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Related-concepts:
Change

A variation in size, amount or behaviour.

Equivalence

The state of being identically equal or interchangeable, applied to statements, quantities or expressions.

Generalization

A general statement made on the basis of specific examples.

Justification

Valid reasons or evidence used to support a statement.

Measurement

A method of determining quantity, capacity or dimension using a defined unit.

Models

Depictions of real-life events using expressions, equations or graphs.

Patterns

Sets of numbers or objects that follow a specific order or rule.

Quantity

An amount or number.

Representation

The manner in which something is presented.

Simplification

The process of reducing to a less complicated form.

Space

The frame of geometrical dimensions describing an entity.

Systems

Groups of interrelated elements.

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Related-Concepts:

Balance: The dynamic equilibrium that exists among members of a stable natural community; the regulation of the internal environment of an organism.

Consequences: The observable or quantifiable effects, results, or outcomes correlated with an earlier event or events.

Energy: The capacity of an object to do work or transfer heat.

Environment: All of the biotic and abiotic factors that act on an organism, population or community and influence its survival, evolution and development.

Evidence: Support for a proposition derived from observation and interpretation of data.

Form: The features of an object that can be observed, identified, described, classified and categorized.

Function: A purpose, a role or a way of behaving that can be investigated; a mathematical relationship between variables.

Interaction: The effect or effects two or more systems, bodies, substances or organisms have on one another, so that the overall result is not simply the sum of the separate effects.

Models: Representations used for testing scientific theories or proposals that can be accurately repeated and validated; simulations used for explaining or predicting processes which may not be observable or to understand the dynamics of multiple underlying phenomena of a complex system.

Movement: The act, process, or result of displacing from one location or position to another within a defined frame of reference.

Patterns: The distribution of variables in time or space; sequences of events or features.

Transformation: Differentiation of a cell; change of energy form, including at a molecular level; alteration of molecules and metabolism and/or genetic make-up of an organism or species and consequently a community, relative to external factors.

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Related-concepts for Humanities: Causality, Choice, Culture,Equity, Globalization, Identity, Innovation and revolution, Perspective, Power, Processes, Resources, Sustainability.

Related-concepts for Economics: Choice, Consumption, Equity, Globalization, Growth, Model, Poverty, Power, Resources, Scarcity, Sustainability, Trade.

Related-concepts for Geography: Causality (cause and consequence), Culture, Disparity and equity, Diversity, Globalization, Management and intervention, Networks, Patterns and trends, Power, Processes, Scale, Sustainability.

Related-concepts for History: Causality (cause/consequence), Civilization, Conflict,
Cooperation, Culture, Governance,
Identity, Ideology, Innovation and revolution, Interdependence, Perspective, Significance.

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Related-concepts: Audience imperatives, Character, Context, Genre, Intertextuality, Point of view, Purpose, Self-expression, Setting, Structure, Style, Theme

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Related-Concepts: accent, argument, audience, bias, context, conventions, empathy, form, function, idiom, inference, meaning, message, purpose, structure, stylistic choices, theme, voice.

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Related-Concepts:

Audience

An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Boundaries

The parameters that define a personality, a culture, an environment, civil law, a skill set or a belief structure. The concept of boundaries can include: themes, issues and concepts; the imagined or physical boundary between performance space and audience; the subversive or provocative nature of the arts; the dividing line between what is real and what is fictional; private and public space; the relationships between characters.

Composition

The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.

Expression

The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.

Genre

Different artistic expressions that create a style when grouped by the same use of techniques, in a distinctive manner regarding theme, content or practice.

Innovation

An altered interpretation or the experimentation of ideas, techniques and media. It ensures originality and creativity by new ways of presenting ideas and unusual use of media. The invention of new functions and ways of working.

Interpretation

The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist’s creative work and artistic expressions.

An artist’s distinctive personal version expressed by stylistic individuality.

Narrative

A spoken, written or visual account of connected events; a story, which may be fictional or non-fictional. The narrative may manipulate the viewpoint of the audience: bias is persuasive narrative designed to deliver a particular mandate, brief or point of view.

Play

Play can occur in an artistic process or product. In process, play is experimentation—playing with ideas, characters, and techniques. This may be structured or free play. Improvisation is a structured approach to play, which often has the elements of a game and may involve particular rules. In product, play can be a collective creation of a theatre piece or a pre-existing piece of theatre that is authored and documented and that is transformed into live action.

Presentation

The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Representation

The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness.

Role

The development, adoption and portrayal of a character. The performer has to consider how to communicate the character’s psychology, emotions and physicality. This is concerned with examining situations, issues, concepts and texts from the perspective of a role. Different approaches, ideas and texts can be used to create and portray a character.

The individual roles of instruments can be harmonic, rhythmic or melodic.

Structure

This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.

Style

A type of art characteristic of a group of people, person or period of time and belonging to a shared tradition or set of conventions. Art conforming to an established form.

Visual culture

A field of study that generally includes some combination of cultural studies, art history, critical theory, philosophy, and anthropology, by focusing on aspects of culture that rely on visual images.

