K.

International School Tokyo – G9 MYP Curriculum Guide

Grade 9
Curriculum
MYP

K International School Tokyo

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 K. International School Tokyo – G9 MYP Curriculum Guide

Dear KIST Community,

This new document contains details of what the school aims to teach students in each subject in
each grade level of Secondary School. The information in this “horizontal” curriculum document
e.g. KIST Grade 6 Curriculum Guide, or KIST Grade 7 Curriculum Guide, is taken from the “vertical”
KIST Subject Curriculum Guide e.g. G6-10 MYP Math Curriculum Guide. The subject curriculum
guides also contain extra information about the subject that may be of interest to members of the
community.

Each subject in the grade level curriculum guide has two main sections:

• A brief curriculum overview of the main subject knowledge topics and skills that the
school aims to teach in the MYP between grade 6 and 10
• Directly after, a list of the detailed learning student outcomes for the subject for that
grade level.

Be aware that the format and length of the information may be slightly different from subject to
subject. This recognizes the different nature of the subjects and also that some subjects e.g. Math
or English meet more times a week than PE or the Arts.

The aim of the document is to give parents an awareness in detail of what the school aims to
teach your child this year. Please let me know if you have any feedback!

Mark Cowe mark.cowe@kist.ed.jp

Secondary School Principal.

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 K. International School Tokyo – G9 MYP Curriculum Guide

Table of Contents

Hold down ‘ctrl’ and click on each individual section to go directly to that page.

KIST MYP Mathematics G6-10 Curriculum Overview ................................................................... 4

KIST MYP Mathematics G9 Detailed Learning Student Outcomes .............................................. 6
KIST MYP English (Language & Literature) G6-10 Curriculum Overview .................................. 12
KIST MYP English (Language & Literature) G9 Detailed Learning Student Outcomes ............ 13
KIST MYP Sciences G6-10 Curriculum Overview ......................................................................... 14
KIST MYP Sciences G9 Detailed Learning Student Outcomes .................................................. 15
KIST MYP Individual and Societies G6-10 Curriculum Overview ............................................... 23
KIST MYP Individual and Societies G9 Detailed Learning Student Outcomes ......................... 24
KIST MYP Japanese (Language Acquisition) G6-10 Curriculum Overview ............................. 25
KIST MYP Japanese (Language Acquisition) G9 Detailed Learning Student Outcomes ....... 26
KIST MYP Japanese (Language & Literature) G6-10 Curriculum Overview ............................ 27
KIST MYP Japanese (Language & Literature) G9 Detailed Learning Student Outcomes ...... 28
KIST MYP Visual Art G6-10 Curriculum Overview ....................................................................... 29
KIST MYP Visual Art G9 Detailed Learning Student Outcomes .................................................. 30
KIST MYP Music G6-10 Curriculum Overview .............................................................................. 33
KIST MYP Music G9 Detailed Learning Student Outcomes ....................................................... 35
KIST MYP Physical Health Education G6-10 Curriculum Overview ........................................... 37
KIST MYP Physical Health Education G9 Detailed Learning Student Outcomes .................... 38

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Mathematics Standard Level Scope and Sequence – Grades 6 – 10
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Key Stage 3 Key Stage 3 Key Stage 3 IGCSE IGCSE
Tier 4-6 Tier 5-7 Tier 6-8 Mathematics A Mathematics A
Haese Mathematics 7 Haese Mathematics 8 Haese Mathematics 9 Haese Mathematics 10E Haese Mathematics 10E
Number • 7.1: Whole Numbers • 8.1: Number • 9.2: Indices • 9.12: Financial Mathematics • 10.16: Number Sequences
• 7.3: Positive and Negative • 8.3: Real Numbers and Ratio • 10.1: Indices
Numbers • 8.5: Percentage • 10.4: Radicals and Surds
• 7.5: Fractions • 8.10: Radicals and Pythagoras • EA.1.3.-1.6: Rounding
• 7.6: Decimal Numbers
• 7.8: Percentage
• 7.14: Ratio
• 7.20: Rates
Algebra • 7.7: Algebraic Expressions • 8.4: Algebraic Operations • 9.4: Algebraic Expansion • 10.3: Algebraic Expansion and • E1-G4, E2-A2,A3,G1,G2: Graphs of
• 7.9: Equations • 8.7: Laws of Algebra • 9.11: Algebraic Fractions Factorization Quadratic, Cubic and Rational
• 8.12: Algebra: Patterns and • 8.8: Equations • 9.15: Formulae • 10.10: Algebraic Fractions Functions
Formulae • 8.15: Simultaneous Equations • 9.6: Linear Equations and • 10.14: Formulae • H.MSL.5B-F: Transforming
• 7.12: Coordinate Geometry • 8.19AB: Algebraic Factorization Inequalities • 10.11: Quadratic Equations Functions (EA.26.3-26.4)
• 8.6: Interpreting Tables and • 8.14: Coordinate Geometry • 9.19B-D: Simultaneous Equations • 10.15: Relations and Functions • 10.20: Quadratic Functions
Graphs • 9.9: Quadratic Factorization • EA.10: Travel and Other Graphs • 10.18: Exponential and
• 9:18A: Quadratic Equations • EA.21: Direct and Inverse Logarithmic Functions
𝑥𝑥 2 = 𝑘𝑘 Proportion • 10.22: Inequalities
• 9.8: Coordinate Geometry • EA.8.2-8.4: Inequalities and • EA.28: Calculus
• C.Y9.A1&2: Functions & Graphs Simultaneous Equations (EA.7.2- • EA.23.6: Algebraic Proofs
• 9:24A-C: Proportion (Direct and 7.4)
Inverse Proportion)
Geometry and • 7.2: Angles and Lines • 8.9: The Geometry of Polygons • 9.7: Measurement • 10.12: Trigonometry • 10.17: Vectors
• 7.10: Polygons • 8.18: Similarity and Congruence • 9.20: Congruence and Similarity • 10.7: Congruence and Similarity • 10.21: Advanced Trigonometry
Trigonometry • 7.11: Measurement: Length and • 8.11: Length and Area • 9.16: Transformation Geometry • 10.19: Deductive Geometry
Area • 7.16: Solids • 9.13: Trigonometry (supplement 10.7 & 10.19 with
• 7.17A-C: Circles • 8.13: Further Measurement proofs from P5.11 & P5.13)
• 8.25 (old): Loci • 10.8: Transformation Geometry
• 6.16: Transformations
• 7.19: Transformations

Statistics & • 7.18: Statistics • 8.20: Statistics • 9.3: Sets and Venn Diagrams • 10.2: Sets and Venn Diagrams • 10.9: Statistics
• 7.15: Probability • 9.14A-G: Probability • 10.13: Probability • 10.23: Bivariate Statistics
Probability • 9.10: Statistics
• 10.23 Bivariate Statistics
• Review of topics in preparation
for the IGCSE Math A exam

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Mathematics Extended Level Scope and Sequence – Grades 6 – 10
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Key Stage 3 Key Stage 3 IGCSE IGCSE IGCSE Further Pure
Tier 5-7 Tier 6-8 Mathematics B Mathematics B Mathematics
Haese Mathematics 8 Haese Mathematics 9 Haese Mathematics 10E Haese Mathematics 10E Pearson Edexcel Further
Number • 8.1: Number • 9.2: Indices • 9.12: Financial Mathematics • 10.16: Number Sequences • 1: Logarithmic Functions and
• 8.3: Real Numbers and Ratio • 10.1: Indices Indices
(Extended) • 8.5: Percentage • 10.4: Radicals and Surds • 5: Series
• 8.10: Radicals and Pythagoras • EA.1.3.-1.6: Rounding • 6: Binomial Series

Algebra • 7.7: Algebraic Expressions • 9.4: Algebraic Expansion • 10.3: Algebraic Expansion and • EB-G4,G5,G7; E2- A3,G2: Graphs • 2: The Quadratic Function
• 8.4: Algebraic Operations • 9.11: Algebraic Fractions Factorization of Quadratic, Cubic and Rational • 3: Identities and Inequalities
(Extended) • 8.7E-H: Laws of Algebra • 9.15: Formulae • 10.10: Algebraic Fractions Functions • 4: Graphs
• 8.8: Equations • 9.6: Linear Equations and • 10.14: Formulae • 10.20: Quadratic Functions • 9: Calculus
• 8.19AB: Algebraic Factorization Inequalities • 10.11: Quadratic Equations • 10.22: Inequalities
• 8.14: Coordinate Geometry • 9.19B-D: Simultaneous Equations • 10.15: Relations and Functions • 10.24: Polynomials
• 9.9: Quadratic Factorization • EA.10: Travel and Other Graphs • EA.23.6: Algebraic Proofs
• 9:18A: Quadratic Equations 𝑥𝑥 2 = • EA.21: Direct and Inverse • EB-G8,G9: Introduction to
𝑘𝑘 Proportion Calculus
• 9.8: Coordinate Geometry • EA.8.2-8.4: Inequalities and • 10.28: Matrices
• C.Y9.A1&2: Functions & Graphs Simultaneous Equations (EA.7.2-
• 9:24A-C: Proportion (Direct and 7.4)
Inverse Proportion)
Geometry and • 7.2: Angles and Lines • 9.7: Measurement • 10.12: Trigonometry • 9.7: (review of measurement) • 7: Scalar and Vector Quantities
• 7.17: Circles • 9.20: Congruence and Similarity • 10.7: Congruence and Similarity • 10.17: Vectors • 8: Rectangular Cartesian
Trigonometry • 8.9: The Geometry of Polygons • 9.16: Transformation Geometry • 10.19: Deductive Geometry Coordinates
(Extended) • 8.11: Length and Area • 9.13: Trigonometry (supplement 10.7 & 10.19 with • 10: Trigonometry
• 7.16: Solids proofs from P5.11 & P5.13)
• 8.13: Further Measurement • 10.8: Transformation Geometry
• 8.25 (old): Loci
Statistics & • 8.20: Statistics • 9.3: Sets and Venn Diagrams • 10.2: Sets and Venn Diagrams • 10.9: Statistics • 11: Statistics and Probability
• 9.14A-G: Probability • 10.13: Probability
Probability • 9.10: Statistics
(Extended) • 10.23 Bivariate Statistics

• Review of topics in preparation • Review of topics in preparation

for the IGCSE Math B exam for the IGCSE Further Pure exam

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 K. International School Tokyo – G9 MYP Curriculum Guide
K. International School Tokyo – Mathematics Standard Level Scope & Sequence (Grade 9)
Textbook: Mathematics for the International Student 10 (MYP 5) (3rd edition)

Branch 1 – Number
Financial Mathematics – 9.12
- Efficient use of a calculator to solve problems involving percentages, for example simple interest and compound interest, including depreciation
(A.1.6)
- Solving problems involving repeated percentage change (A.1.6)

Indices and Surds – 10.1, 10.4

- Using prime factors to evaluate Highest Common Factors (HCF) and Lowest Common Multiples (LCM)* (A.1.4)
- Understanding and using powers which are zero, negative or fractions (A.1.4)
- Recognising the relationship between fractional powers and roots (A.1.4)
- Using laws of indices to simplify and evaluate numerical expressions involving integer, fractional and negative powers (A.1.4)
- Understanding the meaning of surds (A.1.4)
- Manipulating surds, including rationalising the denominator (A.1.4)
- Expressing numbers in standard form (A.1.9)
- Writing numbers expressed in standard form as ordinary numbers (A.1.9)
- Calculating with numbers in standard form (A.1.9)
- Solving problems involving standard form (A.1.9)
- Using index notation for positive integer powers (A.2.1)
- Using index notation with positive, negative and fractional powers to simplify expressions (A.2.1)
*Supplement with (Pearson 1 – Appendix C:01)

