Grade 9 Language and Literature (English)

Course Description

Unit 1 - The Shape of Things We Say (Love and War poetry) Global Context: Personal and cultural expression Key Concept: Communication Related Concepts: Context, Genre, Purpose, Theme, Setting Texts: Selection of poetry by Wilfred Owen, Siegfried Sassoon, Margaret Atwood and William Shakespeare In this unit students will study love and war poetry. The context and content of the poetry will be analysed and students will learn to identify and explain the effect of literary devices. Students will also be required to make a comparative analysis of two of the texts. Main content addressed:

Students will read a variety of poems and identify poetic techniques and structures.

Students will research the context of the poems and make connections to its content.

Students will identify how literary devices create meaning in text

Students will use comparative writing skills Unit 2: My Writing Spirit Global Context: Identities and relationships Key Concept: Creativity Related Concepts: Character, Point of View, Structure, Intertextuality Text: ‘The House on Mango Street’ by Sandra Cisneros and ‘Siddhartha’ Hermann Hesse In this unit students will read the memoir The House on Mango Street and explore how Mexican-American author Sandra Cisneros constructs the many vignettes within it. Students will closely analyze passages to study how structure, diction and other literary features combine to add depth and beauty to a literary text. The will also read ‘Siddhartha’ a work in translation and reflect on the challenges of translation and how language creates culture. Main content addressed:

Students will analyze how the author writes, focusing on diction and structures that contribute to mood and tone.

Students will consider how characters can be presented by describing a few aspects of them in detail.

Students will consider how important elements other than plot contribute in the telling of a story

Students will respond to themes and concepts in the two texts.

Unit 3: Violent Delights, violent ends Global Context: Personal and cultural expression Key Concept: Perspectives Related Concepts: Audience Imperatives, Intertextuality, Style, Theme Text: ‘Romeo and Juliet’ by William Shakespeare In this unit students will read and analyze William Shakespeare’s Romeo and Juliet. Students will learn new vocabulary, explore the Renaissance and understand the sonnet structure, focusing on various sonnets found throughout the text. They will analyze how the author employs literary features to add beauty to the story and bring the text to life. Main Content addressed:

Students will identify and analyse the effect of literary devices

Students will develop an understanding of the historical, cultural and social context of the play and how this effects meaning.

Students will analyse unseen text.

Student will develop an understanding of the language of Shakespeare Unit 4: We are lonesome animals Global Context: Fairness and Development Key Concept: Connections Related Concepts: Character, Intertextuality, Theme Setting Style Text: ‘Of Mice and Men’ by John Steinbeck In this unit students will focus on the role the environment plays in influencing the actions of the characters as well as a focus on the ways that Steinbeck describes the environment and how he uses it symbolically. Students will understand that the context of the text (Great Depression, America), the style and themes of the text impact how they interpret the novella. Main content addressed:

Students will analyze the characters and their circumstances to develop understanding of their place in the community.

Students will learn new vocabulary and colloquial idioms from the novel

Students will identify and write an extended response about the similarities and differences in two novels that present some challenging themes and issues.

Students will develop an understanding of the context of the text

Students will identify the intertextuality of the text when delving into topics such as: Naturalism, Dialect and the Migrant Experience.

Grade 9 Language Acquisition (English)

Course Description

Unit 1 - The Shape of Things We Say (Love and War poetry)

Global Context: Personal and cultural expression

Key Concept: Communication

Related Concepts: Context, Genre, Purpose, Theme, Setting

Texts: Selection of poetry by Wilfred Owen and Margaret Atwood

In this unit students will study love and war poetry. The context and content of the poetry will be analysed

and students will learn to identify and explain the effect of literary devices. Students will also be required

to write an analytical essay on a love or war poem. Students will analyse visual texts such as a World War I

propaganda poster or a media text.

Main content addressed:

• Students will read a variety of poems and identify poetic techniques and structures.

• Students will research the context of the poems and make connections to its content.

• Students will identify how literary devices create meaning in text

• Students will use analytical writing skills.

Unit 2: My Writing Spirit

Global Context: Identities and relationships

Key Concept: Creativity

Related Concepts: Purpose, Message, Identity

Text: ‘The House on Mango Street’ by Sandra Cisneros

In this unit students will read the memoir The House on Mango Street and explore how Mexican-American

author Sandra Cisneros constructs the many vignettes within it. Students will closely analyze passages to

study how structure, diction and other literary features combine to add depth and beauty to a literary text.

Students will be required to write a creative vignette of an event in their life as well as represent the

vignette through a movie trailer.

Main content addressed:

• Students will analyse how the author writes, focusing on the diction and structure that contribute

towards mood and tone.

• Students will consider how characters can be presented by describing aspects of their lives in detail.

