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2018-2019
Dubai International Academy
Student Options
Booklet for Year 11
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YEAR 11 SUBJECT OPTIONS FORM
2018-2019
Please select the options as per the table below
Student Name
Language Acquisition – Choose any one
(Arabic A, Arabic B, French, Spanish)
Science – Choose any one
(Biology, Chemistry, Physics)
Individuals & Societies – Choose any one
(Business Studies, History, Geography, Economics)
PHE/Arts/Design – Choose any one
(Physical & Health Education, Music, Drama, Visual Art,
Digital Design, Product Design)
Individuals & Societies/Science/Design – Choose any one
(History, Geography, Business Studies, Economics, Biology,
Chemistry, Physics, Digital Design, Product Design)
Kindly note that all new students will study Spanish, unless they have previously studied French. If French has been studied previously, please state for how many years, as this generally serves as a guideline for language proficiency.
*English and Maths are obligatory so do not appear on the option form.
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Course Outlines for Year 11 Options Selection
Arts Options
Music
Drama
Art
Design Options
Digital Design
Product Design
Individuals and Societies Options
Business Studies
Economics
Geography
History
Science options
Physics
Biology
Chemistry
Language acquisition options: as previously selected on entry to DIA
Arabic A
Arabic B
Spanish
French
Physical and Health Education
MYP PHE
PE
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Arts
Students specialize and continue with the Arts option previously studied in Year 10. In Year 11
students will work towards the MYP external assessment via the ePortfolio, demonstrating skills
through:
Their knowledge and understanding of the art form studied, including concepts, process
and the use of subject–specific terminology to include the role of the art form in
original or displaced contexts and use this acquired knowledge to purposefully inform
their artistic decisions in the process of creating artwork.
The acquisition, development and application of the skills and techniques of the art
form studied to create, perform and/or present art.
Their development of a feasible, clear, imaginative and coherent artistic intention,
showing a range and depth of creative–thinking behaviours and exploring these
through to a point of realization.
Making detailed, meaningful and creative connections between the process and
artwork in relation to the unit’s statement of inquiry/global context through an artistic
response which reflects or impact on the world around them.
Effectively critiquing their own work and that of others.
Music
To enter elective music studies, a student must have enthusiasm for the subject and be willing
to explore a wide range of musical genres. There will be opportunities to create original music
and perform both as a soloist and as a member of an ensemble. Some prior knowledge or
experience of music is advantageous. Analytical skills necessary to effectively critique music will
be developed through performing, creating, and listening activities.
Pre-requisites for students are:
Some experience playing an instrument/voice as there are solo and ensemble
performance assessment tasks.
A foundation level of Music Theory is advisable.
Please do not hesitate to email Ms. O’Brien with any further questions.
Email: Susan O'Brien [email protected]
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Innoventures Musical Soiree Musician Workshop
Visual Art
The visual arts encompass techniques such as drawing, painting, printmaking, sculpture and
photography. It is likely that students will use a combination of techniques and work in a variety
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of media to meet the objectives of this subject group. We seek to provide opportunities for
students to develop a knowledge and understanding of a range of observational, creative and
interpretative works.
There are no pre-requisites to study this course except for student enthusiasm.
If you would like to discuss this further, please contact the Art department
Marilyn Batte [email protected]
Drama
A fun way to learn new skills!
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The Drama course offers you the chance to develop a wide range of drama skills, strategies and
styles. You will research practitioners and influential people of Drama, building a theoretical
approach to Drama.
Drama is not just about performing; it is a subject that allows you to develop many
transferrable skills for the future. For example you will learn to effectively work with others
that are in your class, in order to create and perform Drama. You will learn to present work and
communicate your ideas effectively to an audience. You will have your performance work and
written work evaluated and reported on frequently in order to ensure that your work
progresses. Drama is also great fun!
If you feel that Drama is something you may enjoy, then it’s the right subject for you!
If you would like to discuss this course further please contact the Drama department.
Liza Marie Henshaw [email protected]
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Design Options: Year 11
Students specialize and continue with the Technology option previously studied in Year 10
Digital Design
Technology and technological developments have given rise to profound changes in society,
transforming how we access and process information, how we communicate with others and
how we work and solve problems. Appropriately used, interactively and with guidance they have
become tools for the development of higher order thinking skills.
MYP Digital Design aims to provide the means and the context to help students become skillful
problem solvers, who can appreciate the role of technology in everyday life and society and who
can respond critically and resourcefully to real life challenges. Students learn various software to
communicate their thoughts.