Rounding – Edexcel Mathematics A Chapter 1.3-1.6

- Writing terminating and recurring decimals as exact fractions (A.1.8)
- Writing decimal numbers to decimal places (A.1.8)
- Writing decimal numbers to significant figures (A.1.8)
- Carrying out rounding appropriate to a context (A.1.8)
−Selecting and justifying appropriate degrees of accuracy (A.1.8)
−Expressing a calculator display to an appropriate degree of accuracy (A.1.8)
- Finding upper and lower bounds, ie maximum and minimum values for rounded values (A.1.8)
- Solving problems using upper and lower bounds where values are given to a degree of accuracy (A.1.8)
- Expressing numbers to a given degree of accuracy (B.1)

Branch 2 – Algebra
Algebraic Expansion and Factorization and Formulae – 10.3, 10.10, 10.14
- Multiplying a single term over a bracket (A.2.2)
- Finding and simplifying the product of two linear expressions, eg (2x + 3)(3x – 1), (3x – 2y)(5x + 3y) (A.2.2)
- Adding and subtracting algebraic fractions, including simplifying algebraic fractions by cancelling common factors (A.2.2)
- Substituting positive and negative numbers, then fractions and decimals, into expressions, word formulae and algebraic formulae (A.2.3)
- Using formulae from mathematics, and other subjects, expressed initially in words or diagrammatic form and converting to variables or
algebraic form (A.2.3)
- Substituting positive and negative numbers into expressions and formulae with quadratic and/or cubic terms (A.2.1)
- Factorising by taking out a single common factor (A.2.2)
- Factorising quadratic expressions, including the difference of two squares (A.2.2)
- Adding and subtracting algebraic fractions, numerator and/or the denominator may be numeric, linear or quadratic (A.2.2)
- Deriving formulae (A.2.3)
- Manipulating formulae to change the subject, including cases where the subject occurs twice or where a power of the subject appears (A.2.3)
- Inverse operations (A.2.4)
- Understanding and use of ‘balancing’ methods (A.2.4)

Quadratic Equations – 10.11

- Solving quadratic equations by factorization (A.2.7)
- Solving quadratic equations by using the quadratic formula (A.2.7)
- Setting up and solving quadratic equations from data given in a context (A.2.7)

Relations and Functions – 10.15

- find the inverse of a linear function (9.3.2)
- Understanding the concept that a function is a mapping between elements of two sets (A.3.2)
- Using function notation of the form 𝑓𝑓(𝑥𝑥) = and 𝑓𝑓: 𝑥𝑥 ⟼ (A.3.2)
- Understanding the terms domain and range (A.3.2)
- Understanding which parts of the domain may need to be excluded (A.3.2)
- Understanding and using composite function 𝑓𝑓𝑓𝑓 and inverse function 𝑓𝑓 −1 (A.3.2)

Travel and Other Graphs – Edexcel Mathematics A Chapter 10

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 K. International School Tokyo – G9 MYP Curriculum Guide
- Drawing and interpreting linear graphs representing real-life situations, including speed/time and distance/time graphs (A.3.3)
- Drawing and interpreting non-linear graphs representing real-life situations (A.3.3)
- Understanding and using the relationship between average speed, distance and time (A.4.4)

Direct and Inverse Proportion – Edexcel Mathematics A Chapter 21

- use graphs and set up equations to solve simple problems involving direct proportion (8.3.1)
- use algebraic methods to solve problems involving direct proportion; relate algebraic solutions to graphs of the equations; use ICT as appropriate
(9.3.1)
- Using direct proportion, including recipes and currency conversion (A.1.7)
- Setting up and using equations to solve problems involving direct or inverse proportion (A.2.5)
- Graphical representation of direct and inverse proportion (A.2.6)
- Compound measures including the relationship between (speed, distance, time), (density, mass, volume) and (pressure, force, area) (A.2.7)

Inequalities and Simultaneous equations – Edexcel Mathematics A Chapter 8.2-8.4, 7.2-7.4

- Understanding and using the symbols >, <, ≥, ≤ (A.2.8)
- Understanding and using the convention for open and closed intervals on a number line (A.2.8)
- Solving simple linear inequalities in one variable, including ‘double-ended’ inequalities* (A.2.8)
- Solving simple linear inequalities in one variable (A.2.8)
- Representing on a number line the solution set of simple linear inequalities (A.2.8)
- Finding the integer solutions of simple linear inequalities* (A.2.8)
- Graphing linear inequalities in two variables (A.2.8)
- Solution of linear simultaneous equations in two unknowns (B.3)
- Solving simultaneous equations by a graphical method (B.3)
- Setting up and solving problems using simultaneous equations (B.3)

Branch 3 – Geometry and Trigonometry

Pythagoras’ Theorem and Non Right-Angled Trigonometry – 10.5, 10.12
- Understanding and using Pythagoras’ theorem in 2-D to find the length of the hypotenuse or that of one of the shorter sides of a right-angled
triangle (A.4.8)
- Using Pythagoras’ theorem to solve problems (A.4.8)
- Using Pythagoras’ theorem in 3-D (A.4.8)
- Identifying the various sides of a right-angled triangle as the hypotenuse, opposite and adjacent (A.4.8)
- Understanding and using sine, cosine and tangent of acute angles to find lengths and angles in a right-angled triangle (A.4.8)
- Using trigonometry to solve problems, including bearings (A.4.8)
- Using Pythagoras’ theorem and trigonometry to solve problems (A.4.8)
- Understanding and using sine, cosine and tangent of obtuse angles (A.4.8)
- Understanding and using angles of elevation and depression (A.4.8)
1
- Understanding and using 𝑎𝑎𝑎𝑎 sin 𝑐𝑐 for the area of a triangle (A.4.8)
2
- Understanding and using the sine rule and the cosine rule for any triangle (A.4.8)
- Applying trigonometrical methods to solve problems in 3-D, including finding the angle between a line and a plane but not the angle between two
planes (A.4.8)

Congruence and Similarity – 10.7

- Understanding that, if two shapes are similar their corresponding angles are equal and all their corresponding lengths are in the same ratio
(A.4.10)
- Using similarity to find lengths of sides (A.4.10)
- Understanding that areas of similar figures are in the ratio of the square of corresponding sides (A.4.10)
- Understanding that the volumes of similar figures are in the ratio of the cube of corresponding sides (A.4.10)
- Using areas and volumes of similar figures in solving problems (A.4.10)

Transformational Geometry – 10.8

- Understanding that rotations are specified by a centre and an angle (A.5.2)
- Rotating a shape about a point, measuring the angle of rotation in right angles, degrees or simple fractions of a turn (A.5.2)
- Understanding that an anti-clockwise rotation is a positive angle rotation and a clockwise rotation is a negative angle rotation (A.5.2)
- Understanding that reflections are specified by a mirror line, for example x = 1, y = x on a coordinate grid* (A.5.2)
- Reflecting shapes in a mirror line (A.5.2)
- Constructing a mirror line, given a shape and its reflection (A.5.2)
- Understanding that translations are specified by vectors (A.5.2)
- Translating a shape, given the vector (A.5.2)
- Recognising that rotations, reflections and translations preserve length and angle so that a transformed shape under any of these transformations
is congruent to the original shape (A.5.2)
- Understanding that enlargements are specified by a centre and a scale factor (A.5.2)
- Constructing enlargements of shapes with positive and fractional scale factors (A.5.2)
- Identifying the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments (A.5.2)
- Recognising that enlargements preserve angle but not length (A.5.2)
- Describing transformations in full (A.5.2)
- Describing a single transformation which is equivalent to a combination of transformations* (A.5.2)
*Supplement with (Edexcel Book 1 – Space and Shape Unit 5)

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 K. International School Tokyo – G9 MYP Curriculum Guide
Deductive Geometry – 10.19
- Knowing and using these circle properties: two tangents from a point to a circle are equal in length, tangents are perpendicular to the radius at the
point of contact, the line from the centre of a circle which is perpendicular to a chord bisects the chord (and the converse is true) (A.4.6)
- Recognising the term cyclic quadrilateral (A.4.6)
- Understanding and using angle properties of the circle including: an angle subtended by an arc at the centre of a circle is twice the angle subtended
at any point on the remaining part of the circumference, an angle subtended at the circumference by a diameter is a right angle, angles in the same
segment are equal, the sum of the opposite angles of a cyclic quadrilateral is 180°, the alternate segment theorem (A.4.6)
- Understanding and using the internal and external intersecting chord properties (A.4.6)
*Supplement with (Edexcel Math B – Geometry Unit 6, p.264)
- Providing reasons, using standard geometrical statements, to support numerical values for angles obtained in any geometrical context involving
circles (A.4.7)

Branch 4 – Statistics and Probability

Sets and Venn Diagrams – 10.2
- Meaning of ‘set’ (A.1.5)
- Defining sets of numbers by describing, for example {first four odd numbers}, {x: x is a factor of 12 or by listing, eg {1, 3, 5, 7} (A.1.5)
- Understanding the meaning of the universal set 𝜉𝜉 (A.1.5)
- Understanding the meaning of the null or empty set Ø or { } (A.1.5)
- Membership of a set including the notation ∈ and ∉ (A.1.5)
- Intersection and union of sets including the notation ∩ and ∪ (A.1.5)
- Understanding sets defined in algebraic terms (A.1.5)
- Understanding and using subsets, including ⊂ notation (A.1.5)
- Understanding and using the complement of a set (A’) (A.1.5)
- Using Venn diagrams to represent sets and the number of elements in sets (A.1.5)
- Using the notation n(A) for the number of elements in the set A (A.1.5)
- Using sets in practical situations (A.1.5)

Probability – 10.13
- Understanding sample spaces and using them to find the probability that an event will occur (A.6.3)
- Listing all the outcomes for single events systematically, or for two successive events, and using lists to find the probability that an event will
occur (A.6.3)
- Using the sum of probabilities of all possible outcomes equalling one (A.6.3)
- Understanding the meanings of ‘equally likely’ and ‘mutually exclusive’ (A.6.3)
- Using the addition rule for probability for mutually exclusive events (A.6.3)
- Understanding and using expected frequency to calculate an estimate for the number of times an event will occur (A.6.3)
- Determining the probability that two or more independent events will both occur (A.6.3)
- Knowing when to add or multiply probabilities (A.6.3)
- Using simple conditional probability when combining events (A.6.3)
- Drawing tree diagrams to show the outcomes of two or more successive events and related probabilities (A.6.3)
- Using tree diagrams to solve probability problems (A.6.3)

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Mathematics Extended Level Scope & Sequence (Grade 9)
Textbook: Mathematics for the International Student 10 (MYP 5) (3rd edition)

Branch 1 – Number
Number Sequences – 10.16
- The idea of a sequence (B.3)
- Use of the ∑ notation (F.5)
- Arithmetic and geometric series (F.5)
- Given the start of a number sequence (integers, fractions), state the next ... terms
- Show that a number sequence is arithmetic or geometric.
- Find the formula for the general term (arithmetic or geometric sequences; can be given the start of the sequence or any two non-consecutive terms).
Using this to find the nth term in the sequence.
- Determining whether a particular number is a member of the sequence.
- Given three consecutive arithmetic terms in k, find the value of k. Finding the first term of the sequence that exceeds ...
- Given the starting term and the recurrence relationship, find the next ... terms in the sequence.
- Given the starting term and the recurrence relationship, find the explicit formula for u n
- Find the sum of the terms of an arithmetic series
- Find the sum of the terms of a geometric series
- Find the sum of the terms of an infinite geometric series

