Curricula-2014-2015(FA) - Nord Anglia Education · Objectives Middle Years Programme ... MYP 1 –...

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Curriculum 2014-2015

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Table of Content

Language & Literature – English 3

Language & Literature – French /A 8

Individuals & Societies 12

Mathematics 17

Design 22

The Arts 27

The Expressive Arts 32

Sciences 38

Physical & Health Education (PHE) 43

Language Acquisition – French /B 49

Language Acquisition – Spanish /B 60

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Language & Literature — English

Students will develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

(IB Website 2014)

Language is what makes

us human. It is a recourse

against the meaningless

noise and silence of

nature and history.

Octavio Paz

Literature is the art of

discovering something

extraordinary about

ordinary people, and

saying with ordinary

words something

extra-ordinary.

Boris Pasternak

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Objectives Middle Years Programme – Language & Literature

Objective A Analyzing

Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii).

Students should be able to use the text to support their personal responses and ideas (strand iii). Literacy and critical literacy are essential lifelong skills; engaging with texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text (strand iv).

In order to reach the aims of studying language and literature, students should be able to: i. analyse the content, context, language, structure, technique and

style of text(s) and the relationships among texts ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across

and within genres and texts.

Objective B Organizing

Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.

In order to reach the aims of studying language and literature, students should be able to: i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and citations.

Key Concepts Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among courses within the language and literature subject group (intra-disciplinary learning) and other subject groups (interdisciplinary learning).

The key concepts contributed by the study of language and literature are communication, connections, creativity and perspective.

Objectives The objectives of MYP Language & Literature are divided into 4 criteria, which relate directly to the assessment criteria.

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Objective C Producing Text

Students will produce written and spoken text, focussing on the creative process itself and on the understanding of the connection between the creator and their audience. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing texts that affect both the creator and the audience.

In order to reach the aims of studying language and literature, students should be able to: i. produce texts that demonstrate insight, imagination and sensitivity while

exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas.

Objective D Using Language

Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate.

In order to reach the aims of studying language and literature, students should be able to: i. use appropriate and varied vocabulary, sentence structures

and forms of expression ii. write and speak in a register and style that serve the context and intention iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and

pronounce with accuracy v. use appropriate non-verbal communication techniques.

MYP 1 – English

Unit 1 Short Stories — To what extent can personal experiences shape our treatment of other people?

Study of short stories to analyse, compare and contrast, and create short stories in combination with how SOLO taxonomy can help self-regulation and achievement.

Unit 2 Trash/Novel Study — Do we communicate differently dependent on time and place?

A novel study in which students will examine characterisation, style, tone, structure, sentence structure and grammar.

Unit 3 Catastrophe — To what extent can natural events change the world?

Studying a true story from the Thailand tsunami students examine how catastrophes have ramifications throughout time, locations and communities. Analysis of news reporting in visual and paper format. Writing in various text types in response to different stimuli.

Unit 4 Creative Writing — How do words shape meaning?

An analysis of creative and narrative writing followed by student creation of their own stories.

Unit 5 Shocking Shakespeare — What makes a classic?

Through an introduction to Shakespearean theatre, insults and extracts from “Romeo and Juliet” students examine how literature can be timeless.

Unit 6 Poetry — How can knowledge affect our perspective?

Through an analysis of poetry, students examine how greater knowledge of poetic form changes when and how we use poetry.

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MYP 3 – English

Unit 1 First Impressions—To what extent do first impressions make an impact?

Poetry analysis and essay writing based on the concept first impressions count.

Unit 2 Boy in the Striped Pyjamas, John Boyne — To what extent can our relationships benefit from historical lessons?

Detailed analysis of literature through the novel “Boy in the Striped Pyjamas.” Considering how divides in society can heal or hinder relationships.

Unit 3 Travel Costs — Who benefits from world travel?

Detailed analysis of non-fiction travel writing and student produced writing based on personal experience. Read extracts from “The Art of Travel”, watch documentaries/TV shows, etc.

Unit 4 Shakespeare — To what extent do texts retain their ability to entertain and deliver a message through time?

Analysis of Shakespeare through Romeo and Juliet. Look at the issues raised in the play and compare them to modern issues (family feuds, parent-child conflict, love across different cultures/ religions, etc.)

Unit 5 Animal Farm, George Orwell — To what extent do leaders influence and indoctrinate their followers and is this always unethical?

Collaboration with humanities for historical context; revise rhetorical devices and persuasive language; ATL/ research-based assessment on context and textual analysis; propaganda.

MYP 2 – English

Unit 1 Journalism Challenge — What do I gain from being aware of Global and local situations?

Examination of non-fiction genres through newspaper, magazine, campaigns, visual images and internet: being aware helps us to care; ATL/ research-based assessment on current affairs.

Unit 2 The Giver, Lois Lowry — What makes us different to/ the same as others and how do these differences affect us?

Introduction to visual literacy – terminology, analysis, using images as a stimulus for creative writing (preparation for ISA), opinion writing based on novel, film study based on movie of The Giver.

Unit 3 Survival — What does it take to survive?

Close study of the novel Hatchett by Gary Paulsen, analyzing, language, character, style, plot through the significant concept, the need to survive is innate.

Unit 4 Speeches —Anthony, Luther King, Kennedy, Bush, Obama, etc.

An introduction to rhetorical devices and persuasive language; students develop their own speeches using tools they have learnt.

Unit 5 Shaking up Shakespeare — To what extent do products retain their ability to inform or entertain over time?

Analysis of the features of a play through the study of Shakespeare. Exploring how the products of creativity are timeless.

Unit 6 The Boy Who Harnessed the Wind, William Kamkambwa

Explore human ingenuity and man’s ability to overcome challenges. Discuss the genre of autobiography, their subjectivity, accuracy, etc. Look at modern pop stars who have released autobiographical accounts of their lives at a young age.

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MYP 4 – English

Unit 1 Short Story — How is a short story constructed for maximum impact across a range of genre?

A collection of short stories from different time, culture and gender perspectives. Selection from Lessing, Du Maupassant, Poe, Hemingway, Desai and Waugh.

Unit 2 Maus, Art Spiegelman — Does the individual create society or society create the individual?

A study of the graphic novel “Maus” to ascertain how individuals are shaped by the society in which they live.

Unit 3 Persuasive Writing & Debate, Visual Text Analysis — How ethical are punishment systems/ the capital punishment debate?

A unit on persuasion and persuasive writing in which students examine persuasive writing and polemical essays. Focus of this Unit will be the case of Derek Bentley as interpreted through the film “Let Him Have It”.

Unit 4 A View From the Bridge, Arthur Miller — How does the community in which we live affect the way we think?

A study of the play by Miller. Students will examine how the environment in which a person lives shapes their thoughts and feelings.

Unit 5 Introduction to Chaucer — How are cultural stereotypes reinforced by storytelling?

Students will examine the historical and cultural aspects of selected Canterbury Tales such as “The Knight’s Tale.”

MYP 5 – English

Unit 1 World English — How is the English language influenced by different cultures and technology, and Is there one correct version or are all dialects equally acceptable?

Read Educating Rita, a selection of poems from different English-speaking countries around the world, as well articles and documentaries on slang/ technology/ the modernisation of English.

Unit 2 Persepolis, Marjane Satrapi — Does the individual create society or does society create the individual?

A study of Persepolis to ascertain how individuals are shaped by the society in which they live. An introduction to graphic novels, structural devices, the art of story-telling. Close analysis of scenes with introduction to comparative analysis with other non-fiction texts.

Unit 3 Textual Analysis

Introduction to the Power 5 and close textual analysis of a variety of text types, including cartoons and press photographs. Revise visual literacy terminology. Read a selection of poetry to put new skills into practice.

Unit 4 Things Fall Apart — What are the lingering effects of colonisation and are these positive or negative?

Look at the period of colonisation and how it changed the world.

Unit 5 May Exam

Revision, preparation, exam techniques and strategies for success.

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Language & Literature — French / A

Students will develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

(IB Website 2014)

Language is what makes

us human. It is a recourse

against the meaningless

noise and silence of

nature and history.

Octavio Paz

Literature is the art of

discovering something

extraordinary about

ordinary people, and

saying with ordinary

words something

extra-ordinary.

Boris Pasternak

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Objective A Analyzing

Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii). Students should be able to use the text to support their personal responses and ideas (strand iii). Literacy and critical literacy are essential lifelong skills; engaging with texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text (strand iv).

In order to reach the aims of studying language and literature, students should be able to: i. analyse the content, context, language, structure, technique and style of

text(s) and the relationships among texts ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across

and within genres and texts.

Objective B Organizing

Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.

In order to reach the aims of studying language and literature, students should be able to: i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and citations.


The key concepts contributed by the study of language and literature are communication, connections, creativity and perspective.

Objectives The objectives of MYP Language & Literature—French/A are divided into 4 criteria, which relate directly to the assessment criteria.