The MYP Digital Design course intends to:
• Challenge all students to apply practical and creative thinking skills to solve problems in
technology
• Encourage students to explore the role of technology in both historical and contemporary
contexts
• Raise students’ awareness of their responsibilities as world citizens when making decisions and
taking action on technology issues.
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The aims of the teaching and study of technology are to encourage and enable students to:
• Develop an appreciation of the significance of technology for life, society and the environment.
• Use knowledge, skills and techniques to create products/solutions of appropriate quality.
• Develop problem solving, critical- and creative thinking skills through the application of the
design cycle.
• Develop respect for others’ viewpoints and appreciate alternative solutions to problems.
• Use and apply information and communication technology (ICT) effectively as a means to
access, process and communicate information, and to solve problems.
The design cycle is a model and it is intended to be the central tool to help students create and
evaluate products/solutions in response to challenges. The MYP design cycle consists of four
major stages and these relate to the objectives of the course.
Digital Design opens new grounds in IB learning and Universities. There are lots of career options
in the field of technology and otherwise also it helps to be at par with the latest development in
all areas of studies and work.
If you would like to discuss this course further, please contact the Design department.
Hitesh Bhagat ([email protected])
Ruba Jeshi ([email protected])
Maryam Ferdosi ([email protected])
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Product Design
This course enables students to develop broad based skills that are integral to function effectively
in the modern world, to learn to identify and analyze a problem and present solutions in a clear
and concise manner. Students will use a wide range of materials to design and make products.
They work out their ideas with precision taking into account how products will be used, who will
use them, how much they cost and what skills are required to make the product. They develop
their understanding of designing and creating through investigation skills. Design is a strategic
process than just the production. It uses visual mediums to enable communication within desired
parameters whether this is across cultures or to a specifically targeted audience. The students
learn to appreciate the impact of design and technology in their daily lives.
Aims
The aims for student learning are to:
Understand basic concept of Product Design.
Demonstrate skills required to solve the problem within given restrictions.
Learn to manage material and time in a constructive manner.
Correlate scientific and technical knowledge to the world outside school.
Develop oral, written and visual communication skills to elicit solution to the technical
problems.
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Develop and enhance technical drawing skills to communicate design ideas.
At this MYP level, Product Design is essentially a preparatory course for the IB diploma in addition
to building skills in critical thinking, communication of design ideas through CAD, and an
awareness of the significance of products used by them in day to day life.
Product Design is now universally recognized a significant area of university study. Graduates of
Product Design can look forward to careers in architecture, interior designing, engineering,
product development, and product analysis. It is also an excellent foundation for further study
in advertising, engineering, business development, product marketing and product launch. In a
world that experiences voluminous development of design and technology from space to health
care, the creative impact of the designer has never been more in demand.
If you would like to discuss this course further, please contact the Design department
Vikas Singh ([email protected])
Pranjal Rai ([email protected])
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INDIVIDUALS AND SOCIETIES OPTIONS: Year 11
In Year 11, students have the option to choose one, or two of the following: History, Business
Studies, Geography or Economics.
Geography
The Geography program for the final two years of the MYP course is dedicated to covering a
broad range of physical, human and environmental aspects of geography. The enquiry element
of the course encourages questioning, investigation and critical thinking about issues affecting
the world and people’s lives, now and in the future. The skills and knowledge acquired provides
a strong foundation for progressing into the IB program of study.
The units that will be covered throughout the Year 11 course are as follows;
Plate tectonics
Leisure and Tourism
Drainage Basins and River features
Resources and energy
Industry
Global climate change
World development
Biomes
To select Geography in year 11 the student should have selected Geography as an option in
Year 10.
If you would like to discuss this course further please contact the Individuals and societies
department: Liam Lyons [email protected] or Sean Kelly [email protected]
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History
History is more than the study of the past. It is the process of recording, reconstructing and
interpreting the past through the investigation of a variety of sources. It is a discipline that gives
people an understanding of themselves and others in relation to the world, both past and
present.
In order to understand the past, students must engage with it both through exposure to
primary historical sources and through the work of historians. Historical study involves both
selection and interpretation of data and critical evaluation of it. Students of history should
appreciate the relative nature of historical knowledge and understanding, as each generation
reflects its own world and preoccupations and as more evidence emerges. A study of history
both requires and develops an individual’s understanding of, and empathy for, people living in
other periods and contexts.
The aims of the history course at Year 11 are to:
Promote an understanding of history as a discipline, including the nature and diversity
of its sources, methods and interpretations
Encourage an understanding of the present through critical reflection upon the past
Encourage an understanding of the impact of historical developments at national,
regional and international levels
Develop an awareness of one’s own historical identity through the study of the
historical experiences of different cultures.
