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.
The impact of the relationship between humans and nature can evoke emotions and challenge our behaviours.
Globalization and sustainability
Human impact on the environment, Consumption, Conservation, Scarcity, Natural resources and public goods
Communication
Theme
COMMUNICATION Communication skills Exchanging thoughts, messages and information effectively through interaction Reading, writing and using language to gather and communicate information THINKING Critical thinking skills -Analysing and evaluating issues and ideas Creative thinking skills -Generating novel ideas and considering new perspectives Transfer skills -Utilising skills and knowledge in multiple contexts
Non literary Texts: Articles & Speeches
Factual: What are the effects of the different literary/ poetic devices on the reader? What is the impact of human activities on nature? Conceptual: How do poets express themes in their work? How can words be used to evoke specific emotions? Debatable: Is poetry a good vehicle for expressing thoughts? Is it possible for man to achieve a sustainable relationship with nature?
Formative Assessment Sharing ideas and opinions on man's relationship with nature using class discussions. Providing practical solutions, in pairs, that will help man develop a sustained relationship with nature. Individual analysis of speeches and articles Compare or contrast speeches/articles based on theme, language, style and structure. Only one summative. Handwritten Summative 1: COMPARE & CONTRAST the language devices & streucture Ai,ii, iii, iv Biii Di, Dii
Considering multiple perspectives can deepen our own point of view about issues our communities can face.
Identities and relationships
Lifestyle choices, Human nature and human dignity, Moral reasoning and ethical judgment, Consciousness and mind
Perspective
Point of View, Genre, Setting.
SELF-MANAGEMENT Organisation skills -Managing time and tasks effectively Affective skills -Managing state of mind -Perseverance THINKING Critical thinking skills -Analysing and evaluating issues and ideas
The Giver by Lois Lowry (Dystopian) Features of a dystopian novel
Factual: What is a dystopian society? What is perspective? Conceptual: How do values and beliefs change over a period of time? How can writers use dystopian fiction to critique the societies in which they live? Debatable: Should people sacrifice personal freedom for the interest and well being of society?
Formative Assessment The following formative tasks will be used for novel study during the unit: 1. Reading plan and chapter annotations 2. Character maps 4. Guided Group Discussion 5. Class exit ticket journal responses 6. Diary entry writing practice Summative Assessment: The unit will have one summative tasks: Summative: Only one summative. Summative 2: Students compose a monlogue in the voice of a character from The List. Bi, Bii, Biii Ci, Cii, Ciii Diii, Div, Dv
When expressing ideas, creators must show an awareness of audience and purpose through their stylistic choices.
Personal and cultural expression
Artistry, Craft, Creation, Beauty
Creativity
Audience imperatives, Style
COMMUNICATION Communication skills -Exchanging thoughts, messages and information effectively through interaction RESEARCH Information literacy skills -Finding, interpreting, judging and creating information THINKING Creative thinking skills -Generating novel ideas and considering new perspectives
- Descriptive writing - Conventions of a restaurant Review/Travelogue as a magazine article,
Factual What are some components of an author’s style? Why is style important? Conceptual How do my personal experiences influence my style of writing? How does a style of writing affect an audience? Debatable: Is creativity inherent to all writing?
Formative Assessment -Descriptive vocabulary (words and phrases) -Writing short descriptive sections based on visual/ verbal prompts pertaining to any place, object, mood and food. Summative Assessment The unit will have one summative task: Summative 3: Students will create a oral restaurant Review/Travelogue as a magazine article, based on their knowledge of text type conventions and descriptive writing techniques. Bii, iii Ci, ii, iii Di, ii, v
When evaluating narratives, one must have knowledge of the context to understand that characters can make a change in the world to rise above inequality and difference.
Fairness and development
Inequality, Difference and inclusion, Human capability and development, Power and privilege
Change
Character, Context
THINKING Creative thinking skills - Generating novel ideas and considering new perspectives - Practise visible thinking strategies and techniques Transfer skills - Using skills and knowledge in multiple contexts - Inquire in different contexts to gain a different perspective SOCIAL Collaboration skills -Working effectively with others - Delegate and share responsibility for decision-making
Non-Literary Narrative: Normal, The Red Scarf Girl and Born a Crime. Movie: Narrative text : Blind Side
Factual: What is the definition of context? Which are some distinguishing features of an autobiography and memoir? Conceptual: How does socio-political context affect a character or group in a non-fictional text? What do you understand by 'power', 'privilege' and 'evolution'? Debatable: Is nonfiction a better teacher of life lessons than fiction?
One summative- Handwritten 1a. Compare and contrast life lessons revealed through the character's journey. Narrative text with The Blind Side Two blocks to watch the movies; one block for planning; fourth block for writing the PEEL paragraph. 1b. Effect of a powerful line from one of the two texts on the audience. (Aii) - [students will provide and example from the text, identify the effect and explain] Criterion Ai, Aii, Aiii, Aiv Bi, Bii Div, Dv Continuous assessment
Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5