MYP 5/ Grade 10 Subject Overviews

English Language and Literature

TERM 1
Unit 1 - Should we always believe what we see and hear?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Creativity Style, context Scientific and Through creative expression and Critical Thinking: Analyze texts for bias and rhetorical strategies. 6 weeks
technical innovation contextual influences, individuals can Communication: Construct persuasive and analytical responses.
shape perceptions of truth, highlighting Information Literacy: Evaluate sources for credibility and bias.
the role of style and bias in scientific and
technical innovation.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Infographics & Data Manipulation: Written Analysis (Objective A: ii, iii, iv)
Analyze the infographic ‘Data Never Sleeps’ to evaluate how data presentation can influence perception Analyze the symbolism and visual narrative of House by the Railroad and its connection to
(Objective A: i, ii, iii). themes of alienation and perception.
Investigate real-world examples of data distortion in media and advertising. Compare how isolation is represented in the painting versus a selected literary text.
Satirical Allegory in Literature: Interpret and examine how allegory and symbolism critique societal Creative Writing (Objective C: iii, D: ii, iii)
structures (Objective A: ii, iii, iv). Produce a 1000-word satirical short story inspired by House by the Railroad, incorporating
Rhetorical & Persuasive Techniques: genre conventions, allegory, and rhetorical techniques.
Identify and apply emotive language, repetition, hyperbole, rule of three, asyndeton (Objective C: i, iii). Speech-Writing Task: "The Truth We Choose to See"
Evaluate rhetorical questions, contrast, and loaded language (Objective A: i, iii). Objective: Develop a persuasive speech that explores how bias and rhetoric shape public
Bias in Media & Advertising: Evaluate fact and opinion in advertisements (PlayStation, Burger King, Nike) perception of truth.
and newspaper articles (Objective A: iii, iv). Task Description: - You are a public speaker addressing a global youth summit on
Analysis of Speeches: Examine Amanda Gorman’s The Hill We Climb (2021) – A spoken-word poem media literacy and truth in the digital age. Your speech should:
delivered at President Joe Biden’s inauguration that uses literary and rhetorical devices to inspire unity and Analyze the impact of rhetorical devices (emotive language, repetition, hyperbole,
resilience. and Greta Thunberg’s UN Climate Action Speech (2019) – A powerful speech that highlights the contrast, rhetorical questions) on audience perception.
urgency of climate change, using emotional appeals and direct rhetoric. (Objective A: i, ii, iii). Evaluate how bias in media and advertising influences beliefs.
Tone and Context in Writing: Determine appropriate tone for different audiences and purposes (Objective Apply persuasive techniques to construct a compelling argument about the importance of
D: ii, iii). critical thinking in an age of Objective A (i, ii, iii, iv): Analyze the effects of bias,
rhetoric, and language choices.
Objective C (i, ii, iii): Organize ideas effectively, using persuasive techniques and
rhetorical devices.
Objective D (ii, iii): Use language fluently with appropriate tone and style for a public
speech, misinformation.
Service as Action - Activity: "Truth in Media: Spot the Bias"
Students will create an awareness campaign to educate their school community on bias in media, advertising, and speeches by:
➢ Researching real-life examples of misinformation, bias, or persuasive techniques in media.
➢ Designing an engaging infographic or short video to help their peers recognize these biases.
➢ Conducting a workshop for younger students (MYP 1-3) where they analyze advertisements, political speeches, or social media posts.
➢ Creating a “Fact-Check Guide” for students to use when evaluating media.
Unit 2 - What am I responsible for?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Context Connections Identities and Personal responsibility is shaped by Social & Communication Skills: Engage in a discussion on bystander 4 weeks
relationships cultural context, ethical choices, and responsibility in bullying.
consequences. Critical Thinking Skills: Evaluate how symbolism is used to represent

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 responsibility in The Kite Runner.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Analyze (A.ii) how cultural contexts shape personal responsibility in literature. Creative Writing Task: The Telephone Call (Written – Criterion C, D)
Interpret (A.iii) how symbols and motifs develop themes of responsibility. Task: Write a short story about a choice and its consequences.
Organize (B.ii) opinions and ideas in a coherent narrative. Assessment Focus: Use narrative structure and character development effectively.
Create (C.iii) a short story exploring an ethical decision and its consequences.
Personal responsibility in different social and cultural texts.
Life of Pi by Yann Martel (Philosophical Fiction – Survival & Faith)
How can a cultural context influence our understanding of personal responsibility?
What can be involved in taking ‘personal responsibility’?
TERM 2
Unit 3 - What’s the drama?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Theme, genre Identity and Writers use dramatic conventions to Creative Thinking: Develop original dramatic monologues and 8 weeks
relationships communicate complex emotions and soliloquies.
explore relationships, influencing how Critical Thinking: Analyze drama techniques and their impact on
individuals interact and understand one storytelling.
another. Communication Skills: Interpret verbal and non-verbal communication
in performance.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Analyze (Objective A: i, ii) the themes, conflicts, and character motivations in the chosen play. Task 1 – This task can be used to evaluate
Compare and contrast the themes, characters and settings in the plays. Objective B ii Organization: Organize opinions and ideas in a sustained, coherent and
Evaluate how stage directions, soliloquies, and monologues communicate character emotions and logical manner.
relationships. Objective C iii: Producing Text-Select relevant details and examples to develop ideas
Compare verbal and non-verbal communication in dramatic performances. Objective D iii Using Language use correct grammar syntax and punctuation ii Write and
Create a dramatic monologue to express a character’s inner thoughts (Objective C: iii). speak in a register and style that serve the context and intention.
Write a diary entry reflecting on a character’s experiences. Task – Using one of the images, create a monologue in which a character reflects on an
Compose a formal/informal letter based on a conflict from the play (Objective D: ii, iii) important decision.
You may consider using any of the following: purpose, character, setting, and/or point of
view.
Your monologue should be between 300-350 words.
Service as Action - "The Power of Non-Verbal Communication" Workshop
➢ Students conduct an interactive workshop for younger peers, focusing on body language, facial expressions, and sign language as alternative modes of communication.
➢ They perform short silent skits demonstrating how emotions and messages can be conveyed without words and discuss how this applies to individuals with challenges, such as Helen Keller.
As an extension, students can create an awareness campaign on inclusive communication for people with hearing or speech impairments.
Unit 4 - Should we always be able to say what we want, when we like?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Purpose Fairness and The right to freedom of expression Communication Skills: Write structured poetry commentaries using 8 weeks
Point of view development comes with responsibilities, shaped by formal register and literary terminology.
purpose, audience, and context. Engage in a structured debate on censorship.
Critical Thinking Skills: Evaluate the ethical dimensions of free
speech in wartime contexts.
Interpret how imagery, tone, and rhetorical devices influence
perspectives.
Media Literacy Skills: Investigate how propaganda shaped public
opinion during World War I.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Identify and comment upon significant aspects of texts related to freedom of expression. Poetry Commentary (Written Analysis – Criterion A, B, D)

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Analyze how historical and literary texts represent war censorship and propaganda. Task: Write a 500-1000-word commentary on War Photographer by Carol Ann Duffy.
Compare and contrast different perspectives on freedom of speech, particularly in wartime. Assessment Focus: Identify themes, tone, imagery, and structure, linking them to the
Justify arguments using appropriate literary examples and historical references. poet’s purpose.
Organize arguments in a sustained, coherent, and logical manner. Feature Article on Satire (Written – Criterion A, B, D)
Use appropriate grammar, syntax, and punctuation in formal writing Task: Write an opinion column analyzing the video Blackadder Goes Forth, explaining
how it criticizes military leadership.
Assessment Focus: Provide textual evidence, evaluate purpose, and justify claims with
historical context.
TERM 3
Unit 5 - What do our ethical and moral choices reveal about us?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Connections Character, Identities and Narrative structures can reveal moral and Communication skills 6 weeks
Structure; relationships. ethical dilemmas, showing how Collaboration skills
context individuals’ responses shape identity and Information literacy skills
character. Creative and critical thinking skills
Media literacy.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Examine (A.i) how war narratives depict different individual and community experiences. Criterion A: Analyzing – Identify and comment on significant aspects of the story,
Analyze (A.ii) the narrative techniques used in war films and literature. including themes, characters, and authorial choices.
Compare and contrast (A.iv) different storytelling structures (The Prison, The Iliad, The Odyssey). Criterion B: Organizing – Develop a well-structured and logical response that effectively
Select (C.iii) relevant details to develop structured arguments in essays. conveys insights.
Use (D.ii) appropriate register and style for academic writing. Criterion C: Producing Text – Develop original ideas using appropriate textual evidence
and analysis.
Criterion D: Using Language – Use precise language, grammar, and tone suitable for a
literary essay or creative task.
OPTION 1: Analytical Essay (Traditional Literary Response)
Prompt: How does Bernard Malamud use symbolism, characterization, and narrative
structure in The Prison to explore the theme of personal responsibility?
OPTION 2: Creative Rewrite (Alternative Ending & Reflection)
Task: Rewrite the ending of The Prison, changing Tommy’s decision at the climax. Write
a 300–500-word narrative continuation that explores the consequences of his choice.
Compare & Contrast- How do Bernard Malamud’s Prison and the ‘Dove Real Beauty
Sketches’ advertisement explore the theme of personal responsibility and ethical decision-
making? Compare and contrast the way each text presents the protagonist’s self-
perception and moral choices.

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Hindi Language Acquisition

TERM 1
Unit 1- शिक्षा और कार्य जगत
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Purpose Orientation in time The purpose of communication is to convey Communication Skills 5 weeks
and space meaning across time and space, influencing Thinking skills
perspectives and shaping identities.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• शिक्षा के महत्त्व को पहचानना और उसका मूल्ाांकन करना Criteria A – Listening to Podcasts and audio, Video based on Unit.
• स्कूल का वातावरण और सीखने की शवशवध शवधाओां की व्याख्या और विश्लेषण करना Criteria B – Reading - Seen/Unseen passages.
Criteria C – Speaking- Based on unit picture will be given
• भशवष्य की र्ोजना में विविन्न कररयर विकल्पों की तुलना करके उनके लाि और हावनयपों का विश्लेषण करना SA- Criterion C (Oral)
(शवशभन्न उद्योगोां की खोज और आधुशनक कररर्र के रुझान) Criteria D- Writing Descriptive writing
• वकसी िी नौकरी के वलए आिश्यक कौशल और यपग्यताओों कप पहचानकर उसका विश्लेषण करना SA- Criterion A, B & D (E-assessment )
• एक काल्वनक नौकरी के वलए एक बायपडाटा तैयार करना

Unit 2- िाषा और सामावजक मान्यताएँ

Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Connections Point of view Personal and cultural Personal and cultural expression allows us to Communication Skills 5 weeks
expression share our perspectives and build connections Social skills
across diverse viewpoints
Content- Topics (Knowledge) Assessments (Type- Criteria)
• भाषा का समाज पर प्रभाि व्याख्या और विश्लेषण करना। Criteria A – Listening to Podcasts and audio, Video based on Unit.
• िैश्वीकरण के कारण िाषाओों पर प्रिाि और बहुिाषािाद के महत्त्व और लाि की मुख्य अिधारणाओों कप Criteria B – Reading - Seen/Unseen passages.
Criteria C – Speaking- Based on unit picture will be given.
पहचाना SA- Criterion C (Oral)
• सामावजक मान्यताओों का विकास और साों स्कृवतक पहचान में िाषा की व्याख्या, चचाय और जााँच करना। Criteria D- Writing Descriptive writing
• घर के शवशभन्न प्रकार और उनकी साांस्कृशतक शविेषताओों का विश्लेषण करना SA- Criterion A, B & D (E-assessment )
• पारों पररक और आधुवनक घरपों के बीच साोंस्कृवतक और पयाािरणीय विशेषताओों में तुलनात्मक अध्ययन
• व्याकरण - उद्दे श्य: व्याकरण के सही प्रर्ोग से अपनी भाषा को अशधक स्पष्ट, सुसांगत और प्रभाविाली बनाना
।
• व्याकरण – िब्द भांडार-पयाायिाची, विपरीत, मुहािरे , अनेक शब्पों के वलए एक शब्, कारक, काल, डायरी
लेखन, ब्लॉग लेखन, पत्र लेखन, वनबोंध लेखन, ररपोर्य लेखन
TERM 2
Unit 3- सोंस्कृवत और समाज
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Context, Identities and Communication shapes identities and Communication skills, 5 weeks
purpose relationships relationships by conveying messages and Social skills
purpose.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• समाज पर सांस्कृशत के प्रभाव को पहचानना और उसका मूल्ाांकन करना। Criteria A - Listening - tasks based on an audio-visual piece.
• विविधता में एकता की अिधारणा की व्याख्या और विश्लेषण करना। Criteria B- Reading- Tasks based on a reading text connected to the unit.
• पयाािरण पर पारों पररक और आधुवनक जीिनशैली के प्रिाि का िणान और उसपर चचाा करना । Criteria C - Speaking- Each student will speak on his/her chosen topic based on

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 • समाज में आए पररितान और आधुवनकीकरण कप पहचानना और उसका मूल्ाोंकन करना। the unit. (The choices will be provided by the teacher)
• सामाशजक मुद्ोां और नैशतक मूल्ोां का वणयन और शवश्लेषण करना। SA- Criterion C (Oral)
Criteria D - Writing- Descriptive writing based on the units of the term
SA- Criterion A, B & D (E-assessment )
Unit 4- विज्ञान और तोंत्रज्ञान
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Message, Scientific and technical Scientific innovation communicates messages Thinking Skills, 5 weeks
audience innovation to audiences, driving technological progress Research skills
globally.

Content- Topics (Knowledge) Assessments (Type- Criteria)

• शवज्ञान और तांत्रज्ञान की पररभाषा को सांप्रेशषत करना। Criteria A - Listening - tasks based on an audio-visual piece.
• िैज्ञावनक विवध और तकनीकी विकास का विश्लेषण और मूल्ाोंकन करना । Criteria B- Reading- Tasks based on a reading text connected to the unit.
Criteria C - Speaking- Each student will speak on his/her chosen topic based on
• विज्ञान और तोंत्रज्ञान के सामावजक, आवथाक और पयाािरणीय प्रिाि की व्याख्या, चचाा और जाँच करना।
the unit. (The choices will be provided by the teacher)
• अनुसोंधान और खपज का नैवतक दावयत्व कप पहचानना। SA- Criterion C (Oral)
• तांत्रज्ञान और मानिता का िविष्य की सोंिािना की खपज करना। Criteria D - Writing- Descriptive writing based on the units of the term
• व्याकरण - पयाायिाची, विपरीत ,मुहािरे , अनेक शब्पों के वलए एक शब्- पहचानना और प्रयपग करना SA- Criterion A, B & D (E-assessment )
• ईमेल लेखन, सोंिाद लेखन, पत्र लेखन, लेख, ररपपटा लेखन, िाषण लेखन कप उवचत प्रारूप और विचारपों के
साथ सोंश्लेवषत और प्रदवशात करना।
TERM 3
Unit 5- मनपरों जन
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Culture Audience Personal and cultural Personal and cultural expression shape Self- management skills, 5 weeks
Point of view expression audience perspectives and communicate ideas Social skills
and emotions through culture.

