MYP 5 Curriculum Guide
Grade 10
2013-2014
Advanced Learning Schools
2013-2014
CONTENTS
PAGE #
IB and ALS Mission Statement
IB Learner Profile
The MYP Aims and Concepts
Personal Project
IB MYP Programme at ALS
MYP Curriculum Model
Subjects Areas
MYP 5 Language A: English
3
MYP 5 Language A: Arabic
8-9
MYP 5 Science: Chemistry
10-11
MYP 5 Science: Physics
12-13
MYP 5 Humanities: Islamic Studies
14-15
MYP 5 Humanities: Social Studies of the Arab World (SSAW)
16-17
MYP 5 Humanities
18-19
MYP 5 Language B: French
20-21
MYP 5 Physical Education
22-23
MYP 5 Arts
24-25
MYP 5 Mathematics
26-27
MYP 5 Technology: Design Technology
28-29
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5-7
Advanced Learning Schools
2013-2014
IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and
respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
ADVANCED LEARNING SCHOOLS MISSION STATEMENT
Advanced Learning Schools provides students with an opportunity to acquire and demonstrate
knowledge, appreciation and respect for their own cultural heritage, integrated with an
understanding of, curiosity about, compassion and tolerance toward other cultures of the world.
It provides an environment that encourages moral development, active and independent learning,
analytical thinking, life-long learning, and respect for individual differences and sensitivity to the
moral, social and environmental requirements of the global community.
IB LEARNER PROFILE
All three of the IB programmes utilize the same document to describe the qualities the school works
to develop in each student. This document is called the Learner Profile, and includes ten elements
which students should strive to become:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Students will encounter these ideas in their classes and throughout the school. Students will also
reflect upon personal growth and development within their digital portfolio.
THE AIMS
The chief aim of the IB Middle Years Programme is to provide a well-rounded education in which
students learn to the best of their ability, enjoy this process, and are well-prepared for the next stage
of their education. As represented in the MYP curriculum model (see next page):
STUDENTS ARE PLACED AT THE CENTRE OF THEIR OWN LEARNING.
THE CONCEPTS
Three fundamental concepts underpin the Middle Years Programme:
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2013-2014
HOLISTIC / GLOBAL EDUCATION: The MYP seeks to increase the student’s awareness and
understanding of both the separate identities of the various subject areas and their inter-relatedness.
From this foundation it aims to increase a student’s perception of the problems of the real world and
to find solutions to them.
COMMUNICATION: Language learning is emphasized as a tool for the acquisition of all
knowledge. Effective written and oral expression enables the student both to fit into society by
communicating with others, and to develop his/her individuality.
INTERCULTURAL AWARENESS: The MYP encourages an international perspective by
awakening in young people an interest in the diverse cultures and attitudes of people, as well as
celebrating their own unique heritage; by making them aware of the fundamental, positive values of
the common heritage of human beings and by encouraging intercultural awareness.
PERSONAL PROJECT
In the latter months of grade 9 and until March of grade 10, all students will complete the MYP
Personal Project, a year-long project on a topic of the student’s choice. Most students consider this
an exciting aspect of the programme, as they have an opportunity to show their talents in unique
and creative ways.
Supervisors will be meeting with students on a regular basis to share information about
requirements and deadlines, and to provide advice about how to proceed. Personal project is
monitored by the supervisor and the MYP Coordinator until submission of the project. However, it
is the students themselves who make decisions about what they will do and how they will achieve
it.
IB MIDDLE YEARS PROGRAMME AT
ALS
The International Baccalaureate Middle Years
Programme (IBMYP) is an academically
challenging four year course, designed to
facilitate holistic learning and to promote
international understanding. The IB MYP
programme is followed from grades 7 to 10.
THE SUBJECT AREAS
The framework of the Middle Years Programme
is shown in the curriculum model. This
emphasizes the importance of the 8 subject areas
for a well-rounded education. Establishing a
strong foundation of key skills and concepts in
each of these disciplines is our priority in this
programme.
