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OVERALL EXPECTATIONS

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;

C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;

SPECIFIC EXPECTATIONS
C1. Creating and Performing

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from a wide variety of cultures, styles, and historical periods

C1.4 use the tools and techniques of musicianship in musical performances

C2. Reflecting, Responding, and Analysing

C2.1 express detailed personal responses to musical performances in a variety of ways

C2.2 identify the elements of music in the reper - toire they perform, listen to, and create, and describe how they are used

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OVERALL EXPECTATIONS

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;

C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;

SPECIFIC EXPECTATIONS
C1. Creating and Performing

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods

C1.4 use the tools and techniques of musicianship in musical performances

C2. Reflecting, Responding, and Analysing

C2.1 express analytical, personal responses to musical performances in a variety of ways

C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create

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MYP 3

OVERALL EXPECTATIONS

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;

C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;

C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.

SPECIFIC EXPECTATIONS
C1. Creating and Performing

C1.1 sing and/or play, in tune, music in unison and in two or more parts from a variety of cultures, styles, and historical periods

C1.2 apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose

C2. Reflecting, Responding, and Analysing

C2.1 express analytical, personal responses to musical performances in a variety of ways

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AMU1O: Music, Open Grade 9

B. REFLECTING, RESPONDING, AND
ANALYSING
OVERALL EXPECTATIONS

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures

B4. Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in music

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them

B1.3 describe the difference between technical aspects and expressive aspects of music, with particular emphasis on shaping musical phrases and choosing appropriate tempo, and assess the contribution of both aspects to the successful interpretation of musical selections

B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures

B2.1 identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures

B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community

C. FOUNDATIONS
OVERALL EXPECTATIONS

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

C2. Characteristics and Development of Music: demonstrate an understanding of the history of some musical forms and of characteristics of types of music from around the world

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation

C2. Characteristics and Development of Music: demonstrate an understanding of the history of some musical forms and of characteristics of types of music from around the world

C2.1 demonstrate an understanding of the origins and development of some musical forms

C3. Conventions and Responsible Practices: demonstrate an understanding of responsible practices and
performance conventions relating to music.

C3.3 identify ethical and legal responsibilities associated with music

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OVERALL EXPECTATIONS

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures

B4. Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in music

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

B1.1 listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them

B1.3 describe the difference between technical aspects and expressive aspects of music, with particular emphasis on shaping musical phrases and choosing appropriate tempo, and assess the contribution of both aspects to the successful interpretation of musical selections

B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures

B2.1 identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures

B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community

C. FOUNDATIONS
OVERALL EXPECTATIONS

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

C2. Characteristics and Development of Music: demonstrate an understanding of the history of some musical forms and of characteristics of types of music from around the world

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

C1.2 demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation

C2. Characteristics and Development of Music: demonstrate an understanding of the history of some musical forms and of characteristics of types of music from around the world

C2.1 demonstrate an understanding of the origins and development of some musical forms

C3. Conventions and Responsible Practices: demonstrate an understanding of responsible practices and
performance conventions relating to music.

C3.3 identify ethical and legal responsibilities associated with music

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A. CREATING AND PRESENTING
OVERALL EXPECTATIONS

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works

A3.2 use appropriate practices to prepare their art works for presentation

A3.3 demonstrate an understanding of some of the ways in which art works can be presented to reach a variety of audiences

C. FOUNDATIONS
OVERALL EXPECTATIONS

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

C1.1 use appropriate terminology when identifying and describing the use of elements and principles of design in their own art works and the works of others

C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works

C1.3 identify the stages of the creative process and the critical analysis process using appropriate terminology

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ALC1O/ALC2O: Integrated Arts, Open Grades 9-10

A1. The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

A1.1 use a variety of strategies to generate ideas to address an integrated arts challenge, individually and/or collaboratively

A1.2 use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively

A1.3 use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or collaboratively, in response to creative challenges and revise their works on the basis of peer- and self-assessment

B. REFLECTING, RESPONDING, AND

ANALYSING

OVERALL EXPECTATIONS

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

B2. The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies

B3. Values and Identity: demonstrate an understanding of how creating, presenting, and analysing art works has affected their understanding of personal, community, and cultural values and of Canadian identity

B4. Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing art works, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom

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SNC2D: Investigation Skills Grade 10

Analysing and Interpreting [AI]*

A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1.9 analyse the information gathered from research sources for reliability and bias

A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions

Communicating [C]*

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

A1.13 express the results of any calculations involving data accurately and precisely

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We are currently wrapping our head around how to approach this.
Do we need to create separate documents for each phase level?

Mr. Dwyer provided a "sample alignment" document that could be used as a "bank." This "bank" will allow all Language Acquisition teachers to access which Ontario Learning Outcomes belong to which IB Subject Learning Objective/Criterion.

We are aware that we need to fill in the scope and sequence for English Language Acquisition. However, before we can complete the last column (Ontario Outcomes), we should first create this "bank" mentioned above.

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- Have already aligned content through M1-M5
- Created a document to include Ontario Standards for each unit within each MYP year to better align standards throughout MYP INDIVIDUALS & SOCIETIES COURSE OVERVIEW 2022-2023.xlsx

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1. Agreement on the vertical alignment in designing math units bases on Ontario Standards.
2. Sharing resources on designing units and assessments.
3. Alignment between PYP6 and MYP1 math learning outcomes in particular.
4. Designing Stand-alone Math Units in PYPs.
5. Each specific grade designs horizontal alignment in Math.
6. How to evaluate the effectiveness of teaching and students' level of understanding on learning outcomes.
7. Close cooperations between PYP and MYP math teachers.
8. The process of assigning homework and the sources we use for homework.
9. Frequency of IXL usage during and after class and its relevance with Ontario Standards.

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Will discuss about MYP Scope&Sequences within Math Department meeting because all math teachers were involved in MYP1 and P6 alignment today.

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We have already aligned the unit with the Ontario standards from M1-M5.

For some units, there are no suitable Ontario standards to align with. Especially in middle school units.

We have created a chart that outlines all the MYP units with the Ontario standard.  We will work on the vertical alignment of the Science unit based on Ontario standards.

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We will work collaboratively on scope and sequence form and complete aligning the Ontario standards for the units in M2&3. Since there are new classes with different phases, we need to considerate the consistency of the units and Ontario standards.