History is a useful subject for university study. Graduates of a university history course can
look forward to careers in Law, Archeology, or as an Archivist, Researcher, Museum work,
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Tour guide, Lecturer and Publishing. It is also an excellent foundation for further study in
International Relations, Insurance and Risk.
Year 11 - the course investigates the following events:
Germany
The Weimar Republic the rise of the
Nazis.
Hitler’s Germany
The Second World War
Why did peace collapse in Europe in 1939?
How did the war become a world war?
Why did the Allies win the Second World War?
The Cold War
(1945-1949)
The beginnings of the Cold War
Yalta and Potsdam
Conflicting ideologies
Truman Doctrine
Berlin Blockade
The Cold War
(1950-1975)
Korean War
Cuban Missile Crisis
Vietnam War
Eastern Europe and the Cold War
(1948-1989)
Stalin, Khrushchev and Soviet control
of Eastern Europe
Hungary-1956
Czechoslovakia and the Prague Spring
Berlin Wall
Collapse of the USSR
To select History in year 11 the student should have selected History as an option in Year 10.
If you would like to discuss this course further, please contact the Individuals and Societies
department:
Ciaran Mulhern [email protected]
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Economics
The Economics programme in Year 11 deals with economics as a dynamic social science. The
study of economics is essentially about the concept of scarcity and the problem of resource
allocation. Although economics involves the formulation of theory, it is not a purely theoretical
subject as these theories can be applied to real world examples
At this introductory level, the course is a preparation for the Economics course in the IB diploma
in addition to building skills in critical thinking, improved numeracy, communication, team work
and an awareness of the wider world around you.
Having followed the Year 11 course in economics, students will be expected to:
Have an understanding and knowledge of the basic economic concepts and theories
Apply economic concepts to a range of circumstances and a variety of situations
Analyze information through the use of economic concepts and theories
Economics is a useful subject for university study. Graduates of a university economics course
can look forward to careers in finance, banking, government, business consulting, and work in
the non-profit sector. It is also an excellent foundation for further study in economics, law,
business administration, public policy and other fields.
Summary of the specification content:
Student inquiry in Year 11 includes:
How prices are determined through the interaction of demand and supply: Being the
cornerstone of economic study, the concept of demand and supply is dealt with ultimate
care. The shift, movement and determinants of both demand and supply are taught. The
concept of elasticity and taxation is introduced.
Understanding the meaning and aims of production will be covered. Reasons for growth
and methods of growth are also taught. Revenues and different types of costs will be
explained to assist students in constructing break-even diagrams.
The characteristics of different market structures and the need for government
intervention: Discussion of different market structures and the reasons for market failure.
Understanding the implications of different types of government policies on the basic
macroeconomic objectives of controlling inflation and unemployment and promoting
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growth: In this module, different macroeconomic objectives are stated and discussed.
Inflation and unemployment are taught extensively.
Analyzing why some countries are better off than others in terms of economic
development. All the terms related with development are defined and discussed.
Population study is introduced.
World Bank and The IMF: Discussion of international organizations, specifically the
International Monetary Fund (IMF) and the World Bank, two of the most influential and
important global economic institutions. In addition to learning about the history, basic
structure and policies of these institutions and the role of the United States, students
will be introduced to some of the challenges faced by these institutions.
Students who wish to study Economics in Year 11 are expected to have completed the
combined course Business/Economics in Year 10.
If you would like to discuss this course further, please contact the Individuals and Societies
department:
Reena Tikku ([email protected])
Susan Daniel ([email protected])
Jeff Luce ([email protected])
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Business Studies
The Business Studies syllabus develops students' understanding of business activity in the public
and private sectors and the importance of innovation and change. Students learn how the major
types of business organization are established, financed and run, and how their activities are
regulated. Factors influencing business decision-making are also considered, as are the essential
values of cooperation and interdependence. Through their studies, students not only learn about
business concepts and techniques but also enhance related skills such as numeracy and enquiry.
The syllabus provides both a foundation for further study and an ideal preparation for the world
of work. Business studies combines well with almost any subject and is held in high regard by
universities and employers. Most students will work in some form of business organization and
an increasing number of students want to set up their own business ventures.
Students investigate every aspect of setting up a business and how businesses operate with
particular focus on Marketing, People, and Finance. The use of up to date and real life case studies
takes students through the skills and theory behind starting up and growing business, providing
vital training for budding entrepreneurs.