• Students will consider how elements, other than plot, contribute to the telling of a story.

• Students will explore other text types that tell the stories of minorities such as oral histories, ballads

and other texts from popular culture.

Unit 3: Safety Dance

Global Context: Orientation in Time and Space

Key Concept: Culture

Related Concepts: Idiom, Point of View, Empathy

Text: ‘Billy Elliot’ by Stephen Daldry

In this unit students explore the features of visual texts by watching and analyzing the film “Billy Elliot” by

Stephen Daldry. Students will explore the historical and social context of the film by researching and

creating an oral presentation about 1980’s Britain. Students will also explore the idea of gender roles in

society through the analysis of a media text. Students will be required to give a close reading of a scene

from the film.

Main Content addressed:

• Students will be able to identify film techniques and discuss their effect on the viewer.

• Students will be able to develop an understanding of 1980’s Britain and the context behind the film.

• Students will learn new vocabulary and idioms found in the text.

• Students will deliver oral presentations.

• Students will give an analysis of a scene.

• Student will develop an understanding of the role of gender in society.

Unit 4: We are lonesome animals

Global Context: Fairness and Development

Key Concept: Connections

Related Concepts: Inference, Argument, Context

Text: O. Henry Short Stories by O. Henry

In this unit students will focus on the context, plot, literary devices and themes of a selected choice of

short stories by O. Henry. Students will also be introduced to O.Henry’s life and times and reflect on how

events in his life have influenced his short stories. Students will also analyse visual texts which deal with

the idea of justice in different societies. Students will write an analytical essay based on one of the short

stories.

Main content addressed:

• Students will analyze the characters and their circumstances to develop understanding of the idea

of justice in society.

• Students will learn new vocabulary and colloquial idioms from the novel.

• Students will identify and write an extended response on how the context of the story affects the

themes of the story.

• Students will analyse short stories for use of literary devices and their effect on the reader.

Japanese Language Literature

Grade 9

Unit 1: メディア論

複雑化した今日のメディア社会の利点や問題点を考え、どのようにして正しい情報を選ぶかを学ぶ。

グループ活動で新聞の形態をとり、生徒自身が情報を発信する。

Unit Question: どのようにメディアは我々の日常生活に影響を及ぼしますか。

Teacher Questions:

1. 私達の周りにあるメディアにはどんなものがありますか

2. メディアの働きはどんなものですか

3. メディアの利点は何ですか

4. メディアの問題点は何ですか

5. 新聞の記事にふさわしいトピックは何ですか

6. なぜそのトピックを選びましたか

Main content addressed:

１．「メディア社会を生きる」を読み内容を理解する。

２．筆者の意見をもとに、自分の意見や考えをもつ。

３．メディアの中の一つである新聞を読み、記事を簡潔にまとめ発表する

４．新聞の紙面構成の特徴を知る

５．数社の新聞を比べ、相違点と類似点を話し合う

６．身近な話題や世界的な話題などから記事を書き、グループ活動で新聞を作る。

７．プロジェクターを使い創作した物語を映画にする。

Unit 2: 文学 『高瀬舟』他

登 を り巻く状 や 代 景を考えながら、幾つかの文学作品を

読み わい、 会と 間とのかかわりを考える。

景や を 写する 句や に し、登 の や の 図を読みとる。

Unit Question: 文学を通して、人生の価値とは何かを考える

Teacher Questions:

１． 説の登 はどのような 格ですか

２． はなにをこの 説で伝えたかったのでしょう

３． 作品の類似点と相違点は何でしょう

４． あなたにとって「価値ある生き方」とは、どのようなことですか

Main content addressed:

・ 写に して登 を読み る

・ の を し、 かれている内 を し する

・ の を読み る

・ の 代を読み る

・ 作品に登場する人物のその後の生き方について考え、続きの物語を書く

Unit 3: 古 短歌・随筆

古代から 代までの代 な短歌・俳句を み、歌われている や 会 景から の を える。

「おくのほそ道」（ ）を読み、古 のもつ の きを わう。そこから に きた の

について学 する。

短歌の 、リズム、 な を学ぶ。 から近代短歌を み わうことから の歴 につい

ても べ、年 を り発 する。

Unit Question: 古 の世界は、どう 代とつながりますか。

Teacher Questions:

・短歌が かれた 代はいつでしょう。そしてその 代はどのようなものだった

でしょう

・ はどのような気 ちを短歌で しているでしょう

・短歌の かれた 代と 代との いは でしょう

・ 作者松尾芭蕉はどのような人物だと思いますか

・ 句はどのようにして してきましたか

・古 はどのような でどのようにして今 まで伝えられて来たのでしょう

・古 が 代 に与えるメッセージは でしょう

Main content addressed:

