app)

2

Unit title Interactions within Ecosystems Earth Crust Heat Mixtures and Solutions



306-3, 304-2, 304-1, 306-1, 306-2, 304-3, 306-4

311-4, 311-5, 311-1, 311-6, 310-2a, 311-2, 310-3, 311-3

308-1, 308-3, 308-4, 308-2, 308-5, 308-7, 308-6

307-1, 307-2, 307-3, 307-4, 307-5

ATL skills

Thinking: Practice observing carefully in order to recognize problems Social: Help others to succeed Reflection: Develop new skills, techniques and strategies for effective learning

Thinking: Gather and organize relevant information to formulate an argument, Communication:

Make inferences and draw conclusions

Thinking: Critical Thinking Use models and simulations to explore complex systems and issues. Communication: Give and receive meaningful feedback.

Communication: Make inferences and draw conclusions, Thinking: Creative-Thinking: Practice visible thinking strategies and techniques


Global context Globalization and Sustainability Orientation in Space and Time Scientific and Technical Innovation Scientific and Technical Innovation

Key concept Systems Change Relationships Change

Related concepts Environment Interaction Consequences

Development Evidence Interaction

Energy Transfer Transformation

Form Interaction Conditions

MYP objectives

Food: B: i, ii, iii, iv, v, C: i, v, D: i Lab: Formative: all of B, C: i

Timeline: A: i, iii, B: ii, C: i, ii, iii, D: iii, iv * mini-lab with timeline? Prove 1 theory Rock Formation Lab: B: i, ii, iii, iv, C: i, ii, iii, iv, v

A: i, ii, iii, B: i, iii, C: i, ii, D: i, ii, iii, iv Explore: A: i, ii, iii, B: i, ii, C: ii, iii, D: i Lab: A: iii, B: iii, iv, C: i, iv

Assessment tasks

Lab: Abiotic Factors Preserving Food

Timeline of Earth, Rock Formation Lab (multi-part)

Heat Conduction of various materials. Apply to improve the design of a modern tool/machine/technology.

Explore: Why is the Sky Blue? Sky colors described through the Tyndall Effect Lab: Concentration of common solutions (include temperature and solubility)

3

Unit title Water Systems Optics Fluids Cells, Tissues, Organs, and Body Systems



311-10, 311-11, 311-7, 311-9, 311-8, 311-12,

308-8, 308-9, 308-10, 308-10, 308-11, 308-12

307-8, 307-11, 307-9, 307-10, 309-1, 309-2, 309-3, 309-4, 307-6, 307-7

304-4, 304-6, 304-5, 304-8, 304-7, 304-9

ATL skills

Communication: Negotiate ideas and knowledge with peers and teachers. Creative Thinking: Use models and simulations to explore complex systems and issues. Organization: Keep an organized and logical system of information files/ notebooks.

Communication: Use a variety of speaking techniques to communicate with a variety of audiences (rephrase questions in a testable form), Thinking: Practice observing carefully in order to recognize problems Thinking: (Transfer) Combine knowledge, understanding and skills to create products or solutions

Thinking: Creative-Thinking Apply existing knowledge to generate new ideas, products or processes, Social: Exercise leadership and take on a variety of roles within groups.

Self-management skills Communication skills

Global context Globalization and Sustainability Scientific and Technical Innovation Globalization and Sustainability Identities and Relationships

Key concept Systems ? Logic ? Relationships Systems

Related concepts Environment Balance Consequences

Energy Development Function

Balance Interaction Conditions

Balance Interaction Form

MYP objectives

A: ii, iii, B: iv, C: iii, iv, v, D: i, ii, iii, iv

Kal: A: i, ii, B: i, iii, iv, C: i, ii, iv, v, D: i Essay: A: i, ii, iii, B: ii, D: i, ii, iii, iv

Lab: B: i, ii, iii, iv, C: i, ii, iii, iv, v, Design: B: iii, iv, C: i, ii, iv, D: i

B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i

Assessment tasks

Shoreline Project Journal and Report. (scenario: problem with oil spill and find solutions)

Make a Kaleidoscope/class surveillance lens Waves and Radiation Essay

Lab: Weight of objects in air vs. water Design: Create an object that doesn’t sink or float.