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Advanced Learning Schools
MYP Subject: Language A
Teacher: Ms. Emilie Bateson
2013-2014
MYP Course: English A
MYP Level/Grade: MYP 5/Grade 10
OUR STUDY OF LANGUAGE WILL BE
 Holistic—students will explore connections among literature, history, and social science;
 intercultural—students will read and discuss literature from a variety of cultural
perspectives;
 focused on communication—students will learn to access the effects of the choices in their
writing, to work together in groups, and explore effective public speaking skills;
 focused on active learning—students are participants in making meaning out of literature,
class discussions and their own writing
AREAS OF INTERACTION
We use the areas of interaction to help students develop connections between their own
experiences, their writing, literature and other subject areas and skills. For example, students will
develop approaches to learning that help them better understand literature and the process of writing
strong papers. Students will increase their understanding of community as they work together in
small groups to create dramatic performances for their class. They may examine the power of
human ingenuity, the human capacity to invent, create, transform, and improve the quality of life,
through the exploration of non-fiction narrative. Students will increase their knowledge of
environments or issues of health and social education through the study and creation of persuasive
essays.
MYP OBJECTIVES ADDRESSED BY THIS COURSE
A
Content (receptive and productive)
At the end of the course, students should be able to:
• understand and analyse the language, content, structure, meaning and significance of both
familiar and previously unseen oral, written and visual texts
• understand and apply language A terminology in context
• analyse the effects of the author’s choices on an audience
• compose pieces that apply appropriate literary and/or non-literary features to serve the
context and intention
• compare and contrast works, and connect themes across and within genres
• express an informed and independent response to literary and non-literary texts.
B
Organization
At the end of the course, students should be able to:
• create work that employs organizational structures and language-specific conventions
throughout a variety of text types
• organize ideas and arguments in a sustained, coherent and logical manner
• employ appropriate critical apparatus.
C
Style and language mechanics
At the end of the course, students should be able to:
• use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and
express feelings
• use language accurately
• use appropriate and varied register, vocabulary and idiom
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2013-2014
use correct grammar and syntax
use appropriate and varied sentence structure
use correct spelling (alphabetic languages) or writing (character languages).
COURSE OUTLINE
Unit Title
1. Decisions, Decisions,
Decisions (Short
Stories Unit)
2. Nature Versus
Nurture (Lord of the
Flies-Novel)
MYP Area of
Interaction
Human Ingenuity
Unit Question
Environment
To what extent does our nature determine
who we are?
How are we shaped by external influences?
What behaviors are learned and what
behaviors are we inherently born with?
How influential are a person’s moral values
when faced with difficult decisions.
3. In The Name of Love Health and Social
(Poetry and Drama)
Education
How do people create and express their
bonds?
How does poetry affect us?
4. Energy-Pay It
Forward Unit
Community and
Service
How do people influence each other?
How do people affect us?
What is my obligation to my fellow man?
How does one enjoy good and forbid evil?
5. Power of Persuasion
(Julius CaesarDrama)
Human Ingenuity
How can a speech change the course of
history?
How can a dead man change the course of
history?
What is loyalty?
What is more important: a friend or one’s
country?
Julius Caesar: good, bad or both?
6. Sacrifice for Gain Health and Social
(Various Text Types) Education
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Why do people make sacrifices?
Are sacrifices necessary?
Advanced Learning Schools
2013-2014
TEXTS AND RESOURCES
Textbook or anthology- The Language of Literature
Textbook- The Write Source
Workbook- The Vocabulary Workshop
Novels include:
Julius Caesar by William Shakespeare
Lord of the Flies by Harper Lee
We will also use on-line sources that are more current such as ‘The Arab News’, ‘Time Magazine, ‘
the CNN and BBC as well as www.newsademic.com and www.bbclearningenglish.com
Additionally, each student will be asked to obtain books to read at home that are of their own
choosing. Students will have to prepare and present four book reports over the academic year (the
due dates will be announced during the course).
METHODS OF ASSESSMENT
This year we are going to follow the assessment criteria that have been established by the IB for
language A in the MYP. Each assignment will be assessed against one, two, or all of the three main
criteria: Content, Organization and Style and language mechanics. During the course, students will
be provided with the rubrics identifying the criteria as well as band descriptors for each criterion.
GRADING PROCEDURES AND HOMEWORK
We have high expectations for our students, which include regular attendance and participation in
class, as well as preparedness, organization and punctual completion of all work. It is also expected
that students review daily what has been discussed and learned in class. If students use the services
of private tutors outside of class time it is asked that they make proper use of them, so that they will
function as advisors, proofreaders, motivators and guides that assist only when and where the
students have tried and failed.