Content- Topics (Knowledge) Assessments (Type- Criteria)

• लोकशप्रर् मनोरां जन के प्रकार को सूचीबद्ध करते हुर्े आपसी चचाय करना। Criteria A - Listening - tasks based on an audio-visual piece.
• परों परागत एिों आधुवनक मनपरों जन की पहचान और उसका िणान करना । Criteria B Reading- Tasks based on a reading text connected to the unit.
Criteria C - Speaking- Each student will speak on his/her chosen topic based on the
• मनोरां जन के प्रभाव का शवश्लेषण करना। unit. (The choices will be provided by the teacher)
• मनपरों जन और तकनीक का सोंबोंध और मूल्ाोंकन करना। SA- Criterion C (Oral)
• मनोरां जन के सकारात्मक और नकारात्मक पक्ष की जााँच करते हुर्े उसका औशचत्य समझना। Criteria D - Writing- Descriptive writing based on the units of the term
SA- Criterion A, B & D (E-assessment )

Unit 6- स्वास्थ्य
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Purpose Fairness and Health communication influences personal Self- management skills, 5 weeks
development. and cultural expressions, fostering fairness Social skills
and development in understanding and
promoting well-being across diverse
audiences.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• स्वास्थ्य के प्रकार की व्याख्या। Criteria A - Listening - tasks based on an audio-visual piece.
• व्यार्ाम और र्ोग के महत्व को पहचानना और प्रर्ोग से होने वाले लाभ का चचाय करना। Criteria B - Reading- Tasks based on a reading text connected to the unit.

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 • मानशसक स्वास्थ्य और भावनात्मक सांतुलन का मूल्ाांकन करना । Criteria C - Speaking- Each student will speak on his/her chosen topic based on the
• आधुशनक शचशकत्सा और पारां पररक उपचार में अांतर और उनका शवश्लेषण करना। unit. (The choices will be provided by the teacher)
SA- Criterion C (Oral)
• बीमाररयाँ और रपकथाम पर चचाा और जाोंच करना। Criteria D - Writing- Descriptive writing based on the units of the term
• व्याकरण - पर्ायर्वाची ,शवपरीत ,मुहावरे ,अनेक िब्दोां के शलए एक िब्द- पहचानना और प्रर्ोग करना SA- Criterion A, B & D
• डायरी लेखन, ब्लॉग लेखन, पत्र लेखन,वनबोंध लेखन कप उवचत प्रारूप और विचारपों के साथ सोंश्लेवषत E-assessment
और प्रदशियत करना ।

French Language Acquisition

TERM 1
Unit 1- Qu’est-ce que la solidarité humaine et le service à la communauté
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Empathy and Personal and cultural Communication put in the service of well- Research Skills 16 hours
Idioms expression being of others help in enriching human Thinking skills
relationship.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Analysez la solidarité humaine Criterion A –SA: tasks based on an audio-visual piece.
• Explorez les caractéristiques du service de communauté? Criterion C-SA: Each student will speak on his/her chosen topic based on the unit.
• Comprendre le subjonctif et l'indicatif. (The choices will be provided by the teacher)
• Comprenez le service à la communauté dans mon cours de l'IB
• Recherchez et analysez les élans de solidarité pour qui, pourquoi?
• Les pronoms personnels- COD, COI, en, y, pronoms toniques
Unit 2- Les avances technologiques. Sont-elles positives?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Creativity. Objective and Globalization andSince time immemorial Information literacy skills 16 hours
context sustainability human have used their brain to invent new Media literacy skills
technology some are good, some are bad, it
all depends on their utilization.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Analysez: Science et humanité aide ou danger? Criteria B: Reading Compréhension with an image based on the ongoing unit
Criteria D: (Composition/ email)
• Synthétisez: Est-ce que la technologie peut être dangereuse?
• L’image du futur a-t-elle changé ?
• Apprenez le plus que parfait
• Recherchez et expliquez <<la Cyber dépendance>>
• Démontrez: Est-elle là pour s'amuser ou étudier?
TERM 2
Unit 3- Les loisirs sont-ils accessibles à tous?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Connections Objective and Cultural and personal Hobbies have become very important for a Communication Skills 15 hours
recipient expression lot of people in our individualistic society but Research Skills
everyone does not have access to it in the
same manner

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 Content- Topics (Knowledge) Assessments (Type- Criteria)
• Apprenez et comprenez le conditionnel passé Criteria C: dialogue/ monologue on a given topic and image
• Discutez-Que sont les loisirs et à quoi servent-ils?
• Expliquez avec des exemples... Pratiquons-nous tous les mêmes sports ?
• Discutez et justifiez: Les vacances sont-elles bonnes pour l’environnement?
Unit 4- Quels sont les facteurs qui influencent une bonne santé?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Culture Empathy, Point Identities and The right to healthy and balanced food is a Ctritical Thinking Skills 15 hours
of view relationships vital right without which we can’ t survive. Communication Skills
Subject specific skills
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Demandez-vous: Comment se définit une alimentation saine et équilibrée Criterion B: Tasks based on a reading text connected to the ongoing unit
Criterion D: Produduction écrite- blog/ essay based on the the units of the term
• Explorez et réfléchissez: Comment manger à l'adolescence?
• Synthétisez: La nourriture comment fait-elle partie de notre identité?
• Identifiez les mesures par lesquelles les sociétés agroalimentaires contrôlent l'alimentation des enfants.
• Identifiez les mesures par lesquelles les sociétés agroalimentaires contrôlent l'alimentation des enfants.
• Recherchez et Répondez: Pourquoi tant d’inégalité face à un besoin aussi primaire que l’alimentation
quotidienne?
TERM 3
Unit 5 - Quels sont mes droits et mes devoirs?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Point of view, Fairness and Being a citizen of a country grants rights, but Critical thinking and research skills 8 hours
Context development too often we neglect the responsibilities that
come with it. This concept varies from one
country to another. We must examine the
balance between rights and responsibilities,
and ask ourselves if we can do everything, we
set our minds to.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Pensez et discutez des droits d'un élève/ lycéen Criterion A: Questions and exercises based on an audio-visual piece
Criterion B: Questions and exercises based on a reading text with an image.
• Analysez: Homme- Femme: ont-ils les mêmes droits? Criterion D: Composition/ email/ blog
• Les droits, sont-ils vraiment les mêmes pour tous? Luttons ensemble contre le racisme.
• Compare zet contrastez les droits des personnes âgées et des jeunes dans le monde
Unit Title 6- L'éducation, la famille et le travail
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Form, structure Identities and Successful communication Social skills 8 hours
relationships requires use of the correct Communication skills
grammatical form and well organized texts

Content- Topics (Knowledge) Assessments (Type- Criteria)

• Discutez l'importance de la vie scolaire
• Rédigez un texte argumentatif sur les avantages et inconvénients de l’uniforme scolaire.

7
 • Expliquez et Synthétisez pourquoi passer du temps avec la famille est essentiel pour le bien-être
personnel et le renforcement des liens familiaux.

Spanish Language Acquisition

TERM 1
UNIDAD 1 -Las Redes Social. Medios de Comunicación
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Conexiones Mensaje, Innovación científica y The messages used on the internet Research skill 3 weeks
Destinatario técnica have the objective of connecting us Critical Thinking skill 9 sessions
Connection with people around the world.
Message Scientific and technical
innovations
Content- Topics (Knowledge) Assessments (Type- Criteria)
• El uso de los pasados (Preterito Indefinido e Imperfecto) Criterion A –SA: tasks based on an audio-visual piece.
• Expresion Impersonales con subjuntivo Criterion C-SA: Each student will speak on his/her chosen topic based on the unit. (The
• Dar instrucciones: Imperativos choices will be provided by the teacher)
• Expresar deseos
• El imperativo con pronombres- OD, OI
• Las colocaciones
UNIDAD 2 - Cuestiones Globales
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Conexiones Mensaje, Orientación en el We connect with the entire ambit Self- Management skills 2 weeks
propósito espacio y en el tiempo through different modes of 6 sessions
Connection connection, be it through travel or
Message Orientation in Space messages on the internet.
Objectives and time

Content- Topics (Knowledge) Assessments (Type- Criteria)

• Expresar la prohibición Criteria B: Reading Comprehension with an image based on the ongoing unit
• El Preterito Pluscuamperfecto Criteria D: (Composition/ email)
• Expresar la opinión Valorar en el pasado Repaso del Futuro
• Repaso del Imperativo negativo
Por/Para
TERM 2 and TERM 3
UNIDAD 3 - El Repaso
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Communication Mensajes Expresión personal y Repaso de las reglas Self- Management, Communication & Critical Thinking Skills 20 weeks
Communication Message cultural Revision of rules
Personal and cultural
expression
Content- Topics (Knowledge) Assessments (Type- Criteria)
Repaso de las reglas de gramática y tipos de textos. Todos los Criterions
Vocabulario frecuente por todos los temas All the Criteria

8
 Gramática:
• Verbos: Las perífrasis verbales- Concordancia
• Preposiciones, Locuciones y adverbios
• Conectores
• Determinantes y Pronombres
Funciones comunicativas:
• Expresar opinión y valoración
• Expresar acuerdo y desacuerdo
• Expresar causa y consecuencia
• Expresar probabilidades
• Expresar necesidad/ prohibición/ obligación/ deseos/gustos/preferencias
• Dar consejos y recomendaciones
• Describir
Tipos de Textos
Carta (Formal/ Informal) ; Correo ; Invitación ; Blog ; Entrevista ; Mensaje y Postal ; Diario Personal ;
El Informe ; El articulo ; La reseña

Mathematics (Standard Level and Extended Level)

TERM 1
Unit 1 -Exponents and Logarithms
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Relationships Generalization Scientific and Technical Mathematical patterns and Creative thinking skills Apply existing knowledge to generate new ideas, 3 weeks
Patterns innovations. relationships help model and products or processes
Exploration: Human interpret exponential and Communication skills Understand and use mathematical notation.
impact on the logarithmic change in real-world Critical thinking skills Test generalization s and conclusions
environment (the contexts.
increasing number of
populations on Earth
endangers the
resources available).
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Exponents, Laws of exponents, negative exponents, A, C: AFL
• Express radicals in exponential form, scientific notation. D: project on modeling the population; students will examine different types of functions so
•Exponential Growth and Decay review they conclude the model that best fits the data collected. / • Bacteria task (B, C and D)
• Exponential equations. [Students investigate the growth in number of bacteria]
• Graph of exponential functions, key features asymptotes.
• Review G.P in the context of Finance Mathematics
EXTENDED:
• logarithms and laws of logarithms.
• The relationship between exponents and logarithms
• Converting exponential form into logarithmic and vice versa.
• Using the laws of logarithms.
• Graph of Logarithmic functions as inverse of exponential Functions
Content with Command Terms

9
 • Write down the expressions between logarithmic and exponential form.
• Apply the laws of logarithms to simplify expressions.
• State difference between scientific notation and standard form.
• Apply exponent rules to radicals and scientific notation.
• Explain why logarithms are the inverse of exponents.
• Find unknown values using logarithms and exponents.
Enrichment
• Use notation and formulae to find the summation of an arithmetic sequence and a geometric sequence,
Sigma notation
• Convergence and divergence
Unit 2 - Linear Programming
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relationship Representation Scientific and technical Creating valid representations of Communication (Communication skills) 2 weeks
Validity innovation relationships can help us identify • Find information for disciplinary and interdisciplinary inquiries, using a
Exploration: risks as well as opportunities variety of media
opportunity, risk • Organize and depict information logically
• Structure information in summaries, essays and reports
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Representing inequalities, including compound and double inequalities • Earthquake task (C and D) [Students find the best use of available resources after an
• Solving inequalities, including compound and double inequalities earthquake disaster]
• Graphing linear inequalities A, C: AFL
EXTENDED
Lower and upper bounds
Linear programming, including inequalities
• Linear programming using graphic solutions (algebraic solutions in extended mathematics)
• Applications of linear programming
Content with Command Terms
• Identify the lower and upper bounds of a given value.
• Explain the meaning of inequalities in different contexts.
• Find the solution set of an inequality or system of inequalities.
• Verify given value satisfies inequality.
• Justify mathematical reasoning for the solution.
• Plot linear inequalities on a coordinate plane.
• Identify and mark the solution region.
• Determine the optimal solution graphically.
• Apply linear programming to solve real-world problems.
Unit 3 - Quadratic functions
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relationships Model Identities and We can better understand how Critical thinking skills Propose and evaluate a variety of solutions 1 week
Change relationships systems function by generalizing the Transfer skills Apply skills and knowledge in familiar and unfamiliar
Exploration: lifestyle relationships and patterns within situations.
choices, health and them. Transfer skills Combine knowledge, understanding and skills to create
wellbeing products or solutions.
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Understanding the second difference method A, C: AFL
• Generalizing quadratic sequences B

10
• Verifying and justifying the rules.
• Graphing quadratic function and understanding its characteristics
• Describing transformed quadratic functions
(All extended and standard pointers same for this unit)
Content with Command Terms
• Identify patterns in a numerical sequence using second differences.
• Determine whether a sequence is quadratic.
• Generalize the formula for the nth term of a quadratic sequence.
• Verify the quadratic rule or formula correctly applies to given terms.
• Justify logical reasoning for a quadratic rule.
• Plot the quadratic equation on a coordinate plane.
• Find the vertex, axis of symmetry, and intercepts of a parabola.
• Identify the maximum or minimum points, roots, and the domain/range of the function.
• Describe how transformations (translations, reflections, stretches, and compressions) affect the graph
of a quadratic function.
• Identify the differences between the original function and its transformation.
• Determine how changes to a quadratic equation affect its graph.
TERM 2
Unit 4- Modelling of functions
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Forms Model Globalization and Modelling can help us understand Critical thinking skills: Propose and evaluate a variety of solutions. 4 weeks
Representation sustainability our relationships in order to make Transfer skills Apply skills and knowledge in unfamiliar situations
(Exploration: Impact changes and create models that can Communication skills Understand and use mathematical notation Organize
of decision making on affect our lifestyle choices and our and depict information
humankind and health and wellbeing
environment)
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Main features of a function (domain, range, shape, x-intercepts, y-intercept, pattern). Sign diagram of A, C: AFL
functions linear quadratic and exponential.
• Graphing different types of functions (quadratic, modulus, exponential, logarithmic( only extended))
and understanding their characteristics.
• Skills: Find the points of intersection of functions. (Algebraically and graphically; using technology
too).
• Representation and shape of exponential functions and their horizontal asymptotes
EXTENDED:
• Determining the range, given the domain
Determining composite functions and their graphs
• Graphing sine and cosine functions and understanding their characteristics
• Composite functions, the inverse of a function.
• Representation and shape of cubic, rational, trigonometric and logarithmic functions and their
asymptotes graph and determine the domain and range of logarithmic and exponential functions. /
Determining inverse functions and their graphs
Content with Command Terms
•Determine the domain and range of functions.
•Determine the composite functions.
•Sketch the graphs of sine and cosine functions.
•Describe the characteristics of sine and cosine functions.
•Determine the inverse functions of given functions.
Sketch the graphs of quadratic, modulus, exponential.