・ ・古今・ 古今の短歌を鑑 し、感 をのべる

・ 短歌に まれている の気 ちを考える

・ の 代 景を歴 の教科 やインターネットで べる

・ べたことを簡潔にまとめ、各グループで年 をつくる

・ 徒各々が を って 動に り むことにより、古代から 代までの の歴 年 が

り げる。

・ 「おくのほそ道」が かれた 代と について る

・ の 観について考える

・徒 ・ 家 なども 読し、古 の の きを わう

・ の について べ、 句と歴 との関わりについて べる

Unit 4: 詩の解析

詩の表現技法について整理し、理解する。

近・現代のいくつかの詩について、描かれた情景から、その時代の社会の様子を想像し、作者が何を訴

えているかを読み取り、コメンタリーを く

Unit Question: 詩は人間社会とどのような関わりを持っていますか。

Teacher Questions:

１・ 状 や 代 景を考えながら読み、 会と 間のかかわりを考えながら読み、 会と

間のかかわりを考えてみましょう。

２・ 景 写に して読み、 の や 図を読んでみましょう。

３・ はなにをこの で伝えたかったのでしょう

４・ 句や の効果 な い に して を読んでみましょう。

Main content addressed:

• 作品 に べられている 実や根拠を かめながら、 の 見を読み る

• 全体の見た目にも し、連の な構 をとらえる

• わかりやすい構 の を考える

Japanese Language Acquisition Phase 5 2014-2015

G9 Unit 1- Career Exploring career possibilities and making career decisions present a challenge for most young adults. In this unit students

will be able to identify, examine, analyze, and discuss the various roles and responsibilities certain careers have. They will

be able to critically analyze the significance of these careers to society and outline a path that will allow them to visualize

their own possibilities and options for their futures. Students will also explore the role of the Japanese language in each of

the careers to be explored.

Unit Question: Is learning a second language a luxury or necessity?

Teacher’s question

1. Have you ever thought about your career?

2. Which careers are you interested in?

3. What kind of requirements or qualifications do you need to obtain your future careers?

4.What will you do in the job? Who is the most famous in the job?

6. If you speak more than two languages, is it useful for that job? Why?

7. Is the job changing in the future or not? Why?

Main content addressed;

●The students take an aptitude test about future job.

●The students will be able to explore career possibilities and make career decisions.

●The students will recognize the significance of foreign languages in careers.

●The students will write an opinion essay about the opinion of learning language.

Global Context: Identities and Relationships

Unit 2- Traveling

In this unit, students will be able to describe travel, transportation and sightseeing. They will discuss travel planning

and travel schedule. They will learn to scan travel information and travel guides, make a hotel reservation and buy a

train or air plane ticket. Students will also learn manners of the countries. Students will make pamphlet about their

original trips.

Unit Question: Why do we need many languages in our world?

Teacher’s question：

1. Have you ever planned any trips in Japan? Where did you go?

2. Where do you like to go? How can you get there?

3. Where are you going to stay, hotel, ryokan or youth hostel?

4. How do you find sightseeing information?

6. How much does it cost for the entire trip?

7. What is the local specialty and manner?

Main content addressed;

・ Students will learn about locations in Japan.

・ Students will understand how to buy the train or plane tickets.

・ Students will recognize what kind of accommodation is available for the trip.

・ Students will be able to make a travel plan and travel schedule..

・ Students will ask for necessary travel information at the tourist information center.

・ Students will discuss manner which we need to care during trip.

Global Context: Orientation in Space and Time

Unit 3 - Short Stories

Student will be able to be a familiar with the modern Japanese literature, using short stories. They will analyze and

appreciate stories. Students will create their own short stories and share them with their classmates. They will also be able to

make a short skit and play it.

Teacher’s question：

1. Do you know any Japanese novels?

2. How can we create our own short stories?

3. Why is your short story interesting?

4. Can you draw any pictures or use photos to enhance your short story?

5. Can you make a play of your favorite story?

Main content addressed;

・ Students will learn how to create their own short stories.

・ Students will be accustomed to consulting an English – Japanese dictionary.

・ Students will learn how to make the plot.

・ Students will learn how to organize the layout of each page.

・ Students will image the scene of the story and make a play with their class mate.

Global Context: Personal and Cultural Expression

Unit 4 - Modern Arts

Students will explore various kinds of Japanese contemporary arts such as performing dance, calligraphy,

painting, gardening and Japanese popular music. They go to the art gallery or the museum or Japanese garden

as their school excursion. They will select some Japanese modern arts and investigate about their in detail and

introduce them to the class.

Unit Question: How can Japanese environment affect Modern Arts?