CONTACT INFORMATION
I truly look forward to working with you towards a successful academic year. Please take a look
through the textbook and do not hesitate to contact the school to make an appointment with me
should you have any questions or concerns. You are also welcome to contact me by email anytime
at: Email: emiliebateson@hotmail.com or ebateson@alsschools.com
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‫‪2013-2014‬‬
‫‪MYP Course: Arabic A‬‬
‫‪MYP Level/Grade: MYP 5/Grade 10‬‬
‫‪Advanced Learning Schools‬‬
‫‪MYP Subject: Language A‬‬
‫‪Teacher: Ms. Fatima Ammouri‬‬
‫‪Mr. Hassan Al Khatib‬‬
‫مادة اللغة العربية تع ُّج بالموضوعات المشوقة الزاخرة والمتجددة ‪ ،‬حيث تتبنى هذه المادة – كبقية المواد ‪ -‬المفاهيم األساسية‬
‫لمنظمة البكالوريا ‪ :‬التعلم الشامل ‪ ،‬الوعي بالثقافات المختلفة ‪ ،‬وأخيرا ً التواصل ‪ ،‬واألخذ بعين االعتبار مجاالت التفاعل الخمسة‪:‬‬
‫التربية الصحية واالجتماعية ‪ ،‬والمجتمع والخدمة ‪ ،‬والبيئات المختلفة ‪ ،‬والبراعة البشرية باإلضافة إلى أساليب التعلم ‪ .‬ومالمح‬
‫متعلم البكالوريا العشرة وهي ‪ :‬متأملون‪،‬متسائلون‪،‬مهتمون‪،‬ذوو معرفة‪،‬متزنون‪،‬مفكرون‪،‬متواصلون‪،‬مجازفون‪،‬متفتّحون عقلياً‪،‬ذوو‬
‫مبدأ ‪ ،‬والتي تعد رافدا ً من روافد صقل شخصية أبنائنا الطالب‪ ،‬والتي تتمشى مع برنامج البكالوريا العالمية وتحضيراً للدبلوما‬
‫الدولية‪.‬‬
‫أهداف تدريس اللغة العربية أو اللغة ( أ ) في برنامج السنوات المتوسطة ‪:‬‬
‫‪ -1‬استخدام اللغة كأداة للتفكير واإلبداع والتأمل والتعلم والتعبير عن الذات والتفاعل االجتماعي‪.‬‬
‫‪ -2‬تطوير المهارات التي تتعلق بفعاليات االستماع والتحدث والقراءة والكتابة والمشاهدة والتقديم في العديد من السياقات‪.‬‬
‫‪ -3‬تطوير طرق نقدية مبتكرة وشخصية لتحليل ودراسة األعمال األدبية‪.‬‬
‫‪ -4‬االنخراط في أدب العديد من الثقافات ‪ ،‬والذي يمثل حقبًا تاريخية مختلفة‪.‬‬
‫‪ -5‬استكشاف وتحليل الجوانب الشخصية ومظاهر البلد المضيف والثقافات األخرى من خالل األعمال األدبية وغير األدبية‪.‬‬
‫‪ -6‬االنخراط في المعلومات وتكنولوجيا االتصاالت الستكشاف اللغة‪.‬‬
‫‪ -7‬تطوير االهتمام بالقراءة في مجاالت عدة يدوم مدى الحياة‪.‬‬
‫‪ -8‬تطوير المهارات والمعرفة الخاصة بمادة اللغة العربية في العديد من السياقات الحياتية الواقعية‪.‬‬
‫وتتعلق هذه األهداف بشكل مباشر بمعايير التقييم الموجودة في قسم "معايير تقييم مادة اللغة (أ)‪:‬‬
‫أـ المحتوى (التلقي واإلنتاج)‪:‬‬
‫في نهاية المساق الدراسي‪ ،‬يجب أن يكون بوسع الطالب‪:‬‬
‫• فهم وتحليل لغة‪ ،‬ومحتوى‪ ،‬وبنية‪ ،‬ومعنى‪ ،‬وأهمية النصوص الشفهية والمكتوبة والمرئية المألوفة وغير المألوفة‬
‫• فهم واستعمال مصطلحات مادة اللغة "أ" في سياقها‬
‫• تحليل آثار اختيارات الكاتب على القراء‬
‫• تأليف مقاطع تستخدم ميزات مالئمة سواء كانت أدبية و‪/‬أو غير أدبية لخدمة السياق والقصد‬
‫• مقارنة ومقابلة األعمال وربط المواضيع عبر األساليب واألنواع األدبية وداخلها‬
‫• التعبير باستجابة ُم ّ‬
‫طلعة ومستقلة على النصوص األدبية وغير األدبية‪.‬‬
‫ب ـ التنظيم‪:‬‬
