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CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: ENGLISH LANGUAGE LITERATURE
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit4 Unit 5
1
Unit title Wide Reading Creative Writing : Creating Character Novel and Static Image Study - Holes Film Study and Newspaper – Wall-E Research and Persuasive Speeches
Duration (weeks) 1 week to set up. Assessment takes place across the year.
7 weeks 10 weeks 10 weeks 10 weeks
ATL skills
* Use appropriate forms of writing for different purposes and audiences
* Read a variety of sources for information and for pleasure
* Present information in a variety of
formats and platforms
* Give and receive meaningful feedback
* Use brainstorming and visual diagrams to generate new ideas and inquiries
* Use appropriate forms of writing for different purposes and audiences
Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding Consider ideas from multiple perspectives Read critically and for comprehension
Gather and organize relevant information to formulate an argument Draw reasonable conclusions and generalizations Interpret and use effectively modes of non-verbal communication
Access information to be informed and inform others Make connections between various sources of information Use a variety of speaking techniques to communicate with a variety of audiences
Global context Personal and Cultural Expression Personal and Cultural Expression Identities and Relationships Globalisation and Sustainability Fairness and Development
Key concept Communication Creativity Relationships Perspective Communication
Related concepts Genre Purpose Style
Character Setting Structure
Point of View Character Theme
Context Setting Purpose
Audience Imperatives Point of View Self Expression
MYP objectives
A: i B: i C: i, ii D: i, ii, iii
B: i, ii C: i, ii, iii D: i, ii, iii, iv, v
Essay A: i, ii, iii, iv, v B: i, ii, iii C: i D: i, ii, iii, iv Static Image B: i, ii C: i, ii, iii D: v
Essay: A: i, ii, iii, iv, v B: i, ii, iii C: i D: i, ii, iii, iv Newspaper B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v
A: iii B: i, ii, iii C: i, ii, iii D: i, ii, iii
Assessment tasks
To complete 4 response to text assessment from a list provided.
Use language features to create a short story. Story focus is on incorporating a developed character into the piece of creative writing.
Response to text Essay Static Image – wanted poster?
Response to text Essay Newspaper front page
Research Opinion piece development Persuasive Speech
2
Unit title Wide Reading What’s Your Story? Nature and Poetry Mythology Buy, Buy, Buy!
Duration (weeks) 1 week to set up. Assessment takes place across the year.
7 6 7 7
NB learning outcomes
* Use appropriate forms of writing for different purposes and audiences
* Read a variety of sources for information and for pleasure
* Present information in a variety of formats and platforms
Communication skills Reflection skills
Creative-thinking skills Communication skills
Communication skills Creative-thinking skills
Media literacy skills Collaboration skills
ATL skills
Personal and Cultural Expression Identities and Relationships Globalization and sustainability Orientation in Space and Time Personal and Cultural Expression
CISH MYP Subject-Group Overviews 2016-2017
Global context Communication Creativity Creativity Perspective Communication
Key concept Genre Purpose Style
Self-expression Character Theme
Style Self-expression
Genre Theme Character
Purpose Audience imperatives
Related concepts A: i B: i C: i, ii D: i, ii, iii
B: i, ii, iii C: i, iii, iii D: i, ii, iii, iv
A: i, ii, iii, iv C: i, ii, iii D: iv, v
B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv
A: i, ii, iii, iv C: i, ii, iii
MYP objectives
To complete 4 response to text assessment from a list provided.
Personal narrative Nature poem and presentation Mythological creature poster
Persuasive text
Assessment tasks
Wide Reading What’s Your Story? Nature and Poetry Mythology Buy, Buy, Buy!
3
Unit title Wide Reading Creative Writing – Conflict and Resolution
Film and Novel Study Extremely Loud and Incredibly Close The Curious Incident of the Dog in the Night Time.
First Steps in a New land The Arrival Rabbit Proof Fence
Debating/Persuasive Speeches
Duration (weeks) 1 week to set up. Assessment takes place across the year.
7 weeks 15 weeks 5 weeks 8 weeks
ATL skills
* Use appropriate forms of writing for different purposes and audiences. * Read a variety of sources for information and for pleasure * Present information in a variety of
formats and platforms
* Give and receive meaningful feedback
* Use appropriate forms of writing for different purposes and audiences
* Use brainstorming and visual diagrams to generate new ideas and inquiries
Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding Consider ideas from multiple perspectives Read critically and for comprehension
Gather and organize relevant information to formulate an argument Interpret and use effectively modes of non-verbal communication
Access information to be informed and inform others Make connections between various sources of information Use a variety of speaking techniques to communicate with a variety of audiences
Global context Personal and Cultural Expression Identities and Relationships Personal and Cultural Expression Identities and Relationships Personal and Cultural Expression
Key concept Communication Creativity Perspective Identity Communication
Related concepts Genre Purpose Style
Character Setting Structure
Character Point of View Structure
Theme Setting Context
Point of View Audience Imperatives Style
MYP objectives
A: i, ii B: i, ii C: i D: i, ii, iii
B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v
A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v
Essay A: i, ii, iii, iv B: i, ii, iii D: i, ii, iii, iv, v Static Image B: i, ii, iii C: i, ii, iii
A: iii B: i, ii, iii C: i, ii, iii D: i, ii, iii
Assessment tasks
This assessment requires you to pick six texts that you have read/viewed and develop a personal response to the text.
This assessment activity requires you to develop and write a short story in which a character has to make a difficult decision. Write and publish your story 800 words.
Comparison Essay between Novel and Film Response to text essays both for novel and film Presentation on an issue presented
Response to Text Essay – text similarities and differences. Thematic Connections. Static Image/ Story Book Extra: Opinion Piece – could form the
Persuasive Speech Class Debate Own topic – or topic gained from one of the issues discussed in any of our
CISH MYP Subject-Group Overviews 2016-2017
Extension task – to present your story to the class.
within the text starter for the persuasive speech unit.
units throughout the year.
4
Unit title Welcome to the Future All You Need is Love Persuasive Speeches and Propaganda Noughts and Crosses Documentaries
Duration (weeks) 7 6 7 7 7
NB learning outcomes
Communication skills Creative-thinking skills
Communication skills Affective skills
Communication skills Critical-thinking skills
Communication skills Information literacy skills Collaboration skills
Media literacy skills Communication skills Information literacy skills Collaboration skills
ATL skills
Scientific and technical innovation Identities and relationships Fairness and development Identities and relationships Fairness and development
Global context Connections Connections Perspective Connections Communication
Key concept Genre Theme Context
Intertextuality Self-expression Style
Audience imperatives Structure Style
Point of view Theme Character
Audience imperatives Point of view Meaning
Related concepts B: i, ii, iii C: i. ii, iii D: I, ii, iii, iv
A: i, ii, iii, iv C: i, ii, iii D: v
A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v
A: i, ii, iii B: i, ii, iii D. i, ii, iii, iv
B: i, ii, iii C: i, ii, iii D: i, ii, iii, iv, v
MYP objectives
Science fiction piece
Romance novel analysis Persuasive speech Character development piece Film study
Assessment tasks
Welcome to the Future All You Need is Love Persuasive Speeches and Propaganda Noughts and Crosses Documentaries
5
Unit title Wide Reading To Kill a Mockingbird War, Conflict and Poetry Satire and Social Commentary Gothic Literature
Duration (weeks) 1 week to set up. Assessment takes place across the year.
7 6 7 7
NB learning outcomes
* Use appropriate forms of writing for different purposes and audiences. * Read a variety of sources for information and for pleasure * Present information in a variety of
formats and platforms
Communication skills Critical-thinking skills
Reflective skills Critical-thinking skills
Communication skills Creative-thinking skills
Communication skills Creative-thinking skills
ATL skills
Personal and Cultural Expression Fairness and Development Personal and Cultural Expression Globalization and Sustainability Personal and Cultural Expression
Global context Communication Perspective Creativity Communication Creativity
Key concept Genre Purpose Style
Context Point of view Theme Setting Character
Context Intertextuality Self-expression
Style Purpose Structure Audience imperatives
Style Genres Setting Self-expression Character
Related concepts A: i, ii B: i, ii C: i
A: i, ii, iii, iv B: i, ii, iii C: i, ii, iii
A: i, ii, iii, iv B: i, ii, iii D: i, ii, iii, iv
A. i, ii, iii, iv B. i, ii, iii C. i, ii, iii
A. i, ii, iii, iv B. i, ii, iii C. i, ii, iii
CISH MYP Subject-Group Overviews 2016-2017
D: i, ii, iii D: i, ii, iii, iv, v D. i, ii, iii, iv D. i, ii, iii, iv
MYP objectives
This assessment requires you to pick six texts that you have read/viewed and develop a personal response to the text.
Novel study Poetry analysis Symbolic poem
Film study Final Essay
Assessment tasks
Wide Reading To Kill a Mockingbird War, Conflict and Poetry Satire and Social Commentary Gothic Literature
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: MANDARIN LANGUAGE LITERATURE
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit4
1
Unit title 描绘自然,保护自然 Nature 千金易得,真情难求 Family, Love and
Friendship
那些伟大的人 Great People 小事情,大道理 Stories in Daily Life
Duration (weeks) 8-9 9-10 8-9 9-10
ATL skills Thinking, Research Thinking, Research Thinking, Research Thinking, Social
Global context Globalization and sustainability Identities and relationships Identities and relationships Identities and relationships
Key concept Connections Perspective Perspective Communication
Related concepts Purpose, Self-expression Setting, Theme Genre, Theme Point of view, Style
MYP objectives
A(i, ii, iii), B(iii), C(ii, iii), D(ii, v)
A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D (i, ii, iii, iv)
A(i, ii), B(i, ii), C(i, ii, iii), D (i, ii, iii, iv)
A(i, ii, iii, iv), B(iii), D(ii, v)
Assessment tasks
Doing a project about environment protection.
Writing an essay on family, love or friendship.
Writing a story about great people. Performing a drama about a story in daily life.
2
Unit title 花样童年 Childhood 寓情于景 Love for Nature and Life 有意思的寓言和童话 Fable and Fairy Tale 可爱的动物朋友 Animals
Duration (weeks) 8-9 9-10 8-9 9-10
ATL skills Self-management, Research Social, Communication Thinking, Social Thinking, Research
Global context Identities and relationships Personal and cultural expression Identities and relationships Globalization and sustainability
Key concept Communication Communication Perspective Connections
Related concepts Genre, Context Self-expression, Style Theme, Purpose Purpose, Point of view
MYP objectives
A(i, ii, iii), B(i, ii, iii), C(i, ii, iii), D (i, ii, iii, iv, v)
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D (i, ii, iii, iv)
A(i, ii, iii, iv), B B(iii), C(ii, iii), D(ii, v)
A(i, ii, iii), B(iii), C(ii, iii), D(ii, v)
Assessment tasks
Writing a story about your childhood and tell the story in class.
Writing an essay to express your love for nature and life, combining emotion with
scenery.
Making a book on fable and fairy tale. Making a poster to introduce an endangered animal and propose the protection scheme.
3
Unit title 说明文 Expository Writing 风土人情 Local Conditions and Customs 托物言志,借景抒情 Symbolic Meaning of Scenery
人生体验 Life Experience
Duration (weeks) 8-9 9-10 8-9 9-10
ATL skills Thinking, Research Social, Communication Social, Communication Self-management, Research
Global context Orientation in space and time Personal and cultural expression Personal and cultural expression Identities and relationships
Key concept Communication Culture Perspective Connections
Related concepts Genre, Structure Context, Setting Self-expression, Style Point of view, Character
MYP objectives
A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D(i, ii, iii, iv)
A(i, ii, iii), B(i, ii, iii), C(ii, iii), D(ii, v)
A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D(i, ii, iii, iv)
A(i, ii, iii), B(i, ii, iii), C(ii, iii), D(ii, v)
Assessment tasks
Writing an expository essay about a purpose-built, featured delicious food or a
kind of phenomenon.
Doing a project about the local conditions and customs of your hometown.
Writing an essay about an item to show one’s ambition.
Reading and analyzing a novel to get experiences from the character’s life.
CISH MYP Subject-Group Overviews 2016-2017
4
Unit title 故国家园 Native Land and Homeland 人生百态 Life Phenomena 小人物, 大世界 Small Potato 生命与生活 Life and Living
Duration (weeks) 8-9 9-10 8-9 9-10
ATL skills Thinking, Research Social, Communication Thinking, Research Thinking, Research
Global context Orientation in space and time Orientation in space and time Fairness and development Identities and relationships
Key concept Form Connections Connections Perspective
Related concepts Theme, Style Context, Character Character, Point of view Genre, Self-expression
MYP objectives
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)
A(i, ii, iii), B(i, ii, iii), C(ii, iii), D(ii, v)
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)
Assessment tasks
Writing a poem to express your love to your home country.