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Concept === relationships
Context- Personal & Cultural Expression

When Studying social psychology, we ask students to explore their own culture and making connections to the relationships they have in their community. we then ask them to make connections to existing theories

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Identities and relationships - Students need to have understanding, empathy for those in classroom readings, as well as understanding of what was written in the past and what’s being written currently. (Grade 9-12 literature)

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Identities and relationships - Students need to have understanding, empathy for those in classroom readings, as well as understanding of what was written in the past and what’s being written currently. (Grade 9-12 literature)

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Concept----logic
Context----scientific innovation

Have students evaluate the current methods for decreasing carbon in the atmosphere and coming up with the most realistic solution.....maybe

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Systems/Globalization and Sustainability

In this class students work to better understand the systems that make up our modern world with the understanding that since humans created them, we can improve them.

- CG

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Concept: Change
Context: Globalization and sustainability

Change is the only constant. Students are encouraged to think how the ever developing globalization in the face of businesses impact sustainability. They critically look at the legitimate approaches to sustainability which have been leveraged by globalization and contrast to the ones that do not have the same honest purpose.

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Concept=systems
Context- identities and relationships
When students are learning about socialisation, they will list down characteristics of their identity and connect them to all the relationships they have. Then they can identify what “systems” or institutions within society that their identities and relationships connect to

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concept: change
context: orientation in space/time

English language change related to "where" and "when"
Look at familiar and unfamilar texts from a few different eras; see what sts notice and what questions they have themselves

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Globalization and Sustainability - My students pass through each term with the knowledge that the skills attained throughout our time together will inform their ability to exist in a society as a global citizen. Even if they don’t live, work, or study abroad, they can use these skills to gain a larger perspective of the people and the world they’re exposed to around them. 

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Globalization and Sustainability - My students pass through each term with the knowledge that the skills attained throughout our time together will inform their ability to exist in a society as a global citizen. Even if they don’t live, work, or study abroad, they can use these skills to gain a larger perspective of the people and the world they’re exposed to around them. 

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Drama: Orientation in Space in Time / Personal Expression

Since drama covers the use of space and expression (self explanatory)

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Identifies and relationsships
Orientation in space and time
Personal and cultural
Scoentific and technical innovation
Globalization and sustainability
Fairness and development

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Concept=====Choice
Context- Globalization abd sustainability

Students need to understand how the world is connected and how individuals choices are important also to learn about the opportunities and tensions provided by world- interconnectedness; the impact of decision-- making on humankind

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Context - Identities and relationships
We give students the word bank of 20 words to challenge them to express what others should know about the particular student and build relationship with peers in the class for about 10-15min. The ultimate goal is to help students engage in the communcation within real-life situation as if they were strangers to one another.

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Role play, Say about your idea, group work: for example read and translate word card

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concept: Communication
context: Identities  and relationship

Students debate about certain topics of having relationship with their parents, siblings and peers  in their teenage life. ( pros and cons)
In order to do that they would learn how to debate (argue) English in proper ways by using given phrases.

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Try to emphasize and create assessments that have community based action as a criteria for success.

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Although most business examples in textbooks and case studies come from an international perspective I find it specially useful to try to bring it closer to my students. Local examples are the best as it surprises students how close the concepts are to them - context.

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Try to take the Cambridge  Rubrics for Literature and work with students on breaking each assessment (AOs) for  clearer understanding.

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Self-assessment checklist on ‘Alliteration’ with rubrics to check on their prior learning and grasp of the topic, as well as what expectations they might to fulfill at the end of series of lesson.

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Concept driven inquiry questions?
What are you wondering about your identity and its relation to a bigger system? What are your questions and your feelings about it?

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Treating every lesson as an opportunity to assess students through a series of questions or activities will be how I try to structure all my lessons this year. This will help me take notes on students' strengths and weaknesses and adjust upcoming lessons accordingly.

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It is useful to use the Mongolian context as a bridge towards getting students to understand what local impacts they can look for when they're researching the global/state/local impacts of their topic in other countries.

This helps them to be more empathetic which can guide their understanding of their own work.

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Will try to see horizontal view on all the subjects on a same age level and develop special plans for skill enhance collabrativily.

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The example looked really helpful; I would like to develop something sts can do themselves and also Ts could potentially answer as well, for the purpose of st-T communication.

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Concept: Change
Context: Sustainability, Relationship and + SDGs

CC is an imminent threat to the ecosystems we’re living in. To achieve SDGs it is important to see a relationship between humans and the environment that is surrounding us. To change our destructive lifestyle, we need to change our approach to interact with mother nature and strengthen our resilience to a fast changing surroundings. Adaptation is another skill that we should master.

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I use local references while teaching.

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Theme/Personal goals: How are you?
Concept: Communication
Learning contexts: Identities and relationships

In International, we’ll be learning about:

Why some people don’t have clean drinking water

Health issues in other countries

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Concept: Environment
Context: Endangered animals
Students discuss the endangered species in the world and read specific texts and materials. After gaining the main points, they choose different endangered animals and do some research as homework. Finally, they can do a project about that animal including their pictures, reasons why they are endangered, the solutions to help those animals, and what we can do to solve those problems. They can present their projects in the classroom and discuss them again to conclude and give feedback to each other as well.