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•Sketch the graphs of quadratic, modulus, exponential, logarithmic functions, cubic and rational
functions.
•Describe the characteristics of quadratic, modulus, exponential, logarithmic functions, cubic, and
rational functions.
Enrichment
Transforming cubic, and trigonometric functions • Functions including ln and e • Composite functions •
Inverse functions • Logarithmic functions
Unit 5- Circle Geometry
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Logic Patterns Scientific and technical The study of angle relationships and Social (Collaboration skills) 3 weeks
Validity innovation the properties of geometrical figures • Manage and resolve conflict, and work collaboratively in teams
Exploration: ingenuity can lead to better utilization of Communication skills
and progress space through deductive reasoning • Find information for disciplinary and interdisciplinary inquiries, using a
and measurement s. variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Basic Elements of circle: Radius, diameter, arc, sector, segment, Tangents, Secant, chord, etc.. Intersecting chords (B) [Every group of students will take one theorem and prepare a
• Using circle theorems to find lengths of chords and measures of angles presentation to explain their understanding to others]
• Circle geometry and theorems, including angles, radius, diameter and tangent • Seeing my friends from my capsule (B, C and D) [Measure the angle of sight from different
(All extended and standard pointers same for this unit) positions of capsules on a Ferris wheel with the angle of sight of a man standing on the ground
Content with Command Terms (manually or using a software)]
•Describe the elements of a circle such as radius, diameter, arc, sector, segment, chord, and tangent. • Unit test (A)
•Apply theorems on circles to find the length of chords, tangents and measure of angles.
•Justify mathematical reasoning for solutions based on circle theorems.
•Apply circle theorems in different problem-solving scenarios.
Unit 6- Geometry and trigonometry
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relationships Model Scientific and technical By using mathematical forms and Critical thinking skills Propose and evaluate a variety of solutions. 3 weeks
Representation innovation our knowledge of quantity, we can Critical thinking skills Draw reasonable conclusions and generalizations
Exploration: systems, create aesthetic spaces in art,
models, processes and architecture and other modes. /
solutions Using math Discovering properties of shapes
to model tides. And can help in the design of new
Ferris wheels. sustainable structures. / Solutions
often develop from processes that
use models to represent
relationships that help us to
discover the changes they undergo
Content- Topics (Knowledge) Assessments (Type- Criteria)
Length of arc and chord, perimeter and area of sector and segment A, B, D
• Volume, surface area and nets of pyramids, cones and compound three-dimensional shapes Unit test : A and C
• Coordinate geometry, including distance, midpoint and gradient formulae D : real life applications of trigonometry and geometry. In real life context.
EXTENDED
• Capacity in context.
• Bearings in application
Content with Command Terms
•Calculate the length of the arc, length of the chord, perimeter of the sector, and area of the segment.

12
•Calculate the surface area and volume of pyramids, cones, and compound three-dimensional shapes.
•Apply the distance formula to find the distance between two points.
•Apply the mid-point formula to find the mid-point of two points.
•Apply the gradient formula to find the slope of a line passing through two points.
•Calculate bearings in navigation or geometry problems.
Enrichment
Geometry • Fractals (informal introduction) Dilation • Inscribing and circumscribing shapes • Arc length
and sector using radians • Polar coordinates • Vector notation • Vector spaces
Unit 7- Size transformation
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Form Space Globalization and Ingenious methods are often Creative thinking skills Create novel solutions to authentic problems. 3 weeks
Quantity sustainability developed by representing Communication skills Use appropriate forms of writing for different purposes
Exploration: natural relationships with models and audiences
resources, conservation
Content- Topics (Knowledge) Assessments (Type- Criteria)
Enlargement by a rational factor. A; C; D
• Similarity and congruence, including proving similar and congruent triangles
• Simple applications of similarity
• Movement on a plane— isometric transformations, enlargements and tessellations.
EXTENDED
• Enlargement around a given point.
• Enlargement by a rational factor.
• Identical representation of transformations
Content with Command Terms
•State the meaning of enlargement in transformations.
•Apply enlargement to transform shapes around a given point.
•Explain the relationship between the original and enlarged shape.
•State the criteria for similarity and congruence in triangles.
•Justify logical explanations for why two shapes are similar or congruent.
•Apply similarity to solve real-world problems.
•Describe the patterns in tessellations and transformations.
Enrichment
Trigonometry • Three-dimensional coordinate geometry • Area of a triangle rule • Unit circle • Radians •
Equation of a circle with centre at the origin • Trigonometric identities
TERM 3
Unit 8- Algorithm and Network
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Form Models Globalization and Modelling systems can help us Thinking (Critical thinking skills) 3 weeks
Systems sustainability develop structures and processes • Draw reasonable conclusions and generalizations
Exploration: human (forms) that focus on the human • Test generalizations and conclusions
impact on the impact on the environment • Propose and evaluate a variety of solutions
environment
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Using algorithms for solving complex problems Investigation— Conditions that must exist for anEuler path to be possible (B)
Algorithms (analyzing and using well-defined procedures for solving complex problems) • Task—Seven bridges of Königsberg (D) [Students will devise a walk through the city that
EXTENDED would cross each of the bridges once and only once]
• Basic properties of networks Report - (C and D) Connecting cities [Students are given a matrix of distances between cities
• Determining shortest network paths and connections and have to set up the best transportation system connecting them]

13
• Using algorithms for solving complex problems
Algorithms (analyzing and using well-defined procedures for solving complex problems)
Networks, including edges and arcs, nodes/vertices, paths
• Calculating network pathways
• Weighted networks
Content with Command Terms:
•State the meaning of networks, including edges, arcs, nodes, and paths.
•Explain the differences between different types of networks (e.g., directed vs. undirected).
•Determine the shortest path between two nodes in a network.
•Discuss the effectiveness and limitations of a given algorithm.
•Explain the process of using algorithms to solve mathematical problems.
•Solve using mathematical techniques to evaluate possible pathways.
•Justify how weights impact real-world applications (e.g., transport, communication networks).
Unit 9- Probability
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Logic Generalization Identities and Using logical representation to Thinking (Transfer skills) 2 weeks
Validity relationships develop valid generalizations can • Inquire in different contexts to gain a different perspective
Exploration: personal influence our personal efficacy • Apply skills and knowledge in unfamiliar situations Self-management
efficacy and agency (what we think we can do) and thus (Reflection skills)
our agency (what we can • Consider ethical, cultural and environmental implications
accomplish) • Keep a journal to record reflections
Content- Topics (Knowledge) Assessments (Type- Criteria)
Calculating probabilities of independent events, mutually exclusive events, and combined events. Risk Literacy (C and D) [Students will use probability to evaluate risks such as winning the
• Solving problems using tree diagrams and Venn diagrams. lottery, football standings or stock portfolios.]
EXTENDED Unit test (A)
• Probability calculations for dependent and independent events (using the addition and multiplication
rules) including conditional probability.
• Mutually exclusive events.
• Combined events.
• Relative frequency.
Content with Command Terms
•Calculate probabilities of independent events, mutually exclusive events, and combined events.
•Solve the problems using tree diagrams and Venn diagrams.
•Determine probabilities for dependent and independent events including conditional probability using
the addition and multiplication rules.
•Describe mutually exclusive events.
Enrichment
Manual calculation of standard deviation and correlation coefficient • Histograms and frequency polygons
• Covariance • Interpolation and extrapolation • Confirmation bias • Counting principles • Combinatorics
• Permutations • Factorials • Geometric mean • Regression—interpretation of results • Networks and
probability, Pascal’s triangle

14
History (Individuals and Societies)
TERM 1
Unit 1 - Why do nations go to war & why is peacemaking difficult?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Global Conflict, Globalization & Global competition for resources Research Skills 5 weeks
interactions Perspectives Sustainability can be a cause of conflict & peace- Thinking - Critical thinking skills
making is dependent on global
cooperation & justice
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Analyse the causes and impact of the two world wars in the twentieth century. Summative Criteria B(Investigating)&C (communicating):
• Explore the nature of total war and its impact, as well as the attempts at peace making. Research Project on the theatres of war
• Act by investigating wars that are currently taking place around the world. Criterion A: Knowing and understanding (i, ii) Criterion
Criterion: D: Thinking Critically (i, iii & iv)-Written Exam
Service-Learning Research the wars which are taking place at this moment Create a display to show
current conflicts & their impact
Unit 2 - Why do nations build empires and form Super- national alliances and organizations?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Systems Co-operation Identities and Unequal inter-state relationships, Communication Skill 6 weeks
relationships empires are created for economic
and ideological reasons. Nations Thinking Critically Skill
develop systems of interdependence
to protect their interests

Content- Topics (Knowledge) Assessments (Type- Criteria)

• Explain the reasons for the expansion of empires in the nineteenth century. FA- Criteria A& D: The causes of Imperialism
• Analyze the emergence of superpowers after the Second World War. Criteria D-Perspective on Imperialsim
• Understand why nations formed supra-national alliances and organizations.
SA-Criteria A &D-Written Exam
• Evaluate the impact of empire building, superpower confrontation, alliance systems, and
supra-national organizations such as the League of Nations and the United Nations (UN).
• Analyze how empires, superpowers, and supra-national alliances and organizations influence
international relations.
Unit 3- Can individuals make a difference in shaping the world? (Summer Project)
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Time, place and Identity Scientific and Technical Significant Individuals have Self-Management, communication, Thinking. 6 weeks
Space Innovation impacted the development of their
nations by bringing about change
and innovation that often influence
how we live today.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Identify significant individuals who have had an important and long-lasting impact on societies. Criterion B &C-Investigating, Communicating the impact of significant individuals on
Explain the factors that contribute to making an individual historically significant. trade.
Explore different perspectives on the role of individuals in shaping history.
Evaluate the impact of key individuals on shaping the world today.

TERM 2

15
Unit 4 - Why have nationalist movements been successful?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Time, place & Communities Orientation in space & In certain environments a sense of Thinking - Critical skills 5 weeks
space Identity time national identity within & between Communication skills
Exploration: communities fosters successful
Displacement, turning independence movements
points Constraints &
adaption
Content- Topics (Knowledge) Assessments (Type- Criteria)
Identify the forces for independence that developed in India and Kenya. A- CRITERIA A, B, C, D (All strands) -An online assessment on Assess Prep
Describe the actions and strategies used by individuals and groups in their attempts to gain
independence.
Explore the impact of these actions on the independence movements.
Examine contemporary forces of nationalism and their influence in today's world.
Unit 5- How have civil rights & social protest groups brought about change?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Causality Fairness & Civil rights & social protest Research –Info literacy skills 6 weeks
development moments have led to significant Communication skills
Exploration - change in the fairness & equality of
Democracy, politics, societies
government & civil
society.
Rights, laws, civic
responsibility & the
public sphere
Content- Topics (Knowledge) Assessments (Type- Criteria)
Explain why there was a need for protest movements in America and South Africa. FA- Criterion A: Knowing & Understanding (i, ii)
Describe the methods used by these protest movements. Criterion D: Thinking Critically (i, ii, iv)
Analyse the impact of these protest movements on society. Students will research what South Africa is like today. They will refer back to Nelson Mandela’s
Investigate where people are still campaigning for civil rights today. speech at the Rivonia Trial. They must outline what South Africa is like today, its style of
government & the rights & wealth of different sections of society. How far have Mandela’s
ideals been realized?
SA- CRITERIA A, B, C, D (All strands) -An online assessment on Assess Prep
TERM 3
Unit 6 - What are the consequences of inaction?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Global Significance Fairness & Inaction by individuals can be a Thinking - Critical Thinking skills 5 weeks
Interactions development significant factor in the · Consider ideas from multiple perspectives
Exploration - Rights, development of inequality & · Recognize unstated assumptions & bias (5)
law, civic responsibility discrimination in society · Evaluate evidence & arguments
& other public sphere · Gather & organize relevant info to formulate an argument
Justice, peace & Research - Info literacy skills –
conflict management · Access info to be informed & to inform others (SA) Research

Content- Topics (Knowledge) Assessments (Type- Criteria)

Explain how connections between individuals, minority groups, and their communities can break down FA- Criterion A: Knowing & Understanding (i, ii) Criterion D: Thinking Critically (i, ii, iv)

16
 and lead to violence and conflict. Students will research what South Africa is like today. They will refer back to Nelson Mandela’s
Analyse the role of individuals and communities in perpetrating acts of genocide and identify possible speech at the Rivonia Trial. They must outline what South Africa is like today, its style of
reasons for why this happens. government & the rights & wealth of different sections of society. How far have Mandela’s
Explore the role of the international community in responding to historical genocides. ideals been realized?
Evaluate ways in which the international community can prevent genocide and crimes against humanity SA –Criteria A, B, C, D- All Strands –E- Assessment
in the twenty-first century.

Geography (Individuals and Societies)

TERM 1
Unit 1 - Do we have the right to see the world?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Global Disparities and Personal and cultural Global tourism can bring positive Information literacy skills: 1.5 weeks
interactions equality; expression changes for people and their • Make connections between various sources of information.
Sustainability cultures, but also disparities and • Understand and use technology systems
inequality. Creative thinking skills
• Apply existing knowledge to generate new ideas, products or
processes
Content- Topics (Knowledge) Assessments (Type- Criteria)
How has tourism changed? Formative Assessment
• Describe and analyze the changes in tourism over time, considering trends in travel and the Criterion A: Knowing and Understanding
rise of different forms of tourism (e.g., eco-tourism, mass tourism). Criterion B: Investigating
What are the main environmental impacts of tourism? Criterion C Communicating and Criterion D Thinking critically
• Examine the environmental impacts of tourism on ecosystems, local communities, and global
climate.
How can tourism be used to develop a country's economy?
• Evaluate the role of tourism in the economic development of a country, including its potential
for generating employment, boosting local industries, and increasing GDP.
Does tourism always lead to the homogenization of cultures?
• Critically discuss whether tourism leads to the homogenization of cultures considering, for
example, the preservation of local culture.
Unit 2 -In what ways does globalization affect us?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Global interaction Disparity and Fairness and Global interactions resulting in the Critical thinking skills 2 weeks
equity; Culture; development phenomena of globalisation causes • Evaluate evidence and arguments
Networks unequal development across our • Revise understanding based on new information and evidence
planet • Consider ideas from multiple perspectives
Information literacy skills - Research
Content- Topics (Knowledge) Assessments (Type- Criteria)
Impact the following can have on development: Summative Assessment
• Trade and TNCs Criterion A – Knowledge & Understanding
• Natural resources Criterion C - Communicating
• Colonialism
• Political system
Unit 3- How can biomes be managed for all to benefit?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration

17
 Concept(s) (Exploration) (wks/hours)
Change Sustainability Fairness and Changes in the processes within Information literacy skills 3 weeks
Management Development different biomes can be managed • Access information to be informed and inform others
and sustainably for all to benefit • Make connections between various sources of information
Intervention • Use critical literacy skills to analyse and interpret media communications
Processes
Content- Topics (Knowledge) Assessments (Type- Criteria)
• Biomes and their characteristics. Summative Assessment
• Causes and consequences of deforestation, soil degradation and loss of biodiversity. Criterion B-Investigating and Criterion
Unit 4 - What are the consequences of our inaction in response to climate change?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Global Causality, Globalization and Both the causes and consequences Critical thinking: 2 weeks
interactions Patterns and sustainability of climate change are global in • Interpret date
trends scope; we must ensure that we can
manage the changes sustainably. • Draw reasonable conclusions and generalizations.
Creative thinking skills
• Use brainstorming and visual diagrams to generate new ideas and
inquiries
Content- Topics (Knowledge) Assessments (Type- Criteria)
Atmosphere and its impact on world climate Formative Assessment:
Patterns of global climate change Criterion A – Knowledge & Understanding
Criterion D –Critical Thinking
TERM 2
Unit 5 -What happens when humans live in hazardous places?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Scale; Diversity Orientation in space The scale of a impact of a natural Organization skills 4 weeks
and time disaster depends on the ability of • Plan short- and long-term assignments; meet deadlines
diverse human systems to respond • Create plans to prepare for summative assessments (examinations and
in specific places and times performances)
• Set goals that are challenging and realistic
Content- Topics (Knowledge) Assessments (Type- Criteria)
Find out about the difference between hazards and disasters, the global trends in natural disasters and Summative Assessment:
how hazards can be classified depending on their magnitude and frequency Criterion B-Investigating.
Explore risk, vulnerability, and hazard perception in contrasting places around the world.
Causes and consequences of floods, earthquakes, and volcanic eruptions.
Consider how natural disasters can be managed.