Body systems presentation


4

Unit title Reproduction Atoms and Elements Electricity Space Exploration

Duration (weeks) 9-10 10-11 10 10


304-11, 305-1, 305-2, 305-3, 305-5,

307-12, 307-13, 307-14, 307-15, 307-16, 308-13, 308-14, 308-15, 308-16, 308-17, 308-18, 308-19, 308-20

312-1, 312-2, 312-3, 312-4, 312-5, 312-6

ATL skills

Reflection: Develop new skills, techniques and strategies for effective learning Thinking: Transfer current knowledge to learning of new technologies

Thinking: Inquire in different contexts to gain a different perspective, Thinking: Consider multiple alternatives, including those that might be unlikely or impossible, Social:

Help others to succeed

Thinking: Transfer Combine knowledge, understanding and skills to create products or solutions Self-Management: Affective

o Self-Motivation o Practice analyzing and attributing

causes for failure o Practice managing self-talk o Practice positive thinking

Communication: Structure information in an essay Research: Information Literacy Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)

Global context Globalization and Sustainability Scientific and Technical Innovation Scientific and Technical Innovation Identities and Relationships (Who am I?)

Key concept Change Relationships Relationships Perspective

Related concepts Function Transformation

Models Form Interaction

Energy Environment Function

Models Development Evidence

MYP objectives

A: i, ii, B: i, ii, iii, iv, C: i, ii, iii, iv, D: ii, iv

Physical vs. Chemical Properties Lab: A: iii, B: i, iii, iv, C: i, ii, iv, D: i, ii, iii Essay: A: i, ii, iii, D: i, ii, iii, iv

Lab: A: i, B: ii, iii, iv, C: i, ii, iii, iv Design: A: i, B: iii, C: iv, v, D: ii, iv

A: i, C: iii, iv, D: iii, iv

Assessment tasks

Isolating bacteria from a mixed culture and describing asexual and sexual reproduction.

Physical vs. Chemical Properties Lab Chemistry as an Answer to Earth’s many Questions Essay

Lab: Electric Currents in parallel series. Design: Construct an item that does ‘work’ using a battery, wires, and an element.

Essay: Formation and characteristics of the Solar System

5

Unit title Ecosystems and Sustainability Weather Dynamics Chemical Reactions Motion

Duration (weeks) 14 3-4 10 10


B318-1, B318-2, B318-6, B318-3, B318-7, B318-4, B318-5, B212-4, B213-8, B215-1, B 214-3, B118-1, B118-5, B114-1, B118-9, B116-1, B117-2, B215-4, B213-7, B214-1, B114-5

W331-1, W331-2, W331-3, W331-4, W331-5, W213-2, W213-3, W214-10, W214-11, W118-7, W115-6, W213-6

C 321-2, C 321-3, C 319-1(i), C 319-1(ii), C 319-3, C 321-1, C 118-5, C 319-2(i), C319-2(ii), C 212-3, C 213-2, C 215-6, C 212-8, C 213-9, C 213-5, C 214-5, C 214-15, C 116-3, C 117-7, C 114-8C 116-5, C 117-1, C 117-5

P 116-7, P 325-1, P 325-2, P 325-3, P 325-4, P 212, P 213-3, P 213-4, P 215-2, P 212-7, P 212-6, P 214-8, P 117-8, P 114-6, P 114-3, P 118-3, P 115-1, P 115-4, P 117-10

ATL skills

Communication: Use and interpret a range of discipline-specific terms and symbols Thinking: Consider multiple alternatives, including

those that might be unlikely or impossible Affective: Consider ethical, cultural and

Communication: Use a variety of speaking techniques to communicate with a variety of audiences. Self-Management: Organization Use appropriate strategies for organizing complex information.

