Forward to Parents and Students

Dear Parents and Students:

International Middle Year Curriculum (IMYC) is a broad curriculum built on a sound research-based philosophy that makes meaning, connects learning and develops minds. IMYC has the advantages of

• Developing young minds by providing a comprehensive international curriculum, structured around subject disciplines, that prepares students for the next stage of their learning.

• Helping students to make meaning of their learning by giving students opportunities to research and record their work, and present their own ideas.

• Connecting learning by linking all subjects together through the BIG IDEA.

Inside every unit, there is a theme and a big idea surrounding the theme, and the subject tasks are arranged according to the process of learning as shown on the right.

In the 2020-2021 School Year, Macau Sam Yuk has selected three subjects to conduct the trial teaching of IMYC, and these subjects are Geography, History and Science. Two units are selected for the trial teaching, namely, Collaboration and Consequence.

This handbook is prepared for the Collaboration unit. The purpose of this handbook is to enable parents and students to gain more understanding about the IMYC learning process, as well as to know what are to be expected in the teaching and assessment of IMYC.

Parents can do a lot to support their children’s learning. The followings are a few suggestions:

• Encourage your children to spend time to read the assigned reading. Encourage them to read more than what is required;

• Discuss with your children what they have learned. Ask questions to expand their thinking; • Make sure your children has developed their own journaling system to record down what they

have researched and to organize what they have learned. • When it comes to planning the media project for the Exit Point, if they need help, you may

brainstorm with your children. • Do not take over your children’s work. You can give suggestions, but you should not do the

work for them. • When it comes to preparing for examinations, encourage your children to re-organize what

they had learned in the IMYC units because the main concepts and knowledge contents will be tested.

This is the first year that Macau Sam Yuk implements the IMYC. If you want to give suggestions to the school to help improve the implementation, please give your suggestions to your children’s IMYC teachers. Your support is much appreciated. Thank you.

Learning Goals

4.02 Know about the main physical and human features and environmental issues in particular localities 4.06 Know how the features of particular localities influence the nature of human activities within them 4.08 Know how people and their actions affect the environment and physical features of a place 4.11 Know how the geography of a region shapes economic development 4.12 Know how the combination of the geographical, environmental and economic features of a region

impact human distribution patterns 4.13 Be able to use and interpret globes, maps, atlases, photographs, computer models and satellite

images in a variety of scales 4.17 Be able to explain how geographical features and phenomena impact economic interactions between

countries and regions 4.20 Be able to explain how physical and human processes lead to similarities and differences between

places 4.21 Be able to explain how places and people are interdependently linked through the movement of

goods and people

Learning Tasks

1. Making Connection

Choose one of the commodities people have traded and research the historic trade routes of that product (Example: Spice). Why was that product traded? What motivated people to trade that product? What were the benefits to the buyers? What were the benefits to the sellers? Create a mindmap to represent all the collaborative elements of the ancient Silk Road.

2. Research and Record 1 (Context: The Silk Road)

In groups of three, discuss what would have happened in the Silk Road: What ethnic groups would you have encountered? What different languages would you have heard spoken? What methods of transport would have been used? What would the consequences have been for the peoples of those regions? How did people work together to get what they wanted or needed? How have these collaborations influenced modern culture?

3. Research and Record 2 (Context: Migration due to international trade)

Do a research to discover examples of collaboration in your local area. In groups of three, ask students to discuss the following questions: Where have people moved from to arrive in your community? Have they started their own businesses or brought aspects of their own culture? To what extent do people interact with these businesses or cultures? Has the history of names and places changed? Why? Where do local people get their food from? Has this changed? Has the type of food people eat changed? What kind of shops are there in your local area? Have they changed over time? Why? Have there been any conflicts in relation to the movement of goods or people? How do people in the local community feel about the changes in their local area over time? (It may be necessary to interview members of the local community, perhaps those who work in the school.)

GEOGRAPHY

4. Research Activity 3 (Context: When international collaboration breaks down)

You will be divided into two groups, one group representing the interests of Israel and one group representing the interests of Palestine. Create a big A3 paper in the centre of the class and explain that the situation in Israel is one of division. Limited goods and people are permitted to cross the wall and this is having a negative impact on the communities either side of the divide. Research some information about the region they are representing and consider the positive and negative implications of such a division. Record your ideas on the A3 paper, using different colours for negative and positive, as well as organising their ideas into short-term and long-term implications.

5. Group Discussion

You are divided into groups of three. Please discuss the following questions: In what ways does this method promote collaboration? What impact does it have on the local geographic area of the communities involved? What economic impact does it have globally? What common goal are all the parties striving to achieve? How does the geography of the participating countries affect their role in the collaboration? Why does everyone not adopt this method of international trade? What can be learned from this strategy to help in other areas where collaboration is needed? How can we create an international city where different races, ethnicity and nationality can live together happily. As an international city, what have the Macau government done to enable international trade can be conducted fairly and what rules have been modified?