Branch 2 – Algebra
Graphs of Quadratic, Cubic and Rational Functions – Edexcel Math B – Graphs Unit 4, 5, 7
Old Edexcel Math A Book 2 – Algebra Unit 3, Graphs Unit 2
- Completing tables of values and drawing graphs of quadratic functions (A.3.3)
- Solving quadratic inequalities in one unknown and representing the solution set on a number line (A.2.8)
- Plotting and drawing graphs with equation 𝑦𝑦 = 𝐴𝐴𝑥𝑥 3 + 𝐵𝐵𝑥𝑥 2 + 𝐶𝐶𝐶𝐶 + 𝐷𝐷 in which (i) the constants are integers and some could be zero (ii) the
letters x and y can be replaced with any other two letters (A.3.3)
𝐸𝐸 𝐹𝐹
- Plotting and drawing graphs with equation 𝑦𝑦 = 𝐴𝐴𝑥𝑥 3 + 𝐵𝐵𝑥𝑥 2 + 𝐶𝐶𝐶𝐶 + 𝐷𝐷 + + 2 in which (i) the constants are integers and at least three of them are
𝑥𝑥 𝑥𝑥
zero (ii) the letters x and y can be replaced with any other two letters* (A.3.3)
- Solving exactly, by elimination of an unknown, two simultaneous equations in two unknowns, one of which is linear in each unknown and the
other is linear in one unknown and quadratic in the other (A.2.7)
- Solving exactly, by elimination of an unknown, two simultaneous equations in two unknowns, one of which is linear in each unknown and the
other is linear in one unknown and the other is of the form 𝑥𝑥 2 + 𝑦𝑦 2 = 𝑟𝑟 2 (A.2.7)
- Finding the intersection points of two graphs, one linear (y 1 ) and one non-linear (y 2 ) and recognising that the solutions correspond to
𝑦𝑦2 − 𝑦𝑦1 = 0 (A.3.3)
E F
- Graphs and graphical treatment of the equation: y = Ax 3 + Bx 2 + Cx + D + + 2 in which the constants are numerical and at least three of them
x x
are zero (B.4)
- Solutions of equations, extended to include the simultaneous solution of one linear and one quadratic equation in two variables (F.3)
- The solution of equations (which may include transcendental functions) by graphical methods (F.4)

Quadratic Functions – 10.20

- Completing tables of values and drawing graphs of quadratic functions (A.3.3)
- Simple examples involving functions of the roots of a quadratic equation (F.2)
- The sum and product of the roots*2 (F.2)
- Identifying functions as quadratic or not quadratic.
- Given a quadratic function, find the value of y when x = ...
- Given a point and a quadratic function, state whether the point lies on the function. Given a quadratic function, find the value of x when y = ...
- Word problems involving these parameters.
- Given a quadratic function, create a table of values and hence draw the graph of the function
- Given a quadratic, sketch its graph by applying transformations (translations, reflections, 'stretching/ compressing') to the basic quadratic function
y = x2.
- Given a quadratic function, write it in the form y = (x - h)2 + k by completing the square, and hence sketch the graph (stating the coordinates of the
vertex).
- Given a quadratic function find its x-intercepts and/or its y- intercept. Sketching the quadratic function using the axes intercepts.
- Given a quadratic function, find its axis intercepts, the equation of its axis of symmetry, and the coordinates of the vertex; and use these to sketch
the graph of the function.
- Given the axis of symmetry and one of the x-intercepts, find the other x-intercept. Given the axes intercepts, sketch the graph and then find the axis
of symmetry.
- Given a quadratic function, find the maximum/ minimum value and give the value of x at which it occurs. Word problems involving these
parameters.
*2 Supplement with (Haese Mathematics HL – Chapter 6C)

Inequalities – 10.22
- Solving quadratic inequalities in one unknown and representing the solution set on a number line (A.2.8)
- Simple inequalities, linear and quadratic (F.3)

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 K. International School Tokyo – G9 MYP Curriculum Guide
- Given a number line, write what it shows in interval or square bracket notation (and vice versa).
- Using interval notation or square bracket notation to describe inequalities.
- Given a graph, draw the sign diagram. Given a function, draw the sign diagram (can be quadratic or rational, may need factorising to find critical
values)
- Solve inequalities involving quadratic functions, rational functions, functions involving radicals

Polynomials – 10.24
- Use of the factor theorem for integer values of the variable (B.3)
- Simple algebraic division (F.3)
- The factor and remainder theorems (F.3)
- Graphs of polynomials and rational functions with linear denominators (F.4)
- Adding, subtracting and multiplying polynomials
- Dividing a polynomial by a polynomial
- Understanding and applying the remainder theorem
- Understanding and applying the factor theorem

Algebraic Proofs – Edexcel Mathematics A Chapter 23.6

- Proofs using algebra (A.2.2)

Introduction to Differential Calculus – Edexcel Math B – Graphs Unit 9

- Finding the gradients of non-linear graphs by drawing a tangent (A.3.3)
- Understanding the concept of a variable rate of change (A.3.4)
- Differentiating integer powers of 𝑥𝑥 (A.3.4)
- Determining gradients, rates of change, maxima and minima by differentiation and relating these to graphs (A.3.4)
- Applying calculus to linear kinematics and to other simple practical problems (A.3.4)
𝐸𝐸 𝐹𝐹
- The gradients of the graphs of 𝑦𝑦 = 𝐴𝐴𝑥𝑥 3 + 𝐵𝐵𝑥𝑥 2 + 𝐶𝐶𝐶𝐶 + 𝐷𝐷 + + 2 by drawing (B.4)
𝑥𝑥 𝑥𝑥
- Differentiation of integer powers of x (B.4)
- Determination of gradients, rates of change, maxima and minima, stationary points (B.4)
- Applications to linear kinematics and to other simple practical problems (B.4)

Matrices – 10.28
- Representation of data by a matrix (B.5)
- Addition and multiplication of matrices (B.5)
- Multiplication of a matrix by a scalar (B.5)
- Unit (identity) matrix and zero (null) matrix (B.5)
- Determinants and inverses of non-singular 2 × 2 matrices (B.5)
- Transformations of the plane associated with 2 × 2 matrices* (B.5)
- Given a matrix, state its order. Identifying the element in a particular row/column. Given a scenario, construct a matrix or matrices to fit.
- Given a pair of matrices, state why they are not equal. Given that a pair of matrices is equal, and some unknown elements in one or both matrices,
find the unknown elements.
- Adding and subtracting matrices (up to order 3×3).
- Given a matrix A, find the scalar multiple kA (for some scalar k). Adding/subtracting matrices (where one or more of the matrices are multiplied by
a scalar). Operations involving the zero matrix. Rearranging a matrix equation to make X the subject.
- Given two matrices (or their orders) state whether or not their product may be found, and explain why. Given two matrices (and the order in which
they are multiplied), find the product. Word problems involving these parameters.
- Given a matrix, find the determinant (order 2×2 only). Given the coordinates of the vertices of a triangle, find its area (uses determinants). Word
problems involving these.
- Given a matrix (order 2×2), find its inverse. Given a matrix expression involving inverses, simplify it.
- Matrix equations and simultaneous equations. Given an equation pair, solve simultaneously using matrices.
*2 Supplement with (Edexcel Math B – Vectors and Matrices Unit 9)

Branch 3 – Geometry and Trigonometry

Vectors – 10.17
- Understanding that a vector has both magnitude and direction (A.5.1)
- Understanding and using vector notation (A.5.1)
- Multiplying vectors by scalar quantities (A.5.1)
- Adding and subtracting vectors (A.5.1)
- Calculating the modulus (magnitude) of a vector (A.5.1)
- Finding the resultant of two or more vectors (A.5.1)
- Applying vector methods for simple geometrical proofs in 2-D (A.5.1)
- Scalar and vector quantities (B.8)
- Understand and use vector notation (B.8)
- Representation of a vector by a directed line segment (B.8)
- Parallel vectors, unit vectors (B.8)
- Sum and difference of two vectors (B.8)
- Modulus (magnitude) of a vector (B.8)
- Multiplication of a vector by a scalar (B.8)
- Find the resultant of two or more vectors (B.8)
- Apply vector methods to simple geometrical problems (B.8)
- Multiplication of a vector by a matrix (B.8)
- Applying vector methods for simple geometrical proofs in 2-D (A.5.1)
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 K. International School Tokyo – G9 MYP Curriculum Guide
- The addition and subtraction of coplanar vectors and the multiplication of a vector by a scalar (F.7)
- Components and resolved parts of a vector (F.7)
- Magnitude of a vector (F.7)
- Position vector (F.7)
- Unit vector (F.7)
- Use of vectors to establish simple properties of geometrical figures (F.7)

Branch 4 – Statistics and Probability

Statistics – 10.9
- Constructing cumulative frequency diagrams from tabulated data (A.6.1)
- Using cumulative frequency diagrams (A.6.1)
- Constructing and interpreting histograms for unequal class intervals*1 (A.6.1)
- Understanding the concept of average as a value which is representative of a set of data (A.6.2)
- Finding the mean, median, mode and range for a discrete data set from a frequency table (A.6.2)
- Selecting the most appropriate average (A.6.2)
- Finding the modal class for grouped data (A.6.2)
- Calculating an estimate for the mean for grouped data, using halfway values (A.6.2)
- Estimating the median from a cumulative frequency diagram (A.6.2)
- Understanding the concept of a measure of spread (A.6.2)
- Estimating the quartiles and the interquartile range from given data or from a cumulative frequency diagram*2 (A.6.2)
- Graphical representation of numerical data (B.10)
- Determination of the mean, median and mode for a discrete data set (B.10)
- Calculation of an estimate of the mean of a larger number of quantities given in grouped frequencies (B.10)
- Determination of a modal class and the median for grouped data (B.10)
*1 Supplement with (Edexcel Math B – Statistics Unit 5)
*2 Supplement with (Edexcel Math A Book 1 – Handling Data Unit 5)

Review of Topics in Preparation for the IGCSE Exam

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 K. International School Tokyo – G9 MYP Curriculum Guide

KIST Language and Literature English Vertical and Horizontal Plan

Unit One Unit Two Unit Three Unit Four Unit Five Unit Six

Grade 6 The Shape of Our Destiny The Hero’s Journey Poetry Friendship and Loss Stories of Freedom and Survival Speak Up! – The Importance of
Global Context: Orientation in Space Global Context: Personal and Cultural Global Context: Personal and cultural Global Context: Identities and Global Context: Identities and Rhetoric
and Time Expression expression Relationships Relationships Global Context: Globalization and
Key Concept: Communication Key Concept: Creativity Key Concept: Creativity Key Concept: Connections Key Concept: Creativity Sustainability
Text: ‘Holes’ by Louis Sachar Text: Selected myths, legends and Text: A selection of poems Text: ‘Bridge to Terabithia’ by Text: ‘I Am David’ by Ann Holm Key Concept: Communication
folktales of various national origins Katherine Patterson Texts: A selection of speeches