Watching movies from two different countries and analyzing their different life
styles.
Writing a short novel about a small potato. Writing a prose about treasuring one’s life.
5
Unit title 情感的内隐与外显 Emotion in the Poems 人生如戏,戏如人生 Drama 口若悬河 Eloquence and Speech 情境交融 Scenery connecting with Feelings
Duration (weeks) 8-9 9-10 8-9 9-10
ATL skills Social, Communication Self-management, Research Social, Communication Thinking, Research
Global context Personal and cultural expression Fairness and development Personal and cultural expression Personal and cultural expression
Key concept Creativity Connections Communication Communication
Related concepts Self-expression, Style Character, Context Self-expression, Purpose Self-expression, Purpose
MYP objectives
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)
A(i, ii, iii, iv), B(i, ii, iii), C(i, ii, iii), D(i, ii, iii, iv, v)
A(i, ii, iii), B(i, ii, iii), C(ii, iii), D(ii, v)
A(i, ii, iii, iv), B(i, ii), C(i, ii, iii), D(i, ii, iii, iv)
Assessment tasks
Reciting a famous poem in music and writing a poem about your own life.
Recomposing a drama and acting it. Making a talk show program. Writing an essay about a scenic spot to express your feelings.
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: ENGLISH LANGUAGE ACQUISITION
MYP Phase
Curriculum items Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
1
Unit title Once Upon a Time: Fractured Fairy tales
Novel and Film Study: The Lion the Witch and the Wardrobe
Comic Study Film Study: The Bad Beginning Advertising
Duration (weeks) 3-4 weeks 10 weeks 5 weeks 12 weeks 8-10 weeks
ATL skills
Thinking skills:
• create original works and ideas; use existing works and ideas in new ways
• Use brainstorming and visual diagrams to generate new ideas and inquiries.
• Give and receive meaningful feedback
Communication skills:
• read a variety of sources for information and for pleasure.
Self-management skills:
• bring necessary equipment and supplies to class.
Communication:
• Read critically and for comprehension
Thinking:
• Consider ideas from multiple perspectives
• Draw reasonable conclusions and generalizations
Communication:
• Preview and skim text to build understanding
Thinking:
• Create original works and ideas; use existing works and ideas in new ways
Research:
• Seek a range of perspective from multiple and varied sources
• access information to be informed and inform others
Communication:
• Use a variety of speaking techniques to communicate with a variety of audiences
• Use a variety of media to communicate with a range of audiences
Global context Personal and Cultural Expression Identities and relationships Personal and Cultural Expression Identities and Relationships Identities and relationships
Key concept Creativity Connections Creativity Relationships Communication
Related concepts Audience Message Conventions
Context Message Structure
Conventions Structure Purpose
Audience Word Choice Form
Audience Message Purpose
MYP objectives
Criterion A: Comprehending spoken and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (2 & 4) Criterion D: Using language in spoken and/or written form (1-3)
Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-3) Criterion D: Using language in spoken and/or written form (2 & 3)
Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)
Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (3) Criterion C: Communicating in response to spoken and/or written and/or visual text (4) Criterion D: Using language in spoken and/or written form (1-3)
Criterion A: Comprehending spoken and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)
Assessment tasks
Summative task: For their creative writing piece, students will construct a fractured fairytale. Students will be given the option to either generate a new ending, perspective, or epilogue for a well-known fairytale chosen by the class. The writing piece should not exceed 100-200 words in length. Students will informally present their fairytale to their peers.
Response to text essay where students will have to explore the similarities and differences between the same novel in both text and film. Static image: Write a Critical Review (look at book reviews)
Summative Task: creating a comic of the novel (The lion, the witch, and the wardrobe)
Static image Scripted Debate (character, theme, ect. debate)
Summative task: students will create a short TV advertisement (30 seconds - 1 minute in length) focusing on a particular item. Storyboard the plan, film and present.
Unit title Back to School Taking care of myself and of the planet
Celebrations and traditions Leisure and pleasure
CISH MYP Subject-Group Overviews 2016-2017
2
Duration (weeks) 8-10 8-10 8-10 8-10
ATL skills
Global context Personal and Cultural Expression Globalization and Sustainability Identities and Relationships Personal and cultural expression
Key concept Communication Connections Culture Creativity
Related concepts Form Accent Message
Form Word Choice Patterns
Patterns Purpose Message
Message Structure Patterns
MYP objectives A, C, D
A, B, C, D A, B, C, D A, B, C, D
Assessment tasks
Modals and future tense Structure of a compound sentence, using connections Use of formal and informal 2nd person expression
Synonyms and antonyms Expressing decisions Structures for writing charts and recipes
Vocabulary related to celebrations Additional verbs in simple past, including some irregular Adverbs and adverbial phrases of frequency History of traditions and celebrations
Expressions of cause and effect Expressions of like and dislikes Digital journal
3
Unit title Wide Reading Creative Writing: Describe a Scene Novel & Film Study: The Giver (8-10)/ Bad Beginning (6/7)
Film Study Advertising
Duration (weeks) 1 week to set up. Completed across a full school year.
8 weeks 10 weeks 8-10 weeks 8 weeks
ATL skills
Communication:
• Read a variety of sources for information and for pleasure
* Write for different purposes
Communication:
* Write for different purposes * Give and receive meaningful
feedback
Communication:
• Read critically and for comprehension
• Structure information in summaries, essays, and reports
Thinking:
• Consider ideas from multiple perspectives
Self-management:
• Plan short- and long-term assignments; meet deadlines
Communication:
• make inferences and draw conclusions
Thinking:
• identify trends and forecast possibilities
Communication:
• Use a variety of speaking techniques to communicate with a variety of audiences
• Use a variety of media to communicate with a range of audiences
Global context Personal and Cultural Expression Orientation in Space and Time Identities and relationships Fairness and development Identities and relationships
Key concept Communication Creativity Connections Culture Communication
Related concepts Structure Context Point of View
Conventions Audience Purpose
Point of View Context Message
Structure Conventions Point of view
Audience Message Purpose
MYP objectives
Criterion B: Comprehending written and visual text (1 & 3)
Criterion C: Communicating in response to spoken and/or written and/or visual text (1)
Criterion D: Using language in spoken and/or written form (1-3)
Criterion A: Comprehending spoken and visual text (2) Criterion B: Comprehending written and visual text (2) Criterion C: Communicating in response to spoken and/or written and/or visual text (4) Criterion D: Using language in spoken and/or written form (1-
Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1-3) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-3) Criterion D: Using language in spoken and/or written form (2 &3)
Criterion A: Comprehending spoken and visual text (1-3) Criterion B: Comprehending written and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1, 3, 4) Criterion D: Using language in spoken and/or written form (1-3)
Criterion A: Comprehending spoken and visual text (1 & 2) Criterion C: Communicating in response to spoken and/or written and/or visual text (1-4) Criterion D: Using language in spoken and/or written form (1-3)
CISH MYP Subject-Group Overviews 2016-2017
Assessment tasks
This assessment requires students to complete four reading responses from the provided list.
Students have to write a descriptive piece of writing where they use comparison. describe something then and now or before and after. 400 words Presentation of writing: Students to create a visual of the
place they describe in their story in
any format. This will be an
advertisement for the place that
they describe. Will need to teach
about ads, drawing words, font,
rule of thirds. Students to create a
cost for going to this place.
You are all tourists looking for a new place to explore. Make your way around the room and listen to the experts as they present on their chosen place. When you have listened to all presentations you will have a set amount of money that you can use to buy your tickets to explore one or more places. You will also need to answer the questions on the money envelope stating why you have chosen that place.
Response to text essay where students will have to explore the similarities and differences between the same novel in both text and film. Static image:
Response to text essay Summative task: students will create a short TV advertisement (30 seconds - 1 minute in length) focusing on a particular item. Storyboard the plan, film and present.
4
Unit title Cultural identity Ecotourism Personal Narrative Literature and humanities
Duration (weeks) 8-10 8-10 8-10 8-10
ATL skills
Global context Identities and relationships Globalization and sustainability Personal and cultural expression Fairness and Development
Key concept Culture Connections Creativity Connections
Related concepts Context Purpose Point of view Message
Point of view Function Context Message
Word choice Identity Purpose
Empathy Meaning Context
MYP objectives
A, B, D
A, C, D A, B, C, D A, B, C, D
Assessment tasks
Authentic short story Cultural poem
Persuasive essay Tourist brochure
Critical response format Elements of a short story
Rhetorical device Literary Device Idioms and Expressions
CISH MYP Subject-Group Overviews 2016-2017
5
Unit title Poetry and Song E-learning What are we eating? Romances throughout history
Duration (weeks) 8-10 8-10 8-10 8-10
ATL skills
Global context Personal and Cultural Expression Scientific and technical innovation Globalization and sustainability Orientation in space and time
Key concept Culture Communication Connections Creativity
Related concepts Inference Voice Stylistic choices
Audience Theme Context
Theme Argument Bias Audience
Voice Inference Empathy Idiom
MYP objectives
A, B, C, D
A, B, C, D A, B, C, D A, B, C, D
Assessment tasks
Literary analysis Digital Learning platforms E-learning language list
Marketing presentation Persuasive device Reading packaging on food products
Love letter Shorty story
6
Unit title Persuade Me What a wonder Tired of waiting on the world to change
Role of the internet
Duration (weeks) 8-10 8-10 8-10 8-10
ATL skills
Communication Social Research
Communication Social Self-management
Communication Collaboration Organization
Communication Self-management Research
Global context Personal and cultural expression Orientation in space and time Identities and relationships Scientific and technical innovation
Key concept Communication Culture Connections Communication
Related concepts Audience Form Message Argument
Argument Audience Message Point of view
Audience Empathy
MYP objectives
A, B, C, D
A, B, C, D A, B, C, D A, B, C, D
Assessment tasks
Persuasive text Peer debate
Ancient wonders of the world presentation
World issue essay Read and response Responding to visual stimulus Online blog
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: MANDARIN LANGUAGE ACQUISITION
MYP Phase
Curriculum items Unit 1 Unit 2 Unit 3 Unit4
1
Unit title All about me School life Community life Leisure time and social activities
Duration (weeks) 10 9 10 9
ATL skills
Communication skill Social skill
Communication skill Collaboration skill
Self-management skill Thinking skill
Communication skill Social skill
Global context Identities and relationships Identities and relationships Identities and relationships Personal and cultural expression
Key concept Communication Communication Communication Connections
Related concepts Purpose ; Message Context; Patterns Context; Purpose Audience; Message
MYP objectives Objective B(i, iii ) Objective C( i, ii )
Objective D( i, ii, iii)
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)
Objective B( i, ii, iii) Objective C( i, ii, iii, iv)
Objective D( i, ii, iii)
Assessment tasks
1.Reading comprehension. 2.Make a dialogue and act it out.
1.Write a short passage to describe your school.
2.Make a poster to demonstrate your school life.
1. Make a PPT about community life. 2.Reading comprehension.
1.Write a short essay to introduce your leisure time.
2.Reading comprehension.
2
Unit title Famous cities across the world Family relationship Friendship Chinese meal
Duration (weeks) 10 9 10 9
ATL skills
Communication skill Collaboration skill
Social skill Thinking skill
Communication skill Social skill
Research skill Self-management skill
Global context Globalization and sustainability Identities and relationships Personal and cultural expression Orientation in space and time
Key concept Creativity Connection Connection Culture
Related concepts Word choice; Accent Empathy; Idiom Context; purpose Message; Word choice
MYP objectives
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective B(i, iii ) Objective C( i, ii, iii ) Objective D( i, ii, iii)
Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)
Objective B(i, iii ) Objective C( i, ii, iii, iv)
Objective D( i, ii, iii)
Assessment tasks
1. Make a poster to introduce famous cities. 2.Write a short essay about your dream
city.
1. Reading comprehension. 2. Write a short essay to talk about your
families.
1.Reading comprehension. 2. Write a short essay to introduce one of
your friends.
1. Make a PPT to introduce Chinese meal. 2. Write an essay about the difference between
Chinese meal and western meal.
