MYP 4 CURRICULUM

AY 2015-2016

MYP _4A KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
MATH CONCEPT CONCEPTS CONTEXT INQUIRY Factual
STANDARD Conceptual
LEVEL Debatable
UNIT
1 Relationshi System Globalization Discovering F: What Ai, ii Thinking, Sets and Venn diagrams
Number ps Pattern and mathematical operations can Communication Basic vocabulary (element,
Sustainability relationships can you do with Ci, ii, iii subset, null sets etc )
lead to a better Performing operations
sets?
understanding of DI, ii, iii Properties of sets
how systems (commutative, associative,
C: why do we
influence distributive)
organize data?
globalization. Drawing and interpreting Venn
diagrams
D: how could
Using Venn diagrams to solve
we arrange the problems in real like contexts.
data without Set builder notations
using sets? How Complements of sets
about 5 sets
groups?

2 Relationshi Model Identities and Decision making F: How can Ai, ii, iii Thinking , Factorizing linear and
Algebra ps Represent relationships can be improved by algebra Communication quadratic expressions
ation using a model to represent C i, ii, iv, v
Solving equations involving
represent relationships algebraic fractions
relationships. (balance). DI, ii, iii

C: Graphs can Using the laws of exponents

model real life
events The linear function, f(x) = mx +
c, its graph, gradient and y-
D: How can we intercept
use functions to
give accurate Parallel and perpendicular lines
models of and the relationships between
reality? their gradients
 MYP 4 CURRICULUM
AY 2015-2016

Solving equations algebraically

and graphically

Solving and graphing linear

inequalities
Functions
Types of functions linear,
quadratic exponential sine and
cosine
Domain and range
Transformations

3 Logic Measurem Orientation in Logic is a powerful F: Are there Ai, ii, iii Thinking Measuring the distance
Geometry ent Space and tool for justifying ways to Communication between two points, and
and Justificatio Time what we discover measure the Ci, ii, iv, v skills between a line and a point
Trigonome n through models space around us
Solving problems using the
try and measurements. and use Maths
properties of:
to apply those D I, ii, iii, iv
measurements angles in different figures or
to find positions
unknowns? acute, right and obtuse angles
in triangles angles in
intersecting and parallel lines
angles in regular and irregular
C: making sense polygons
of the world angles in circles
around us.
Solving problems involving
D: does triangles by using:
Pythagoras Pythagoras’ theorem and its
theorem work converse properties of similar
using squares? triangles
properties of congruent
triangles
 MYP 4 CURRICULUM
AY 2015-2016

Finding the perimeter

(circumference), area and
volume of regular and irregular
two-dimensional (2D) and
three-dimensional (3D) shapes
Compound shapes

Identifying the different

components of the Cartesian
plane: axes, origin, coordinates
(x, y) and points
Understanding and using the
Cartesian plane, plotting
graphs and finding distances
between points, finding the
midpoint

4 Relationshi Change, Identities and Discovering F: Formal Ai, ii. iii. Thinking, Sample spaces using tree
Statistics ps generalizat relationships mathematical arrangements communication diagrams
and ion relationships can and Bi, ii, iii research Probabilities from tree
Probability justificatio lead to a relationships diagrams
n better (structures) C: i. ii. iii. Iv, Binomial probabilities
IDU w/ understanding of underpin or give v Discrete numerical data
Sciences how organisation to Measuring the middle of a data
(Chemistry) environmental complex issues. Di. ii. Iii, iv, v set.
systems evolve. C: How can we Measuring the spread of data
predict the Box-and-whisker plots
future? Grouped continuous data
D: are statistics Cumulative data.
facts? Experimental probability
How can Probabilities from Data
probability help Life tables.
reduce risk? Theoretical probability
Using 2-dimensional grids
Compound events
Events and Venn Diagrams
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4B KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
MATH CONCEPT CONCEPTS CONTEXT INQUIRY Factual
Extended Conceptual
Level Debatable
UNIT
1 Logic Change, identities Rearranging F: Formal A I, ii. Thinking Algebra
equivalence, and mathematical arrangements B. iii. Communication Sets and Venn diagrams
justification, relationships expressions shows and C: I, iv, v.
us that contexts relationships D: ii, iii, v. Algebraic expansion and
don’t change. (structures) factorization
underpin or
give Radicals and surds
organization
to complex Quadratic equations
issues.
C: why does Algebraic fractions
Changing
form support Formulae
understanding
D: Did surds Inequalities
exist before
calculators?
2 Form generalization, Orientation Justifying and F: Formal A i. iii. Thinking Geometry
justification, in space and generalizing are arrangements Bi Communication Pythagoras’ theorem
space time two ways of and Ci, ii, iv. v Self- Coordinate geometry
expressing relationships D I, ii, iii management Congruence and similarity
mathematical (structures) Transformation geometry
truths. underpin or Deductive geometry
give
organization
to complex
issues.
C: making
sense of the
world
D: How did
 MYP 4 CURRICULUM
AY 2015-2016

Eratosthenes
calculate the
circumference
of the earth
using
shadows?

3 Relationships change, Identities Relating triangles F: Formal A I, ii, iii. Thinking Trigonometry
equivalence, and to circles broadens arrangements B iii. Self-
justification relationships our understanding and Ci, iv. management
of geometry. relationships D I, ii. iii, iv
(structures)
underpin or
give
organization
to complex
issues.
C: making
sense of the
world
D: what
makes a
proof?

4 Relationships measurement, Scientific Representing F: Formal Ai, ii Thinking Statistics and Probability
IDU w/ model, and information in arrangements B I, ii, iii. Communication Univariate data analysis
Sciences representation technical various ways and C I, ii, iii, iv, v. research Probability
(Chemistry) innovation encourages us to relationships D ii, iii Counting and probability
find models from (structures)
different underpin or
perspectives. give
organisation
to complex
issues.
C: How can
we predict
the future?
 MYP 4 CURRICULUM
AY 2015-2016

D: are
statistics
facts?
How can
probability
help reduce
risk?
5 Logic generalization, Scientific Researching F: How many A ii, iii Thinking Pre-calculus
model, and behavior of models zeros can a B ii, iii. Communication Relations, functions and
representation, technical allow us to quadratic C I, v. Research sequences
innovation represent nature in equation Di, iii. Exponential functions and
mathematical have? logarithms
ways. Quadratic functions

C: graphs can
represent
many
situations.
D: Is math
fact?
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 KEY RELATED GLOBAL CONTEXT STATEMENT QUESTION OBJECTIVES ATL SKILLS CONTENT
SCIENCE CONCEPT CONCEPTS OF INQUIRY S
UNIT Factual,
Conceptual
Debatable
Unit 1 Relationshi Balance Identities and Body systems FQ: What is Ai, ii, iii a. Respiratory system in
Respiratory ps Function relationships interact closely respiration Communication humans
system and Physical, depending one ? Di, ii, iii, iv skills: Use b. Aerobic and anaerobic
Immunity psychological and another in appropriate forms of respiration.
social order to CQ: How writing for different b. Smoking and health related
development; provide a do smoking purposes and issues in regards to the body
transitions; health sustainable affect the audiences systems. Personal research
and well-being; inner respiratory presentation on condition of
lifestyle choices environment system and Interpret and use choice. Diseases such as
for an the effectively modes of emphysema, cancer, smoking
organism. immune non-verbal during pregnancy, second
system at communication hand smoke.
the same Negotiate ideas and Immunity and lines of defense.
time? knowledge with peers Blood cells and functions.
and teachers Phagocytes and lymphocytes.
DQ: How Reading, writing and Antibodies production.
do vaccines using language to Vaccination, active and passive
work by gather and immunity.
challenging communicate
the information
immune’s Find information for
system disciplinary and
reaction? interdisciplinary
inquiries, using a
variety of media
Organize and depict
information logically
 MYP 4 CURRICULUM
AY 2015-2016

Unit 2 Systems Interaction Identities and Controlling FQ: What is Ai, ii, iii a. concept of homeostasis.
Nervous s relationships: systems are homeostasi Critical thinking skills b Describe the basic structure
system Movement Physical, vital to allow s? Bi, ii,iii,iv and function of nerve cells,
psychological and all functions in Practice observing central nervous system; and
social the body to act CQ: How Ci, ii, iii, iv, v carefully in order to peripheral nervous system
development; accordingly to do nerves recognize problems c Sequence the steps of a
transitions; health a pattern and work when Di, ii, iii, iv Gather and organize nerve impulse.
and well-being; to be under sending an relevant information d The brain and the spinal
lifestyle choices suitable impulse? to formulate an cord. Function and structure.
boundaries. argument e. Somatic and autonomic
DQ: How nervous system.
do f. Eye and ear structures:
psychoacti Analyze the structure of the
ve drugs eye and its role in the visual
affect the system. Describe how the ear
balance in detects sound and helps in
our maintaining balance.
societies? g. Psychoactive drugs and
describe their effects. Briefly
mention the risk associated
with some commonly abused
drugs.

Unit 3 Change Patterns Globalization and The rate of FQ: What is Reaction rates.
Kinetics Consequen sustainability chemical a chemical Bi, ii,iii,iv Information literacy Rate laws and constants.
and ces Human impact on processes reaction? skills Factors affecting the rate of
Energetics the environment depends Ci, ii, iii, iv, v reaction
always on the CQ: How Collect, record and Endothermic and exothermic
IDL w/ amount of can we use verify data reactions. Measuring energy
Maths energy chemical Collect and analyse changes in chemical reactions.
(Statistics, available for reactions data to identify Heat of reaction. Combustion
PT) the reacting to solutions and make reactions. Equilibrium;
system. understand informed decisions reversible reactions, dynamic
the equilibrium. The Haber
 MYP 4 CURRICULUM
AY 2015-2016

concept of process.
chemical
change?