‫في نهاية المساق الدراسي‪ ،‬يجب أن يكون بوسع الطالب‪:‬‬
‫• إنجاز عمل يوظف التركيبات التنظيمية واألعراف الخاصة باللغة من خالل مجموعة متنوعة من النصوص‬
‫• تنظيم األفكار والنقاشات بشكل مستديم ومتسق ومنطقي‬
‫• استعمال األداة النصية المناسبة‪.‬‬
‫ج ـ آليات األسلوب واللغة‪:‬‬
‫في نهاية المساق الدراسي‪ ،‬يجب أن يكون بوسع الطالب‪:‬‬
‫• استخدام اللغة للسرد‪ ،‬والوصف‪ ،‬والتحليل‪ ،‬والشرح‪ ،‬والنقاش‪ ،‬واإلقناع‪ ،‬واإلطالع‪ ،‬والتسلية‪ ،‬والتعبير عن المشاعر‬
‫• استخدام اللغة استخداما ً دقيقا ً‬
‫• استخدام كلمات متخصصة ومفردات ومصطلحات مناسبة ومتنوعة‬
‫• استخدام القواعد والتراكيب اللغوية الصحيحة‬
‫• استخدام تراكيب جمل مناسبة ومتنوعة‬
‫• استخدام التهجئة الصحيحة (اللغات ذات األحرف) أو الكتابة الصحيحة (اللغات ذات الرموز)‪.‬‬
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‫‪Advanced Learning Schools‬‬
‫‪2013-2014‬‬
‫المصادر‪:‬‬
‫‪ -1‬كتاب اللغة العربية للصف األول الثانوي للدكتور محمود الديك‪.‬‬
‫‪ -2‬كتاب الوافي في القراءة المنهجية للصف العاشر ‪.‬‬
‫‪ -3‬كتاب الوافي في النحو واإلمالء للصف العاشر ‪.‬‬
‫‪ -4‬كتب األدب العامة‪ ( :‬روايات ‪ ,‬مسرحيات ‪ ,‬مقاالت ‪ ( )......‬تحدد في وقتها )‬
‫مالحظة‪ :‬هذه هي طريقة التقويم المعتمدة من البكالوريا تطبّق في االختبارات والمهمات الكتابية والمهمات اإلبداعية واالستجابات‬
‫األدبية‪.‬‬
‫تخطيط المنهاج‬
‫عنوان الوحدة‬
‫مجال التفاعل‬
‫سؤال الوحدة‬
‫الوحدة األولى‪ :‬المقال‬
‫كيف تكتب مقاالً؟‬
‫رسائل أدبية ‪ ،‬تقرير صحفي ‪.‬‬
‫النحو‪ :‬الجملة االسمية "المبتدأ والخبر والنواسخ كان وأخواتها ‪ /‬إن‬
‫وأخواتها الجملة الفعلية " األفعال من حيث التقسيم الزمني‬
‫البالغة‪*:‬علم المعاني‬
‫الوحدة الثانية ‪:‬‬
‫الشعر‬
‫معلقة عنترة ‪ ،‬بانت سعاد( كعب بن زهير ) ‪ ،‬أراك عصي الدمع ( أبو‬
‫فراس الحمداني ) ‪ ،‬واحر قلباه ( المتنبي)‬
‫النحو‪:‬‬
‫تابع الوحدة األولى المكمالت ‪ :‬المفاعيل ‪ ،‬المفعول به ‪ ،‬المفعول ألجله‬
‫‪ ،‬المفعول المطلق‬
‫المفعول معه ‪ ،‬المفعول فيه‪ ،‬الحال ‪،‬التمييز ‪،‬النعت ‪،‬التوكيد العطف ‪،‬‬
‫البدل "‬
‫البالغة ‪:‬‬
‫*متابعة مفهوم الفصاحة * مفهوم علم البالغة‬
‫الوحدة الثالثة‬
‫القصة القصيرة‬
‫موت موظف ( أنطون تشيكوف )‬
‫عنبر لولو (نجيب محفوظ)‬
‫النحو‪:‬‬
‫المجرد والمزيد‬
‫المصدر " الصريح والمؤول "‬
‫المشتقات" اسم الفاعل ‪ ،‬اسم المفعول ‪ ،‬صيغ المبالغة‬
‫البالغة‪*:‬علم المعاني‬
‫الوحدة الرابعة‬
‫رواية قنديل أم هاشم‬
‫النحو‪:‬‬
‫العدد ‪ ،‬الممنوع من الصرف ‪ ،‬األساليب " النفي ‪ ،‬االستفهام‬
‫االستثاء ‪ ،‬التعجب ‪ ،‬الشرط"‬
‫البالغة‪* :‬علم البيان‬
‫التربية الصحية‬
‫واالجتماعية‬
‫أساليب التعلم‬
‫ما أهم أنواع المقال ‪،‬‬
‫ومالفرق بينه وبين باقي‬
‫األجناس األدبية ؟‬
‫البراعة البشرية‬
‫أساليب التعلم‬
‫ما دور الشعر في بث‬
‫القيم االجتماعية النبيلة؟‬
‫البيئات المختلفة‬
‫أساليب التعلم‬
‫ كيف تعبر القصة عن‬‫روح عصرها ؟‬
‫المجتمع والخدمة‬
‫أساليب التعلم‬
‫ما دور الرواية في‬
‫التعبير عن القيم‬
‫والمبادئ الدينية‬
‫واإلنسانية ؟‬
‫أخيرا ً وليس آخرا ً ‪ ،‬نرجو عدم التردد في حال وجود أي استفسار أو أية مالحظة تهدف إلى الرقي بمستوى أبنائنا الطالب باالتصال‬
