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MYP COURSE OVERVIEW - Genesis Global School

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MYP COURSE OVERVIEWCOURSE DURATION: MYP1 – 1 YEAR, MYP 2 – 1 YEAR, MYP 3 – 1 YEARSCHOOL CODE: 049091LANGUAGE & LITERATURECourse General DescriptionStudies in English language and literature courses explore elements of language and literature. Each also focuses on the relationships between texts, readersand writers; on the range and functions of texts across geographical space and historical time; and on aspects of intertextuality. The study of literary, nonliterary, visual and performance texts provides a focus for understanding how meaning is constructed within belief or value systems, and how it is negotiatedacross multiple perspectives generated by single or multiple readers. Thinking critically about texts, as well as responding to, producing or performing them,leads to an understanding of how language sustains or challenges ways of thinking and being. The study additionally builds an awareness that all texts may beunderstood in relation to their form, content, purpose, audience and their associated contexts, such as social, historical and cultural circumstances.Course Aims And GoalsThe aims of MYP language and literature are to encourage and enable students to:1. Use language as a vehicle of thought and creativity.2. Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.3. Explore language through a variety of media and modes.Page 1 of 154

4. Apply linguistic and literary concepts and skills in a variety of authentic contexts.5. Engage with texts from different historical periods.6. Develop a lifelong interest in reading.Course Objectives:The objectives of MYP Language and Literature encompass the factual, conceptual, procedural and metacognitive dimension of knowledge.1.Analysing 2. Organising 3. Producing text 4. Using LanguageCriterion A: AnalyzingThrough the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning.Analyzing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts,and making inferences about how an audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii). Students should beable to use the text to support their personal responses and ideas (strand iii).Criterion B: OrganizingStudents should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes ofcommunication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing allsources accurately.Criterion C: Producing textStudents will produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator andtheir audience. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing textsthat affect both the creator and the audience.Page 2 of 154

Criterion D: Using languageStudents have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to useaccurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, asappropriate.Course Assessment Structure and Criteria:In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands thatgenerally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers useto make “best-fit” judgments about students’ progress and achievement. Assessment for language and literature is based on four assessment criteria.Some examples of Formative Assessments: Listening Activity, Comic Strip, JAM (Just a minute), Role Play, Grammar activities, Writing skills, Vocabulary,Drama, Post card, Quiz, Posters.Summative assessment (End of Unit Assessment): Long questions, Themes, Character Analysis, Plot, Critical Analysis, Grammar, Writing Skills, ReadingComprehension, Writing skills, Audio and Video listening activities. It will be conducted after every unit.Diagnostic Assessment: MYP 1 students will be taking the Diagnostic test to check their proficiency in English. They will be assessed on four different criteriaof phase 6 of Language Acquisition. Based on their achievement level, students will be shifted to English Language and Literature or English LanguageAcquisition.Assigning achievement level: In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its ownunique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement. Assessment for language and literature is basedon four assessment criteria. Teachers assess student knowledge using formative and summative assessments. Formative assessment gives continuous feedbackto students on their progress. Formative assessments are not calculated into the final grade. Summative assessments are assigned as a way for students todemonstrate their knowledge and to “show what they have learned”. Each MYP subject area has four (4) specific grading criteria. A student’s final grade isdetermined based on their summative scores.Page 3 of 154

Course Main Resources:Language and Literature for the IB MYP 1 Student eTextbook 9781471880773; Language and Literature for the IB MYP 2 Student eTextbook 9781471880834;Language and Literature for the IB MYP 3 Student eTextbook 9781471880896Other Resources: MYP HODDER 1, 2 and 3 Cambridge Hodder 1, 2 and 3 Cornerstone Grammar 6, 7 and 8 BBC English Grammar 6, 7 and 8 Harry Potter and The Philosopher’s Stone by JK Rowling (MYP 1) The Boy in the Striped Pyjamas by John Boyne Jungle Book by Rudyard Kipling(MYP 1) The Giver by Louis Lowry (MYP 3) The Pygmalion by Bernard Shaw (MYP 3)Assessment ComponentsYear 1Activity / PlanIntroduction to the Assessment CriteriaJuly-AugustUnit 1 – Myths and LegendsSeptember-October-NovemberUnit 2 – Harry Potter and the Philosopher’s Stone ( Novel)January-FebruaryUnit 3 – Do advertisements run the world?Page 4 of 154