Grade 7 New Traditions Timeline of Poetry Good Things Come in Small Packages A Perfect Society Film as Text Marketing the Magic! Theme Park
Global Context: Orientation in time Global Context: Personal and cultural Global Context: Personal and Cultural Global Context: Identities and Global Context: Personal and Cultural Project
and space expression expression Relationships expression Global Context: Personal and Cultural
Key Concept: Perspective Key Concept: Creativity Key Concept: Creativity Key Concept: Connections Key Concept: Communication expression
Text: ‘The Whale Rider’ by Witi Text: A selection of poems Text: selection of short stories Text: ‘The Giver’ by Lois Lowry Text: ‘Lion’ by Garth Davis Key Concept: Communication
Ihimaera
Grade 8 Welcome Fires – Writing for The W(hole) Truth - Language and the True Stories – Writing to Engage and Tales from Tokyo’s Past Stay Gold, Ponyboy Walls! Film Festival
Community and Empathy News Inform Global Context: Orientation in time Global Context: Identities and Global Context: Personal and cultural
Global Context: Identities and Global Context: Orientation in time Global Context: Orientation in time and space relationships expression
Relationships and space and space Key Concept: Connections Key Concept: Change Key Concept: Perspective
Key Concept: Personal and Cultural Key Concept: Communication Key Concept: Connections Text: selection of 20th cent. Japanese Text: ‘The Outsiders’ by S.E. Hinton Text: ‘October Sky’ directed by Joe
Expression Text: Online local and global news Text: ‘Night’ by Elie Wiesel short stories in translation Johnston
Text: ‘Orchards’ by Holly Thompson resources
Grade 9 The Shape of Things We Say Language and Propaganda My Writing Spirit Violent Delights, Violent Ends We are Lonesome Animals Writing for Change! - Language and
Global Context: Personal and cultural Global Context: Orientation in time Global Context: Identities and Global Context: Personal and cultural Global Context: Fairness and Editorials
expression and space relationships expression Development Global Context: Orientation in time
Key Concept: Communication Key Concept: Communication Key Concept: Creativity Key Concept: Perspectives Key Concept: Connections and space
Texts: Selection of poetry by Wilfred Text: a selection of non-literary Text: ‘To Kill a Mockingbird’ by Harper Text: ‘Romeo and Juliet’ by William Text: ‘Of Mice and Men’ by John Key Concept: Communication
Owen, Siegfried Sassoon, Margaret Lee Shakespeare Steinbeck Text: a selection of articles and
Atwood and William Shakespeare editorials
Grade 10 The Centre Cannot Hold Persepolis Poetry Macbeth Language and campaigns Kitchen
Global Context: Identities and Global Context: Orientation in space Global Context: Personal and cultural Global Context: Fairness and Global Context: Personal and cultural Global Context: Orientation in space
relationships and time expression development expression and time
Key Concept: Perspective Key Concept: Perspective Key Concept: Communication Key Concept: Creativity Key Concept: Communication Key Concept: Communication
Text: ‘Things Fall Apart’ by Chinua Text: Persepolis Texts: A selection of poems Text: ‘Macbeth’ by William Text: a selection of campaigns Text: ’Kitchen’ by Banana Yoshimoto
Achebe Shakespeare

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 K. International School Tokyo – G9 MYP Curriculum Guide
KIST Language and Literature English Objectives (Grade 9)
In order to: Students need to understand that:
Objective A: Analysing
i Analyse the content, context, language, structure, technique and style of In order to analyse a text, the content, context, language, structure, technique, style of text
text(s) and the relationship among texts and the relationship among texts need to be deconstructed and interpreted in detail
ii Analyse the effects of the creator’s choices on an audience The creator’s choices can position the audience to take on particular values, attitudes and
beliefs
iii Justify opinions and ideas, using examples, explanations and terminology Opinions and ideas need to be supported with examples and explained using subject-
specific terminology
iv Evaluate similarities and differences by connecting features across and Making connections between the similarities and differences across and within genres and
within genres and texts texts involves critiquing the features in detail
Objective B: Organising
i Employ organizational structures that serve the context and intention The organizational structure of texts varies according to the genre, purpose and audience
ii Organize opinions and ideas in a sustained, coherent and logical manner To communicate clearly, ideas and opinions need to be consistently ordered in a logical and
coherent manner
iii Use referencing and formatting tools to create a presentation style Ideas and information gathered from sources need to be referenced and formatted
suitable to the context and intention correctly according to the genre, context and purpose

Objective C: Producing text

i Produce texts that demonstrate insight, imagination and sensitivity while Creators of texts can explore and reflect critically on ideas in new ways through personal
exploring and reflecting critically on new perspectives and ideas arising engagement with the creative process
from personal engagement with the creative process
ii Make stylistic choices in terms of linguistic, literary and visual devices, The linguistic, literary and visual choices that creators make impact on an audience
demonstrating awareness of impact on an audience
iii Select relevant details and examples to develop ideas Ideas are developed through the use of relevant details and examples

Objective D: Using language

i Use appropriate and varied vocabulary, sentence structures and forms of Effective communication relies on appropriate and varied use of vocabulary, sentence
expression structure and forms of expression
ii Write and speak in a register and style that serve the context and The appropriate register and style of writing and speaking depends on the audience, context
intention and purpose
iii Use correct grammar, syntax and punctuation Correct grammar, syntax and punctuation are necessary for clear communication
iv Spell (alphabetic languages), write (character languages) and pronounce Correct spelling, character formation and pronunciation are necessary for clear
with accuracy communication
v Use appropriate non-verbal communication techniques The use of appropriate non-verbal techniques can enhance oral communication
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 K. International School Tokyo – G9 MYP Curriculum Guide
KIST Sciences Vertical and Horizontal Plan 6-10 MYP Structure
G6 G7 G8 G9 G10
Introduction to science- Fit and Healthy Nature of living organisms Periodic Table and Acids and Bases
methodologies and key and Stoichiometry (ch 5 &6)
1 concepts Structure and function in
organisms (1).

Classification Ecosystems Ecology and the Extraction of Metals and Organics

Cells and Genetics and environment Electrolysis (Redox)
natural selection
2

Simple chemical reactions Matter Inorganic chemistry (1) Nutrition and Cellular Reproduction and Pregnancy
atomic models/periodic and Energetics
3 table/separating Principles of chemistry (1) enzymes
techniques

Forces and Simple Machines Reactivity of Metals and Physical chemistry Organ Systems Genetics and Evolution
Reactivity Series Osmosis and diffusion
4 cells

Reproduction Waves Solids, liquids and gases Heating effects of electric Newtonian Mechanics
Plants and animals Light and sound currents
5

Planet Earth and Energy Space and Gravity and Energy resources and Electromagnetic induction Atomic, nuclear and Particle
Resources motion energy transfers Physics
6

General Science Teacher Specialist Teacher for DP

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 K. International School Tokyo – G9 MYP Curriculum Guide
Sciences objectives and concepts unit plan (Grade 9)
Textbook: Complete Biology, Chemistry & Physics IGCSE (3 separate textbooks)

Topic 1- Periodic Table and Stoichiometry

Students will be taught:

Knowledge Practical Skills & Processes:

Students will apply scientific knowledge to: Students will develop and apply skills to:
• Describe common properties of transition metals • Use Excel for data collection, processing
• Describe formation of ions and presenting.
• Explain formation of ionic bonds between metals and
non-metals
• Describe ionic lattices
• State that non-metals for molecules by covalent
bonding
• Represent covalently bonded molecules with dot-
cross diagrams
• Describe the giant covalent structures of silicon,
graphite and diamond and relate them to their uses.
• Deduce formulae of compounds from atom symbols,
numbers of atoms & ion tables.
• Balance equations
• Define relative atomic mass and relative molecular
mass

Topic 2- Extraction of Metals and Electrolysis

Students will be taught:

Knowledge Practical Skills & Processes:

• Students will apply scientific knowledge to: Students will develop and apply skills to:
• understand that an electric current is a flow of • Use Excel for data collection, processing
electrons or ions and presenting.
• understand why covalent compounds do not conduct • describe experiments to investigate
electricity electrolysis, using inert electrodes, of molten
• understand why ionic compounds conduct electricity salts such as lead(II) bromide and predict the
only when molten or in solution products
• understand that electrolysis involves the formation of • describe experiments to distinguish between
new substances when ionic compounds conduct electrolytes and non-electrolytes
electricity
• write ionic half-equations representing the reactions
at the electrodes during electrolysis.
• explain how the methods of extraction of the metals in
this section are related to their positions in the
reactivity series
• describe and explain the extraction of aluminium from
purified aluminium oxide by electrolysis, including:
i. the use of molten cryolite as a solvent and
to decrease the required operating
temperature
ii. the need to replace the positive electrodes
iii. the cost of the electricity as a major factor

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 K. International School Tokyo – G9 MYP Curriculum Guide
• write ionic half-equations for the reactions at the
electrodes in aluminium extraction
• describe and explain the main reactions involved in
the extraction of iron from iron ore (haematite), using
coke, limestone and air in a blast furnace
• explain the uses of aluminium and iron, in terms of
their properties.

Topic 3- Nutrition and Cellular Energetic

Students will be taught:

Knowledge Practical Skills & Processes:
Students will apply scientific knowledge to: • Making microscope slides of plant &
• Characteristics of Living Organism animal cells
• Use of microscopes
• Nutrition • Testing Organic molecules experiments
o Organic molecules
o Testing for carbs, lipids, proteins
o ideal diet: carbs, proteins, lipids, vitamins,
minerals, water, fibre
o deficiencies
o food and energy 2.14
o energy balance; malnutrition 2.15, 2.16 –
Criterion D Project Food supply

• Plant Nutrition
o Photosynthesis
o Leaf Structure
o Mineral requirements

• Animal Nutrition
o Diet
o Food supply
o Human alimentary canal
o Mechanical & Physical digestion
o Chemical digestion
o Absorption
o Assimilation

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 K. International School Tokyo – G9 MYP Curriculum Guide
Students will apply scientific knowledge to: • Identify root hair cells, as seen under the
• State the functions of xylem and phloem. light microscope
• Identify the positions of xylem and phloem tissues • Investigate, using a suitable stain, the
as seen in transverse sections of unthickened, pathway of water through the above-
herbaceous, dicotyledonous roots, stems and ground parts of a plant.
leaves. • Investigate and describe the effects of
• State their functions of root hair cells variation of temperature, humidity and
• State the pathway taken by water through root, light intensity on transpiration rate.
stem and leaf (root hair, root cortex cells, xylem,
mesophyll cells).
• Define transpiration as evaporation of water at
the surfaces of the mesophyll cells followed by
loss of water vapour from plant
leaves, through the stomata.
• Explain the mechanism of water uptake and
movement in terms of transpiration producing a
tension (‘pull’) from above, creating a water
potential gradient in the xylem, drawing cohesive
water molecules
up the plant.
• Define translocation in terms of the movement of
sucrose and amino acids in
phloem;
from regions of production to regions of storage
OR to regions of utilisation in
respiration or growth.

Topic 4- Organ Systems

Students will be taught:

Knowledge Practical Skills & Processes:

Students will apply scientific knowledge to the following: • Use bioviewers and microscopes
• Review plant and animal cells • Dissect a heart
• Review what makes things living (MRS GREN) • Examine blood and blood vessels under a
• Know the relationship between cells, tissues and microscope
organs • Catalase experiment with potatoes or liver
• Know the different organ systems of the human body • Examine a pair of lungs and look at how they
and how they work together to keep us alive get oxygen
• Look at a skeleton and memorize names of main • Reflexes experiments
bones • Make models of the ribs and muscles for
• Investigate the circulatory system breathing.
• Be able to draw the heart • Design exercise experiments looking at heart
• Distinguish between veins, arteries and capillaries rate
• Know the different types of blood cells and their
functions
• Be able to draw the digestive system
• Know the functions of different organs and their role in
digestion
• Know the role of enzymes in digestions and the
names of different ones in the organs
• Be able to explain how a ham sandwich is digested
• Know the parts of the respiratory system
• Know how we breathe
• Be able to explain how oxygen reaches the tissues
and respiration occurs
• Know the parts of the reflex system and its differences
to the endocrine system
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 K. International School Tokyo – G9 MYP Curriculum Guide
• Be able to draw nerve cells
• Be able to explain the reflex arc

Topic 5- Heating Effects of Electric Currents

Students will be taught:

Knowledge Practical Skills & Processes:

Students will apply scientific knowledge to the following:

1. ELECTRIC CHARGE Students will develop and apply skills to:

• State that there are positive and negative charges • Identify different ways to electrically charge
• State that unlike charges attract and that like some objects
charges repel • Use electroscopes to study electrostatic
induction
• Describe simple experiment to show the production
• Study electric field configurations with a
and detection of electrostatics charges
high voltage power supply and electric field
• Stare that charging a body involves the addition
lines with a Van der Graff
and removal of electrons
• Use a multimeter to measure voltage and
• Distinguish between electrical conductors and current
insulators and give typical examples • Make simple circuits and study their
applications
Supplement • Manipulate analogue and digital meters
• State that charge is measured in coulombs • Design experimental investigations about
• State that the direction of an electric filed at a point factors affecting the conduction of
is the direction of the force on a positive charge at electricity through a current-carrying wire
that point • Investigate light dependent resistors and
• Describe an electric field as a region in which an thermistors
electric charge experiences a force • Use spreadsheets to collect, present and
• Describe simple field patterns, including field analyse experimental data.
around a point charge, the field around a charged • Solve past paper questions from IGCSE
conducting sphere and the field between two exams
parallel plates (not including end effects)
• Give and account of charging by induction
• Recall and use simple electron model to distinguish
between conductors and insulators

