24
A member of the Griffin Schools Trust Year 7 MYP 2019/2020 Version 1.0
A member of the Griffin Schools Trust
Year 7 MYP
2019/2020
Version 1.0
Year 7 MYP.docx Aude Sapere | Dare to know 2
Curriculum Map for Art Year 7: Art Students will need to bring the following equipment to lessons: Graded pencils Quality colouring pencils Pencil sharpener and rubber
Contact email: [email protected] [email protected] [email protected]
Suggested weblinks/internet resources:
We recommend:
• Going to a gallery
• Looking at examples of artists work from the past and present
• Talking about what you like and don’t like in art
• Using art at home as a relaxing past-time
MYP Unit Title
Becoming an Artist Traditional techniques
& skill building (dry media)
Contemporary art and artists
(wet media)
Cultural links textile/ mixed media and pattern
Statements of Inquiry Inquiry Questions
Understanding the principles of drawing shapes. Using a variety of techniques to develop 2D – 3D What inner and outer factors influence how we express ourselves artistically? What is imagination?
Using learned techniques to draw natural form. What is Art? Why do cultures and individuals place so much value on its continual evolution?
Exploring an Artists' work and identifying their style and techniques. How has Watercolour Art changed through time?
Exploration of colour theory to create a personal response to an Artist’s work How do you think the Artist started this work? Which part came last which came first?
Exploration of culture and heritage through their Art forms What can Art forms of other cultures teach us about ourselves and about life?
Griffin Art Festival – An introduction to the power of Art and how it can used to influence and express How can we use Art to inspire positive action? Can Art persuade? Can Art help me understand our subjects?
Main Assessment Task(s)
Drawing and shading techniques
Observational drawings – real life objects with tonal shading
Using watercolour and colour theory
Use of acrylic paint to develop printing techniques
Working with pattern and geometric form in response to artists and culture
Work using a variety of media with control and imagination
Trips / Visits / Excellence Tasks where relevant
HW linked to school reward system.
ADT homework competition -weekly
Spring – summer term. Some outdoor learning and collection of natural resources during lesson time
Griffin Arts Festival competitions
Year 7 MYP.docx Aude Sapere | Dare to know 3
Unit summary
Some ability to develop ideas through purposeful investigations. Some ability to demonstrate critical understanding of sources. Minimal ability to develop ideas through investigations. Minimal ability to demonstrate critical understanding of sources.
A consistent ability to effectively develop ideas through purposeful investigations. A consistent ability to demonstrate critical understanding of sources. A moderate ability to effectively develop ideas through purposeful investigations. A moderate ability to demonstrate critical understanding of sources.
An exceptional ability to effectively develop ideas through creative and purposeful investigations. An exceptional ability to engage with and demonstrate critical understanding of sources. A highly developed ability to effectively develop ideas through creative and purposeful investigations. A highly developed ability to demonstrate critical understanding of sources.
Some ability to refine ideas. Some ability to select and experiment with appropriate media, materials, techniques and processes. Minimal ability to refine ideas. Minimal ability to select and experiment with appropriate media, materials, techniques and processes.
A consistent ability to thoughtfully refine ideas. A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A moderate ability to thoughtfully refine ideas. A moderate ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.
An exceptional ability to thoughtfully refine ideas with discrimination. An exceptional ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A highly developed ability to thoughtfully refine ideas. A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.
Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
A consistent ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A moderate ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
An exceptional ability to skillfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A highly developed ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
Year 7 MYP.docx Aude Sapere | Dare to know 4
Curriculum Map for ADT Year 7: DT Students will need to bring the following equipment to lessons: Graded pencils Quality colouring pencils Pencil sharpener and rubber
Contact email: [email protected] [email protected] [email protected]
Suggested weblinks/internet resources: www.technologystudent.com www.pgonline.com
We recommend:
• Visiting Design Exhibitions • Looking at examples of designer’s work from the past and
present
• Talking about what you like and don’t like about in design
• Using design to solve needs and opportunities
Unit Title Investigation &
problem solving
Design development
through sketching & modelling
Function & aesthetics
Creative innovation through an
iterative approach
Overarching or driving questions
How to I responding to
different user’s needs &
requirements reflecting both
culture and society?
What skills do I need to develop to communication my design proposals effectively?
What is the relationship between form & function when developing a design solution?
How does experimentation & risk-taking lead to a successful outcome?
Main Assessment Task(s)
Identifying users’ needs and wants through product
analysis. Design and
development of egg cup based upon specified
materials. Design and
development for limited dexterity.
Module test
2&3D drawing skills. Physical modelling. Computer Aided Design. Portfolio presentation. Module test
Development of structures inspired by nature. Module test
Identification of a need or opportunity. Designing without barriers. Module test
Trips / Visits / Excellence Tasks where relevant
Formula 3D
Northampton Schools STEM
challenge Unit summary
Design
• use research and exploration, such as the study of different cultures, to identify and understand user needs
• identify and solve their own design problems and understand how to reformulate problems given to them
• develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
• use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
• develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
Make
• select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
• select from and use a wider, more complex range of materials, components and ingredients, considering their properties
Evaluate
• analyse the work of past and present professionals and others to develop and broaden their understanding
• investigate new and emerging technologies • test, evaluate and refine their ideas and products against a specification,
taking into account the views of intended users and other interested groups
Year 7 MYP.docx Aude Sapere | Dare to know 5
• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
Knowledge & Understanding
• understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
• understand how more advanced mechanical systems used in their products enable changes in movement and force
• understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
• apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].