Learning Goals

4.02 Know that the study of history is concerned with the past in relation to the present 4.08 Be able to describe how the countries studied have responded to the conflicts, social changes, political

changes and economic developments that represent their history 4.11 Be able to describe and make links between the main events, situations and changes both within and

across periods 4.12 Be able to describe how the history of the countries studied affects the lives of the people who live

there now

Learning Tasks

1. Making Connections

This task is about making connections. The teacher will ask what collaboration means to you. This enables you to think about how people living in the ancient time communicated and collaborated. The following questions may help the discussion: What was the most recent thing you collaborated on? Who did you work with and what did you work for or on? What do you use to communicate and collaborate? Which forms of technology and social networking sites do you use? Do you use them socially or have you joined movements to ‘get things done’ or to bring about change?

2. Video Appreciation

To understand the meaning of democracy shown in the mythical and historical video. You are now asked to work in small groups to discuss and share these hypotheses.

3. Research activity

You will be grouped in such a way that you can collaborate over research activities about the governments of ancient Greece and ancient Roman.

Ancient Greek Ancient Roman The formation process of democracy The evolution of the state Comparison between Athens and Sparta: a. Type of government b. Formation process c. Main feature d. Main institutions

Influence of Roman laws

4. Research activity

You will be grouped in such a way that you can collaborate over research activities about the women rights of commoners with regard to voting.

Ancient Greek Ancient Roman Macao

Do people have the right to vote in these countries/ territories?

HISTORY

Do women have the same voting rights as men in this country, why?

What is the meaning of universal suffrage in this countries /territories?

5. Discussion

You will be asked to discuss the following questions.

1) How did individuals in the past, who wanted the same thing, collaborate? 2) How did they manage to exert pressure to bring about a change in society that allowed them to

reach their goal? 3) How did people in the past and in different countries collaborate to gain the right to vote? 4) How did democracy and law affect us?

Reference:

� https://members.greatlearning.com/imyc/ � https://www.fordham.edu/halsall/source/urban2a.html

Learning Goals

4.01 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them

4.02e Record and present his/her findings accurately using the most appropriate medium, scientific vocabulary and conventions

4.02f Identify patterns in the results and draw conclusions based on the evidence 4.03 Be able to discriminate between evidence and opinion 4.04 Develop an understanding that scientific knowledge is built up from the systematic collection and

analysis of evidence and the application of rigorous reasoning applied to the evidence 4.05 Develop an understanding that scientific evidence is subject to multiple interpretations 4.07 Develop an understanding of the ethical responsibility all scientists face 4.52 Know that every object exerts a gravitational force on every other object 4.62 Be able to define mass, weight, speed, velocity and acceleration and explain differences between them 4.63 Be able to calculate average speed using time and distance measurements 4.67 Be able to use the ray model of light to explain imaging in mirrors, the reflection and refraction of light

and the action of the convex lens in focusing light waves, e.g. the human eye 4.77 Know about the main features and characteristics of the universe, including the relationship between

Earth and the rest of the solar system 4.78 Know about the varying effects caused by Earth movements in different hemispheres. (E.g. The seasons

and the Earth's tilt and day length at different times of year) 4.79 Know about the effect of the force of gravity on the Earth, between the Earth and the Moon and the

Earth and the Sun including the effect of gravity on the tides and on satellites around the Earth 4.80 Be able to explain the effect of gravity on objects on the Earth and objects that orbit the Earth, e.g.

satellites 4.81 Develop an understanding of the effect of gravity on objects on the Earth, on satellites orbiting the

Earth (weightlessness), and between the Earth and the Sun and the rest of the solar system

Learning Tasks

1. Knowledge Harvest and Research Activity

a. Creating learning wall b. Making concept cartoons

2. Research and Record 1 (Context: Structure of the universe)

a. Theories of early Scientists about the Solar System b. Debate: Do you think Pluto is a planet? c. Creating a scale model of the universe

3. Research and Record 2 (Context: Relationship between time and mass in space)

a. Descent Module Challenge b. “Dig Deeper” Section – Construction of the ISS c. Planning the launch of a rocket travelling to the ISS. d. Relationship between force, mass and acceleration e. How does the ISS stay in orbit?