2. CURRENT

• State that current is related to the flow of charge

• Use and describe the use of an ammeter, both
analogue and digital
• State that current is metals is due to a flow of
electrons
Supplement
• Show understanding that a current is a rate of flow
of charge and recall and use the equation I=Q/t
• Distinguish between the direction of flow of
electrons and conventional current

3. ELECTROMOTIVE FORCE

• State that the e.m.f. of an electrical source of

energy is measured in volts
Supplement
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 K. International School Tokyo – G9 MYP Curriculum Guide
• Show an understanding that e.m.f is defined in
terms of energy supplied by a source in driving
charge round complete circuit
4. POTENTIAL DIFFERENCE

• State that potential difference (p.d.) across a circuit

component is measured in volts
• Use and describe the use of a voltmeter, both
analogue and digital
• Recall that 1V is equivalent to 1J/C

5. RESISTANCE

• State that resistance=p.d./current and understand

qualitatively how changes is p.d. or resistance
affect the current
• Recall and use the equation R=V/I
• Describe an experiment to determine the
resistance using a voltmeter and an ammeter
• Relate( without calculation) the resistance of a wire
to its length and to its diameter
Supplement
• Sketch and explain the current-voltage
characteristic of an ohmic resistor and a filament
lamp
• Recall the use of quantitatively the proportionality
between resistance and length, and the inverse
proportionality between resistance and cross-
sectional area of a wire.

6. ELECTRICAL WORKING

• Understand that electric circuits transfer energy

from the battery or power source to the circuit
components then into the surroundings
• Recall and use the equations P=IV and E=IVt

7. CIRCUIT DIAGRAMS

• Draw and interpret circuit diagrams containing

sources, switches, resistors (fixed and variables)
heaters, thermistors, light-dependent resistors,
lamps, ammeters, voltmeters, galvanometers,
magnetizing coils, transformers, fuses, relays and
diodes.

8. SERIES AND PARALLEL CIRCUITS

• Understand that the current at every point in a

series circuit is the same
• Give the combined resistance of two or more
resistors in series
• State that, for a parallel circuit, the current from the
source is larger than the current in each branch
• State that the combined resistance of two resistors
in parallel is less than of either resistor itself
• State the advantages of connecting lamps in
parallel in a lighting circuit
Supplement
• Calculate the combined e.m.f of several sources in
series

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 K. International School Tokyo – G9 MYP Curriculum Guide
• Recall and use the fact that the sum of p.ds across
the components in a series circuit is equal to the
total p.ds across the supply
• Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of the parallel circuit
• Calculate the effective resistance of two resistors in
parallel

9. ACTION AND USE OF CIRCUIT

COMPONENTS

• Describe the action of a variable potential divider

(potentiometer)
• Describe the action of a thermistor and light
dependent resistors and show understanding of
their use as input transducers
• Describe the action of a relay and show
understanding of its use in switching circuits
• Describe the action of a diode and show
understanding of its use as a rectifier
• Recognize and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use of
a relay)

10. DANGERS OF ELECTRICITY

• State the hazards of damaged insulation,

overheating cables and damp conditions
• State that a fuse protects a circuit
• Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit breaker
settings
• Explain the benefits of earthling metal cases

Topic 6- Electromagnetic Induction

Students will be taught:

Knowledge Practical Skills & Processes:

Students will apply scientific knowledge to:

Students will develop and apply skills to:
11. SIMPLE PHENOMENA OF MAGNETISM
• Investigate magnetic fields with iron filings
• Describe the forces between magnets, and and compasses
between magnets and magnetic materials • Look at the field around a wire
• Give an account of induced magnetism • Build and test electromagnets with basic
materials
• Distinguish between magnetic and non-magnetic
• Build simple motors
materials
• Investigate experimentally electromagnetic
• Describe methods of magnetization, to include
induction
stroking with a magnet, use of d.c. in a coil and
• Use a dynamo
hammering in a magnetic field
• Investigate the motor effect
• Research different types of power stations
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 K. International School Tokyo – G9 MYP Curriculum Guide
• Draw the pattern of magnetic field lines around a • Build transformers
bar magnet • Use spreadsheets to collect, present and
• Describe an experiment to identify the pattern of analyse experimental data.
magnetic field lines, including the direction • Solve past paper questions from IGCSE
• Distinguish between magnetic properties of soft exams
iron and steel
• Distinguish between the design and use of
permanent magnets and electromagnets
• Explain that magnetic forces are due to interactions
between magnetic fields

12. ELECTROMAGNETIC INDUCTION

• Show understanding that a conductor moving

across a magnetic field or a changing magnetic
field linking with a conductor can induce an e.m.f in
the conductor
• Describe an experiment to demonstrate
electromagnetic induction
• State the factors affecting the magnitude of an
induced e.m.f
Supplement
• Show understanding that the direction of an
induced e.mf opposes the change causing it
• State and use the relative directions of force, field
and induced current

13. a.c. GENERTOR

• Distinguish between direct current (d.c) and

alternating current (a.c)
• Describe and explain a rotating coil generator and
the use of slip rings
• Sketch a graph of voltage output against time for a
simple a.c. generator
• Relate the position of the generator coil to the
peaks and zeros of the voltage output

14. TRANSFORMER

• Describe the construction of a basic transformer

with a soft-iron core, as used for voltage
transformations
• Recall and use the equation (Vp/Vs)=(Np/Ns)
• Understand the terms step-up and step-down
• Describe the use of the transformer in high-voltage
transmission of electricity
• Give the advantages of high-voltage transmission
Supplement
• Describe the principle of operation of a transformer
• Recall and use the equation IpVp=IsVs (for 100%
efficiency)
• Explain why power losses in cables are lower when
the voltage is high

15. THE MAGNETIC EFFECT OF A CURRENT

• Describe the pattern of the magnetic field

(including direction) due to currents in straight
wires and in solenoids

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 K. International School Tokyo – G9 MYP Curriculum Guide
• Describe applications of the magnetic effect of a
current, including the action of a relay
Supplement
• State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
• State that the direction of the magnetic field line at
a point is the direction of the force on the N pole of
a magnet at that point
• Describe the effect on the magnetic field of
changing the magnitude and direction of the
current

16. FORCE ON A CURRENT-CARRYING

CONDUCTOR

• Describe an experiment to show that a force, acts

on a current-carrying conductor in a magnetic field,
including the effect of reversing the current, and
the direction of field
• State the relative directions of force, field and
current
• Describe an experiment to show the corresponding
force on beams of charged particles

17. d.c. MOTORS

• State that a current-carrying coil in a magnetic field

experiences a turning effect and that the effect is
increased by increasing the number of turns of the
coil, increasing the current, and increasing the
strength of the magnetic field
• Relate this turning effect to the action of an electric
motor including the action of a split-ring
commutator

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Individuals and Societies Scope and Sequence Grades
6-10
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Subject: Geography Subject: Geography Subject: Global Politics Subject: History Subject: Geography
Topic: Global Citizen Topic: Globalization Topic: How are societies governed? Topic: Age of Imperialism Topic: Development
Unit Key Concept: Global interactions Key Concept: Change Key Concept: Systems Key Concept: Change Key Concept: Global Interactions
1 Related Concepts: Power, choice Related Concepts: Globalization; Related Concepts: Power Related Concepts: Causality, resources, Related Concepts: Patterns and trends,
Global Context: Global. & processes Global Context: Fairness and development power processes, disparity and equity
sustainability Global Context: Global. & sustainability Global Context: Identities and rel. Global Context: Fairness and development
Subject: Geography Subject: Geography Subject: ITGS Subject: History Subject: History
Topic: What is Geography? Topic: Environmental Conservation Topic: Technology Topic: Identity and Resistance Topic: Trade and Exchange
Unit Key Concept: Time, Place, and Space Key Concept: Systems Key Concept: Global Interactions Key Concept: Change Key Concept: Global interactions
2 Related Concepts: Scale and patterns Related Concepts: Causality, mgt and Related Concepts: Perspective, Related Concepts: Causality, Rights, Related Concepts: Cooperation
Global Context: Orient in space & intervention, sustainability Innovation, Revolution Identity Global Context: Global. & sustainability
time Global Context: Global. & sustainability Global Context: Identities and rel. Global Context: Personal & cultural exp.
Subject: History Subject: History Subject: Geography Subject: History Subject: History
Topic: What is History? (What can we Topic: Middle Ages Topic: Urban Environments Topic: Technology and Power during the Topic: Civil Rights
Unit learn from different civilizations) Key Concept: Time, Place, and Space Key Concept: Systems Cold War Key Concept: Change
3 Key Concept: Time, Place, and Space Related Concepts: Perspective, Identity Related Concepts: Patterns and trends Key Concept: Change Related Concepts: Community, rights,
Related Concepts: Sig, Inn, Rev. Global Context: Fairness & Global Context: Fairness & development Related Concepts: Conflict, Ideology integration
Global Context: Scientific.& tech. inn. development Global Context: Scientific and tech. inn. Global Context: Fairness and development
Subject: Geography Subject: History Subject: Sociology Subject: Economics Subject: Psychology
Topic: Settlements Topic: Age of Exploration Topic: What is Culture? Topic: Fundamentals of Microeconomics Topic: Situational Variables
Unit Key Concept: Change Key Concept: Global Interactions Key Concept: Time, Place, and Space Key Concept: Systems Key Concept: Time, Place, and Space
4 Related Concepts: Processes, Related Concepts: Causality Related Concepts: Culture, Identity Related Concepts: Resources, scarcity Related Concepts: Cognition, group, mind
Sustainability Global Context: Orient in space & time Global Context: Personal and cultural Global Context: Fairness and development Global Context: Identities and relationships
Global Context: Identities and expression IDU with Lang & Lit
Relationships IDU with Art and Music
Subject: History Subject: Geography Subject: History Subject: Geography Subject: Economics
Topic: Diseases that changed History Topic: Sustainable Energy Topic: Why do societies experience Topic: Global resource consumption & Topic: Production Possibilities Curve
Unit Key Concept: Change Key Concept: Time, place, space revolution? security Key Concept: Systems
5 Related Concepts: Causality, Related Concepts: Resources Key Concept: Change Key Concept: Global Interactions Related Concepts: Model, scarcity, growth
significance Global Context: Scientific and Related Concepts: Causality, significance Related Concepts: Sustainability, Causality Global Context: Global. & sustainability
Global Context: Scientific & Tech. Inn technological innovation Global Context: Orient in space & time Global Context: Global. & sust.
Subject: Geography Subject: History Subject: Business Management Subject: Geography Subject: History
Topic: Plate tectonics, earthquakes, Topic: Ideas and Innovations Topic: What is Business? Topic: Population Change Topic: MYP Capstone
Unit and volcanoes Key Concept: Change Key Concept: Change Key Concept: Time, Place and Space Key Concept: Global interactions
6 Key Concept: Systems Related Concepts: Causality, innovation, Related Concepts: Perspective, strategy, Related Concepts: Patterns and Trends Related Concepts: Significance
Related Concepts: Causality., revolution structure Global Context: Orient in space & time Global Context: Fairness and development
networks, processes Global Context: Personal and Cultural Global Context: Identities and rel.
Global Context: Orientation in space expression
& time
IDU with Science

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 K. International School Tokyo – G9 MYP Curriculum Guide

Prescribed Learning Outcomes (Grade 9)

The prescribed learning outcomes define what students are expected to know and be able to do by the end of each grade of
study.