‫على رقم المدارس‪ ،‬أو التواصل عبر البريد االلكتروني ‪:‬‬
‫‪halkhatib@alsschools.com‬‬
‫‪fammouri@alsschools.com‬‬
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Advanced Learning Schools
MYP Subject: Science
Teacher: Mr. Farouq R Hamdan
2013-2014
MYP Course: Chemistry
MYP Level/Grade: MYP 5/Grade 10
COURSE DESCRIPTION
This course is designed to be an introductory course in chemistry. It is a yearlong course and the
curriculum is designed to meet the needs of students with varying abilities and proficiency in
chemistry. The aim of the course is to provide MYP-5 students with an introduction to the major
topics of modern chemistry. It is laboratory based and the students write laboratory reports that
follow the IB MYP science style. The students are expected to stay current with the curriculum by
reading nightly and completing regular written homework. Emphasis is placed on the students
developing a greater respect for all living organisms and an appreciation and respect for the
environment. At least one laboratory investigation is performed with each topic that is studied. This
class will introduce methods, measurements, and nomenclature used in science. The following
themes will be explored: scientific investigations, know the physical properties of a compound,
understanding the chemical reactions, knowing the structure of atoms, describe the arrangement of
elements in the periodic table, and define a lot of chemical terms.
In general, the objectives of this course include understanding scientific facts and concepts,
methods and techniques, terminology, and methods of presenting scientific information. Students
will be able to construct, analyze, and evaluate scientific explanations and carry out guided and
independent investigations with precision and safety.
COURSE OUTLINE
At the core of the MYP program is the unit question and the areas of interaction (AOI):
There are five AOI: approaches to learning, community and service, health and social education,
human ingenuity, and environments. For every unit, there will be a unit question and an area of
interaction that will provide a framework and give our classroom a context. The areas of interaction
are the fuel that fires our intellectual pursuit. The following are our units:
Unit Title
AOI
Unit Question
Introduction to chemistry
Community and service
How can understanding resources
we use, help us make good
decisions?
Matter and Change
Environment
How does organization help you
learn?
Atomic structure
Human ingenuity
Why is unlocking the secret of the
structure of the atom the key to
understanding the chemistry of the
elements?
The periodic table
Environment
How does organization fit in our
everyday life?