What are natural hazards and natural disasters? What is the global trend in natural disasters?
What are the main types of hazards?
Define natural hazards and natural disasters, distinguishing between the two concepts.
Investigate the global trend in natural disasters, considering factors such as frequency, magnitude, and
geographical distribution.
Identify and explain the main types of natural hazards (e.g., earthquakes, floods, hurricanes, volcanic
eruptions)

How do natural hazards change in scale, magnitude and frequency?

Analyze how natural hazards vary in scale, magnitude, and frequency across different regions of the

18
world.
Evaluate how these variations influence the impacts on populations, infrastructure, and local economies.
Compare different natural hazards to understand the factors that determine their severity and potential
for disaster.

Why are some places more vulnerable than others?

Examine why some places are more vulnerable to natural hazards than others, considering social,
economic, and environmental factors.
Assess how population density, location, and preparedness contribute to the level of vulnerability to
specific hazards.

Is it ever possible to be completely prepared for natural disasters?

Debate whether it is ever possible for communities or nations to be completely prepared for natural
disasters.
Analyze case studies of disaster preparedness, response, and recovery, evaluating the effectiveness of
various strategies.
Propose measures that could increase preparedness and reduce vulnerability to natural disasters,
particularly in areas with high exposure to risks.
Unit 6 - Can tectonically active areas be managed in the same way?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Time, place & Causality and Scientific and technical Tectonic activity in different times Critical thinking skills 4 weeks
Space Processes innovation and places has different impacts • Interpret data • Practice observing carefully in order to recognize problems
according to the technologies we • Use models and simulations to explore complex systems and issues
can deploy to manage them. • Analyse complex concepts and projects into their constituent parts and
synthesize them in order to create new understanding
Collaboration skills • Build consensus
Content- Topics (Knowledge) Assessments (Type- Criteria)
What causes tectonic activity? Summative Assessment:
Identify the main causes of tectonic activity and how they contribute to earthquakes and volcanic Criterion A- Knowledge and Understanding
eruptions. Criteria C: Communication
Investigate the processes behind tectonic plate movements and the formation of earthquakes and
volcanoes.

What happens during an earthquake and a volcanic eruption?

Describe what happens during an earthquake and a volcanic eruption, including the immediate and long-
term impacts on the environment and human populations.
Analyze how tectonic events affect landscapes, communities, and infrastructure.

What effects do tectonic processes have on people in different contexts?

Explain the different effects of tectonic processes on people in various contexts, considering factors such
as geography, population density, and development.
Examine case studies from diverse regions to understand how societies respond to and are affected by
tectonic hazards.

Can technology help predict earthquakes and volcanic eruptions in every place?
Assess the role of technology in predicting earthquakes and volcanic eruptions and explore its limitations
in different locations around the world.
Evaluate the effectiveness of current technologies in forecasting tectonic hazards and consider
challenges in less-developed regions.

19
To what extent can technology limit the impact of tectonic hazards?
Evaluate the extent to which technology can limit the impact of tectonic hazards, considering both its
potential and its limitations.
Analyze how technology can help mitigate the effects of earthquakes and volcanic eruptions, and
whether it is accessible and effective for all populations.
Unit 7- Can humans fix the damage they caused?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Power; Scientific and technical We have the power to change our Critical thinking skills 2 weeks
Sustainability innovation future impact on the planet by using • Draw reasonable conclusions and generalizations
appropriate scientific and technical • Identify trends and forecast possibilities.
innovations. Creative thinking skills
• Create novel solutions to authentic problems
Communication skills
• Use a variety of media to communicate with a range of audiences.
Content- Topics (Knowledge) Assessments (Type- Criteria)
This unit requires students to draw on the knowledge, understanding and skills developed in previous Formative Assessment:
units. In this unit, students will explore how human activities have impacted the environment and Criterion D: Critical Thinking
whether solutions, including technology, urban management, and sustainability practices, can help
mitigate these effects. The unit is designed to develop critical thinking, problem-solving, and global
awareness through real-world scenarios and case studies
What must be considered when managing the population of a country?
Identify the factors that influence population growth and distribution, and explain the importance of
considering economic, social, and environmental factors when managing population dynamics.

Can urban areas ever be managed sustainably?

Investigate the challenges and solutions associated with urban sustainability and discuss whether cities
can be managed in ways that balance environmental, social, and economic factors.

Can humans use technology to counter the impact of their activities on water systems?
Examine the role of technology in managing water resources and assess whether technological
innovations can mitigate human-induced water pollution and resource depletion.

How can we meet our global consumption levels in the future?

Explore sustainable consumption practices and debate the possibilities and challenges of meeting global
consumption needs while preserving resources for future generations.

Is it possible for management of biomes to be sustainable and equitable?

Compare different approaches to biome management, assess their sustainability and equity, and discuss
the challenges of balancing environmental conservation with the needs of local communities.

Do the positive effects of globalization outweigh its negative effects?

Analyze the economic, cultural, and environmental impacts of globalization and evaluate whether its
positive effects outweigh the negative consequences for global societies and ecosystems.

To what extent does tourism aid equality in a country?

Investigate the role of tourism in promoting or hindering economic equality and assess its long-term
social and environmental impacts.

Why is it so difficult to have a sustainable global response to climate change?

20
 Examine the challenges of implementing global sustainability measures to address climate change and
analyze why a coordinated global response is difficult to achieve.

Should hazard warning systems be equally available to all?

Explore the need for hazard warning systems in vulnerable regions and evaluate the ethical
considerations of ensuring these systems are available to all communities.

To what extent can technology limit the impact of tectonic hazards?

Investigate the role of technology in reducing the impact of tectonic hazards such as earthquakes and
volcanoes and assess the effectiveness of these technologies in saving lives and minimizing damage.
TERM 3
Unit 8 - Where are the city limits?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Systems Causality Orientation in space Urban areas work as systems that Critical thinking skills 4 weeks
and Time emerge in particular places and at • Evaluate evidence and arguments
particular times, due to a variety of • Revise understanding based on new information and evidence
reasons, but their sustainable • Consider ideas from multiple perspectives
development requires managed
intervention.
Content- Topics (Knowledge) Assessments (Type- Criteria)
The causes and consequences of rural-urban and urban-rural migration. Summative Assessment
Sustainable urban management strategies Criterion A: Knowing and Understanding
Criterion B: Investigating,
Criterion C: Communication
Criterion D: Thinking Critically

Business Studies (Individuals and Societies)

TERM 1
Unit 1 - The role of marketing
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Innovation Globalization and How do global systems, driven by Research Skills: Investigating real-world marketing strategies used by global 11 weeks
sustainability innovation and influenced by brands. 18 hours
globalization and sustainability, Critical Thinking Skills: Evaluating the effectiveness of different pricing
shape the application of the 4P's of and promotional strategies.
marketing, considering their impact Communication Skills: Presenting marketing plans using persuasive
on product, price, place, and business language.
promotion strategies? Media Literacy Skills: Analyzing digital marketing trends and their
influence on consumer behavior.
Content- Topics (Knowledge) Assessments (Type- Criteria)
MARKET RESEARCH Formative 1 - Case Study on market Research
Explain the purpose and importance of market research in business decision-making.
Identify and differentiate between primary and secondary market research methods. Formative 2 - Case Study on Product life cycle
Analyze data collection techniques and evaluate their effectiveness.
The 4 Ps of Marketing Formative 3 - Case Study on Pricing Strategies
Analyze how businesses apply the marketing mix to create competitive advantages.

21
Compare marketing strategies of different companies in various industries. Summative 1 - Criteria A - Knowing and Understanding – Marketing Mix

PRODUCT: Product Life Cycle, Product Line, Branding, Packaging Summative 2 - Criteria B, C and D - Explore the Marketing Mix (4Ps) through real-world
Develop a marketing mix strategy for a product based on market research findings. applications and critical thinking- Presentations
Explain the concept of product strategy and its role in the marketing mix.
Analyze how businesses differentiate products using branding, packaging, and features.
Examine the product life cycle and its impact on marketing strategies.
Investigate how businesses use innovation to develop new products and remain competitive.

PRICE: Cost-plus (markup) pricing, Penetration pricing, Competition-based pricing, Skimming pricing
Analyze factors that influence pricing decisions, such as costs, competition, and customer perception.
Evaluate how businesses adjust pricing based on market conditions and consumer demand.
Compare pricing strategies of competing brands and assess their impact on profitability.
Recommend an appropriate pricing strategy for a product in a specific market segment.

PROMOTION: Above the Line Advertisement, Below the Line, Sales Promotions
Evaluate the impact of digital marketing on modern promotional strategies.

PLACE Distribution Channels, Factors affecting Choice of Distribution channels

Differentiate between direct and indirect distribution channels and evaluate their
advantages/disadvantages.
Analyze how businesses select distribution channels based on product type and target market.
Assess the impact of e-commerce and digital platforms on modern distribution strategies.
TERM 2
Unit 2 -Financial Information and Financial Decisions
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Time, place & Competition Fairness and "Effective financial management is Critical Thinking Skills: Evaluating the role of financial planning in 11 weeks
space development essential for business sustainability business survival and expansion. 18 hours
and economic growth, requiring Communication Skills: Presenting financial reports and investment
strategic investment and responsible proposals.
resource allocation." Thinking Skills: Analyzing financial data and interpreting results.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Sources of finance, Investment, Cash Flow Forecasting and working capital Formative 1 - Business Finance Quiz & Concept Map
Explain the need for finance in a business (e.g. startup costs, expansion, operations).
Identify and evaluate different sources of finance (internal vs. external, short-term vs. long-term). Formative 2 - Finance Research Task
Analyze the advantages and disadvantages of various funding options.
Compare how businesses choose appropriate sources of finance based on their size, structure, and Formative 3 - Elevator Pitch – Finance Plan
financial position.
Apply financial decision-making skills to recommend suitable finance sources for different business Summative 1 - Criteria A - Knowing and Understanding Business Finance Case Study Analysis
scenarios.
Analyze factors affecting working capital and cash flow management. Summative 2 – Criteria B, C, D -Business Expansion Finance Proposal
Apply financial concepts to make investment and working capital decisions in business scenarios
TERM 3
Unit 3- Accounting and SWOT analysis
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Ethics Fairness and Exploring how financial data Thinking Skills: Analyzing financial data and interpreting results. 8 weeks
development transparency impacts business Research Skills: Investigating company financial reports. 13 hours

22
 sustainability and decision-making. Communication Skills: Presenting financial findings clearly.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Income Statements (Final accounts -calculation of Gross profit; Net profit. Formative 1 - Income Statement Analysis
Define and explain the structure of an income statement.
Calculate Gross Profit and Net Profit using given financial data. Formative 2 - SWOT Analysis Case Study
Interpret the impact of revenue, cost of sales, and expenses on profit levels. Analyze how businesses
use financial statements to assess profitability. Summative 1 - Criteria A - Knowing and Understanding Business Finance Case Study
Analysis
Statement of financial position
(Asset & Liabilities; Equity) Summative 2 – Criteria B,C,D
Define and classify assets, liabilities, and equity in a balance sheet. Financial Report & Business Analysis
Construct and interpret a basic statement of financial position.
Analyze how financial position statements reflect business health and decision-making.
Compare different businesses' financial positions to evaluate financial stability.

Analysis of Accounts (Profitability Ratios and Liquidity Ratios)

Calculate Gross Profit Margin, Net Profit Margin, and Current Ratio.
Explain the significance of financial ratios in business decision-making. Evaluate financial statements
using ratio analysis to assess profitability and liquidity.

SWOT analysis
Identify and categorize Strengths, Weaknesses, Opportunities, and Threats in a SWOT analysis.
Compare SWOT analyses of different companies to understand business strategies.

Economics (Individuals and Societies)

TERM 1
Unit 1 - Government and macro economy
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Power, Equity Fairness and Governments use policies and Thinking skills, Social skills 6 weeks
development interventions to influence
macroeconomic performance,
balancing growth, equity, and
sustainability in an interconnected
global economy.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Macroeconomic aims 1. Formative -Data response - Criteria A and D
Define macroeconomic objectives such as economic growth, low unemployment, price stability, and a 2. Formative MCQs - Criterion A
balanced trade position. 3. Formative - Debate - Criterion D
Describe the importance of macroeconomic objectives in shaping government policy.
Explain how governments use fiscal and monetary policies to achieve macroeconomic objectives.
Analyze the potential conflicts that may arise between different macroeconomic objectives.
Evaluate the effectiveness of government policies in achieving macroeconomic objectives in different

23
economic contexts.

Economic Growth
Define economic growth and distinguish between short-term and long-term growth.
Describe the factors that contribute to economic growth, such as investment, labor force, and
technology.
Explain how economic growth is measured using GDP and other indicators.
Analyze the benefits and drawbacks of economic growth for an economy.
Evaluate the effectiveness of government policies in promoting sustainable economic growth

Circular Flow of Income

Define the circular flow of income and identify its key components.
Illustrate the circular flow model, including households, firms, government, and the foreign sector.
Explain how injections and leakages impact the circular flow of income.
Analyze the relationship between the circular flow of income and macroeconomic equilibrium.
Evaluate the impact of changes in government spending, taxation, and trade on the circular flow of
income
Unit 2 - Economic Entities
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Time, Place, and Choice, Identities and Households, businesses, and Social skills, Self-management skills
Space Consumption relationships governments interact within
economic systems, shaping
production, consumption, and
resource distribution in a dynamic
global economy.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Money and Banking 1. Formative -Data response - Criteria A and D
Define money and its primary functions in an economy. 2. Formative MCQs - Criterion A
Describe the different types of money and how they are used in transactions. 3. Formative - Debate - Criterion D
Explain the role of commercial banks and central banks in the banking system.
Analyze how central banks use monetary policy to influence economic activity.

Households
Define households as economic agents and their role in the economy.
Describe how households make decisions regarding consumption and savings.
Explain the factors that influence household income and spending.
Analyze the impact of taxation and government policies on household behavior.
Evaluate the role of households in contributing to economic growth and stability.
TERM 2
Unit 3 -Allocation of resources
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Systems Consumption, Scientific and technical The way resources are allocated Thinking skills, Research skills 8 weeks
Choice innovation within an economic system reflects
societal values, power structures,
and priorities, influencing efficiency,
equity, and economic sustainability.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Elasticity of demand 1. Formative - Data response - Criteria A and D

24
Define price elasticity of demand (PED), income elasticity of demand (YED), and cross-price elasticity of 2. Formative MCQs - Criterion A
demand (XED). 3. Summative - Research - Criteria B and C
Describe the factors that influence the price elasticity of demand for a good or service. 4. Summative - mid term exam - Criteria A and D
Explain how PED, YED, and XED are calculated and interpreted.
Analyze the implications of elasticity of demand for business pricing strategies and government taxation
policies.
Evaluate the importance of elasticity of demand in shaping economic policies and market outcomes.