Teacher Questions:

1. What kind of Japanese contemporary arts do you know?

2. What kind of Japanese art do you like best?

3. How can Japanese people create contemporary Arts?

4. How do contemporary Arts spread to society?

5. How can Japanese environment affect Japanese Contemporary Arts?

Main content addressed:

・ Students will learn the importance of Japanese contemporary arts.

・ Students will learn how to do Japanese society affect the Japanese art.

・ Students will go to Mitsuo Aida’s museum and learn his calligraphy’s style and his poems.

・ Students will select one of the Japanese contemporary arts and present it orally and then write about it as a

short essay.

Global Context: Personal and Cultural Expression

Japanese Language Acquisition Phase 1-3 2014-2015

G9 Unit1: Career Exploring career possibilities and making career decisions present a challenge for most young adults. In this unit students

will be able to identify, examine, analyze, and discuss the various roles and responsibilities certain careers have. They will

be able to critically analyze the significance of these careers to society and outline a path that will allow them to visualize

their own possibilities and options for their futures. Students will also explore the role of the Japanese language in each of

the careers to be explored.

Unit Question: What do you want to be future?

Teacher’s question

1. Have you ever thought about your career?

2. Which careers are you interested in?

3. What kind of requirements or qualifications do you need to obtain your future careers?

4.What will you do in the job? Who is the most famous in the job?

6. If you speak more than two languages, is it useful for that job? Why?

7. Is the job changing in the future or not? Why?

Main content addressed;

●The students take an aptitude test about future job.

●The students will be able to explore career possibilities and make career decisions.

●The students will recognize the significance of foreign languages in careers.

●The students will write an opinion essay about the opinion of learning language.

Unit 2: Traveling

In this unit, students will be able to describe travel, transportation and sightseeing. They will discuss travel planning

and travel schedule. They will learn to scan travel information and travel guides, make a hotel reservation and buy a

train or air plane ticket. Students will also learn manners of the countries. Students will make pamphlet about their

original trips.

Unit Question: Why do we need many languages in our world?

Teacher’s question：

1. Have you ever planned any trips in Japan? Where did you go?

2. Where do you like to go? How can you get there?

3. Where are you going to stay, hotel, ryokan or youth hostel?

4. How do you find sightseeing information?

6. How much does it cost for the entire trip?

7. What is the local specialty and manner?

Main content addressed;

・Students will learn about locations in Japan.

・Students will understand how to buy the train or plane tickets.

・Students will recognize what kind of accommodation is available for the trip.

・Students will be able to make a travel plan and travel schedule..

・Students will ask for necessary travel information at the tourist information center.

・Students will discuss manner which we need to care during trip.

Unit 3：Short Stories

Student will be able to be a familiar with the modern Japanese literature, using short stories. They will analyze and

appreciate stories. Students will create their own short stories and share them with their classmates. They will also be able to

make a short skit and play it.

Unit Question: How can we make stories in Japanese?

Teacher’s question：

1. Do you know any Japanese novels?

2. How can we create our own short stories?

3. Why is your short story interesting?

4. Can you draw any pictures or use photos to enhance your short story?

5. Can you make a play of your favorite story?

Main content addressed;

・Students will learn how to create their own short stories.

・Students will be accustomed to consulting an English – Japanese dictionary.

・Students will learn how to make the plot.

・Students will learn how to organize the layout of each page.

・Students will image the scene of the story and make a play with their class mate.

Unit4：Modern Arts

Students will explore various kinds of Japanese contemporary arts such as performing dance, calligraphy,

painting, gardening and Japanese popular music. They go to the art gallery or the museum or Japanese garden

as their school excursion. They will select some Japanese modern arts and investigate about their in detail and

introduce them to the class.

Unit Question: How can Japanese environment affect Modern Arts?

Teacher Questions:

1. What kind of Japanese contemporary arts do you know?

2. What kind of Japanese art do you like best?

3. How can Japanese people create contemporary Arts?

4. How do contemporary Arts spread to society?

5. How can Japanese environment affect Japanese Contemporary Arts?

Main content addressed:

・ Students will learn the importance of Japanese contemporary arts.

・ Students will learn how to do Japanese society affect the Japanese art.

・ Students will go to Mitsuo Aida’s museum and learn his calligraphy’s style and his poems.

・ Students will select one of the Japanese contemporary arts and present it orally and then write about it as a

short essay.