Year 7 MYP.docx Aude Sapere | Dare to know 6
Curriculum Map for Food Year 7 Students will need to bring the following equipment to practical lessons: Ingredients Take home container
Contact email: [email protected] [email protected]
Suggested weblinks/internet resources: Foodafactoflife.co.uk
We recommend: Watching current food programmes e.g. Masterchef/ Food Unwrapped/ Eat well for less/ GBBO
MYP Unit Title
Hygiene & safety.
Knife skills –
fruit
The Balanced
plate. Knife skills and correct
use of chopping
boards
Safe use of oven/
weighing & measuring
Seasonality/ providence
& recipe adaptation
Multi- cultural
cuisine & recipe
adaptation
Safe handling of raw meat
and investigatin
g meat alternatives
Skills building- using a sauce as part of a
recipe
Statement of Inquiry Inquiry Questions
All food outlets in the UK carry a hygiene rating. Identifying good practice and safe/ hygienic routines in the kitchen. How effective is the 5-a-day campaign if we still have rising rates of obesity and diabetes in the UK?
Understanding and implementing the principles of nutrition (Eatwell Guide 2016) leads to an improvement in overall health. Can I improve my own eating habits as I learn how to plan balanced meals?
Quote ‘Cooking is an Art, baking is a Science’ Understanding the difference between sweet and savoury How can the application and understanding of scientific principles improve my results in the kitchen?
Exploring the origins of Food, the distance it travels to get to our plate. Understanding the importance of seasonality How can the application and understanding of scientific principles raise the nutritional profile of a British dessert?
Exploring the traditions of other countries can help us make more informed food choices when snacking How is a growing awareness of specific diets e.g. lactose intolerant changing how we eat?
Understanding the life cycle of bacteria and how mishandling can cause food poisoning What if we all went vegan? Should meat- free products be made to look and taste like meat-free products?
The use of scientific principles to reduce a sauce. Is it deceptive practices when parents hide vegetables in a sauce? Home- made or take-away?
Main Assessment Task(s)
Kitchen hazards Fruit salad practical
Wrap practical
Scone practical
Crumble practical Planning assessment
Quesadilla practical
Chicken bites practical
Pizza practical
Trips / Visits / Excellence Tasks where relevant
n/a Chef of the
Garnish/ presentatio
n
Explanation of role of raising agent Chef of the week award
n/a Chef of the week award
Chef of the week award
Chef of the week award
n/a Chef of the week award
Year 7 MYP.docx Aude Sapere | Dare to know 7
week award
Chef of the week award
Rich Task contribution where relevant
Understanding which part of a fruit you can eat
Nutrition for life
n/a Nutrition for life Food miles
Unit summary
ARE2: I can select and use a range of kitchen equipment ARE3: I understand the importance of food hygiene & safety ARE3: I can identify risks and prevent them
ARE1: I can make food choices based on current healthy eating guidelines. ARE1: I know food contains nutrients required for health
ARE2: I can name and prepare a range of ingredients ARE5: I can demonstrate and explain the science in food prep & cooking
ARE4: I can understand how seasonality, cost, intolerances and religion affect food choice
ARE2: I can select and use a range of kitchen equipment ARE3: I understand the importance of food hygiene & safety ARE3: I can identify risks and prevent them
ARE1: I can make food choices based on current healthy eating guidelines. ARE4: I can understand how seasonality, cost, intolerances and religion affect food choice
ARE5: I can demonstrate and explain the science in food prep & cooking ARE1: I can make food choices based on current healthy eating guidelines.
Year 7 MYP.docx Aude Sapere | Dare to know 8
Middle Years Programme (MYP) Curriculum Map for Language and Literature – Y7 Students will need to bring the following equipment to lessons:
• A well-stocked pencil case with a variety of items. As a minimum, pupils should have a black pen, a pencil and a ruler.
• A reading book.
Contact email: Kathryn Szladicsek (Faculty Lead) – [email protected] Joseph Berwick (MYP Lead) – [email protected]
Suggested web links/internet resources: https://schoolreadinglist.co.uk/reading-lists-for-ks3-pupils/suggested-reading-list-for-year-7-pupils-ks2-age-11-12/
Middle Years Programme (MYP) purpose: The purpose of Language and Literature MYP at Stantonbury International school is to introduce a variety of text forms and types over a wide and sprawling context. Language and Literature is used as a tool to ask the big moral and social questions, whilst providing a backdrop of how we got to this point and how do we continue to grow?