March-AprilUnit 4 – Drama- The Jungle BookYear 2Activity / PlanIntroduction to the Assessment CriteriaJuly-AugustUnit 1- How can we separate a fact from a fiction?September-October-NovemberUnit 2-Novel- The Boy in the Striped Pajamas (Novel)January-FebruaryUnit 3-Why do we need to belong?March-AprilUnit 4-PoetryYear 3Activity / PlanIntroduction to the Assessment CriteriaJuly-AugustUnit 1 – Gothic Literature (Can we ever escape the past?)September-October-NovemberUnit 2 – The Giver (Novel)January-FebruaryUnit 3 – Is it true, you are what you read?March-AprilUnit 4 – Pygmalion (Drama)Page 5 of 154

International MindednessMYP 3 Unit 3 – Is it true you are what you read? - Awareness of the transfer of correct information through communication, and differentiate between theauthenticity of the news travelled through mediums in order to become conscious and well-informed 21st century global citizens. The students differentiatebetween biased, neutral and sensational news reports.Development of the IB Learner ProfileThrough the course it is also expected that students will develop the attributes of the learner profile.Communicator - Through the activities of identifying bias in media reporting; and writing biased and neutral news reports, the students will expressthemselves confidently and creatively and also consider ideas from multiple perspectives. By writing newspaper reports and letters to the editors, theyexchange, express, analyze and transform information, facts, ideas, meanings and opinions. Via discussions on Ted Talks, they would thoughtfully analyze andreflect responsible actions on complex problems.Page 6 of 154

Course Syllabus:UnitDurationUnit opics)estools;assessmentperiods)ATLAssessmentLPand Linkswith iplilinksthinkingnary linksThinkersComparisonIndividuals andSocietiescriteriaMYPMyths andCriteria A8 weeksLegendsCriteria CJuly- MidUnit11Re-imaginingCreativeexisting mythsThinkingof old andWhat areSkills,new mythsSeptembemyths andInformationby makingr 2020legends. Whatliteracy SkillscomparingStory writingis thethe societies,differencebeliefs andbetween aperceptions.myth and alegend? Whatpurpose domyths andlegends fulfil?Can sharingmyths andlegends helppreserve ourindividual andculturalidentities? Isthere a placefor myths inPage 7 of 154other

the modernworld?Grammar:Parts ofSpeechWriting:DescriptiveParagraph,Writing afantasy story.MYP1Harry Potter10 weeksand TheCriteriaPhilospher'sA;Diary entry,Presenting aCommunicatiRisk takersImagining toInformal lettercharacter fromon Skills,be one ofthe novelCreativetheUnitMid-Stone - r point ofr 2020Plot, Summaryview.Writing, andExtract basedquestions,Think andanswer,comparing thecharacters,Page 8 of 154Drama

Role Plays.Grammar:Punctuation, Typesof arative,Simple,Complex andCompoundSentencesWriting: Diaryentry,SummaryWriting,Informal LetterWritingPage 9 of 154

MYP1CriteriaDigitalCreating aCommunicatiCommunicatCreating aArt/Graphicsorsdigital(Digital Designing)6 weeksDoA;Advertisement,Wridigitalon Skills,January –advertisementCriteria Cting a ebruarys run theusing theliteracy Skillsnt for a32021world?conventionsWhat is angiven targetaudienceadvertisement?What is thepurpose ofadvertising?Public advert –Poster. How doadvertisers uselanguage toappeal tocertainaudiences?What can welearn aboutpeople andsociety throughadverts? Canadvertising bedangerous?Writing skills:Poster Making,Letter to theEditorPage 10 of 154