Chemical Bonding
Health & Social Education Why you can get an electric shock
if you drop your hair dryer in the
bath?
Chemical Names and
Environment
What’s in a name?
Formula
Chemical Reactions
Human ingenuity
Why are some things explosive
and other not?
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Advanced Learning Schools
Acids and Bases
2013-2014
Health & Social Education
How can you decide if your soda
drink is safe for your teeth?
THE METHODOLOGY OR “HOW” WE LEARN
A. Inquiry Strategies
All of the strategies listed below are implemented in the units taught in science.
Experimenting, collecting and analyzing data, drawing conclusion, open ended questions, using
different modes of communication, reflection, using technology, problem solving activities, class
discussion, small group brainstorming, direct instruction, inquiry.
B. Units of Study
Initially, units are in the form of a scope and sequence of work specific to the different science
disciplines. Over time, these will be fashioned into MYP units, with specific guiding questions and
links to the Areas of Interaction.
METHODS OF ASSESSMENT
The MYP assessment model insists on students being monitored and assessed throughout the
program using criteria that are related to the objectives. This includes ongoing formative assessment
that is a feature of all teaching and learning in the MYP and is viewed as an integral part of the
learning process. This assessment gives feedback to the teacher and student during the learning
process and therefore enhances both teaching and learning. In physical education, it includes selfassessments, peer assessments, skill analysis, teacher questioning and reflections.
Assessment
The criteria are weighted equally and are as follows:
Criterion A:
One World
Criterion B:
Communication in Science
Criterion C:
Knowledge and understanding of science
Criterion D:
Scientific inquiry
Criterion E:
Processing Data
Criterion F:
Attitudes in Science
Maximum 6
Maximum 6
Maximum 6
Maximum 6
Maximum 6
Maximum 6
RESOURCES AND MATERIALS
I will be using The Prentice-Hall texts as a reference, as well as the IB Diploma Programs
CONTACT INFORMATION
fhamdan@alsschools.com
Let’s work together to make this the best year ever!
11
Advanced Learning Schools
2013-2014
MYP Subject: Science
Teacher: Ms. Tania Y. Maana
MYP Course: Physics
MYP Level/Grade: MYP 5/Grade 10
THE AIMS OF TEACHING AND LEARNING THIS COURSE
 Develop curiosity, interest and enjoyment towards science and its methods of inquiry.
 Acquire scientific knowledge and understanding.
 Communicate scientific ideas, arguments and practical experiences effectively in a variety
of ways.
 Develop experimental and investigative skills to design and carry out scientific
investigations and to evaluate evidence to draw a conclusion.
 Develop critical, creative and inquiring minds that pose questions, solve problems, construct
explanations, judge arguments and make informed decisions in scientific and other contexts.
 Develop awareness of the possibilities and limitations of science and appreciate that
scientific knowledge is evolving through collaborative activity locally and internationally.
 Appreciate the relationship between science and technology and their role in society.
 Develop awareness of the moral, ethical, social, economic, political, cultural and
environmental implications of the practice and use of science and technology.
 Observe safety rules and practices to ensure a safe working environment during scientific
activities.
 Engender an awareness of the need for and the value of effective collaboration during
scientific activities.
COURSE OUTLINE
Unit Title
Mechanics a Physics toolkit
MYP Area of Interaction
Approaches to Learning
Mechanics
Environments
Forces
Human Ingenuity
Energy
Community &Services
States of matter
Electricity
12
Health and social education
Unit Question
What is the difference between
accuracy and precision?
How can we represent the motion of
two runners?
What causes a soccer ball, or any other
object, to stop, start or change
direction?
How does a multispeed mountain
bicycle enable a cyclist to ride over
any kind of terrain with the least
effort?
Is temperature and heat the same?
What causes charge to build up in a
thundercloud, and how does it
discharge in the form of a spectacular
lightning bolt?
Advanced Learning Schools
2013-2014
MYP SCIENCE CRITERIA & ASSESSMENT
There are 6 criteria in science. Regarding Physics students will be assessed at least twice on
each criterion per semester and this will be done through homework, quizzes, projects, tests,
activities and debates.