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Objective C Producing Text

Students will produce written and spoken text, focussing on the creative process itself and on the understanding of the connection between the creator and their audience. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing texts that affect both the creator and the audience.

In order to reach the aims of studying language and literature, students should be able to: i. produce texts that demonstrate insight, imagination and sensitivity

while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas.

Objective D Using Language

Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate.

In order to reach the aims of studying language and literature, students should be able to: i. use appropriate and varied vocabulary, sentence structures

and forms of expression ii. write and speak in a register and style that serve the context

and intention iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages)

and pronounce with accuracy v. use appropriate non-verbal communication techniques.

MYP 1 – French / A

Introduction à l’usage des mots dans un contexte littéraire

Les auteurs usent mais aussi jouent avec les mots. Les élèves apprendront à avoir un autre regard sur l’usage et l’impact de la ponctuation et de la grammaire notamment dans un contexte littéraire.

Le conte merveilleux

Etude de plusieurs version d’un même conte et de la structure caractéristique du conte merveilleux.

Le récit d’aventure

Les élèves examinent les différentes caractéristiques du schéma narratif à travers plusieurs extraits de textes littéraires différents.

Analyse détaillée de “Vendredi ou la vie sauvage” de M. Tournier, et comparaison avec “Robinson Crusoé” de Daniel Defoe. Réflexion sur les termes de “maître” et “serviteur”.

Définir ce qu’est un peuple “civilisé” n’est pas chose si facile.

Introduction à la poésie

Un poème peut-il être comparé à une œuvre musicale ? Ce que la poésie nous apporte de différent des autres genres littéraires.

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MYP 4/ MYP 5 – French / A

Le roman

Ouvrage : Eric Emmanuel Schmitt, Monsieur Ibrahim ou les Fleurs du Coran

Le théâtre classique — La comédie italienne et la comédie française au 18ème siècle

Ouvrage : Beaumarchais, Le Barbier de Séville Est-ce que le style littéraire d’une œuvre est influencé par son contexte socio-historique ? Le théâtre comme source de plaisir et de divertissement Dans quelle mesure est-ce que notre contexte social influencenotre comportement et nos pensées ?

Le récit fantastique

Ouvrage : Maupassant, Le Horla Qu’est-ce qui distingue le récit fantastique des autres genres littéraires? - Les liens entre littérature et science - Etudier le thème du doute - Etudier les éléments surnaturels - Le rôle des savants et des scientifiques

Littérature et journalisme – Quel est le rôle des médias dans le monde actuel?

Découvrir les droits et devoirs du journaliste Maîtriser le traitement de l’information Différencier presse d’opinion et presse d’information

MYP 2/ MYP 3 – French / A

Entre roman de chevalerie et roman courtois

Ouvrage : Béroul, Tristan et Yseult Comprendre le contexte médiéval dans lequel l’œuvre a été écrite Raconter et brosser des portraits Quels rapports à la mythologie ? Qu’est-ce qu’un mythe?

Le roman

Ouvrage : Marcel Pagnol, La Gloire de Mon Père Qu’est-ce qu’un récit autobiographique?

Théâtre — Qu’est-ce que la préciosité ?

Ouvrage : Molière, Les Précieuses Ridicules Le théâtre au 17ème siècle en France et ailleurs Molière Comprendre qu’est-ce que la comédie Comprendre le rôle du spectateur Les procédés satiriques et comiques au théâtre La mode au 17ème siècle (codes, tendances)

Poésie — Comment traduit-on des émotions en poésie?

Sélection de poèmes d’écrivain français qui montrent quela poésie est entre autres l’art d’associer les mots.

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MYP Individuals & Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.

It encourages learners, both students and teachers, to consider local and global contexts. MYP individuals and societies incorporates disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology and political science).

(MYP Guide 2014)


Individuals & Societies

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Objectives MYP – Individuals & Societies

Objective A Knowing & Understanding

Students develop factual & conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to: i. use terminology in context ii. demonstrate knowledge and understanding of subject-specific content and

concepts through descriptions, explanations and examples.

Objective B Investigating

Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. In order to reach the aims of individuals and societies, students should be able to: i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question iii. use research methods to collect and record relevant information iv. evaluate the process and results of the investigation.

Objective C Communicating

Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats. In order to reach the aims of individuals and societies, students should be able to: i. communicate information & ideas appropriately for the audience & purpose ii. structure information/ideas in a way that is appropriate to the specified format iii. document sources of information using a recognized convention.

Objective D Thinking Critically

Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. In order to reach the aims of individuals and societies, students should be able to: i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid arguments iii. analyse/evaluate sources/data for origin, purpose, examining value &

limitations iv. interpret different perspectives and their implications.

Key Concepts Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among:

courses within the individuals and societies subject group (intra-disciplinary learning) other subject groups (interdisciplinary learning).

The key concepts contributed by the study of individuals and societies are change, global interactions, systems & time, place & space.

Objectives The objectives of MYP Individuals & Societies are divided into 4 criteria, which relate directly to the assessment criteria.

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MYP 2 – Individuals & Societies

Unit 1 Coastal Environments — Are our coastlines in danger?

Coastlines need to be managed. This unit of study is designed to increase awareness of coastlines; how they are formed, their uses and methods used to protect them.

Unit 2 Human Rights — Have societies become fairer and more equal?

Actions against crimes of humanity can succeed. In this unit students will focus on the concept of human cost. Using the slave trade as focus they will look at protest movements and how collective action can cause change for good.

Unit 3 Retail Habits — How has retail business changed modern lifestyles?

The relationship between the business and the consumer is independent and complex. Students investigate how businesses can influence consumer wants, desires and shopping styles.

Unit 4 Personal & Family History — Where is my place in human chronology?

Students look at the variety of different research methods available to help discover personal history and their own genealogy.

Unit 5 Travel & Tourism — Can we justify our increasing leisure desires?

Travel & tourism can help and damage. Students understand that although tourism can be of great economic benefit to a community, mismanagement can cause environmental and social difficulty.

Unit 6 Political & Social Systems — How are systems of organizations & control justified and accepted?

We can be governed in many different ways. Students will understand that there have been many different political regimes which have led to conflict throughout the years.


Unit 1 Place, Space & Scale — How is the world connected?

Investigating the world from a geographical, economic and historical perspective. Students learn to identify with different communities and societies. They start to understand their role, influence and responsibility to the world on a global, continental, national, and local level.

Unit 2 Ancient Times — How much have we really changed?

Developments in Ancient Mesopotamia, Rome, Egypt and Greece led to the basis of society today. Historians have learnt that studying the past can lead to a greater understanding in modern society.

Unit 3 Natural Disasters — Are we at significant risk to natural disasters?

Students will understand the causes and consequences of floods, volcanoes, earthquakes and droughts. They will look at damage limitation strategies and the role of environmental agencies.

Unit 4 Medieval Ages — What fuels change?

Students, investigate feudal society, the crusades and the foundations of modern European countries.

Unit 5 Weather — Can we use geographical skills to help predict?

Students will investigate what makes the weather, climate conditions around the world and the tools used to measure and predict weather conditions.

Unit 6 Renaissance — Was it really the age of modern scientific method?

In this unit of study students will investigate the key thinkers of the renaissance period. They will look at the development of the universities and the increasing importance of academic thinking and the arts.

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Unit 1 Ecological Relationships — What impacts do humans have upon the world’s oceans and marine environments?

The world’s water supply and the hydrological cycle. Water transfer. Water and people. Water management. The use of water.

Unit 2 War — What are the causes, practices and consequences of warfare.

Periods in our past must never be forgotten. Students understand the causes of considerable conflict. They ask: how do we re-build successfully?

Unit 3 Demographics & Human Movement — What are the impacts of population and migration trends?

Globalization is making the nations of the world increasingly independent. Major movements of people and population changes are both causes and consequences of this interdependence.

Unit 4 Industrialization & Technological Development — How has the human experience changed since the industrial revolution?

Students will study the significance of the industrial revolution and the inventions that led to such a change in the human experience.

Unit 5 Resource Management — Can resource management offer solutions to modern environmental problems?

Economics looks at the issue of scare resources and unlimited wants. Students will start to look at the three key economic questions: for who should we produce, what should we produce and how should we produce?

Unit 6 Rights & Social Protest — Has the world become more democratic and equitable?

When change is needed collective force can be successful. Students will use the study of the civil rights movement to increase their understanding of collective action, pressure groups, democracy in action and that governments need to act.


Unit 1 Environmental Change & Solutions — Is environmental destruction and collapse inevitable?

Students use observation, data collection and recording to help identify areas of environmental damage and renewal. The students investigate many different environmental issues and have an opportunity to develop their own solutions.

Unit 2 Water — Our most important resource?

Water has a significant impact on the world’s geography. Its form is changing and the management of the water is vital to people and the way we live.

Unit 3 Wealth Disparity — Is it possible to achieve equality of wealth and resources across the world?

Development economics is a key element to modern economic courses. Students will use economic methods to compare and contrast nations. They will investigate ideas on how to achieve more equality of wealth and resources across the world.