Grammar:TensesMYPDrama- TheCriteriaScript writing,EnactingCreativeOpen-Writing the8 weeksJungle BookC,Writing ascenes fromThinkingmindedplay andMarch –by RudyardCriteriareflectionthe play.SkillsUnitAprilKiplingD42021Story,1enacting thedifferentrolesCharacters,Plot, Setting.Question andAnswers.Theme basedand extractbasedquestions.Writing andconducting anPage 11 of 154Environmental Science

interview,Article YP8 weeksHow can we2July- MidUnit1CriteriaHistorical fictionWriting aCritical andKnowledgeaReimaginingIndividual andseparate a fact B,story, Descriptivefictional storyCreativeblethe settingSocietiesSeptembefrom fiction?Writingbased on anSkillsr 2020What isincident orin historyhistoricalevent in historyand writingCriteria Cfiction? Whatof an eventa storyare theconventions ofhistoricalfiction? Howcan readinghistoricalfiction give usa betterunderstandingPage 12 of 154

of history?Writing skills:HistoricalFiction Story,DescriptiveWritingGrammar:Types ofSentences andParts of SpeechMYPNovel –TheCriteriaDiary entry,Writing a diaryThinkingOpen-ExpressingHistory (Context,2Boy in theA,Informal letterentry from ective ofperspectivePajamas byDthe charactersfrom the10 weeksUnit2Mid-Jon Boynepoint of ePlot, Summaryr 2020Writing, andExtract basedquestions.Think andAnswer.CriticalAnalysis, ClassPage 13 of 154

Presentations,Role Play.GroupDiscussionGrammar:TensesWriting: DiaryEntry, LetterWriting(informal)MYPWhy do weCriteriaFilm reviewWatching theThinking6 weeksneed toA,Writing, Speechexcerpts andJanuary –belong?CriteriaWritingwriting aUnitFebruaryHow can filmD32021help us toyourunderstandunderstandiother cultures?ng2reviewWhy do weneed tobelong? TheCanary, Howcan films beused to critiquesocial injustice?Does thePage 14 of 154ReflectiveWatchingIT/DesignSkills, Socialthe excerpts(Digital Design)Skillscritically andexpressing

mediaglamourizegang culture?Why should weexpress iting( movieexcerpts fromJulius Caesar),Review WritingPage 15 of 154

MYPPoetry (CriteriaWriting a poem,Writing aThinking8 weeksShakespeare –A,Poetry analysispoem usingSkillsMarch –Sonnet 18,Criteria CUnitAprilElizabeth42021Barret2CreativeCreating apoem basedthe stylisticof the givendevicesthemeBrowning,Sonnet 43,Ode totomato, Odeto Onion, Thelamb, TheTiger (William Blake, PalanquinBearers, Theroad NotTaken,Rapunzel,Haikus),Style, Context,Theme, Mood,Form, ryParaphrasing,Page 16 of 154Art (Music, rhythm)

Analysing andcommenting,Intention,Message,Writing:Writing poems,DescriptiveWritingGrammar:Active PassiveMYP36 WeeksCan we everCriteriaAnalysis of theDescriptive/GoCreativeescape theC, Dshortthic Storystories/poemsWritingpast?ReflectiveToVisual Arts onsymbolismUnitJuly-1. Are we1Augusthaunted by thein gothic2020past?elements2. What is theGothic?3. What are theconventions ofGothicLiterature?4.Short storiesPage 17 of 154

– Tell TaleHeart, TheMasque of theRed Death(Edgar AllanPoe);Poetry - TheListener(Walter de lamere);Cauldron(Macbeth, ActIV, Scene 1)5.GothicPaintingAnalysis Symbolism5. How to writea modernghost story?8.DescriptiveWriting; GothicStory Writing9.GrammarParts ofSpeech, Typesof SentencesMYP12 weeksNovel – TheCriteriaDiary Entry;Article WritingPage 18 of 154CriticalKnowledgeaHow doesHistory