Unit Title
Novel Study Wonder
Cultural Expression
through Poetry
Down the Rabbit Hole
Shakespeare and Power
Travel Writing
MYP Unit title
Identity: Wonder
Culture: Poetry Creativity: Narrative Writing.
Perspective: Shakespeare
Communication: Travel Writing
Related Concepts
Point of view Purpose Character Self-Expression
Context Self-Expression Structure
Theme Setting Genre
Theme Character Context
Style Purpose Audience
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
A letter of advice to August on his first day of School (C&A) Analysing an extract from Wonder: How does the author present Via’s feelings towards her brother and his condition? (B&D)
Write an analysis of at least one poem exploring cultural expression. (A&B)
Students to write their own opening to a story where they enter a new world. (C&B)
Comparing two different monologues exploring characters’ perspective. (A&B)
Write a script for a Travel Programme advertising Stantonbury and Milton Keynes, persuading people to come and visit.
Statement of enquiry
Authors explore identity and relationships through character and self-expression.
Critical readers understand that historical context and stylistic choices, can influence how an audience responds to a text.
In some genres, writers are able to use creativity to transgress boundaries of space and time through exploring familiar themes in unfamiliar settings.
Despite its 400 year-old context, through exploring character, setting and theme in Shakespeare’s plays, we can develop new and existing perspectives on what is fair and what is not.
Travel Writing enables writers to communicate effectively with their audience across the globe, demonstrating the power of literature to transcend space and time.
Year 7 MYP.docx Aude Sapere | Dare to know 9
What students will learn during this unit
• How to ‘deep read’ a text and learn how to select key ideas, themes and motifs from it.
• Understand a character’s ‘motivation’.
• Learn how to empathise with characters from a fiction text and ‘respond’ to them.
• Reflect and explore what it has been like at the start of the ‘secondary journey’.
• How to read and respond to a full novel.
• How to compare two differing poems.
• How historical context relates to the sorts of texts that authors/poets write.
• How poets use words to manipulate and influence a reader.
• Key poetry structural features and what they mean.
• How poetry has changed over time.
• How writing can allow us to explore new places and new ideas simply by transporting us to somewhere different.
• How we can shift a story to something unexpected.
• How author’s ‘open’ their stories and the most effective ways to do this.
• How Shakespeare showed power in his plays.
• Why power was such an important theme in the Elizabethan era.
• How society was arranged in that time.
• Key elements of some Shakespeare plays.
• How those plays relate to us now.
• What the purpose of travel writing is and why it exists.
• How we can use words and ideas to try and convince other people.
• What makes a place interesting?
• How do we decide where our home is?
• Are adverts in anyway immoral?
Year 7 MYP.docx Aude Sapere | Dare to know 10
Middle Years Programme (MYP) Curriculum Map for Individuals and Societies Year 7 Students will need to bring the following equipment to lessons: Pens, pencil, colouring pencils, rubber, ruler
Contact email: [email protected] [email protected]
Suggested web links/internet resources:
Middle Years Programme (MYP) purpose: Promote learning and understanding through inquiry. The Curriculum is designed to facilitate learning by using contextual knowledge as a vehicle to foster conceptual understanding and the development of transferable skills.
Unit Title
Middle Ages
Dangerous World
Reformation & Enlightenment
Settlements Exploration Watery World
MYP Unit title
How fair was life in the Middle Ages?
How dangerous is the world we live in?
How have ideas and innovations changed the world?
Why do we live where we live?
Does exploration lead to exploitation?
How is water shaping our identity & the way we interact globally?
Related Concepts
Perspective Equality Fairness Identity
Significance Causality Processes
Significance Innovation and Revolution
Sustainability Choice Processes
Innovation and Revolution Causality Conflict
Scarcity Resources
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
How similar/ different is life in the 21st century to life in the Middle Ages? A
Create a response plan for a MEDC and LEDC and compare their main features. B, D
Choose an idea/ innovation and explain its impact on individuals and their societies. A, C
Design your own sustainable settlement (Project-based) A, C, D
What are the opportunities and challenges of space exploration? B
Conflict over water resources: How important is water in our lives? C, D
Statement of enquiry
The identity and development of past societies can be explored through the perspectives of the people who lived there.
Natural disasters occur due to a variety of geological processes and the responses to these vary depending on the location and the agencies involved.
Innovations and ideas are developed by a variety of causes and can bring about lasting change to individuals and societies.
Settlements develop and change due to a variety of processes and their sustainability allows them to function successfully, affecting the identity of that location.
In the past, humans explored the world, and continue to do so, for a variety of reasons. This exploration often affects global interactions in both positive and negative ways.
