Anchored on real-world contexts (family, home, school, holidays at entry; migration, service, sustainability by MYP 5).
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.
We can communicate our preferences and opinions to our audience with word choice.
Identities and Relationships
- Roles and Role models
Communication
Audience Word Choice
Self-management skills: III. Organization skills Managing time and tasks effectively Keep an organized and logical system of information files/notebooks Select and use technology effectively and productively -Reply to messages about deadlines, homework to show that students understand and register the important information. -Help students to create separate sections for vocabulary. Review organisation by checking notebooks regularly. -Brainstorming about strategies for developing organisation skills and share it with the class. -How to manage time more effectively by prioritising, organising, grouping similar tasks together. -Note taking in the notebooks (ATL based on the same)
Content (topics, knowledge, skills) The student will: Vocabulary: - talk about their favourite entertainment choices - discuss different types of media. - How to give their preferences on different genres Grammar: - use comparatives with adjectives and adverbs of frequency (más que, menos que, tan como) - Revise GUSTAR and others verbs like gustar. - revise the present tense of regular and irregular verbs - revise adjective agreements Skills Skills They will be able to: - create simple sentence using the present tense - write a blog article (using language to suit the context and audience) - conduct and write an interview (using language to suit the context and audience) - express opinions, using key phrases and adjectives - compare things and people (using adjectives/nouns and basic comparatives) - understand key information and details in an interview
Factual: What are different forms of entertainment/hobbies/leisure activities? Which ones do I enjoy particularly? Factual: How can I talk about a film/TV series/other audio-visual product that I like watching? Factual: How can we use question words (like what, which, who) to ask about someone’s likes and preferences in an interview? Conceptual: How can I express my preferences? Conceptual: How can I make comparisons using "más que, menos que, tan...como"? (adjectives and adverbs) Conceptual: How do my text type and audience affect my word choice? Debatable: Should my age determine what genre/ entertainment I am able to watch or listen to?
Criterion B - Reading Criterion D - Writing (Interview/Blog about favourite TV programms and movies, how it influences them and why)
Context impacts our lifestyle choices and how we communicate a message (advice) to others.
Identities and Relationships
- Health and well-being - Lifestyle choices
Communication
Message Context
Self-management skills: - Mindfulness - Practise focus and concentration - Practise strategies to develop mental focus - Practise strategies to overcome distractions - Practise being aware of body–mind connections
Vocabulary/Grammar - Students will be able to: - identify the elements of a healthy life (vocabulary about healthy food, physical activities, daily routine, mental and emotional well-being) - talk about healthy lifestyle (physical, diet/food, mental health) - reflect on their routine from previous days - use past tense (all regular verbs, some common irregular) - give advice with modal verbs Skills - Students will be able to: - design a balanced diet for different audiences (lifestyle, age and culture). - give advice or recommendations for a healthy life (visit to the doctor, use imperative and/or modal verbs). - talk about past actions - understand key information and details in an audio passage or a video - identify the elements of a healthy life (vocabulary about healthy food, physical activities, daily routine, mental and emotional well-being). - reflect on their routine from previous days (past tense).
Factual: - What does the food pyramid represent? - What are the different components of a healthy lifestyle? - What is the formation of simple past tense? (Regular Verbs + few irregular verbs) - What foods/drinks are popular in various Spanish/ French speaking countries? Conceptual: - How can we promote healthy lifestyle within the school community? - How can I use time markers to determine the appropriate verb tense? - How can I give simple advice? (modal verbs) Debatable: - Is mindfulness necessary for a healthy lifestyle? - Does the school encourage a healthy lifestyle?
Criterion A - Listening Criterion C - Speaking (Photo description and topic questions)
We communicate our past experiences with creativity and an effective use of message and structure.
Orientation in space and time
- Peoples - Boundaries - Exchange and interaction
Creativity
Message Structure
Communication skills: - Read critically and for comprehension - Organize and depict information logically Research skills: - Seek a range of perspectives from multiple and varied sources - Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Vocabulary: - Different forms of travel (solidarity, leisure, thematic, family, solo, educational...) - Vocabulary related to travel (lodging, activities, transportation, description of destination) Grammar: - Past tense (all verbs) - Future tense - Connectors - Modal verbs and giving advice Skills - Students will be able to: - narrate past experiences - express intentions or plans using future tense - give advice, recommendations and instructions using imperative (Phase 3) - recognize and use the conventions of a informal letter/ brochure/ diary entry
Factual: - How do I form the past tense? - What essential items do we need to travel? - What are the different types of travels/tourism? - Which vocabulary helps me describe travel experiences? (transport, accommodation, itinerary, suitcase for phase 1/weather for phase 2) Conceptual: - How can I recommend/encourage a person to visit a place I have visited? - How can I narrate past experiences? Debatable: Is traveling a necessity?
Criterion B - Reading Criterion D - Writing (Students write a blog about a recent travel experience)
Language connects audiences with environmental issues and encourages improvement in our immediate surroundings.
Globalization and Sustainability
- Human impact on the environment - Consumption - Conservation
Connections
Audience Purpose
Thinking skills: - Use brainstorming and visual diagrams to generate new ideas and inquiries - Consider multiple alternatives, including those that might be unlikely or impossible - Create novel solutions to authentic problems - Practise visible thinking strategies and techniques
Vocabulary/Grammar: - Vocabulary related to environmental issues, landscape and natural surroundings - Describing the causes/consequences/solutions to environmental issues - Imperative - Futur simple - Making compound sentences with a condition and the future tense, such as "If (present), then (future)" Skills - Students will be able to: - explain what will happen to the environment in the future (in a variety of hypothetical situations) - identify key ideas from a video to describe and elaborate to a broader topic - give suggestions to others to improve their local surroundings - engage in a conversation related to the protection of the environment (situation, personal experience, opinions, recommendations...)
Factual: - How can I use the imperative to express obligation and prohibition for environmental responsibilities? - What vocabulary do I need to describe my surroundings and environmental issues? - What are the most serious environmental problems in my region? - What are the solutions to the environmental problems? Which ones will I embrace? Conceptual: - How can you persuade your community to improve the environment around you (school/neighbourhood)? - How do I predict the future based on current circumstances? Debatable: - Does my community do enough to raise awareness about environmental issues? - Do my personal actions affect the environment and those around me? - Is the protection of the environment everyone’s responsibility?
Criterion A - Listening Criterion C - Speaking (Visual prompt and conversation)
Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5