3
Unit title General information about China Chinese festival Healthy eating Travel plan
Duration (weeks) 10 9 10 9
ATL skills
Self-management skill Research skill
Communication skill Thinking skill
Communication skill Research skill
Research skill Self-management skill
Global context Orientation in space and time Personal and cultural expression Identities and relationships Globalization and sustainability
Key concept Culture Culture Communication Communication
Related concepts Message; Word choice Purpose; Conventions Point of view; Message Form; Accent
MYP objectives Objective B(i, ii ) Objective C( i, iii )
Objective D( i, ii, iii)
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)
Objective B( i, ii, iii) Objective C( i, ii, iii, iv)
Objective D( i, ii, iii)
Assessment tasks
1.Reading comprehension 2. Make a PPT to introduce China.
1. Write an essay about Chinese festivals. 2. Make a poster to compare Chinese
Spring Festival with Christmas.
1. Reading comprehension. 2. Make a dialogue to discuss healthy eating.
1. Design a plan for your travel. 2. Reading comprehension.
Unit title World festival Travel around the world Cyberspeak Invention
Duration (weeks) 10 9 10 9
CISH MYP Subject-Group Overviews 2016-2017
4
ATL skills
Communication skill Social skill
Communication skill Social skill
Communication skill Thinking skill
Research skill Thinking skill
Global context Personal and cultural expression Personal and cultural expression Identities and relationships Scientific and technical innovation
Key concept Culture Culture Creative Creative
Related concepts Purpose; Conventions Empathy; Accent Audience; Meaning Function; Purpose
MYP objectives
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)
Objective B(i, iii ) Objective C( i, ii )
Objective D( i, ii, iii)
Objective B( i, ii, iii) Objective C( i, ii, iii, iv)
Objective D( i, ii, iii)
Assessment tasks
1. Write an essay to introduce four festivals in different countries.
2. Make a project about world festivals.
Create your own travel route and introduce your travel around the world.
1. Make a poster to introduce some popular cyberspeak.
2. Write a paragraph about your opinion of the cyberspeak.
1. Write an essay to introduce one invention. 2. Design an invention that benefits mankind.
5
Unit title Fables and fairy tales Network Life The modern life How humans’ activities affect environment
Duration (weeks) 10 9 10 9
ATL skills
Research skill Thinking
Communication skill Self-management skill
Social skill Self-management skill
Communication skill Research skill
Global context Identities and relationships Scientific and technical innovation Identities and relationships Globalization and sustainability
Key concept Culture Creativity Communication Connections
Related concepts Idiom; Meaning Context; Point of view Theme; Point of view Point of view; Purpose
MYP objectives
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective B(i, iii ) Objective C( i, ii )
Objective D( i, ii, iii)
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( ii, iii, iv)
Objective B(i, iii ) Objective C( i, ii )
Objective D( i, ii, iii)
Assessment tasks
1.Reading comprehension. 2.Make a story book about a fable or fairy
tale.
1. Write your travel experience on the blog. 2. Write an essay about your opinion of the
network life.
Interview your grandparents and write an essay to compare your life with them.
Make a project about haze.
6
Unit title Idiom Story Culture differences between orient and western countries
News report Youngsters’ pressure and worries
Duration (weeks) 10 9 10 9
ATL skills
Self-management skill Thinking skill
Communication skill Social skill
Communication skill Thinking skill
Communication skill Self-management skill
Global context Identities and relationships Personal and cultural expression Personal and cultural expression Personal and cultural expression
Key concept Culture Culture Communication Connections
Related concepts Idiom; Point of view Context; Empathy Voice; Audience Audience; Empathy
MYP objectives
Objective A( i, ii, iii) Objective B( ii, iii)
Objective C( i, ii, iii, iv)
Objective A( i, ii, iii) Objective B( i, ii, iii) Objective D( i, ii, iii)
Objective B(i, iii ) Objective C( i, ii )
Objective D( i, ii, iii)
Objective B( i, ii, iii) Objective C( i, ii, iii, iv)
Objective D( i, ii, iii)
Assessment tasks
Watch a video and write an idiom story.
Make a project to introduce cultures in two different countries.
Present a news report to the whole class. Watch a movie and write an essay about youngsters’ pressure and worries
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: DESIGN
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3
1
Unit title Flight Internet Safety Logo Design
Duration (weeks) 14 13 13
ATL skills
Self-management - Organization skills - Students must (manage time and tasks effectively. Specifically, you must bring necessary equipment and supplies to class. Self-management – Reflection skills – Students must (re)consider the process of learning; choosing and using ATL skills. Specifically, they must consider content:
What did I learn about today?
What don’t I yet understand?
What questions do I have now?
Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must access information to be informed and to inform others. Affective – Students must be mindful in that they must manage their state of mind. Specifically, they must practice focus and concentration throughout the design class.
Self-management (organization) skill - Students must
manage their time and tasks effectively. Specifically, they
must keep an organized and logical system of information
files/notebooks.
Research – Media literacy skills – Students must interact with media to use and create ideas and information. Specifically, they must understand the impact of media representations and modes of presentation.
Global context Scientific and technical innovation Scientific and technical innovation Identities and relationships
Key concept Communities Communication Communication
Related concepts Function
Adaptation Form
MYP objectives
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Assessment tasks
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a paper airplane designed while learning the steps of the design cycle Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is an animation that will teach an internet safety rule Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is either a 2D or 3D personal logo that represents the student who created it Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
CISH MYP Subject-Group Overviews 2016-2017
2
Unit title Animating your story Redesigning your home Convincing commercial
Duration (weeks) 14 13 13
ATL skills
Self-management (organization) skill - Students must manage
their time and tasks effectively. Specifically, they must plan
short- and long-term assignments; meet deadlines.
Communication skill – Students must exchange thoughts, messages and information effectively through interaction. Specifically, they must use a variety of media to communicate with a range of audiences.
Thinking – creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must consider multiple alternatives, including those that might be unlikely or impossible. Self-management (organization) skill - Students must manage their time
and tasks effectively. Specifically, they must keep an organized and logical
system of information files/notebooks.
Communication skill – Students must read, write and use language to gather and communicate information. Specifically, they must make inferences and draw conclusions. Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must process data and report results.
Global context Personal and Cultural Expression Globalization and sustainability Identities and relationships
Key concept Communication Change Communication
Related concepts Form; Function
Resources, Sustainability Function; Markets and trends
MYP objectives
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Assessment tasks
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a stop motion video using clay figures that tells the student’s story Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a Google Sketchup redesign of the student’s home or apartment that makes it more environmentally friendly Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a commercial that will convince the viewer to take some action. Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
CISH MYP Subject-Group Overviews 2016-2017
3
Unit title Preparing for your Future Video to future me Scratch that
Duration (weeks) 14 13 13
ATL skills
Research – Media literacy skills – Students must interact with
media to use and create ideas and information. Specifically,
they must communicate information and ideas effectively to
multiple audiences using a variety of media and formats.
Thinking – Critical-thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must consider ideas from multiple perspectives.
Communication skill – Students must read, write and use language to gather and communicate information. Specifically, they must make inferences and draw conclusions. Self-management (organization) skill - Students must manage their time
and tasks effectively. Specifically, they must keep an organized and logical
system of information files/notebooks.
Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must create novel solutions to authentic problems. Communication - Communication skills – Students must exchange thoughts, messages and information effectively through interaction. Specifically, they must interpret and use effectively modes of non-verbal communication.
Global context Identities and Relationships Orientation in space and time Scientific and technical innovation
Key concept Communication Systems Systems
Related concepts Function; Markets and Trends
Adaptation; Perspective Function and innovation
MYP objectives
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Assessment tasks
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a website that the student will use to convince a university or college to accept them into their school Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a video that the student will make that is intended for them to view many years in the future Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is an educational game that the student makes from MIT’s Scratch programming language Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
CISH MYP Subject-Group Overviews 2016-2017
4
Unit title Help Desk Design a space station Promoting local culture
Duration (weeks) 14 13 13
ATL skills
Communication – Communication skills – Students must
exchange thoughts, messages and information effectively
through interaction. Specifically, they must use a variety of
media to communicate with their audience.
Social - Collaboration skills – Students must work effectively
with others. Specifically, they must help others to succeed.
Thinking – Critical-thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must identify obstacles and challenges. Self-management (organization) skill - Students must manage their time
and tasks effectively. Specifically, they must keep an organized and logical
system of information files/notebooks.
Research – Information literacy skills - Students must find, interpret, judge and create information. Specifically, they must evaluate and select information sources and digital tools based on their appropriateness to specific tasks. Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must use brainstorming and visual diagrams to generate new ideas and inquiries.
Global context Identities and Relationships Scientific and technical innovation Personal and cultural expression
Key concept Communication; Connections Systems Communities
Related concepts Collaboration
Innovation Perspective
MYP objectives
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Assessment tasks
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a tutorial that the student makes to teach his/her customer how to use a piece of technology (either hardware or software) Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a space station created using Google Sketchup Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a product that the student creates to promote his country’s culture Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
CISH MYP Subject-Group Overviews 2016-2017
5
Unit title Newcomers’ Guide to Hefei Design a brief case Creating a documentary
Duration (weeks) 14 13 13
ATL skills
Communication – Communication skills – Students must
exchange thoughts, messages and information effectively
through interaction. Specifically, they must use a variety of
media to communicate with their audience. Specifically, they
must use intercultural understanding to interpret
communication.
Research – Information literacy skills - Students must find,
interpret, judge and create information. Specifically, they
must make connections between various sources of
information.
Thinking – Creative thinking skills – Students must generate novel ideas and consider new perspectives. Specifically, they must make unexpected or unusual connections between objects and/or ideas.. Self-management (organization) skill - Students must manage their time
and tasks effectively. Specifically, they must keep an organized and logical
system of information files/notebooks.
Thinking – Transfer skills – Students must use skills and knowledge in multiple contexts. Specifically, they must combine knowledge, understanding and skills to create products or solutions. Thinking – Critical thinking skills – Students must analyze and evaluate issues and ideas. Specifically, they must draw reasonable conclusions and generalizations.
Global context Orientation in Space and Time Globalization and sustainability Identities and relationships
Key concept Communities Development Relationships
Related concepts Markets and Trends; Perspective
Innovation and sustainability Perspective and resources
MYP objectives
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Criterion A: Strand 1, 2, 3, 4 Criterion B: Strand 1, 2, 3, 4 Criterion C: Strand 1, 2, 3, 4 Criterion D: Strand 1, 2, 3, 4
Assessment tasks
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a guide that the student makes to be used by targeted newcomers to Hefei Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a product made from recycled material that the student will use as a case for his/her laptop Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
Criterion A: Strand 1 – problem statement (formative) Reflection on how you plan to use the ATL skills assigned to this unit. At this point in the unit and with what you know, how will you demonstrate these skills? (formative) Criterion A: Inquiring and analyzing (summative) Criterion B: Strand 1 – Design specifications (formative) Criterion B: Developing ideas (summative) Criterion C: Strand 1 – Logical plan (formative) Criterion C: Creating the solution (summative) Criterion C: Final product is a documentary about a topic of their choice but using the key concept of relationship Reflection on how you did use the ATL skills assigned to this unit. Were you able to use them the way that you had planned? (formative) Criterion D: Strand 1 – Testing methods (formative) Criterion D: Evaluating (summative)
CISH MYP Subject-Group Overviews 2016-2017
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: PHYSICAL AND HEALTH EDUCATION
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7
1
Unit title Introduction to Swimming Alternative Sports Team Work Aesthetic Movement Health Unit Badminton Mixed sports
Duration (weeks) 4-6 weeks 6 weeks 8 weeks 4 weeks 3 weeks 4-5 weeks 5-6weeks
ATL skills Social Self-management
Communication Thinking
Thinking Social
Self-management Thinking
Research Communication Thinking
Thinking
Global context Fairness and Development Identities and Relationships Personal Expression Identities and Relationships Personal Expression Fairness and Development
Fairness and Development
Key concept Relationships Communication Relationships Change Relationships Change Communication
Related concepts Choice Refinement
Adaptation Movement
Interaction Social
Function Choice
Perspective Choice
Refinement Movement Space
MYP objectives Ci, ii, iii, Di, ii, iii Ci, ii, iii Bi, ii, Di, ii, iii Ai, ii, iii, Bi, ii, Ai, ii, iii Diii Ci,
Assessment tasks Identifying and demonstrate interpersonal skills and apply techniques
Recall and apply a range of techniques used in a variety of unfamiliar sports.
