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.
To introduce ourselves and connect with people, our message follows language patterns.
Identities and relationships
Identity formation, Roles and role models
Connections
Message Patterns
Self-management skills: - Bring necessary equipment and supplies to class - Keep an organized and logical system of information files/notebooks - Understand and use sensory learning preferences (learning styles) - Select and use technology effectively and producitvely
Students will be able to: - talk about themselves (age, nationality, personality, likes and dislikes) - identify and use adjectives for descriptions - talk about their family - use simple sentence structures to have a basic conversation to introduce themselves - identify basic variations of language in a formal or informal context. - write an email to a friend Grammar: - Numbers - Masculine/feminine nouns and articles - Regular verbs (1st group) - key verb conjugations: to be/to have - Adjective agreement
Factual: - How do I introduce myself and greet people in the target language? - How do I do conjugate basic verbs in the present tense to describe myself? - How can I describe myself and my family members? (physical appearance / personality) - How does gender-number agreement work? Conceptual: - How do I differentiate between talking to someone formally/ informally? - How different are patterns between languages? Debatable: To what extent, is the conjugation of verbs important?
Criterion B - Reading (Students will read a text related to the unit and answer comprehension questions) Criterion D - Writing (Students will write a text based on a prompt about the unit)
Word choice is used purposefully and creatively to describe where and how we live.
Orientation in space and time
Natural and human landscapes and resources, Peoples
Creativity
Purpose Word Choice
Communication skills - Give and receive meaningful feedback Organization skills - Create plans to prepare for summative assessments (examinations and performances) - Bring necessary equipment and supplies to class - Keep an organized and logical system of information files/notebooks
Students will be able to: - describe their locality, the services available like school, hospital, etc. - identify different types of houses and some of their features - describe their home - describe the furniture in different rooms - use basic prepositions to locate objects and places - use the present tense of regular verbs. - use a few key irregular verbs
Factual: - What type of house do you live in and where is it located? - What are the rooms in your house? - What furniture do you have in your house? - What adjectives can you use to describe your house? - What are the key question words? - What are the different places in your neighbourhood? Conceptual : - What factors do we needto consider while choosing our house? - How do we conjugate regular verbs in present tense? - How do we describe the location of places and objects? Debatable: Is location or are home features more important when we select a house?
Criterion A - Listening ((Students will watch a video related to the unit and answer comprehension questions) Criterion C - Speaking (Students will receive an image related to the unit. They will describe the photo and answer questions from the teacher)
Different text forms and functions facilitate cultural exchange.
Personal and cultural expression
Systems and institutions
Culture
Form Function
Communication skills: - Take effective notes in class - Write for different purposes - Organize and depict information logically Thinking skills: - Draw reasonable conclusions and generalizations
Students will be able to: - tell the time - describe their daily routine - describe and compare a typical day in their school with that of another culture - talk about their school subjects - give opinions (on their school subjects and other aspects of school life) - identify and use the conventions of a blog/brochure - say how they go to school - describe their school facilities - use connectors for time - use conjunctions such as because, and, or, etc. - use present tense with regular verbs, reflexive verbs and key irregular verbs
Factual: - What are the format conventions of a blog ? - What is my typical school day? - How does my school day compare to a school day in another culture? - What subjects do I study at school and how can I give opinions about them? - How do I talk about my daily routine ? (Reflexive verbs and telling time) Conceptual: - How do certain text forms have a stronger impact on the audience? - How do we find out information from others ? (Interrogative words) Debatable: - Why is school in person more engaging than online school?
Criterion A - Listening (Students will watch a video related to the unit and answer comprehension questions) Criterion D - Writing (Students will write a text based on a prompt about the unit)
We express ideas and opinions effectively with a sense of audience.
Personal and cultural expression
Cultural exposure and leisure activities
Communication
Audience Meaning
Communication skills: - Read critically and for comprehension - Preview and skim texts to build understanding. - Organize and depict information logically Research Skills: - Use memory techniques to develop long-term memory
Students will be able to: - give general information about where they normally go on holiday (For how long? Who with?) - express simple opinions on different holiday destinations - explain what they are going to do on holiday (to use the immediate future tense) - ask for and give directions in town (to address someone formally and use courtesy expressions) - locate places using landmarks (to use some prepositions) - buy a souvenir/snack - write a postcard to a friend or a family member (to address someone informally and use the conventions of a postcard) - describe the weather
Factual: - What are the different types of holiday destinations and what activities does one do there? - How do I talk about the weather? - What do we consider and then pack when we go on holiday? - What are the different modes of transport we use? Conceptual: - How can I express near future plans? - How does a language differentiate formal and informal register? Debatable: Is it important to travel somewhere for a holiday?
Criterion B - Reading (Students will read a text related to the unit and answer comprehension questions) Criterion C - Speaking (Students will receive an image related to the unit. They will describe the photo and answer questions from the teacher)
Other grades for this subject: MYP 2 · MYP 3 · MYP 4 · MYP 5