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.
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.
In our globalized world, migrants and cultures must embrace change, its challenges and opportunities.
Globalization and sustainability
Population and demography, Diversity and interconnection
Change
Context, Meaning,Empathy, Point of view
Self-management V. Reflection skills (Re-)considering the process of learning; choosing and using ATL skills Keep a journal to record reflections Research VI. Information literacy skills Finding, interpreting, judging and creating information Access information to be informed and inform others
- Defining migration and other key terms related to this concept - Defining different types of migration - Understanding why people migrate - Understanding how immigration enriches a country and culture - To narrate past experiences - To incorporate more idiomatic language structures - To make a narration more personal - To write a diary entry - Succession of events - Pluperfect tense - Past tenses - Various connectors - Verbs followed by a preposition - Adjectives (emotions, impressions) - Adverbs - Modal verbs (expressing a wish)
Factual: - What is migration? (defining key terms related to migration) - What are common causes and consequences of migration? - What are some challenges and opportunities migrants might experience in the new culture? -What is the current situation of migration in different Spanish Speaking countries? Conceptual: - How does immigration impact a person (his/her identity and traditions)? - How does immigration impact a culture? - How can I narrate personal experiences more vividly? (past narration with various past tenses, idiomatic structures such as subjunctive, rhetorical devices such as simple metaphors...) Debatable: - Should a migrant embrace a host culture? -Can you be a migrant within your own country?
Crit B - Reading (Student will read a text based on the unit and answer comprehension quesitons) Crit D - Writing (Students will write a text based on a prompt related to the unit)
Meaningful communication for an audience serves the purpose of cultivating solidarity within and between communities.
Identities and relationships
Happiness and the good life, Consciousness and mind, Roles and role models
Communities
Audience, Function, Meaning,argument, purpose
Social: - Manage and resolve conflict and work collaboratively in teams - Advocate for one’s own rights and needs Communication: - Use a variety of speaking techniques to communicate with a variety of audiences - Organise and depict information logically Thinking: - Evaluate and manage risk
- Defining and understanding the concept of solidarity and how service in the community fosters solidarity - Describing different service actions and their positive impact on the volunteers and the community - Learning oral and written strategies to advocate for a cause - Writing a speech (format) - Using persuasive language strategies (in writing and orally) - Building an argument - Organising ideas logically / connecting ideas - Gerund - Subjunctive present - Various connectors - Verbs followed by a preposition - Imperative - Phrases to introduce opinions/arguments - Present tense of irregular verbs (revision) - Simple Future - Negation (with present, past and future) (revision)
Factual: - What defines a community and how do I become part of a community? -What is solidarity? (What are the fundamental values to solidarity?) -What can I learn through community service? -What is the subjunctive mood? (Phase 4/5) -How do you form and use the imperative mood? (Phase 1, 2, 3) -How do you form and use the conditional tense? (All phases) Conceptual: - How can I promote community service? (Meaning) Debatable: Is community service a choice or a duty?
Crit A - Listening (Students will watch a video related to the unit and answer comprehension questions) Crit C - Speaking (Students will describe service in the community and answer questions given by the teacher)
Our appearance and non-verbal communication reflect and help us express our identity in different social contexts.
Personal and cultural expression
Belief systems, beauty
Identity
Message, Inference, Context
Communication skills - Exchanging thoughts, messages and information effectively through interaction - Use intercultural understanding to interpret communication - Interpret and use effectively modes of non-verbal communication Self-management IV. Affective skills - Managing state of mind - Mindfulness - Practise focus and concentration - Emotional management - Practise strategies to prevent and eliminate bullying - Practise strategies to reduce stress and anxiety
- The factors influencing our appearance (identity/personality, social/cultural contexts...) - The importance of appearance in society (clothing, body language, beauty...) - Dress codes (at work, in different social situations, in different cultures/subcultures...) - Body language (the meaning of gestures, which can be different in different cultures) - Stereotypes - Potential social and cultural restrictions on people's appearance - Describing and analysing a picture - Understanding non-verbal communication (appearance, body language) - Making inferences based on visual information - Understanding main ideas and details in a video (spoken and visual information) - Observing someone to gather specific information (and using this information in a different text type) - Direct and indirect object pronouns - Relative pronoun - Modal verbs (various tenses) - Various connectors - Verbs followed by a preposition - Reflexive verbs (various tenses) - Conditional - Impersonal verbs/expressions (obligation, recommendations...)
Factual: - What influences my appearance? - What does my appearance say about me? - How can appearance affect people's opportunities? - How do beauty standards vary in different parts of the world and different times? - What are different forms of non-verbal communication? Conceptual: - How is appearance linked to non-verbal communication? - How can I express my identity in my appearance, in various social settings? - How are stereotypes formed? Debatable: - Should we adapt our appearance and gestures/attitude to the context? - Is it important to fit in?
Criterion C - Speaking (Students will describe and image and answer questions from the teacher)
Audience and purpose shape the way we communicate about a more globalized and sustainable world.
Globalization and sustainability
Physical, psychological and social development, Transitions
Communication
Audience, Purpose
Communication: - Make inferences and draw conclusions - Use appropriate forms of writing for different purposes and audiences Thinking: - Propose and evaluate a variety of solutions - Identify obstacles and challenges
- Alternatives to existing consumption trends - The locavore movement - Buying local (food and other products) - Buying ethical (packaging and zero waste, slow fashion, fair trade...) - Fair trade - Writing a brochure, formal letter, magazine article, blog entry (audience, purpose) - Gerund - Conditionnal - Subjunctive (revision): expressing an obligation, a feeling, using impersonal expressions... - Verbs followed by a preposition - Connectors - Futur simple - Simple relative pronouns - Linking/organising ideas with connectors - Verbs followed by a preposition - Connectors
Factual: - What are the main purposes of communication? - What are the benefits of buying local? (food and other products) - What is fair trade? - What is the logic behind the 'locavore' movement? Conceptual: - Why buy less? - What does it mean to shop ethically? - How are audience and purpose linked? Debatable: - Can we still save the world with our actions?
Crit A - Listening (Students will watch a video related to the unit and answer comprehension questions) Crit B - Reading (Student will read a text based on the unit and answer comprehension quesitons) Crit D - Writing (Students will write a text based on a prompt related to the unit)
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4