DQ: How
does
collecting
enough
data from
a chemical
reaction
will help to
verify
when
equilibrium
is reached
in a
reaction?
Unit 4 Relationshi Consequen Scientific and There are FQ: What is Naming organic compounds
Organic ps ces technical relationships organic Di, ii, iii, iv I. Communication and homologous series.
chemistry And innovation between the chemistry? skills Nanotechnology,
and Interaction Systems, models, consequences Useful organic molecules.
pharmaceu methods; of using CQ: What Use appropriate Useful organic molecules,
tical products, chemistry and are the forms of writing for Alkanes, alkenes and alkynes.
industry processes and health uses of different purposes Some common functional
solutions procedures, organic and audiences groups. Polymerization
and how to compound Interpret and use Environmental implication of
express this s in effectively modes of using plastics. Green plastics.
message using modern non-verbal Fats and oils.
recognized industry? communication Common pharmaceutical.
conventions. Negotiate ideas and Antacids, painkillers. Counting
DQ: Why knowledge with peers atoms, Avogadro’s constant,
there are and teachers Calculation on molar mass,
still empirical formula and
devastating percentage yield, synthesis of
diseases Critical thinking skills medicines and testing
despite the medicines for purity.
 MYP 4 CURRICULUM
AY 2015-2016

knowledge Practice observing

and carefully in order to
scientific recognize problems
advances Gather and organize
in relevant information
medicine? to formulate an
argument

Unit 5 Movement Personal Scientific and Acceleration is FQ: What is Ai, ii, iii Motion – Describe and explain
Movement Consequen and technical directly linked acceleratio Information literacy motion using words, diagrams,
(Physics) ces cultural innovation to the motion n? Bi, ii,iii,iv skills practical activities and
expression: Systems, models, and speed of presenting them as graphs.
the ways in methods; an object’s CQ: How Ci, ii, iii, iv, v Collect, record and Understand terms: speed,
which we products, mass. can we verify data acceleration, mass, force,
discover processes and differentiat Di, ii, iii, iv Collect and analyze weight, momentum, work and
and solutions e between data to identify power
express acceleratio solutions and make
ideas n and informed decisions
velocity?

DQ: How Critical thinking skills

does the
understand Interpret data
ing of Evaluate evidence
motion on and arguments
Earth may Create novel
help us to solutions to authentic
explore a problems
gravity Reading, writing and
 MYP 4 CURRICULUM
AY 2015-2016

zero outer using language to

space? gather and
communicate
information
Find information for
disciplinary and
interdisciplinary
inquiries, using a
variety of media
Organize and depict
information logically

Unit 6 Relationshi Interaction Scientific and Understanding FQ: What is A i, ii, iii Forces as pushes or pulls that
Flight ps s technical that motion is a force? Communication skills make an object change its
(Physics) Consequen innovation: a B i, ii, iii, iv motion. Unit of force.
ces Systems, models, consequence CQ: How Use intercultural Relationship between force,
Movement methods; of the can we C i, ii, iii, iv, v understanding to mass and weigh. Pressure in
products, interactions overcome interpret fluids and Buoyancy.
processes and between the objects D i, ii, iii, iv communication
solutions particles has gravity Use a variety of
allowed attraction speaking techniques
humans to in order to to communicate with
predict how make it fly? a variety of audiences
movements
will occur. DQ: What Critical thinking skills
are the
uses of Draw reasonable
buoyancy conclusions and
for generalizations
exploration Test generalizations
under the and conclusions
sea and Revise understanding
outside in based on new
the space? information and
evidence
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
I&S CONCEPT CONCEPTS CONTEXT INQUIRY
UNIT
1 Change Culture Orientation Evolving ideas and Factual: What are A: Knowing and I. Communication skills Middle Ages’
Innovation in space and philosophies the changes in understanding trade routes
and time change the actions thinking that took i. use a wide range of II. Collaboration skills The Crusades
revolution of individuals and place during the terminology in context Expansion of
government Middle Ages until ii. Demonstrate knowledge VI. Information literacy skills the Muslim
including their the Reformation? and understanding of world over
perspective on life subject-specific content and VII. Media literacy skills time and
and the world. Conceptual: How concepts through developed space
do the changes in descriptions, explanations VIII. Critical thinking skills Changes in
thinking affect the and examples. European
way people act and B: Investigating philosophy
relate to one and i. formulate/choose a clear and mindsets
other? , and focused research City states
question, explain its Economic
Debatable: Are relevance systems
these changes ii. formulate and follow an (Introduction
positive for the action plan to investigate a to economy)
people and their research question Renaissance
lives? iii. use research methods to art
Did religion hold collect and record Reformation
people back during appropriate, varied and and forms of
the Middle Ages? relevant information religions
iv. Evaluate the research
process and results.
C: Communicating
i. communicate information
and ideas effectively using
an appropriate style for the
audience and purpose
ii. structure information
and ideas in a way that is
appropriate to the specified
 MYP 4 CURRICULUM
AY 2015-2016

format

2 Global Causality Identities The interaction Factual: What A: Knowing and I. Communication skills Technological
interactio Conflict and between people countries were key understanding innovations
n relationships from different in the expansion of • i. use a wide range of V. Reflection skills and
parts of the world ideas and influence terminology in context European
caused the during European • ii. demonstrate knowledge VI. Information literacy skills exploration
exchange of ideas exploration and and understanding of The Atlantic
and conflict colonization? subject-specific content and VIII. Critical thinking skills world and its
between various concepts through developed colonization
people. Conceptual: How descriptions, explanations The Atlantic
did the interaction and examples. slave trade
between people C: Communicating The
and societies • i. communicate Columbian
change the way information and ideas exchange
people viewed each effectively using an and its
other? appropriate style for the impact on
audience and purpose landscapes
Debatable: Did the • ii. structure information Mercantilism
exchange of ideas and ideas in a way that is and
and culture have a appropriate to the specified economic
positive effect on format systems
 MYP 4 CURRICULUM
AY 2015-2016

the global society? D: Thinking critically Triangle

• i. discuss concepts, issues, Trade and its
models, visual geographical,
representation and theories cultural, and
• iv. interpret different economic
perspectives and their impact
implications.

3 Systems Conflict Fairness and The changes and Factual: What are A: Knowing and I. Communication skills The
Innovation developmen conflicts that take the new political understanding Enlightenme
and t place ideologically, systems and • i. use a wide range of II. Collaboration skills nt in Europe
revolution politically and scientific ideas terminology in context and the
Ideology scientifically can introduced during • ii. demonstrate knowledge V. Reflection skills spread of its
change people’s this time period? and understanding of ideas
understanding of subject-specific content and VI. Information literacy skills The
fairness and Conceptual: How concepts through developed American
development. do the changes that descriptions, explanations VII. Media literacy skills Revolution
take place change and examples. The French
the way people see C: Communicating VIII. Critical thinking skills revolution
themselves and • ii. structure information New
others? and ideas in a way that is IX. Creative thinking skills governmenta
appropriate to the specified l system
Debatable: format X. Transfer skills Napoleon’s
Scientific changes: • iii. Document sources of empire and
 MYP 4 CURRICULUM
AY 2015-2016

blessing or curse? information using a political

recognized convention. reformations
D: Thinking critically
• i. discuss concepts, issues,
models, visual
representation and theories
• ii. synthesize information
to make valid, well
supported arguments
• iii. analyze and evaluate a
wide range of sources/data
in terms of origin and
purpose, examining values
and limitations
• iv. interpret different
perspectives and their
implications
• i. communicate
information and ideas
effectively using an
appropriate style for the
audience and purpose
• ii. structure information
and ideas in a way that is
appropriate to the specified
format
 MYP 4 CURRICULUM
AY 2015-2016

4 Time, Culture Personal and Geographical Factual: What are A: Knowing and I. Communication East Asian
place, and Identity cultural regions develop the changes that understanding History
space Perspectiv expression ideas, personal and took place in East i. use a wide range of II. Collaboration c.1800
e social identities Asia in the 1300’s terminology in context The Mughal
unique to their to 1800’s? ii. Demonstrate knowledge IV. Affective Empire in
culture. and understanding of India
Conceptual: What subject-specific content and VII. Media literacy China limits
impact did these concepts through developed European
changes have on descriptions, explanations IX. Creative thinking contact
the people and and examples. Japan’s
countries in East B: Investigating X. Transfer return to
Asia? ii. formulate and follow an isolation
action plan to investigate a East Asian’s
Debatable: Was research question religions and
China the most iii. use research methods to philosophies
developed empire collect and record
in the world? appropriate, varied and
relevant information
iv. Evaluate the
researchprocess and results.
• iii. Document sources of
information using a
recognized convention.
 MYP 4 CURRICULUM
AY 2015-2016

MYP4 KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
PHE CONCEPT Concepts CONTEXT INQUIRY FACTUAL
UNIT Title CONCEPTUAL
DEBATABLE

Unit 1 Change Balance Identities and Making positive Factual: What is a B. i Research skills. Fitness test
Adaptation relationships decisions now can perfect body?
Physical Perspectives have (health) benefits C. ii Self-management How to plan a
fitness for both now and in Conceptual: Why do Skills. work-out.
& the future. you need a plan for
Health work out?
-
Debatable : Is it
difficult to find time
for workout?

Unit-2 Communicat Globalization Showing others Factual: What is B. i Self-management Track and Field
ion Adaptation and how to engage in an Track and Field Skills. Approach,
Track and sustainability activity allows us to C. ii footwork, body
Field Environment better understand rotation (high
& how the activity Debatable : jump and long
Elementary works. How does the ability jump)
Field Day to adapt and think
& creatively impact on Making activities
Circuit success? safe, fun, and
training engaging

High levels of
cooperation and
low levels of
competition
 MYP 4 CURRICULUM
AY 2015-2016

Unit -3 Change Globalization Performers respond A iii Research skills Students will
Adaptation and and adapt to changing learn the
Golf sustainability environments, C. iii takeaway,
Environment challenges and backswing,
situations. downswing and
follow-through
components of
the actual golf
swing

golf basics

golf courtesies

Unit 4 Change Adaptation Identities and Risk taking can be Conceptual: How can Ai Thinking skills Basics Archery
relationships both positive and we creat balance C iii
Arche Movement negative. between the Research skills Archery
ry mind and body? courtesies
Function

Unit 5 Change Choice Identities and Nutrition plays a Factual : what is A ii Communication Food pyramids
Adaptation relationships big role in the healthy eating B. i skills
Healthy Function overall health and Conceptual : why is it Diets from other
Eating wellness of people important to eat Thinking skills cultures (e.g.
(Health around the world. healthy and exercise? Italy,
Knowledge) Debatable: why MC is Mexico, Asia…)
not healthy eating?