Individuals & Societies Year 4 (Grade 9) UNIT 1: Dominating Empires! (7-9 weeks) A great deal of the world’s history is the history of empires. The main thread that will spiral through this unit is the rise of various European empires within the past 500 years. The unit will focus on the key factors that led to the rise of empires – both by land and sea. The British Empire will be used as a case study for the students to examine the elements that led to the rise of an empire. The students will then investigate an empire of their choice to determine the key attributes that led to its rise. Unit Question: Why do empires develop? Key Humanities Concept: Change Subject: History

Main Content Addressed: ● Students will know and understand the key factors for the rise of a dominate empire. ● Students will know and understand details of one key empire. ● Students will know and understand the important factors that allow an empire to dominate. ● Students will know and understand the most important events of one key empire. Main Skills Addressed: ● Students will apply source skills in their investigation of their chosen empire. ● Students will follow a research plan to investigate their chosen empire. End Task Assessment: The purpose of the End Task to Unit 1 is for you to demonstrate your conceptual awareness of why empires rise and have the opportunity to link this to a particular empire of your own choosing. You will also follow through a process of research to investigate which factors were the most influential in the chosen empire. You will need to identify a range of sources, which will also build on the source skills that were introduced and reinforced during the unit.

UNIT 2: Economics in Action! (6-8 weeks) This unit will introduce you to fundamental concepts in Economics and will examine their application to the issue of how differing access to information technology – the digital divide – can impact the economic growth potential of individuals, communities, and countries. Access to information technology can reduce poverty by increasing opportunities in life. Economic concepts can be used to give a perspective on how to understand, analyze, and provide solutions to issues that concern us. Economics is a systematic way of viewing the world. This can be demonstrated in examining the issue of differing access to information between individuals, communities, and countries and how this access can impact opportunities in life. By governments and communities taking action to reduce the digital divide, poverty can be reduced. Unit Question: How can choices in terms of resource allocation impact prosperity? Key Humanities Concept: Time, Place, and Space Subject: Economics

Main Content Addressed: ● Students will know and understand the economic concepts of scarcity, opportunity costs, and the

production possibility curve. ● Students will know and understand the factors related to the digital divide.

Main Skills Addressed: ● Students will formulate a hypothesis relating to a real world issue using an economic model. ● Students will follow a research plan to investigate a real world issue using theoretical economic models. End Task Assessment: The purpose of the End Task to Unit 2 is for you to demonstrate how you can use theoretical economic models to explain real world issues.

UNIT 3: Disaster Preparedness (7-9 weeks) Geography is a subject that focuses on the interactions between individual, societies, and the physical environment. Moreover, Geography is unique as it occupies the middle ground between social sciences and natural sciences. This unit will focus on the science of plate tectonics and investigate the way that societies have adapted to these forces through a case study on the causes and effects of an earthquake in a more economically developed country (MEDC) and a less economically developed country (LEDC). Unit Question: How can we create sustainable systems in places with frequent environmental disasters? Key Humanities Concept: Systems Subject: Geography

Main Content Addressed: ● Students will know and understand the structure of the Earth’s interior ● Students will know and understand the cause of earthquakes and their link to plate tectonics. ● Students will know and understand the position of the major boundaries between plates and stte some

cities (both MEDC/LEDC) that are positioned on these plates. ● Students will examine ways in which buildings can be designed to withstand the effect of earthquakes.

Main Skills Addressed: ● Students will formulate a hypothesis relating to a real world issue using an economic model. ● Students will follow a research plan to investigate a real world issue using theoretical economic models. End Task Assessment: The purpose of the End Task to Unit 3 is for you to demonstrate knowledge learned about what MEDCs have developed to help prepare for environmental disasters and place them into practice in an applicable LEDC.

UNIT 4: Discovering Psychology (6-8 weeks) Psychology is the scientific study of the way people think, feel, and behave. The field of psychology is categorized into a number of areas that focus on the study of different levels of human thought and behavior. Social psychology examines human thought and action in a social context, while physiological psychology is concerned with thought and behavior at the level of neurology. Another division of psychology – comparative psychology – compares the thought and behavior of humans with that of other species. Abnormal psychology studies atypical thought and action. Psychology is an interdisciplinary science. Social psychology involves both sociology and anthropology. Abnormal psychology has much in common with psychiatry, while physiological psychology builds on the methods of neurology and physiology. This unit will focus on the study of personality. The enduring characteristics of an individual’s behavior, attitude, and feelings in everyday social situations make up personality. There are many influences on an individual’s personality, including culture, genetic makeup, and early family life. The unit will examine psychoanalysis, which emphasizes the unconscious processes that influence behavior and the major theorists to include Sigmund Freud, Carl Jung, Alfred Adler, and Erik Erikson. Unit Question: How do world leaders impact global interactions through their behavior? Area of Interaction: Community and Service Key Humanities Concept: Global Interaction Humanities Subject: Psychology

Main Content Addressed: ● Students will know and understand the characteristics of personality. ● Students will know and understand the Psychoanalytic Model of Personality. ● Students will know and understand other Psychoanalytic Perspectives to include Jung, Adler, and

Erikson. ● Students will know and understand the background of their chosen current world leader.