Water has always been vital to our existence and its scarcity creates challenges that dictate our choices and our wider interactions
Year 7 MYP.docx Aude Sapere | Dare to know 11
Unit summary
-What are the Middle Ages and key events -Life in Europe and England during the Middle Ages -Life in China during the Middle Ages -Life in the Mongol Empire during the Middle Ages -Black Death -Crusades
-Types of natural disasters -Earthquakes and volcanoes -Tsunamis -Long- and short-term impact -SHEEP impact -Long- and short-term responses -Religious responses -Media coverage of natural disasters
-What was the Reformation -Martin Luther’s criticism of the Church -The break with the Rome and the formation of the Protestant Church -Attitudes towards Protestants in Europe -St Bartholomew’s Day Massacre -What was the Reformation -Key innovations during this period
-Types and location of settlements -Settlement function -Advantages and disadvantages -Urban growth -Sustainability -Push and pull factors -Ghost towns
-Causes and impact of exploration -Spanish exploration -Italian exploration -English exploration -US exploration - Exploitation of natural and human resources -Wider connections
-Natural resources -Water cycle -Water as a source of life and as a commodity -Scarcity of resources -Conflict over resources -
Year 7 MYP.docx Aude Sapere | Dare to know 12
Middle Years Programme (MYP) Curriculum Map for French Year 7 Students will need to bring the following equipment to lessons: Bilingual French dictionary Coloured writing pens A highlighter pen
Contact email: [email protected]
Suggested web links/internet resources: www.languagesonline.org.uk www.duolingo.com
Middle Years Programme (MYP) purpose: ● enables students to increase their awareness of the world around them ● fosters positive values and attitudes towards society such as respect and integrity ● increases student’s sense of responsibility ● helps students to develop their leadership and organizational skills
Unit Title
Tout sur moi (All about me)
Ma région, mes vacances (My area, my holiday)
Mes études, mes loisirs (My studies, my leisure)
Related Concepts
Communication / message Connections / context Context / conventions
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
Deliver a presentation about yourself to the mayor of a French town in the aim of getting a partnership with this town. Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Speaking assessment- Role-play between a house buyer and an estate agent.
Criterion A: Comprehending spoken and visual text
Criterion B: Comprehending written and visual text
Writing assessment: write an article for an online blog about the school system in France compared to schools in England. Criterion A: Comprehending spoken and visual text
Criterion B: Using language in spoken and written form
Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Statement of enquiry
Effective communication needs a clear message in a set context to enable us to create meaningful relationships.
Discovering differences and similarities between places helps connect communities and provide cultural contexts.
Exploring ways of life in different environments helps us understand the cultural context and conventions.
What students will learn during this unit
Greeting and how to introduce themselves
Numbers
Differences in how people greet each other in different countries around the world
Describing where you live in details and express your opinion.
Understand the differences between houses, towns and cities around the world.
To be able to give and understand directions
To create a tourist brochure about a foreign town/city
To describe the subjects you learn and give your opinion.
To understand the differences between school in England and schools around the world.
To be able to describe your school day, what you eat at school and what you wear.
Year 7 MYP.docx Aude Sapere | Dare to know 13
Middle Years Programme (MYP) Curriculum Map for MFL Year 7 Students will need to bring the following equipment to lessons: Bilingual French dictionary Coloured writing pens A highlighter pen
Contact email: [email protected]
Suggested web links/internet resources: www.languagesonline.org.uk www.duolingo.com
Middle Years Programme (MYP) purpose: ● enables students to increase their awareness of the world around them ● fosters positive values and attitudes towards society such as respect and integrity ● increases student’s sense of responsibility ● helps students to develop their leadership and organizational skills
Unit Title Alles über mich
(All about me) Wo ich wohne, mein
Urlaub (My area, my holiday)
Mein Studium, meine Freizeit
(My studies, my leisure)
Related Concepts
Communication / message Connections / context Context / conventions
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
Deliver a presentation about yourself to the mayor of a French town in the aim of getting a partnership with this town. Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Speaking assessment- Role-play between a house buyer and an estate agent.
Criterion A: Comprehending spoken and visual text
Criterion B: Comprehending written and visual text
Writing assessment: write an article for an online blog about the school system in France compared to schools in England. Criterion A: Comprehending spoken and visual text
Criterion B: Using language in spoken and written form
Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Statement of enquiry
Effective communication needs a clear message in a set context to enable us to create meaningful relationships.
Discovering differences and similarities between places helps connect communities and provide cultural contexts.
Exploring ways of life in different environments helps us understand the cultural context and conventions.
What students will learn during this unit
Greeting and how to introduce themselves
Numbers
Differences in how people greet each other in different countries around the world
Describing where you live in details and express your opinion.
Understand the differences between houses, towns and cities around the world.
To be able to give and understand directions
To create a tourist brochure about a foreign town/city
To describe the subjects you learn and give your opinion.
To understand the differences between school in England and schools around the world.
To be able to describe your school day, what you eat at school and what you wear.
Year 7 MYP.docx Aude Sapere | Dare to know 14
Stantonbury International School Middle Years Programme (MYP) Curriculum Map for Mandarin Year 7 Students will need to bring the following equipment to lessons: Bilingual French dictionary Coloured writing pens A highlighter pen
Contact email: [email protected] [email protected]
Suggested web links/internet resources: www.duolingo.com
Middle Years Programme (MYP) purpose: ● enables students to increase their awareness of the world around them ● fosters positive values and attitudes towards society such as respect and integrity ● increases student’s sense of responsibility ● helps students to develop their leadership and organizational skills
Unit Title Numbers, Greetings
and Self-introduction
Family, pets and dates
Hobbies and sports School life and Chinese foods
Related Concepts
communication Connections Context / conventions Connections / conventions
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
Reading assessment Criterion B: Comprehending written and visual text
Writing assessment Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Writing assessment Criterion C: Communication in response to spoken, written and visual text.