Unit 6 Relationship Space Scientific and Knowing where to Factual: what are the C. iii Communication Hair pin
s Balance technical position oneself on similar points D. ii skills
Racket Function innovation the court is between ping-pong Footwork
sports important to the and badminton? Social skills
success of the Conceptual: how to Drop shot
Badminton game. improve our skills
 MYP 4 CURRICULUM
AY 2015-2016

& Debatable: is Play Double game

Ping pong equipment quality
important?

Unit 7 Relationship Balance Identities and A balanced state of Factual How does the A. i ii iii Research– Downward facing
s Movement relationships: mind and body creates mind influence the B. i ii Information dog
Yoga mental health a positive impact on body and how does literacy skills Happy baby pose
the control of the body influence Access information Melting heart
movements. the mind? to be informed and pose
Debatable What has inform others; Side reclining leg
more control over Make connections lift
movement, the mind between various Low lunge,
or the body? sources of crescent pose
Conceptual What is information Knees to chest
the importance of Thinking–Critical- pose
understanding the thinking skills Half moon pose
relationship between Consider ideas Child's pose
mind and body? from multiple Cobra pose
How can balance perspectives Table to child
between mind and Thinking–Creative- pose
body be created? thinking skills Bow pose
Create original
works and ideas;
Practise visible
thinking strategies
and techniques
Thinking–Transfer
skills Apply skills
and knowledge in
unfamiliar
situations
Communication–
Communication:
skills Interpret
non-verbal
 MYP 4 CURRICULUM
AY 2015-2016

communication
techniques and use
them purposefully
Self-management–
Affective skills
(Emotional
management):
Practice strategies
to reduce stress
and anxiety

Unit -8 Change Perspectives Scientific and Making good Factual: what the A ii Communication Butter fly
Interaction technical choices as a role advantage of skills
Swimming Balance innovation model will greatly swimming? C. iii Water Safety
affect your positive Social skills
influence on others. Conceptual: Knowing Pool safety &
the dangers of cold procedures
and warm
water.

Debatable:tHow does
cold water affect my
swimming
performance?
Objectives
Summative
assessment
 MYP 4 CURRICULUM
AY 2015-2016

MYP 3/ 4 KEY CONCEPT RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
L&L English CONCEPTS CONTEXT INQUIRY Factual
UNIT identify Conceptual
exploration Debatable
1 Communication Purpose Personal & Our ability to F : In what ways A 2, 3 Communicatio A suitable novel of the
“Conveying Self Expression Cultural communicate and do graphics n, making teacher’s choosing.
the Expression convey our enhance a B2 inferences,
Unknown” personal truths narrative? , give and (Past novels used: Gene
(Possible may foster a C 1, 2, 3 receive Luen Yang’s American
exploration: better C : Is it meaningful Born Chinese)
Stereotypes) understanding of important for D 1, 2, 3, 4, 5 feedback
our purpose and people to
culture. understand our Students will:
personal
stories? , (1)Write creative free
D : Do writing works
stereotypes (2)participate in Socratic
have a place in seminars (3)write an
our society? , extended length essay (4)
journal
D : Does racism
have a positive
side?

2 Perspectives Context Identities & Historical context, F : What events A 1, 2, 3 I.

"So It Setting Relationships an author's led to the Communicatio A suitable novel of the
Goes..." perspective, and bombing of B 1, 3 n: teacher’s choosing.
(Possible experience can Dresden? , Negotiate
exploration: strengthen a C1 ideas and
world events and reader's C : How does knowledge
their shaping of relationship to a our concept of D 1, 2, 3, 4, 5 with peers
identity) text. time change and teachers (Past novels used: Kurt
how we act in Vonnegut’s Slaughter
the world? , III. House V)
 MYP 4 CURRICULUM
AY 2015-2016

D : Are we Organization:
doomed to Plan short- Students will:
repeat historical and long-term
mistakes? assignments; (1)Write creative free
meet writing works
deadlines (2)participate in Socratic
seminars (3)write an
VI. Research extended length research
Make report (4) journal
connections
between
various
sources of
research
3 Creativity Intertextuality Orientation in An author's F : What rhyme A 1, 2, 4 meet Asstd. short stories,
"Tell Me a Connections Space &Time creative choices schemes are deadlines, poems, songs
Tale..." Genres may be limited by used in B2 read critically,
(Possible genre and cultural sonnets? , give and
exploration: a experience. C 1, 2 receive (Past authors used:
poem’s C : What are the meaningful Stanley Kunitz, Walt
expression of self) effects of D 1, 2, 3, 4, 5 feedback, Whitman, Bruce
changing the develop new Springsteen, Bob Dylan…)
structure of a skills for
poem? , effective Students will:
D : Can poems learning
create the same (1)Write creative free
feeling as writing works (2)
looking at a participate in Socratic
piece of art? , seminars (3) create an
F : What rhyme anthology
schemes are
used in
sonnets? ,

C : What are the

effects of
changing the
 MYP 4 CURRICULUM
AY 2015-2016

structure of a
poem? ,
D : Can poems
create the same
feeling as
looking at a
piece of art?

4 Perspective Point of View Fairness & Diction, syntax, F : What kind of A 1, 2, 3 VIII Critical A suitable non-fiction text
“Sympathy Purpose Development and vocabulary in vocabulary is Thinking: of the teacher’s choosing.
for the non-fiction used when B1 Evaluate
Devil…” changes from Capote evidence and
(Possible different describes Percy C 1, 2 arguments (Past texts used: Truman
exploration: perspectives and and Dick? , Capote’s In Cold Blood)
Language’s can be used by C : Why does D 1, 2, 3 II.
control of the author for Capote spend a Collaboration: Students will:
thought and its purposefully great deal of Practice
effects) altering our own time describing empathy (1)Write creative free
sense of fairness the town of writing works
and justice. Holcomb, (2)participate in Socratic
Kansas? , seminars (3)write an
D : When are extended length literary
we not criticism (4) journal
responsible for
our actions?

5 Connections Character & Personal & Short Stories from F : How does an A 1, 2, 3, 4 VI.Information Assorted short stories,
Intertextuality Cultural different cultures author add Literacy Skills: novellas.
“Like a Expression weave elements of B 1, 3 collect,
Rolling connections in his/her culture record, verify
Stone…” the human into a short C 1, 3 data Students will:
(Possible experience story?
exploration: a through the C : In what ways D 1, 2, 3, 4, 5 III.Organizatio (1)Write creative free
story’s reader’s personal are modern n: writing works
connection to engagement with cultures writing set goals that (2)participate in Socratic
 MYP 4 CURRICULUM
AY 2015-2016

self) the characters. against their are seminars (3)write an

ancestors? , manageable extended length essay (4)
D : Does and realistic journal
modern writing
preclude the
future of our
humanity?

6 Creativity Context Globalization & An author’s C : What was A: 1, 3, 4 I. A suitable novel of the
Theme Sustainability creation can help prohibition's Communicatio teacher’s choosing.
Borne Back shape a impact on the B: 1, 2, 3 n:
Into the (Possible generation’s creative arts? , Negotiate (Past novels used: F. Scott
Past… explorations: context in history. C: 2, 3 ideas with Fitgerald’s The Great
Generational F : Was Gatsby a peers and Gatsby)
shifts in successful novel D:1, 2, 3, 4, 5 teachers.
viewpoint) in Fitzgerald's Students will:
lifetime? , IV. Affective
D : How do Skills: (1)Write creative free
economic Mindfulness writing works
factors affect (2)participate in Socratic
the course a seminars (3)participate in
generation will writing workshops(4)
take? journal
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTI ATL SKILLS CONTENT
L&L CONCEPT CONCEPTS CONTEXT INQUIRY FQ VES
Chinese CQ Identify
UNIT DQ strands
1 Perspective Context, Personal Poets’ styles and A Research skills; poetry
point of and cultural perspective sare B Self-management
view, style expression influenced by C skills;
their personal D Communication
and cultural skills;
experiences. Thinking skills;
Social skills
2 Connection Context Orientation Historical A Communication Novel
genres in space contexts shape B skills; Research
and time literary genre. C skills; Self-
D management
skills;Thinking skills;
Social skills
3 Communicat Bias, Personal Persuasive texts, A Communication Advertising
ion purpose, and cultural specifically in B skills; Research
audience, expression marketing and C skills; Self-
Stylistic politics, use D management skills;
choices, language Thinking skills;
form, intended to Social skills
function influence our
behavior and
decisions.
4 Creativity Audience Personal Directors create A Communication Film
imperatives and cultural films to position B skills ;
; expression audiences to C Collaboration;
Meaning; respond in a D Research skills;
purpose particular way. Self-management
skills; Thinking
skills;
Social skills
 MYP 4 CURRICULUM
AY 2015-2016