Unit 4 Social Developments 1890-1960 — To what extent did the world transform in the early 20th century?

Students will understand how technological developments led to great social change, leading to the development of the concept of the individuals civil rights.

Unit 5 Modern Society — Is it possible to protect the world’s ecosystems while meeting the demands of modern society?

What if modern society’s demands on the earth are not sustainable? Students will investigate different ecosystems, their uses, and methods of protecting them.

Unit 6 Historical Process — Can we really know what happened in the past?

The role of the historian archeologist is investigated and the usefulness of sources and historical artifacts are evaluated.

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Unit 1 Research Question

Students have the opportunity to carry out their own research investigation into a humanities topic that interests them. This opportunity is to allow the student to focus on criterion B investigating. It is also excellent preparation for the DP extended essay.

Unit 2 Settlements & Urban Morphology — Can urbanization become more sustainable?

A growing percentage of the world’s population lives in urban areas. Changes in the urban environment occur as the needs of people change.

Unit 3 Economic Agents — Who controls the economy?

Students will understand the makeup of modern economic society. They will understand the role of the key players and that economics is now a complex network of global interactions.

Unit 4 Measurements & Trends — How do we assess change and trends in the social sciences?

Humanities students need to have sound skills in research. This unit looks at all the tools available to carry out research, while focusing on the up-to-date trends in the subject.

Unit 5 Trade Aid & Exchange — How equitable are modern global markets?

The relationship between different economic countries is interdependent and complex. Students will look at how trading patterns have developed, identifying the winners and losers, and looking at ways in which Less Economically Developed Countries (LEDC) can be helped to develop strong trading centers.

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Mathematics

Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking.

Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life. Therefore, mathematics should be accessible to and be studied by all students.

Mathematics, rightly

viewed, possesses

not only truth, but also

supreme beauty.

Bertrand Russell

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Objectives Middle Years Programme (MYP) – Mathematics

Criteria A Knowing & Understanding

Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems.

At the end of the course, students should be able to: Know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics) Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts Select and apply general rules correctly to solve problems, including those in real-life contexts.

Criteria B Communication in Mathematics

Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings—both orally and in writing.

At the end of the course, students should be able to communicate mathematical ideas, reasoning and findings by being able to:

Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations Use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) Communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems.

Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas. ICT tools can include graphic display calculators,

Key Concepts Key concepts promote the development of a broad curriculum. They represent big ideas that are relevant both within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among courses within the mathematics subject group (intra-disciplinary learning) and other subject groups (interdisciplinary learning).

The key concepts contributed by the study of mathematics are form, logic and relationships.

Objectives The objectives of MYP Mathematics are divided into 2 criteria, which relate directly to the assessment criteria.

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MYP 1 – Mathematics

Number Properties — Were numbers created, discovered or invented by humans? Why are there Number Properties?

Place Value, Calculations, Methods — Why is it important to follow a particular method when working mathematically?

When and when not to use calculators.

Geometrical Reasoning & Coordinates — Are some shapes better for building/creating than others?

Making some small changes can change an outcome completely.

Directed Numbers & Number Plane — How do I work with less than zero?

How to extend working with the number line into negative numbers.

Algebraic Manipulaitons & Linear Graphs — What are linear relationships?

Graphs are tools to help us visualize the nature of change. Variables and dealing with equations are an essential process of this.

Squares, Triangles, Surface Areas — How does design take into account the amount of area and volume used?

Mechanics of Area and Volume are important factors in design.

Fractions, Decimals & Percentages —Why do we use several representations for the same number?

The same number can be expressed in different ways according to the use.

Data Collection, Calculations & Representations — How can you represent data using excel and graphs?

How to efficiently use excel and data collection tools.


Review of Skills — What tools do I have?

Facts and basic operations are important. We assess and refresh important skills.

Estimation: Written vs. Mental Methods — Is this the right tool for the job?

Exploring different ways to approach a problem, written and mental methods.

Number Concepts — How do different expressions of number help us make sense of our environments?

Different ways to represent parts of a whole are interrelated.

Algebra — What are the letters for?

Fractions, decimals and percentages help us quantify our environment.

Algebra Patterns — Can you see the pattern?

The tool for abstraction and generalization.

Algebra Coordinates — How do we represent relationships?

Relationships between variables and equations can be represented visually.

Simple Transformations — How can you describe and manipulate images?

Geometric Measurement — How can we order space?

Spatial arrangements have fixed and describable relationships inherent to them.

Data Handling — Am I normal?

We can makes sense of data once it is collected by using statistical tools.

Probability — Is it fair?

Exploring the mathematics behind games of chance.

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Number Properties — Who uses numbers and how?

Numbers are used in a variety of contexts & forms, each with a specialized function

Algebra — How do we model relationships?

Algebra plays a significant role in students' lives and their future professions — this unit focuses on how and why we need to know algebraic principles.

Graphs of Linear- & Quadratic Functions — Using the Graphic Display Calculator.

Coordinate Geometry — The differences between linear and quadratic functions.

Some relationships are linear and some are quadratic, when & how do you know?

Simultaneous Equations — How do we deal with several unknown parameters?

When making decisions, it is best to come to a common solution.

Probability & Venn Diagrams — How can we determine the likelihood of an event happening to help with decision making?

Understanding methods of assigning probabilities to events can help people make informed decisions.

Venn Diagrams — How can diagrams be used to understand and solve problems?

Venn diagrams are an example of a representation of logical thinking.

Trigonometrie — What can we calculate in a triangle?

Trigonometric concepts applied to triangular figures allow a complete deter-mination of the shape. This leads to useful applications in measuring our world.

Area & Volume — How do our movements affect the space we evolve in?

The study of geometry and trigonometry provides the tools for analyzing, measuring and transforming geometric quantities in two and three dimensions.


Revision of Number Properties — Has the concept of number changed over human history?

Students research how and when which types of numbers were invented.

Algebraic Expressions & Equations — Who uses algebra?

We use generalizations to save time: algebra is like using a template over and over again.

Index Laws — How big is big and how small is small?

Why do we need to represent values in a more concise manner? Very large or very small numbers are represented in a more efficient manner using indices.

Equation of a Line & Distance/Speed/Time — Graphing linear equations.

Linear graphs are a simple tool to describe a change over time, investigate trends and make predictions.

Geometric Properties — How are we affected by geometric principles?

Logic and algebra are used to deduce geometric properties which are always valid.

Pythagoras & Trigonometry — What defines a triangle?

The triangle is the simplest polygon. Three pieces of information will fully define a right-angled triangle; the other measurements can be calculated.

Perimeter & Area — How do we measure our world?

As we live in a three-dimensional world, we commonly deal with solid objects which are in fact prisms.

Probability & Statistics — How are games developed and created?

Probability gives chance a mathematical quantity. Statistics give us tools to interpret.

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Deductive Geometry — How do mathematicians work in a logical order of steps?

Proofs in deductive geometry rest on the idea of working from established axioms to construct a set of inescapable conclusions.

Basic Skills & Number Review — How is working with Mathematics an essential part of daily living?

The ability to work with numbers is an essential skill in mathematics.

Statistics — How do statistics enhance our understanding of an issue?

Students should become aware of their legitimate use in supporting and questioning hypotheses, but also recognizing how statistics can be used to mislead as well as to counter opinions and propaganda.

Coordinate Geometry — How do we measure and describe physical terrain?

Spatial awareness is important and provides the tools for analysing, measuring and transforming geometric quantities in two and three dimensions.

Equations & Functions — When is there a solution with SEVERAL unknowns?

Understand what significant role algebra plays in their lives and their future.

Complex Functions — How can we classify functions?

There are many kinds of functions with a variety of properties. They can be classified in different families.

Algebraic Fractions — What are the characteristics of the language of algebra?

How is algebra a language that is logically constructed? Algebra is an abstraction of the concepts first used when dealing with number, and is essential for further learning in mathematics.

Trigonometry — How are lengths, angles and area related in triangles?

What are periodic phenomena? How trigonometric relationship and curves emerge from the unit circle simple trigonometric identities review of sine, cosine rule.

Probability — How do I calculate risk?

Probability is an essential tool wherever we try to assess the likelihood of something happening.

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Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

(MYP Design Guide 2014)


Design

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Objective B Developing Ideas

Students write a detailed specification, which drives the development of a solution. They present the solution.

In order to reach the aims of design, students should be able to: i. develop a design specification which states the success criteria for a solution ii. develop a range of design ideas which can be correctly interpreted by others iii. present the final chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the

requirements for the creation of the chosen solution.

Objective C Creating The Solution

Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation.

In order to reach the aims of design, students should be able to: i. construct a logical plan, which describes the efficient use of time and

resources, sufficient for peers to be able to follow to create the solution ii. idemonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making

the solution v. present the solution as a whole, either:

a. in electronic form, or b. through photographs of the solution from different angles, showing details.

Objective D Evaluating

Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.

