Class/grade:
School:
Title:
Teacher(s):
Date:
Grade 3
New Vision International School
Earth and its Atmosphere
Mai Hamza, Basma Nabil
W3 April
Proposed duration:
5 weeks
Age group:
School code:
8-9
004515
PYP planner
1. What is our purpose?
To inquire into the following:
• Transdisciplinary theme:
How the world works:
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and
human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on
society and on the environment.
• Central idea:
Changes in the earth and its atmosphere have impacts on the way people live their lives.
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including studentinitiated actions, will we look for?
Students will create their own charts presenting one of the earth's changes and its effect on humans' lives.
Each student will be asked to choose one of earth's changes that they went through the unit , each one can choose a natural disaster or
a weather change that affects the humans' lives. Students will create charts that include : meaningful pictures , the causes behind this
earth change, the effect of this change on our lives , finally the safety tips that humans should follow in these circumstances. Moreover,
each student should record a video to present his final work and send it to his/her teacher via mail.
Assessment tool: rubric
A checklist of the requirements will be sent to students to guide them work independently.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Form, Causation, Connection
Form:
Rationale:
Form: What's the form of Earth? what are the main components of Earth and its structure? How are the components interrelated?
Causation: why did Earth change and is continuing to change? what's the evidence that proves that Earth is changing?
connection: what's the effect of these changes on us? How do humans adapt to these changes?
Related Concepts:
English: their outcome will be written and delivered in English.
Causation:
Rationale:
This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognise that
actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all
disciplines.
Connection:
Rationale:
This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a
system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have
consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others,
whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.
What lines of inquiry will define the scope of the inquiry into the central idea?
• How different components of the Earth are interrelated
• Why the Earth has changed and is continuing to change
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• Humans respond to Earth's changes
What teacher questions/provocations will drive these inquiries?
•
•
•
•
How does Earth change? 2 3
What might affect the change of earth? 1 3
Earth changes have their own impact on our lives, what do you think? 1
what are the components of Earth?
2
3
Provocations:
What are the components of Earth?
How are the components connected?
What causes the Earth’s structure to change?
What evidence is there that the Earth is changing (changed)?
What role do humans play in the Earth’s changes?
How do humans adapt to these changes?
3. How might we know what we have learned?
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
- Through asking students different questions before starting a reading text or exposing them to a certain video to record what they
already know.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
•
How different components of the Earth are interrelated
•
Why the Earth has changed and is continuing to change
•
Humans respond to Earth's changes
Additional Notes:
• Students’ understanding of the Earth’s components is evidenced by creating and explaining a scientific drawing or model.
• Students view videos and power point presentations showing a variety of natural events (tsunami, earthquake, volcanoes, etc) and
engage them in an oral discussion throughout the zoom sessions.
• students were asked to take notes and do different experiments of some natural disaster after watching chosen videos.
4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with
the inquiries and address the driving questions?
students will inquire in to the components of Earth; looking up the meanings of the scientific terminologies.
Students will be watching documentaries that explain how does each natural event happen.
Students will investigate and record the data about humans activities that are harming the Earth.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
• Research skills • students will use their research skills to collect information and record it.
• Communication skills • Writing: note taking during research, recording information, and notes when researching.
• Presenting: oral presentations, putting together informational posters on the causes of the Earth’s changes for the end of unit
summative.
Selected Learner Profile Items
• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.
• Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global significance.
• Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.
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Attitudes
Transdisciplinary Skills
• Research Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting
Data, Presenting Research.
• Social Skills: Accepting Responsibility, Respecting others, Cooperating, Resolving conflict, Group decision making, Adopting a
variety of group roles.
• Communication Skills: Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Baking Soda Volcano Experiment
Website
Added by Mai Hamza on April 22, 2020
Summary
5 Easy Fizzing & Foaming Science...
Website
Added by Mai Hamza on April 22, 2020
Summary
TORNADO IN A BOTTLE
Website
Added by Mai Hamza on April 22, 2020
Summary
TORNADO IN A BOTTLE
Website
Added by Mai Hamza on April 22, 2020
Summary
Types of Natural Disasters and H...