MYP ¾ KEY RELATED GLOBAL CONTEXT STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
L&L CONCEPT CONCEPTS identify exploration INQUIRY
GERMAN
UNIT
1 Perspectiv Character, Identities and The author’s FQ: Was ist ein A: I,iii,iv Communication Content of Drama
Schiller: e Genre Relationships perspective and Drama? Was sind B: iii Exchanging compared to texts of
Wilhelm Intertextuali historical contexts Epik, Lyrik und C:I,ii,iii thoughts other literary
Tell ty (possible may affect Dramatik? D;I,ii,iii,iv,v Read and write categories (prose,
exploration/moegliche identities and CQ: Wie laesst sich (statements, poetry)
(andere allgemeine relationships of das Drama inhaltlich comments, reports)
Dramen Fragestellung: In wie characters in auf die heutige Zeit Self motivation Read the drama
aus Fern sind Dramen heut literature. uebertragen? “William Tell”
Sturm noch relevant? DQ: Im Vergleich mit Write and debate and
und anderer Literatur: contrast to other texts
Drang Heimtuecke oder in literature (Robin
und Heldentum? Hood/poems with
Klassik similar content)
sind als
Lektuere
n
moeglich
)
2 Creativity Structure Personal and cultural Authors create FQ: Was sind A:I,ii,iii,iv Research Family
Short Style expression works using certain Kurzgeschichten? B:I,ii Creative work with WW II
Stories structures and CQ: Wieso spiegeln C: I,ii, iii texts Contemporary issues
possible styles in language KGs zeitgenoessische D: I, ii, iii, Use and interpret a in modern short
(Kurzgesc exploration/moegliche and text types to Gesellschaftsbilder vi,v range of discipline stories
hichten allgemeine meet different wieder? specific terms
nach Fragestellung: In wie readers’ DQ: Begruende, Read several short
Wahl) Fern hilft Kreativitaet expectations weshalb diese stories
in Kurzgeschichten sich Gattung neben Lyrik Analyse content, form
mit Lebenssituationen Selbstausdruck classify
zenauseinander zu darstellt.
 MYP 4 CURRICULUM
AY 2015-2016

setzen?
3 Connectio Theme, Fairness and Critical readers FQ: Was ist in A:I,ii,iii,iv Draw conclusions U10, novels
Nichts – ns Perspective, development understand that Roman? B:I,ii, iii Exchange thoughts
was im point of author’s CQ: Wieso arden C: I,ii, iii Collaborate with
Leben view possible perspective affect Romane in der Schule D: I, ii, iii, peers
wichtig exploration/moegliche readers gelesen? vi,v Compare and
ist (Janne allgemeine interpretation of DQ: Ist die Diskussion contrast novel to
Teller) Fragestellung: In wie literary texts and ethischer Themen in novel “die
Fern traegt the concept of Romanen sinnvoll? Welle”/+movie
(andere Zeitgenoessische truth.
Zeitgeno Literatur dazu bei den
essische jeweiligen Zeitgeist zu
Literatur/ vermitteln?
Romane
sind
moeglich
: z.B: Die
Welle…u.
a.)
4 Communic Audience Orientation in time Communication FQ: Was sind A:i Reflection, transfer U11-13
Exploring ation imperatives and space depends on chosen Sprachbetrachtung B:I,ii,iii skills
language registers. und Grammatik? C:ii How can students
possible CQ: Warum ist es D: I, ii, iii, vi, demonstrate
exploration/moegliche sinnvoll, sich mit v communication
allgemeine Sprache zu through language
Fragestellung: Wie beschaeftigen?
kann die DQ: Diskutiere,
Untersuchung und weshalb und ob sich
Analyse der eigenen ein sprachliches
Muttersprache sprachliches Geruest
wachsender auf andere Sprachen
Sprachkompetenz uebertagen laesst.
beitragen?
 MYP 4 CURRICULUM
AY 2015-2016

MYP ¾
KEY RELATED
L&A ENGLISH GLOBAL
CONCEP CONCEPT STATEMENT OF INQUIRY QUESTIONS OBJECTIVES ATL SKILLS CONTENT
PHASE 2/3 CONTEXT
T S
UNIT
1 Connecti Word Identities and Adolescence is a natural F: How do we define A: 1, 3 Self- ~Read aloud/silently
My World and ons Choice, Relationships time of life to begin ‘social’ and B: 1, 2, 3 managemen short stories re:
My Meaning exploring and expressing ‘relationship’? C: 1, 2 t: relationships
Relationships one’s unique identity D: 1, 2, 3 Organization (friends/family).
Define Me: C: How does society ~Meet ~Read/complete
Social influence us? deadlines workbook chapters re:
Relationships ~Keep a sports, people, fashion,
D: Who/what has logical and fads (AM4 1, 2,3,4)
more influence: system of ~Create personal
nature (our genetic files emblems to start the
make-up) or our conversation on
environment? identities and social
relationships
~Create and perform a
skit re: problem solving
2 Culture Structure, Globalization and The social and F: What are some A: 1, 2 Social/ ~Read articles re: global
My Decisions Purpose Sustainability environmental problems problems facing B: 1, 2, 3 Collabor- issues
Impact the we face today can fixed by nations today? C: 1, 3 ation: ~Read/complete
World: careful decision-making D: 1, 2, 3 ~Share workbook chapters re:
Global Issues C: How can responsibilit service, peacemaking,
individuals make an y kindness, our world (AM
impact? ~Negoti-ate 5, 6, 7, 8)
effectively ~Create a utopian society
F: Is it possible to and an ecotourism
“go too far” in one’s brochure
attempts to help?
3 Commun Message, As world markets open up F: What are some A: 1, 2, 3 Com- ~Read works re: health
My Life ication Audience to “western” habits (e.g., positive habits we B: 1, 2, 3 munication (e.g., Fast Food Nation)
Choices fast foods, computer can form in order to C: 2, 4 ~Collaborate ~View documentary films
Impact my games), global health is be healthy? D: 1, 2, 3 using a (e.g., Food, Inc.)
 MYP 4 CURRICULUM
AY 2015-2016

Well-Being: adversely affected. variety of ~Read/complete

Health C: Why are some digital media workbook chapters re:
nations healthier ~Org. and health (AM 13)
than others? depict ~Create a video product
information reflecting healthy choices
D: Should world logically
health be everyone’s
concern?
4 Connecti Context, Scientific & As the world becomes more F: How are science B: 1, 2, 3 Re-search ~Read works re: science
Science & ons Function Technical technologically advanced, and/or technology D: 1, 2, 3 ~Collect, and technology in the
Technology Innovation nations adapt to/adopt to being used in the record, and Third World
changes in varying ways. Third World? verify data ~Research a topic of
~Present choice
C: How do nations information ~Present research to
skip “a generation” in a variety class in written and visual
in regards to science of formats formats
and technology?

D: Should more
powerful nations be
allowed to adopt the
role of ensuring
global security
regarding advanced
technologies?
5 Commun Meaning, Personal and The intended message of a F: How are words A: 1, 2, 3 Media ~Examine/view a variety
Communicatio ication Word Cultural written and/or visual work used to convey a B: 1, 2, 3 Literacy of works that employ
n and Media Choice Expression depends on the author and message? C: 2, 3, 4 ~Demon- persuasive language
the context within which it D: 1, 2, 3 strate and/or have a distinct
is delivered C: What significance aware-ness message based on the
does the author- of context within or by
audience interpretatio whom they are written
relationship have? ns ~Read/complete
~Understand workbook chapters re:
D: When is it okay impact of language (AM 9)
to manipulate a media ~Participate in analytical
 MYP 4 CURRICULUM
AY 2015-2016

populace? representati discussions re: meaning

ons and message
~Create a scripted
performance
~Create a leaflet using
persuasive language

MYP3/4 KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT(Mr.Geoff) CONTENT
L&A CONCEPT CONCEPTS CONTEXT INQUIRY Factual [includes (Mr. Dean)
ENGLISH Conceptual projects/assignments/h
PHASE 3/4 Debatable omework; PAH]
UNIT
1 Communicati Message, Identities Adolescence is a FQ: What A: 1, 3 Communica Visual/oral Exp: ~Read aloud/silently
Becoming on POV and natural time of challenges are B: 1, 2, 3 tion Create own short stories about
Myself Relationsh life to begin there to C: 1, 2 tattoo/graffiti, relationships
(Social ips exploring, make expressing D: 1, 2, 3 clothing/avatar/logo/e (friends/family).
Relationshi connections and yourself as an mblem ~Read/complete
ps) express one’s adolescent workbook chapters re:
unique identity. teenager? Literacy/oral Exp: sports, people, fashion,
Create own dating and fads
How do we advertisement - Complete “All About
define ‘social’ Create own Me” poster
and superhero/famous self ~Create and perform a
‘relationship’? profile skit re: conflict
Create own magazine resolution
CQ: How do cover-self
adolescence Create own (AM4 1, 2, 3, 4)
teenagers seek superhero/famous self
to express interview dialogue
themselves? Create own newspaper
article self (goal
 MYP 4 CURRICULUM
AY 2015-2016

How does oriented)

society Create a speech about
influence us? your beliefs/integrities
Literature slam book
DQ: Are the
expressions of PAH (Literacy/oral):
teenagers Book chapter logs:
hormonally Singing: Yes
immature, Journals: Yes
untimely and Debate: DQ
irrelevant? Presentation/speech:
Pen-pals: yes (secret)
Who/what has Letter to: No
more
influence: Real world issues:
nature (our Violence in gang
genetic make- culture, Justin Beiber
up) or our
environment? Questions
Brainstorm: FQ
Discussion: CQ, DQ
Question extensions: All
Qs

Textbooks
EIM 4 Units 2, 4
Topic: People,
personalities
Grammar: what clauses
Topic: Fashion
Grammar: would, used
to, adverbs, adverbial
phrases
2 Culture Purpose, Globalizati We look at FQ: What is the A: 1, 2 Research Visual/oral Exp: ~Read articles re:
Global Structure on and important issues developing B: 1, 2, 3 Cause and effect global issues
Issues Sustainabi outside of our attitude C: 1, 3 flowcharts (mind unto ~Read/complete
 MYP 4 CURRICULUM
AY 2015-2016

lity sphere and try towards D: 1, 2, 3 mind/sun unto sun) workbook chapters re:
to answer some sustainable service, peacemaking,
timeless management? Literacy/oral Exp: kindness, our world
questions Cultural cards (how (AM 5, 6, 7, 8)
CQ: How do different cultures ~Create a utopian
different interact/environment) society and an
cultures view Cultural Medicine book ecotourism brochure
sustainability Questionnaires/surveys
and live (related)
sustainably as A day in the life (on the
time goes on? Earth)
The precautionary
DQ: Is principle in application
sustainability a Timeline of energy uses
real utilized
philosophy or PAH (Literacy/oral):
just a catchy Book chapter logs:
phrase? Singing: Within
temptation
Journals: Environmental
related
Debate: DQ
Presentation/speech:
Earth day
Pen-pals: No
Letter to: United
Nations (learn from
other cultures,
sustainable)

