Integrated humanities — history, geography, civics and economics taught as one strand.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Per-subject overview only; grade-level cross-subject sheet pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Global Trade brings with it global responsibilities to make a future that is fair for all.
Globalisation and Sustainability
People, Boundaries, Exchange and Interaction
Global Interactions
Processes, Equity, Globalisation
Research Skills: Information Literacy skills: Finding, interpreting, judging and creating information Collect and analyse data to identify solutions and make informed decisions Process data and report results Use critical literacy skills to analyse and interpret media communications
Factual: What is globalization? What is aid? What kind of trade agreements do countries form with each other? Conceptual: Why do we trade? How important can trade be to the success of a society? How can global trade be fair for all? How do countries restrict trade? Why do countries sometimes want to restrict trade? Debatable: To what extent do the benefits of modern globalization outweigh its negative effects? Is aid an effective strategy for ending poverty?
Crit B and D Crit A and C Students will conduct a research investigation on the role of trade in promoting sustainable development and achieving the Sustainable Development Goals (SDGs).They will then create a detailed report that showcases their understanding of the core concepts related to globalization and trade. They will then present their findings, where they will communicate the key concepts, research findings, and their analyses. Students will create a video presentation critically discussing the winners and losers of globalization and the effectiveness of trade and aid in promoting development.
Civil rights and social protest moments have led to significant changes in the fairness and equality of societies.
Fairness and Development
Human capability and development
Change
Causality
Collaboration; critical thinking
Factual:What are rights? What are responsibilities? Which actions and events lead to resistance? How do societies portray resistance? Conceptual: Why do societies protest? (Identify examples of protests happening around the world) What are the ways in which the masses protest against authority? How can a protest bring about a change? How effective are violent protests? Why do people resist change?Debateable: Are protest movements always successful? Is it better for governments to restrict certain human rights?
Crit B and C Students will research, analyze, and present a holistic investigation on the interconnectedness of psychological, social, and economic systems and their influence on the future of society. The assessment is structured into four key parts that address all four criteria.
Scientific and technological innovation can influence the development of systems to effectively manage and utilize resources
Scientific and technological innovation
Systems, models,methods,products, processes and solutions
Development
Resources
Self Management
Factual What is Resource Management? What is sustainability? What are the different SDGS? Conceptual Questions: How can innovation shape how society manage and value resources? Debatable Question : To what extent should sustainabale development be given priority over economic development? Should there be investments in technological innovation for resource management?
Crit A,B,C, D.
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4