4. Discussion 1 (Context: How was the ISS built)

a. Discussions about time on the ISS and the phases of the moon b. Time Zones c. Phases of the Moon

SCIENCE

5. Discussion 2 (Context: Living in the ISS)

a. Discussion on Living in ISS b. Challenges living with microgravity

6. Research and Record 3 (Context: Space telescope)

a. The Hubble Telescope

7. Research and Record 4

a. Images provided by the Hubble Telescope b. Investigating on the relationships and patterns of mass and radius, distance from the sun and period, or mass and gravity of the planets in our solar system c. Analyzing data from the given set

References

http://www.nasa.gov/mission... http://www.nasa.gov/centers/jpl/education/moonphases-20100913.html http://mars.nasa.gov/allaboutmars/nightsky/retrograde/ https://www.youtube.com/watch?v=iIk29MnzZWA http://wonderopolis.org/wonder/why-is-pluto-no-longer-a-planet/ https://www.theguardian.com/...back-to-earth http://ed.ted.com/...tien-nguyen http://sciencenetlinks.com/esheets/gravity-launch/ http://practicalphysics.org/investigating-newtons-second-law-motion.html http://learningcenter.nsta.org...Aliens_FMA.swf https://www.space.com/...orbit-earth-video.html https://spotthestation.nasa.gov/sightings/http://www.exploratorium.edu/ronh/solar_system/ http://joshworth.com/dev/pixelspace/pixelspace_solarsystem.html https://www.youtube.com/watch?v=YQD320c_q7Q https://www.youtube.com/watch?v=JD4cV08dd44 http://www.bbc.com/news/science-environment-12787502 http://www.bbc.com/news/world-asia-16351377 https://www.youtube.com/watch?v=XkM_04Ch76E https://www.youtube.com/watch?v=HCs9-K3qBXg http://hubblesite.org/the_telescope/ http://hubblesite.org/hubble_discoveries/ http://hubblesite.org/the_telescope/hand-held_hubble/ http://hubblesite.org/images/news/82-solar-system https://www.spacetelescope.org/videos/hubblecast27a/ https://www.youtube.com/watch?v=rAejrPirGxI https://www.youtube.com/watch?v=4UZxzyOVJ8Q https://www.youtube.com/watch?v=499R500kHOs https://www.youtube.com/watch?v=te0nLaxGl0A https://www.youtube.com/watch?v=3P-SZRl6pso https://museumvictoria.com.au/media/1871/seasons-on-other-planets.pdf http://planetcalc.com/1875/

A. Mindmaps

Criteria Performance Indicators Level 1 Level 2 Level 3 Level 4

Depth of coverage

(Knowledge)

• Bare minimum of content covered

• No extension of ideas evident

• Shows a basic level of coverage of key ideas only

• Attempts extension of a few ideas

• Shows a solid grasp of most of the content

• Shows extensions of most key ideas

• Shows a solid grasp of all the content covered

• Extensions of the key ideas show a deep understanding of the content

Central Image (Communication)

• Present but difficult to separate from other information

• Present but not clearly related to key idea

• Clear use of picture or image that relates to key idea

• Stands out meaningfully and grasps the key idea through metaphor or humour

Ideas have key images

(Communication)

• A little evidence of key images.

• Has only a few keywords

• Images and keywords are evident, but either too few or some are imprecise

• Images and key words clearly show an understanding of the content

• Images and key words clearly and dynamically show an understanding of the content.

Colour or codes or links used to

illustrate connections

between ideas (Thinking)

• A little use of colour, codes or links to illustrate connections between ideas

• Obvious attempt is made to use colour, codes or links to enhance clarity and memory.

• Still some inconsistency of application

• Clearly uses colour, codes, or links to clarify connections and to assist with existing ideas

• Effectively uses colour, codes, or links to meaningfully clarify connections

Ideas radiate out from central

image and from most to least

complex (Application)

• Some ideas are connected to and radiate out from centre

• Some confusion in moving from most to least complex

• All ideas radiate out from centre

• Still some confusion in moving from most to least complex

• Ideas clearly connect to central image and ideas

• Generally moves from most to least complex

• Ideas clearly connect to central image and ideas

• Consistently and accurately shift from most to least complex

B. Speaking

Criteria Performance Indicators Need improvement Satisfactory Good Excellent

Content (40%)

• The topics and main ideas are not clear

• There is one topic

• Main ideas are somewhat clear

• There is one clear, well-focused topic

• Main ideas are clear but not well supported by detailed information

• There is one clear, well-focused topic

• Main ideas are clear and are well supported by detailed and accurate information

Organization (40%)

• There is no clear introduction, structure, or conclusion

• The introduction states the main topic

• A conclusion is also included

• The introduction states the main topic and provides an overview of the speech. A conclusion is included

• The introduction is inviting, states the main topic, and provides an overview of the speech

• Information is relevant and presented in a logical order. The conclusion is strong

Language (20%)

• The speaker uses a limited vocabulary. Cliches may be present and some words used may detract from the correct meaning

• The speaker uses words that communicate clearly, but the speech lacks variety

• Some parts of the speech are very redundant

• The speaker uses vivid words and phrases. There is a good choice of words to explain certain ideas

• The speaker uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced

ASSESSMENT RUBRICS