In order to reach the aims of design, students should be able to: i. design detailed and relevant testing methods, which generate data,

to measure the success of the solution ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target


The key concepts contributed by the study of design are communication, communities, development and systems.

Objectives The objectives of MYP Design are divided into 4 criteria, which relate directly to the assessment criteria.

Objectives Middle Years Programme (MYP) – Arts

Objective A Inquiring & Analyzing

Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem.

In order to reach the aims of design, students should be able to: i. explain and justify the need for a solution to a problem for a specified

client/target audience ii. identify and prioritize the primary and secondary research needed

to develop a solution to the problem iii. analyse a range of existing products that inspire a solution to the problem iv. develop a detailed design brief which summarizes the analysis of relevant

research.

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MYP 1 – Design

Soma Cube Project

Students will be introduced to quick design and problem solving– using sketching as a main source of communication, a range of introductory manufacturing (woods and plastics) and a range of graphics techniques.

The students will learn a variety of practical skills, suitable for the solution of design problems.

What is a Soma Cube?

1. Introduction of project 2. Introduction to sketching style and technique 3. Produce a puzzle idea—Soma cube bits take shape. 4. Introduction to Sketchup 5. Produce a CAD view of the idea and Soma Cube bits Investigation And Assembly/Disassembly

Students learn methods of manufacture in wood; Introduction to hand wasting including cutting, filing and sanding, band facer, measuring and marking out. Characteristics of Woods — Range of processes explored.

1. Working characteristics/properties investigated and demonstrated 2. Students learn how these could be joined. 3. Vacuum forming demonstrated. Emphasis placed on how this technique

could be used for mass production. 4. Packaging Testing and Evaluation

Students test puzzles against specification and write evaluation. Example evaluations discussed with students. Survey carried out to find the most popular packaging details

MYP 2 – Design

Pewter Casting Project (10 weeks)

Introduction to logo design — Design influence. Cultural influence. Chinese/Cantonese/Japanese characters as a source. Pupil development of their own unique logo Pewter casting of logo monotype Introduction to packaging

Study Existing Asian Alphabet/Characters & Morphing/Design

1. Introduction of project 2. Introduction to sketching style and technique 3. Produce a mood board with the theme ‘Asian Characters’ at its centre 4. Produce a mood board with the theme ‘casting’ at its centre 5. Discuss the needs of the client and present these on either the mood board

or in a separate analysis. Choosing the Character and Introduction to Casting in Pewter

Students shown existing Chinese/Japanese etc. characters and shown how they can be morphed to make them ‘whole’ for casting purposes. Methods of morphing an idea on paper explained. Introduce the Idea of producing an idea to make a mould in the cuttle fish.

Characteristics of Cuttle Fish and Pewter

Cuttle fish explored Costs of a variety of casting materials discussed Working characteristics/properties of pewter Range of effects achieved through the combination of different materials and how these could be joined. Vacuum forming demonstrated

Concepts and Specification

Students start on some design concepts – sketched initial ideas from their original morphed ideas

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MYP 4 – Design

Seating Project (12 weeks)

Introduction to designing within a context (historical and other) Researching and analysing products Introduction to manufacturing techniques including woods, metals, plastics and possibly CAD/CAM Introduction to graphics techniques

Brief

The students are asked to design a method of ‘seating’ that has taken influence from a specific historical period of their choice based on their research:

Material choice is up to you (cost considerations to be made though) Model making/modelling is encouraged 8x A3 sheets total (research/mood board, initial ideas, development of ideas, orthographic/sketchup, final idea & evaluation)

Study Existing Lighting Design

1. Introduction of project. Existing seating, historical influence, ergonomics. 2. What is the context of use 3. Produce a mood board with the theme ‘seating’ at its centre 4. Initial analysis and synthesis begins 5. Develop an initial specification 6. Basic introduction to lighting, health & safety, and manufacturing processes Design Tasks for Seating project — Research Existing Chair Designs

Your task is to investigate different chair designs. Analyse the different designs you have looked using the following points:

What type of environment or room is/would the chair be used and why? What kind of materials have been used in the construction of the chair and what makes these materials suitable?

MYP 3 – Design

Architectural Form Project (10 weeks)

Introduction to design and problem solving in detail – using sketching as a main source of communication Researching and analyzing products Introduction to manufacturing of plastics Introduction to graphics techniques.

Study Existing Architecture and Timepiece Design

1. Introduction of project – Architecture, timepieces, plastics 2. Introduction to sketching style and technique 3. Produce a mood board with the theme ‘existing architecture’ at its centre 4. Produce a mood board with the theme ‘timepiece’ at its centre 5. Discuss the needs of the client and present these on either the mood board or

in a separate analysis. Investigation and disassembly

Students shown an existing timepiece and mechanism and shown how it is assembled/disassembled. Methods of fixing the mechanism to a simple timepiece face explained. Introduce the Idea of producing a net/development to make a form (limit to one or two pieces of acrylic possibly?)

Characteristics of plastics Range of plastics explored. Costs of a variety of plastics discussed. Working characteristics / properties investigated and demonstrated Range of effects achieved through the combination of different materials and how these could be joined. Vacuum forming

Concepts and Specification — Design concepts and sketched initial ideas.

Students ask questions and tease out possible answers by sketching and annotation:

Where will the timepiece be situated (lounge, bedroom, other)? What size will it be?

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MYP 5 – Design

Lighting Project (12 weeks)

To introduce Students to designing within a context (historical and other) To researching and analysing products (in this case lighting relating to a key design period) To build upon a range of manufacturing techniques including woods, metals, plastics and possibly CAD/CAM To build upon a range of graphics techniques (Design sketching, hand rendered graphics, orthographic drawing, Sketchup}.

Brief

The students are asked to design a method of ‘task or mood lighting’ that has taken influence from a specific historical period (Bauhaus, Memphis etc.):

Material choice is up to you You will be given a ‘kit’ of bits including 2m of flex, a plug, switch, bulb and holder for mains use Model making/modelling is encouraged 8x A3 sheets total (research/mood board, initial ideas, development of ideas, orthographic/sketchup, final idea & evaluation)

Study Existing Lighting Design

1. Introduction of project. Existing lighting, historical influence, ergonomics. 2. What is the context of use 3. Produce a mood board with the theme ‘existing task lighting’ at its centre 4. Initial analysis and synthesis begins, sketching 5. Develop an initial specification 6. Basic introduction to lighting, health & safety, and manufacturing processes. Development of Designs — Portfolio and Prototyping

1. Range of ideas and processes explored – Sketching 2. Methods of manufacture – Securing/fixing/electric connections

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The Arts

The arts are a universal form of human expression and a unique way of knowing that engage us in effective, imaginative and productive activities. Learning through the arts helps us to explore, shape and communicate our sense of identity and individuality. A focus on the individual enhances our self-confidence, resilience and adaptability. It encourages our sense of belonging and community through the recognition of identities.

(MYP Guide 2014)

The aim of art is to

represent not the outward

appearance of things, but

their inward significance.

Aristotle

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Key Concepts Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among courses within the arts subject group (intra-disciplinary learning) and other subject groups (interdisciplinary learning).

The key concepts contributed by the study of arts are aesthetics, change, communication and identity.

Objectives The objectives of MYP Arts are divided into 4 criteria, which relate directly to the assessment criteria.

Objectives Middle Years Programme (MYP) – Arts


Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives.

Criteria B Developing Skills

The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

Criteria C Thinking Creatively

The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity.

Criteria D Responding

Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.

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MYP 1 – The Arts

Unit 1 Generate Ideas to Develop — What is a Process Journal?

Generate Ideas to develop. Use art confidently as a form of expression and communication while demonstrating a range of technical skills. Art can be used as a means of expression.

Unit 2 Reflection on Art — How do we know what we like?

Reflection on art viewed on field trips and from other sources. Building up an art glossary. Reflect upon and evaluate their work in order to set goals for future development Assess and appraise their work and that of others.

Unit 3 Materials and Techniques — How do we create?

Explore the development of pencils and paint and explore methods of visual expression. Investigate through the use of the internet the importance of history of paint, pencil, brush and pen in the arts. Picture samples, types, variety, usage and techniques. Demonstrate knowledge & understanding of the materials studied.

Unit 4 Line, Form, Shape and Color — What are the elements of design?

Experimentation with different elements. Demonstrate knowledge and understanding of the theoretical basis of the art forms studied. Apply appropriate terminology to show aesthetic and critical awareness through capturing nature.

MYP 2 – The Arts

Unit 1 Timeline: Important Periods — How has Art Changed?

Changes in style and materials. Social and religious influences. Investigate significant periods of art history and reflect and discuss the many changes and styles.

Unit 2 Medieval Art — Can art create change?

To understand the influence of religion, in particular Christianity in the history of art. Students examine Medieval art and artefacts, particularly stained glass.

Unit 3 Renaissance — Can art create change?

Rebirth of learning in Europe. Examine cultures and art at that time. e.g. China, Japan, India, the Arab world, Africa. To observe and learn about the importance of portrait painting. To learn about significant Renaissance artists.