Plan and implement a sport related fitness drill. Set and implement goals to improve team cohesiveness
Create a dynamic workout routine
Create a poster of the four different aspects to well-being
Self-assess performance throughout the unit
Display techniques and abilities used in multiple codes
2
Unit title Swimming Unit Football Invasion Games Aesthetic Movement Health Unit Team Work Mixed sports
Duration (weeks) 4-6 weeks 5 weeks 7 weeks 4 weeks 4 weeks 4-5weeks 5-6 weeks
ATL skills Self-management Thinking
Thinking Thinking Communication
Self-management Thinking
Research Thinking Social
Thinking
Global context Fairness and Development Personal expression Identities and Relationships Identities and Relationships Identities and Relationships
Identities and Relationships
Fairness and Development
Key concept Relationships Communication Change Change Relationships Relationships Communication
Related concepts Choice Refinement
Choice
Movement Space
Function Choice
Perspective Choice
Interaction Social
Movement Space
MYP objectives Ci, ii, iii, Di, ii, iii Bi,ii, D ii Ci, ii, iii Di, iii Ai, ii, iii, Bi, ii, Ai, ii, iii Di, Ciii Ci,
Assessment tasks Identifying and demonstrate interpersonal skills and apply techniques
Plan and implement a football drill. Set and implement goals to improve performance
Recall and apply techniques used in invasion games. Select and apply interpersonal skills to aid performance
Create a dynamic workout routine
Evaluate your current Friendships and Relationships
Recall interpersonal skills and apply them to improve performance
Display techniques and abilities used in multiple codes
3
Unit title Improving Swimming Target Games Anatomy Aesthetic Movement Health Unit Team Sports Game on
Duration (weeks) 4-6 weeks 6 weeks 7 weeks 4 weeks 4 weeks 6 weeks 4 weeks
ATL skills
Self-management Communication
Communication
Thinking Self-management Thinking
Research Thinking Social
Thinking
Global context Fairness and Development Personal Expression Personal Expression Identities and Relationships Personal Expression Identities and Relationships
Fairness and Development
Key concept Relationships Development Communication Change Development Relationships Communication
Related concepts Choice Refinement
Choice
Function Choice
Choice Interaction Social
Movement Space
MYP objectives
Ci, ii, iii, Di, ii, iii Ci, ii, iii D ii, iii Bi,ii Di, Ai, ii, iii, Bi, ii, Ai, ii, iii Di, Ciii Ci, ii
Assessment tasks
Identifying and demonstrate interpersonal skills and apply techniques
Apply and recall techniques used in games Sets Goals used to improve
Sets a fitness routine for a partner to do. Reports on it’s effectiveness. Also
Create a dynamic workout routine with warm up included
Create a Puberty Pamphlet that illustrates the changes a body goes
Recall interpersonal skills and apply them to improve performance
Display techniques and abilities used in different activities
CISH MYP Subject-Group Overviews 2016-2017
involvement. Assesses personal involvement.
analyses own performance through
4
Unit title Football Invasion Games Fitness Programming Aesthetic Movement Health Unit Volleyball Team Sports
Duration (weeks) 4 weeks 4 weeks 6 weeks 4 weeks 4 weeks 5 weeks 5 weeks
ATL skills
Thinking Communication Thinking Self-management
Self-management Thinking
Research Communication Thinking
Thinking
Global context Personal expression Identities and Relationships Fairness and Development Identities and Relationships Personal expression Fairness and Development
Identities and Relationships
Key concept Communication Change Change Change Change Change Communication
Related concepts Choice
Movement Space
Movement Function Choice
Perspective Choice
Refinement Movement
MYP objectives
D ii, iii, Ci, ii, iii Ci, ii, iii Di, ii Ai, ii, iii, Bi, ii Bi, ii, Diii Ai, ii, iii, D i Diii Ci,
Assessment tasks
Set and implement goals to improve performance whilst demonstrating technique
Recall and apply techniques used in invasion games. Select and apply interpersonal skills to aid performance
Design a fitness routine and report on the effectiveness of the plan.
Create a dynamic workout routine with warm up ,workout and cool-down
Create a Resilience and Stress Poster. Create a set of goals to help you deal with stress
Self-assess performance, ability and progression throughout the unit
Display techniques and abilities used in multiple codes
5
Unit title Swimming Football Anatomy and Physiology Aesthetic Movement Health Unit Badminton Invasion Games
Duration (weeks) 4-5 weeks 4-5 weeks 8 weeks 4 weeks 4 weeks 4-5 weeks 4 weeks
ATL skills
Social Self-management
Thinking Communication
Thinking Research
Self-management Thinking
Research Communication Thinking
Thinking
Global context Fairness and Development Personal expression Personal Expression Identities and Relationships Personal Expression Fairness and Development
Identities and Relationships
Key concept Relationships Communication Systems Change Change Change Change
Related concepts Choice Movement
Choice Refinement
Systems Function
Function Choice
Choice Refinement Movement Space
MYP objectives
Ci, ii, iii, Di, ii, iii Bi,ii, Di, iii Ai, ii, iii Bi, ii, Dii Ai, ii, iii Diii Ci, ii
Assessment tasks
Identifying and demonstrate interpersonal skills and apply techniques
Plan and implement a football drill. Investigate interpersonal skills to aid improvement
Investigate a movement and break down it’s anatomical properties and function
Create a dynamic workout routine with warm up, workout and cool-down
Create a weekly nutrition plan and keep a diary
Self assess performance, ability and progression throughout the unit
Recall and apply techniques used in invasion games.
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: MUSIC
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit 4
1
Unit title Theory/Keyboard Singing (Christmas) Ukulele (Time period comparison) Guitar / World Music
Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks
NB learning outcomes
GCO 1, GCO 7, GCO 8
GCO 1, GCO 2, GCO 3, GCO 4, GCO 6 GCO 1, GCO 2, GCO 5, GCO 6, GCO 8 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8
ATL skills
Communication Skills - Use and interpret a range of discipline-specific terms and symbols. Critical Thinking Skills - Practice observing carefully in order to recognize problems. Affective Skills - Perseverance
Communication Skills – Give and receive meaningful feedback. Organization Skills – Plan strategies and take action to achieve personal and academic goals Affective Skills – Mindfulness
Collaboration Skills – Practice empathy. Collaboration Skills – Give and receive meaningful feedback. Organization Skills – Create plans to prepare for summative assessments (examinations and performances) Affective Skills – Self-motivation
Reflection Skills – Focus on the process of creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways
Global context Scientific and Technical Innovation Identities and Relationships Orientation in Space and Time Personal and Cultural Expression
Key concept Aesthetics Communication Change Identity
Related concepts Composition, Roles Audience, Expression Presentation, Play Interpretation, Style
MYP objectives
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Ai, Aii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Assessment tasks
Worksheets, analyzing sheet music, keyboard playing test, Process Journal
Performance at the Christmas Concert, Process Journal, group research project.
Research project (individual) , Ukulele performance (individual and group), process journal
Research project, percussion performance, process journal, information map
2
Unit title Keyboard Ukulele Drum Corps Guitar
Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks
NB learning outcomes
GCO 1, GCO 2, GCO 6, GCO 8 GCO 1, GCO 2, GCO 5, GCO 6, GCO 8 GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8
ATL skills
Communication Skills – Give and receive meaningful feedback Affective Skills – Mindfulness, Perseverance
Collaboration Skills – Practice empathy. Collaboration Skills – Give and receive meaningful feedback. Organization Skills – Create plans to prepare for summative assessments (examinations and performances) Affective Skills – Self-motivation
Communication Skills – Give and receive meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness
Reflection Skills – Focus on the process of creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways
Global context Identities and relationships Orientation in Space and Time Orientation in Space and Time Personal and Cultural Expression
Key concept Communication Change Change Identity
Related concepts Audience, Presentation Presentation, Play Composition, Interpretation Interpretation, Style
MYP objectives
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Assessment tasks
Assessment for this unit comes in the form of multiple performances in a variety of situations and the process journal
Research project (individual) , Ukulele performance (individual and group), process journal
Students will write out parts from the score, demonstrate an improvement in skill level through performance tasks, interpret a piece of music and create their own parts from the original
Research project, percussion performance, process journal, information map
Unit title Singing - Dreamer Keyboard Guitar Drum Corps
Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks
CISH MYP Subject-Group Overviews 2016-2017
3
NB learning outcomes
GCO 1, GCO 2, GCO 3, GCO 6, GCO 8 GCO 1, GCO 7, GCO 8
GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8
GCO 1, GCO 2, GCO 4, GCO 6
ATL skills
Communication – Give and receive meaningful feedback Communication –Use and interpret a range of discipline specific terms and symbols Collaboration Skills – Practice empathy Affective Skills - Perseverance
Communication Skills - Use and interpret a range of discipline-specific terms and symbols. Critical Thinking Skills - Practice observing carefully in order to recognize problems. Affective Skills - Perseverance
Reflection Skills – Focus on the process of creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways
Communication Skills – Give and receive meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness
Global context Personal and Cultural Expression Scientific and Technical Innovation Personal and Cultural Expression Orientation in Space and Time
Key concept Aesthetics Aesthetics Identity Change
Related concepts Play, Presentation Composition, Roles Interpretation, Style Composition, Interpretation
MYP objectives
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Assessment tasks
Assessment tasks include performances in a variety of situations and audiences, demonstrate developing abilities, and process journal reports
Worksheets, analyzing sheet music, keyboard playing test, Process Journal
Research project, percussion performance, process journal, information map
Students will write out parts from the score, demonstrate an improvement in skill level through performance tasks, interpret a piece of music and create their own parts from the original
4
Unit title Drum Corps Guitar Keyboard Ukulele
Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks
NB learning outcomes
GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8
GCO 1, GCO 7, GCO 8
GCO 1, GCO 2, GCO 5, GCO 6, GCO 8
ATL skills
Communication Skills – Give and receive meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness
Reflection Skills – Focus on the process of creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways
Communication Skills - Use and interpret a range of discipline-specific terms and symbols. Critical Thinking Skills - Practice observing carefully in order to recognize problems. Affective Skills - Perseverance
Collaboration Skills – Practice empathy. Collaboration Skills – Give and receive meaningful feedback. Organization Skills – Create plans to prepare for summative assessments (examinations and performances) Affective Skills – Self-motivation
Global context Orientation in Space and Time Personal and Cultural Expression Scientific and Technical Innovation Orientation in Space and Time
Key concept Change Identity Aesthetics Change
Related concepts Composition, Interpretation Interpretation, Style Composition, Roles Presentation, Play
MYP objectives
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Assessment tasks
Students will write out parts from the score, demonstrate an improvement in skill level through performance tasks, interpret a piece of music and create their own parts from the original
Research project, percussion performance, process journal, information map
Worksheets, analyzing sheet music, keyboard playing test, Process Journal
Research project (individual) , Ukulele performance (individual and group), process journal
Unit title Ukulele Drum Corps Singing Guitar
Duration (weeks) 6-8 weeks 6-8 weeks 6-8 weeks 6-8 weeks
NB learning outcomes
GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 6, GCO 7, GCO 8
GCO 1, GCO 2, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 6 GCO 1, GCO 2, GCO 3, GCO 4, GCO 5, GCO 7, GCO 8
Communication Skills –Give and receive Communication Skills – Give and receive Communication Skills – Give and receive Reflection Skills – Focus on the process of
CISH MYP Subject-Group Overviews 2016-2017
5
ATL skills meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Organizational Skills – Plan strategies to take action to achieve personal and academic goals
meaningful feedback Communication Skills – Use and interpret a range of discipline-specific terms and symbols Affective Skills - Mindfulness
meaningful feedback. Organization Skills – Plan strategies and take action to achieve personal and academic goals Affective Skills – Mindfulness
creating by imitating the works of others Reflection Skills – Keep a journal to record reflections Creative-thinking Skills – Create original works and ideas; use existing works and ideas in new ways
Global context Identities and Relationships Orientation in Space and Time Identities and Relationships Personal and Cultural Expression
Key concept Identity Change Communication Identity
Related concepts Genre, Interpretation Composition, Interpretation Audience, Expression Interpretation, Style
MYP objectives
Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Ciii, Di, Dii, Diii
Assessment tasks
Process journal, research project, performances to show skill development
Students will write out parts from the score, demonstrate an improvement in skill level through performance tasks, interpret a piece of music and create their own parts from the original
Performances, Process Journal, group research project.