Questions
Brainstorm: FQ
Discussion: CQ, DQ
Question extensions: All
Qs

Video analysis:
 MYP 4 CURRICULUM
AY 2015-2016

Baraka

Real world issues:

Disappearing languages
Disappearing tribes
Disappearing
knowledge
Disappearing species
Migration, poverty,
energy reserves, food
and water
Change
Geneva convention
(USA)

Textbooks
EIM 4 Units 6, 12
Topic: our world, global
issues, impacts
Grammar: future tenses
Topic: Nature, natural
world
Grammar: didn’t need
to, didn’t have to
(participle clauses)
3 Connections Message, Personal How we deal FQ: What are A: 1, 2, 3 Social Visual/oral Exp: ~Read works re: health
Health Empathy, and with health the beliefs that B: 1, 2, 3 Health awareness (e.g., Fast Food Nation
Convention Cultural issues can be determine how C: 2, 4 infoposter: Mental- or Supersize Me)
s Expressio connected with a health issue D: 1, 2, 3 physical connections ~View documentary
n our own is dealt with? films (e.g., Food, Inc.)
personal or ~Read/complete
cultural values What are some Literacy/oral Exp: workbook chapters re:
and beliefs. positive habits Reading of official health (AM 13)
we can form in documents and medical ~Create displays with
order to be journals healthy choices and
healthy? Menus: make presentation
 MYP 4 CURRICULUM
AY 2015-2016

food/belief/country
CQ: How do Menus:
our cultural sickness/belief/country
beliefs
determine how PAH (Literacy/oral):
we deal with Book chapter logs: Yes
health issues? Singing: Yes
Journals: Yes
Why are some Debate: DQ
nations Presentation/speech:
healthier than Yes (news)
others? Pen-pals: No
Letter to: Yes (petition,
DQ: Are etc)
ancient,
superstitious Real world issues:
and old traditional and
fashioned ways alternative medicine,
of treating illness, epidemics,
sickness and health services, sacrifice
disease all to Gods, homeopathy,
irrelevant and big pharma, alternative
outdated? medicines, naturopathy,
witchdoctors, placebo
Should world effect, ebola, war
health be Eucharist nurses
everyone’s
concern? Video analysis:
Food Inc.
Super size me

Questions
Brainstorm: FQ
Discussion: CQ, DQ
Question extensions: All
Qs
 MYP 4 CURRICULUM
AY 2015-2016

Textbooks
EIM 4 Units 13
Topic: natural health
and medicine
Grammar: passive
report structures
4 Creativity Context, Scientific The impact of FQ: What is the A: 1, 2, 3, 4 Self- Visual/oral Exp: ~Read works re:
Science & Function, & information on impact of B: 1, 2, 3, 4 Manageme Information picture; science and technology
Technology Idiom Technical society, greater C: 1, 2, 3, 4 nt most information in one in the Third World
Innovatio research and information D: 1, 2, 3, 4 collage possible (no ~Research a topic of
n entertainment is and research text) choice
far-reaching. on modern ~Present research to
society? Literacy/oral Exp: class in written and
What are the greatest visual formats
How are questions on earth? - Watch videos on the
science and/or (Does entertainment Industrial Revolution
technology address these and make timeline
being used in questions?)
the Third Timeline of collective
World? consciousness (possible
due to)
CQ: How does Cause and effect
information timeline
shape society? Analysis of Genesis,
alchemical texts,
How do mendelson-morely
nations skip “a experiment
generation” in Myth as information
regards to
science and PAH (Literacy/oral):
technology? Book chapter logs: Yes
Singing: Yes/poetic,
DQ: Does informative, or
entertainment entertainment value
have any real music
value to the Journals: Yes
 MYP 4 CURRICULUM
AY 2015-2016

development (technology)
of a culture? Debate: DQ
Presentation/speech: In
Should more the news (what I
powerful learned, new)
nations be Pen-pals: No
allowed to Letter to:
adopt the role Actors/singers; the
of ensuring value of entertainment
global security
regarding Questions
advanced Brainstorm: FQ
technologies? Discussion: CQ, DQ
Question extensions: All
Qs

Video analysis:
Mission impossible 5:
beginning only (catch
22)

Real world issues:

Facebook, billionaire
football clubs, TV
ratings, distraction from
goals

Textbooks
EIM 4 Unit 14
Topic: Movies, film
Grammar: Clauses of
purpose, to, in order to,
so as to, so, that (result
clauses)
5 Communicati Audience, Orientatio The media is a FQ: What roles A: 1, 2, 3, 4 Communica Visual/oral Exp: ~Examine/view a
Communic on Meaning, n in Space biased, yet do the media B: 1, 2, 3, 4 tion Visual literacy topics variety of works that
 MYP 4 CURRICULUM
AY 2015-2016

ation & Word & time necessary and undertake? C: 1, 2, 3, 4 (advertisements, employ persuasive
Media Choice vital form of D: 1, 2, 3, 4 posters, album covers) language and/or have
communication How are words a distinct message
for society. used to convey Literacy/oral Exp: based on the context
a message? “one-format-all- within or by whom
formats” they are written
CQ: How does (Topic: newspaper, ~Read/complete
media business email, personal workbook chapters re:
influence the letter, advertisement language (AM 9)
way we think poster, brochure, ~Participate in
and what we classified ad, complaint, analytical discussions
know? comic, etc.) re: meaning and
Media timeline message
What list/audience ~Create a leaflet using
significance size/effectiveness/senso persuasive language to
does the ry modes make a purchase
author- Survey/Questionnaire - present a story from
audience (related) two points of view (3
relationship Pigs)
have? Discussion: old people
in TV, advertisements
DQ: Does the (facial creams, coca-
media portray cola, pepsi, Fox news,
a bias or actors babies or
imbalanced galaxies)
perspective of
the world? PAH (Literacy/oral):
Book chapter logs: Yes
When is it okay Singing: Yes
to manipulate (JJ: good people, RS:
a populace? Hero)
Journals: Yes
Debate: DQ
Presentation/speech:
Yes (news)
Pen-pals: Yes
Letter to: Yes (petition,
MYP 4 CURRICULUM
AY 2015-2016

etc)

Questions
Brainstorm: FQ
Discussion: CQ, DQ
Question extensions: All
Qs

Textbooks:
EIM 4 Units 4 (new), 2,
10, 12, 14 (review)
Topic: Fame
Grammar: reduced
relative clauses,
question tags
 MYP 4 CURRICULUM
AY 2015-2016

MYP3/4 KEY RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
L&A CHINESE CONCEPT CONCEPTS CONTEXT INQUIRY
UNIT phase 1
1 Connections Message Personal and Language and F: What is your A-I,II,III Communication Greetings
Who am I? Meaning cultural linguistic systems name? D-I,II,III Personal identification
expression may show Where are you from? (age, nationality and
-Language connections in C:Where are you address)
and linguistic message and from? Country and language
meaning. D:What is the nice
greeting?
2 Culture Conventions Personal and Personal and F:How does he go to A-I,II,III Self- management Daily routine
How do people cultural cultural expression school every day? C-I,II,III,IV Leisure
get to know expression among cultures C. How do people get
Chinese culture show similarities in to know Chinese
through their conventions. culture through their
daily life? daily life??
D.What is a healthy
daily life?
3 Creativity Form Scientific and Ingenuity and F:What is your B-I,II,III,IV Thinking activities
How to make technical progress is in father’s work? D-I,II,III Job
mixed business innovation-- - different form and C: How can jobs
and pleasure in a - it may show us support our life?
perfect way? ingenuity and human creativity. D:What is a good
progress job?
4 Communicati Context Identities and Use different F: is the weather B-I,II,III Research traffic tools
A good trip plan on relationships- context and today? C-I,II,III,IV weather
would makes --- argument in C: Why do countries holidays
everything easier roles and role communication to have different kinds
models find roles and role of holidays?
models D:What is your
opinion of good
holiday?
 MYP 4 CURRICULUM
AY 2015-2016

MYP ¾ KEY CONCEPT RELATED GLOBAL STATEMENT OF QUESTIONS OBJECTIVES ATL SKILLS CONTENT
L&A CHINESE CONCEPTS CONTEXT INQUIRY Factual
(phase3) Conceptual
UNIT Debatable
1 Connections POV, Purpose, Globalization Everyone has an F: What do A: i; ii; iii Research ESC 6
and opinion when it people eat during
Global Issues Sustainability comes to festivals? C: i; ii; iii environmental
8.31-11.6 • human environmental C: What is the pollution
45days (33h) impact on the issues. meaning of red in D: i; ii; iii
environment different
countries?
D: Should we
continue to
celebrate the
traditional
festival now?
2 Culture Message, Personal and The way we F: What kinds of B: i; ii; iii; iv Social
Culture Conventions Cultural communicate pollution suffer ESC 6
11.9-2.4 Expression may reflect our us now? C: i; ii; iii; iv
48days(36h) • artistry, craft, own culture. C: What is a China's
creation, healthy living D: i; ii; iii traditional
beauty way? festival
D: Is there a right
way to protect
our
environment?
3 Creativity Audience, Orientation in Media in F: What kinds of A: i; ii; iii Communication ESC 6
Communication Meaning, Space & time different eras media do you
and Media • epochs, eras, have made use of know? C: i; ii; iii new science and
2.15-4.22 turning points various tools to C: How does new technology
47days (35h) and ‘big communicate technology D: i; ii; iii
history’ creatively. change our lives?
 MYP 4 CURRICULUM
AY 2015-2016