Website
Added by Mai Hamza on April 22, 2020
Summary
15 Words - About Disasters
Website
Added by Mai Hamza on April 22, 2020
Summary
7 Ways to Survive Natural Disasters
Video
Added by Mai Hamza on June 29, 2019
Summary
Natural Disasters compilation | ...
Video
Added by Mai Hamza on June 29, 2019
Summary
How to Make an Underwater Volcan...
Video
Added by Mai Hamza on June 29, 2019
Summary
© International Baccalaureate Organization 2020
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Natural Disasters (Science)
Video
Added by Mai Hamza on June 29, 2019
Summary
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of
all teachers involved in the planning and teaching of the inquiry should be included.
The students enjoyed their learning journey. They enjoyed exploring the different components of Earth and its layers. Despite the hard
times that students experienced through home schooling due to COVID-19 , they really enjoyed exploring the cause behind each natural
disaster and the effect of each one on our lives. The links of useful videos that we shared with them helped us to guide them . Moreover,
they enjoyed doing different experiments at home and recording them to show their deep understanding of specific natural disasters.
Most of the students were able to finalize their unit project independently clarifying a chosen natural disaster and their presentation skills
were greatly improved showing their hard work.
How could you improve on the assessment task(s) so that you would have a more accurate picture of each student’s
understanding of the central idea.
I believe that the chosen summative assessment demonstrated the students deep understanding of the central idea and lines of inquiry
as well.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
students explored the different causes behind the earth's changes and its effect on their lives. They also recognized that humans use
their understanding of scientific facts and they created some safety tips that help them live safely and face the earth changes. these two
points clearly show the connection between the central idea and the transdisciplinary theme.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to develop an understanding of the concepts identified in
“What do we want to learn?”
The students developed the understanding of :
- The form of earth and its features
- The cause behind these changes
- Realizing that these changes affect us.
What were the learning experiences that enabled students to demonstrate the learning and application of particular
transdisciplinary skills?
• Students have used their research skills to collect information and record it.
• They took notes research and recorded information for their summative assessment
• they learnt how to cooperate and adapt to earth changes, accept responsibility and solve critical problems.
What were the learning experiences that enabled students to develop particular attributes of the learner profile and/or
attitudes?
Throughout this unit , students showed Inquirer characters , knowledgeable students , and caring individuals that share the same world.
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the
teaching and learning.
- students were curious about the depth of Earth layers and their characteristics.
- students were always asking about different natural disasters: Where did it happen? Did it take place in Egypt or not? How did people
survive?
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At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/
provocations that were most effective in driving the inquiries.
• What evidence is there that the Earth is changing (changed)?
• What might affect the change of earth?
• hat are the components of Earth?
• How do humans adapt to these changes?
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
9. Teacher Notes
It was really hard to try to assess the students and guide them throughout their learning journey via online sessions. However , we did
our best and the students helped us as well as they were really excited to know more about Earth and its changes.Obviously these
weeks built different characters , as they turned to be more independent and some demonstrated real inquirers.
Scope and Sequence
English – Oral language - listening and speaking (Phase 3)
Overall Expectations
• show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that
each listener's perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Conceptual Understandings
• Spoken communication is different from written communication - it has its own set of rules.
• Spoken language varies according to the purpose and audience.
• People interpret messages according to their unique experiences and ways of understanding.
Learning Outcomes
• use language to explain, inquire and compare
• recognize patterns in language(s) of instruction and use increasingly accurate grammar
• begin to understand that language use is influenced by its purpose and the audience
• hear and appreciate differences between languages.
• listen attentively and speak appropriately in small and large group interactions
• listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence
and detail
• pick out main events and relevant points in oral texts
• retell familiar stories in sequence
• anticipate and predict when listening to text read aloud
• participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems
English – Visual language - viewing and presenting (Phase 3)
Overall Expectations
• show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide
factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations,
and to organize and represent information.
Conceptual Understandings
•
•
•
•
Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
Different visual techniques produce different effects and are used to present different types of information.