Research project, percussion performance, process journal, information map
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: MATH
MYP Year
Curriculum items
Unit 1 Unit 2 Unit 3 Unit4 Unit 5 Unit 6 Unit 7 Unit 8
1
Unit title Patterns and Equations
Understanding Number
Decimals Angles and Polygons Fractions, Ratios, and Percents
Geometry and Measurement
Data Analysis and Probability
Transformations
Duration (weeks)
3 weeks 3 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks 3-4 weeks
NB learning outcomes
6PR1, 6PR3, 6SS8, 6PR2, 6PR3, 6PR4
6N1, 6N2, 6N3, 6N9, 6N7
6N1, 6N8 6SS1, 6SS2 6N4, 6N5, 6N6 6SS4, 6SS5, 6SS3 6SP1, 6SP2, 6SP3, 6SP4
6SS6, 6SS7, 6SS8, 6SS9
ATL skills
Thinking Skills: Draw appropriate conclusions from investigating patterns
Self-Management: Consider Content: What did I learn about today? What don’t I yet understand? What Questions do I have now?
Research: Use a variety of sources to collect information
Research: Collect, record and verify data Communication – Organize and depict information logically.
Thinking: combine knowledge, understanding and skills to create products or solutions Communication: Organize and depict information logically
Communication: making inferences and draw conclusions Self-management: select and use technology effectively and productively
Research : Process data and report results Thinking: Draw reasonable conclusions and generalizations to interpret data
Thinking: create original works and ideas Self-management: identify strengths and weaknesses of personal learning strategies
Global context Identities and Relationships
Globalization and Sustainability
Globalization and Sustainability
Scientific and technical innovation
Orientation in space and time
Identities and relationships
Personal and cultural expression
Personal and cultural expression
Key concept Relationships Logic Logic Logic Relationships Form Logic Form
Related concepts
Patterns Representation
Quantity Generalization Systems
Change Quantity
Generalisation Measurement
Equivalence Simplification
Measurement Space
Models Justification
Change Systems
MYP objectives
Patterns and Equations Test A: ii, iii B: I, ii, iii
Poster: C: i, ii, iv, D: i, Unit Test: A: i, ii, iii C I, iii
Research investigation: D: i, ii, ii, iv v Unit Test: A: i, ii, iii
Project: C i, ii, iv Di, ii, iii, iv, v Unit Test A: i, ii, iii
Floor plan: C: i, ii, iv D: (i), ii, iii, iv, v
Constellation station: A: i, ii, iii B: i, ii, iii
Survey: C i, ii, iii, iv Investigation: Bi, ii, iii
Maple Dragon design: B i, ii, iii
Assessment tasks
Patterns and Equations Unit Test
Poster – Temps around the world. Unit Test
Research Investigation into the weights and cost of food productions Unit Test
Project- Angles in real life Architecture-obtuse and acute Unit Test
Designing a floor plan (see pg 196 in Math Makes Sense 6)
Constellation station: students identify shapes, polygons and angles within a given constellation Additional option: Origami
Survey – (questionnaire, electronic poll etc.) Ethnicity/language/religion Chance/Probability pattern investigation.
Design your own Maple Dragon
Unit title Patterns and
Relations
Integers Fractions, Decimals, and
Percents
Circles and Areas Operations with Fractions Equations Data Analysis Geometry
Duration (weeks)
4 weeks 3 weeks 4-5 weeks 4 weeks 5 weeks 3 weeks 3 weeks 4-5 weeks
NB learning outcomes
7N1, 7PR1, 7PR2,
7PR5, 7PR4, 7PR7
7N6 7N4, 7N7, 7N2, 7N3 7SS1, 7SS2, 7SP3 7N5 7PR3, 7PR4, 7PR6,
7PR7
7SP1, 7SP2, 7SP4,
7SP5, 7SP6
SS3, SS4, SS5
CISH MYP Subject-Group Overviews 2016-2017
2
ATL skills
1) Understand and
use Mathematical
notation.
2) Organize and
depict
information
logically.
1) Organize and depict
information logically.
2) Process data and
report results.
1) Make fair and equitable decisions.
2) Combine knowledge, understanding and skills to create products or solutions.
1) Understand and use technology systems. 2) Present information in a variety of formats and platforms.
1) Write for different purposes. 2) Draw reasonable conclusions and generalizations.
1) Identify trends and forecast possibilities. 2) Access information to be informed and inform others.
1) Collect, record and verify data. 2) Interpret data. 3) Process data and report results.
1) Consider ATL skills development. 2) Revise understanding based on new information and evidence.
Global context Personal and Cultural Expression
Identities and Relationships
Globalization and Sustainability
Scientific and Technical Innovation
Personal and Cultural Expression
Fairness and Development
Identities and Relationships
Orientation in Space and Time
Key concept Relationships Logic Relationships Form Logic Relationships Logic Form
Related concepts
Patterns
Representation
Simplification,
Justification
Representation
Equivalence
Measurement
Space
Change
Simplification
Models
Justification
Equivalence
Generalizations
Models
Justification
Systems
MYP objectives
A; i, ii, iii
C; i
A: i, ii B: ii C: i, ii D: i, ii, iv, v
A; i, ii, iii B; C;: i, ii, iv, v D; ii, iii, v
A; i, ii, iii B; C; i, ii, iii, v D; i, ii, iii
A; i, ii, iii B; i, ii, iii C; ii, v D;
A; i, ii, iii B; i, ii, iii C; D;
A; i, ii, iii B; C; i, ii, iii, iv, v D; i, ii, iii, iv, v
A; i, ii, iii B; i, ii, iii C; D; i, ii, iii, iv, v
Assessment tasks
1.Quilt Design
(summative)
2.Unit test
(Summative)
3.Exercises and
online competitions
(Formative)
1.Preparing a budget 2.Unit test (Summative) 3.Exercises and online competitions (Formative)
1. Create your own business – list of items and sales (percents / decimals) 2. Shop at a classmate’s store with a certain amount of money 3. Unit test
1. Design a water park – on GeoGebra 2. Unit test
1. Adding and subtracting fractions with pattern blocks investigation 2. Recipes with fractions 3. Unit test
1. Balancing equations investigation 2. Country GDP project 3. Unit test
1. Survey of CISH – who are we? 2. Unit test
1. GPS of your street (and neighbourhood) 2. Unit test
3
Unit title Square Roots and Pythagorean Theorem
Integers Operations with Fractions
Measuring Prisms and Cylinders
Percent, Ratio, and Rate Linear Equations and Graphing
Data and Probability Geometry
Duration (weeks)
4 3 4 5 5 4 2 3
NB learning outcomes
8N1 8N2 8SS1
8N7 8N6 8SS2 8SS3 8SS4
8N3 8N4 8N5
8PR2 8PR1
8SP1 8SP2
8SS5 8SS6
ATL skills
Self-management: Bring necessary equipment and supplies to class. Communication: negotiate ideas and knowledge with peers and teachers Communication: listen actively to other perspectives and ideas
Communication: Interpret and use effectively modes of non-verbal communication Research: Present information in a variety of formats and platforms Communication: use and interpret a range of discipline-specific terms and symbols
Communication: organize and depict information logically Thinking: draw reasonable conclusions and generalizations Communication: make effective summary notes for studying Self-management: identify strengths and weaknesses of personal learning strategies (self-assessment)
Communication: makes inferences and draw conclusions Thinking: practice observing carefully in order to recognize problems Self-management: demonstrate flexibility in the selection and use of learning strategies
Communication: Understand and use mathematical notation Social: Help others to succeed
Communication: understand and use mathematical notation Thinking: make connections between subject groups and disciplines
Research: Collect, record and verify data. Thinking: Recognize unstated assumptions and bias.
Self-management: focus on the process of creating by imitating the work of others Self-management: consider personal learning strategies Thinking: create original works and ideas; use existing works and ideas in new ways
Global context Orientation in space and time (Mathematics is involved in architecture and design.)
Globalization and sustainability (Recognizing and classifying numbers give a deeper understanding of different number systems.) (Modelling quantities
Personal and cultural expression (Number systems are a representation of interactions.) (Equivalence of fractions is used for simplification in economics and
Scientific and technical innovation
Identities and relationships (Interaction is vital for system function.)
Fairness and development
Fairness and development (Modelling outcomes of events can help us consider their consequences.)
Personal and cultural expression
CISH MYP Subject-Group Overviews 2016-2017
can help us generalize operations in everyday life.)
cooking.)
Key concept Relationships Logic Logic Form Relationships Relationships Logic Form
Related concepts
Justification Pattern
Quantity Generalization Model
Simplification Equivalence
Measurement Space
Equivalence Change
Pattern Model
Model Systems
Representation Space (Patterns)
MYP objectives
Pythagorean theorem investigation A: i, ii B: ii, iii C: i D: iii, v
Integer photo project: C: i, ii, iii, D: i, ii, iii Unit test: A: i, ii, iii
Recipe project: A: i, ii, C: iv, v, D: iii, v Unit test: A: i, ii, iii
Prism net investigation: B: i, ii, iii, D: ii, iii, iv, v Unit test: A: i, ii, iii, C: iv
Body measurement proportion investigation: B: i, ii, iii, D: i, ii, iii, iv Unit test: A: i, ii, iii, C: iv
Function representation poster: C: i, ii, iii, iv, v Unit test: A: i, ii, iii
Probability investigation: B: i, ii, iii, C: iv, v Unit test: A: i, ii, iii
Tessellation project: C: i, D: iii Unit test: A: i, ii, iii
Assessment tasks
Pythagorean theorem investigation
Integer photo project Unit test
Recipe project Unit test
Prism net investigation Unit test
Body measurement proportion investigation Unit test
Function representation poster Unit test
Probability Unit test
Tessellation project Unit test
4
Unit title Square Roots and Surface Area
Power and Exponent Laws
Rational Numbers Linear Relations Polynomials Linear Equations and Inequalities
Similarity and Transformations
Circle Geometry Probability and Statistics
Duration (weeks)
3 3-4 3-4 3-4 3 3 4 3 2-3
NB learning outcomes
9N5 9N6 9SS2
9N1 9N2 9N4
9N3 9PR1 9PR2
9PR5 9PR6 9PR7
9PR3 9PR4
9SS3 9SS4 9SS5
9SS1 9SP4 9SP1 9SP2 9SP3 9SP5
ATL skills
MMS9: 1 MYP8: 10A, MYP9: 5A 7C
MMS9: 2.1–2.5 MYP9: 2A, 2B, 2D
MMS9: 3 MYP9: 2D
MMS9: MYP9:
MMS9: MYP9:
MMS9: MYP9:
MMS9: MYP9: 16B, 16D
MMS9: MYP9: 22B
MMS9: MYP9:
Global context Communication: Interpret and use effectively modes of non-verbal communication. Thinking: Use models and simulations to explore complex systems and issues.
Communication: organize and depict information logically Self-management: Bring necessary equipment and supplies to class.
Research: collect and analyse data to identify solutions and make informed decisions Thinking: draw reasonable conclusions and generalizations Social: help others to succeed
Research: collect, record and verify data Thinking: test generalizations and conclusions Thinking: interpret data Self-management: select and use technology effectively and productively
Thinking: Propose and evaluate a variety of solutions Research: process data and report results Self-management: plan strategies and take action to achieve personal and academic goals
Communication: organize and depict information logically Research: present information in a variety of formats and platforms Thinking: propose and evaluate a variety of solutions
Social: exercise leadership and take on a variety of roles within groups Thinking: identify obstacles and challenges
Self-management: use appropriate strategies for organizing complex information
Self-management: plan short- and long-term assignments; meet deadlines Self-management: consider ATL skills development Thinking: recognize unstated assumptions and bias
Key concept Fairness and development (Designing new structures responsibly can minimize waste of material.)
Identities and relationships (Representing relationships can enable recognizing patterns in different\
Personal and cultural expression (Form of rational numbers represents quantities in real-world context.)
Scientific and technical innovation (Modelling using a logical process helps us to understand the world.)
Scientific and technical innovation
Globalization and sustainability (Linear models explain correlation between variables.)
Personal and cultural expression (Understanding form and shape enhances creativity.)
Identities and relationships (There is form in creative constructions around us.)
Orientation in space and time (Statistics is a powerful model to develop global perspectives.)