D: Should we
continue to
develop the new
media to change
our life?
4 Communication Meaning, Orientation in The way we F: What kinds of B: i; ii; iii; iv Thinking ESC 6
Leisure and work Message, Space & Time communicate way do you like
5.4-7.1 • peoples, affect our to relax? C: i; ii; iii; iv camping
40days( 30h) boundaries, exchange and C: What is a good
exchange and interaction with way for D: i; ii; iii
interaction others. teenagers to
spend the
holiday?
D: Is it important
to take trips?
 MYP 4 CURRICULUM
AY 2015-2016

LA GERMAN KEY CONCEPT RELATED GLOBAL CONTEXT STATEMENT QUESTIONS OBJECTIVES ATL SKILLS CONTENT
MYP 3/4/5 CONCEPTS Specify OF INQUIRY
PHASE 2/3 Exploration
1 Communication Message Identities & We make FQ: How can
Me and my & Relationships connections I introduce A: ii, iii Communication Getting to know others using
family context with others myself? B: i, iii social skills German by recognition of
How do I with what we C: i, ii, iv language patterns in first
introduce Identify formation are willing to CQ: What D: I, ii, iii 1.2 a language (English) and drawing
myself? communicate. are the connections between the two.
cultural Students will learn new sounds,
differences the German alphabet and
when grammatical structural patterns.
introducing understand basic vocabulary of
each other? every day use in German
tell/write basic facts about
DQ: Is there his/her personality and family
a German use correct conjugation of
way to simple verbs
introduce use correct syntax, question
each other? building
start using the correct
pronunciation, intonationand
spelling
use a German dictionary
1B (2) Culture Function Personal and There are FQ: How to A: i, ii, iii Research Using descriptions learnt in Unit
cultural similarities and use the B: ii, iii, 1 to describe taste and
The German Conventions expression differences vocabulary C: i, ii, iii, Product appearance of food
Tradition of between learned in D: i, ii, iii research and
Christmas (What can I learn cultural Unit1 to testing
Concept of interculturally traditions. describe (sampling
Gemuetlichkeit about German taste? German foods!)
festivals?)
CQ: What 6.b
are the
intercultural
 MYP 4 CURRICULUM
AY 2015-2016

implications
of national
traditions?)

DQ: In which
way is
Christmas
celebrated
differently in
your
country?
3 Culture Function Globalization and Different FQ: How can A: i, ii, iii Research 1.Poster presentation
Food and sustainability: cultures have I buy the B: i, iii, My menu
drinking. Purpose commodities and different ways things I like? C: i, iii, iv 6.b 2. Dialogue in a restaurant
Shopping at commercialization of perceiving D: i, ii, iii Writing
the market commodities CQ: What 3. Reading compr.
and are some 4. Visual Text Interpretation
What´s in my (What are some commercializat possible Food Pyramid
shopping bag? possible pitfalls if ion pitfalls if we = communicate in a supermarket
Is it tasty? we buy food in buy food in = use numerals and masures
Germany?) Germany? = understand instructions in
recepies in German and be able
DQ: What to cook by following these
are my instructions
favorite = understand and use a wide
foods? range of food connected
vocabulary
= build the plural forms of word
in German
= use actively indefinite, definite
and negation
4 Communication Audience Globalization and A: i, iii Self- 1.Oral presentation
My home add 1 more sustainability: We have an FQ: How can B: i, iii management My dream home
How do I live? human impact on impact on the I explain C: i, ii, iv 2. Writing
What does my Context the environment environment others how I D: i, ii, iii 3.c House description
home look that we choose live? 3. Reading comp.
like? (How are to live in. = use the topic related
 MYP 4 CURRICULUM
AY 2015-2016

different forms of CQ: What vocabulary in spoken and

living around the are different written language
world affecting forms of = speak about needs, opinions,
the living likes and dislikes
environment?) around the = use adjectives
world? = describe things

DQ: How did

you live in
your home
country?
5 Creativity Form Orientation in What we A: i, ii Thinking 1.
Every day add 1 more time and space: communicate FQ: How can B: i, ii Diary writing (Mein Tag/Woche)
routine personal histories in our personal I describe C: i, ii, iii, iv 9c To write a diary in present tense
Point of journals are the way I D: i, ii, iii for a week.
And hobbies view evidence of spend my 2.
our time. leisure Picture description and Visual
time? Interpretation
Talking about activities and
(What are CQ: Are people.
different forms of some ways 3.
living around the of spending Reading comp.
world?) our leisure = use verbs with prefix
time better correctly
than others? = use correct verb
conjugation in spoken
DQ: Which
others and written language
hobbies = use correctly the
would you temporal prepositions
do or never = use time in an active
do? way
= use the correct
pronunciation,
intonation and spelling
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 Key Related Global Statement QUESTIONS OBJECTIVES ATL Skills Content
DESIGN Concept Concepts Context of Inquiry
Unit
1 Relations Sustainabilit Globalizatio Relationship FQ: What is B. Developing Ideas Thinking Skills- Adobe Photoshop/
GREEN hips y n and s are built globalization  Develop design Analyse current Tinkercad/ Fusion
Phone Perspective Sustainabilit among ? specifications, which clearly logos and discuss 360
Case y groups who states the success criteria what they meant.  Tools usage
Design -human share the CQ: How is a for the design of the  3D
impact on same brand solution Social Skills – design
the perspective. recognized?  Develop a range of feasible Interview
environment Why would design ideas, which can be respondents on
you consider interpreted by others their proposed
a simple or  Present the chosen design design ideas Use and Abuse of
complex and justify the solution Logo Concepts
design?  Develop accurate and Self-Management  common
detailed Skills – Plan the mistakes
DQ:Can logos planning/drawing/diagrams creation of the  use and abuse of
make or and outline requirements solution as well as symbols
break a for the creation of the development of  meanings of
product? solution the solution shapes and
C. Creating the Solution colors
 Construct a logical plan,
which describes the efficient
use of time and resources,
sufficient for peers to be
able to follow to create the
solution
 Demonstrate excellent
technical skills when making
the solution
 Follow the plan to create
the solution, which
functions as intended
 Fully justify changes made
to the chosen design and
 MYP 4 CURRICULUM
AY 2015-2016

plan when making the

solution
D. Evaluation
 Design detailed and relevant
testing methods, which
generate data, to measure
the success of the solution
 Critically evaluate the
success of the solution
 Explain how the solution can
be improved
 Explain the impact of the
solution on the client/target
audience
2 Communi Adaptation Identities People in FQ: A. Inquiring and Analyzing Thinking Skills – Adobe Photoshop
T-Shirt ties Perspective and different What is your  Explain and justify the need Analyse and Elements
Design Resources Relationship communities favorite for a solution to a problem compare different  tools
s reveal their brand? for a specified client/target design ideas and familiarization
-Identity identity by What is a audience aesthetic appeal  retouching
formation, creating vintage  Identify and prioritize  layers and
self-esteem, designs that design? primary and secondary Social Skills – navigation
status, roles reflect their Modern? research needed to develop Students will  typography
and role preferences. a solution to the problem survey different
models CQ:  Analyze a range of existing respondents DIY T-shirt
To what products that inspire regarding their  Heatpress
extent does solution to a problem proposed designs
the design  Develop a design brief,
influence which summarizes the Self-Management
your buying analysis of relevant research Skills – Plan the
choices? B. Developing Ideas creation of the
 Develop design solution as well as
How can you specifications, which clearly development of
create t-shirt states the success criteria the solution
designs? for the design of the
solution
DQ: Are any  Develop a range of feasible
ideas new, or design ideas, which can be
 MYP 4 CURRICULUM
AY 2015-2016

are interpreted by others

they new  Present the chosen design
versions of and justify the solution
old  Develop accurate and
designs? detailed
planning/drawing/diagrams
and outline requirements
for the creation of the
solution
C. Creating the Solution
 Demonstrate excellent
technical skills when making
the solution
 Follow the plan to create
the solution, which
functions as intended
D. Evaluation
 Design detailed and relevant
testing methods, which
generate data, to measure
the success of the solution
 Critically evaluate the
success of the solution
 Explain how the solution can
be improved

3 Systems Sustainabilit Fairness and Messages of FQ: What is a Inquiring and Analyzing Self- Amaya
Basic y Developmen a hopeful website?  Explain and justify the need Management – ExpressionWeb
Web Function t: future can for a solution to a problem students will need HTML
design -imagining a be realized CQ: How are for a specified client/target to follow CodeAcademy
hopeful thru websites audience guidelines to Adobe Dreamweaver
future sustainable made?  Identify and prioritize make the website  Header Tags
areas of primary and secondary  How to use
information DQ: What research needed to develop Research Skills – tables
access social issues a solution to the problem students will use  ApDivs
can we use in  Analyze a range of existing different tools to  Tables
 MYP 4 CURRICULUM
AY 2015-2016

our websites products that inspire create a website  Links

without solution to a problem
offending  Develop a design brief, Communication
anyone? which summarizes the skills – they will
analysis of relevant research talk to different
B. Developing Ideas clients to come up
 Develop design with a solution
specifications, which clearly
states the success criteria
for the design of the
solution
 Develop a range of feasible
design ideas, which can be
interpreted by others
 Present the chosen design
and justify the solution
 Develop accurate and
detailed
planning/drawing/diagrams
and outline requirements
for the creation of the
solution
C. Creating the Solution
 Demonstrate excellent
technical skills when making
the solution
 Follow the plan to create
the solution, which
functions as intended