Visual texts can expand our database of sources of information.
Visual texts provide alternative means to develop new levels of understanding.
Learning Outcomes
• realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances
understanding
• with guidance, use the internet to access relevant information; process and present information in ways that are personally
meaningful
• use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
• observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been
aiming to achieve.
• discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently
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• realize that visual information reflects and contributes to the understanding of context
• discuss personal experiences that connect with visual images
• use actions and body language to reinforce and add meaning to oral presentations
English – Written language - reading (Phase 3)
Overall Expectations
• show an understanding that text is used to convey meaning in different ways and for different purposes - they are developing
an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the
structure and organization of text conveys meaning.
Conceptual Understandings
•
•
•
•
•
Different types of texts serve different purposes.
What we already know enables us to understand what we read.
Applying a range of strategies helps us to read and understand new texts.
Wondering about texts and asking questions helps us to understand the meaning.
The structure and organization of written language influences and conveys meaning.
Learning Outcomes
• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express
their point of view
• wonder about texts and ask questions to try to understand what the author is saying to the reader.
• read texts at an appropriate level, independently, confidently and with good understanding
• recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• identify and explain the basic structure of a story - beginning, middle and end; may use storyboards or comic strips to
communicate elements
• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance
• understand sound-symbol relationships and apply reliable phonetic strategies when decoding print
• discuss their own experiences and relate them to fiction and non-fiction texts
• develop personal preferences, selecting books for pleasure and information
English – Written language - writing (Phase 1)
Conceptual Understandings
• People write to tell about their experiences, ideas and feelings.
• Everyone can express themselves in writing.
Learning Outcomes
• show curiosity and ask questions about written language
• participate in shared writing, observing the teacher's writing and making suggestions
English – Written language - writing (Phase 3)
Overall Expectations
• show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their
stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a
variety of responses from readers. They can tell a story and create characters in their writing.
Conceptual Understandings
•
•
•
•
We write in different ways for different purposes.
The structure of different types of texts includes identifiable features.
Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Learning Outcomes
• use feedback from teachers and other students to improve their writing
• over time, create examples of different types of writing and store them in their own writing folder
• with teacher guidance, publish written work, in handwritten form or in digital format.
• write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or
encountered in reading
• use graphic organizers to plan writing, for example, Mind Maps, storyboards
• use appropriate writing conventions, for example, word order, as required by the language(s) of instruction
• use increasingly accurate grammatical constructs
• write legibly, and in a consistent style
• proofread their own writing and make some corrections and improvements
Mathematics – Data Handling (Phase 3)
Overall Expectations
• will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight
different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that
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mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental
events and can be expressed numerically.
Conceptual Understandings
• Data can be collected, organized, displayed and analysed in different ways.
• Different graph forms highlight different aspects of data more efficiently.
Learning Outcomes
•
•
•
•
•
•
•
select appropriate graph form(s) to display data
interpret range and scale on graphs
use probability to determine mathematically fair and unfair games and to explain possible outcomes
understand that scale can represent different quantities in graphs
understand that probability is based on experimental events.
identify, read and interpret range and scale on graphs
identify the mode of a set of data
Mathematics – Measurement (Phase 3)
Overall Expectations
• will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter,
area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that
fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an
angle as a measure of rotation.
Conceptual Understandings
• Objects and events have attributes that can be measured using appropriate tools.
• Relationships exist between standard units that measure the same attributes.
Learning Outcomes
•
•
•
•
understand the use of standard units to measure perimeter, area and volume
understand that measures can fall between numbers on a measurement scale, for example, 31-32 kg, between 4 cm and 5 cm
understand relationships between units, for example, metres, centimetres and millimetres
select appropriate tools and units of measurement
Mathematics – Shape and Space (Phase 3)
Overall Expectations
• will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able
to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of
symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary
are useful for representing and describing objects and events in real-world situations.
Conceptual Understandings
• Changing the position of a shape does not alter its properties.
• Shapes can be transformed in different ways.
• Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.