Related concepts
Form Relationships Logic Relationships Logic Relationships Form Form Logic
MYP objectives
Measurement Space
Patterns Simplification
Justification Justification Models
Equivalence Patterns
Systems Equivalence
Models Change
Measurement Space
Representation Generalization
Assessment tasks
Toy robot: A: i C: iv D: iii
Exponent law project: A: i, ii C: i, ii, iii, v Unit test: A: i, ii, iii
Recipe project: A: i, ii, C: iv, v, D: iii, v Unit test: A: i, ii, iii
Patterns and relations investigation: B: i, ii, iii Temperature/motion experiment: C: i, ii, iv, v, D: iv, v Unit test: A: i, ii, iii
Projectile project: D: i, ii, iii, iv, v Unit test: A: i, ii, iii
Planning a party investigation: C: i, ii, iii, iv, v Unit test: A: i, ii, iii
Scale factors investigation: B: i, ii, iii, C: v Mirror height activity: D: ii, iii, iv, v Unit test: A: i, ii, iii, B: ii
Soccer/football/hockey/basketball goal analysis: C: i, D: i, ii, v Unit test: A: i, ii, iii
Hefei community survey: C: i, ii, iv, v, D: ii, iii, iv, v Unit test: A: i, ii, iii
CISH MYP Subject-Group Overviews 2016-2017
5
Unit title Measurement Indices, Sets and Venn
Diagram, Number
Sequences.
Relations and Functions,
Quadratic Functions,
Exponential Functions,
Algebraic Expansion
and Factorisation
Pythagoras’ Theorem,
Trigonometry, Advanced
Trigonometry.
Coordinate Geometry,
Congruence and
Similarity, Deductive
Geometry
Statistics, Probability, Matrices
Duration (weeks)
4 weeks 5 weeks 7-8 weeks 7-8 weeks 5 weeks 4 weeks
ATL skills
1) Develop new skills, techniques and strategies for effective learning. 2) Organize and depict information logically
1. Communication:
Understand and use
mathematical notation.
2. Social: Listen actively
to other perspectives
and ideas.
1. Social: give and receive meaningful feedback 2. Research: process data and report results
1. Research: make connections between various sources of information 2. Research: locate, organize, analyse, evaluate, synthesize, and ethically use information from a variety of sources and media (including digital social media and online networks) 3. Thinking: Interpret data.
1. Research: understand and use technology systems. 2. Self-management: use appropriate strategies for organizing complex information
1. Social: take responsibility for one’s own actions 2. Self-management: consider ATL skills development 3. Self-management: consider personal learning strategies
Global context Identities and
Relationship Globalization and Sustainability
Personal and cultural expression
Scientific and technical innovation
Orientation in space and time
Orientation in Space and Time
Key concept Relationships Logic Relationships Form Form Relationships
Related concepts
Measurement,
Equivalence Models Generalization
Representation Simplification
Space Quantity
Justification
Space Patterns Generalization
MYP objectives
1.A; i, ii
B; iii
C; i
D; ii, iv
2.A; ii, iii
D; iii, iv, v
1. A; i, ii ,iii
B; i, iii
C; i, ii, iii
D; i, ii, iv, v
2.C; i, ii, iii, iv, v
D: i, ii, iv
A; iii B; i, ii, iii C; D; 2.A: i, ii, ii
A; B; C; iv, v D; i, ii, iii, iv, v 2.A: i, ii, ii B: ii, iii
A; B; C; i, ii, iii, iv, v D; i, ii, iii, iv, v 2.A: i, ii, ii
A; B; ii, iii C; D; 2:C: i, ii, iv, v 3.A: i, ii, ii
Assessment tasks
1) Exercises and online test 2) Converting between different units of measurement and between different currencies 3) Calculating the surface area and volume of a can of soft drink
1) Exercises and online test 2) Differentiating things based on their likes. 3. Unit test
1. Arches investigation 2. Unit test
1. Navigating the world’s oceans 2. Unit test
1.Distance between Chinese cities and lakes 2. Unit test
1. Air passenger numbers 2. How Much Time Do We Have? 3. Unit test
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: Science
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit4
1
Unit title Diversity of Life Electricity Flight Space
Duration (weeks) 10 10 10 10
NB learning outcomes
300-15, 300-16, 300-17, 300-18, 300-19, 302-12, 301-15, 301-16
303-31, 303-23, 300-20, 303-24, 303-25, 303-22, 303-27, 303-26, 303-28, 303-29, 303-30
301-18, 303-32, 301-17, 300-21, 303-33, 303-34, 300-22
301-21, 301-19, 301-20, 300-23, 302-13
ATL skills
Communication: Make effective summary notes for studying Thinking: Create original works and ideas; use existing
works and ideas in new ways
Self-Management: Select and use technology effectively and
productively Reflection: Focus on the process of creating by imitating the work of others
Self-Management: Organization Set goals that are challenging and realistic Self-Management: Affective Skills Resilience
o Practice “bouncing back” after adversity, mistakes and failures,
o Practice “failing well”, o Practice dealing with
disappointment and unmet expectations,
o Practice dealing with change.
Thinking: make connections between subject groups and disciplines Research: present information in a variety of formats and platforms
Global context Identities and Relationships Orientation in Time and Space Scientific and Technical Innovation Orientation in space and time
Key concept Change Systems Relationships Systems
Related concepts Environment Patterns
Energy Development
Interaction Form
Models Development
MYP objectives
Invert: A: iii, B: i, iii, iv, C: i, iii, iv, v Story/Info Booklet: A: i, iii, C: v, D: i, iii
Solution Conductivity Lab: A: i, B: i, ii, iv, C: i, ii, iii, iv, v, D: ii
Airplane: B: i, ii, iii, iv, C: i, ii, iii, iv, v 0 Gravity: A: ii, D: i, ii, iii, iv
Cross-Curricular with Math constellations project!: A: i, iii, D: i, ii, iii, iv
Assessment tasks
Invert Pet Project Story: BioShip to Space. How to get all life on board. Lab?
Solution Conductivity Lab Build and Improve an Airplane How to fly to outer space – Movement in zero-gravity?
Constellations project (including history – use constellation app)
2
Unit title Interactions within Ecosystems Earth Crust Heat Mixtures and Solutions
Duration (weeks) 10 10 10 10
NB learning outcomes
306-3, 304-2, 304-1, 306-1, 306-2, 304-3, 306-4
311-4, 311-5, 311-1, 311-6, 310-2a, 311-2, 310-3, 311-3
308-1, 308-3, 308-4, 308-2, 308-5, 308-7, 308-6
307-1, 307-2, 307-3, 307-4, 307-5
ATL skills
Thinking: Practice observing carefully in order to recognize problems Social: Help others to succeed Reflection: Develop new skills, techniques and strategies for effective learning
Thinking: Gather and organize relevant information to formulate an argument, Communication:
Make inferences and draw conclusions
Thinking: Critical Thinking Use models and simulations to explore complex systems and issues. Communication: Give and receive meaningful feedback.
Communication: Make inferences and draw conclusions, Thinking: Creative-Thinking: Practice visible thinking strategies and techniques
CISH MYP Subject-Group Overviews 2016-2017
Global context Globalization and Sustainability Orientation in Space and Time Scientific and Technical Innovation Scientific and Technical Innovation
Key concept Systems Change Relationships Change
Related concepts Environment Interaction Consequences
Development Evidence Interaction
Energy Transfer Transformation
Form Interaction Conditions
MYP objectives
Food: B: i, ii, iii, iv, v, C: i, v, D: i Lab: Formative: all of B, C: i
Timeline: A: i, iii, B: ii, C: i, ii, iii, D: iii, iv * mini-lab with timeline? Prove 1 theory Rock Formation Lab: B: i, ii, iii, iv, C: i, ii, iii, iv, v
A: i, ii, iii, B: i, iii, C: i, ii, D: i, ii, iii, iv Explore: A: i, ii, iii, B: i, ii, C: ii, iii, D: i Lab: A: iii, B: iii, iv, C: i, iv
Assessment tasks
Lab: Abiotic Factors Preserving Food
Timeline of Earth, Rock Formation Lab (multi-part)
Heat Conduction of various materials. Apply to improve the design of a modern tool/machine/technology.
Explore: Why is the Sky Blue? Sky colors described through the Tyndall Effect Lab: Concentration of common solutions (include temperature and solubility)
3
Unit title Water Systems Optics Fluids Cells, Tissues, Organs, and Body Systems
Duration (weeks) 10 10 10 10
NB learning outcomes
311-10, 311-11, 311-7, 311-9, 311-8, 311-12,
308-8, 308-9, 308-10, 308-10, 308-11, 308-12
307-8, 307-11, 307-9, 307-10, 309-1, 309-2, 309-3, 309-4, 307-6, 307-7
304-4, 304-6, 304-5, 304-8, 304-7, 304-9
ATL skills
Communication: Negotiate ideas and knowledge with peers and teachers. Creative Thinking: Use models and simulations to explore complex systems and issues. Organization: Keep an organized and logical system of information files/ notebooks.
Communication: Use a variety of speaking techniques to communicate with a variety of audiences (rephrase questions in a testable form), Thinking: Practice observing carefully in order to recognize problems Thinking: (Transfer) Combine knowledge, understanding and skills to create products or solutions
Thinking: Creative-Thinking Apply existing knowledge to generate new ideas, products or processes, Social: Exercise leadership and take on a variety of roles within groups.
Self-management skills Communication skills
Global context Globalization and Sustainability Scientific and Technical Innovation Globalization and Sustainability Identities and Relationships
Key concept Systems ? Logic ? Relationships Systems
Related concepts Environment Balance Consequences
Energy Development Function
Balance Interaction Conditions
Balance Interaction Form
MYP objectives
A: ii, iii, B: iv, C: iii, iv, v, D: i, ii, iii, iv
Kal: A: i, ii, B: i, iii, iv, C: i, ii, iv, v, D: i Essay: A: i, ii, iii, B: ii, D: i, ii, iii, iv
Lab: B: i, ii, iii, iv, C: i, ii, iii, iv, v, Design: B: iii, iv, C: i, ii, iv, D: i
B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i
Assessment tasks
Shoreline Project Journal and Report. (scenario: problem with oil spill and find solutions)
Make a Kaleidoscope/class surveillance lens Waves and Radiation Essay
Lab: Weight of objects in air vs. water Design: Create an object that doesn’t sink or float.
Body systems presentation
CISH MYP Subject-Group Overviews 2016-2017
4
Unit title Reproduction Atoms and Elements Electricity Space Exploration
Duration (weeks) 9-10 10-11 10 10
NB learning outcomes
304-11, 305-1, 305-2, 305-3, 305-5,
307-12, 307-13, 307-14, 307-15, 307-16, 308-13, 308-14, 308-15, 308-16, 308-17, 308-18, 308-19, 308-20
312-1, 312-2, 312-3, 312-4, 312-5, 312-6
ATL skills
Reflection: Develop new skills, techniques and strategies for effective learning Thinking: Transfer current knowledge to learning of new technologies
Thinking: Inquire in different contexts to gain a different perspective, Thinking: Consider multiple alternatives, including those that might be unlikely or impossible, Social:
Help others to succeed
Thinking: Transfer Combine knowledge, understanding and skills to create products or solutions Self-Management: Affective
o Self-Motivation o Practice analyzing and attributing
causes for failure o Practice managing self-talk o Practice positive thinking
Communication: Structure information in an essay Research: Information Literacy Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)
Global context Globalization and Sustainability Scientific and Technical Innovation Scientific and Technical Innovation Identities and Relationships (Who am I?)
Key concept Change Relationships Relationships Perspective
Related concepts Function Transformation
Models Form Interaction
Energy Environment Function
Models Development Evidence
MYP objectives
A: i, ii, B: i, ii, iii, iv, C: i, ii, iii, iv, D: ii, iv
Physical vs. Chemical Properties Lab: A: iii, B: i, iii, iv, C: i, ii, iv, D: i, ii, iii Essay: A: i, ii, iii, D: i, ii, iii, iv
Lab: A: i, B: ii, iii, iv, C: i, ii, iii, iv Design: A: i, B: iii, C: iv, v, D: ii, iv
A: i, C: iii, iv, D: iii, iv
Assessment tasks
Isolating bacteria from a mixed culture and describing asexual and sexual reproduction.
Physical vs. Chemical Properties Lab Chemistry as an Answer to Earth’s many Questions Essay
Lab: Electric Currents in parallel series. Design: Construct an item that does ‘work’ using a battery, wires, and an element.