Criterion D: Using language in spoken and written form
Reading and Listening assessment Criterion A: Comprehending spoken and visual text
Criterion B: Comprehending written and visual text
Statement of enquiry
Effective communication starts with culturally appropriate greetings to break the ice and basic knowledge about the person to showcase understanding.
Discovering differences and similarities between characters of family members and pets. Understanding the construction of date in Mandarin.
Exploring ways of living life in different cultures as well as the commonalities that they share and how they can compliment each other.
Exploring the differences between school lives in the east and the west. Celebrating the co-existence of different customs and cultural features around the world.
What students will learn during this unit
Be able to ask and respond to simple questions regarding a person’s name, age and nationality.
Be able to ask and respond to questions regarding the basic information of your family members, the pets you have as well as to name the date and month in a year.
Be able to ask and respond to questions regarding a person’s hobbies, likes and dislikes about certain activities and sports.
Be able to give a presentation about the school subjects, timetables. Be able to order food and drinks in the Chinese restaurant.
Year 7 MYP.docx Aude Sapere | Dare to know 15
Middle Years Programme (MYP) Curriculum Map for Mathematics Year 7 Students will need to bring the following equipment to lessons: Scientific calculator, pens, pencils, ruler, eraser Maths set (pair of compasses, protractor)
Contact email: [email protected] [email protected]
Suggested web links/internet resources: www.mymaths.co.uk www.pearsonactivelearn.com/app/library
Middle Years Programme (MYP) purpose: Build solid mathematical understanding and develop key conceptual connections. The inquiry-based approach holistically integrates the MYP key concepts, helping students shift to a concept-based approach and cement comprehension of mathematical principles.
Unit Title
Place value, addition and subtraction
Place value, addition and subtraction
Geometry: 2D shape
in a 3D world
Fractions
Algebra
Percentages
MYP Unit title
Civilizations and human interactions
Civilizations and human interactions
Artistry and creativity
Human connections
Patterns in nature
Inequality and difference
Related Concepts
Change, generalisation, justification, quantity, systems, equivalence Deta 1 Unit 2 – 2.5
Change, generalisation, justification, quantity, systems, equivalence Theta 1 Unit 2
Space, representations, models, change, measurement Theta 1 Unit 8
Change, quantity, simplification, systems, equivalence, generalisation Theta 1 Unit 5
Simplification, systems, patterns, generalisation Theta 1 Unit3 and 9
Quantity, systems, representations, change, justification Theta 1 Unit 5
Main Assessment Task(s)
Formative Test Formative test Summative test
Formative tests Formative test Summative test
Formative test
Formative test Summative test
Statement of enquiry
Making fair judgements is easier if we understand a variety of numeric systems and forms
Making fair judgements is easier if we understand a variety of numeric systems and forms
Measurement is expressed in various forms to communicate the space around or within an object
Mathematical logic helps us to find general rules in quantities and relationships and to make exciting, innovative discoveries
Identifying and using patterns and rules is the journey to simplifying relationships in life and in algebra
Representing data visually
helps to identify
relationships that can justify
global decisions
Year 7 MYP.docx Aude Sapere | Dare to know 16
Age related expectations
1.Represent numbers 2.Understand place value, expanded form and scientific notation 3.Understand number systems with different bases 4.Work with powers, indices and roots 5.Understand factors, multiples and prime numbers 6.Able to use greatest common factor and lowest common multiple 7.Understand factors and divisibility 8.Recognize order of operations 9.Work with number systems from different civilizations
1.Represent numbers 2.Understand place value, expanded form and scientific notation 3.Understand number systems with different bases 4.Work with powers, indices and roots 5.Undertand factors, multiples and prime numbers 6.Able to use greatest common factor and lowest common multiple 7.Understand factors and divisibility 8.Recognize order of operations 9.Work with number systems from different civilizations
1.Understand how to work with rays, line segments and lines 2.Know how to classify, measure and construct angles 3.Understand angles formed by intersecting lines and parallel lines with a transversal 4.Know classification of triangles 5.Work with interior and exterior angles of triangles
1.Understand fractions in different forms 2.Able to compare fractions 3.Know how to multiply and divide fractions 4.Understand how to add and subtract fractions 5.Able to complete multiple operations with fractions
1.Able to recognize patterns in different forms - diagrams, sequences, tables and words 2.Know how to simplify algebraic expressions 3.Understand how to generalize mathematical patterns 4.Work with patterns as functions 5.Solve algebraic equations 6.Patterns in nature
1.Know how to work with different forms of percentages 2.Able to convert fractions and percentages 3.Able to convert decimals and percentages 4.Work with applications of percentages 5.Understand percentage increase and decrease
Year 7 MYP.docx Aude Sapere | Dare to know 17
Middle Years Programme (MYP) Curriculum Map for: Physical & Health Education Year 7 Students will need to bring the following equipment to lessons: SIS PE kit, training shoes, pens, pencil, colouring pencils, rubber, ruler
Contact email: [email protected] [email protected]
Suggested web links/internet resources:
Middle Years Programme (MYP) purpose: Promote learning and understanding through inquiry. The Curriculum is designed to facilitate learning by using contextual knowledge as a vehicle to foster conceptual understanding, and the development of transferable skills.