Learning Outcomes
• understand the common language used to describe shapes
• understand an angle as a measure of rotation
• analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a
compass
• analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary
Mathematics – Pattern and Function (Phase 3)
Overall Expectations
• will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or
rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship
between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use
their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve
problems involving the four operations.
Conceptual Understandings
• Functions are relationships or rules that uniquely associate members of one set with members of another set.
• By analysing patterns and identifying rules for patterns it is possible to make predictions.
Learning Outcomes
• understand that patterns can be analysed and rules identified
• understand the inverse relationship between multiplication and division
• represent rules for patterns using words, symbols and tables
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• identify a sequence of operations relating one set of numbers to another set.
• select appropriate methods for representing patterns, for example using words, symbols and tables
• use number patterns to make predictions and solve problems
Mathematics – Number (Phase 3)
Overall Expectations
• will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will
demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be
able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of
addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems
involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their
answers.
Conceptual Understandings
• The base 10 place value system can be extended to represent magnitude.
• Fractions and decimals are ways of representing whole-part relationships.
• Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation.
Learning Outcomes
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•
•
•
•
•
model equivalent fractions
develop strategies for memorizing addition, subtraction, multiplication and division number facts
read and write equivalent fractions
use mental and written strategies for multiplication and division in real-life situations
add and subtract fractions with related denominators in real-life situations
add and subtract decimals in real-life situations, including money
French – Oral language - listening and speaking (Phase 3)
Overall Expectations
• show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that
each listener's perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Conceptual Understandings
• Spoken communication is different from written communication - it has its own set of rules.
• Spoken language varies according to the purpose and audience.
• People interpret messages according to their unique experiences and ways of understanding.
Learning Outcomes
• use language to explain, inquire and compare
• pick out main events and relevant points in oral texts
• express thoughts, ideas and opinions and discuss them, respecting contributions from others
French – Visual language - viewing and presenting (Phase 3)
Overall Expectations
• show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide
factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations,
and to organize and represent information.
Conceptual Understandings
• Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
• Different visual techniques produce different effects and are used to present different types of information.
• Visual texts can expand our database of sources of information.
Learning Outcomes
• realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances
understanding
• discuss personal experiences that connect with visual images
French – Written language - reading (Phase 3)
Overall Expectations
• show an understanding that text is used to convey meaning in different ways and for different purposes - they are developing
an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the
structure and organization of text conveys meaning.
Conceptual Understandings
• Different types of texts serve different purposes.
• Wondering about texts and asking questions helps us to understand the meaning.
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Learning Outcomes
• read texts at an appropriate level, independently, confidently and with good understanding
• recognize and use the different parts of a book, for example, title page, contents, index
French – Written language - writing (Phase 3)
Overall Expectations
• show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their
stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a
variety of responses from readers. They can tell a story and create characters in their writing.
Conceptual Understandings
• We write in different ways for different purposes.
• When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Learning Outcomes
• over time, create examples of different types of writing and store them in their own writing folder
Art – Responding (Phase 3)
Overall Expectations
• show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there
are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to
revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our
world.
Conceptual Understandings
• People explore issues, beliefs and values through arts.
Learning Outcomes
• compare, contrast and categorize artworks from a range of cultures, places and times
• recognize that different audiences respond in different ways to artworks
Art – Creating (Phase 3)
Overall Expectations
• show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their
work and recognize that their personal interests, beliefs and values can inform their creative work. They show an understanding of
the relationships between their work and that of others.
Conceptual Understandings
• We can explore our personal interests, beliefs and values through arts.
Learning Outcomes
• show awareness of the affective power of visual arts
• use a range of strategies to solve problems during the creative process.
German – Oral language - listening and speaking (Phase 3)
Overall Expectations
• show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that
each listener's perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Conceptual Understandings
• Spoken communication is different from written communication - it has its own set of rules.
• Spoken language varies according to the purpose and audience.
• People interpret messages according to their unique experiences and ways of understanding.
Learning Outcomes
• hear and appreciate differences between languages.