Summary of the specific content:
There are two areas of content. Student will be required to demonstrate specified knowledge
and critical understanding of:
Marketing: This section focuses on identifying and satisfying customer needs in a changing and
competitive international environment.
Market size, growth and share; product vs. market orientation; marketing plan
Marketing mix – 4 objectives and market research and segmentation
Product design and development, product life cycle, portfolio analysis, branding
Pricing strategies
Types of promotion, promotional mix
Channels of distribution, distribution strategy
Entry into international markets
Human Resources: This section looks at people in organizations with a focus on their roles,
relationships and management in business.
Role and functions of management
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Changing employment practices
Types of communication, ICT and communication, communication networks
Nature of leadership and leadership styles.
Motivation theories, motivation in practice, financial and non-financial motivation
Accounting and Finance: This section looks at the different financial statements that businesses
prepare and the appropriate tools to analyse these statements.
Cash flow statements and forecasts
Profit and loss account
Balance sheet
Financial Ratio Analysis.
Students who wish to study Business in Year 11 are expected to have completed the combined
course Business/Economics in Year 10.
If you would like to discuss this course further, please contact the Individuals and Societies
department:
Jeff Luce ([email protected])
Mahrukh Saturia ([email protected])
Robert Bunyan ([email protected])
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SCIENCE OPTIONS: Year 11 Biology This is the study of the life of plants and animals. It includes their structure, physiology, development, distribution and the biological phenomena relating to these organisms. Students will study topics such as cells, evolution, genetics, ecology, microbiology, biochemistry and biotechnology. This is a useful science to choose if students are interested in life processes and the interaction of life with the environment. Biology is useful and may be essential for careers in medicine, dentistry, veterinary medicine, scientific research such as in pharmaceutical companies. Chemistry This Science investigates the composition and interaction of existing compounds and elements as well as making new materials such as polymers and medicines. Students will study topics such as Acids and Bases, Fuels, Organic Chemistry (carbon chemistry) and Structure and Bonding. This is a useful science to choose if they enjoy making compounds and investigating the composition of chemicals around you. Chemistry is essential for careers in medicine, dentistry, veterinary medicine, scientific research such as in pharmaceutical companies and for many engineering courses. Physics This Science studies the laws, properties and interactions of matter, motion and energy. Students will study topics such as Light, Heat, Sound, Kinematics, Dynamics, Matter, Forces and Energy. Physics is a useful science to choose if you enjoy measuring forces, distance and velocity and want to know more about the processes that drive our universe and everything in it. Physics is essential for careers in engineering and is also a requirement for some universities for studying medicine, dentistry and veterinary medicine. University requirements for courses vary in different countries. For details of requirements it is advisable to check with our counselor Ms Rachana Sippy. [email protected] Further inquiries for Science: [email protected] for MYP Biology,
[email protected] for MYP Physics, [email protected] for MYP Chemistry.
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LANGUAGE OPTIONS
Students continue with the same choice made at entry to DIA
ARABIC A
The Arabic A option is blocked against the Lang B option
Arabic A is the second language A available in the school for the students who are native Arabic
speakers
Arabic A develops five skills: listening, speaking, reading, writing and viewing
In listening, speaking, reading and writing, the students will be taught to use the language as a
way of expressing thought, being creative, reflecting, and as a means of self-expression. They
will learn to use the language through the use of media, information technology and literature.
Students will gain an understanding of literature both through culture and history, and they will
learn to understand and empathize with both real people and fictional characters.
The purpose of viewing is to develop a critical understanding of visual material and its
conventions. This aspect of the work will include a close look at the media and film, and students
will learn to analyze and interpret what is presented to them.
The aims of the teaching and study of Arabic in the MYP are to encourage and enable students
to use the language as a vehicle for thought, creativity, reflection, learning and self-expression.
By using the language, they learn to interact socially and to develop relationships within the
international community. They comprehend more clearly aspects of their own culture and those
of other cultures, by exploring the interdependence of human beings through a variety of works.
Students are encouraged to explore the many facets of the language through the use of media
and information technology. They are taught to develop the skills involved in speaking, listening,
and reading, writing and viewing in a variety of texts. They read widely with the objective of
promoting a lifelong interest in language and literature. They develop a critical and creative
approach to studying and analyzing literature and promote their language skills through
interdisciplinary work. Students are greatly encouraged to reflect on the learning process in
various ways and at various stages.
Subject Specific Objectives: Speaking, Writing, Listening, Reading and Viewing
At the end of the course students should be able to:
1. Understand and comment on language, content, structure, meaning and
significance of both familiar and previously unseen pieces of writing.