Unit Title
PHYSICAL & HEALTH RELATED
KNOWLEDGE
TEAM SPORTS
AESTHETIC MOVEMENT
INDIVIDUAL SPORTS
INTERNATIONAL SPORT
ALTERNATIVE & RECREATIONAL SPORTS
MYP Unit title
How can knowing specific fitness components affect your ability as a sports person?
How do you use the principles of attack and defense in team sports?
How can you use your body to create movement?
What strategies can you use to beat an opponent?
How can you use a range of movement and components of fitness to achieve the best individual performance possible?
How can you transfer skills from a range of sports?
Key Concepts, related concepts, global contexts
Change, function, perspective, scientific and technical innovation
Relationships, adaptation, movement, identities and relationships
Aesthetics, balance, refinement, personal and cultural expression
Change, choice, environment, space, orientations in space and time
Relationships, energy, refinement, fairness and development
Communication, adaptation, interaction, globalization and development
Main Assessment Task(s) and Criterion Assessed (A, B, C, D)
A, C B, D A, B, C, D
A, C B, D
A, C
Statement of enquiry
In all sports, the components of fitness have to be identified and trained specifically to achieve the maximum outcome when applying them in a competitive situation.
During invasions games, players use tactics to beat their opponents either individually or as a group of players. Defenders have to counter
As a gymnast, knowing the limits of your body is vital to achieving complex movements.
Understanding your opponent’s strengths and weaknesses and ensuring a strategy is used to counteract them
Learning new skills require development of different components of fitness. It is critical to understand how components link together so they can be trained to make effective movement
When playing a new sport, it is important to adapt skills learnt from other disciplines.
Year 7 MYP.docx Aude Sapere | Dare to know 18
these moves to avoid being beaten.
Unit Summary
- Fitness training, aerobics, circuit training - Fitness testing - Understanding starting points and how to improve capacity - Effectiveness of plans that follow the SPORT and FITT principles
- Football, rugby, basketball, netball - Skills, tactics & strategies used in games - Small sided games - Isolated, conditioned and competitive drills - Game situations
- Gymnastics floor & flight, trampolining - Create sequences with a range of movement - Analysing performances identifying what went well and what needs improvement
- Badminton, swimming, table tennis, tennis - Analysing performances of opposition and self - skills and tactics practiced
- Athletics, track and field - A range of disciplines including short and middle distances, jumps and throws - Analysing performance and how to improve areas of expertise
- Rounders, softball, ultimate frisbee, cricket -range of team and individual type games Striking and fielding and invasion games -learning skills that can be used in other areas
Year 7 MYP.docx Aude Sapere | Dare to know 19
Middle Years Programme (MYP) Curriculum Map Y7 Science Students will need to bring the following equipment to lessons: Scientific calculator, pens, pencils, ruler, eraser
Contact email: [email protected] [email protected]
Suggested web links/internet resources:
Middle Years Programme (MYP) purpose: Build solid scientific understanding and develop key conceptual connections. The inquiry-based approach holistically integrates the MYP key concepts, helping students think scientifically, work practically and cement comprehension of key scientific principles.
Unit Title
Practically a Scientist
Building Blocks
Fields in Physics
Cells at work
Electrons and
Patterns
Plants, ecosystems and photo-synthesis
MYP Unit title
Exploring our world: How do we find things out?
What makes up the universe?
What Makes the World Go Round?
What Makes a Living Thing?
What Do We Know About Matter?
How connected are we and how are we connected?
Related Concepts
Investigating, analysing, evaluating
Modelling, developing theory, predicting behaviours
Diagrammatic representation, calculation, measurement
Describing processes, linking function and properties,
Identifying trends and patterns, linking properties and behaviours, hypothesising
Inter-dependence, cause and effect
Main Assessment Task(s)
Summative Task: Parachute Investigation Criteria: B,C
Summative task: Knowledge and understanding paper Criterion: A
Summative task: How our knowledge of fields has impacted global society Criterion: D
Summative task: Diagrams, explanations Criterion: A
Summative task: The history of the atom: timeline of theory development Criterion: D
Summative task: Investigating our school habitat Criteria: B, C
Statement of enquiry
Explain the importance of being a critical scientist in each stage of planning an experiment, collecting data, presenting data and analysing data. Design and carry out an investigation
Use an abstract model to predict and explain observable behaviours and explain how this process, over time, has impacted on our understanding of the world around us
Represent and clearly describe the unseen cause of observable effects. Describe how our understanding of fields has improved living standards across the globe (electricity, medicine, waste management)
Explain the importance of substances moving through cells, organs, systems in living organisms.