3GiverA, BTheme AnalysisThinking;bleour societySeptembe1. SummaryCollaboratiodistance usUnitr–2. Plotnfrom2Novembe3. Characterrealities asr 2020Analysisaging and4. Themesdeath,5 Grammar -changingTensesfamilial6. Writing skills:roles, bodilyDiary Entry;functions,Article Writing,and tingMYPIs it true youCriteriaWritingFormal letter to CriticalInquirerTo whatRight Wing/Left Wing8 Weeksare what youA, CNewspaperthe editor;Thinking;Principledextent is allPolitics (I&S)January t is theIdentifying Bias insimilar newscommunicati32021Purpose of aMedia Reportingstories fromonNewspaper?different(print/digital2.What impactperspectives) biased?3has technologyhad on masscommunication? What are thedifferent typesof newspaper?3.What are theconventions ofPage 19 of 154media

news reports?4.What doesyour choice ofnewspaperreveal aboutyou?5.Bias in mediareporting;Same newsstory, differentperspective6.WritingNewspaperReport, Letterto the Editor8.GrammarReportedSpeechMYP3Drama - TheCriteriaDialogue Writing;Recreating aCollaboratio8 WeeksPygmalion byB, DReinterpreting anscene from theMarch –Bernard Shawexisting sceneplayUnitApril42021from the playReflectiveTo whatHistoryn; Creativeextent are(Background/Context)Thinkingthe themesexplored in1. Summarythe play2. Analysisrelevant in3. Characterscontemporar4. Themesy times?(Identity,Page 20 of 154

Society,Morality, Class)5. Grammar Active andPassive Voice6.Writing –DialogueWriting, ScriptWriting.Page 21 of 154

MATHEMATICSCourse general description:Mathematics in the MYP promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline andthat are useful in the world beyond school. Students also learn how to communicate and reason using mathematical concepts. They will also be fascinated byexploring real and abstract applications of these ideas, with and without the use of technology.Course aims and goals:The aims of teaching and learning mathematics are to encourage and enable students to: recognize that mathematics permeates the world around us appreciate the usefulness, power and beauty of mathematics enjoy mathematics and develop patience and persistence when solving problems. understand and be able to use the language, symbols and notation of mathematics develop mathematical curiosity and use inductive and deductive reasoning when solving problems become confident in using mathematics to analyse and solve problems both in school and in real-life situations develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others develop a critical appreciation of the use of information and communication technology (ICT) in mathematics appreciate the international dimension of mathematics and its multicultural and historical perspectives.Page 22 of 154

Course objectives:The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaboratedby a number of strands; a strand is an aspect or indicator of the learning expectation. These objectives relate directly to the assessment criteria found in the“Assessed curriculum”. The strands are as follows:A Knowledge and understanding:In order to reach the aims of mathematics, students should be able to:i. selects appropriate mathematics when solving problems in both familiar and unfamiliar situationsii. apply the selected mathematics successfully when solving problemsiii. solve problems correctly in a variety of contexts.B Investigating patterns:In order to reach the aims of mathematics, students should be able to:i. selects and apply mathematical problem-solving techniques to discover complex patternsii. describe patterns as general rules consistent with findingsiii. prove, or verify and justify, general rules.C Communicating:In order to reach the aims of mathematics, students should be able to:i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanationsii. use appropriate forms of mathematical representation to present informationiii. move between different forms of mathematical representationPage 23 of 154

iv. communicate complete, coherent and concise mathematical lines of reasoningv. organizes information using a logical structureD Applying mathematics in real-life contexts:In order to reach the aims of mathematics, students should be able to:i. identifies relevant elements of authentic real-life situationsii. select appropriate mathematical strategies when solving authentic real-life situationsiii. apply the selected mathematical strategies successfully to reach a solutioniv. justify the degree of accuracy of a solutionv. justifies whether a solution makes sense in the context of the authentic real-life situation.Course assessment structure and criteria:Assessment is an integral part of any teaching-learning process. Based on the objectives, assessments are of three categories:Diagnostic Assessment: It’s taken to test the prior knowledge of a student so that necessary support, help can be provided and the teaching strategies can bedesigned keeping the need of an individual in the class.Formative Assessment: Formative assessments are conducted during the progress of a unit.Summative Assessments (End of Unit Assessment): Summative assessments are conducted at the end of a unit. The purpose of this assessment is to test theperformance of a students in a given unit/units.Achievement Levels to Grade conversion:Math has 4 criteria to be assessed and each criterion fetches an achievement level of maximum of 8. Thus, the total of 4 achievement levels is 32. Based on thetotal achievement level from four criteria, the achievement levels are converted into IB prescribed grades according to the following grade boundaries:Page 24 of 154