Below is a brief description of the science criteria
Criterion A
One World
Maximum 6
Criterion B
Communication in Science
Maximum 6
Criterion C
Knowledge & Understanding
Maximum 6
Criterion D
Scientific Inquiry
Maximum 6
Criterion E
Processing Data
Maximum 6
Criterion F
Attitudes in Science
Maximum 6
RESOURCES AND MATERIALS
Students will be given notes most of the time, they can use their textbook as reference and to solve
questions.
All students can contact me at any time at Edmodo, more information will be given to students at
the beginning of the year.
ADDITIONAL INFORMATION
Organization and tidiness of homework will be taken into account so will classroom participation,
behavior and punctuality.
CONTACT INFORMATION
For parents who use e-mail, I normally check my e-mail daily, and this is often the quickest, and
most efficient way to get in touch with me, or to discuss any of your concerns. I will respond
promptly. Please feel free to e-mail me at any time, at: tmaana@alsschools.com
Also note that if you ever have any comments, questions or concerns, I am available for phone calls
and meetings (by appointment please).
I am excited about working with your son/daughter. I welcome questions or comments, and am
looking forward to a great year!
Good communication between parent, teacher, and student is very important for your
son/daughter’s academic growth.
13
‫‪2013-2014‬‬
‫‪MYP Course: Islamic Studies‬‬
‫‪MYP Level: MYP 5/Grade 10‬‬
‫‪Advanced Learning Schools‬‬
‫‪MYP Subject: Humanities‬‬
‫‪Teacher: Ms. Amal Al Barrag /Mr. Ahmed Razouk‬‬
‫أهداف تدريس مادة التربية اإلسالمية في برنامج السنوات المتوسطة ‪:‬‬
‫تمكين الطالب من تطوير ما يلي ‪:‬‬
‫• العقل المتسائل‪.‬‬
‫• الشعور بالزمان والمكان‪.‬‬
‫• االحترام والفهم لقيم اآلخرين ووجهات نظرهم ومواقفهم‪.‬‬
‫• الوعي والفهم بين الثقافات واألشخاص واألحداث في مجموعة متنوعة من األماكن في أوقات مختلفة‪.‬‬
‫• فهم التفاعالت واالعتماد المتبادل بين األفراد والمجتمعات والبيئات‪.‬‬
‫• فهم أسباب وعواقب التغيير من خالل اإلجراءات المادية والبشرية‪.‬‬
‫• معرفة واستخدام المصطلحات في سياق العلوم اإلنسانية المختلفة ‪.‬‬
‫• مهارة شرح موضوع ومعرفة المحتوى والتفاهم من خالل استخدام األوصاف ‪.‬‬
‫• مهارة التفاعل مع البيئة لتطويرها ‪.‬‬
‫• الوعي بالحقوق والمسؤوليات في إطار النظم ‪.‬‬
‫• تطوير مفهوم الوعي الدولي و التفاهم بين الثقافات ‪.‬‬
‫• مهارات صنع القرار‪.‬‬
‫تتعلّق هذه األهداف مباشرة بمعايير التقييم الموجودة في أقسام (معايير التقييم)‪:‬‬
‫أ ـ المعرفة والفهم‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• استخدام مصطلحات الدّراسات اإلنسانيّة في سياق‬
‫تطورة‬
‫• عرض المعرفة والفهم لمحتوى ومفاهيم المواد الدراسية من خالل تقديم الوصف والتفسيرات واألمثلة ال ُم ّ‬