Unit 1 – Age of Imperialism

• Explore and evaluate the strategic, economic, religious, technological, nationalistic and population driven reasons for the
growth of imperialism.
• Discuss the various perspectives of those involved in or affected by nineteenth century imperialism.
• Describe the development of European imperialism around the world (Southeast Asia, South Pacific, India, Africa).
• Analyze the effects of European colonialism on their colonies.
• Analyze the responses to imperialism.
• Evaluate primary and secondary sources and synthesize information to gain new understanding.

Unit 2 – Art, Culture, Identity, and Resistance

• Describe the role of different factors that played in the origins of the nationalist movement in India.
• Describe the methods that the Indian nationalist movements used to achieve independence.
• Use primary and secondary sources to analyze the factors that led to the nationalist movement in India.
• Describe the division of Africa into spheres of influence during the 18th and 19th centuries.
• Identify the connections between South African colonization, decolonization, apartheid and the anti-apartheid movement.
• Analyze art, songs and poetry from South African and Indian movements and synthesize with historical context to
interpret and evaluate.
• Analyze the role of identity in the Indian nationalist movement and the anti-apartheid movement.

Unit 3 – Technology and Power during the Cold War

• Describe the state of Europe after WWII.
• Evaluate the similarities and differences between communism and capitalism.
• Discuss the impact of technology on defining superpowers and their spheres of influence.
• Identify remnants of the cold war today.

Unit 4 – Fundamentals of Microeconomics

• Describe the meaning of the term “market.”
• Explain that a demand curve represents the relationship between the price and the quantity demanded of a product; and a supply curve
represents the relationship between the price and quantity supplied of a product.
• Use given data to draw a demand and/or supply curve.
• Explain how factors may change the demand and/or supply curve.
• Describe the differences between movements along and shifts of the demand and/or supply curve.
• Describe how shifts of the demand and/or supply curve may lead to excess demand or excess supply.
• Use given data to draw either excess demand or excess supply.

Unit 5 – Global resource consumption and security

• Describe the concept of the ecological footprint.
• Describe the water-food-energy nexus.
• Examine the UN Sustainable Development Goals related to sustainable use of water-food-energy resources.

Unit 6 – Population Change

• Describe the changes in world population since 1800.
• Use given data to construct and describe a population pyramid.
• Explain factors which influence fertility and mortality.
• Identify demographic dividends related to a youthful population and ageing population.
• Explain the positive and negative effects of migration.

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 K. International School Tokyo – G9 MYP Curriculum Guide

KIST Language Acquisition Japanese Curriculum Content

Unit One Unit Two Unit Three Unit Four

Grade 6 Unit 1: Myself & the Others Unit 2: Family Unit 3: School Unit 4: Sports and Leisure
Japanese Global Context: Identities & Relationships Global Context: Identities & Relationships Global Context: Fairness & Development Global Context: Identities & Relationships
Key Concept: Connection Key Concept: Connection Key Concept: Culture Key Concept: Culture
Related Concepts: Audience, Convention, Empathy Related Concepts: Audience, Convention, Empathy Related Concepts: Structure, Message, Purpose Related Concepts: Audience, Patterns, Theme
Grade 7 Unit 1: My Town Unit 2: Daily Routine Unit 3: Weather & Seasons Unit 4: Health
Intensive Global Context: Globalization & Sustainability Global Context: Orientation in time & space Global Context: Globalization & Sustainability Global Context: Identities & Relationships
English Key Concept: Connection Key Concept: Communication Key Concept: Change Key Concept: Identity
Related Concepts: Context, Point of view, Purpose Related Concepts: Message, Idiom, Purpose Related Concepts: Word choice, Context, Idiom Related Concepts: Purpose, Function, Empathy
Grade 8 Unit 1: Food Unit 2: Holidays Unit 3: Entertainment Unit 4: Personal Relationships
Intensive Global Context: Globalization & Sustainability Global Context: Identities & Relationships Global Context: Personal & Cultural Expression Global Context: Fairness & Development
English Key Concept: Culture Key Concept: Culture Key Concept: Creativity Key Concept: Communication
Related Concepts: Accent, Conventions, Themes Related Concepts: Form, Purpose, Stylistic choices Related Concepts: Meaning, Message, Theme Related Concepts: Message, Word choice, Voice
Grade 9 Unit 1: Career Unit 2: Traveling Unit 3: Short Stories Unit 4: Japanese Modern Culture
Language Global Context: Identities & Relationships Global Context: Orientation in time & space Global Context: Personal & Cultural Expression Global Context: Personal & Cultural Expression
Acquisition Key Concept: Connection Key Concept: Creativity Key Concept: Creativity Key Concept: Culture
Related Concepts: Concept, Function, Purpose Related Concepts: Audience, Structure, Purpose Related Concepts: Context, Theme, Form Related Concepts: Function, Audience, Stylistic choice
Grade 10 Unit 1: Environment Unit 2: Media & Technology Unit 3: Social Issues Unit 4: Festival
Language Global Context: Globalization & Sustainability Global Context: Scientific & Technical Innovation Global Context: Fairness & Development Global Context: Personal & Cultural Expression
Acquisition Key Concept: Connection Key Concept: Communication Key Concept: Connection Key Concept: Culture
Related Concepts: Message, Point of view, Argument Related Concepts: Meaning, Audience, Bias Related Concepts: Form, Point of view, Argument Related Concepts: Patterns, Conventions, Purpose
Grade 11 Unit 1:Communication and the media Unit 2: Global issues Unit 3: Literature Unit 4: Literature
Language Text: ‘”Bocchan” by Soseki Natsume Text: “Tasebune” by Ogai Mori.
Acquisition (HL
Only)
Grade 12 Unit 1: Social relationships Unit 2: Science & Technology Unit 3: Customs and Traditions Unit 4: Leisure
Language
Acquisition (HL
Only)

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 K. International School Tokyo – G9 MYP Curriculum Guide

Prescribed Learning Outcomes (Grade 9)

The prescribed learning outcomes define what students are expected to know and be able to do by the end of
each grade of study.

Unit 1 - Career

• The students take an aptitude test about future job.

• The students will be able to explore career possibilities and make career decisions.
• The students will recognize the significance of foreign languages in careers.
• The students will write an opinion essay about the opinion of learning language.

Text Type: written correspondence, diary, blog

Unit 2 - Traveling
• Students will learn about locations in Japan.
• Students will understand how to buy the train or plane tickets.
• Students will recognize what kind of accommodation is available for the trip.
• Students will be able to make a travel plan and travel schedule..
• Students will ask for necessary travel information at the tourist information center.
• Students will discuss manner which we need to care during trip.

Text Type: pamphlet, article, review

Unit 3 - Short Stories

• Students will learn how to create their own short stories.
• Students will be accustomed to consulting an English – Japanese dictionary.
• Students will learn how to make the plot.
• Students will learn how to organize the layout of each page.
• Students will image the scene of the story and make a play with their class mate.

Text Type: essay

Unit 4 - Modern Arts

• Students will learn the importance of Japanese contemporary arts.
• Students will learn how to do Japanese society affect the Japanese art.
• Students will go to Mitsuo Aida’s museum and learn his calligraphy’s style and his poems.
• Students will select one of the Japanese contemporary arts and present it orally and then write about it as
a short essay.

Text Type: article, review

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 K. International School Tokyo – G9 MYP Curriculum Guide

KIST Language and Literature Japanese Vertical and Horizontal Plan

Unit One Unit Two Unit Three Unit Four

Grade 6 Ikenbun Yamanashi (Miyasawa Kenji) Shinbun - Koukoku Haiku

Global Context: Personal & Cultural Expression Global Context: Globalization & Sustainability Global Context: Fairness & Development Global Context: Personal & Cultural Expression
Key Concept: Communication Key Concept: Perspective Key Concept: Communication Key Concept: Creativity
Related Concepts: Purpose, Point of view, Self- Related Concepts: Intertextuality, Point of view, Related Concepts: Structure, Point of view, Purpose Related Concepts: Style, Self-expression, Theme
expression, Audience imperative Style

Grade 7 Senden Taketori Monogatari Edo kara no message Shi

Global Context: Personal & Cultural Expression Global Context: Orientation in time & space Global Context: Personal & Cultural Expression Global Context: Identities & Relationships
Key Concept: Communication Key Concept: Connection Key Concept: Connection Key Concept: Creativity
Related Concepts: Purpose, Style Related Concepts: Character, Point of view, Setting Related Concepts: Theme, Point of view, Setting Related Concepts: Theme, Style, Self-expression

Grade 8 Hyouronbun Tanka Media ron Dazai Osamu

Global Context: Personal & Cultural Expression Global Context: Personal & Cultural Expression Global Context: Personal & Cultural Expression Global Context: Identities & Relationships
Key Concept: Perspective Key Concept: Creativity Key Concept: Communication Key Concept: Perspective
Related Concepts: Genre, Point of view, Context Related Concepts: Style, Theme, Intertextuality Related Concepts: Purpose, Style, Audience Related Concepts: Point of view, Intertextuality,
imperative Context

Grade 9 Media ron (Takasebune) Mori Ougai Koten – Tanka - Zuihitsu Shi no bunseki
Global Context: Personal & Cultural Expression Global Context: Personal & Cultural Expression Global Context: Identities & Relationships Global Context: Personal & Cultural Expression
Key Concept: Communication Key Concept: Perspective Key Concept: Connection Key Concept: Perspective
Related Concepts: Purpose, Theme, Audience Related Concepts: Intertextuality, Genre, Setting Related Concepts: Audience imperative, Context,
imperative Purpose

Grade 10 Gengo to bunka (shouronbun) Hyouronbun Zuihitsu Souseki

Global Context: Personal & Cultural Expression Global Context: Orientation in time & space Global Context: Personal & Cultural Expression Global Context: Personal & Cultural Expression
Key Concept: Communication Key Concept: Perspective Key Concept: Connection Key Concept: Perspective
Related Concepts: Setting, Structure, Purpose Related Concepts: Style, Point of view, Purpose Related Concepts: Point of view, Setting, Theme Related Concepts: Character, Theme, Self-
expression

Grade 11 Part One: Language and cultural Context Part Four: Literature Critical Study
Learning Outcomes: Learning Outcomes:
- Analyse how audience and purpose affect the structure and content of texts. - Explore literary works in detail
- Analyse the impact of language change. - Analyse elements such as theme and the ethical stance or moral values of literary texts.
- Demonstrate an awareness of how language and meaning are shaped by culture and Context. - Understand and make appropriate use of literary terms.
Topics: History and Evolution, Language and Gender, Language and the individual, Language and Power Texts: ‘Okuno Hosomichi” by Basho Matsuo (SL and HL), ‘Kokoro’ by Souseki Natsume (SL and HL)
Texts: various non-fiction and literary texts. ‘Nihongo to Gaikokugo’ by Takao Suzuki ‘Short Stories: Rashoumon, Hana, Imogayu, Kumono ito’(HL only)

Grade 12 Part One: Language and cultural Context Part Four: Literature Critical Study
Learning Outcomes: Learning Outcomes:
- Analyse how audience and purpose affect the structure and content of texts. - Explore literary works in detail
- Analyse the impact of language change. - Analyse elements such as theme and the ethical stance or moral values of literary texts.
- Demonstrate an awareness of how language and meaning are shaped by culture and Context. - Understand and make appropriate use of literary terms.
Topics: History and Evolution, Language and Gender, Language and the individual, Language and Power Texts: ‘Okuno Hosomichi” by Basho Matsuo (SL and HL), ‘Kokoro’ by Souseki Natsume (SL and HL)
Texts: various non-fiction and literary texts. ‘Nihongo to Gaikokugo’ by Takao Suzuki ‘Short Stories: Rashoumon, Hana, Imogayu, Kumono ito’(HL only)