Elasticity of supply
Define price elasticity of supply (PES) and distinguish it from elasticity of demand.
Describe the factors that determine the price elasticity of supply for different goods and services.
Explain how PES is calculated and interpreted in different market scenarios.
Analyze how the elasticity of supply affects firms’ responses to price changes.
Evaluate the role of PES in determining the effectiveness of government intervention in markets.
Unit 4- Economic entities
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Global Power, Trade Globalization and Households, businesses, and Research skills, Social skills 8 weeks
Interactions sustainability governments interact within
economic systems, shaping
production, consumption, and
resource distribution in a dynamic
global economy.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Market Structures 1. Formative - Data response - Criteria A and D
Define different market structures, including perfect competition, monopoly, monopolistic competition, 2. Formative MCQs - Criterion A
and oligopoly. 3. Summative - Research - Criteria B and C
Describe the characteristics of each market structure and their impact on firms and consumers. 4. Summative - mid term exam - Criteria A and D
Explain how firms in different market structures determine price and output levels.
Analyze the advantages and disadvantages of different market structures for efficiency and innovation.
Evaluate the role of government policies in regulating market structures to promote competition and
prevent market failures.
TERM 3
Unit 5- Globaliztion
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Global Trade, Growth, Globalization and Increasing global interactions Thinking skills, Communication skills, Self-management skills 13 hours
Interactions Model sustainability influence trade, production, and
economic policies, shaping
opportunities and challenges for
nations, businesses, and individuals.
Content- Topics (Knowledge) Assessments (Type- Criteria)
International Specializtion and trade 1. Formative - Data response - Criteria A and D
Define free trade and protectionist policies such as tariffs, quotas, and subsidies. 2. Formative MCQs - Criterion A
Describe the benefits and drawbacks of free trade for consumers, firms, and economies. 3. Summative - final exam - Criteria A and D
Explain the reasons why governments impose trade protection measures.
Analyze the impact of trade protection on domestic industries, employment, and economic growth.
Evaluate the effectiveness of free trade agreements and protectionist policies in achieving economic
objectives.
Foreign Exchange Rates

25
 Define exchange rates and distinguish between fixed, floating, and managed exchange rate systems.
Describe the factors that influence exchange rate fluctuations in currency markets.
Explain how changes in exchange rates affect imports, exports, and the balance of payments.

Sciences (Physics)

TERM 1
Unit 1 - Fluid Dynamics (Floatation relative density and Qualitative approach to Bernoulli’s principle)
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Consequences Scientific and technical The consequences of actions in Critical Thinking 2 weeks
innovation: how personal and cultural expressions
humans use their are predicted by the laws of physics. Communication
understanding of
scientific principles
Content- Topics (Knowledge) Assessments (Type- Criteria)
Conditions for bodies to sink and float in relation to their relative densities. Criterion A Knowing and Understanding
Identify the forces acting of bodies submerged in liquids
State Archimedes principle Criterion B&C- Data collection and Analysis
Apply the principle to understand sinking and floating of objects in liquids
Understand the loss of weight of objects inside the liquid
Relate the difference in pressure and velocity of (Bernoulli’s principle)
Solve basic Numerical on the topics.
Unit 2 - Fields
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Environment Globalization and The consequences of action in Critical thinking Self-management: reflection, communication 5 weeks
Consequences sustainability: the personnel and cultural expressions Understanding and using units Thinking in context: How have our identities
Development relationship between are predicted by the laws of Physics been shaped by the stars?
Energy local and global Thinking in context: What happens when science challenges our identity?
processes Collaboration skills: Encouraging others to contribute
Content- Topics (Knowledge) Assessments (Type- Criteria)
Conditions for bodies to sink and float in relation to their relative densities. Criterion A Knowing and Understanding
Identify the forces acting of bodies submerged in liquids
State Archimedes principle
Apply the principle to understand sinking and floating of objects in liquids
Understand the loss of weight of objects inside the liquid
Relate the difference in pressure and velocity of (Bernoulli’s principle)
Solve basic Numerical on the topics.

Conduction of electric current and application in real life.

Identify closed and open circuits
State Ohm’s law
Identify Ohmic and non-Ohmic conductors (lab)
Differentiate emf and terminal voltage
Define electric power/energy
Understand the household connection
Discuss safety devices in electrical connection
Know various electrical devices like thermistors, LDR, diode

26
Apply static electricity in real-life application
Differentiate AC to DC
Identify magnetic field around a current carrying conductor
Define electromagnetic induction
Application of Motor and generators
TERM 2
Unit 3 - Light
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relations Interactions Scientific and technical Interaction of energy with the Thinking: critical thinking Social: collaboration Self-management: organization 7 weeks
Energy innovation: the natural environment through modelling a Research: information literacy
Environment world and its laws law of the natural world.
Models
Content- Topics (Knowledge) Assessments (Type- Criteria)
Differentiate refraction and reflection of light Criterion A Knowing and Understanding
Discuss refraction of light in lens Criterion B-Inquiring and Designing
State Snell’s law of refraction Criterion C-Processing and evaluating
Investigate refraction through glass slab, triangular prism, semicircular prism (lab)
Explain critical angle
Relate critical angle to refractive index
Apply TIR in optical instruments
Unit 4- Astrophysics
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Consequences Personal and cultural The consequences of actions in 2 weeks
expression personal and cultural expressions
are predicted by the laws of physics.
Content- Topics (Knowledge) Assessments (Type- Criteria)
The solar system - Planets and satellites Criterion A-Knowing and Understanding
Identify different celestial bodies and stars Criteria D
Understand the origin of the universe
Identify constellation
Analyze the spectrum
Red and blue shift based on Doppler effect
TERM 3
Unit 5 - Waves
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Development Fairness and The development of science and Critical thinking skills: Considering ideas from multiple perspectives 5 weeks
development technology gives us the possibility Information literacy skills: Publishing scientific paper
of changing the world for the Communication skills: Plotting graphs
better.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Measurement in science Criterion A-Knowing and Understanding
Wave phenomena including reflection, refraction, diffraction Criterion B-Inquiring and Designing
Relate the velocity and frequency of Sound waves
Understand the formation of echoes Criterion D-Reflecting on the impacts of science
List qualities of sound waves
Differentiate noise and music

27
 Unit 6 - Thermal Physics
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Transformation Scientific and technical Scientific and technical innovation Communication skills: Organising and depicting information logically Critical 4 weeks
innovation: the impact can transform our human existence. thinking skills: Formulating counterarguments
of environments on The relationship between heat and
human activity temperature exists due to the
interaction between particles and is
a function of their energy
differences.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Transfer of heat Criterion A-Knowing and Understanding
Specific heat capacity
Define the concepts in Calorimetry Criterion B-Inquiring and Designing
Solve simple numerical on the concepts
Unit 7 – Nuclear Physics
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relationships Patterns Identities and Patterns can demonstrate Information literacy skills: Using mnemonics to remember sequences 2 weeks
relationships relationships between events and Thinking in context: Color and identity Collaboration skills: Building
shed light on how they are caused. consensus Media literacy: Demonstrating awareness of media interpretations
Identities and relationships of events Reflection skills: Considering ethical implications
Content- Topics (Knowledge) Assessments (Type- Criteria)
Electromagnetic spectrum, imaging and applications Criterion A-Knowing and Understanding
Radioactivity and decay Criterion D-Reflecting on the impacts of science
Forms of radiation, uses and dangers

Sciences (Chemistry)

TERM 1
Unit 1 - Can hydrocarbons fuel the future?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
System Forms Scientific and technical The versatile bonding of carbon Communication and 6 weeks
Functions innovation atoms has allowed humanity to Critical thinking skills 18 hours
invent systems of molecules of
various forms to fulfil different
functions.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Design and conduct an investigation to determine experimentally whether given compounds are Criterion A- combustion of fuels
hydrocarbons. Criterion B&C- Thermochemistry
Explain the classification of alkanes and alkenes as homologous series.
Define the concept of a functional group.
Construct structural formulas for members of homologous series of alkanes, alkenes, alcohols,
carboxylic acids, and esters.
Apply IUPAC nomenclature rules to systematically name members of homologous series, including
alkanes, alkenes, alcohols, carboxylic acids, and esters.

28
Write balanced chemical equations for reactions involving alkanes, alkenes, and alcohols.
Identify and name branched-chain alkanes using IUPAC rules, providing a few examples.
Identify chain isomers and position isomers providing a few examples.
Describe the formation of addition polymers from alkenes, including examples and uses of common
polymers.
Evaluate the advantages and disadvantages of alternative resources to fossil fuels.
Demonstrate understanding of energy changes, including transformations, temperature, and heat.
Define the composition of crude oil as a mixture of hydrocarbons.
Explain the principles of fractional distillation.
Distinguish how fractions are separated based on their boiling points.
Differentiate between physical and chemical changes in terms of energy transformation.
Distinguish between qualitative and quantitative measurements, including the appropriate units of
energy.
Analyze exothermic and endothermic processes, including combustion as an exothermic reaction.
Compare and contrast complete and incomplete combustion reactions.
Discuss the role of fossil fuels in modern society, highlighting both benefits and challenges.
Illustrate the concept of bond breaking as an endothermic process and bond making as an exothermic
process.
Calculate heat capacity and specific heat capacity and use calorimetry to measure heat changes (enthalpy)
and determine the change of enthalpy chemical processes.
Assess the accuracy of experimental equipment and measurements, explaining how this impacts the
reliability of data.
Unit 2 -How are environmental systems sustained by their chemistry?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
System Balance Globalization and Balance in the chemical inputs and Communication and 2 weeks
sustainability outputs of Earth’s systems is a Critical thinking skills 8 hours
Exploration- prerequisite to sustain an
Population and environment that is hospitable to
demography. human life.
Content- Topics (Knowledge) Assessments (Type- Criteria)
State the composition of the Earth's atmosphere, listing the name, formula and percent composition. Criterion D- Atmosphere
Outline the most common gases involved in acid deposition and state the principal sources of these
gases.
Construct word and chemical equations for the combustion reaction of different hydrocarbons
Discuss why rising sea levels are a consequence of global warming and climate change. (Emission of
green house gases and environmental implications)
Demonstrate the presence of water vapours and oxygen – Watch virtual lab
Demonstrate through experiments- Oxygen/ Nitrogen extraction (distillation of air)
Discuss cycles (nutrient, carbon, nitrogen)
TERM 2
Unit 3 - How to count with moles?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
System Interaction Scientific and technical The interactions of matter can cause Critical thinking and research skills 3 weeks
innovation: how the particles to arrange in different 9 hours
humans use their combinations, but the mass of the
understanding of system remains the same.
scientific principles
Content- Topics (Knowledge) Assessments (Type- Criteria)

29
Explain the concept of the mole and its significance in chemistry. Criterion A
Define Avogadro’s number and its role in quantifying particles in a mole.
Calculate relative molecular mass and relative atomic mass using atomic masses from the periodic table.
Determine the empirical and molecular formulas of compounds through experimental data.
Calculate the percentage composition of elements in a compound.
Solve stoichiometric calculations, including mole ratios and mass relationships in chemical reactions.
Unit 4 - How can we shift the balance of a reaction?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Conditions Scientific and technical Change in the balance called Critical thinking and research skills 3 weeks
innovation chemical equilibrium is affected by 9 hours
the collisions of particles in space
and time.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Analyze reaction kinetics, including the factors affecting reaction rates, and explain collision theory. Criterion B&C- Rate of reaction (lab report)
Investigate how factors such as the nature of reactants, concentration, surface area, catalysts, and
temperature influence reaction rates.
Distinguish between physical and chemical equilibrium, providing relevant examples.
Apply Le Chatelier’s principle to predict the effects of concentration, temperature, and pressure changes,
as well as the role of a catalyst on equilibrium.
TERM 3
Unit 5 - Why do electrons matter?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Movement Scientific and technical The changes we observe in a Information literacy skills, 3 weeks
innovation chemical system can help us to infer collaboration skills 9 hours
information about the movement of
molecules and their properties.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Define oxidation and reduction in terms of electron transfer. Criterion A,B C,D
State the rules for assigning oxidation numbers to elements in compounds and ions.
Identify oxidizing and reducing agents within redox reactions.
Write half-reactions to represent oxidation and reduction processes.
Arrange metals in order of reactivity to create a reactivity series.
Explain the factors affecting cell voltage, such as concentration and types of electrodes.
Outline the process of electrolysis
Describe the factors influencing electrolysis reactions, including concentration, temperature, and types of
solutions.
Analyze the function and structure of electrolytic cells.
Discuss practical applications of redox reactions, including batteries, metal purification, and galvanizing.

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Sciences (Biology)

TERM 1
Unit 1 - How do characteristics pass from one generation to another?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Relationships Evidence; Identities and Your identity and relationships with Communication skills 3 Weeks
Models; relationships other people are determined by • Organize and depict information logically
Patterns genetic factors: scientific evidence Thinking: Transfer Skills
has led to models that help to • Apply skills and knowledge in unfamiliar situations
understand observed patterns of Thinking: Critical Thinking Skills
inheritance. • Draw reasonable conclusions and generalizations
Content- Topics (Knowledge) Assessments (Type- Criteria)
Define the terms ‘nucleus’, ‘chromosome’, ‘DNA’, ‘gene’, ‘allele’ Criteria A: Knowing and understanding
Describe the structure of DNA and outline how its structure relates to its function.
Describe the cause and effect of gene mutations. Outline how genes code for proteins
Explain how mutations lead to a change in phenotype
Analyse genetic diagrams to calculate the ratio of expected genotypic and phenotypic outcomes.
Explain how outcomes of genetic crosses can be used to define parental genotypes.
Describe the difference between asexual and sexual reproduction.
Describe the structure and function of the male and female reproductive system in human.
Describe the process of mitosis and meiosis
Outline different life cycles for both vertebrates and invertebrates
Explain how different life cycles adapt organisms to different environments.
Unit 2 - How have different forms of life arisen?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Interaction, Globalization and Species change over time through Reflective: Communication skills 3 weeks
Environment sustainability interactions with their environment: • Organize and depict information logically
the evolution of humans has Thinking: Transfer Skills
impacted global biodiversity in ways • Apply skills and knowledge in unfamiliar situations
that may not be sustainable. Thinking: Critical Thinking Skills
• Draw reasonable conclusions and generalizations
Research: Information Literacy Skills
• Access information to be informed and inform others
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
Social: Collaboration Skills
• Considering the global impacts of sciences on others
Communication skills
• Use appropriate forms of writing for different purposes and
audiences
Content- Topics (Knowledge) Assessments (Type- Criteria)
State the evidence for the evolution of species. Criteria A: Knowing and understanding
Describe and explain how species evolve by natural selection. Criteria D: Reflecting on the impacts of science.
Outline evidence for natural selection and discuss how mutation leads to natural selection.
Interpret data that shows evidence for natural selection.
Outline the role of isolation in speciation.