Main Skills Addressed: ● Students will interpret different psychoanalytic perspectives and their implications regarding

psychoanalysis. ● Students will use methods to collect and record information regarding their chosen current world leader

and psychoanalytic theory. End Task Assessment: The purpose of the End Task to Unit 4 is for you to demonstrate knowledge learned about psychoanalytic perspectives and apply them to a current world leader in the format of a “Brain Box.” Your Brain Box will identify a specific psychoanalytic theory and apply it to a current world leader. You will also address the limitations and pitfalls of psycho-history.

K. International School Sciences

MYP Sciences 9/10

The Sciences course for Grade 9 and 10 (5 lessons per week) is taught in three separate

courses: Biology, Chemistry and Physics and is assessed internally. Students will have an

opportunity to explore essential background theory, conduct practical work and research

scientific issues of global importance.

Topics - Grade 9

Biology Chemistry Physics Nutrition and Cellular

Energetics

Periodic Table and Bonding Waves

Organ Systems Organics Electricity and Magnetism

Topics - Grade 10

Biology Chemistry Physics Reproduction and

Pregnancy

Acids and Bases Forces and Motion

Genetics and Evolution Extraction of Metals and

Electrolysis

Energy

Assessment:

Students are assessed according to the requirements of the IB Middle Years program. This

breaks down as follows:

Criterion A – Knowing and Understanding: Students develop scientific knowledge

(facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve

problems and express scientifically supported judgements.

Criterion B – Inquiring and Designing: Intellectual and practical skills are developed

through designing, analyzing and performing scientific investigations. Although the scientific

method involves a wide variety of approaches, the MYP emphasizes experimental work and

scientific enquiry.

Criterion C – Processing and Evaluating: Students collect, process and interpret

qualitative and/or quantitative data, and explain conclusions that have been appropriately

reached.

Criterion D – Reflecting on the impacts of Science: Students gain global

understanding of science by evaluating the implications of scientific developments and their

applications to a particular problem or issue.

IB Diploma Program: The MYP program is designed to allow students to progress on

into the IB Program in Grades 11 and 12, where the same skills are assessed and built on

but with a higher level of academic knowledge as required by universities and other

institutions of higher education.

Mathematics 9 Extended Level (2014/2015)

Topics Term 1 Term 2

Number

Indices and Surds, Number Sequences

Algebra Quadratic Functions, Graphs of Quadratic,

Cubic and Rational Functions, Inequalities, Factor and Remainder Theorem

Algebra

Introduction to Calculus, Matrices

Geometry and Trigonometry

Transformational Geometry, Vectors, Non Right-angled Trigonometry

Statistics and Probability

Qualitative and Quantitative data, Normal Distribution

Tasks and Activities Throughout each unit, we look at mathematics through a variety of activities. Below is a partial list of the types of activities we will use:

1. Assignments

Students receive an assignment almost every class. Although time will be given in class to work on the assignment, students may need to spend some time at home completing the assignment. All assignments are due the following class. Emails are sent home if students fall behind.

If a student is absent from class, the student is responsible for catching up on any missed work.

If students have problems with any homework, they are encouraged to see the teacher. Tutorial sessions are available if requested and teachers are available for assistance most mornings and after school.

2. Quizzes/Warm-ups

Some classes may begin with a quick quiz (or “warm-up”) covering the previous day’s assignment. Quizzes allow for the review of concepts covered the previous class.

3. Chapter Tests (Assessment Criteria A)

At the end of most chapters, a Chapter Test will be given. These tests will contain a variety of questions ranging from basic conceptual questions to mastery level questions.

4. Exams (Assessment Criteria A)

Students write cumulative exams 2 times per year.

5. Projects & Written Assignments (Assessment Criteria A, B, C or D)

Some units include a project that involves investigations of mathematical concepts or patterns. Although class time will be given for these projects, students may need to contribute a significant portion of time outside of class to complete the assessment.

MYP Assessment Criteria

MYP OBJECTIVE BRIEF DESCRIPTION OF LEARNING EXPECTATION

A: Knowing and Understanding

know and understand concepts from the four branches of mathematics (number, algebra,

geometry/trigonometry, statistics/probability) and use this knowledge to solve problems in

unfamiliar and real-life contexts

B: Investigating Patterns select and apply problem-solving techniques to recognize and investigate patterns, describe

patterns as relationships or general rules and make justified conclusions consistent with findings

C: Communicating use appropriate mathematical notation/terminology and different forms of mathematical

representation (graphs, tables, etc) to communicate reasoning and organize information

D: Applying Mathematics in Real-life Contexts

identify elements of real-life situations, select and apply mathematical strategies to reach a

correct solution, justify the degree of accuracy and justify whether the solution makes sense

Mathematics 9 Standard Level (2014/2015)