Unit 4 Impressionism — Does art represent life?

Studying the artists who orchestrated a change in the painting methods and how this was achieved. To investigate the changes in methods of painting brought about by the impressionism movement. e.g. pointillism, cubism.

Unit 5 Modern Art — Can we judge art?

Reflection and investigation into the works of modern painters and sculptors. How these works compare with others on the timeline. To compare and contrast the works of modern artists to different works of art in history.

Unit 6 Art and History — What makes something precious?

Art has helped to record significant events throughout history. Students explore and discuss the qualities that make some forms of modern art valuable and evaluate the difference between something precious and something valuable.

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MYP 4 – The Arts

Unit 1 Illustration — Can pictures enhance stories?

The need to illustrate ideas has evolved through time. Students discover the processes and commitment needed to produce and illustrated story.

Unit 2 Human Form — Are humans all the same shape?

The need to illustrate the human form has evolved through time. Students further develop observations and techniques when drawing, painting or sculpting the human form.

Unit 3 Themed Print Making — Is printing art?

Printing techniques provide a medium for development of design. Students demonstrate the different techniques that can be used in print making and explore different kinds of printing e.g. lino, gummi, block.

Unit 4 Tradition and Change — How does art present place?

Culture and tradition affect the development of art over time. Students learn more about local artists and how they have portrayed the local environment and Swiss culture.

Unit 5 The Art of Other Cultures — How do our surroundings shape art?

The art of different cultures reflects history and traditions. Students investigate art from a variety of cultures with a specific focus on the art and artists of the host country, Switzerland.

Unit 6 Self Reflection — Who am I?

Developing a personal style and technique in art takes time and practice. Students revisit and demonstrate knowledge and understanding of the elements of design and composition to reveal themselves.

MYP 3 – The Arts

Unit 1 What is Art For? — Looking and seeing; are they the same?

Students reflect upon the purpose of art in the context that human perceptions and prejudices are different and connected to past experience and knowledge.

Unit 2 Creativity — The Development of An Idea or Object Through History.

Taking a theme and tracing it’s portrayal through significant ages and periods of the history of art.

Unit 3 Pictures of People — Can a picture reveal the person?

The human figure can be portrayed in many ways. Students will observe and discuss the importance of the human figure in art.

Unit 4 Decoration — What makes something beautiful?

People have always needed to make an addition that renders something more attractive or ornate. Students discuss the fundamental need for decoration and the way it has evolved through time and across cultures and its connections to symbolism.

Unit 5 Recording a Scene — How does art help to record a scene?

Art has helped to record significant events throughout history. Students research into and understand the different ways that art has helped to record the history of world events.

Unit 6 Telling a Story — Can a picture tell a story?

Students will look at a selection of paintings, across the ages that tell a story and discuss the content and style; choose a style, design and produce their own picture, telling a significant story.

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MYP 5 – The Arts

Unit 1 Looking at Landscapes — Why is nature so beautiful?

Landscape has been a source of artistic inspiration throughout time. Students use different painting techniques and media to experiment with ways in representing the local landscape to create depth and perspective.

Unit 2 Painting Techniques — How have paints changed?

Painting materials and techniques are continually developing. Students are introduced to working with at least two different painting media and styles.

Unit 3 Basics of Photography — Can photography capture time and space?

An artist’s social and historical context impacts the work they produce. Students develop a portfolio of photographs around a personally relevant theme demonstrating knowledge and understanding of basic photography skills.

Unit 4 A Study of Photography — Can photography be a vehicle for change?

A study of photography from the choice of one particular photograph, to include historical background. Students reflect upon the components and composition of one particular photograph.

Unit 5 Independent Investigation of Visual Art History — What makes something art?

Different ideas have shaped the arts across time and culture. Students identify a particular art movement or theme that has been of significant importance to art history.

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The Expressive Arts

The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability.

In the MYP, the arts challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas.

The IB learner profile infuses teaching and learning in the arts.

(MYP Guide 2012)

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Objectives Middle Years Programme (MYP) – Expressive Arts

Objective A Knowledge & Understanding

Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives.

Objective B Developing Skills

The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

Objective C Thinking Creatively

The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity.

Objective D Responding

Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.


• courses within the sciences subject group (intra-disciplinary learning) • other subject groups (interdisciplinary learning).

The key concepts contributed by the study of expressive arts are aesthetics, change, communication and identity.

Objectives The objectives of MYP Expressive Arts are divided into 4 criteria, which relate directly to the assessment criteria.

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MYP 1 – Expressive Arts

Unit 1 How can we use the space that we have to enhance and increase our learning opportunities?

Exploration of the new performing arts space. Focus on the technical functions in the theatre and in the studio.

Unit 1.2 What is a Process Journal?

Use Music and drama confidently as a form of expression and communication while demonstrating a range of technical skills.

Unit 1.3 How do we know what we like?

Reflect on their work. Building up a Performing Arts glossary and vocabulary, set goals for future development assess and appraise their work and that of others.

Unit 2 Music — What is garageband?

Students get the opportunity to use garageband to compose a 20 bar melody using an african theme as their starting point. The students then presented this to their peers using a peer feedback process.

Unit 2.1 Drama Characterisation — How can characterisation keep the imaginative, exciting and innovative alive in our performances?

Working in pairs the students will choose a character and build a profile and invent their own personal story. This will culminate in a short scene composed by the students and performed for their peers. Using improvisation technique as a tool.

Unit 3 Drama and Music

Self-devised scene work and staging of chosen song based on the theme internationalism for the MYP showcase.

Unit 4 Drama Mask Work — Where did this form of theatre originate and what types of masks exist?

Using Research discover the history and its origin and investigate the masks that exist culminating in a creation of their own individual masks.Present findings to class with an explanation about their own choice of mask. Group work using the masks create an improvised scene and perform to their class.

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Unit 3 Drama and Music — Where did this form of theatre originate and what types of masks exist?


Unit 4 Drama Physical Theatre — How can I use and pursue ideas relating to the physical in performances?

Physical theatre is a genre of theatrical performance that pursues storytelling through primarily physical means. Group work using these ideas generate a performance piece of approx. 2 minutes. Must be created with music.



Visit the Theatre and watch a demo of the technical functions in the theatre and in the studio.


Use Music and drama confidently as a form of expression and communication while demonstrating a range of technical skills. Performing arts can be used as a means of expression.


Reflect on their work. Building up a Performing Arts glossary and vocabulary. Reflect upon and evaluate their work in order to set goals for future development assess and appraise their work and that of others.

Unit 2 How can duologues keep the imaginative, exciting and innovative alive in our performances?

Working in pairs the students will choose a Duologue. They will do a characterisation study and use this to make sure that their acting is an art. Performance of pieces at an informal lunch time concert.

Unit 2.1 Music: Open mic global classroom — How can the students use garageband in the classroom to record and upload vocal and instrumental performances?

Using the open mic competition students choose to be involved in either the performance or the technical side. By the end of the unit the student understands that an application such as Garageband, used creatively can enhance the production of the recording, producing the best possible sound.

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Unit 2 How can monologues keep the imaginative, exciting and innovative alive in our performances?

Working individually the students will choose a Monologue. They will do a characterisation study and use this to make sure that their acting is an art.Performance of pieces at an informal lunch time concert.

Unit 2.1 Music: Flash Mob — What is a flash mob?

Students research flash mobs and present their findings. Through a brainstorming session students collaborate with Mrs collier to find the most suitable title. They then learn and stage the song in preparation for a public performance.

Unit 3 Drama and Music


Unit 4 Drama: An introduction to drama styles — What are the styles that exist and how can they impact my performances?

Research work based on drama theatrical styles. Presentation to class. Group scene work using the learnt styles as a tool for the performance in front of peers.

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Unit 2 Drama Stanislavski — How can we use the techniques of Constantin Stanislavski to make our performances more real?

This unit will begin with a research: project type classwork where the students will delve into the world and background of this famous and inspirational director. Exploration of the techniques of Stanislavski.

Unit 3 Music and Drama-Performance — What is the connection between music and drama as the students work towards the completed performance piece?

Self-devised scene work and chosen song based on the theme internationalism for the MYP showcase.

Unit 4 Drama Brecht — How can I use the dramatic theories of Brecht in my performances and in my scene work?

An examination of the complete Brecht toolkit. A comparison of Stanislavski and Brecht.








Unit 2 Drama Stanislavski — How can we use the techniques of Constantin Stanislavski to make our performances more real?

This unit will begin with a research: project type classwork where the students will delve into the world and background of this famous and inspirational director. Exploration of the techniques of Stanislavski.

Unit 3 Music and Drama-Performance — What is the connection between music and drama as the students work towards the completed performance piece?

Self-devised scene work and chosen song based on the theme internationalism for the MYP showcase.

Unit 4 Drama Brecht — How can I use the dramatic theories of Brecht in my performances and in my scene work?

An examination of the complete Brecht toolkit. A comparison of Stanislavski and Brecht.