Explain how experiments and observations are used to refine and improve theories and models
Explain how all living things are part of a complex and changing web, depending on one another and our Earth for survival
Age related expectations
1. Work safely to complete practical tasks in the laboratory
1. Describe the properties of solids, liquids and gases 2. Link the properties of
1. Outline what is meant by a field in a physics context 2. Describe the effect of
1. Recognise plant and animal cells and label
1. Describe the currently accepted theory for the structure of the atom
1. Know what plants need to grow and be able to outline the process of photosynthesis
Year 7 MYP.docx Aude Sapere | Dare to know 20
2. Write a hypothesis which can be investigated 3. Produce a step by step method, detailing equipment, variables, ranges and number of repeat values 4. Record data in an appropriate format and process it, treating anomalous results correctly and finding mean values where appropriate 5. Present data clearly in visual formats such as graphs or charts 6. Draw conclusions which are consistent with the data produced 7. Make sensible suggestions for improving the accuracy, reliability and validity of practical tasks
solids, liquids and gases to their particle arrangement 3. Describe changes of state using key terminology 4. Use the particle model and kinetic theory to explain changes of state 5. Qualitatively discuss the transfer of energy when changing temperature or state 6. Describe the currently accepted theory for the structure of the atom 7. Know the difference between particles which are atoms and particles which are molecules 8. Know the difference between molecules of elements and molecules of compounds
electric, magnetic and gravitational fields and know what can be affected by each field 3. Represent fields using diagrams, adhering to conventions around the use of field lines and arrows 4. Be able to predict and explain the behaviour of objects in fields in practical settings 5. Be able to describe and explain the uses and impacts of fields in our global society
diagrams showing plant and animal cells 2. Link the structure and function of cells, including specialised cells 3. Know the function of organelles within cells 4. Describe how cells form tissues, which form organs, which form systems. 5. Describe and explain the purpose and function of systems within the human body.
2. Outline the mass and charge of protons, neutrons and electrons 3. Discuss the development of the model of the atom from the plum pudding model, including Rutherford’s experiments 4. Know that there are different atoms and they can be arranged into a periodic table 5. Outline the trends and patterns across periods and down groups of the periodic table
2. Know and explain the limiting factors for photosynthesising plants 3. Know how living things are connected in food webs and chains, using key terminology to describe these 4. Understand how adaptations occur through natural selection and suggest driving factors such as environment and predator prey relationships 5. Investigate habitats using quadrats and transect.
Year 7 MYP.docx Aude Sapere | Dare to know 21
Curriculum Map for MYP Arts: Dance Year 7 Students will need to bring the following equipment to lessons: Writing Pens PE Kit Research Journal
Contact email: [email protected] [email protected] [email protected]
Suggested weblinks/internet resources:
Middle Years Programme (MYP) purpose: The MYP Arts programme gives our learners the opportunity to function as artists, as well as learners of the arts. Students will develop through creating, performing and presenting art in ways that engage and convey feelings. The inquiry-based approach holistically integrates the MYP key concepts, helping students shift to a concept-based approach and think creatively about the art forms they are studying.
Unit Title
Performing, Performing,
Performing! Composition Dance for Camera
Key Concept Aesthetics Change Aesthetics
Related Concept
Style Communication Communication
Global Context
Personal and Cultural Expression Orientation in Space and Time Perspective
Statement of Inquiry
Does aesthetics deal with the characteristics, creation, meaning, and perception of beauty and taste?
Changing the boundaries of expected relationships can inspire and unexpected outcomes.
Changing the relationship between the audience and performer can enable different perspectives and viewpoints.
Main Assessment Task(s)
Summative assessments to assess Criteria A, B, C and D.
1. Review of their perception of beauty in the dance pieces studied
2. Performance in two dance styles
3. Costume design 4. Peer assessment
Summative assessments to assess Criteria A, B, C and D.
1. Group presentation 2. Storyboard of dance
choreography 3. Performance of their
choreography 4. Self and Peer
assessment
Summative assessments to assess Criteria A, B, C and D.
1. Research task 2. Performance
of their choreography for camera
3. Storyboard of dance choreography
4. Self and Peer assessment
Unit summary
1. To be able to perform with dynamic contrast
2. To perform confidently using characteristics of the style
3. To be able to describe dance movements using terminology
4. To perform all movement with control and characterisation
1. To be able to create a motif
2. To develop a motif into using canon, formation and relationship
3. To be able to demonstrate smooth transitions between movements
1. To be able to create a motif
2. To develop a motif into using canon, formation and relationship
3. To be able to demonstrate smooth transitions between movements
Year 7 MYP.docx Aude Sapere | Dare to know 22
Curriculum Map for MYP Arts: Drama Year 7 Students will need to bring the following equipment to lessons: Writing Pens Research Journal
Contact email: [email protected] [email protected]
Suggested weblinks/internet resources:
Middle Years Programme (MYP) purpose: The MYP Arts programme gives our learners the opportunity to function as artists, as well as learners of the arts. Students will develop through creating, performing and presenting art in ways that engage and convey feelings. The inquiry-based approach holistically integrates the MYP key concepts, helping students shift to a concept-based approach and think creatively about the art forms they are studying.