Essay: Formation and characteristics of the Solar System
5
Unit title Ecosystems and Sustainability Weather Dynamics Chemical Reactions Motion
Duration (weeks) 14 3-4 10 10
NB learning outcomes
B318-1, B318-2, B318-6, B318-3, B318-7, B318-4, B318-5, B212-4, B213-8, B215-1, B 214-3, B118-1, B118-5, B114-1, B118-9, B116-1, B117-2, B215-4, B213-7, B214-1, B114-5
W331-1, W331-2, W331-3, W331-4, W331-5, W213-2, W213-3, W214-10, W214-11, W118-7, W115-6, W213-6
C 321-2, C 321-3, C 319-1(i), C 319-1(ii), C 319-3, C 321-1, C 118-5, C 319-2(i), C319-2(ii), C 212-3, C 213-2, C 215-6, C 212-8, C 213-9, C 213-5, C 214-5, C 214-15, C 116-3, C 117-7, C 114-8C 116-5, C 117-1, C 117-5
P 116-7, P 325-1, P 325-2, P 325-3, P 325-4, P 212, P 213-3, P 213-4, P 215-2, P 212-7, P 212-6, P 214-8, P 117-8, P 114-6, P 114-3, P 118-3, P 115-1, P 115-4, P 117-10
ATL skills
Communication: Use and interpret a range of discipline-specific terms and symbols Thinking: Consider multiple alternatives, including
those that might be unlikely or impossible Affective: Consider ethical, cultural and
Communication: Use a variety of speaking techniques to communicate with a variety of audiences. Self-Management: Organization Use appropriate strategies for organizing complex information.
Self-Management – Organization Plan strategies and take action to achieve personal and academic goals Research – Information Literacy Collect and analyze data to identify solutions and
make informed decisions
Research: Information Literacy Process data and report results Thinking: Critical-Thinking Test generalizations and conclusions
CISH MYP Subject-Group Overviews 2016-2017
environmental implications
Global context Globalization and Sustainability Orientation in Time and Space Scientific and Technical Innovation / Globalization and Sustainability ???
Orientation in Space and Time
Key concept Systems Relationships Change Change
Related concepts Environment Interaction Balance
Energy Models Condition
Balance Transfer Conditions
Models Consequences Movement
MYP objectives
A: i, ii, iii, B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i, ii, iii, iv All!
City Plan: A: i, iii, C: iv, v, D: i, ii, iii, iv Test: Models and Naming: A: i, ii, iii, D: ii, iii Chem. Lab: A: ii, B: i, ii, iii, iv, C: i, ii, iii, iv, v, D: i, ii
A: i, iii, B: iii, C: i, ii, iv, v,
Assessment tasks
Restoring and Protecting a Local Ecosystem
City Plan for Natural Disaster Test: Models and Naming Chemical Reactions Lab: Disposing of Chemical Wastes
Cub-Car Race: Measuring and Processing Data
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: INDIVIDUALS AND SOCIETIES
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit4 Unit 5
1
Unit title An Introduction to Culture Environment and Culture Some Elements of Culture Expressions of Culture World Issues
Duration (weeks) 9 weeks 5 5 5 5-7
NB learning outcomes
SCO’ 1.1, 1.2, 1.3, 1.4
SCO’s 2.1, 2.2, 2.3 SCO’s 3.1, 3.2, 3.3 SCO’s 4.1, 4.2, 4.3 SCO’s 5.1, 5.2, 5.3 SCO 6.1
ATL skills
Make connections between various sources of information.
Access information to be informed and inform others.
Collect, record and verify data.
• Make inferences and draw conclusions • Take effective notes in class • Advocate for one’s own rights and needs
•Use a variety of media to communicate with a range of audiences •Use a variety of speaking techniques to speak with a variety of audiences
• Research: Access information to be informed and inform others • Create references and citations • Combine knowledge, understanding and skills to create products or solutions
• Create references and citations • Paraphrase accurately and concisely
Global context Personal and cultural expression
Globalization & Sustainability
Identities and relationships
Personal and Cultural Expression
Fairness and development
Key concept Culture Systems Relationships Culture Global Interactions
Related concepts Community, identity, values
Patterns and trends, being and becoming, development
Meaning, Norms, Values Meaning, Norms, Beliefs and values
Globalization, Poverty, Sustainability
MYP objectives
A.1, A.2 C.1, C.2, C.3
A.1, 2 B.1, B.2, B.3 C.3 D.1, D.3
A.1, 2 B.1, B.2, B.3, B.4 C.1, C.2, C3 D.2, D.4
1.A ii C i, ii D i, ii, iii, iv 2.A i B i, ii, iii, iv C iii
1.A i, ii C i, ii, iii D i, ii, iii
Assessment tasks
My Culture Introduction Poster
Research assignment on an environmental factor and find out how it affects a world culture.
Elements of culture around the world. Choose another country and explore 3 elements of its culture. Presentation?
1.Construct an mask/ instrument/sculpture and present on how it represents a cultural group within Africa 2.Athlete research assignment and television interview questions
Letter to the editor: Human Rights issue or Human Rights activist opinion piece
Unit title Introduction to Empowerment
Economic Empowerment Political Empowerment Cultural Empowerment Societal Empowerment National Empowerment
Duration (weeks) 5 5 (November 4th) 5 5 5 5
NB learning outcomes
SCO’s 1.1
SCO’s 2.1, 2.2, 2.3 SCO’s 3.1, 3.2, 3.3, 3.4 SCO’s 4.1, 4.2, 4.3, 4.4 SCO’s 5.1, 5.2, 5.3 SCO’s 6.1, 6.2, 6.3 SCO 7.1
ATL skills
• Use a variety of speaking techniques to communicate with a variety of audiences • Take effective notes in class
• Use a variety of speaking techniques to communicate with a variety of audiences • Help others to succeed
•Collect, record and verify data • Create references and citations • Keep and use a weekly
• Make connections between various sources of information • Paraphrase accurately and concisely
• Paraphrase accurately and concisely • Create references and citations
• Thinking: create original works or ideas • Reflection: consider content (what did I learn about today?
CISH MYP Subject-Group Overviews 2016-2017
2
• Help others to succeed • Encourage others to contribute • Select and use technology effectively and productively
• Encourage others to contribute • Select and use technology effectively and productively • Access information to be informed and inform others
planner for assignments
What don’t I understand yet? What questions do I have now?)
Global context Fairness and development Globalization and Sustainability
Fairness and Development
Orientation in space and time
Orientation in space and time
Identities and relationships
Key concept Global interactions Systems Connections Culture Relationships Global interactions
Related concepts Power, Rights, Government,
Equity, Consumption, Choice
Ideologies, Power, Growth, Rights
Authority, Rights Social position, human nature, leadership
Causality, Conflict,
MYP objectives
A.1, A.2 C.1, C.3 D.1, D.2
A.1 B.2, B.3, B.4 C.2, C.3 D.1, D.2
B.1, B.2, B.3, B.4 C.1, C.2, C.3 D.3, D.4
A i B i, ii, iii, iv C ii D ii
A i, ii C i, ii, iii
A i, ii C i, ii D i
Assessment tasks
[Home Children as formative assessment] Be an Active Citizen! Test
Inquiry into the negative effects of economic disempowerment (poverty) on individuals. Think of solutions?
Independence Movements Research Assignment
Cultural empowerment research project
Timeline of “firsts” War Artist illustration project
3
Unit title Physical Setting Culture Economics Technology Interdependence
Duration (weeks) 6 7 6 7 5
NB learning outcomes
SCO’s 1.1, 1.2, 1.3, 1.4, 1.5
SCO’s 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 2.8
SCO’s 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
SCO’s 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
SCO’s 5.1, 5.2, 5.3, 5.4
ATL skills
• Select and use technology effectively and productively • Collect, record and verify data • Access information to be informed and inform others • Interpret data • Draw reasonable conclusions and generalizations
• Take effective notes in class • Make effective summary notes for studying • Use a variety of speaking techniques to communicate with a variety of audiences • Advocate for one’s own rights and needs • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations and performances) • Collect, record and verify data
•Identify trends and forecast possibilities
• Paraphrase accurately and concisely • Create references and citations
• Draw reasonable conclusions and generalizations • Consider ethical, cultural and environmental implications
Global context Scientific and Technical Innovation
Personal and cultural expression
Globalization and sustainability
Scientific and technical innovation
Globalization and sustainability
Key concept Systems Communities Development Time, place and space Global interactions
CISH MYP Subject-Group Overviews 2016-2017
Related concepts Processes, Resources
Culture, Perspective, Social position (roles/status)
Globalization, Competition
Growth, Globalization, Innovation and revolution
Interdependence Globalization
MYP objectives
A.1, A.2 C.1, C.2, C.3 D.1
A.2 B.2, B.3, B.4 C.1, C.2, C.3 D.1, D.3
A.1 A.2 B.1, B.2, B.3, B4 C.1, C.2 D.1, D.2
A ii C i, ii, iii B i, ii, iii, iv D ii, iii, iv
A i C i, ii D ii
Assessment tasks
- Save our natural resources!
Showcase/research another country and explore the factors that affect its culture.
Global Economies research project. Learn about another country’s economy (foreign investment brochure)
Importance of technology speech/essay
Reflection on ‘global citizenship’
4
Unit title Independent study Prehistory The Beginnings of Civilization
The Glory that was Greece The Grandeur that was Rome
The Middle Ages: Collapse and Recovery
Emergence of the Modern Era
Duration (weeks) Whole year 5 5 5 5 5 5
NB learning outcomes
SCO’s 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
SCO’s 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10
SCO’s 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
SCO’s 4.1, 4.2, 4.3 SCO’s 5.1, 5.2, 5.3 SCO’s 6.1
ATL skills
Access information to be informed and inform others.
Collect, record and verify data.
Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions.
• Read critically and for comprehension • Paraphrase accurately and concisely • Make connections between various sources of information • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions
• Encourage others to contribute • Draw reasonable conclusions and generalizations • Compare conceptual understanding across multiple subject groups and disciplines
•Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions • Paraphrase accurately and concisely • Identify primary and secondary sources
• Delegate and share responsibility for decision-making • Help others to succeed • Manage and resolve conflict and work collaboratively in teams • Build consensus
• Collect, record and verify data • Access information to be informed and inform others • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions • Identify primary and secondary sources
Global context Orientation in space and time
Identities and relationships Orientation in space and time
Personal and cultural expression
Orientation in time and space
Fairness and development
Personal and cultural expression
Key concept Communication Change Time, place and space Global interaction Systems Systems Change
Related concepts Structure Argument
Civilization, innovation and revolution
Civilization, Culture, innovation and revolution
Culture, power Equity, Power Equity, identity, power Culture, Innovation, ideology
MYP objectives
Essay proposal: B ii, iii D iii Final essay: B i C i, ii D ii Works Cited: C iii
1.A.2 B.3 C.1 D.3 2.
A.2 B.1, B.2, B.3, B.4 C.1, C.2, C.3 D.3
B.3 C.1, C.2, C3 D.1
B i, ii, iii, iv C i, ii, iii D ii, ii
A.2 C.1, C.2, C.3 D.1, D.3, D.4
A.2 A.2 C.1, C.2, C.3
Assessment tasks
Independent Research essay: - Investigation/Research
notes
1.Prehistory timeline 2. Unit test
Research another early civilization (i.e. Indus Valley, Inca, Maya, Yellow River)
Research an accomplishment of the ancient Greeks (cultural, artistic, scientific,
Independent research essay with proposal, research notes and final draft.
Feudalism Jigsaw puzzle Students work in groups to research and create a “piece” that represents
Great thinker of the Renaissance/Reformation biography assignment.
CISH MYP Subject-Group Overviews 2016-2017
- Essay proposal - Final essay - Works cited
mathematical) and its influence on later societies.
one section of feudal society; peasants, nobility, monarch, clergy. Students then collaborate to put the whole thing on one large poster. Make it resemble the Great Chain of Being?
5
Unit title Independent Study Unit (ISU)
Renaissance & Reformation Enlightenment & Revolution
Nationalism and the First World War
World War Two & Cold War
Duration (weeks) Whole year 6 9 6 7
NB learning outcomes
N/A 1.1, 1.2, 1.3, 2.1, 2.2, 2.3 SCO’s 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
SCO’s 1, 2, 3, 4, 5, 6, 7, 8, 9
ATL skills
• Collect, record and verify data • Present information in a variety of formats and platforms • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions • Plan short- and long-term assignments; meet deadlines • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Use appropriate forms of writing for different purposes and audiences • Structure information in summaries, essays and reports
Consider ideas from multiple perspectives.
Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions.
