Four unit themes rotate per year. Recurring lenses: identity, persuasion, poetry, narrative.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Creative expression helps us to develop a better understanding of ourselves and others.
Identities and Relationships
Identity formation, physical, psychological and social development, transitions
Creativity
Character, Self expression
Self management Organisation skills *Plan short-and long-term assignments; meet deadlines *Keep and use a weekly planner for assignments Affective skills - Perseverance *Demonstrate persistence and perseverance Social Collaboration -Working effectively with others *Manage and resolve conflict and work collaboratively in teams
Students will: - read and annotate the memoir 'Knots in my Yoyo String' - understand conventions of a memoir - understand how the physical and social settings impact the characters. - understanding characters beyond just physical characteristics. - identify (internal and external) conflicts, and how they help in the development of the main characters. - make connections - text to self, text to text, text to world - write a personal reflective narrative - use stylistic devices
Factual What is personal and social identity? What are the conventions of a personal narrative/memoir? Conceptual How do authors use their creativity to present the development of a characters' identity? How are other people similar to or different from me? Debatable To what extent can we choose our own identity?
Create an Identity portfolio Criterion B, C, Di, iii, iv Students create a product (identity portfolio) based on their origins, family and cultural Identity, friendships and social life, milestones or future goals. They choose one aspect that resonates most with them or has had the biggest impact on their personal development. Students express a moment in their lives when they experienced strong emotions that influenced their thoughts, actions, behaviour and personality.
IDU with Visual arts and Performing Arts
Creators use stylistic choices to communicate ideas and appeal to specific audiences on a global scale.
Globalisation and sustainability
Consumption and Conservation
Communication
Style, Purpose, Audience Imperatives
Communication Communication skills - Exchanging thoughts, messages and information effectively through interaction *Give and receive meaningful feedback *Use a variety of speaking techniques to communicate with a variety of audience Thinking Critical thinking Skills - Analysing and evaluating issues and ideas *Draw reasonable conclusions and generalisations - Generating novel ideas and considering new perspective *Practice visible thinking strategies and techniques
Students will: - inquire into the types of advertisments (charity, PSA, commercial) - learn kinds of sentences (Imperative, exclamatory, declarative, interrogative) - understand the persuasive devices - inquire into the different mediums of advertising (audio-visual, print - poster, magazines) - analyse the adverts - compare and contrast adverts - understand responsible advertising - create adverts - use presentational devices
Factual: What is creator's style? (What are the stylistic and linguistic techniques that the media use?) What are the different types of advertisements? (commerical, charity and public service). Conceptual: How does the media manipulate perceptions? How can we learn about people and society through advertisements? Debatable: Do advertisement influence the way we think?
Formative: Create an advert for your peers on topics like music, science, cinema, technology, cooking, wildlife. + Rationale justifying their choices (oral presentation) with guiding questions Use the following guiding questions: 1. What kind of advert is it going to be (commerical/ charity/ PSA)? What format will it take? (magazine, newspapers, online,) What message you want to get across? Who is your target audience? How will you engage the audience? (stylistic devices and language) Formative: Choose a country and carry out a brief investiigation about advertising there. How is a particular product advertised in a country of your choice? What does it reveal about the country? (beliefs, values, human nature, lifestyle). How is this similar/ different to your home country?- Choose a country already researched in I& S for cultural practices. Summative: (Oral) Analysing adverts past and present and comparing how the attitudes have changed over time?(pg 99 of hodder). Criteria - A, D (i, ii, v) script - hand-written
Exploring multiple genres of poetry and its stylistic features can help to understand the world, community and others.
Personal and cultural expression
Philosophies and ways of life, craft
Perspective
Theme, Genre, Structure
Communication - Reading, writing and using language to gather and communicate information *Read critically and for comprehension *Make inferences and draw conclusion Social Collaboration *Working effectively with others *Listen actively to other perspectives and ideas
Students will: - identify and explain a range of poetic genres, forms, and stylistic features. -analyse how poets use literary and poetic devices (e.g., imagery, metaphor, rhythm) to convey meaning and emotion. -interpret poems to uncover themes, perspectives, and cultural or personal expressions. -make inferences and draw conclusions about the poet’s purpose and message based on textual evidence. -evaluate the effectiveness of poetic devices and structures in shaping a reader’s response. -collaborate with peers to discuss and compare interpretations, actively listening to and considering other viewpoints. -analyse poems that reflect personal or cultural identity, applying learned devices and forms purposefully. -reflect on the role of poetry in representing philosophies, ways of life, and community perspectives.
Factual: What are some poetic devices and how do poets use them? What are the effects of the different literary/ poetic devices on the reader? Conceptual: How do poets use different devices and styles to express themselves and help readers understand personal or cultural experiences? In what ways does poetry reflect personal and cultural identity? Debatable Can poetry truly represent the experiences of a community or culture?
All of A, parts of Bii, parts of D i, ii, iv Students are presented with poetry anthology AoL oral presentation:
Creators use genre to explore perspective on human behaviour and identities
Identities and Relationships
human nature and dignity, moral reasoning and ethical judgement
Connections
Context, Genre, Purpose
Research -Finding, interpreting, judging and creating information *Make connections between various sources of information Thinking Critical thinking Skills - Analysing and evaluating issues and ideas *Consider ideas from multiple perspective Creative thinking skills - Generating novel ideas and considering new perspective *Create original works and ideas; use existing works and ideas in new ways
Students will: - understand the conventions of a myth and legend - explore myths and legends across cultures - understand stock characters in a myth and legend - explore the relevance of myths and legends in the modern world. - learn and use stylistic devices (flashback, symbolism, imagery) - learn and use literary devices (simile, metaphor, personification, alliteration, hyperbole) - read myths and legends critically and for comprehension - create and write their own myths and legends
Factual: What are the conventions of myths and legends? Conceptual: What purpose do myths and legends fulfill? How can sharing myths and legends help preserve our individual and cultural identities? Debatable: Are legends based on reality? Is there a place for myths in modern world? Can we create new myths?
Reinventing myths - write your own myth (Hodder) Biii, Ci, ii, iii Di, ii,iii, iv re-write an existing myth
Other grades for this subject: MYP 2 · MYP 3 · MYP 4 · MYP 5