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Science

The vision of MYP sciences is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments.

Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP Sciences and aims to support students’ understanding of sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation.

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Criteria B Inquiring & Designing

Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry.

In order to reach the aims of sciences, students should be able to: i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations.

Criteria C Processing & Evaluating

Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions.

In order to reach the aims of sciences, students should be able to: i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific

investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method.

Criteria D Reflecting on the Impacts of Science

Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. A variety of communication modes will be applied in order to demonstrate understanding.

In order to reach the aims of sciences, students should be able to: i. explain the ways in which science is applied and used to address a specific

problem or issue ii. discuss and evaluate the various implications of the use of science and its

application in solving a specific problem or issue iii. apply communication modes effectively iv. document the work of others and sources of information used.


• courses within the sciences subject group (intra-disciplinary learning) • other subject groups (interdisciplinary learning).

The key concepts contributed by the study of sciences are change, relationships and systems.

Objectives The objectives of MYP Science are divided into 4 criteria, which relate directly to the assessment criteria.

Objectives Middle Years Programme (MYP) – Science


Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.

In order to reach the aims of sciences, students should be able to: i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar

and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments.

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MYP 2 – Science

Unit 1 Heat — Convection, conduction, radiation.

Unit 2 Chemical Elements — Compounds, mixtures, separation techniques.

Unit 3 Forces — Friend or foe?

Unit 4 Human Biology — Respiration, circulation, digestion.

Unit 5 Light & Sound — How do waves affect our lives?

Unit 6 Energy & Electricity — How can we use it responsibly?

Unit 7 Plants — Structure and photosynthesis.

Unit 8 Earth — Rock cycle and tectonic plates.

Unit 9 Cells — What are the building blocks of life?

MYP 1 – Science

Unit 1 Particles — What is everything made of?

Unit 3 Forces — How can you show what you cannot see?

Unit 4 Energy — How do we use energy?

Unit 5 Acids & Alkalis — How do acids and bases affect our lives?

Unit 6 Chemical Reactions & Solutions — Chemicals and the environment.

Unit 7 Human Biology — Reproduction.

Unit 8 Environment — What is your environment?

Unit 9 Variation & Classification — How are living things related?

Unit 10 Earth — What are other planets like compared to Earth?

Unit 11 Magnets — Which elements are magnetic?

Unit 12 Electricity — What materials conduct?

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MYP 3 – Science

Biology

Unit 1 Cells & Classification — Tissues, organs, systems, structure & function.

Unit 2 Metabolism — Cell respiration, aerobic & anaerobic respiration, nutrition, digestion, biochemistry and enzymes, movement & transport, diffusion, osmosis, gas exchange, circulation, human health, physiology & vaccination.

Unit 3 Plants — Photosynthesis, transpiration, translocation.

Chemistry

Unit 1 Pure & Impure Substances — Types of mixtures & separation techniques, filtration, distillation.

Unit 2 Matter — States & properties of matter, atomic structure, electron configuration.

Unit 3 Periodic Table — Metals, non metals, periodic trends.

Physics

Unit 1 Heat, Light & Sound — Thermal physics, heat transfer, condenstation and evaporation.

Unit 2 Magnetism — Electric and magnetic fields, static electricity, electromagnetism forces & induction, AC and DC current, voltage, power, generation and transmission of electricity , electric circuits.

MYP 4 – Science

Biology

Unit 4 Interactions with the Environment — Homeostasis, tropisms, senses, nervous system, receptors, hormones.

Unit 5 Organisms — Habitat, ecosystems, interdependency, unity diversity, energy transfer, carbon & nitrogen cycle.

Unit 6 Evolution — Life cycles, natural selection, cell division, mitosis, meiosis, reproduction, biodiversity, inheritance variation.

Chemistry

Unit 4 Bonding — Chemical Formulas, reactions, balancing equations, energy changes, combustion of fuel.

Unit 5 Types of Chemical Reaction — Acids bases, formulations of salts, extraction of metals & corrosion.

Physics

Unit 3 Atomic Physics — Atomic structure, particles, charges & masses, radioactivity & decay, forms of radiation, uses & dangers

Unit 4 Forces & Energy — Measurement in science, states, properties of matter, kinetic theory, density, forces and effects, forces in motion, speed, motion graphs, Newton’s Laws, pressure, work & power, efficiency, gravity & gravitational fields, energy sources & resources, fuels & environmental impact, transfer & transformation, and conservation of energy.

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MYP 5 – Science

Biology

Unit 7 Human Interaction with the Environment — Human influences, habitat change or destruction, pollution, conservation, overexploitation, mitigation of adverse effects.

Unit 8 Biotechnology — Genetic modification, cloning, ethical implications, genome mapping & application, 3d tissue & organ printing.

Chemistry

Unit 6 Organic Chemistry — Naming and classification of alkanes, alkenes, alcohols, carboxylic acids and esters, structural formula.

Unit 7 The Atmosphere — Characteristics of gases, atmospheric composition, testing treatment, extraction, emission & environmental implications.

Physics

Unit 5 Astrophysics — The solar system, planets and satellites, the Big Bang theory.

Unit 6 Waves — Longitudinal & transverse waves, sound waves, wave phenomena, electromagnetic spectrum, imaging & applications.

Unit 7 Electromagnetism — Electromagnetic forces & induction, AC, power, generation & transmission of electricity.

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Physical & Health Education (PHE)

Physical education in the Middle Years Programme (MYP) is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of “intelligent performers” and to encourage students to understand the importance of a balanced, healthy lifestyle.

Throughout the five years of the MYP, students will develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long term healthy living.

(MYP Physical & Health Education)

Physical fitness is not only

one of the most important

keys to a healthy body,

it is the basic of dynamic

and creative intellectual

activity.

John F. Kennedy

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Objectives Middle Years Programme (MYP) – PHE

Objective A Knowledge & Understanding

Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.

Objective B Planning For Performance

Students through inquiry design, analyze, evaluate and perform a plan in order to improve performance in physical and health education.

Objective C Appying & Performing

Students develop and apply practical skills, technique, strategies and movement concepts through their participation in a variety of physical activities.

Objective D Reflecting & Improving Performance

Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.


Courses within the physical and health education subject group (intra-disciplinary learning). Other subject group (interdisciplinary learning).

The key concepts contributed by the study of physical and health education are change, communication and relationships.

Objectives The objectives of MYP Physical & Health Education are divided into 4 criteria, which relate directly to the assessment criteria.

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MYP 1 – PHE

Athletics (10 periods) — Objective C

Change — Movement/Orientation in space and time Discoveries — Awareness of how the body moves

Basketball (10 periods) — Objective C

Change — Movement/Orientation in space and time Discoveries — Movement techniques can impact performance energy

Healthy Lifestyles (8 periods) — Objective A & B

Relationships — Balance/Choice/Environment - Scientific & Technical — A healthy lifestyle requires balance of personal choices

Net Games (16 periods) — Objective C & D

Relationships — Movement/Adaptation/Space Scientific & Technical — Movement choices: adaptation to space & environment

Fitness Testing (5 periods) — Objective A & D

Communication — Systems/Function Identities & Relationships — Body communication how its systems are functioning

Aerobics (10 periods) — Objective B & C

Relationships — Movement/Patterns/Logic Personal & Cultural Expression —Aesthetic movement patterns are created in a logic order and for a purpose.

Ultimate Frisbee (9 periods) — Objective D

Communication — Environment/Interaction Identities & Relationships —Team environments determine team interactions

Swimming (10 periods) — Objective A & D

Communication — Systems/Environment, Fairness and development Rights & Responsibilities — Systems of verbal and non-verbal communication

MYP 2 – PHE

Acro-Gymnastics (10 periods) — Objective B & D

Relationships — Balance/Movement/Time Personal & Cultural Expression — The ways in which we reflect on, extend and enjoy our creativity. Aesthetics are enhanced by the synergy of balance and timing.

Net Games (16 periods) — Objective C & D

Relationships — Movement/Adaptation/Space Scientific & Technical — Movement choices: adaptation to space & environment

Game Creation (8 periods) — Objective A & B

Relationships — Systems/Environment Globalization & Sustainability — Interconnectivity of systems and communities. Understanding of the game’s environment, goals and roles.

Football (10 periods) — Objective C

Change — Adaptation/Challenge Fairness & Development — The relationship between communities - Adapting the rules of a game creates new challenges.

Unihockey (15 periods) — Objective C & D

Communication — Systems Globalization & Sustainability — Interconnectivity of systems and communities. Systems of verbal and nonverbal communication applied to tactics and strategies.

Tchoukball (9 periods) — Objective A & D

Communication — Environment/Interaction Identities & Relationships — Team environments determine team interactions.


Communication — Systems/Environment, Fairness and development Rights & Responsibilities — Safe environments rely on interactions that use established systems of verbal and non-verbal communication.