• follow multi-step directions
German – Visual language - viewing and presenting (Phase 3)
Overall Expectations
• show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can provide
factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations,
and to organize and represent information.
Conceptual Understandings
• Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
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• Different visual techniques produce different effects and are used to present different types of information.
• Visual texts can expand our database of sources of information.
Learning Outcomes
• with guidance, use the internet to access relevant information; process and present information in ways that are personally
meaningful
• view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
• recognise and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
• observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
German – Written language - reading (Phase 3)
Overall Expectations
• show an understanding that text is used to convey meaning in different ways and for different purposes - they are developing
an awareness of context. They use strategies, based on what they know, to read for understanding. They recognise that the
structure and organization of text conveys meaning.
Conceptual Understandings
• Different types of texts serve different purposes.
• What we already know enables us to understand what we read.
• Wondering about texts and asking questions helps us to understand the meaning.
Learning Outcomes
• wonder about texts and ask questions to try to understand what the author is saying to the reader.
• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story
progresses
German – Written language - writing (Phase 3)
Overall Expectations
• show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their
stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a
variety of responses from readers. They can tell a story and create characters in their writing.
Conceptual Understandings
• We write in different ways for different purposes.
• Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
Learning Outcomes
• use feedback from teachers and other students to improve their writing
• with teacher guidance, publish written work, in handwritten form or in digital format.
Arabic – Oral language - listening and speaking (Phase 3)
Overall Expectations
• show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that
each listener's perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Conceptual Understandings
• Spoken communication is different from written communication - it has its own set of rules.
• Spoken language varies according to the purpose and audience.
• People interpret messages according to their unique experiences and ways of understanding.
Learning Outcomes
• use language to explain, inquire and compare
• begin to understand that language use is influenced by its purpose and the audience
Arabic – Visual language - viewing and presenting (Phase 3)
Overall Expectations
• show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can provide
factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations,
and to organize and represent information.
Conceptual Understandings
• Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
• Visual texts can expand our database of sources of information.
Learning Outcomes
• realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances
understanding
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• view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
Arabic – Written language - reading (Phase 3)
Overall Expectations
• show an understanding that text is used to convey meaning in different ways and for different purposes - they are developing
an awareness of context. They use strategies, based on what they know, to read for understanding. They recognise that the
structure and organization of text conveys meaning.
Conceptual Understandings
• Different types of texts serve different purposes.
• What we already know enables us to understand what we read.
Learning Outcomes
• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express
their point of view
• wonder about texts and ask questions to try to understand what the author is saying to the reader.
• read texts at an appropriate level, independently, confidently and with good understanding
• recognise and use the different parts of a book, for example, title page, contents, index
• understand sound-symbol relationships and apply reliable phonetic strategies when decoding print
• develop personal preferences, selecting books for pleasure and information
PSPE – Active Living (Phase 3)
Overall Expectations
• understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in
physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and
performance. Learners are able to identify different stages of life and understand that rates of development are different for
everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviours and are able to
identify these risks in order to maximize enjoyment and promote safety.
Conceptual Understandings
• Regular exercise, hydration, nutrition and rest are all important in a healthy lifestyle.
• We can develop and maintain physical fitness by applying basic training principles.
• There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize
enjoyment and promote safety.
Learning Outcomes
• identify ways to live a healthier lifestyle
• understand that there are substances that can cause harm to health
• demonstrate an understanding of the principles of training in developing and maintaining fitness
PSPE – Interactions (Phase 3)
Overall Expectations
• understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing
the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy
relationships are supported by the development and demonstration of constructive attitudes towards other people and the
environment.
Conceptual Understandings
• A plan of action is a necessary strategy for a group to achieve its goal.
• An effective group capitalizes on the strengths of its individual members.
• Behaviour can be modified by applying deliberate strategies.
Learning Outcomes
• reflect on shared and collaborative performance.
• identify individual strengths that can contribute to shared goals
• develop a shared plan of action for group work that incorporates each individual's experiences and strengths
© International Baccalaureate Organization 2020
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