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Topic: Ceramics-Hand building
MYP year 1
Key Concepts: Creativity
Related Concepts: Visual Culture and Style
Global Concept: personal and cultural expression
Statement of Inquiry: Your creativity is informed by a visual culture as well as style to develop your own personal and cultural expression.

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Key Concept: Development
Related Concept: Innovations
Conceptual Understanding:  Development, innovations
Global Context: Scientific and technical innovation
Exploration: Processes and
solutions
Statement of Inquiry: Development of processes and solutions may lead into innovations

https://docs.google.com/document/d/1y8USDjCpEUW4JJlq3VY5UCCzjO0dVTI26aVjpfoPqCE/edit?usp=sharing

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Topic: Product Design -  Water acquisition in rural communities. Case study -South Africa (Hippo Water Roller - HWR)
Key concept: Communities
Related concept: Innovations
Conceptual understanding: Innovations in design help communities.
Global context: Scientific and technical innovation - products, solutions.
Statement of inquiry: Innovation in the design of products may provide solutions to water acquisition in disadvantaged rural communities.

Inquiry questions:
Factual:
What products were traditionally used to carry water in rural South African communities?
What products are used to acquire water in other disadvantaged global communities?
Conceptual:
How effective a solution is the HWR for the well-being of people who carry heavy water loads in these communities?
Debatable:
Should products such as the Hippo Water Roller be government funded?

Objectives:
A -Inquiring and analysing:
Students are presented with a design situation, from which they identify a problem that needs to be solved.
They analyse the need for a solution and conduct an inquiry into the nature of the problem.
B - Developing ideas:
Students write a detailed specification, which drives the development of a solution. They present the
solution.

Summative assessment:
Goal - Show how innovation in the design of products may provide solutions to water acquisition in disadvantaged rural communities.
Role - You will take on the role of a product designer in order to design a product/solution for acquiring water.
Audience - You will present your designs to your peers.
Situation - You will be designing for a disadvantaged community of your choice.
Product, performance and purpose - You will need to analyse the given case study and research a disadvantaged global community of your choice. From there you will set out a design brief which outlines the specifications and constraints of your design solution. Finally, you will create a set of 6 conceptual drawings for your product, to be presented to your peers for discussion.
Standards - You will be assessed according to criterion A and B.

ATL inclusion:
In order for a student to show inquiry and analysis in relation to developing ideas, the student must use both critical and creative thinking.

Explicit skills:

Research skills

Interpreting/writing a design brief

Brainstorming ideas

Methods for conceptual drawings.

Resource for case study: https://atlasofthefuture.org/project/hippo-water-roller-project/

REFLECTION:
N - I feel I need more collaboration with subject teachers on differentiated tasks.
S -  I feel more sure of my understanding of the basis of planning in the MYP.
E -  I enjoyed constructing the statement of inquiry and can see how it would help to formulate succinct questions.
W -  I am a little worried about the transition to MYP for SEN students.

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Topic: The Blues
MYP year 2
Key Concepts: Aesthetics
Related concepts: Play, composition
Global Contexts: Play.

Critical literacy, languages and

linguistic systems.
Conceptual understanding: Playing the music develops music appreciation.
Statement of inquiry: Playing  the Blues music put the music language into practice and grows music understanding and appreciation.
Factual: what is a Blues song?
Conceptual: How do you recognize a blues song?
Debatable: Would you state that the Blues music is old fashioned?
Objective B: Developing skills- demonstrate application of skills to create art.
-Playing the 4 chords.
-Playing an own three notes Blues scale based melody.
-" Structure/form.(most important)
-ATL Skill: Communication, interactive skills.
-Summative Assessment (Goal): To play the Blues music putting into practice the proper music language.
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Production elements
MYP 4
Key Concepts - Aesthetics/Communication
Related Concepts - Audience/Expression/Presentation

Conceptual Understanding : Production elements enhance the work of an artist

Global Context :
Statement of Inquiry: Engaging in the explorative process of using production elements achieves the intended impact identified for their production
Factual: What is the role of a director?
What are the elements that guide the planning of the design of a performance ?
What makes a strong theatre piece?

Conceptual: How can I change the mood through lights?
How can I give a different meaning to a familiar space?