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Outline the stages of meiosis and describe how they lead to variation and the production of gametes.
Describe what is meant by the term ‘superbug’.
Describe how superbugs have evolved
Explain how DNA provides evidence for the tree of life
Explain how homologous structures could provide evidence for evolution.
Describe how fossils are formed.
Explain how fossil records could provide evidence for evolution.
Explain the evolution of antibiotic resistance in bacteria
Unit 3 - What Issues do Larger Organisms face?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Form Orientation in space Changes in form and function Thinking: Creative Thinking Skills 4 weeks
Function. and time. determine the distribution in space • Use brainstorming and visual diagrams to generate new ideas and inquiries
and time, leading to specific Thinking: Critical Thinking Skills
adaptations. • Plan a logical procedure to investigate a research question.
Self- Management Skills: Reflection skills
• Reflect upon a scientific investigation to determine sources of error and
evaluate their impact.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Describe how an organism is adapted to the environment and explain how these adaptations aid survival Criteria B: Planning and designing. Criteria C: Processing and evaluating.
Outline how surface area: volume ratio changes as organisms increase in size
Outline how physical and behavioural adaptations help organisms overcome problems of size
Explain why the surface area: volume ratio changes as organisms increase in size.
Explain how physical and behavioral adaptations help organisms overcome problems of size.
Outline how water travels from the soil to the leaves in plants.
TERM 2
Unit 4 - How are organisms adapted to survive?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Environment, Orientation in space Organisms are more likely to Thinking: Creative Thinking Skills 4 weeks
Interaction and time survive when they are adapted to • Use brainstorming and visual diagrams to generate new ideas and inquiries
interact with their surroundings and • Make guesses, ask “what if” questions and generate testable hypotheses
respond to changes in their Thinking: Critical Thinking Skills
environment. • Plan a logical procedure to investigate a research question
• Interpret data
Research: Information Literacy Skills
• Process data and report results4
• Revise understanding based on new information and evidence
Self- Management Skills: Reflection skills
• Reflect upon a scientific investigation to determine sources of error and
evaluate their impact
Content- Topics (Knowledge) Assessments (Type- Criteria)
Discuss the ways by which organisms interact with their environment. Criteria B: Planning and designing.
Define the terms reflex, stimulus, synapse and nerve impulse. Criteria C: Processing and evaluating
Explain the role of receptors, sensory neurons, motor neurons, relay neurons and effectors in
coordination of various activities
Discuss and analyse how organisms respond to changes in their environment.
Draw and label the parts of a neuron
Describe the structure and function of neuron.
Discuss the significance of maintaining homeostasis in our body.

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Analyse the role of hormones in maintaining homeostasis.
Discuss and analyse how various organisms respond to different stimuli for survival (animals and
plants-tropic movements).
Unit 5 - How do species interact?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Systems Balance Globalization and Ecosystems can be in balance when Communication skills 2 weeks
Function sustainability the species sharing their habitat • Organize and depict information logically
have interconnected and sustainable Thinking: Transfer Skills
functions and roles. • Apply skills and knowledge in unfamiliar situations Thinking: Critical
Thinking Skills
• Draw reasonable conclusions and generalizations
Content- Topics (Knowledge) Assessments (Type- Criteria)
Discuss the impact of removing the top predator from an ecosystem e.g. Pisaster ochraceus (starfish) Criteria A: Knowing and understanding
Define producer, trophic level, niche, consumer, omnivore, decomposer, saprotroph, detritivore.
Distinguish between photosynthesis and chemosynthesis.
Construct a food chains/web.
Describe energy flow through a food chain
Define: commensalism, parasitism, competition, mutualism, symbiosis
Outline examples of herbivory and predation
Describe examples/impacts of commensalism, parasitism and mutualism.
Distinguish between interspecific and intraspecific competition.
Outline Robert Paine’s experiment
Define: keystone species
State a few examples of keystone species
Suggest the impact of removing keystone species from population
Unit 6 - How do the choices people make affect the environment?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Environment, Globalization and Due to the choices humans make, Research: Information Literacy Skills 2 weeks
Balance sustainability the environment has undergone and • Access information to be informed and inform others
will continue to change. Humans • Create references and citations, use footnotes/endnotes and construct a
can understand the consequences of bibliography according to recognized conventions
their actions and act to restore Social: Collaboration Skills
balance in ecosystems and work • Considering the global impacts of sciences on others
towards a sustainable future. Communication skills
• Use appropriate forms of writing for different purposes and audiences
Content- Topics (Knowledge) Assessments (Type- Criteria)
Identify how the Neolithic period marked the start of population growth Criteria D: Impacts of science
Outline what is meant by exponential growth • Sketch a graph displaying population data and analyse
any trends
Identify the periods in the last 12,000 years where the human population reached 1-2 billion,2-3 billion
etc.
Outline what the letters of the mnemonic ‘AHIPPO’ refer to
Describe examples for each letter of AHIPPO to highlight human impact
Discuss how human threats are harming biodiversity and leading to endangered species
State how much of the Earth’s surface is utilised for agriculture
List different types of pollution as well as the sources of them
Suggest some of the effects of pollution on human health
Determine the link between fossil fuels and acid rain affecting trees

33
Explain the process of eutrophication
Solve the issues of pollution by suggesting realistic strategies
Explain how pollutants can lead to biomagnification
List the greenhouse gases
TERM 3
Unit 7 - How does biotechnology create new options in industry and health?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Development; Fairness and The development and use of Thinking: Creative Thinking Skills 4 weeks
Transformation development biotechnology to change and • Use brainstorming and visual diagrams to generate new ideas and inquiries
transform genes helps create new • Make guesses, ask “what if” questions and generate testable hypotheses
options, choices and opportunities Thinking: Critical Thinking Skills
in industry and health: whether • Plan a logical procedure to investigate a research question • Interpret data
these developments are fair for all Research: Information Literacy Skills
remains to be seen. • Process data and report results4
• Revise understanding based on new information and evidence
Self- Management Skills: Reflection skills
• Reflect upon a scientific investigation to determine sources of error and
evaluate their impact.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Define the term clone Criteria B: Planning and designing. Criteria C: Processing and evaluating
Describe selective breeding
Explain the techniques used to modify genes
Analyse how humans can manipulate genes to create new cells, tissues and organs
Consider the use of cloning to benefit agriculture
Analyse how people’s beliefs and values influence the development of biotechnological techniques
What are the possible consequences of developing and applying more biotechnology
Discuss the extent to which people should be allowed to clone organisms.
Unit 8- What Factors Affect Human Health?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Relationships Consequences; Fairness and Human health is a consequence of Communication skills 4 weeks
Interaction development the relationships and interactions • Organize and depict information logically
between biological processes in our Thinking: Transfer Skills
bodies, our lifestyles, and the • Apply skills and knowledge in unfamiliar situations
conditions we live in. Thinking: Critical Thinking Skills
• Draw reasonable conclusions and generalizations
Research: Information Literacy Skills
• Access information to be informed and inform others
• Create references and citations, use footnotes/endnotes and construct a
bibliography according to recognized conventions.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Explain the factors within one’s own body that contribute to human health Outline the relationship Criteria D: Reflecting on the impact of science
between different types of pathogens and their hosts
Explain the immune response and symptoms such as fever, sneezing and coughing, and vomiting
Explain the way science has been applied to address the issue of diseases, through the development of
treatments such as antibiotics and vaccines
Discuss and evaluate the use of antibiotics and vaccines for the treatment and prevention of diseases
Analyse and evaluate information about antibiotics and vaccines to make scientifically supported
judgments about their use in the treatment and prevention of disease.

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 Describe the different types of diseases, including communicable; heritable or genetic; autoimmune;
lifestyle; mental health
Interpret and explain graphs that describe the trends in disease and life expectancy around the world
Analyse and evaluate trends in disease prevalence and life expectancy to form scientifically supported.

Integrated Design

TERM 1 and TERM 2

Unit 1 - Designing for Joy - Exploring Community Dynamics and Global Trends in a Globalized World
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Perspective Fairness and Design can shape a joyful future by Communication skills 13 weeks
development communicating diverse perspectives Thinking: Creative thinking 32 hours
in ways that promote fairness and Self-management: Organization skills 39 sessions
development.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Materials & Tools: Formative and/or Summative assessments based on the following.
• Woodworking: Plywood, MDF, hand tools, drills, sanding tools A i, ii, iii, iv; B i, ii,iii,iv, Ci,ii,iii,iv , D i,ii,iii,iv
• Stitching: Needles, thread, fabric, sewing machines
• Carpet making: Tufting guns, canvas cloth, yarn, frames
• Design Tools:
• Sketching tools, mood boards, inspiration journals
• Digital tools: Canva (for visual layout), Pinterest (for design research), 3D modeling apps
(optional)
Safety Guidelines: Tool handling procedures, safety gear (goggles, gloves), workspace management

Procedural Knowledge: Inquiry into the Target Audience and Purpose

Investigate what brings joy to individuals and communities (through interviews or mood surveys)
Research traditional and contemporary products made from wood, fabric, or yarn that evoke joy
Identify cultural or emotional elements that can be integrated into product design

Analysis of Findings
Determine which materials and techniques best align with the intended joyful experience
Analyze successful products or artworks that have emotional or joyful value
Prioritize design choices based on safety, material availability, and emotional impact

Product Design and Making

Create initial sketches or mockups of the product (hand-drawn or digital)
Develop prototypes using selected materials and techniques (woodworking, stitching, tufting)
Implement the final product by refining based on peer or mentor feedback, ensuring function, finish,
and joy factor are achieved
Service as Action Integration: Students will use this unit as a platform for Service as Action by designing and creating products that can be gifted, donated, or exhibited to bring joy to others, promoting
well-being in their school or community.
TERM 2 and TERM 3

35
 Unit 2 - Based on November PCUP as received by IB
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)

Content- Topics (Knowledge) Assessments (Type- Criteria)

Digital Design

TERM 1 and TERM 2

Unit 1: Universal Currency: Designing a Global Economy
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Development Innovation, Globalization and The design and implementation of a Research – Information literacy skills 17 weeks
Markets and Sustainability – universal currency require a balance Communication – Communication Skills [Adobe
function Exploring the of economic stability, security, and Thinking - Creative Thinking Skills illustrator
interconnectedness of inclusivity, reflecting global Self-management – reflection skills
economies and the cooperation, technological
impact of a universal advancements, and ethical
currency on trade, considerations in financial systems.
financial inclusion, and
economic stability.
Content- Topics (Knowledge) Assessments (Type- Criteria)
1. Understanding Currency Design & Function Formative 1: Research and create a proposal outlining the fictional country's economy and
• Identify the key elements of currency design, including symbols, security features, and rationale for its currency
material choices.
Key Activities: Research different currency systems and their design principles Formative 2: Develop initial sketches and digital mockups of the currency

2. Designing a Universal Currency Formative 3: Incorporate security features and finalize the banknote/coin design
• Create a design for a universal currency, considering accessibility, security, and functionality.
Summative: Present a fully developed currency system, including design, economic model, and
Key Activities: Sketching and prototyping a universal currency design
justification (Criteria A, B, C, D – All strands)
3. Anti-Counterfeiting & Security Measures
• Applying: Demonstrate how to verify the authenticity of a banknote using its security
features.
Key Activities: Interactive exploration of security features in banknotes

4. Ethical and Social Implications of a Universal Currency

• Evaluating: Analyze the ethical and social implications of implementing a universal currency
Key Activities: Group discussions and debates on the impact of a global currency

Criteria A: Inquiring and Analyzing

• Research different currency systems, including historical and modern examples.
• Identify the challenges and opportunities of a universal currency.
Criteria B: Developing Ideas
• Develop design specifications for a universal currency, considering security, usability, and

36
 accessibility.
• Create conceptual sketches or wireframes of the proposed currency.
Criteria C: Creating the Solution
• Develop a prototype (physical model or digital interface) of the universal currency.
• Apply security and functionality considerations in the final design.
Criteria D: Evaluating
• Test and refine the design based on peer and teacher feedback.
• Reflect on the effectiveness and feasibility of the proposed universal currency.
TERM 2 and TERM 3
Unit 2 - Based on November PCUP as received by IB
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)

Content- Topics (Knowledge) Assessments (Type- Criteria)

Physical and Health Education

TERM 1 and TERM 2

Unit 1 - Performance analysis and athletic potential.
[Performance analysis and scientific application of principles helps to optimize fitness and athletic potential. (Aesthetic Routine)]
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Relationships Refinement Identities and The refinement of physical skills Communication ; Self-management ; Research 6 weeks
Choice Relationships and informed choices in training 18 lessons 13
Exploration: Physical, can lead to improved physical Hours
Psychological and performance and health, influencing
social development, one’s identity and relationships
health and well-being, within a community.
lifestyle choices.
Content- Topics (Knowledge) Assessments (Type- Criteria)
To Apply various Skill Analysis and data collection model. Criterion-A
• Notation analysis and its application FA 1 – Phase analysis model - Topic wise written test or Quiz during lesson.
FA 2 – Performance outcome model.
• Phase Analysis model FA 3 – Simple notation system. (data collection using these notation systems)
• Simple notation system SA – To create an athlete profile that explains current physical and health strengths, weaknesses
• Scattergrams and areas for development using appropriate physical and health terminology(e-portfolio
model)
• Frequency Tables Criterion-B
• To understand and apply Performance outcome model in skill analysis FA – Designing training programs during theory lessons.
SA - Construct Personal Development Plan to improve the performance of a client (Coach –
Technology for Data Analysis Client Model) in an aesthetic routine of their choice.
Criterion-C
FA- Ongoing skill assessment.

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 SA - The video evidence must demonstrate the performance of the student (as client) based on
their coach’s performance development plan.( Video evidence)
Criterion-D Final evaluation and reflection (as client and coach) E- portfolio
TERM 2 and TERM 3
Unit 2 - Holistic well-being and improved performance by integrating health-focused fitness and skill-based abilities.
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Change Balance Globalization and Changing our perspective and the Communication ; Self-management ; Reflection 8 weeks
Movement sustainability way we move will affect lifestyle. 24 lessons
Perspectives Understanding the dynamics of 18 hours
change through balance, mobility,
and diverse perspectives enables
people to adapt and attain well-
being in physical and health-related
contexts.
Content- Topics (Knowledge) Assessments (Type- Criteria)
Explain Health and skill related components Criterion-A
Know and Apply various tests to measure health and skill related components and evaluate it with SA – To create an athlete profile that explains current physical and health strengths, weaknesses
reliable data sources. and areas for development using appropriate physical and health terminology
Criterion-B
FA – Designing training programs during theory lessons.
SA - Creation of a performance improvement plan for a client
Criterion-C
FA- Ongoing skill assessment.
SA - The video evidence must demonstrate the performance of the student (as client) based on
their coach’s performance development plan.
Criterion-D
Final evaluation and reflection (as client and coach)
(Practice for e- portfolio)
Unit 3 - Based on November PCUP as received by IB
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)

Content- Topics (Knowledge) Assessments (Type- Criteria)

Visual Arts

TERM 1 and TERM 2

Unit 1 - Art & The World (Painting/Drawing/Digital Media)
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Presentation Globalization and Art exposes 21st century issues. Research Skills 16 weeks
sustainability Media Literacy Skills. 48 sessions
Content- Topics (Knowledge) Assessments (Type- Criteria)
Criterion A (Written) Formative Assessment: Sketches of Ideas. List of interesting Artists and Artworks related to the
i. Investigating the Art movement. Inquiry Questions

38
ii. Critiquing an Artwork that depicts 21st century issues.
Summative. Assessment.
Criterion B Criterion A: Investigation of an art movement
i Developing (Studio and written) Critiquing an artwork created in this style by describing, analyzing, interpreting and making
Studies of Selected artworks. connection to the artwork.
Creating photographs and drawings of ideas for final Artwork.
Using the Appropriate Elements and Principles. Criterion B (Studio):
ii. Writing an Artistic Intention. (Written) Studies for the artwork.
Development of their ideas and composition through photography and various media.
Criterion C (Studio) Creating a painting exposing a 21st Century problem.
Criterion C - Creating the final artwork.
Criterion D (Written)
i. Analyze their own Artwork. Criterion D - Appraisal of their own Artwork and reflect on their development as artists.
• Relating the artwork to the SOI.
ii. Reflect on their development as an artist.
• Reflecting on Criteria A to C
TERM 2 and TERM 3
Unit 2 - Based on November PCUP as received by IB
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)

Content- Topics (Knowledge) Assessments (Type- Criteria)

Music (Performing Arts)