Topics Term 1 Term 2

Number

Indices and Surds

Algebra Algebraic Expansion and Factorization,

Algebraic Equations and Formulae, Quadratic Equations, Relations and Functions

Algebra

Graphs of Quadratic, Cubic, and Rational Functions

Geometry and Trigonometry

Pythagorus’ Theorem, Trigonometry, Congruence and Similarity

Number

Sets and Venn Diagrams

Statistics and Probability

Probability

Tasks and Activities Throughout each unit, we look at mathematics through a variety of activities. Below is a partial list of the types of activities we will use:

1. Assignments

Students receive an assignment almost every class. Although time will be given in class to work on the assignment, students may need to spend some time at home completing the assignment. All assignments are due the following class. Emails are sent home if students fall behind.

If a student is absent from class, the student is responsible for catching up on any missed work.

If students have problems with any homework, they are encouraged to see the teacher. Tutorial sessions are available if requested and teachers are available for assistance most mornings and after school.

2. Quizzes

Some classes may begin with a quick quiz covering the previous day’s assignment. Quizzes allow for the review of concepts covered the previous class.

3. Chapter Tests (Assessment Criteria A)

At the end of most chapters, a Chapter Test will be given. These tests will contain a variety of questions ranging from basic conceptual questions to mastery level questions.

4. Exams (Assessment Criteria A)

Students write cumulative exams 2 times per year.

5. Projects & Written Assignments (Assessment Criteria A, B, C or D)

Some units include a project that involves investigations of mathematical concepts or patterns. Although class time will be given for these projects, students may need to contribute a significant portion of time outside of class to complete the assessment.

MYP Assessment Criteria

MYP OBJECTIVE BRIEF DESCRIPTION OF LEARNING EXPECTATION

A: Knowing and Understanding

know and understand concepts from the four branches of mathematics (number, algebra,

geometry/trigonometry, statistics/probability) and use this knowledge to solve problems in

unfamiliar and real-life contexts

B: Investigating Patterns select and apply problem-solving techniques to recognize and investigate patterns, describe

patterns as relationships or general rules and make justified conclusions consistent with findings

C: Communicating use appropriate mathematical notation/terminology and different forms of mathematical

representation (graphs, tables, etc) to communicate reasoning and organize information

D: Applying Mathematics in Real-life Contexts

identify elements of real-life situations, select and apply mathematical strategies to reach a

correct solution, justify the degree of accuracy and justify whether the solution makes sense

The Arts

Music

Grade 9 Unit 1: Music as the Language Through the activities of composing, improvising, performing, listening and appraising, students will understand how specific composing devices used in a certain way can deliver a particular message to the audience. Non-verbal ways of communication are able to send the message as well as verbal. Students will compose a piece of music and perform it in groups.

Statement of Inquiry: Interests and passions can be expressed through the arts and shared with the community. Key Concept: Communication Related Concepts: Expression/Audience Global Context: Personal and Cultural expression Main Content Addressed:

• How music can send a message?

• Which elements of music expression are the most important in creating a mood/conveying a message?

• How composer’s message in instrumental music piece differs from the message in vocal music?

• How to write a part of group composition and perform own part

• How to produce a score (using traditional/graphic notation)

• Maintain rehearsal journal and write reflections in the DW

Unit 2: Programmatic Music

Through the activities of performing, composing, listening and appraising, students will be able to recognize and understand the way in which the choice of visual or poetic stimuli determines the character and the mood of a piece of music. The materials will make students aware of compositional techniques and stimuli that lie beyond the Western classical and popular traditions. In particular, students will begin to recognize the differences between narrative and descriptive types of programmatic music. Students will compose a piece based on a chosen stimulus.

Statement of Inquiry: Sound, language and imagery can be manipulated to have a persuasive effect on an audience. Key Concept: Aesthetics Related Concept: Innovation/Genre/Audience Global Context: Personal and Cultural expression Main Content Addressed:

• Social and cultural reasons that caused the birth of programmatic music

• The use of different stimuli in different genres?

• Narrative/descriptive programmatic music

• Genres of programmatic music

• Carnival of the Animals by Saint Sance

• Pictures from the Exhibition by Mussorgsky

• Fantastic Symphony by Berlioz

Visual Arts Unit 1: Ukiyo-e and Japonisme.

Students will research the Edo period of art and the effects that the Meiji restoration had on cultural influence in Japan and beyond. Students will compare and contrast Ukiyo-e printmaking techniques and processes and French Impressionism, and consider the influence each had on the other. Students will practice printmaking and painting methods and choose a medium for their final project response.

Statement of Inquiry:

“Craftsmanship” and tools change over time as new methods and approaches are refined and introduced from other cultural sources.

Global Context: Orientation in Space and Time. Key Concept: Change Related Concepts: Genre, Expression, Innovation, Representation, Style.