Debatable: Could a performance still be effective if there are limited resources for the production?

Objective B - Developing skills
In order for students to demonstrate the application of production skills and techniques to enhance their creative work, students must collaboratively explore different options during the creative process, communicate their ideas effectively to the team and think creatively to bring innovative and engaging elements to their work.

Summative Assessment Task : Students will direct a scene and present their work to an audience. They must be able to develop a clear concept for their work and identify an intended impact. This should be explained in writing and applied practically in their creative work.

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Topic:  Data Analysis MYP Yr 1 (Grade 6)
Key Concept:  Relationships
Related Concepts:  Representation; Justification
Conceptual Understanding:  Representing data visually helps to identify relationships that can justify global decisions.
Global Context:  Globalization and Sustainability
Exploration:  Data-driven decision making
Statement of Inquiry:  Representing data visually helps to identify relationships that can justify global and sustainable decisions.
Inquiry Questions:
Factual - Where does data come from?
Conceptual:  Who needs data?
Debatable:  Can everyone understand data?
ATL (D: Applying Math in Real-Life Contexts):  In order for students to be able to apply math in real-life contexts, students must select appropriate mathematical strategies when solving authentic real-life situations to draw reasonable conclusions and generalizations

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TOPIC: Water safety
Key concept - Communication
Related concepts - Movement and Environment
Global context - Identities and Relationships

Effective COMMUNICATION while developing responsive MOVEMENT that help students in an unfamiliar ENVIRONMENT.

Statement of inquiry (Key and related concepts + GC exploration)

Communicating through movement in an unfamiliar environment can  help and strengthen relationships with consciousness and mind.

Factual— What type of communication can we use in a water environment to relate ourselves with others?

Conceptual— Why is it important to know signs and how to move in the water?

Debatable— Does effective communication improve safety in the water?

PE objective strand A; ATL SKILLS: Communicating

Give and receive meaningful feedback

Use intercultural understanding to interpret communication

Interpret and use effectively modes of non-verbal communication

https://docs.google.com/document/d/1Hktz383X552EbJLjsk4dlpHtCowNjapN/edit

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Topic: Wellbeing and Empathy

Key concept: Communication, Community, perspective, connection.

Related Concepts: Psychology, Sociology

Conceptual understanding: Understand what well being might look like in someone’s life

Understand the meaning of mental health and emotional wellbeing

Learn strategies to improve my own and others emotional wellbeing

Global context: Identity and relationship. Personal and cultural expression

•Social constructions of reality; philosophies and ways of life;

Statement of inquiry: Being able to use empathy helps to change behaviour and build better relationships

1 factual

What is the definition of wellbeing and empathy and why are they connected?

1 conceptual

How wellbeing might look like in someone’s life?

1 debatable

What strategies do I need to improve my own and others emotional awareness?

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Topic: Building positive relationships

Key concept: Relationships

Related concepts: Interaction, Choice

Conceptual understanding: Relationships may be made stronger through positive interactions and deliberate choices.

Global context: Identities and Relationships

Explorations: Self-esteem; Human nature and human
dignity; moral reasoning and ethical judgment; consciousness and mind; happiness and the good life

Statement of inquiry: Using moral reasoning and ethical judgement together with strengthening self-esteem, can help in order to have positive interactions within relationships.

Factual : What is the difference between self-esteem and self-respect?

Conceptual: What helps build positive relationships?

Debatable: Are healthy relationships the key to happiness and the good life?

ATL:  (Objective D) In order for students to describe and demonstrate strategies to enhance interpersonal skills, (interactive skills) students must exchange thoughts, messages and informations effectively through interaction

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Topic: Murals past and present
MYP year 4
Key concepts: communication
Related concepts: Boundaries, audience and visual cultural
Global concept: Fairness and Development The relationship
between communities, sharing finite resources with people and access to equal opportunities.

Statement of inquiry: Murals are the windows of societies to show why people use the public space to voice their human rights of expression

Criterion B:
For this task, students demonstrate learned skills at painting a
mural. Students recognize the artistic intention within these
characteristics: composition/drawing/painting techniques/scale.