Self-Management – Organization Plan strategies and take action to achieve personal and academic goals Research – Information Literacy Collect and analyze data to identify solutions and

make informed decisions

Research: Information Literacy Process data and report results Thinking: Critical-Thinking Test generalizations and conclusions


environmental implications

Global context Globalization and Sustainability Orientation in Time and Space Scientific and Technical Innovation / Globalization and Sustainability ???


Key concept Systems Relationships Change Change

Related concepts Environment Interaction Balance

Energy Models Condition

Balance Transfer Conditions

Models Consequences Movement

MYP objectives

A: i, ii, iii, B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i, ii, iii, iv All!

City Plan: A: i, iii, C: iv, v, D: i, ii, iii, iv Test: Models and Naming: A: i, ii, iii, D: ii, iii Chem. Lab: A: ii, B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i, ii

A: i, iii, B: iii, C: i, ii, iv, v,

Assessment tasks

Restoring and Protecting a Local Ecosystem

City Plan for Natural Disaster Test: Models and Naming Chemical Reactions Lab: Disposing of Chemical Wastes

Cub-Car Race: Measuring and Processing Data


SUBJECT: INDIVIDUALS AND SOCIETIES

MYP Year

Curriculum items Unit 1 Unit 2 Unit 3 Unit4 Unit 5

1

Unit title An Introduction to Culture Environment and Culture Some Elements of Culture Expressions of Culture World Issues

Duration (weeks) 9 weeks 5 5 5 5-7


SCO’ 1.1, 1.2, 1.3, 1.4

SCO’s 2.1, 2.2, 2.3 SCO’s 3.1, 3.2, 3.3 SCO’s 4.1, 4.2, 4.3 SCO’s 5.1, 5.2, 5.3 SCO 6.1

ATL skills

Make connections between various sources of information.

Access information to be informed and inform others.

Collect, record and verify data.

• Make inferences and draw conclusions • Take effective notes in class • Advocate for one’s own rights and needs

•Use a variety of media to communicate with a range of audiences •Use a variety of speaking techniques to speak with a variety of audiences

• Research: Access information to be informed and inform others • Create references and citations • Combine knowledge, understanding and skills to create products or solutions

• Create references and citations • Paraphrase accurately and concisely

Global context Personal and cultural expression

Globalization & Sustainability


Personal and Cultural Expression


Key concept Culture Systems Relationships Culture Global Interactions

Related concepts Community, identity, values

Patterns and trends, being and becoming, development

Meaning, Norms, Values Meaning, Norms, Beliefs and values

Globalization, Poverty, Sustainability

MYP objectives

A.1, A.2 C.1, C.2, C.3

A.1, 2 B.1, B.2, B.3 C.3 D.1, D.3

A.1, 2 B.1, B.2, B.3, B.4 C.1, C.2, C3 D.2, D.4

1.A ii C i, ii D i, ii, iii, iv 2.A i B i, ii, iii, iv C iii

1.A i, ii C i, ii, iii D i, ii, iii

Assessment tasks

My Culture Introduction Poster

Research assignment on an environmental factor and find out how it affects a world culture.

Elements of culture around the world. Choose another country and explore 3 elements of its culture. Presentation?