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Athletics (10 periods) — Objective A & C

Relationships — Energy/Choice/Nature Scientific & technical — How humans use their understanding of scientific principles. The choice to conserve or exert energy depends on the nature of the event.


Communication — Systems/Environment, Fairness and development Rights & Responsibilities — Safe environments rely on interactions that use established systems of verbal and non-verbal communication.

MYP 3 – PHE

Volleyball (12 periods) — Objective C & D

Change – Culture/Choice Globalization & Sustainability — The impact of the decision-making on humankind and the environment. The culture of a team is determined by the choices of individual team members.

Basketball (16 periods) — Objective B & D

Communication — Function/Systems Globalization & Sustainability — Interconnectivity of systems and communities. The effective functioning of a team requires all team members to understand and apply appropriate communication systems.

Diet & Nutrition (8 periods) — Objective A

Relationships – Choice/Function Identities & Relationships — Nutrition choices determine how effectively the body can function.

Badminton (10 periods) — Objective C

Communication – Adaptation/Change/Systems Identities & Relationships — Adapting to changing situations as a team requires effective systems of communication.

First Aid (5 periods) — Objective A

Change — Choice/Perspectives Identities & Relationships — What it means to be human. Choices made under different conditions generate new perspectives

French Boxing (6 periods) — Objective A & B

Relationships — Energy/Choice/Movement Personal & Cultural expression — The energy of the performance reflects the choice of movements in the routine.

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MYP 4 – PHE

Volleyball (14 periods) — Objective C & D

Change — Perspectives/Interaction Identities & Relationships — Valuing individual perspectives within a team creates collaboration and improves interactions.

Issues in Sport (7 periods) — Objective A & B

Change — Perspectives/Challenge Fairness & Development — Access equal opportunities. Changing opportunities within sport creates an appreciation of the challenges people face.

Gymnastics Routine (20 periods) — Objective A & B

Relationships — Balance/Movement Identities & Relationships — A balanced state of mind and body creates a positive impact on the control of movements.

Unihockey (10 periods) — Objective D

Communication — Systems Globalization & Sustainability — Interconnectedness of systems and communities. Effective systems of verbal and nonverbal communication enhance a team’s ability to apply tactics and strategies.

Body Systems (5 periods) — Objective A

Relationships — Structure/Function/Systems Identities & Relationships — The structure of the tissues and organs support a common function within body systems.

Indoor Football (15 periods) — Objective B & C

Change — Space/Movement/Patterns Personal & Cultural expression — The ways in which we reflect on, extend and enjoy our creativity. Creating space requires effective offensive and defensive movement patterns.

Athletics (9 periods) — Objective A

Change — Movement Scientific & technical — How humans use their understanding of scientific principles. Changes in technique determine the outcomes of motion.

Tchoukball (12 periods) — Objective B & C

Communication — Development/Systems/Space Fairness & Development — The relationship between communities. An effective team develops and use systems of verbal and non-verbal communication to create and reduce space.

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MYP 5 – PHE

Athletics (12 periods) — Objective C

Change — Refinement/Development, Orientation in space Discoveries — Investigating and reflecting on performance leads to the refinement and development of techniques and strategies.

Analysis of Personal Fitness (6 periods) — Objective A & B

Change — Adaptation/Systems Identities & Relationships — Body systems adapt to changing training methods.

Badminton (8 periods) — Objective A & C

Relationships — Balance/Development/Movement/Patterns Globalization & Sustainability — Reflect on the opportunities and tensions provided by world-interconnectedness. Balanced positional play requires each team member to develop responsive movement patterns.

Gymnastics Routine (16 periods) — Objective B & D

Relationships — Balance/Movement/Time Personal & Cultural expression — The ways in which we reflect on, extend and enjoy our creativity. Aesthetic movements are enhanced by the synergy of balance and timing.

Ultimate Frisbee (10 periods) — Objective D

Communication — Systems/Patterns Personal & Cultural expression — The ways in which we discover and express ideas, feelings, nature, culture, beliefs and values. Effective teams create systems of verbal and non-verbal communication to organize offensive patterns.

Skill acquisition (5 periods) — Objective C

Communication — Interaction/Refinement Identities & Relationships — Interactions between individuals can lead to refinement of performance

Basketball (15 periods) — Objective C

Relationships — Balance/Function Fairness & Development — The relationship between communities. The balance of a team requires the effective functioning of all members.

Golf (14 periods) — Objective A

Change — Environment/Challenge/Adaptation/Development Scientific & technical innovation — The impact of the environments on human activity. Changes in the playing environment create challenges that require the adaptation and development of strategies and techniques.

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Language Acquisition — French / B

French classes in Middle Years Programme (MYP) 1, 2, 3, 4, 5 are divided in 3 levels:

Phase 1: Emergent Phases 2 and 3: Capable Phases 4 and 5: Proficient

Each student will be evaluated at the beginning of the year and directed to the appropriate level.

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Key Concepts The MYP Global contexts developed are:

Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development

Objectives The language acquisition is organized under 4 equally weighted criteria. The assessment in all years of the programme is based on them.

Objectives Middle Years Programme – Language French / B – 1-5

Objective A Comprehending Spoken & Visual Text

Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text.

As appropriate to the phase, the student is expected to be able to: listen for specific purposes and respond to show understanding interpret visual text that is presented with spoken text engage with the text by supporting opinion and personal response with evidence and examples from the text.

Objective B Comprehending Written & Visual Text

Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text.

As appropriate to the phase, the student is expected to be able to: read for specific purposes and respond to show understanding interpret visual text that is presented with written text engage with the text by supporting opinion and personal response with evidence and examples from the text.

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MYP 1 – French / B – Phase 1

Emergent communicators in Phase 1 understand and respond to simple phrases, statements and questions.

Students identify basic messages, facts, opinions, feelings and ideaspresented in oral, visual and written language, and demonstrate theircomprehension in simple oral and written phrases. Students convey basic information in a limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. Students begin to be aware that language use is connected to a purpose.

1 Premiers contacts

L’élève est capable de saluer, de se présenter, de répondre à des questions simples et d’échanger des informations personnelles avec son entourage.

2 Ma famille et mes amis

L’élève est capable de se décrire et de décrire physiquement des personnes. Il est capable de présenter les membres de sa famille et ses amis. Il parle de ses relations et de ses activités quotidiennes.

3 Mon école

L’élève est capable de décrire son environnement scolaire, de parler de son emploi du temps, des matières scolaires et de dire ce qu’il aime ou pas.

4 Ma maison

L’élève est capable de décrire son lieu de vie. Il parle de sa maison, des pièces, des espaces et des objets qui la composent. Il donne son avis, exprime ses goûts et ses préférences.

5 Ma ville

L’élève est capable de se situer dans son environnement proche. Il découvre les commerces, les activités professionnelles et les moyens de transport.

Objectives Middle Years Programme – Language French/B – 1-5

Objective C Communicating in Response to Spoken, Written & Visual Text

In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language.

As appropriate to the phase, the student is expected to be able to: interact and communicate in various situations express thoughts, feelings, ideas, opinions and information in spoken and written form speak and write for specific purposes.

Objective D Using Language in Spoken & Written Form

This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness.

As appropriate to the phase, the student is expected to be able to: organize thoughts, feelings, ideas, opinions and information in spoken and written form develop accuracy when speaking and writing in the target language.

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1 Mon environnement scolaire

L’élève est capable de communiquer sur le thème de l’école et de l’éducation. Il compare des systèmes éducatifs différents et donne son opinion.

2 Loisirs et vacances

L’élève est capable d’échanger sur ses activités en dehors de l’école. Il se situe dans le temps et dans l’espace, parle de ses loisirs.

3 Le look et l’apparence

L’élève est capable de décrire des personnes à travers leur apparence physique et leur caractère. Il est capable de parler des vêtements et des différents styles d’habillement.

4 Les transports et l’environnement

L’élève est capable de réfléchir et de communiquer sur les problèmes liés aux moyens de transport et sur leur impact environnemental.

5 La Suisse romande

L’élève est capable de se situer dans son environnement proche. Il découvre et enquête sur la culture et l’histoire de sa région.

MYP 1 – French / B – Phases 2 and 3

Emergent communicators in Phase 2 understand and respond to simple spoken and written texts.

They identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies according to purpose and audience.

Capable communicators in Phase 3 understand and respond to a limited variety of spoken and written texts.

They understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for different purposes and audiences.

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1 L’école dans le monde

L’élève est capable d’approfondir sa recherche des différents systèmes éducatifs et de s’exprimer sur leurs inégalités.

2 Les passe-temps

L’élève est capable de parler en détail de sa vie sociale et des activités qu’il pratique. Il partage des projets et exprime des souhaits.

3 La société de consommation

L’élève est capable d’approfondir sa recherche sur les thèmes de la mode, de la publicité et des achats. Il réfléchit sur leur place auprès des adolescents.

4 Les problèmes de pollution

L’élève réfléchit sur l’avenir de la planète. Il est capable de proposer des solutions favorisant le recyclage à l’école et à la maison.