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 K. International School Tokyo – G9 MYP Curriculum Guide
G９ ユニット１ ： メディア論

• 「メディア社会を生きる」を読み内容を理解する。
• 筆者の意見をもとに、自分の意見や考えをもつ。
• メディアの中の一つである新聞を読み、記事を簡潔にまとめ発表する
• 新聞の紙面構成の特徴を知る
• 数社の新聞を比べ、相違点と類似点を話し合う
• 身近な話題や世界的な話題などから記事を書き、グループ活動で新聞を作る。
• プロジェクターを使い創作した物語を映画にする。

G９ ユニット２ ： 文学「高瀬舟」

• 描写に着目して登場人物像を読み取る
• 未知の言葉を理解し、書かれている内容を理解し要約する
• 作品の主題を読み取る
• 作品の時代を読み取る
• 作品に登場する人物のその後の生き方について考え、続きの物語を書く

G９ ユニット３ ： 古典 短歌・随筆

• 万葉・古今・新古今の短歌を鑑賞し、感想をのべる
• 短歌に詠まれている作者の気持ちを考える
• 作者の時代背景を歴史の教科書やインターネットで調べる
• 調べたことを簡潔にまとめ、各グループで年表をつくる
• 生徒各々が責任を持って活動に取り組むことにより、古代から現代までの日本の歴史年表が作
り上げる。
• 「おくのほそ道」が書かれた時代と作者について知る
・ 芭蕉の人生観について考える
・ 徒然草・平家物語なども音読し、古典の言葉の響きを味わう
・ 松尾芭蕉の一生について調べ、俳句と歴史との関わりについて調べる
• Unit 4: 詩の解析

G９ ユニット４ ： 詩の解析

• 作品中に述べられている事実や根拠を確かめながら、筆者の意見を読み取る
• 全体の見た目にも着目し、連の論理的な構成をとらえる
• わかりやすい構成の仕方を考える

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Visual Art Scope and Sequence Grades 6-10
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Fashion Fusion Kimono Graphic packaging Contemporary Graffiti Fantasy and Imagination
Self-Image
Global Context: Global Context: Global Context: Personal Global Context: Personal
Global Context: Globalization and Culture sustainabillity and cultural expression. and Cultural Expression
Key Concept: Personal and Key Concept: aesthetic Key Concept: Change Key Concept: Key Concept: Aesthetics
Cultural Expression Focus Artists/Forms: Focus Artists/Forms: Communication Focus Artists/Forms:
Unit 1 Focus Artists/Forms: Van Kimono, Ka mon, European Cubism, keith Harring, Jon Focus Artists/Forms: los Narrative, line and colour,
Gogh, Frida Kahlo, Portraiture, heraldry. Burgerman. bros, keith haring, Searle, Quentin Blake.
Visual Recording. Media: pencil, paint, print Media: Watercolour, acrylic, typography, youth culture. Media: Ink, watercolour,
Media: Graphite, Watercolour, 3D paper construction. Media: Pencil crayon, pastel and digital .
Pencil Crayon acrylic, graphite.

Finder Keepers Pop Graphics - Diorama Printed People Culture Vs Subculture Self-Directed theme
Objects and Collections DESIGN
Global Context: personal Global Context: Aesthetics Global Context: Identities
Global Context: identities and and cultural expression. Key Concept: Personal and and relationships Global Context: Identities
relationships Key Concept: Narrative cultural expression Key Concept: Identity and personal relationships
Key Concept: aesthetics Focus Artists/Forms: Focus Artists/Forms: Matt Focus Artists/Forms: Key Concept: Change
Unit 2 Focus Artists/Forms: Curiosity Quentin Blake, Stan Lee, Ward, German Delacroix, Fashion, Focus Artists/Forms:
cabinets, Michael Craig Martin Lichtenstein, perspective, Expressionism. Kirchener , Media: Mixed, Painting, Various stimuli given on a
Media: Graphite, Water colour, Graphic novels, manga , Munch Drawing collage range of open themes or
Acrylic, Clay Relief. comic books. Media: Lino printing, conceptual ideas.
Media: Mixed media, Paper printing, Graphite, Media: Various.
Aerosol paint , ink. Ink.
Fantasy Landscapes
ID Collage
Unit 3 Global Context: Orientation in
time and space Global Context: Identities
Optional Key Concept: Change and Relationships
Unit may be Focus Artists/Forms: David Key Concept: Identity
substituted Hockney Turner, Monet and Focus Artists/Forms:
Serat. Media: Pastel, collage, Poallozi, Hoch and Collage
for unit 1 watercolour, Raised surface. Media: Mixed media, paper,
or 2. digital.

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 K. International School Tokyo – G9 MYP Curriculum Guide
Prescribed Learning Outcomes
Grade 9 (MYP Year 5)

What will students do in the classroom to help them

Students need to understand
In order to: arrive at the understandings and practise the skills
that:
necessary to meet the objectives?
A Knowing and Understanding
• Use the visual elements and principles of art and
Demonstrate knowledge and Describing and analysing art design in written and visual forms.
understanding of the art form forms using specific
i. studied, including concepts, terminologies and language • Use the visual elements terminologies when
processes, and the use of convey meaningful artistic writing about their own work and others.
subject-specific terminology. ideas. • Use subject specific terminology when presenting
and talking about their own work and others.
Social attitudes and historical
happenings reflect and involve
• Explore and evaluate the artwork of artists in
Demonstrate an understanding art forms of the time and age
different time periods and cultures.
ii. of the role of the art form in they are made.
• Critique the work of different time periods by using
original or displaced contexts. Comparing and contrasting
established comparing and contrasting methods.
different works can help to
identify connections.
• Outline and present their own artwork and
Use acquired knowledge to Use of specific terminology and interpret their intentions using specific
purposefully inform artistic utilisation of artistic techniques terminology.
iii.
decisions in the process of can inform and inspire personal • Demonstrate the use of terminology to describe
creating artwork. visual work. processes throughout the year in the process
journal.

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 K. International School Tokyo – G9 MYP Curriculum Guide

What will students do in the classroom to help them

Students need to understand
In order to: arrive at the understandings and practise the skills
that:
necessary to meet the objectives?
B Developing Skills
Demonstrate the acquisition and Frequent and ongoing practise
• Explore different materials in a practical setting
development of the skills and and experimentation with
i. and experiment with materials more than once to
techniques of the art form targeted practical media will
refine the process.
studied. enable development of skills.
A wide range of tested media
Demonstrate the application of • Explore different two dimensional and three
and experimental artistic
ii. skills and techniques to create, dimensional materials in different combinations
practice can refine and develop
perform and/or present art. and experiment with varied practical outcomes.
skills.

What will students do in the classroom to help them

Students need to understand
In order to: arrive at the understandings and practise the skills
that:
necessary to meet the objectives?
C Thinking Creatively
• Identify and formulate a clear idea that reflects a
Develop a feasible, clear, Identifying a clear and workable personal intention of the student based on the
i. imaginative and coherent artistic idea is fundamental to the selected brief.
solution. creative process. • Develop a coherent solution by experimentation
with media and evaluation in the process journal.
• Develop a range of different samples of possible
Trying a range of possibilities visual outcomes using different material
Demonstrate a range and depth before establishing a final combinations and assess their success.
ii.
of creative-thinking behaviours. outcome produces more • Demonstrate working with more than one material
creative and feasible solutions. and individual experimentation that is suitable for
the selected art form studied.
• Evaluate and present their own outcomes with
Identifying cyclical theoretical
Demonstrate the exploration of self and others to then refine and develop their
and practical experimentation
iii. ideas to shape artistic intention ideas further.
and exploration of ideas help to
through to a point of realisation.
realise a creative solution. • Demonstrate ongoing reflection and evaluation in
their process journal.

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 K. International School Tokyo – G9 MYP Curriculum Guide

What will students do in the classroom to help them

Students need to understand
In order to: arrive at the understandings and practise the skills
that:
necessary to meet the objectives?
D Responding
• Use identified connections and ideas in groups
and class to create a personal response guided
Identifying specific and relevant
by the studied art form.
Construct new meaning and connections of ideas help to
i. • Demonstrate these connections in written
transfer learning to new settings. widen personal understanding
individual and comparative tasks.
and apply them to new ones.
• Compare and critique the work of selected
different time periods and styles.
• Explore different sources of inspiration in visual
Artists and designers gain and written forms.
Create an artistic response that inspiration from everyday • Identify and evaluate selected artists and art
ii. intends to reflect or impact on settings and the world around forms sources of inspiration to understand the
the world around them. them to make a statement on a visual process.
particular subject. • Develop a personal response that intends to
impact or reflect current topics in society.
• Critique and outline their finished product and that
Evaluating and critically
of others, using ongoing reflective processes.
Critique the artwork of self and assessing their work and others
iii.
others. is helpful to the progression of • Critique and compare their own work to that of
others, and formulate helpful solutions for critical
skills and ideas.
feedback.

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 K. International School Tokyo – G9 MYP Curriculum Guide

K. International School Tokyo – Music Scope and Sequence Grades 6-10

Grade Unit 1 Unit 2
Title: Elements of Music Title: One Man’s Legacy – The Story of Wolfgang Amadeus Mozart
Through the activities of composing, improvising, performing,
listening and appraising, students will understand what features Through watching some scenes from the movie Amadeus and the activities of
make a satisfying melody. They will be able to compose their own listening and appraising, students will understand main features and genres of
melodies. Students will apply their knowledge and understandings of Classical Era. They will be able to operate with subject-specific terminology related
the elements of music to each of these activities. to the features and genres common for Classical era. Students will apply their
Statement of Inquiry: Music is a language with universal appeal, knowledge and understandings of the elements of music studied in Unit 1 to each
Grade 6

but to think about and express our own interpretations, we must of these activities.
know and understand musical terminology. Statement of Inquiry: Expressing our own artistic intentions in innovative ways
changes artistic boundaries.
Key Concept: Communication
Key Concept: Aesthetics
Related Concepts: Structure/Interpretation
Related Concepts:
Global Context: Orientation in Space and Time Innovation/Boundaries

Global Context: Identities and Relationships

Title: Instruments of Western Symphonic Orchestra Title: Instruments of Western Symphonic Orchestra
Grade 7

1 unit per semester (Part 1) 1 unit per semester (Part 2)

Through the activity of making musical instruments, students will Through the activities of active listening and appraising, improvising and
gain knowledge of acoustics, understand how the materials they use performing, each student will demonstrate knowledge and an understanding of
will affect the sound, and experience the joy of invention. When this different musical instruments. By the end of the unit students should be able to
activity is completed, students will play their own instruments and differentiate musical instruments of a symphonic orchestra acoustically and visually
experience being in an orchestra as a class together for the first as well as describe and identify most common types of instrumental ensembles
time. (e.g. symphony orchestra, chamber orchestra quartet, trio etc.)
Statement of Inquiry: Instrumental tone-color is a powerful tool Statement of Inquiry: Instrumental tone-color is a powerful tool which reflects
which reflects cultural identities and can be used for expression. cultural identities and can be used for expression.

Key Concept: Communication Key Concept: Communication

Related Concepts: Presentation/Audience Related Concepts: Presentation/Audience

Global Context: Personal and Cultural Expression Global Context: Personal and Cultural Expression
Title: Graphic Notation Title: Human Voice
Grade 8

Through the activities of composing, performing, listening and Through the activities of researching, ensemble performing, active listening and
appraising, students will understand how to operate with graphic appraising, students will get to know the possibilities of their own voices, various
notation. They will be able to compose, record and perform their own operatic and pop voices, as well as different vocal and vocal-instrumental music
music pieces based on the notation created by themselves. examples representing the variety of vocal music genres.
Statement of Inquiry: Music is a universal communicating tool but Statement of Inquiry: Human voice is the most powerful tool in communicating
to store it for future performances, different methods might be used. ideas and expressing opinions.