1.Construct an mask/ instrument/sculpture and present on how it represents a cultural group within Africa 2.Athlete research assignment and television interview questions

Letter to the editor: Human Rights issue or Human Rights activist opinion piece

Unit title Introduction to Empowerment

Economic Empowerment Political Empowerment Cultural Empowerment Societal Empowerment National Empowerment

Duration (weeks) 5 5 (November 4th) 5 5 5 5


SCO’s 1.1

SCO’s 2.1, 2.2, 2.3 SCO’s 3.1, 3.2, 3.3, 3.4 SCO’s 4.1, 4.2, 4.3, 4.4 SCO’s 5.1, 5.2, 5.3 SCO’s 6.1, 6.2, 6.3 SCO 7.1

ATL skills

• Use a variety of speaking techniques to communicate with a variety of audiences • Take effective notes in class

• Use a variety of speaking techniques to communicate with a variety of audiences • Help others to succeed

•Collect, record and verify data • Create references and citations • Keep and use a weekly

• Make connections between various sources of information • Paraphrase accurately and concisely

• Paraphrase accurately and concisely • Create references and citations

• Thinking: create original works or ideas • Reflection: consider content (what did I learn about today?


2

• Help others to succeed • Encourage others to contribute • Select and use technology effectively and productively

• Encourage others to contribute • Select and use technology effectively and productively • Access information to be informed and inform others

planner for assignments

What don’t I understand yet? What questions do I have now?)

Global context Fairness and development Globalization and Sustainability





Key concept Global interactions Systems Connections Culture Relationships Global interactions

Related concepts Power, Rights, Government,

Equity, Consumption, Choice

Ideologies, Power, Growth, Rights

Authority, Rights Social position, human nature, leadership

Causality, Conflict,

MYP objectives

A.1, A.2 C.1, C.3 D.1, D.2

A.1 B.2, B.3, B.4 C.2, C.3 D.1, D.2

B.1, B.2, B.3, B.4 C.1, C.2, C.3 D.3, D.4

A i B i, ii, iii, iv C ii D ii

A i, ii C i, ii, iii

A i, ii C i, ii D i

Assessment tasks

[Home Children as formative assessment] Be an Active Citizen! Test

Inquiry into the negative effects of economic disempowerment (poverty) on individuals. Think of solutions?

Independence Movements Research Assignment

Cultural empowerment research project

Timeline of “firsts” War Artist illustration project

3

Unit title Physical Setting Culture Economics Technology Interdependence

Duration (weeks) 6 7 6 7 5


SCO’s 1.1, 1.2, 1.3, 1.4, 1.5

SCO’s 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 2.8

SCO’s 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

SCO’s 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

SCO’s 5.1, 5.2, 5.3, 5.4

ATL skills

• Select and use technology effectively and productively • Collect, record and verify data • Access information to be informed and inform others • Interpret data • Draw reasonable conclusions and generalizations

• Take effective notes in class • Make effective summary notes for studying • Use a variety of speaking techniques to communicate with a variety of audiences • Advocate for one’s own rights and needs • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations and performances) • Collect, record and verify data

•Identify trends and forecast possibilities

• Paraphrase accurately and concisely • Create references and citations

• Draw reasonable conclusions and generalizations • Consider ethical, cultural and environmental implications

Global context Scientific and Technical Innovation


Globalization and sustainability


Globalization and sustainability

Key concept Systems Communities Development Time, place and space Global interactions


Related concepts Processes, Resources

Culture, Perspective, Social position (roles/status)

Globalization, Competition

Growth, Globalization, Innovation and revolution

Interdependence Globalization

MYP objectives

A.1, A.2 C.1, C.2, C.3 D.1

A.2 B.2, B.3, B.4 C.1, C.2, C.3 D.1, D.3

A.1 A.2 B.1, B.2, B.3, B4 C.1, C.2 D.1, D.2

A ii C i, ii, iii B i, ii, iii, iv D ii, iii, iv

A i C i, ii D ii

Assessment tasks

- Save our natural resources!

Showcase/research another country and explore the factors that affect its culture.

Global Economies research project. Learn about another country’s economy (foreign investment brochure)

Importance of technology speech/essay

Reflection on ‘global citizenship’

4

Unit title Independent study Prehistory The Beginnings of Civilization

The Glory that was Greece The Grandeur that was Rome

The Middle Ages: Collapse and Recovery

Emergence of the Modern Era

Duration (weeks) Whole year 5 5 5 5 5 5


SCO’s 1.1, 1.2, 1.3, 1.4, 1.5, 1.6

SCO’s 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10

SCO’s 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

SCO’s 4.1, 4.2, 4.3 SCO’s 5.1, 5.2, 5.3 SCO’s 6.1

ATL skills



Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions.