5 Les pays du monde

L’élève est capable de se situer dans un environnement mondial. Il découvre et analyse différentes cultures.

MYP 1 – French / B – Phases 4 and 5

Capable communicators in Phase 4 understand and respond to a variety of spoken and written texts.

Students interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. Students engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. Students can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Students identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

Proficient communicators in Phase 5 analyse specific information, ideas, opinions and attitudes presented in oral, visual and written language.

Students draw conclusions, infer information and recognize implied opinions and attitudes. Students respond and react to questions and ideas in a range of spoken, visual and written texts. Students engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. Students organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. Students interpret and are able to adapt aspects of format, register and style of language.

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1 Premiers contacts

L’élève est capable de saluer, de se présenter, de répondre à des questions simples et d’échanger des informations personnelles avec son entourage.

2 L’alimentation

L'élève est capable de parler de nourriture, restaurants et exprimer des opinions.

3 Les vêtements et les tendances

L'élève est capable de parler de différentes types de vêtements et discuter de tendances vestimentaires.

4 Se situer dans l’espace

L'élève est capable de se situer dans un environnement proche.

5 Les loisirs

L'élève est capable de parler de ses activités à l'école et en dehors de l'école.

MYP 2/ MYP3 – French / B – Phase 1

Emergent communicators in Phase 1 understand and respond to simple phrases, statements and questions.

They identify basic messages, facts, opinions, feelings and ideaspresented in oral, visual and written language, and demonstrate theircomprehension in simple oral and written phrases. They convey basic information ina limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They begin to be aware that language use is connected to a purpose.

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1 Une alimentation saine

L’élève est capable de communiquer sur le thème de la nourriture et de l’équilibre alimentaire. Il peut échanger une recette de cuisine et passer une commande au restaurant.

2 La région où je vis

L’élève découvre son environnement régional à travers son Histoire, sa Géographie et son activité humaine

3 Raconter des histoires

L'élève est capable de lire, comprendre et discuter de courts extraits de littérature francophone.

4 Cinéma et chansons en français

L'élève est capable de comprendre et étudier de courts extraits de films où bandes annonce et chansons francophones.

5 Internet à l’école

L'élève est capable de parler et exprimer des opinions sur les technologies nouvelles qu’il utilise à la maison et à l’école.

MYP 2/ MYP3 – French / B – Phases 2 and 3





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1 Problèmes alimentaires dans le monde

L'élève est capable de réfléchir et communiques sur les conséquences d'une mauvaise alimentation dans les pays sous développés.

2 L’Union Européenne

L'élève est capable de se situer à l'échelle européenne et comprendre le fonctionnement de l'union européenne.

3 Découvrir la littérature francophone

L'élève est capable d'étudier et commenter des extraits de la littérature francophone.

4 La francophonie à travers les films et les chansons

L'élève est capable de discuter de la culture francophone à travers l'étude de films et musique.

5 L'impact des nouvelles technologies

L'élève est capable de parler et analyser l’impact des technologies nouvelles qu’il utilise à la maison et à l’école.



They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.


They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret and are able to adapt aspects of format, register and style of language.

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1 Premiers contacts

L’élève est capable de communiquer dans la classe et avec ses proches. Il peut saluer, se présenter, répondre à des questions simples et échanger des informations personnelles.

2 Mon entourage et mes loisirs

L’élève est capable de parler de ses activités quotidiennes, de ses vacances, de sa famille et de ses amis. Il donne son avis et participe à de simples dialogues avec son entourage.

3 L’école et le système éducatif

L’élève est capable de communiquer sur son emploi du temps, il compare son école et son rythme scolaire à d’autres systèmes éducatifs. Il est capable de donner son opinion.

4 La Francophonie

L’élève découvre les principaux pays francophones, leurs cultures et la place de la langue française dans le monde.

5 La Santé

L’élève est capable de communiquer sur le thème de l’alimentation et de l’hygiène de vie.

MYP 4/ MYP5 – French / B – Phase 1

Emergent communicators in phase 1 understand and respond to simple phrases, statements and questions.

They identify basic messages, facts, opinions, feelings and ideaspresented in oral, visual and written language, and demonstrate theircomprehension in simple oral and written phrases. They convey basic information ina limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They begin to be aware that language use is connected to a purpose.

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1 Les relations sociales

L’élève est capable de réfléchir au fondement de ses relations. Il échange à ce sujet avec les élèves de sa classe et ses proches. Il peut également définir les types de relations qu’il entretient et qu’il existe dans la société actuelle.

2 Arts & cultures

L’élève est capable d’expliquer, de justifier, d’argumenter le choix de ses passions. Il est capable de présenter une de ses passions et de convaincre ses amis d’y goûter.

3 Les organisations humanitaires mondiales

L’élève découvre les inégalités dans le monde ainsi que les organismes oeuvrant contre celles-ci. L’élève est capable de comparer et opposer sa situation à celle d’un étranger.

4 L’impact de la culture française sur le reste du monde

L’élève découvre l’influence de la France sur les autres pays d’Europe. Il s’intéresse à la place de la culture française dans le monde, à travers la mode par exemple.

5 Une vie équilibrée

L’élève est capable d’exprimer ses sentiments, son ressenti face à une situation, il découvre que la santé n’est pas que physique.

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1 Les réseaux sociaux

L’élève est capable de débattre et d’argumenter l’utilisation des réseaux sociaux par les adolescents. Il élabore un guide de prévention pour les MYP 1, MYP 2, MYP 3.

2 L’autobiographie

L’élève est capable de parler de ses activités quotidiennes, de sa vie, de sa personnalité, de ses proches. Il s’intéresse également aux autobiographies d’artistes français célèbres.

3 Théorie de la connaissance

L’élève est capable de comprendre comment il découvre, apprend, connaît. Il est capable de donner son opinion et de réfléchir sur ce thème.

4 Les médias en pays francophone

L’élève découvre les principaux médias en pays francophones. Il les compare et s’intéresse à l’exploitation de ceux-ci dans le monde.

5 L’impact des relations sociales dans le monde

L’élève est capable d’exprimer ses sentiments et de réfléchir sur les relations qu’il entretient avec la société.



They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.


They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret and are able to adapt aspects of format, register and style of language.

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Language Acquisition — Spanish / B

Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us.

The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding.

(Language Guide 2012)

Language is culture in

motion. It is people

interacting with people.

Sandra J. Savignon

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Objectives Middle Years Programme – Language Spanish / B

Objective A Comprehending Spoken & Visual Text

Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text.

As appropriate to the phase, the student is expected to be able to: listen for specific purposes and respond to show understanding interpret visual text that is presented with spoken text engage with the text by supporting opinion and personal response with evidence and examples from the text.

Objective B Comprehending Written & Visual Text

Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text.

As appropriate to the phase, the student is expected to be able to: read for specific purposes and respond to show understanding interpret visual text that is presented with written text engage with the text by supporting opinion and personal response with evidence and examples from the text.


Courses within the language acquisition subject group (intradisciplinary learning) Other subject groups (interdisciplinary learning).

The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture.

Objectives The objectives of MYP Language Spanish /B are divided into 4 criteria, which relate directly to the assessment criteria.

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Objectives Middle Years Programme – Language B – Spanish

Objective C Communicating in Response to Spoken, Written & Visual Text

In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language.

As appropriate to the phase, the student is expected to be able to: interact and communicate in various situations express thoughts, feelings, ideas, opinions and information in spoken and written form speak and write for specific purposes.

Objective D Using Language in Spoken & Written Form

This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness.

As appropriate to the phase, the student is expected to be able to: organize thoughts, feelings, ideas, opinions and information in spoken and written form develop accuracy when speaking and writing in the target language.

MYP 1 – Spanish

Unit 1 Benvenidos — How can I introduce myself to others in Spanish?

How learning other language can help me to know and understand others.

Unit 2 Who Am I? — How do I make a good first impression?

The role of an individual in the classroom community.

Unit 3 My World. My Friends. My Family. Myself. — What do I like about myself and others?

How families and people are different and similar in Spanish and what makes family and friends special.

Unit 4 School — What do I need to be successful in school?

Students’ relationships at school and other places. Understanding their personal management on the classroom.

Unit 5 My Town. My House. — What makes an ideal community?

Students will compare where they live with places where they used to live and other countries.

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MYP 2/3 – Spanish

Unit 1 ¿Cómo eres? — How does my knowledge of Spanish enable me to learn about myself and others?

How knowing a second language can improve the understanding of another culture.

Unit 2 Entertainment — What impact has entertainment on our lives?

The importance to use free time and leisure activities to have a balanced life.

Unit 3 What Are You Wearing Today? — How does clothing reflect who you are?

The impact of innovation and creation on individuals.

Unit 4 What Would You Like to Eat? — In what ways does nutrition affect our life/society?

How to look after ourselves with our nutrition habits.

Unit 5 On Holidays — How to communicate in real life situations?

How do my Spanish skills enable me to understand different environments when traveling?

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