Total tlevelsCourse main resources:Mathematics for the International Student 6 (MYP 1); IB MYP Mathematics Drilling Exercises Level 1-2 (New 2018)Mathematics or the International Student 7 (MYP 2) ; IB MYP Mathematics Drilling Exercises Level 1-2International mindednessIn the Number system, the origin of irrational number (story of Hippacus) can be discussed. How across the globe these numbers were studied and it cameinto existence? Resources: https://www.youtube.com/watch?v gwUAqOgtmtAStudents will learn how mathematics was developed by mathematicians from all over the world. As mathematical knowledge was added, the ways ofrepresenting the ideas was systematized so that mathematicians could understand each other through the symbols and words used.ORIn Statistics across the curriculum discussion on representing data universally for all to understand a survey done by students in class.How much, do you think, does an average family spend on food in a week? https://www.youtube.com/watch?v osSpWbmEYF4 The amount spent on food each week varies by culture and region Discuss similarities and differences Notice the number of people fed for the amount of money spent Rank by the cost of food Find locations on a world map Research to find out average daily wage and calculate the percentage of food cost.Page 25 of 154

Course syllabus:UnitDuratiUnitcontent (teachiAssessmentngcriteriaATLLP and CAS/LinksLinks with otherService linkswithsubjects/interdisciassessmeTOK/plinary linksntCriticalperiodthinkings)MYP 116 hrs1.Ch - 1NumbersA. Knowing andA. Knowing standing.Understanding.ons andation skills,Reflective, Opendid a1.1 IntroductionD. ApplicationD. Application toreal-lifeCriticalmindedcomparat1.2 Place valueto real life.real life.problemsThinkingive studyReportsskills,about theformthat:Socialdifferent1.3 Big numbers.requireskills.number1.4 Applying thelogicalsystemsInternational placestructureand whyvalue systemallowwas the2.Ch-2 WholemultipleIndo-Numberforms ofArabic2.1 Rounding offrepresentsystemnumbersation ded3.Ch-4 NumberPropertiessystems.3.1 Zero and oneThey also3.2 SquarecreatedPage 26 of 154

numbers and cubetheir ownnumbersnumber3.3 Divisiblity testsystem(2,3,4,5,8,9,12)and3.4 Factorsexplained3.5 Prime andthe whyCompositeof thenumberssymbols3.6 Multipleschosen3.7 Highestby them.Common Factorand LowestCommon Multiple4.Ch- 11 Positiveand negativenumbers4.1 Introduction4.2 Representationof Integers onNumber Line4.3 Ordering ofIntegers4.4 Operations(addition andsubtraction of)Integers.Page 27 of 154

5.Ch-6 Fractions5.1 Introduction5.2 Fraction asDivision5.3 Proper andImproper/Mixedfractions5.4 Representationof a Fraction on aNumber Line5.5 Equivalentfractions5.6 ComparingFractions5.7 Basicoperation ofFractions6.Ch-7- Decimals6.1 Introduction(Tenths,Hundredths,Thousandths,Decimal Numbers)6.2 Decimals on anumber line6.3 ComparingPage 28 of 154

Decimal Numbers6.4 Rounding ofdecimal Numbers6.5 Converting aFraction intoDecimals andvice-versa6.6 Addition andSubtraction ofDecimals.6.7 Multiplying Bya power of 106.8 Dividing By thepower of 10MYP1Unit 21. AlgebraicB. InvestigatingB. InvestigatingGeneralizaInvestigating the12 hrsExpressionsPatterns.Patterns.tion of thelinks betweensequencesmusical theory and1.1 Writingwith thmetic1.2 Types ofdifference.AlgebraicModellingExpression.real life1.3 Collecting likesituationstermswithPage 29 of 154