• Read critically and for comprehension • Paraphrase accurately and concisely • Make connections between various sources of information • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions

• Encourage others to contribute • Draw reasonable conclusions and generalizations • Compare conceptual understanding across multiple subject groups and disciplines

•Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions • Paraphrase accurately and concisely • Identify primary and secondary sources

• Delegate and share responsibility for decision-making • Help others to succeed • Manage and resolve conflict and work collaboratively in teams • Build consensus

• Collect, record and verify data • Access information to be informed and inform others • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions • Identify primary and secondary sources

Global context Orientation in space and time

Identities and relationships Orientation in space and time


Orientation in time and space



Key concept Communication Change Time, place and space Global interaction Systems Systems Change

Related concepts Structure Argument

Civilization, innovation and revolution

Civilization, Culture, innovation and revolution

Culture, power Equity, Power Equity, identity, power Culture, Innovation, ideology

MYP objectives

Essay proposal: B ii, iii D iii Final essay: B i C i, ii D ii Works Cited: C iii

1.A.2 B.3 C.1 D.3 2.

A.2 B.1, B.2, B.3, B.4 C.1, C.2, C.3 D.3

B.3 C.1, C.2, C3 D.1

B i, ii, iii, iv C i, ii, iii D ii, ii

A.2 C.1, C.2, C.3 D.1, D.3, D.4

A.2 A.2 C.1, C.2, C.3

Assessment tasks

Independent Research essay: - Investigation/Research

notes

1.Prehistory timeline 2. Unit test

Research another early civilization (i.e. Indus Valley, Inca, Maya, Yellow River)

Research an accomplishment of the ancient Greeks (cultural, artistic, scientific,

Independent research essay with proposal, research notes and final draft.

Feudalism Jigsaw puzzle Students work in groups to research and create a “piece” that represents

Great thinker of the Renaissance/Reformation biography assignment.


- Essay proposal - Final essay - Works cited

mathematical) and its influence on later societies.

one section of feudal society; peasants, nobility, monarch, clergy. Students then collaborate to put the whole thing on one large poster. Make it resemble the Great Chain of Being?

5

Unit title Independent Study Unit (ISU)

Renaissance & Reformation Enlightenment & Revolution

Nationalism and the First World War

World War Two & Cold War

Duration (weeks) Whole year 6 9 6 7


N/A 1.1, 1.2, 1.3, 2.1, 2.2, 2.3 SCO’s 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

SCO’s 1, 2, 3, 4, 5, 6, 7, 8, 9

ATL skills

• Collect, record and verify data • Present information in a variety of formats and platforms • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions • Plan short- and long-term assignments; meet deadlines • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Use appropriate forms of writing for different purposes and audiences • Structure information in summaries, essays and reports

Consider ideas from multiple perspectives.

Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions.



• Mindfulness - Practise focus and concentration - Practise strategies to overcome distractions • Collect, record and verify data • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions • Identify primary and secondary sources • Gather and organize relevant information to formulate an argument • Evaluate evidence and arguments

• Use a variety of speaking techniques to communicate with a variety of audiences • Test generalizations and conclusions • Develop contrary or opposing arguments

• Access information to be informed and inform others • Gather and organize relevant information to formulate an argument • Use brainstorming and visual diagrams to generate new ideas and inquiries

Global context Orientation in space and time


Fairness and development Orientation in space and time


Key concept Communication Change Time, place and space Change Global interaction

Related concepts Structure, argument Culture, Innovation, ideology

Causality (cause and consequence), Equity, Innovation and revolution

Innovation and revolution, power

Power, cause and consequence

MYP objectives

Essay Proposal: B.1, B3

A.2 B.3, B.4

A.2 B.1, B.2, B.3, B.4

A.2 C.1, C.2

A.1, A.2 B.1, B.2, B.3, B.4


Final Essay B.1 C.1, C.2 D.2 Works Cited C.3

C.1, C.2, C.3 D.4

C.1, C.2, C.3 D.2, D.3

D.1, D.2, D.4 C.1, C.2, C.3 D.2, D.4

Assessment tasks

Independent research essay, including essay proposal, works cited, research notes and rough draft.