4 Develop Perspective Personal and Designers CQ: What is a B. Developing Ideas Collaboration Adobe Photoshop
Poster ment Form Cultural adapt the poster?  Develop design Skills - works in CS2/CS3
Design Expression form specifications, which clearly teams to come up  tools
- IB - Critical in which What are the states the success criteria with a series of familiarization
Learner literacy, information IB Learner for the design of the solutions  retouching
Profile languages is Profiles? solution  layers and
and communicat  Develop a range of feasible navigation
 MYP 4 CURRICULUM
AY 2015-2016

linguistic ed in order FQ: What are design ideas, which can be Thinking Skills –  typography
systems; to make the possible interpreted by others find out what
histories of it accessible dimensions  Present the chosen design works best for IB Learner Profile
ideas, fields to the end- to make a and justify the solution each item for the  revisit IB Learner
and user. poster?  Develop accurate and design by profile
disciplines; What themes detailed brainstorming
analysis and should I planning/drawing/diagrams and making
argument choose to and outline requirements feasible design
make it more for the creation of the ideas.
appealing? solution
C. Creating the Solution
DQ: Are  Construct a logical plan,
posters a which describes the efficient
tool of use of time and resources,
propaganda? sufficient for peers to be
able to follow to create the
solution
 Demonstrate excellent
technical skills when making
the solution
 Follow the plan to create
the solution, which
functions as intended
 Fully justify changes made
to the chosen design and
plan when making the
solution
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 FACTUAL,
KEY RELATED STATEMEN
VISUAL GLOBAL CONCEPTUAL, OBJECTIVES ATL SKILLS
CONCEP CONCEP T OF CONTENT
ARTS CONTEXT AND DEBATABLE
T TS INQUIRY
UNIT QUESTIONS
1 Aesthetic Innovatio Scientific Beauty in What is A.i. demonstrate knowledge and understanding Information 1. Experimentatio
Proporti s n, and human proportion? Who of the art form studied, including concepts, literacy: collect, n with figure
on in Represen technical body can and how did processes, and the use of subject-specific process drawing
Figure tation, innovation be Renaissance terminology information 2. Investigation
Drawing Narrative (Proportio measured artists explore A.ii. demonstrate an understanding of the role of on Da Vinci and
n, scale, through human body the art form in original or displaced contexts Reflection skills: Michelangelo
and proportion proportion in A.iii. use acquired knowledge to purposefully consider content, who has
symmetry) their work? (FQ) inform artistic decisions in the process of process, keep a explored
creating artwork. journal to record proportion in
How does the reflections figure drawing.
consideration of B.i. demonstrate the acquisition and 3. Analysis on
proportion can development of the skills and techniques of the Organization Michelangelo
make our art art form studied. skills: planning and Da Vinci’s
more beautiful? B.ii. demonstrate the application of skills and strategies, meet work
To what extent, techniques to create, perform and/or present deadline, take 4. Ideation and
should we use art. action Design
proportion in our Development
art? (CQ) C.i. develop a feasible, clear, imaginative and Affective skills: 5. Work Process
coherent artistic intention. self motivation, Development
Is human body C.ii. demonstrate a range and depth of creative- mindfulness 6. Peer
proportion always thinking behaviours Assessment
correct? (DQ) C.iii. demonstrate the exploration of ideas to Creative thinking: and Evaluation
shape artistic intention through to a point of consider multiple 7. Outcome:
realization. alternatives, use Figurative
existing works drawing with
D.i. construct meaning and transfer learning to and ideas in a the application
new settings. new way of correct
D.ii. create an artistic response that intends to proportion.
reflect or impact on the world around them
D.iii. critique the artwork of self and others. 

 MYP 4 CURRICULUM
AY 2015-2016

2 Aesthetic Composit Scientific Viewpoints Describe the A.i. demonstrate knowledge and understanding Media literacy 1. Experimentatio
Viewpoin s ion, and and origin of of the art form studied, including concepts, skills: Understand n with
ts and Visual technical perspectiv photography? processes, and the use of subject-specific the impact of viewpoints,
perspecti culture innovation es can be What are the terminology media perspective
ves in (the the theme principles of A.iii. use acquired knowledge to purposefully representations and
photogra impact of for photography? inform artistic decisions in the process of and modes and compositions
phy photograp composing (FQ) creating artwork. presentation, using digital
hy) aesthetical communicate devices
ly pleasing How to define a B.i. demonstrate the acquisition and information using 2. Investigation
photograp good development of the skills and techniques of the variety of media on composition
hy, which photograph? art form studied. and lighting in
show (CQ) B.ii. demonstrate the application of skills and Creative thinking: photography.
understan techniques to create, perform and/or present consider multiple 3. Composition
ding of Is photography a art. alternatives analysis on
compositio form of art? Is it various
n. better than C.ii. demonstrate a range and depth of creative- Reflection skills: photographs
painting? (DQ) thinking behaviours consider content, 4. Photo hunting
process, keep a session,
D.iii. critique the artwork of self and others. 
 journal to record discussion, and
reflections selection
process
5. Printing
process and
presentation
6. Peer
Assessment
and Evaluation
7. Outcome:
Photography
exploration
series.
3 Culture Composit Personal The style What are the A.ii. demonstrate an understanding of the role of Information 1. Experimentatio
Decorati ion, style and and cultures that have the art form in original or displaced contexts literacy: collect, n with pattern
ve Arts cultural compositio explored A.iii. use acquired knowledge to purposefully process, and and motif
expression n of ornaments, motif, inform artistic decisions in the process of evaluate drawing
(cultural different and pattern in creating artwork. information 2. Investigation
 MYP 4 CURRICULUM
AY 2015-2016

symbols patterns their heritage? on decorative

and visual and motifs (FQ) B.i. demonstrate the acquisition and Critical thinking art from
literacy) are the development of the skills and techniques of the skills: gather and various
expression What are the art form studied. organize relevant cultures
of a relationship B.ii. demonstrate the application of skills and information, 3. Ideation and
culture. between the techniques to create, perform and/or present compare and Design
ornaments/ art. contrast, draw Development
motif/pattern and conclusion based on
their culture and C.ii. demonstrate a range and depth of creative- several motifs
history? Why do thinking behaviors Creative thinking: from different
these cultural arts C.iii. demonstrate the exploration of ideas to consider multiple culture
are changing shape artistic intention through to a point of alternatives, use 4. Work Process
(developing/disap realization. existing works Development
pearing) and ideas in a 5. Peer
throughout time? D.ii. create an artistic response that intends to new way Assessment
(CQ) reflect or impact on the world around them and Evaluation
Is it important for D.iii. critique the artwork of self and others. 
 Reflection skills: 6. Outcome:
a culture to have consider content, Decorative arts
these decorative process, keep a drawing.
arts? (DQ) journal to record
reflections

4 Commun Expressio Scientific How can What career can A.i. demonstrate knowledge and understanding Information 1. Review on art
Art ication n and art be be obtained of the art form studied, including concepts, literacy: collect, elements and
Career Technical considered which related processes, and the use of subject-specific process, and principles
Poster innovation as our with visual arts? terminology evaluate 2. Experimentatio
(industriali future (FQ) A.iii. use acquired knowledge to purposefully information n with
zation in career? inform artistic decisions in the process of composition
art) How have these creating artwork. Critical thinking and layout.
art related career skills: gather and 3. Investigation
developed B.i. demonstrate the acquisition and organize relevant on various art
throughout time? development of the skills and techniques of the information, related
How do these art form studied. compare and careers.
careers similar B.ii. demonstrate the application of skills and contrast, draw 4. Analysis on a
and different techniques to create, perform and/or present conclusion chosen specific
from each other? art. art career
 MYP 4 CURRICULUM
AY 2015-2016

(CQ) Creative thinking: 5. Thumbnails

C.i. develop a feasible, clear, imaginative and consider multiple and layout
Are these art coherent artistic intention. compositions, use design
related career C.ii. demonstrate a range and depth of creative- brainstorming development
more promising thinking behaviours and visual 6. Work Process
comparing the C.iii. demonstrate the exploration of ideas to diagrams, create Development
other? (DQ) shape artistic intention through to a point of novel solutions to 7. Peer
realization. authentic Assessment
problem and Evaluation
D.iii. critique the artwork of self and others. 
 8. Outcome: Art
Media literacy related career
skills: poster
communicate
information and
ideas using a
variety of media

5 Form Interpret Personal Symbols What is paper A.i. demonstrate knowledge and understanding Information 1. Experimentatio
3D Hand ation and and mache sculpture of the art form studied, including concepts, literacy: collect, n on hand
Sculpture Cultural convention art? Which processes, and the use of subject-specific process drawing
Expression s used to sculptors that terminology information 2. Experimentatio
(Artistry, convey explore ‘hand’ A.iii. use acquired knowledge to purposefully n with paper
cultural meaning artistically in their inform artistic decisions in the process of Reflection skills: sculpture
symbols, to work? What do creating artwork. consider content, 3. Investigation
gesture) audiences they represent in process, keep a on cultural
are their culture? B.i. demonstrate the acquisition and journal to record symbols
influenced (FQ) development of the skills and techniques of the reflections through hand
by time art form studied. gestures
and space. How should we B.ii. demonstrate the application of skills and Organization 4. Ideation and
appreciate 3D techniques to create, perform and/or present skills: planning Design
arts in art. strategies, meet Development
comparison with deadline, take 5. Work Process
2D arts? Why are C.i. develop a feasible, clear, imaginative and action Development
hands are so coherent artistic intention. 6. Peer
often used as a C.iii. demonstrate the exploration of ideas to Affective skills: Assessment
symbol/icon in art shape artistic intention through to a point of self motivation, and Evaluation
in relation with realization. mindfulness 7. Outcome: a
 MYP 4 CURRICULUM
AY 2015-2016

their culture? paper

(CQ) D.i. construct meaning and transfer learning to sculpture of
new settings. hand gesture
Are 3D art better D.iii. critique the artwork of self and others. 
 with symbols
than 2D art? (DQ) and meaning
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 KEY RELATED GLOBAL STATEMENT OF INQUIRY QUESTIONS OBJECTIVES ATL SKILLS CONTENT
MUSIC CONCEP CONTEXT INQUIRY
CONCEP
T Factual question
UNIT TS
Conceptual Qn
Debatable Qn

1 Commun Boundari Personal Music notation FQ .What separate A.I. Demonstrate Self Students will be learning
Learning i- es and and music components does one knowledge of the art management to read music as well as
an cation cultural performance are need to master, to learn form studied, - affective skills learning elementary
Instrumen expression both nonverbal to play an instrument ? including concepts, skills on an instrument.
t (students languages of processes, and the Practise focus
can extend communication CQ.How can we study use of appropriate and If they cannot play the
and enjoy through which music ? language concentration keyboard, the get some
their we can express A.II. Demonstrate Demonstrate elementary lessons,
creativity) ourselves DQ Why bother learning knowledge of the persistence and otherwise they can try
to read music? role of the art form perseverance the violin or another
in original or instrument of choice.
displaced contexts Reflection: use
A.III. Use acquired regular Importance of posture,
knowledge to inform journaling to good technique, style.
their artwork. keep a record of
reflections
B.I. Demonstrate the
acquisition and Communication
development of the
skills and techniques
of the art form
studied
B.II Demonstrate the
application of skills
and techniques to
create, perform
and/or present art.