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2. Demonstrate a critical awareness of a range of written and visual texts.
3. Use language to narrate, describe, analyze, explain, argue, persuade, inform,
entertain and express feelings.
4. Compare texts and connect themes to show similarities or differences across
genres.
5. Express an informed response to literary and non-literary texts and demonstrate
and ability to approach works independently.
6. Understand connotations within a language in order to interpret the author or
speaker’s intentions.
7. Express ideas with clarity and coherence in both oral and written
communication.
8. Structure ideas and arguments, both orally and in writing, in a sustained and
logical way, and support them with relevant examples.
9. Distinguish the main ideas in a text from the secondary ideas.
10. Use and understand an appropriate and varied range of vocabulary and idiom.
11. Use correct grammar with appropriate and varied sentence structure.
12. Show awareness of the need for an effective choice of register suited to the
audience in both oral and written communication.
For further information please contact Reda Al Ashmawey at [email protected]
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Language Acquisition (Language B) – French, Spanish and Arabic
All students are expected to continue with the language they have been studying in years 7-9 in
order to allow sufficient preparation for the DP course.
All Languages are taught in phases according to levels defined by the IBO.
Spanish also has a Foundation Level which all new students, with no prior learning of the
language offered, are required to select.
The current level for Arabic B is Phase 2.
Language Acquisition develops four skills: Speaking, Listening, Reading and Writing. Students
are taught and learn through a variety of methods that encompass all learning styles.
The learning of a Language B will allow students to:
Use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
Understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
Develop insight into the cultural characteristics of the communities where the languages are spoken
Develop an awareness and understanding of the perspectives of people from other cultures
Access varied sources of information
Develop a lifelong interest and enjoyment in language learning
By the end of the MYP Language B course, students should be able to:
Communicate information, ideas and opinions in formal and informal contexts
Speak with good pronunciation and intonation
Demonstrate comprehension of specific factual information and attitudes, identify the main ideas and draw conclusions in both spoken and written contexts
Understand and appropriately use a variety of grammatical structures and vocabulary
Request and provide information in both spoken and written contexts Further enquiries please contact:
Ms. Marie-Louise Vanesse (French) [email protected]
Mr Roberto Maldonado (Spanish) [email protected]
Mr Nasr Dweidari (Arabic B) [email protected]
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MYP Physical and Health Education and Core PE
MYP PHE
Students specialize and continue with the PHE option previously studied in Year 10. The content
is heavily based on working with a client to develop both physical and health goals.
The MYP PHE educates the student physically, intellectually, emotionally, socially, and
spiritually.
Promotes positive lifelong healthy attitudes and skills.
Improves students’ knowledge of fitness concepts such as cardiovascular fitness,
muscular strength, muscular endurance, speed and flexibility.
Improves self-confidence, self-esteem and self-control.
Improves communication and organizational skills through coaching a client.
Students will study the following major units:
Health and fitness
ePortfolio – coach/client
Options activity
Students will be assessed against the following criteria in their ePortfolio:
A: Knowledge and Understanding: Students develop knowledge and understanding about
health and physical activity in order to identify and solve problems. The student is able to use
terminology which is accurate and appropriate to Physical and Health Education.
B: Planning for performance: Through inquiry design, students must analyze, evaluate and
perform a plan in order to improve performance in physical and health education. They are
able to repeat, select and link several movements accurately to form a sequence.
C. Applying and performing: Students develop and apply practical skills, techniques, strategies
and movement concepts through their participation in a variety of physical activities.
D. Reflecting and improving performance: Students enhance their personal and social
development, set goals, take responsible action and reflect on their performance and the
performance of others.
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Students will be given an MYP grade out of 7 based on their scores across all 4 strands in the
ePortfolio.
Core PE
This course is compulsory for all students in DIA. It covers the similar content to that of Year 7-
10. Students are assessed against a practical and effort grade.
The aim of this course is for students to get the required amount of physical activity per week,
through the participation of various activities. Activities offered are as follows:
Please contact Mr. Ciaran McBreen at [email protected]
Please note that university requirements for courses vary in different countries. For details of
requirements it is advisable to check with our counselor Ms. Rachana Sippy:
• Swimming
• Netball
• Basketball
• Football
• Tennis
• Health & Fitness
• Gaelic Football
• Yoga
• Skills Development
• Cricket
• Softball
• Rounder's
• Gymnastics
• Dance
• Touch Rugby
• Pilates
• Water polo
• Softball