Great thinkers of the Renaissance/Reformation/ Scientific Revolution

Research on other historical revolutions. “Is violence a justifiable method of achieving a political goal or correcting a social injustice?”

“Nationalism is the measles of humankind” debate

Independent research assignment


SUBJECT: VISUAL ART

MYP Year


1

Unit title Colour Theory: Colour Matters Art History: Impressionism The Creative Cycle.

Duration (weeks) 7 - 8 7 – 8 7 - 8

ATL skills

Reflection/Self-awareness (colour moods)

Making connections

Organization/time management, keeping deadlines,

Drawing Book

Collaboration, including analyzing other’s ideas

Communication/being informed, including discussions

before making choices and presenting own work to

others

Research skills: assessing information, selecting, organizing and presenting information Thinking skills, generating ideas Organization: meeting deadlines. Collaboration Making connections Communication

Planning individual project Ongoing reflection Thinking skills Making connections Organization/time management, keeping deadlines, drawing books. Communication/being informed, including discussions before making choices and presenting work to others.

Global context Personal and Cultural expression Orientation in time and space. Identities and Relationships

Key concept Aesthetics Identity Identity

Related concepts Composition, Expression Representation, Style Innovation, Genre

MYP objectives

The use of specialist terminology and principles required by the visual art form being developed, for example, the vocabulary of expressionist painting. Skills to investigate and respond to art styles, art movements, artists’ practices and specific artworks. Through manipulation of medium and tool to influence the the presentation of artworks. By developing an artwork in response to the works of a particular genre, style or artist.

Art styles, movements, artistic practices, and specific artworks. Knowledge of existing visual art practices to influence and shape their artwork. Through creative approaches to art making. By developing an artwork in response to the works of a particular genre, style or artist.

The language of communication. Technical skills, skills of observation and practical aspects of visual art that allow students to incorporate ideas into their own work. By developing series of visual images to document thought processes in the creation of art. Use of stimuli or a personal concern that can be interpreted using an art form, style or genre.

Assessment tasks

Summative: Landscape painting, expressing a certain mood, plus verbal explanation of chosen colour scheme in front of class. Formative: Work in Drawing book, teacher observation, homework assignments, short practical exercises in class.

Summative: Landscape painting in the style of the Impressionists. Formative: Work in drawing book. Teacher observation during class time. Homework assignments. Various experiments/studio works

Summative: Individual artwork which shows individual preference, personal strength and interest in one art form, will be shown in school art exhibition. Processes describes in drawing book.

2

Unit title The Elements and Principles of art: Composition in art.

Art History: Modern Art/the Art of the 20th and 21st century.

The Creative Cycle: How artists choose their media.

Duration (weeks) 7 - 8 7 - 8 7 - 8

ATL skills

Developing thinking and analyzing skills. Drawing conclusions Study skills/ organization/ keeping deadlines. Making connections: studying the art work of others,, applying knowledge of the principles of art to own work.

Research skills: assessing information, selecting, organizing and presenting information. Thinking skills. Organization: meeting deadlines. Collaboration Making connections Communication Reflection

Planning individual project Collaboration Reflection/Thinking skills. Organization/time management, keeping deadlines. Drawing book.