TERM 1 and TERM 2

Unit 1 - Can gaming change the way we play?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Communication Role Orientation in space Examining the worlds, characters Collaboration ; Organisation ; Media literacy ; Creative thinking 4 weeks
Audience and time and design of games illustrates how 10 hours
music communicates the intent of
the story to the audience
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about writing thematic material for games and addressing the four areas of colour, Criterion B: Students demonstrate acquisition of the art form of game-scoring through skills
character, plot and scene to engage the audience. and techniques combined on a solo or collaborative project.
All students learn to: Skills assessed: Melody-writing, using modes and scales, building phrases on top of ostinatos, experimenting with
Analyse musical works following a scaffolded technique that builds on deconstructing works into simple (I-V) to more complex harmonies (extended chords) and progressions, layering rhythms in simple, triple
smaller, structured ideas. and compound time.
Compare different artists’ use of melodies, rhythms and harmonies to formulate fingerprints of different Criterion C: Students develop a clear map that includes a range of creative-thinking examples
styles. to orchestrate five original themes. Students outline the exploration of ideas, drafts, notations,
Contrast the musical genres and contexts presented with similar works in actual game scores. recordings, successes and challenges to create their roadmap for creating a mock game.
Create compositions, with or without technology, to perform solo or in groups. Skills assessed: Traditional or graphic scoring (with musical techniques labelled), collecting drafts in different
Critique, review, discuss and test each concept with peers, documenting findings in a portfolio. formats and sound design, layering and producing with music technology, working within a consistent colour

39
Define the terms and devices used in music that have been reused throughout history. palette.
Demonstrate the connections between different artists’ music by playing and recreating the works. Summative 1: Students plan, prepare and document their own mock computer game. They draw
Describe the ways in which pitch / rhythm can be manipulated and connect it with different artists’ up the storyline, protagonists, how they would use colour and animation and, finally, how they
processes for creating leitmotifs. would score the music from the tutorial page to the end credits. The goal is to show sketches of
Discuss the different musical techniques encountered in this chapter and how composers have utilised / themes, recordings of different ideas and how they developed these for the game. Warning:
changed them. They do not need to score an entire computer game!
Distinguish the difference between phrases, transitions, loops, repetition and game-specific terminology Presentation and portfolio: Students present the following items as part of this summative
such as a sting. task:
Develop their own ways of analysing music, interpreting sound and identifying the roles of each layer in a - A musical roadmap detailing the themes for their game, the instrumental / sound palette they
theme. chose and how they would develop each theme, with short examples
Evaluate the works and sound design of others to inform their own processes as an active audience. - Utilising different forms of technology to show motivic development, orchestration and
Examine the technical approaches of other artists as a challenge to understand it. connection to artwork, personal expression or other events in the storyline
Explain how music relies on an audience to interact with it and interpret its communications. A sketch of their process on a timeline, showing discussions and games played as research.
Explore aspects of rhythm / harmony and how subtle changes can identify with new genres. Criterion A: Students demonstrate knowledge of the concepts of music in original or displaced
Formulate their own opinions based on visible thinking routines and curating evidence. contexts as linked to their chosen stimulus material, showing an understanding of process to
Identify the fingerprints of various game composers when addressing areas of colour, character, plot or research and explain their choices.
scene. Skills assessed: Listening to compare and contrast, analysing using IDEA scaffolding, applying world /
Investigate the music of composers who draw on influences around the world. technological or stylistic techniques to analysis.
Justify their choices by listening, sketching and describing music in terms of its role, function or ability to Criterion D: Students construct a response that leads to reflecting on their scripts, video and
tell a story. final presentation / talk. This requires critiquing the work of others (such as TED Talks, VOX
Outline their thoughts and plans in a musical journal, showing collected evidence and labelled musical videos, and so on) and combining research with peer evaluation, leading to a transfer of
techniques. learning.
Present performances and compositions solo / in groups that build and transfer the skills of each activity Skills assessed: Adaptation of a musical presentation (live or notated), organisation of ideas with references,
to the next. musical evaluation with relevant evidence.
Use the techniques and devices presented to inform their own opinions of making music for games. Summative 2: Students develop a presentation that outlines the comparison of a game score to
composers of other time periods in history. The goal is to outline the musical connections
between composers from different time periods, showing their use of similar compositional
techniques as storytellers and communicators.
It can be presented as a podcast with audio comparisons, an essay with notation or a live
demonstration called a viva voce. Students set their own time limit (10 minutes is good), choose
two composers (one from the past and one current game composer) and collect evidence
showing similarities in their works. Hint: GarageBand and SoundTrap are excellent for making
podcasts!
Unit 2 - Do machines make music?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Aesthetic Presentation; Scientific and technical Different genres of music combine Organisational ; Reflection; Information literacy; Creative thinking; 4 weeks
Genre innovation technical and aesthetic innovations. Transfer skills. 10 hours
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about the innovative approaches technology has had on music, while adding to the Criterion A: Students demonstrate knowledge of the concepts of music in original and
building blocks of pitch, rhythm, harmony, texture, structure and tone-colour (timbre). displaced contexts as linked to their chosen stimulus material; here, electronic synthesised
All students learn to: music. Students show an understanding of the process of researching and explaining their
Analyse musical works following a scaffolded technique that looks to ‘activate the line’ in a student choices.
thought process. Skills assessed: Melody-writing, building structures from chord progressions, playing bass lines, programming
Compare different artists’ use of melodies, rhythms and harmonies to formulate fingerprints of different musical patterns, synthesis types, ADSR envelopes, manipulating software / hardware.
genres. Criterion C: Students develop a range of creative-thinking examples. They outline the
Contrast the musical presentations of various artists with their use of technology. exploration of synthesised ideas and drafts, recordings, successes and challenges to create their
Create compositions, with technology, to perform solo or in groups. own electronic work.
Critique, review, discuss and test each concept practically. Skills assessed: Analysing using IDEA scaffolding, deconstructing models, working with synthesis, recording
Define the terms and devices used in music technology that are used today. sounds–lines–patterns, programming bass, programming drums, graphic notation.
Demonstrate the patterns and layers in different artists’ music by playing and recreating their works. Summative 1: Using the approaches outlined in this chapter, students develop their own

40
Describe the ways in which pitch / rhythm can be manipulated and connected with models of synthesis, electronic work that evolves, section by section, adding and building layers. They can model it
LFOs, envelopes and filters. on Vangelis’ pieces, Forbidden Planet, Mazzoli’s, Flume’s or even Stromae’s music. The goal is to
Discuss the different musical structures encountered in this chapter and how composers have utilised / demonstrate how acoustic and electronic instruments can build complementary patterns
changed them. when following a planned structure.
Distinguish the difference between using loops and creating loops. Presentation and portfolio: Students can present their work as a live performance, or as a
Develop active ways of analysing music and interpreting sounds and layers within a structure. recording with a graphically drawn timeline that shows the ADSR envelopes of each sound
Evaluate the work and performances of others to inform their own processes as an active audience. used.
Examine the adaptation of Western art music with technological innovations.
1.Students include a diagram of the chord progression and motifs used in their work.
Explain how innovative technological approaches to music can lead to changes in genre.
MuseScore or Symphony Pro are great tools to record ideas on manuscripts.
Explore aspects of harmony, both traditional and experimental.
Formulate their own opinions based on visible thinking routines and curating evidence. 2.Students document their experiments as short reflections during the creative process. This
Identify the fingerprints and terms used in electronic music (or EDM) from arpeggiators to sequencers. includes rehearsals, software tutorials online and testing synthesiser sounds.
Investigate the music of popular, world and art-music genres. Students keep timelines next to their projects that show when sounds will be entering and / or
Justify their choices in the activities by presenting their ideas clearly and with notated / sketched changing. This outlines their final form with every internal structure as a graphic score.
examples.
Outline their thoughts and plans in a musical journal, showing collected evidence for reflection. Criterion B: Students demonstrate the acquisition of working with musical building blocks plus
Present performances and compositions solo / in groups that build and transfer the skills of each activity technology through sampling. They show the progression of skills and techniques combined
to the next. into a clearly structured work, blending acoustic and electronic sound sources.
Use the sampling techniques presented to build genre-specific works from given models. Skills assessed: Rhythmic subdivision, synthesised layers, sampling, ADSR manipulation, layering and / or
adding effects, orchestration (instrument choices), software / app skills.
Criterion D: Students construct a journal that outlines a series of critiques and evaluations
leading up to a final presentation. This requires critiquing the work of others (from activities
throughout this chapter that require peer evaluation or individually researched ones), combined
with at least three peer-evaluated examples of their own work, detailing how sampling and
ADSR principles were used.
Skills assessed: Valuation of model pieces, labelling of technology terms, identification of ADSR of samples,
research of modern scores and projects, roadmap of process, peer evaluation.
Summative 2: Students build on the musique concrète ideas of the BBC Radiophonic
Workshop by recording and editing their own soundscapes that relate to an environmental
issue. The work conducted by modern audio experimenter Peter Cusak and his Sounds from
Dangerous Places is a great model to imitate: www.soundohm.com/product/sounds-from-
dangerous-places/pid/18381, as is A Guide to the Birdsong of South America on Bandcamp:
https://rhythmandroots.bandcamp.com/album/a-guide-to-the-birdsong-of-south-america
Presentation and portfolio: Students are to present a recording made from the sound material
and software of their choice. The sounds they make need to represent an environmental issue
that they wish to raise awareness of (such as the birdsong project). They incorporate the sounds
into their work and apply edits, cuts, glitching effects, pedal notes, chords, beats and more to
unify them into patterns and an overarching form.
See an example sampling video series here: https://youtu.be/HOkGQsLMW5Y
Unit 3- Does music have boundaries?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Identity Boundaries; Globalisation and Innovations can test the boundaries Communication skills; Collaboration skills; Organisation skills ; Reflection 4 weeks
Innovation sustainability of traditions and cultures, skills; Creative thinking skills 10 hours
producing new identities and ideas.
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about music from an artist’s viewpoint. Like an artist viewing their world, students use Criterion A: Students demonstrate a knowledge of the concepts of music in original and
colour, lines and shapes to connect with musical sounds, melodies / motifs and rhythm in a globalised displaced contexts as connected to a global musical culture. Students show an understanding of
world. the process as they collect, draw, notate, play and present their findings with terms that are
All students learn to: related to their topic.
Analyse musical works following a scaffolded technique that builds on deconstructing works into

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smaller, structured ideas. Skills assessed: Research, musical notation, graphic notation, labelling evidence, playing excerpts, citation.
Compare different artists’ use of melodies, rhythms and harmonies to discover their techniques.
Contrast the musical genres and contexts presented with similar works in traditional and modern Criterion D: Students construct a response (a detailed evaluation) that leads to reflecting on a
contexts. global musical culture in a presentation. This requires evaluating the musical colours / lines /
Create compositions, with or without technology, to perform solo or in groups. shapes (features) of the chosen music, examples from its artists or performers and how they
Critique, review, discuss and test each concept with peers, documenting findings in a portfolio. have interacted with it for performance or creation.
Define the terms and devices used in each global musical culture investigated. Skills assessed: Musical reflection, active listening, analysis with a purpose to create / perform, examples of
Demonstrate the connections between different artists’ music by playing and recreating the works. planning, notation, live demonstration of techniques.
Describe the ways in which pitch / rhythm can be repeated with interest and variation. Summative 1: From the rhythms of the Americas to the melodies and harmonies of the Pacific
Discuss the different musical structures encountered in this chapter and how composers have utilised / and the Maqam of the Middle East, crossing physical boundaries can lead to students
changed them. understanding global musical identities in our digital age. Within these identities are captured
Distinguish the difference between textural layers and their roles. many musical colours, lines and shapes that can be repeated, drawn or layered. The task is to
Develop their own ways of analysing music, interpreting sound and identifying the roles of each layer. present in the form of a speech given by a musical reporter how students have discovered a
Evaluate the works and performances of others to see their innovative ideas. rhythm, song or maqam from another culture, and what they learnt from it.
Examine the technical approaches of other artists, performers and musicians to imitate and build on. Presentation and portfolio: Students’ portfolios need to include sketches of rhythms,
Explain how innovation and globalisation can lead to blended musical techniques and styles. melodies and patterns from their chosen culture. They can be in graphic or traditional notation;
Explore aspects of harmony and how subtle changes can be used to repeat and develop ideas. however, they need to play or sing them as part of their presentation. The goal is to bring
Formulate their own opinions based on visible thinking routines and curating evidence. awareness of the musical colours, lines and shapes they have discovered and how they learnt to
Identify the conceptual ideas of colours, lines and shapes using musical elements. play or create with them.
Investigate the music of minimalist, technological and orchestral composers. Investigation ideas could begin with:
Justify their choices in the activities by presenting their ideas clearly and with performed examples. a. Nile Project at http://nileproject.org
Outline their thoughts and plans in a musical journal, showing curated evidence. b. Silkroad Project at www.silkroad.org
Present performances and compositions solo or in groups that build and transfer the skills of each c. Smithsonian Folkways at https://folkways.si.edu/learn
activity to the next. d. Kitka Women’s Ensemble at www.kitka.org
Use the techniques and devices presented to inform their own opinions of what makes music innovative. Bali and Java at www.wisemusicclassical.com/news/3171/The-Influence-of-Bali-and-Java
Criterion B: Students demonstrate the transfer of graphic and traditional notation into a piece
that is modelled on the textures of model works. They show the clear application of active
listening, sketching, working with motifs and experimenting with instrumental techniques.
Skills assessed: Traditional notation, graphic notation, melody writing, phrase-based harmony, sound-source
decisions (colour), texture choices, curation of composition techniques.
Criterion C: Students develop a clear roadmap of ideas that include a range of creative thinking
examples and notations. They outline the features of the model work with experiments, both to
extend and develop its musical characteristics (and focus).
Skills assessed: Melody-writing, motivic development, harmonic development, texture choices, identification of
compositional techniques, notation sketches with audio.
Summative 2: Building on the idea of graphic scores and electro-acoustic works, the task is to
compose a sequel work to Luther Adams’ ‘Become Ocean’ (chamber or ensemble) or Einaudi’s
‘Elegy for the Arctic’ (piano or guitar). Both seek to identify and combine musical textures to
paint a picture of water.
Presentation and portfolio: Along with the quotation below, students present their work as
either a graphic score with recording or a notated score with recording (using pencil and paper
or software). Their music can take on an entirely new rhythm, pulse and tonality. However, they
must make sure to include layered sounds as a part of the ‘soundscape’, and repetition as seen in
Macens’ ‘Flight’.
“Life on this earth first emerged from the sea. Today, as the polar ice melts and sea level rises, we humans face
the prospect that we may once again, quite literally, become ocean.” John Luther Adams
TERM 2 and TERM 3
Unit 4- How can strings become psycho?
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Identity Composition; Identities and Identifying the relationships Communication 4 weeks