1.4 AlgebraicalgebraicProductsexpressio1.5 Evaluatingns.AlgebraicAlgebraicexpressionsgames.2. LinearMathematEquationsical2.1 solving simpleinvestigatiLinear Equationsons ofin one variablesome2.2 Balancingcomplexitequationsy that2.3 Inverseallowoperationsstudents:2.4 Equation with torepeated variablechoose2.5 Wordtheir ownProblemsmathematical3. InvestigatingtechniquePatternss toreasonfrom thespecific tothegeneral.MYP1Unit 31. ch-15 SimpleStatisticsA. Knowing andA.Knowing andCommunicThinker,ThroughCollecting andUnderstandingation SkillReflectivethe studyanalysing statisticalPage 30 of 154

1.1 IntroductionUnderstB.1.2 CategoricalandingCommunicationskillsData (Tally andB. Commuofdata in physicalreflectionstatistics,and healthskills,studentseducation classes.Frequency table)nicationC. Application toshouldResearch work on1.3 Graphs ofskillsreal lifedevelopexploration-skillsImpact of humansCategorical DataC. Applicat(Representation ofion toassociateon environment-data: Bar Graph)real lifed withEffect of plastic on1.4 Pie CharttheAquatic Life(interpretationcollection-Air pollution andonly),its impact on1.5 Calculation oforganizati health.Arithmetic Meanon andand Mode."analysisof data,enabling2 Ch-12.them toProbabilitypresent2.1 DescribinginformatiProbabilityon clearly2.2 Assigningand tonumbers todiscoverprobabilitiespatterns.2.3 PossibleStudentsOutcomeswill also2.4 e 31 of 154

skills,enablingthem todifferentiatebetweenwhathappensin theory(probability) andwhat isobserved(statistics). Studentsshouldunderstand boththepowerandlimitations ofstatistics,becoming awareof theirlegitimatPage 32 of 154

e use insupporting andquestioninghypotheses, butalsorecognizing howstatisticscan beused tomisleadas well astocounteropinionsandpropaganda.Studentsshoulduse theseskills intheirinvestigations andPage 33 of 154

areencouraged to useICTwheneverappropriate.MYP1UNIT1.1 IntroductionA- KnowingA- Knowing andReflectiveStudentsCubism art- The artUNIT 44(Points, Vertices,andUnderstandingskills,willform developed byLines)UnderstandingD- Application toCriticalinvestigatePicasso will be1.2 Parallel andD- ApplicationReal lifethinking,approximatdone by theIntersecting Linesto Real lifeTransferion bystudents whereskillsusing athey make theirLines andcylinder toown art pieceintersecting lines.approximatusing lines and1.3 Anglese theangles.1.4 Angle at avolume forpoint or on a linea variety of1.5 VerticallyirregularlyOpposite anglesshaped1.6 Bisectingbeverageanglescontainers.(Explaining ParallelThey willproduce a2. Ch-5 -report toGeometricaldescribeshapesand explain2.1 PolygonswhichPage 34 of 154

2.2 Circlescontainers2.3 Trianglesare best2.4 Quadrilateralsapproximat2.5 Solids (cuboid,ed by acylinders, cones,cylinder.Sphere)3 Ch-8Measurement3.1 LengthConversions3.2 Perimeter3.3 MassConversion4.Ch-14 AreaMYP 2231.Ch-3 PositiveCriteria A –Criteria: A –TheTransferUnit 1and negativeKnowing gandcraze’System1.1 MultiplicationunderstandisummativReflectionandand Division ofCriteria D–ngeSkillsCommerintegers.Applyingcial1.2 Explaining theMathematics inObjective Dnt allowsMathemproperties ofreal life context– ApplyingstudentsaticsIntegersMathematicto apply1.3 Applyings in the real-integers,assessmePage 35 of 154Knowledgeable