Global context Personal and cultural expression Fairness and development

Key concept Aesthetics Change Communication

Related concepts Composition, Style

Boundaries Audience, Presentation


MYP objectives

Realize the visual arts as tools for expressing thoughts, ideas and feelings. Produce drawings with increasing detail. Demonstrate an understanding of the organizational components of design: balance, unity, contrast, pattern, emphasis, movement, rhythm, space. Use appropriate arts language/terminology.

Use various media to create artworks Use appropriate language when describing art work. Acquire demonstrate knowledge of different periods and art movements in the 20th and 21st century. Research and present findings on given works of art or artists. Identify and compare works of artists with similar styles, subjects and techniques.

Plan and organize effectively to define and set goals, solve problems, and make decisions. Plan individual projects, select appropriate media. Create individual works using a variety of materials, including found objects and clay. Reflect upon and evaluate their work in order to set future goals.

Assessment tasks

Summative :Creation of an art work demonstrating at least 3 of the principles of art in various exercises in class. Formative: Work in drawing book. Teacher observation during class time. Homework assignments. The use of the principles of art in various compositions during short practical exercises in class.

Summative: Art work in the form of a poster representing the style of one influential artist of the 20th century. Formative: Drawing book Teacher observation during class time. Research project: Presentation on an influential “modern” artist. Various experiments/studio works

Summative: Individual art work including 3D, collage, found objects. Formative: Work in drawing book including planning for individual projects. Teacher observation during class time. Homework Assignments. Various short experiments/studio work.

3

Unit title Art Criticism: “Judging Art”. Art History: Modern Art/Art of the 20th and 21st Century.

The Creative Cycle: Where do artists get their ideas.

Duration (weeks) 7 - 8 7 - 8 7 - 8

ATL skills

Critical thinking skills Develop analyzing skills Forming arguments Defending own opinions, pro/con. Drawing conclusions Making connections.

Research skills: assessing information, selecting, organizing and presenting information. Thinking skills, generating ideas. Organization: meeting deadlines. Making connections. Collaboration Communication. Reflection.

Global context Personal and Cultural Orientation in time and space. Globalization and sustainability

Key concept Aesthetics Communication Change

Related concepts Composition, Interpretation Composition, Style Presentation

MYP objectives

Realize the visual arts as tools for expressing thoughts, ideas and feelings. Demonstrate an awareness of and appreciation for the works of others. Use art terminology to review and evaluate their own work and that of others by using the 4 steps of art critique: describe, analyze, interpret, evaluate. Observe, analyze and relate work to history and culture wherever possible and begin to interpret work based on historical or cultural context

Demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and cultures. Identify and compare works of artists with similar styles, subjects and techniques. Research and present findings on contemporary artists who have influenced new art movements. Develop the ability to apply the knowledge of other people’s work to their own.

Assessment tasks

Summative: Written description and critical evaluation of one art work seen in an art

Summative: Create one art work in the style of one influential artist.

Summative: Individual art work, 3D, collage, including multi-media.


exhibition or from the internet. Formative: Written art critique on one given art work Work in drawing book Teacher observation during class time Participation in class discussions on various art works (teacher observation). Homework assignments.

Formative: Drawing books Teacher observation during class Homework assignments Research projects/Presentation on an influential “modern” artist. Various experiments/studio work

Work in drawing book, including reflection in written form. Formative: Ongoing work in Drawing book, including planning and explaining individual work and processes. Teacher observation during class time. Homework assignments Projects. Various short experiments/studio work.

4

Unit title My Identity: Who am I and who I want to become.. (self-portrait)

Art Styles and Movements throughout History: What’s your style?

The Artist in Me

Duration (weeks) 7 - 8 7 - 8 7 - 8

ATL skills

Research skills Presentation skills Communication skills Organization, meeting deadlines.