ATL Skills: Creative thinking, Research

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MYP  Phase 1
Topic Myself and my family

Key Concept:
Connections
Related concepts:

Patterns

Structure

Conceptual understanding/Statement of Inquiry
Understanding and using patterns and structure of language often enable individuals to connect across cultures

Global Context:
Identities and Relationships
Explorations to develop  -  Identity formation; self-esteem;

status; roles and role models

Inquiry questions
Factual       — What are patterns in language ?

Conceptual— Why is structure important when connecting with others?
How can we connect with individuals without the necessary structures in our language?

Debatable  —  Are we able to connect effectively with other cultures without using the structure and pattern of a language?

ATLs

Self-management (organization ) :

Organization skills:  select and use technology to work productively

Reflection - what can I already do and what can I do to become a more effective learner

Social (collaboration ):

• Working effectively with others

• Listen actively to other perspectives and ideas

Summative assessement - see attachment

GRASPS
Goal - Your Goal is to use patterns and structure of language often enable individuals to connect across cultures
Role - You are a young student in an international school
Audience - Your audience is a pen pal whose native language is the one you are currently studying
Situation - You have been asked by your pen pal to give them some information regarding your family and friends in their target language
P - You are producing either a video or an audio presentation introducing your friends and family along with the written script of what you will say
Standards - Your work will be judged on Objective C Criteria i, ii, iii, iv and Objective D Criteria i, ii, iii, iv

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Key Concept - Form
Related Concepts - Choice
Global Context - Personal and Cultural Expression - Creation

Statement of Inquiry - Performers' personal choices can lead to the creation of an impactful performance.

Inquiry questions -
Factual - What is form?
(In action sections) What is the development of a performance?

Conceptual - How is choice impactful on form?
(In action sections) How do you know if a performance is successful?

Debatable - Do performances that have personal expression or cultural expression have more of an impact on the audience?

(In action sections) What makes a good performance?

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Topic: Human interactions with environments
MYP Year: Year 3 (8th grade)
Key Concept: Relationship/Systems
Related concepts:  Environment, Consequences, Evidence
Conceptual Understanding: Relationships have consequences on the environment

Global context: Globalization and Sustainability

Exploration: Human Impact on the Environment

Statement of Inquiry: Evidence shows that global ecological systems are composed of multiple delicately balanced relationships between organisms and their environment; even minor changes within them can have great consequences and affect the sustainability of the planet.

Amanda, Sarah and Angela

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Key concept: Systems

Related concept: Interaction / Structure

Conceptual understanding:
The interaction of individual components form systems to provide structure and order

Global concept: Scientific and technical innovation

Models

Statement of Enquiry: Models can help people visualise how interdependent components interact to form structured and ordered systems.

https://docs.google.com/document/d/1nOhEnUQW7Iq5vTLQsGt4CBjhH27Mda1y/edit#

Topics:
Chemistry - Particle model
Biology - Cell structure

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Topic: Electric fields & Static electricity

Key concept: Relationships
Related concepts: Interaction
Global concept: Scientific & Technical Innovation
Exploration: Systems and models
Conceptual Understanding: Interactions are often governed by Relationships
Statement of Inquiry: INTERACTIONS of SYSTEMS are governed by fundamental RELATIONSHIPS which can be MODELLED.

Inquiry Questions
F: How do we know what an electric field looks like?
C: How do models of fields help us to understand how charges interact?
D: Are humans responsible for artificially-created electric fields affecting living organisms?

Objective A: Knowledge & Understanding
Strand iii: interpret information to make scientifically supported judgments
Skills:
1. drawing electric field maps (rules)
2. mapping fields based on the movement of charges in the field
3. interpreting field maps to predict the movement of charges

ATL: Communication - Use scientific diagrams with correct symbols and annotations to predict the movement of charges in a field.

Goal - educational
Role - You are a librarian
Audience - Your audience is students in Grade 5
Situation - You need to explain to the students how moving charges can create fires
Product - You will create a booklet
Standards - Knowledge & Understanding (Ai and ii)

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Write: topic, MYP year

Write: key concept

Write: related concepts
Write: Conceptual understanding
Write: Global context & exploration

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List of key concepts and definitions are on p56-57