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.
Per-subject overview only; grade-level cross-subject sheet pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Communication technology provides a different context for our self-expression and connections with the world around us.
Scientific and technical innovation
Digital Life
Connections
Point of View, Context, Message
Communication: - Collaborate with peers and experts using a variety of digital environments and media - Share ideas with multiple audiences using a variety of digital environments and media Social: - Use social media networks appropriately to build and develop relationships Self-management - Select and use technology effectively and productively
Factual: - Which new technologies connect us on a day-to-day basis? - What are the advantages and disadvantages of communication technologies? - What do we use different forms of communication technology for? - What are the dangers of communication technology? Conceptual: - How can communication technology enhance learning? - How can I use all the visual elements of a photo to describe and interpret it? Debatable: - Are we more connected to other people and the world around us through technology? - Does communication technology offer more benefits or cause more harm?
Crit. B - Reading - (Student will read a text related to the unit and answer comprehension questions) Crit. C - Speaking (photo with a caption: initial description + follow-up conversation)
Social and cultural environments influence overall wellbeing.
Identities and Relationships
Health and well-being, Lifestyle choices, Self-esteem, Happiness and the good life
Culture
Empathy, Message, Context, Bias (only for phase 5)
Self management: - Practise focus and concentration - Practise being aware of body–mind connections - Practise strategies to reduce stress and anxiety - Practise positive thinking - Practise dealing with disappointment and unmet expectations - Consider ethical, cultural and environmental implications
Factual: - What is physical/mental/emotional well-being? - How can we achieve physical, mental and emotional well-being? - How do different countries consider and address mental wellbeing? Conceptual: - How can I express future plans with regards to a healthy lifestyle (conditional)? - How can we avoid repetition by using object pronouns ? - How has the increase use of communication technology affect the mental wellbeing? Debatable: - Has the perception of mental/emotional health changed in recent years? - Do different cultures perceive healthy living (its definition and importance) differently?
Crit. A - Listening (Student will watch a video related to the unit and answer comprehension questions) Crit. D - Writing (Students will write a text based on the unit theme)
Communication with the help of persuasive language can bring about a positive change.
Fairness and development
Imagining a hopeful future, Inequality, Difference and inclusion,Justice, Peace and conflict management
Communication and Communities
Audience Purpose Word choice
Communication: - Use appropriate forms of writing for different purposes and audiences - Negotiate ideas and knowledge with peers and teachers - Make inferences and draw conlusions - Organize and depict information logically Thinking: - Gather and organize relevant information to formulate an argument - Evaluate evidence and arguments - Consider ideas from multiple perspectives
Factual: - Why do we go to school? - What are the essential skills that you acquire/develop at school? (Which skills depend on communication?) - How does access to education vary across different situations? (Culture/economics/gender/geography) - How can we ensure better access to school/education for marginalised communities? - What are the essential elements of a speech? Conceptual: - How can I make my language more persuasive? - How can I use text types to communicate more effectively? (Audience, purpose, word choice) - How can I use the conditional effectively in persuasive writing? Debatable: - Is a formal education more effective, as compared to other learning channels?
Crit. D - Writing (Students will write a persuasive text based on unit) Crit. B - Reading (Student will read a text related to the unit and answer comprehension questions)
We can use our creativity with purpose to have a positive impact on the Environment.
Globalization and sustainability
Human impact on the environment, Conservation
Creativity
Purpose Message Voice
Communication: - Collaborate with peers and experts using a variety of digital environments and media - Negotiate ideas and knowledge with peers and teachers Research: - Collect and analyse data to identify solutions and make informed decisions - Demonstrate awareness of media interpretations of events and ideas (including digital social media)
Factual: - What actions have been taken towards protecting the environment in...? - What are the main environmental problems present in the world today and the consequences? - What are the possible creative ideas to raise awareness about these problems? Conceptual: - How can I express causes and consequences using the "if" clause? -To what extent can small actions make a positive difference in the environment? - How can I analyse and describe a photo in detail Debatable: - Can artists make a positive impact on the environment through their work?
Crit. A - Listening (Students will watch a video related to the unit and answer comprehension questions) Crit. C - Speaking (Video prompt/photo with a caption/quote: initial description + follow-up conversation)
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 5