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.
Understanding contexts helps different generations connect effectively.
Identities and relationships
Lifestyle choices, Identity formation, Attitudes
Connections
Message, Context, Empathy
ATL skills Social II. Collaboration skills Working effectively with others Practise empathy Listen actively to other perspectives and ideas Self-management V. Reflection skills (Re-)considering the process of learning; choosing and using ATL skills Consider content What did I learn about today? What don’t I yet understand? What questions do I have now?
Factual How is my school life different from that of my parents and grandparents? How was my parents/grandparents life similar or different to mine (technology, school/social life, leisure)? Conceptual How do I use the imperfect tense to describe habitual past actions and contrast using comparatives? How does communication help connect two generations? Debatable Is my life easier compared to that of my parents/ grandparents?
Crit B: Reading (Student will read a text related to the unit and answer comprehension questions) Crit D: Writing (Students will write a text based prompt about the unit)
Knowledge of traditions and celebrations helps us understand culture and express our point of view.
Personal and cultural expression
Belief system Philosophies and ways of life
Culture
Context, Meaning, Point of View
Social - Practice empathy - Delegate and share responsibility for decision-making Research: - Collect, record and verify data - Make connections between various sources of information - Present information in a variety of formats and platforms
Factual: - What are the different celebrations in the target country? How are they celebrated ? - How do you celebrate your favourite festival(s)? - How have celebrations evolved over time? - What are similarities and differences between a festival in your home country and a festival in a target country? Conceptual: - How can I express my opinions about another culture's festivals empathetically? (Point of view) - How do I talk about my past experiences about festivals and celebrations? (Indefinite Tense) Debatable: - Why are celebrations important? (Point of view)
Criterion A: Listening (Students will watch a video related to the unit and answer comprehension questions) Criterion C: Speaking (Students will describe festivals in the target culture and answer questions provided from the teacher.
Cultural perspectives and target audience influence word choice and message in advertisement.
Personal and cultural expression
Social constructions of reality Creation Products
Perspective
Context Word Choice Message
Communication: - Give and receive meaningful feedback - Use intercultural understanding to interpret communication - Use appropriate forms of writing for different purposes and audiences - Read critically and for comprehension - Make inferences and draw conclusion.
Factual: - What are the elements of an advertisement (visual/audio/video)? - What are the different types of advertisements? - What persuasive techniques are used by advertisers? Conceptual: - How do cultural values/perspectives influence advertisers? - How does word choice add value to advertisements? Debatable: - To what extent are advertisements credible? - Are advertisements social influencers or does society influence advertisements?
We will combine Crit C ( speaking) and Crit D ( writing) Students will speak about the unit topic and answer questions from the teacher. Students will write a text based on the unit.
Structure and word choice help us purposefully express our identity in work-related interactions.
Identities and relationships
Personal efficacy and agency, Happiness and the good life, Motivation, Competition and cooperation
Communication
Structure Purpose Word Choice
Communication: - Use a variety of speaking techniques to communicate with a variety of audiences - Interpret and use effectively modes of non-verbal communication Social skills: - Practise empathy - Listen actively to other perspectives and ideas Self-management: -What did I learn about today? -What don’t I yet understand? -What questions do I have now?
Factual : - What are the characteristics and required skills of different jobs? - What are my strengths and positive qualities? Conceptual : - How do structure and word choice reflect formal communication? Debatable : - Is a job interview about "selling yourself"?
Crit. A - Listening (students watch a video of an interview and respond to comprehension questions) Crit. C - Speaking (Students will speak about job interviews and answer questions provided by the teacher)
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5