Four unit themes rotate per year. Recurring lenses: identity, persuasion, poetry, narrative.
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.
Creators use their unique voice and creative choices to evoke a specific response from their audience.
Personal and Cultural Expression
Creation and Craft
Communication
Genre and Style
Communication: Use a variety of organisers for academic writing task Creative Thinking: Create original words and ideas; use existing works and ideas in new ways
Students will: - Explore and analyze Maus by Art Spiegelman - Understand the conventions of a graphic novel. - Read and analyze speeches - Understand the structure and conventions of a speech - Identify and analyze persuasive techniques - Compare and contrast the graphic novel and a speech to identify similarities and differences - Write a compare and contrast essay - Write a speech demonstrating an understanding of genre conventions and rhetorical devices.
Factual: What is the difference between fear and horror? What are the conventions writers and filmmakers use to create fear in the audience ? Conceptual: Why is there a popular fascination with horror? Debatable: Are fear and horror texts informed by pre-existing social fears, or do they embed new fears into societies? Is horror a commentary on reality?
Compare and Contrast Essay Ai, Aii, Aiii, Aiv, Bi, Bii, Biii, Compare or contrast In the analysis students should be able to bring out how the wrtiers' influnece/ impact audience's perspectives on the above themes. PEEL structure- analyse how techniques shape meaning and support the point.
Creators examine human dignity and the interpersonal connections through the characters in their works.
Identities and Relationships
Human nature and dignity
Connections
Character
Research: Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Transfer Skills: Inquire in different contexts to gain a different perspective
Students will: -Explore the theme of love through the analysis of different forms of poetry and epistolary texts like letters and emails. -Investigate the structural elements and conventions of poetry and epistolary texts -Examine how linguistic and stylistic choices convey themes of love and relationships in the text types -Compose a personal letter or email expressing affection and appreciation for a chosen recipient. -Deliver an oral presentation that effectively communicates personal reflections on the writing process and the impact of stylistic choices.
Conceptual: How does social responsibility shape our values and dignity across generations? How do a person’s value systems impact relationships? Factual: What are individualism and collectivism? What are the conventions of a play? Debatable: Does every relationship come with a different set of rules? Are broken relationships repairable?
AoL: Choice board and continuous assessment Ci, Cii, Ciii, D - all
Our perspective on inequality, difference and inclusion is influenced by the context in which we live.
Fairness and Development
Inclusion, inquality, difference
Perspective
Theme and Point of view
Self-Management: Keep an organised and logical system of information files/notebooks (annotations + themes) Critical Thinking: Gather and organise relevant information to formulate an argument
Students will: -Demonstrate understanding of key themes, characters, and plot points in All My Sons. -Identify and explain the connections between the play and contemporary societal issues. -Develop critical thinking skills to analyze characters' motivations and the consequences of their actions. -Demonstrate effective research skills to gather information about relevant societal issues. -Apply understanding of character relationships and interactions to analyze team dynamics in sports. -Communicate effectively using sports commentary language to describe and analyze gameplay. -Create a podcast that effectively communicates their analysis of the play and its connection to sports.
Factual: What are the conventions of a graphic novel? What are the different kinds of war? Conceptual How does the structure of a text contributes to its meaning? How does the guilt of surviving a war influence an individual's way of thinking? Debatable Do the powerful have a hold over implementation of fairness and justice in society? Can war ever be eradicated? (internal and external conflicts)
Compare and Contrast Essay Ai, Aii, Aiii, Aiv, Bi, Bii, Biii, Di, Dii, Diii, Div novel and speech Compare or contrast perspective on issues of power, privilege, safety or freedom. In the analysis students should be able to bring out how the wrtiers' influnece/ impact audience's perspectives on the above themes. PEEL structure- analyse how techniques shape meaning and support the point.
The poetic expression of love connects audiences.and evolves with time.
Orientation in space and time
Time, place and space/ Communities- How love evloves over time through the text types.
Connection
Style, Theme
Communication: Read critically and for comprehension Creative thinking: Combine knowledge, understanding and skills to create products or solutions
Students will: -Define the horror genre and identify its key conventions. -Explore different sub-genres of within horror (e.g. psychological, supernatural, slasher, etc. ) -Analyse and evaluate the construction of horror in literary texts i.e. extracts from short stories and cinematic texts i.e. short films. -Identify and analyze key cinematic techniques used to create horror (e.g., camera angles, lighting, sound, editing). -Identify and analyse literary devices used to create horror (e.g., symbolism, foreshadowing, imagery, setting). -Explore the interplay of visual and literary devices to create fear and suspense. -Compare and contrast the construction of horror in film and literature. -Review key command terms and question types for the EOYA. -Practice writing analytical and evaluative responses to EOYA style prompts.
Factual: What is love? (not just romantic love) What are the conventions of the text types (love songs, love poetry, letter witing) that we will use to explore the concept of love? Conceptual: How does literature shape our idea of love? What do you epxerience when you fall in love? How does love help overcome barriers? How do the writers communicate themes of love and relationships through linguistic and stylistic choices? Debatable: Can love be dangerous? Can literature give us unrealistic idea of love?
EOY. Ai, ii, iii, iv; Bi, ii, Ci, ii, iii, Di, ii, iii iv.
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 5