Research/Presentation skills Comparing information Group work Planning/reflection in drawing book

Research/Presentation skills Reflection on own creative processes in writing. Analyzing/evaluating

Global context Identities and relationships Orientation in time and space Personal and Cultural Expression

Key concept Identity Change Composition

Related concepts Innovation Presentation Style, Expression

MYP objectives

Realize the visual arts as tools for expressing thoughts, ideas and feelings. Develop various skills necessary for understanding and applying art media, techniques and processes. Apply elements of art in aesthetic compositions.

Observe, relate, analyze and interpret art work based on historical and cultural context. Acquire knowledge of different periods and art movements of the 20th and 21st century. Develop and understanding of Contemporary Art in comparison to former art periods.

Demonstrate an understanding of the Elements of Art and the Principles of Design and apply the knowledge to create their own artworks. Plan, select and purposely use the elements of art and principles of design to create art works which effectively communicate their ideas.

Assessment tasks

Summative: Identity-Self-Portrait ( individual chosen media ), Present and explain in class. Formative: Drawing book. Teacher observation during class time. Homework assignments. Research projects: Presentation on a famous artist.

Summative: The creation of an artwork in the style of a “modern” artist. Formative: Drawing book Teacher observation during class time. Homework assignments Projects/presentations Various experiments/studio work.

Summative: One art work based on a chosen theme. Research and reflection on work processes in drawing book. Formative: Teacher observation during class time, homework assignments, Drawing book, research/presentations, various experiments/studio work.

Unit title The Elements and Principles of Art Still Life and Landscape in history and today. Abstract vs. realistic art.

Architecture as Sculpture/ 3D Space: Can art change an environment?

Duration (weeks) 7 - 8 7 - 8 7 - 8

ATL skills

Practice of research/presentation skills/planning projects/reviewing and building on former knowledge/reflection in written form. Organization skills, meeting deadlines. Work in drawing book Reflections

Research/presentation skills/Planning/Explaining their own work processes.

Research/Presentation skill Planning/Reflecting in drawing book Group work.

Global context Globalization and sustainability Identities and relationships Globalization and sustainability

Key concept Change Identity Communication


5

Related concepts Expression, Interpretation

Innovation, representation Visual culture,Innovation.

MYP objectives

Investigate, appreciate and critically evaluate art from various times and cultures. Organize the components of a work into a cohesive whole through the knowledge of organizational principles od design. Use their drawing books to plan their projects, to record their research on other artists, cultures and periods of art history.

Use increased technical skills to produce realistic and expressive still life and landscape artworks. Demonstrate an understanding of the use of light and shade in the drawing of natural and manmade objects, figures and landscapes. Make detailed studies of flora and fauna in their environment. Understand the process of abstraction by generating a series of realistic sketches, from which one develops an abstract composition. Reflection

View, observe and discuss the styles and works of 3D practioners/architects. Produce studio works based upon a well researched work and style of a contemporary architect. Create designs for a public building which takes into account all the functions this building needs to serve, all based upon the work of a famous architect which has been researched. Explain their work in oral and written form.

Assessment tasks

Summative: Art work/collage focused on demonstrating one principle of design, inspired by a famous artist ( Romare Beardon ) Overall appearance and quality of drawing book entries and its continuous use as a personal art journal. Formative: Work in drawing book Teacher observation during class time Homework assignments Research/presentations on principles of design used throughout history.

Summative: Abstract landscape/still life painting inspired by a famous artist. Drawing book. Formative: Teacher observation during class time. Homework assignments. Research projects/presentations on landscape/still life painting in art history. Generating a series of realistic sketches, from which one develops an abstract composition which eventually leads to a full scale acrylic abstraction: Realism in drawing Center of interest/composition Development of image Family of colours chosen. Reflection on the process.

Summative: Architectural model. Reflection and research on work processes in their drawing books. Formative: Teacher observation during class time. Homework assignments. Drawing books. Research projects/Presentations. Various experiments/studio work.

Documents

CISH MYP Subject-Group Overviews 2016-2017 vertical...CISH MYP Subject-Group Overviews 2016-2017 Extension task – to present your story to the class. within the text starter for