Access information to be informed and inform others.
Collect, record and verify data.
• Mindfulness - Practise focus and concentration - Practise strategies to overcome distractions • Collect, record and verify data • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions • Identify primary and secondary sources • Gather and organize relevant information to formulate an argument • Evaluate evidence and arguments
• Use a variety of speaking techniques to communicate with a variety of audiences • Test generalizations and conclusions • Develop contrary or opposing arguments
• Access information to be informed and inform others • Gather and organize relevant information to formulate an argument • Use brainstorming and visual diagrams to generate new ideas and inquiries
Global context Orientation in space and time
Personal and cultural expression
Fairness and development Orientation in space and time
Identities and relationships
Key concept Communication Change Time, place and space Change Global interaction
Related concepts Structure, argument Culture, Innovation, ideology
Causality (cause and consequence), Equity, Innovation and revolution
Innovation and revolution, power
Power, cause and consequence
MYP objectives
Essay Proposal: B.1, B3
A.2 B.3, B.4
A.2 B.1, B.2, B.3, B.4
A.2 C.1, C.2
A.1, A.2 B.1, B.2, B.3, B.4
CISH MYP Subject-Group Overviews 2016-2017
Final Essay B.1 C.1, C.2 D.2 Works Cited C.3
C.1, C.2, C.3 D.4
C.1, C.2, C.3 D.2, D.3
D.1, D.2, D.4 C.1, C.2, C.3 D.2, D.4
Assessment tasks
Independent research essay, including essay proposal, works cited, research notes and rough draft.
Great thinkers of the Renaissance/Reformation/ Scientific Revolution
Research on other historical revolutions. “Is violence a justifiable method of achieving a political goal or correcting a social injustice?”
“Nationalism is the measles of humankind” debate
Independent research assignment
CISH MYP Subject-Group Overviews 2016-2017
SUBJECT: VISUAL ART
MYP Year
Curriculum items Unit 1 Unit 2 Unit 3 Unit4
1
Unit title Colour Theory: Colour Matters Art History: Impressionism The Creative Cycle.
Duration (weeks) 7 - 8 7 – 8 7 - 8
ATL skills
Reflection/Self-awareness (colour moods)
Making connections
Organization/time management, keeping deadlines,
Drawing Book
Collaboration, including analyzing other’s ideas
Communication/being informed, including discussions
before making choices and presenting own work to
others
Research skills: assessing information, selecting, organizing and presenting information Thinking skills, generating ideas Organization: meeting deadlines. Collaboration Making connections Communication
Planning individual project Ongoing reflection Thinking skills Making connections Organization/time management, keeping deadlines, drawing books. Communication/being informed, including discussions before making choices and presenting work to others.
Global context Personal and Cultural expression Orientation in time and space. Identities and Relationships
Key concept Aesthetics Identity Identity
Related concepts Composition, Expression Representation, Style Innovation, Genre
MYP objectives
The use of specialist terminology and principles required by the visual art form being developed, for example, the vocabulary of expressionist painting. Skills to investigate and respond to art styles, art movements, artists’ practices and specific artworks. Through manipulation of medium and tool to influence the the presentation of artworks. By developing an artwork in response to the works of a particular genre, style or artist.
Art styles, movements, artistic practices, and specific artworks. Knowledge of existing visual art practices to influence and shape their artwork. Through creative approaches to art making. By developing an artwork in response to the works of a particular genre, style or artist.
The language of communication. Technical skills, skills of observation and practical aspects of visual art that allow students to incorporate ideas into their own work. By developing series of visual images to document thought processes in the creation of art. Use of stimuli or a personal concern that can be interpreted using an art form, style or genre.
Assessment tasks
Summative: Landscape painting, expressing a certain mood, plus verbal explanation of chosen colour scheme in front of class. Formative: Work in Drawing book, teacher observation, homework assignments, short practical exercises in class.
Summative: Landscape painting in the style of the Impressionists. Formative: Work in drawing book. Teacher observation during class time. Homework assignments. Various experiments/studio works
Summative: Individual artwork which shows individual preference, personal strength and interest in one art form, will be shown in school art exhibition. Processes describes in drawing book.
2
Unit title The Elements and Principles of art: Composition in art.
Art History: Modern Art/the Art of the 20th and 21st century.
The Creative Cycle: How artists choose their media.
Duration (weeks) 7 - 8 7 - 8 7 - 8
ATL skills
Developing thinking and analyzing skills. Drawing conclusions Study skills/ organization/ keeping deadlines. Making connections: studying the art work of others,, applying knowledge of the principles of art to own work.
Research skills: assessing information, selecting, organizing and presenting information. Thinking skills. Organization: meeting deadlines. Collaboration Making connections Communication Reflection
Planning individual project Collaboration Reflection/Thinking skills. Organization/time management, keeping deadlines. Drawing book.
Global context Personal and cultural expression Fairness and development
Key concept Aesthetics Change Communication
Related concepts Composition, Style
Boundaries Audience, Presentation
CISH MYP Subject-Group Overviews 2016-2017
MYP objectives
Realize the visual arts as tools for expressing thoughts, ideas and feelings. Produce drawings with increasing detail. Demonstrate an understanding of the organizational components of design: balance, unity, contrast, pattern, emphasis, movement, rhythm, space. Use appropriate arts language/terminology.
Use various media to create artworks Use appropriate language when describing art work. Acquire demonstrate knowledge of different periods and art movements in the 20th and 21st century. Research and present findings on given works of art or artists. Identify and compare works of artists with similar styles, subjects and techniques.
Plan and organize effectively to define and set goals, solve problems, and make decisions. Plan individual projects, select appropriate media. Create individual works using a variety of materials, including found objects and clay. Reflect upon and evaluate their work in order to set future goals.
Assessment tasks
Summative :Creation of an art work demonstrating at least 3 of the principles of art in various exercises in class. Formative: Work in drawing book. Teacher observation during class time. Homework assignments. The use of the principles of art in various compositions during short practical exercises in class.
Summative: Art work in the form of a poster representing the style of one influential artist of the 20th century. Formative: Drawing book Teacher observation during class time. Research project: Presentation on an influential “modern” artist. Various experiments/studio works
Summative: Individual art work including 3D, collage, found objects. Formative: Work in drawing book including planning for individual projects. Teacher observation during class time. Homework Assignments. Various short experiments/studio work.
3
Unit title Art Criticism: “Judging Art”. Art History: Modern Art/Art of the 20th and 21st Century.
The Creative Cycle: Where do artists get their ideas.
Duration (weeks) 7 - 8 7 - 8 7 - 8
ATL skills
Critical thinking skills Develop analyzing skills Forming arguments Defending own opinions, pro/con. Drawing conclusions Making connections.
Research skills: assessing information, selecting, organizing and presenting information. Thinking skills, generating ideas. Organization: meeting deadlines. Making connections. Collaboration Communication. Reflection.
Global context Personal and Cultural Orientation in time and space. Globalization and sustainability
Key concept Aesthetics Communication Change
Related concepts Composition, Interpretation Composition, Style Presentation
MYP objectives
Realize the visual arts as tools for expressing thoughts, ideas and feelings. Demonstrate an awareness of and appreciation for the works of others. Use art terminology to review and evaluate their own work and that of others by using the 4 steps of art critique: describe, analyze, interpret, evaluate. Observe, analyze and relate work to history and culture wherever possible and begin to interpret work based on historical or cultural context
Demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and cultures. Identify and compare works of artists with similar styles, subjects and techniques. Research and present findings on contemporary artists who have influenced new art movements. Develop the ability to apply the knowledge of other people’s work to their own.
Assessment tasks
Summative: Written description and critical evaluation of one art work seen in an art
Summative: Create one art work in the style of one influential artist.
Summative: Individual art work, 3D, collage, including multi-media.
CISH MYP Subject-Group Overviews 2016-2017
exhibition or from the internet. Formative: Written art critique on one given art work Work in drawing book Teacher observation during class time Participation in class discussions on various art works (teacher observation). Homework assignments.
Formative: Drawing books Teacher observation during class Homework assignments Research projects/Presentation on an influential “modern” artist. Various experiments/studio work
Work in drawing book, including reflection in written form. Formative: Ongoing work in Drawing book, including planning and explaining individual work and processes. Teacher observation during class time. Homework assignments Projects. Various short experiments/studio work.
4
Unit title My Identity: Who am I and who I want to become.. (self-portrait)
Art Styles and Movements throughout History: What’s your style?
The Artist in Me
Duration (weeks) 7 - 8 7 - 8 7 - 8
ATL skills
Research skills Presentation skills Communication skills Organization, meeting deadlines.
Research/Presentation skills Comparing information Group work Planning/reflection in drawing book
Research/Presentation skills Reflection on own creative processes in writing. Analyzing/evaluating
Global context Identities and relationships Orientation in time and space Personal and Cultural Expression
Key concept Identity Change Composition
Related concepts Innovation Presentation Style, Expression
MYP objectives
Realize the visual arts as tools for expressing thoughts, ideas and feelings. Develop various skills necessary for understanding and applying art media, techniques and processes. Apply elements of art in aesthetic compositions.
Observe, relate, analyze and interpret art work based on historical and cultural context. Acquire knowledge of different periods and art movements of the 20th and 21st century. Develop and understanding of Contemporary Art in comparison to former art periods.
Demonstrate an understanding of the Elements of Art and the Principles of Design and apply the knowledge to create their own artworks. Plan, select and purposely use the elements of art and principles of design to create art works which effectively communicate their ideas.
Assessment tasks
Summative: Identity-Self-Portrait ( individual chosen media ), Present and explain in class. Formative: Drawing book. Teacher observation during class time. Homework assignments. Research projects: Presentation on a famous artist.
Summative: The creation of an artwork in the style of a “modern” artist. Formative: Drawing book Teacher observation during class time. Homework assignments Projects/presentations Various experiments/studio work.
Summative: One art work based on a chosen theme. Research and reflection on work processes in drawing book. Formative: Teacher observation during class time, homework assignments, Drawing book, research/presentations, various experiments/studio work.
Unit title The Elements and Principles of Art Still Life and Landscape in history and today. Abstract vs. realistic art.
Architecture as Sculpture/ 3D Space: Can art change an environment?
Duration (weeks) 7 - 8 7 - 8 7 - 8
ATL skills
Practice of research/presentation skills/planning projects/reviewing and building on former knowledge/reflection in written form. Organization skills, meeting deadlines. Work in drawing book Reflections
Research/presentation skills/Planning/Explaining their own work processes.
Research/Presentation skill Planning/Reflecting in drawing book Group work.
Global context Globalization and sustainability Identities and relationships Globalization and sustainability
Key concept Change Identity Communication
CISH MYP Subject-Group Overviews 2016-2017
5
Related concepts Expression, Interpretation
Innovation, representation Visual culture,Innovation.
MYP objectives
Investigate, appreciate and critically evaluate art from various times and cultures. Organize the components of a work into a cohesive whole through the knowledge of organizational principles od design. Use their drawing books to plan their projects, to record their research on other artists, cultures and periods of art history.
Use increased technical skills to produce realistic and expressive still life and landscape artworks. Demonstrate an understanding of the use of light and shade in the drawing of natural and manmade objects, figures and landscapes. Make detailed studies of flora and fauna in their environment. Understand the process of abstraction by generating a series of realistic sketches, from which one develops an abstract composition. Reflection
View, observe and discuss the styles and works of 3D practioners/architects. Produce studio works based upon a well researched work and style of a contemporary architect. Create designs for a public building which takes into account all the functions this building needs to serve, all based upon the work of a famous architect which has been researched. Explain their work in oral and written form.
Assessment tasks
Summative: Art work/collage focused on demonstrating one principle of design, inspired by a famous artist ( Romare Beardon ) Overall appearance and quality of drawing book entries and its continuous use as a personal art journal. Formative: Work in drawing book Teacher observation during class time Homework assignments Research/presentations on principles of design used throughout history.
Summative: Abstract landscape/still life painting inspired by a famous artist. Drawing book. Formative: Teacher observation during class time. Homework assignments. Research projects/presentations on landscape/still life painting in art history. Generating a series of realistic sketches, from which one develops an abstract composition which eventually leads to a full scale acrylic abstraction: Realism in drawing Center of interest/composition Development of image Family of colours chosen. Reflection on the process.
Summative: Architectural model. Reflection and research on work processes in their drawing books. Formative: Teacher observation during class time. Homework assignments. Drawing books. Research projects/Presentations. Various experiments/studio work.