Unit Title
Heroes and Villains Children’s Theatre Theme: Bullying
Key Concept Communication Communication Change
Related Concept
Audience, Genre, Interpretation, and Expression
Audience, Composition, Expression, Genre, Boundaries, Interpretation, Style and Narrative
Boundaries, Interpretation, Expression, Narrative, Presentation, Audience
Global Context
Personal and Cultural Expression
Personal and Cultural Expression
Identities and Relationship
Statement of Inquiry
Using communication, we can explore the personal and cultural expression of Melodrama through an understanding of genre, interpretation and expression and how it can affect and impact an audience.
Different symbols and conventions are used in children's stories to convey meaning to the audience, bringing the community together
In human relationships, there are different viewpoints and perspectives that can result in bullying, through exploring bullying as a theme and a social issue this could lead to a process of self-discovery and drive change in attitudes when students interact with each other.
Main Assessment Task(s)
Summative assessment to assess Criteria A, B, C and D.
1. Performance of their melodrama
2. Group pitch and physical storyboard
3. Scriptwriting 4. Rehearsal logs and
feedback reflection
Summative assessment to assess Criteria A, B, C and D.
1. Guide to Children’s Theatre
2. Group pitch 3. Performance of their
piece of Children’s Theatre
4. Process reflections and evaluation
Summative assessment to asses Criteria A, B, C, and D.
1. Advertising campaign
2. Whole class forum
3. Performance of a scene that explores dramatic tension
4. Process of reflections and evaluations
Age-Related Expectations
1. To be able to perform using appropriate melodrama techniques confidently
2. To be able to project their voice confidently
3. To be able to create characterization in
1. To be able to use appropriate emotion, facial expression, and tone to portray a character of children’s theatre
1. To perform creating realistic stereotypes
2. To remain in character for the whole performance
Year 7 MYP.docx Aude Sapere | Dare to know 23
their performance through suitable emotions and facial expressions
4. To be able to demonstrate an awareness of blocking and positioning towards the audience
5. To be able to contribute appropriate ideas in the melodrama style
2. To be able to change the tone and pitch of your voice
3. To remain in character for the majority of the performance
4. To create appropriate props and staging for your performance that reflects the narrative
5. To demonstrate an awareness of the blocking and the relationship it has with the audience so that they can always see the performance
3. To use appropriate physical skills to convey a range of emotions
Year 7 MYP.docx Aude Sapere | Dare to know 24
Curriculum Map for MYP Arts: Music Year 7 Students will need to bring the following equipment to lessons: Writing Pens Research Journal
Contact email: [email protected] [email protected]
Suggested weblinks/internet resources:
Middle Years Programme (MYP) purpose: The MYP Arts programme gives our learners the opportunity to function as artists, as well as learners of the arts. Students will develop through creating, performing and presenting art in ways that engage and convey feelings. The inquiry-based approach holistically integrates the MYP key concepts, helping students shift to a concept-based approach and think creatively about the art forms they are studying.
Unit Title
World Music - Exploring
Rhythm and Melody Chords, Chords, Chords! Popular Music
Key Concept Aesthetics Change Identity
Related Concept
Composition and Genre Genre, Structure, Expression Genre
Global Context
Personal and Cultural Expression
Orientation in Space and Time. Personal and Cultural Expression
Statement of Inquiry
Many cultures consider balance and harmony found in nature to be the cornerstones of aesthetics.
How has the inclusion of chords developed in music from the classical era to the present day?
Developments in technology can manipulate an artists’ identity.
Main Assessment Task(s)
Summative assessment tasks to assess Criteria A, B, C and D. 1. Research task into musical
cultures 2. Practical workshops 3. Composition in one musical
genre 4. Peer and self-reflection logs
Summative assessment tasks to assess Criteria A, B, C and D. 1. Independent investigation
into the development of chords
2. Participation in workshops 3. 12 Bar Blues Performance 4. Peer and self-reflection
Summative assessment tasks to assess Criteria A, B, C and D. 1. Research task into
a specific genre of music
2. Practical workshops exploring different styles
3. Performance 4. Peer and self-
reflection Unit summary
1. To be able to perform a simple melody accurately
2. To be able to perform a rhythm at a consistent speed
3. To be able to incorporate the musical elements into an ensemble performance
4. To perform independent melodies as a part of a group confidently to create a polyrhythm
5. To be able to identify different musical genres aurally
1. To be able to construct full chords
2. To be able to identify the difference between major and minor chord aurally
3. To be able to perform a chord progression at a consistent speed
4. To be able to perform as a part of an ensemble at a consistent tempo
5. To be able to create an improvisation
6. To perform your part accurately and at a consistent speed
7. To be able to identify different musical genres aurally
1. To be able to perform melodic lines confidently and in time with your ensemble
2. To be able to perform chord progressions confidently
3. To be able to identify the different musical styles aurally