BODMAS forlife contextfractions,integerspercentag2. Ch-5 Fractionses,2.1 Equal fractiondecimalsand simplifyingand ratios2.2 Comparinginto afractionsreal-world2.3 Adding andproblemsubtractingbyfractionscomparin2.4 Multiplyingg a varietyand Dividingof coffeefractionsdrinks.2.5 ProblemStudentssolvingmust find3.Ch-6 Decimalsand apply3.1 Introductionmathemat3.2 RoundingicalDecimalstechnique3.3 Comparings to aDecimalsvariety of3.4 Multiplyingscenariosand dividing bythemselvepowers of 10s.3.5 Multiplicationand Division ofDecimals4. Ch-14 RatioPage 36 of 154

1.1 Ratio1.2 Writing Ratiosas Fraction1.3 Equal Ratios1.4 ProblemSolving usingRatios1.5 Using Ratios todivide quantities5. Ch-8Percentage2.1 UnderstandingPercentages2.2 Interchangingnumber forms2.3 Finding apercentage of aquantity2.4 BusinessApplication(Applying the concepts ofpercentages forobtaining profitand loss)MYPUnit 2Algebra141. AlgebraicCriteria ngInvestigatingyour ownon skillsPatternsPatternspuzzle/tricandPage 37 of 154Communicator

k1.1 WritingCriteria Criteria C:And oneCommunicatingwritten1.2 Types ofassessmeAlgebraicnt onExpression.patterns1.3 Collecting liketerms1.4 AlgebraicProducts1.5 EvaluatingAlgebraicexpressions2. LinearEquations2.1 solving simpleLinear Equationsin one variable2.2 Balancingequations2.3 Inverseoperations2.4 Equation withrepeated variable2.5 WordPage 38 of 154skills

Problems3. InvestigatingPatternsMYP-218Ch-15 ProbabilityCriterion C:CriterionInvestigatiInformatioUnit 31.1 IntroductionCommunicatingC:on task:n literacyStatistic1.2 Sample Space:CommunWhetherskills ands and1.3 Theoreticalicating:there is aCollaboratiProbabliprobabilityCriterion D:differenceon skillsty1.4ApplyingCriterion D:betweenComplementaryMathematics inApplyinglowerEventsreal-lifeMathematics inincomecontexts:real-life contexts:andCh-18 Simplehigherstatisticsincome2.1 Introductioncountries2.2 Bar graph toin thedisplaypercentagCategorical datae of the2.3 Comparing theworkforceCategorical datathat is(Double barfemale.graph)Analysis2.4 Measuring theandcentre and spreadresearch2.5 DataPage 39 of 154Inquirers

CollectionMYP 221Ch-2 Angles andCriteria A:Criteria A:QuestionsTransferUnit 4lines 1.1 AngleKnowledge andKnowledge andbased onskills andGeometrpairs (PropertiesUnderstandingUnderstandingreal lifeCommunicyof the Anglesstructuresation skillsformed when theCriteria B:Criteria B:transversal lineInvestigatingInvestigatingcuts parallel lines.)PatternsPatternsConstructionsCriteria D:Criteria D:2 Ch-10- PolygonsApplyingApplyingMathematics inMathematics inreal-lifereal-life context1.2 Geometric2.1 Polygonscontexts:2.2 Triangles2.3 Angles of aTriangles2.4 Quadrilateral2.5 Angle of aquadrilateral3.Ch-11Measurement Length and Area3.1 Perimeter3.2 Area3.3 Area ofPolygonsPage 40 of 154Thinker

3.4 Area ofComposite Figures4. Ch-12 CoordinateGeometry4.1 Number Grids4.2 Positive andnegativeCoordinate

MYP HODDER 1, 2 and 3 Cambridge Hodder 1, 2 and 3 Cornerstone Grammar 6, 7 and 8 BBC English Grammar 6, 7 and 8 Harry Potter and The Philosopher’s Stone by JK Rowling (MYP 1) The Boy in the Striped Pyjamas by John Boyne Jungle Book by Rudyard Kipling(MYP 1