42
 Structure relationships between emotion, colour and well- Affective 10 hours
structured ideas leads to an Media literacy
imaginative approach to Creative thinking
composition Transfer
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about scoring to film by studying the motivic development of ideas from past artists, Criterion A: Students demonstrate knowledge of the musical techniques in several visual and
identifying their imaginative methods for harmonising and orchestrating musical patterns. emotional contexts as linked to their chosen stimulus material. They demonstrate an
All students learn to: understanding of processes used in choosing instrumental techniques and colours to identify
Analyse musical works following a scaffolded technique that builds on deconstructing works into with emotion, colour and imagination.
smaller, structured ideas. Skills assessed: Research and citation, traditional notation, graphic notation, labelling evidence, playing excerpts,
Compare different artists’ use of melodies, rhythms and harmony to create a response. identifying and describing harmony, recognising motifs, active-listening diagrams.
Contrast the musical techniques investigated with different genres and in different contexts. Criterion D: Students construct a response that leads them to reflect in their portfolios and
Create compositions, with or without technology, to perform solo or in groups. then in a podcast series. This requires critiquing the work of others (TED Talks, VOX video,
Critique, review, discuss and test each concept with peers, documenting findings in a portfolio. YouTube, and so on) and combining research with peer evaluation to transfer what they
Define the terms and techniques used to develop and transform a motif or rhythm. understand from their chosen film or composer, and what can be identified in notation or
Demonstrate the musical relationship between different composers by playing and recreating their aurally.
works. Skills assessed: Musical reflection, active listening, analysis with a purpose to present, application of technology,
Describe the ways in which pitch / rhythm can be transformed and create structure within each artists’ peer evaluation.
processes. Summative 1: In this task, students are reporters developing a film score podcast that explores
Discuss the different musical structures encountered in this chapter and how composers have utilised / and builds on the examples presented in this chapter. They are to investigate, research, play and
changed them. record selections from their favourite films or composers using a program such as GarageBand
Distinguish the difference between orchestration and harmonisation. or SoundTrap to edit and present three episodes.
Develop their own ways of analysing music, interpreting sound and identifying the roles of each layer in a Presentation and portfolio: Students use their portfolios to document each and every theme
composition. they uncover from the composer or film, then mark the uses of motivic development, harmonic
Evaluate the works and performances of others to inform their own processes as imaginative creators. colouring and orchestration. This helps them structure their discussion when recording the
Examine the technical approaches of scoring to imitate and develop their own ideas. podcast.
Explain the relationship of musical techniques and the structure of a piece using graphic notation. Example 1: The last visible thinking activity in this chapter from NPR is a great example to
Explore aspects of rhythm / harmony by examining the texture of studied works. work from! See www.npr.org/2017/02/20/516292253/song-explodermoonlight-composer-
Formulate their own opinions based on visible thinking routines and curating evidence. describes-process and Figure 10.55.
Identify the methods of motivic development in studied works. Example 2: https://wrightstuffmusic.com/in-the-classroom/compose-like-hans-zimmer
Investigate the music of popular, world and art-music genres relating to film scores. Criterion B: Students demonstrate a grasp of the techniques and devices utilised in
Justify their choices in the activities by presenting their ideas clearly and with performed examples. scoring for film, animation, stories and ideas. Through experimenting with presenting
Outline their thoughts and plans in a musical journal showing curated evidence. different motifs, harmonic colourings and orchestrations, they collect evidence of their
Present performances and compositions solo / in groups that build and transfer the skills of each activity skill.
to the next. Skills assessed: Identifying melodies, sketching graphic ideas, analysing music with the purpose to compose,
Use the techniques and devices presented to inform their own compositional decisions. harmonising, using extended triads, motivic development, rhythmic subdivision, orchestration.
Criterion C: Students draw, notate and present a clear roadmap or storyboard that includes all
ideas for scoring to a chosen stimulus. They outline the exploration of their ideas in three stages
(planning, sketching and scoring), with peer feedback at each stage. The transfer of selections
from the ‘Portfolio presentations’ in this chapter must be visibly applied or transformed.
Skills assessed: Notating motifs, crafting melodies, harmonising, working with chord formulas, working with
modes, exploring chord progressions, motivic development, orchestration, exploring technology, presenting with
technology.
Summative 2: Students choose a short scene from one of their favourite films or animations.
Then, using the examples provided throughout this chapter, sketch a series of motifs showing
different examples of how they:
• coloured them with different harmonies
• orchestrated them for different instruments and sound sources.
Even if they don’t get to score the music for the chosen clip, having a sketchbook of ideas that
they have played, created and experimented with is the ultimate goal.
Presentation and portfolio: Students watch their chosen clip several times to create markers

43
 or note down specific timings where they want to add a theme, develop a phrase or change the
texture. If you have software such as GarageBand that allows students to score to video, they
can then record their own music over the chosen clip. If not, use notation programs to record
their music using the timings as their guide. Their final presentation is to showcase their
finished work to the class for feedback.
Extension source 1 – Captain scoring competition from 8DIO.com:
https://youtu.be/qhUzk6YYdmk
Extension source 2 – detailed insight into film scoring:
www.spitfireaudio.com/editorial/features/scoring-a-film/part1
Extension source 3 – Jherek Bischoff’s electronic sounds from whale song for the stage
adaptation of Neil Gaiman’s The Ocean at the End of the Lane (author of Stardust):
https://youtu.be/asMYpKI0d1w
Unit 5- How do schools of thought shape art? E Portfolio Announcement and planning
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)
Change Boundaries; Personal and cultural Transformation through time Communication ; Collaboration ;Organisation ; Reflection ;Creative thinking 4 weeks
Expression expression overlaps with personal ideas and a 10 hours
drive to push boundaries.
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about musical phrases (both melodic and rhythmic) that have historical origins for Criterion A: Students demonstrate and connect knowledge of the elements of music to
expression and performance. These phrases change over time to include new versions of harmony, using compare works across original and displaced contexts. They use specific music terminology to
traditional and new sound sources, all with the aim to express personal or cultural ideas. explain and annotate their creative decisions.
All students learn to: Skills assessed: Use of music terminology, annotation of examples, notation, graphic notation, comparative
Analyse musical works following a scaffolded technique that seeks to identify the building blocks of their listening charts, creative experimentation.
melodic and rhythmic phrases. Criterion D: Students construct a clear and artistic response that describes, explains and
Compare different artists’ use of rhythm and harmony to formulate ideas of what music is now. analyses the works of others now, and possibly in the future. Their hypothesis transfers learning
Contrast the musical contexts presented with works that use similar compositional devices. across multiple settings and boundaries.
Create compositions, with or without technology, to perform solo or in groups. Skills assessed: Analysis following IDEA, musical hypothesis and reflection, application of technology, citation,
Critique, review, discuss and test each concept with peers, documenting findings in a portfolio. live demonstration of techniques.
Define the terms and devices used in music that have been reused throughout history. Summative 1: In this task, students’ roles are that of a time traveller. They are coming back to
Demonstrate the connections between time periods by connecting the use of musical techniques. the current time to tell us what the music of the future sounds like. Questions to ask include:
Describe the ways in which modern composers manipulate pitch or rhythm. What examples will you give? Can you research patterns or techniques that have been
Discuss the changes in music over time with specific examples. developed in the future based on examples from previous eras? Can you predict what
Distinguish the difference between the techniques of motivic development. technology will add to music in the next decade? Can you provide examples of the change
Develop their own ways of analysing music, interpreting sound and identifying the roles of each layer technology has had on music now?
graphically. Through researching the change of different musical schools and their techniques, this chapter
Evaluate the works and performances of others to inform their own personal approach. develops an approximate timeline of creativity. The mission is to develop an architectural
Examine the use of technology in music creation and performance. timeline for what will be called ‘the music of the future’. Students go back and compile a list of
Explain how change in technology and access to cultural music has led to new musical styles. musical techniques that they believe will keep progressing, and also compile a list of creative
Explore aspects of atonality and how subtle repetitions can produce melodic or rhythmic phrases. approaches and inspirations from poetry, nature and the supernatural. Finally, just like an
Formulate their own opinions based on visible thinking routines and curating evidence. architect, they draw a blueprint illustrating the ideas and patterns of their future music. If change
Identify the elements of music through the scaffolding of IDEA. and transformation in music is inevitable, they imagine what forms of expression could be
Investigate the music of popular, world and art-music genres with knowledge. possible in ten years.
Justify their choices in the activities by presenting their ideas clearly and with performed examples. Presentation and portfolio: Everything is a creative experiment. Where students take the
Outline their thoughts and plans in a musical journal, showing collected and annotated evidence. argument is up to them. They research their own musical tastes, analyse examples they find
Present performances and compositions solo / in groups that build and transfer the skills of each activity inspiring and present a blueprint based on listening research that draws parallels between past
to the next. composers and current musical forms of expression.
Use the techniques and devices presented to inform their own opinions for expressing themselves Criterion B: Students demonstrate skills gained from studying the model examples both to
through music. create and perform their own response. They present their ideas with media of their own
choosing to demonstrate transfer.
Skills assessed: Transfer of creating techniques, transfer of performance techniques, sketching graphic ideas,

44
 analysing music with the purpose to compose, developing comparison charts for scoring techniques.
Criterion C: Students develop several connected ideas that allow for a range of artistic
responses. Their creative thinking outlines the steps of phrasing, harmony, sound sources and
other musical techniques needed to reach their goal of performing an original work.
Skills assessed: Notating motifs / cells / pitchfields, crafting phrases, harmonising, developing texture and
colour, working with motivic development, idiomatic notation, graphic notation, notation sketches with audio,
exploring technology to create, presenting with technology.
Summative 2: In this task, students’ roles are that of a live performer who has been asked to
stage Luciano Berio’s lost work, ‘Sequenza XV: _______’ (students name the work).
This work calls for a performance that explores the sound capabilities of ________ (missing
instrument or ensemble) with themes that are developed and expressed through phrasing,
harmonic progressions and acoustic and / or electronic sound sources. For example:
a.The work explores the sound capabilities of the electric bass with themes that are developed and
expressed over one of Schönberg’s 12-tone rows.
b.The work explores the sound capabilities of string quartet plus synthesiser with themes that are
developed and expressed through ostinato multi-tracking.
c.The work explores the sound capabilities of the bass clarinet with themes that are developed
and expressed using techniques of motivic development on a theme of Stormzy.
Presentation and portfolio: Depending on the media students choose to perform with, they
create a series of a sketches in notation by hand, or in software, then research the technical
qualities of performing with this media. They need to present a roadmap of their ideas before
they perform the final piece.
Unit 6- To what extent is Jazz actually Baroque Music in disguise? E Portfolio submission
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks/hours)
Aesthetics Interpretation; Identities and Deconstructing the relationships Organisation ; Information literacy ; Critical thinking ; Creative thinking 4 weeks
Play relationships between ideas in the music of Transfer skills 10 hours
others allows us to reframe our own
aesthetic interpretations.
Content- Topics (Knowledge) Assessments (Type- Criteria)
All students learn about the musical building blocks of Baroque and Jazz, comparing and contrasting the Criterion A: Students demonstrate specific skills and knowledge required to understand music
techniques discovered for performance and creation. across different cultures and contexts. They use research and acquired knowledge to break
All students learn to: down, study and then inform their own decision-making when experimenting or presenting.
Analyse musical works following a scaffolded technique that identifies the building blocks of the bass Skills assessed: Research with a purpose to analyse, use of music terminology, curation of musical building blocks,
and harmony. annotation of examples, notation, graphic notation, comparative analysis, creative experimentation.
Compare different artists’ use of harmony and phrasing to formulate confident improvisations. Criterion D: Students construct a response that clearly demonstrates a process of investigation,
Contrast the musical contexts presented with works that use similar compositional devices (such as inquiry and research, annotating evidence that reflects their transfer of learning to new settings
figured bass). and contexts. Any experiments, creations or demonstrations show review and critique from
Create compositions, with or without technology, to perform solo or in groups. themselves and their peers.
Critique, review, discuss and test each concept with peers, documenting findings in a portfolio. Skills assessed: Analysis following IDEA, musical comparison and reflection, application of technology, citation,
Define the terms and devices used in the Renaissance and Baroque eras to Jazz and Lo-fi. live demonstration of techniques, portfolio evaluation, peer evaluation.
Demonstrate the connections between time periods by connecting their use of musical techniques. Summative 1: This summative is a study of deconstruction. Students take the work ‘Mambo
Describe the ways in which modern composers layer melodic and rhythmic phrases. Influenciado’ composed by Chucho Valdés (born 9 October 1941) to deconstruct it into
Discuss the changes in music over time, annotating specific examples. separate blocks of musical evidence that they play, experiment with and annotate visually
Distinguish the difference between the techniques of motivic development. showing its: bass lines, chords, progressions, rhythmic layers, melodic phrasing, use of intervals
Develop their own ways of analysing music, interpreting sound and identifying the roles of each layer and possibly even improvisation techniques for the chart. Then, like the class Venn
graphically and with notation. comparisons throughout Chapter 12, students research a Baroque work by Vivaldi, Handel,
Evaluate the works and performances of others to inform their own personal approach. Bach or even Purcell to compare and contrast with a similar deconstruction of its structure and
Examine the methods of technology in music creation and performance. compositional techniques.

45
Explain how change in technology and access to cultural traditions has led to new musical styles. Presentation and portfolio: Students are to present their initial research in their portfolios and
Explore aspects of improvisation and how subtle repetitions can produce clear melodic or rhythmic can work in groups for the analysis of ‘Mambo Influenciado’. With each example of evidence
phrases. and annotation, students are demonstrating their skill in transferring learning to a new setting.
Formulate their own opinions based on visible thinking routines and curating evidence. The presentation of findings can be shown in the style of a TED Talk or podcast with script
Identify the elements of music through the scaffolding of IDEA leading to comparison and contrasting notes and audio examples that are referenced, or as an online article where students pose as a
opinions. music journalist, ending the article with a bibliography of their research.
Investigate the music of jazz, world and art-music genres with understanding. Resources for ‘Mambo Influenciado’:
Justify their choices in the activities by presenting their ideas clearly and with performed examples. 1. ‘Mambo Influenciado’ score video: https://youtu.be/EvLGRd2FdHI
Outline their thoughts and plans in a musical journal, showing collected and annotated evidence. 2. A student group performance video: https://youtu.be/p81exEXZ9gc
Present performances and compositions solo or in groups that build and transfer the skills of each Bass line score: www.soundslice.com/slices/1zWcc
activity to the next. Criterion B: Students demonstrate acquisition of the art form of contrafacts through
Use the techniques and devices presented to inform their own opinions for expressing themselves deconstruction and interpretation of the musical models studied. They bring in new skills and
through music. an understanding of the techniques of working with bass, harmony and melody.
Skills assessed: Sketching graphic ideas, analysing music with the purpose to compose, sketching melodic ideas,
working with technology, using extended triads, motivic development, rhythmic sub-division, orchestration.
Criterion C: Students develop a clear intention and contrafact roadmap through analysis and a
range of creative experiments – with or without technology. They outline the exploration of
ideas, drafts, notations, recordings, successes and challenges to create their version of a
contrafact.
Skills assessed: Notating ideas, crafting phrases, analysing harmony, deconstructing texture and colour, working
with motivic development, idiomatic notation, graphic notation, notation sketches with audio, exploring technology
to create, presenting with technology.
Summative 2: Students’ mission is to create a jazz-influenced contrafact of Vivaldi’s exciting
‘Aria, RV 644: Air Armatae face et anguibus’ from his oratorio Juditha Triumphans:
https://youtu.be/ZxrBSad5FWQ, composed for the women of the Pietà in 1716. The score
can be viewed here: https://youtu.be/34DbY8ibiZs
By deconstructing its structure, bass line, chords, harmonic progression, phrasing, texture and
sequencing, students generate a palette of ‘workable material’ to enter into a notation program
or DAW (digital audio workstation) to create their own contrafact.
Presentation and portfolio: The work should begin in student portfolios as a series of
sketches, looking for details to edit / mix / repeat and create with. Students need to analyse the
harmony and take out sections of the melodic and rhythmic phrasing to enter into programs
like MuseScore, GarageBand or SoundTrap. Their creation needs to be performed or played
back live with their sketches and ideas.
Unit 7- Based on November PCUP as received by IB
Key Concept Related Global context Statement of Inquiry ATL SKILLS (Category- Cluster) Duration
Concept(s) (Exploration) (wks./hours)

Content- Topics (Knowledge) Assessments (Type- Criteria)

46