C.I. Outline a clear

and feasible artistic
intention
 MYP 4 CURRICULUM
AY 2015-2016

C.II. Outline
alternatives,
perspectives, and
imaginative solutions
C.III. Demonstrate
the exploration of
ideas through the
developmental
process to a point of
realization.

D.I. Outline
connections and
transfer learning to
new settings
D.II. Create an artistic
response inspired by
the world around
them
D.III. Evaluate the
artwork of self and
others.
2 Change Role Fairness Songs can FQ. What songs can you A.I II Research skills How can music inspire
Songs Expressio and motivate people find that influenced C. I II III (survey and change?
that n developme towards fairness people to think D.I II internet)
changed nt and equality. differently? Inquire from other
the (Equality, CQ. Why are some Research skills adults which songs they
course of imagining a songs more successful ….information think changed the
history hopeful than others ? literacy skills course of history – and a
future etc) DQ. Is the music of Access comment why
equal importance to the information to
lyrics in an enduring be informed and Reggae music- its impact
song? inform others on Jamaica and the
Communication world
Skills Its style
Negotiate ideas
and knowledge
 MYP 4 CURRICULUM
AY 2015-2016

with peers and

teachers
3 Form Composit Orientation Musical form FQ.What musical forms Ai ii iii Thinking skills…. The ground Bass an d its
Ground ion in time and describes (compositional B i ii Practise use in Baroque Music
Bass structure space compositional structures)do we know? C i ii iii observing (Purcell, Pachabel)
Compositi (Scale, structures in What is a ground bass D i ii iii carefully in order Creating melodies from
on duration, which sequence variation? As above to recognize simple to more complex
frequency in time and CQ. Why is form problems to fit with a chordal
and space is important in music? progression
variability) prescribed. DQ. Is there form in the Reflection Combining melodies and
natural world? Skills… instruments to create a
Keep a journal to pleasing performance
record Playing together in
reflections music ensemble
5 Commu Audience Personal Innovative FQ.What is the Ai ii ii Collaboration Structure of a pop song
Pop Songs nication Innovati and expression in art structure and what are B i ii (work together Students analyse a pop
on Cultural is essential in the essential elements C I iii iii with others to song and do a
Expression order to of a pop song? D I ii iii create and presentation on it
(How can communicate to CQ. How does pop As above perform a song) Chord progressions in
we express a wide audience. music appeal to young pop songs
our ideas people? Communication How to arrange a song
and DQ.Do pop songs (communicating to make it interesting
feelings) influence the behavior an idea through Common band
of young people? the means of instruments: guitar, bass
song) guitar, drum kit
keyboards
Writing a pop song and
playing in a group
5 Change Composi Scientific Logical FQ. What is tonal Ai AiiAiii Creative thinking Disssonance in the 20th
New rules tion and mathematical music? Bi Bii (create entirely century particularly
music – 12 innovatio technical innovation What is atonal music? CiCiiCiii new music that regarding music.
tone music n innovation combined with CQ. Is a mere Di DiiDiii is original and
(systems, change produces organisation of pitches As above personal) Learning about the 12-
methods) a new real music?...what tone compositional
compositional about the emotional Reflection method.it
method. aspect? (Keep a process Creating a tone row and
DQ. Is there a future for journal to show 3 variants
 MYP 4 CURRICULUM
AY 2015-2016

atonal music thinijng

processes etc) Using musical
understanding, arrang
the tone rows,
rhythmically,
harmonically and
melodically to create a
meaningful piece of
music.
6 Aestheti Audience Identities Through the FQ. What music will we B I Bii Collaboration Practicing ensemble
Performanc cs Expressio and inter- play? D iii skills music – for example
e n relationshi relationship CQ. How can we Communication recorder trio, violin
ensemble ps between improve our skills duet, class ensemble
(Co- performers, performance ?
operation) individual DQ. What does a bad
identity is performance look like
blended to and sound like?
create a new
expression of
sound.
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4 KEY CONCEPT RELATED GLOBAL STATEMENT OF Factual Q OBJECTIVES ATL SKILLS CONTENT
MEDIA CONCEPTS CONTEXT INQUIRY Conceptual Q
UNIT (exploratio Debatable Q
n)
1 Aesthetics Style Orientation Many visual FQ: What are the A1 Critical Thinking Film History
Presentation in Time and techniques of different visual Ai, ii, iii Skills: Examine the How the motion
Film Space contemporary techniques? Bi, ii influence of the ‘old pictures became the
History cinema have their C I, ii, iii movies’ in modern movies
sources in the early CQ: Why do we study Di, ii, iii cinema basic
years of the craft. film history? film
shots
DQ: Is there such a thing and
as an original idea? editing
techni
ques
2 Change Interpretation Fairness Media can be a FQ: What is a photo Ai, ii, iii Thinking skills: map Introduction to digital
Composition &Develop vehicle for change essay? Bi, ii the creative process photography
Photo ment: that makes it C I, ii, iii in the arts process techniques
Essay imagining a possible for us to CQ: What makes home, Di, ii, iii journal to generate Introduction to critical
hopeful imagine a hopeful home? new ideas and media analysis
future future. questions
How can media
influence others and Organization
effect change? Meet deadlines
plan strategies and
DQ: Is media take action to
manipulative? achieve personal
and academic goals
select and use
technology
effectively and
productively
3 Identity Genre Identities & Spectators FQ: What are film Ai, ii, iii Media Literacy Storytelling and visual
Action Structure relationshi recognize film genres? Bi, ii skills: techniques in action
Films p: identity genres by their CQ: How do action films C I, ii, iii locate,organise, films
 MYP 4 CURRICULUM
AY 2015-2016

conventions. make use of conventions Di, ii, iii analyse, evaluate, Analysing M:I films
to capture audience synthesize and
interest? ethically use
DQ: Do viewers watch information from a
action films only for the variety of sources
action and spectacle? and media

4 Communication Narrative Personal Artistsoften make FQ: What is digital story Ai, ii, iii Research skills Storyboarding
Digital Structure and use of their craft for telling? How do we Bi, ii (creating a Collaborative work in
Storytelli Cultural personal expression. create a storyboard? C I, ii, iii storyboard) filmmaking
ng Expression Di, ii, iii
CQ: Why do artists make Thinking skills
use of their work to (identifying
express themselves? problems and
develop aims, goals
DQ:What do we know by and objectives in
looking at each other? designing a
What don’t we know if storyboard)
we look at each other?
 MYP 4 CURRICULUM
AY 2015-2016

MYP 4/5 KEY CONCEPT RELATE GLOBAL STATEMENT OF Factual Q OBJECTIVES ATL SKILLS CONTENT
French D CONTEXT INQUIRY Conceptual Q
UNIT CONCEP (exploration) Debatable Q
TS
1 Communication Purpose Personal and Getting to know FQ: How can I A1 Communicati Common
Point of cultural new friends and describe friends Ai, ii, iii on expressions
Mesamiss view expression discovering more and other people Bi, ii Research with Etre.
onttesami creativit about France and C I, ii, iii skills Adjectives :
s y its people open CQ: What is the Di, ii, iii forms and
new perspectives purpose the placement
to provide a cliché? Vocabulary
better on
understanding of DQ: Can we ever personality
one’s culture. speak without any description.
cliché/bias? C’est/ilest

Assignment
:
L’heuredans
ta culture
Les clichés
dans ta
culture
2 Communication Functio Identities and Organizing a FQ: What Ai, ii, iii Collaboration Common expressions with
n relationships balanced subjects/activitiesa Bi, ii Transfer Avoir
Faire des culture schedule is key to re you engaged in? C I, ii, iii Common expressions with
projets de one’swell being. Di, ii, iii faire
week-end CQ: What is the Words for questions
benefit of a The verb Aller. Construction
balanced weekly aller + infinitive
schedule? The verb venir.
Construction Venir de +
DQ: Can we plan infinitive
for everything? Present tense with depuis.
Assignments:
- Présentationorale
d’un emploi du
 MYP 4 CURRICULUM
AY 2015-2016

temps
- Compréhension de
texte: Salut Brigitte
-
3 Identity Context Identities & We are learning FQ: How to Ai, ii, iii Research Past tense with the verb
Le passé Structur relationship: based on our past communicate in Bi, ii skills “avoir”.
estnotre e identity experiences. the past tense/talk C I, ii, iii (investigating Common irregular past
histoire about past events? Di, ii, iii a chateau) participles –
CQ: How do past Communicati Past tense with “etre”
experiences on skills Verbs: Prendre/mettre
matter? Something/someone and
DQ: Is it important their opposites.
to learn about the
past?
4 Connections Idiom Personal and What people FQ: How to Ai, ii, iii Communicati Verbes :pouvoir/vouloir/de
Bon Word Cultural cook, serve and order/shop/talk Bi, ii on voir/boire/ payer + ilfaut.
appétit choice Expression eat is a reflection about C I, ii, iii The partitive article.
of their culture. foods/cuisine? Di, ii, iii Collaboration Quantities with
adverbs/nouns.
CQ: Why is the Vocabulary on
coffee food/drinks/specialty
shop/restaurant shops/.
more than a place
to drink
coffee/consume a
dish?

DQ: Can the

“cuisine” be part of
the world
heritage?