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 K. International School Tokyo – G9 MYP Curriculum Guide
Key Concept: Aesthetics Key Concept: Communication

Related Concepts: Related Concepts:

Interpretation//Expression Expression/Presentation

Global Context: Personal and Cultural Expression Global Context: Personal and Cultural Expression
Title: Music as a Language Title: Jazz
Grade 9

Through the activities of composing, improvising, performing,

listening and appraising, students will understand how specific Through the activities of performing, improvising, listening and appraising, students
composing devices used in a certain way can deliver a particular will be able to recognize and understand how to improvise using the 12-bar blues.
message to the audience. Non-verbal ways of communication are Students will research and analyze how jazz pieces are different from classical
able to send the message as well as verbal. Students will compose a music.
piece of music and perform it in groups. Statement of Inquiry: Experimenting with aesthetics and specific patterns can
Statement of Inquiry: Interests and passions can be expressed lead to innovative ways of expressing ourselves.
through the arts and shared with the community.
Key Concept: Aesthetics
Key Concept: Communication
Related Concepts: Expression/Audience
Related Concepts: Composition/Genre
Global Context: Personal and Cultural expression
Global Context: Scientific and Technical Innovation

Title: Music as Background Title: Music of the World

Grade 10

Students will learn that specific compositional devices used in a

certain way can highlight the effects of human acting in movie Students will learn traditional music from around the world to develop their musical
scenes. Students will compose original musical accompaniment to a knowledge and listening skills. As a part of the assessment, students are required
silent movie clip. to research one of the world’s music traditions, write a report and give a
Statement of Inquiry: The way we create and communicate presentation. This will allow students to show their understanding of a musical
reflects our personal and cultural values. culture and the meaning of a particular music to the people who practice it.

Key Concept: Communication Statement of Inquiry: Music is a form of communication which can provide insight
into societal relationships with the world.
Related Concepts: Composition/Audience
Key Concept: Communication
Global Context: Personal and Cultural Expression
Related Concepts:
Expression/Audience

Global Context: Personal and Cultural expression

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 K. International School Tokyo – G9 MYP Curriculum Guide

Grade 9
Criteria A In order to: Students will understand Students will be able to
How to utilize appropriate
terminology and show Explain in detail the origins and history of
aesthetic and critical jazz, using specific music terminology (Unit
Demonstrate knowledge and awareness necessary for 2).
understanding of the art form completing research-based
i. studied, including concepts, tasks, centered on the Describe, using specific music terminology,
processes, and the use of historical and the various ways, both historical and
subject-specific terminology. contemporary links contemporary, that specific information has
between various stimuli been conveyed through musical means
and musical affects. (Unit 1-2).

How to apply appropriate

terminology to show
Demonstrate an
aesthetic and critical
understanding of the role of Analyze several jazz music pieces written
ii. awareness necessary for
the art form in original or by significant jazz composers (Unit 2).
analyzing a piece of music,
displaced contexts.
written by a 19th century
composer.
How certain expressive
gestures can be articulated
through the utilization of
specific elements and
structural principles of
Use acquired knowledge to music. Identify many common expressive elements
purposefully inform artistic and structural principles of jazz music,
iii.
decisions in the process of How these expressive through the listening activities (Unit 2).
creating artwork. gestures are experienced
by the listener (the
students themselves
through the listening and
responding activities).

Criteria B In order to: Students will understand Students will be able to

How specific skills and
Compose a sound piece or piece of jazz
techniques can be utilized
Demonstrate the acquisition music that contains moderate technical and
in the composition of an
and development of the skills structural demands (Unit 2).
i. expressive piece of music,
and techniques of the art
demanding moderate
form studied. Improvise using the 12-bar blues chord
technical and structural
progression and the blues scale (Unit 2).
prowess.
How to apply the fruits of
their historical research to
the composition and
Adapt their historical findings to the
performance of a musical
Demonstrate the application compositional/performance process (Unit 1).
piece.
of skills and techniques to
ii.
create, perform and/or Demonstrate ensemble skills (e.g. balance,
How to apply their
present art. intonation, rhythmic unity) while performing
ensemble skills (e.g.
as part of a group (Unit ).
balance, intonation,
rhythmic unity) to a group
performance.

Criteria C In order to: Students will understand Students will be able to

Several different
Develop a feasible, clear,
approaches to emotionally Identify and come up with creative solutions
i. imaginative and coherent
effective composition, and to artistic questions (Unit 1).
artistic solution.
the process involved in
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 K. International School Tokyo – G9 MYP Curriculum Guide
coming to compositional
solutions.
Incorporate historical ideas into their
How to use personal note compositional process (Unit 1-2).
Demonstrate a range and taking as a storage
ii. depth of creative-thinking mechanism for new ideas, Create new ideas about how to make music
behaviors. and as a catalyst for further emotionally stimulating, and demonstrate
abstraction and planning. this in the abstract phase of composition
(Unit 1-2).
How to synthesize the
information recorded in
their Process Journals, and
Use their critical reflection on their process
Demonstrate the exploration apply it to a critical
and incorporate their findings into the
of ideas to shape artistic reflection, paying particular
iii. planning, composing, and rehearsing of a
intention through to a point of attention to their own
final performance (Unit 1-2).
realization. success and failures at
different stages of their
work

Criteria D In order to: Students will understand Students will be able to

Make connections among different musical
How to synthesize themes
media, elements of music, structural
and ideas throughout the
Construct new meaning and principles, themes, and concepts found
process of planning,
i. transfer learning to new between various musical genres, and how
composing, rehearsing and
settings. to apply this knowledge to creative output
performing a music piece
(Unit 1-2).

How to compose and

Create an artistic response perform a piece of music Express their originality, and engage with
that intends to reflect or that represents originality, their innermost emotional states, and
ii.
impact on the world around personal expression, and express those states to others through the
them. engagement with an process of musical composition (Unit 1-2).
intended audience.
Appraise and describe the aesthetic
The various ways in which qualities found in the music of their peers
highly subjective art forms, (Unit 12).
such as music, can be
appraised and described in Justify their musical choices based on a
Critique the artwork of self
iii. objective terms, through larger aesthetic ideal, through the use of
and others.
focusing on the aesthetic specific terminology (Unit 1-2).
qualities found in the
musical pieces of their Explore and speculate on the artistic
peers. intentions and choices of their peers (Unit 1-
2).

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 K. International School Tokyo – G9 MYP Curriculum Guide
K. International School Tokyo – Physical and Health Education Overview – Scope and Sequence - Grades 6 – 10

Grade Unit 1 - Team and International Pursuits Unit 2 – Individual Pursuits

Fundamentals of Sending, Receiving and Moving through Fundamentals of Sending, Receiving and Moving through
6 Small Group Games, Indoor Target Games, Striking and Athletics, Badminton and Tennis
Fielding Global Context – Globalization and sustainability
Global Context – Globalization and Sustainability Key Concepts – Chance
Key Concepts – Form and Connection Related Concept(s) –Adaptation, Choice and Environment.
Related Concept(s) – Movement, Function and Refinement

Fundamental to Intermediate Sending, Receiving and Fundamentals to Intermediate Sending, Receiving and Moving
7 Moving through through
Basketball , Flag Football and Hockey Athletics, Badminton and Tennis
Embedded Fitness and Dance Embedded Fitness and Dance
The Fundamentals of the game The Fundamentals of the game
Global Context – Orientation in space and time Global Context – Fairness and Development
Key Concepts – Relationships Key Concept – Change
Related Concept(s) – Development, Movement, Pattern, Balance Related Concept(s) – Perspective, Choice

Intermediate Sending, Receiving and Moving through Intermediate Sending, Receiving and Moving through
8 Volleyball, Cricket and Lacrosse Athletics, Badminton and Tennis
Embedded Fitness and Dance Embedded Fitness and Dance
Global Context – Orientation in space and time Global Context – Globalization and sustainability
Key Concepts – Relationships Key Concept – Change
Related Concept(s) – Development, Movement, Pattern, Balance Related Concept(s) – Environment, Adaptation

Intermediate to Advance Sending, Receiving and Moving Intermediate to Advance Sending, Receiving and Moving through
9 through Athletics, Badminton and Tennis
Basketball, Flag Football and Hockey Embedded Fitness and Dance
Embedded Fitness and Dance Global Context – Personal and cultural expression
Global Context – Fairness and development Key Concept – Change
Key Concept – Change Related Concept(s) – Refinement, Movement, Pattern
Related Concept(s) – Perspectives, Choice

Advance Sending, Receiving and Moving through Advance Sending, Receiving and Moving through
10 Volleyball, Hockey, and Cricket Embedded Fitness and Dance
Embedded Fitness and Dance Camp Organization and administration
Camp Organization and administration Global Context – Identities and relationship
Global Context – Fairness and development Key Concept – Communication
Key Concept – Change Related Concept(s) – Interaction, Perspective, Adaptation
Related Concept(s) – Development Perspectives, Choice

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 K. International School Tokyo – G9 MYP Curriculum Guide
Grade 9 - Prescribed Student Outcome
Unit 1 Unit 2
Intermediate to Advance Sending, Receiving and Intermediate to Advance Sending, Receiving and Moving through
Moving through Athletics, Badminton and Tennis
Basketball, Flag Football and Hockey Embedded Fitness and Dance Global Context – Personal and cultural expression
Embedded Fitness and Dance Key Concept – Change
Global Context – Fairness and development Related Concept(s) – Refinement, Movement, Pattern
Key Concept – Change
Related Concept(s) – Perspectives, Choice

Knowledge • demonstrate their understanding of the components of a range of physical activities by changing rules to accommodate for
various learners participate actively and safely in program activities.
• apply a variety of tactical solutions to increase chances of success in basketball-related activities
• use critical and creative thinking skills to apply a variety of tactical solutions to increase their chances of success in football-
related activities.
• effectively communicate (non-verbally) with peers to help develop skills and strategies
• recognize sporting rules and regulation infraction and self a report
• think critically and creatively to apply tactical solutions to enhance their chances of success in ball hockey activities.
• review and perform strategies for successful running events (sprint, relay and hurdles)
• learn different tournament formats
• read and understand tournament brackets
• identity the advantages of the Festival Tournament Format

Skill • dribble a ball with their dominant and non-dominant hand, while keeping their head up
• pass a ball using both the chest pass and the bounce pass
• shoot a ball using the one-hand set shot
• demonstrate and apply the offensive skills of pivoting and faking to create space
• rebound a ball during modified basketball activities
• perform a variety of locomotor movements, including sending, receiving and retaining skills, for basketball as well as in Touch
Football games
• maintain control and possession of a hockey ball during practice and game play
• demonstrate offensive and defensive strategies to help them to be successful during continuous game play
• demonstrate an understanding of the skill components of hurdling and short to middle distance running activities
• use self-awareness and self-monitoring skills as a tactical solution while participating actively in various short and moderate
distance running activities (hurdles and relay)
• coordinate the components of the serve including the toss, body rotation, and strike
• be able to initiate a rally with a serve and return

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 K. International School Tokyo – G9 MYP Curriculum Guide
• put the shuttle into play using the forehand and backhand serves, use a variety of different badminton shots to set up for and
defend against the attack

Attitudes • demonstrate their understanding of the components of a range of physical activities by changing rules to accommodate various
learners
• participate safely and actively in sustained moderate to vigorous activities that include application of sending, receiving and
retaining skills
• think critically and creatively to apply a variety of tactical solutions to increase their chances of success as they participate in
activities.
• facilitate gameplay through officiating
• apply relationship and social skills as they participate safely and actively in field hockey mini games
• demonstrate behaviors that promote their own safety and participation and that of others
• communicate effectively with classmates while providing verbal feedback
• work responsibly in a self-directed station setting.
• value practicing previously learned skills
• apply relationship and social skills while assessing their peers in a variety of activities

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