Factual- What is the Ukiyo-e process? What influence did Japanese culture have on French Impressionism?

Conceptual- How does cultural influence affect the making and subject matter of art-making?

Debatable- What are the positive and negative aspects of cultural influence?

Main Content Addressed:

• Know and understand what Ukiyo-e is and how it refined as a technical process.

• Practice and develop printmaking skills.

• Know and understand the ideologies that underpinned French Impressionism.

• Practice and develop acrylic painting skills.

• Compare and contrast Ukiyo-e and French Impressionism.

• Discuss and interpret the positives and negatives of cultural influence and inspiration.

Unit 2: Powerful Portraits Students will explore ways portraiture has been produced and interpreted in art history. Students will explore the development of new genres and consider the reflection of identity and perception in portraiture. Students will discuss and reflect on the overall intention of portraiture and the notion of the ‘self’. Students will connect themes in contemporary styles and mediums such as the ‘selfie’ and Instagram and compare it to past genres in art history. Students will create their own portraiture exploring 2D media techniques including drawing, painting and digital media. Statement of Inquiry: Individual representation in imagery can portray a multitude of perceptions depending on intention. Global Context: Identities and Relationships. Key Concept: Identity

Related Concepts: Visual Culture, Expression, Composition, Audience.

Teacher Questions:

Factual- What is portraiture? What genres of portraiture are there?

Conceptual- How are themes and identities represented in portraiture? What are the ways artists can manipulate mood, feeling and personality in portraiture?

Debatable- Can a portrait ever be a true reflection of an individual’s identity?

Main content addressed:

• Know and understand what portraiture is and the different genres that exist.

• Research and analyse portraits in art and media.

• Compare and contrast types of portraiture including political/royal portraits, famous portraits, artistic portraits, media/journalistic portraits and common social media portraits.

• Know and understand the visual elements and how artists use them to create mood and feeling.

• Know and understand the notion of identity and the ways in which people relate to the concept.

• Know and understand how to research and plan compositionally.

Unit 3: Trash or Treasure? Exploring 3D design techniques.

Students will explore 3D product design and the materials used in artistic utilitarian pieces of work. Students will consider the design elements and analyse products for their function and significance and research how product design has developed materials, techniques and processes over time. Students will look at creative uses for materials and how to repurpose and recycle materials to change their function. Students will test a range of 3D making techniques and produce a piece of work with a function in response to a design brief. Statement of Inquiry: Technical innovation and creativity is essential to the contemporary design process. Global Context: Science and Technical Innovation Key Concept: Aesthetics Related Concepts: Boundaries, Innovation, Audience. Factual- What is product design? What are the design elements? What is a design brief? Conceptual- In what ways can a utilitarian product also consider aesthetics? Debatable- Are materials fit for only one function? Is it necessary for a product to be eye-catching and interesting?

Main content addressed:

• Know and understand what product design is.

• Know and understand the design elements and how to respond to a design brief.

• Compare and contrast the work of different designers and artists.

• Explore and test a range of 3D materials and ways to use them in design.

Grade 9 - Unit One Team and International Pursuits

Basketball, Hockey and Flag Football (2) Global Context: Fairness and Development

Key Concept: Change

Related Concepts: Perspective and Choice

Statement of Inquiry:

Performers respond and adapt to changing environments, challenges and

situations.

Skill refinement contributes to a better more efficient team play.

The natural progression should be – Fundamentals to Semi Random

training to Random play.

Inquiry Questions:

Factual: What are the function of specific roles or position in this sport?

What type of communication is most beneficial?

What are the rules?

Conceptual: How can we create balance between mind and body?

Why can the energy of a performance feel different to the audience and the

performer?

How can we create usable space?

Debatable: What are the most effective strategies for building highly

collaborative teams?

Why do patterns of movement need to change even though the end goal

remains the same?

Grade 9 - Unit Two Individual Pursuits

Athletics, Badminton and Tennis (4) Global Context: Personal and Cultural Expression

Key Concept: Change

Related Concepts: Refinement and Patterns

Statement of Inquiry: Athletes and performers analyze current movement patterns so that they

can refine technique and maximize performance energy. (efficiency)

We can change- Our minds and bodies are “variables,” not a constant.

Inquiry Questions:

Factual: What are the function of specific roles or position in this sport?

What type of communication is most beneficial?

What are the rules?

Conceptual: How does practicing mindfulness make our sporting

experience more fulfilling and efficient?

Why can the energy of a performance feel different to the audience

and the performer?

How can we create usable space?

Debatable: In what way does mindfulness makes life more

fulfilling and efficient?

What makes an effective system of communication during game play?

Why do patterns of movement need to change even though the end goal

remains the same?