‫ب ـ االستقصاء‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• صياغة سؤال بحث واضح و ُمر َّكز‬
‫صي في سؤال البحث‬
‫والتق‬
‫للبحث‬
‫• وضع خطة عمل والسير عليها‬
‫ّ‬
‫• استخدام الطرق استخداما ً دقيقا ً لجمع وتسجيل المعلومات المتناغمة مع سؤال البحث‬
‫• تناول سؤال البحث بفعالية‬
‫ج ـ التفكير تفكيراً ناقداً‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• تحليل المفاهيم واألحداث والقضايا والنماذج وال ُحجج‪.‬‬
‫• تحليل وتقييم مجموعة من المصادر من حيث أصلها والغرض منها‪ ،‬مع إدراك ال ِقيَم والحدود والقيود‪.‬‬
‫• تفسير وجهات النظر ال ُمختلفة وانعكاساتها‪.‬‬
‫• تركيب المعلومات للتوصل إلى ُحجج سليمة مدعومة جيداً‪.‬‬
‫د ـ التواصل ‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• إيصال المعلومات واألفكار باستخدام األسلوب الذي يُناسب الجمهور والغرض‪.‬‬
‫• ترتيب المعلومات واألفكار بطريقة تناسب الشكل ال ُمحدَّد‪.‬‬
‫• توثيق مصادر المعلومات باستخدام نظام توثيق معروف‪.‬‬
‫المصادر‪:‬‬
‫ القرآن الكريم‬‫ كتب الحديث الستة‬‫ كتاب التربية اإلسالمية‬‫ السيرة النبوية البن هشام‬‫ فقه السيرة النبوية للدكتور البوطي‬‫‪ -‬حياة الصحابة للكاندهلوي‬
‫‪14‬‬
‫‪Advanced Learning Schools‬‬
‫‪2013-2014‬‬
‫ أسد الغابة في معرفة الصحابة‬‫ تفسير ابن كثير‬‫ـ موسوعة الفقه اإلسالمي‬
‫ـ مجموعة نضرة النعيم في اآلداب واألخالق اإلسالمية‬
‫ـ شرح األربعين النووية البن عثيمين‬
‫التقييم ‪:‬سيتم تقييم الطالب باالعتماد على معايير التقييم وهي كالتالي‪:‬‬
‫أ ـ المعرفة و الفهم‬
‫ب ـ االستقصاء‬
‫ج ‪ -‬التفكير تفكيرا ً ناقدا ً‬
‫د‪ -‬التواصل‬
‫تخطيط المنهاج‬
‫عنوان الوحدة‬
‫الوحدة األولى ‪ :‬المسلم الحقيقي‬
‫البراعة البشرية‬
‫التفكر ص ‪ +18‬التقوى ص ‪ +22‬التوكل ص ‪ +35‬االعتدال‬
‫أساليب التعليم‬
‫ص ‪ +87‬أخالق المسلم ص ‪ +22‬العاقبة للمتقين ص ‪+27‬العمل‬
‫‪.‬‬
‫ص ‪147‬‬
‫مجال التفاعل‬
‫الوحدة الثانية ‪ :‬األسلوب النبوي في التربية و التعليم العلم‬
‫واإليمان ص‪+43‬أقسام الحديث ص‪+102‬التعامل المالي‬
‫ص‪+142‬األساليب النبوية في التربية ص‪171‬‬
‫الوحدة الثالثة‪:‬‬
‫المعجزة الخالدة( القرآن الكريم ) اإلعجازالعلمي في‬
‫القرآن(‪)1‬ص ‪+ 48‬االعجازالعلمي في‬
‫القران(‪)2‬ص‪+52‬التثقيف الصحي ص‪161‬‬
‫الوحدة الرابعة‪ :‬الشعور باآلخرين مطلب أساسي في اإلسالم‬
‫مكانة المرأة ص‪+70‬حق المسلم على أخيه ص‪+113‬التنافس‬
‫في فعل الخيرات ص‪+117‬اإلصالح ص‪+121‬الوصية‬
‫ص‪+125‬التكافل مع ذوي الحاجات ص‪+136‬التنمية االقتصادية‬
‫ص‪155‬‬
‫الوحدة الخامسة ‪ :‬اإليمان الحقيقي‬
‫معرفة هللا الخالق ص‪+2‬هللا الخالق ص‪+13‬العقيدة اإلسالمية‬
‫وأثرهاص‪+23‬التفاؤل والتشاؤم ص‪+32‬الحالل من المطعومات‬
‫ص‪+56‬المحرمات من المطعومات ص‪+60‬المحرمات من‬
‫المشروبات ص‪+64‬أحكام اللباس والزينة ص‪+78‬وحدة عقيدة‬
‫الرسل ص‪+103‬سمات المجتمع ص‪+130‬موقف اإلسالم من‬
‫التعصب ص‪+166‬الرياضة ص‪177‬‬
‫أساليب التعلم‬
‫سؤال الوحدة‬
‫ كيف تنمي مواهبك الفكرية ؟‬‫ كيف تتحصل على الفضائل الخلقية ؟‬‫ ما السبل المثلى للحصول على المال ؟‬‫ ما العالقة بين العلم و اإليمان ؟‬‫ ينقسم الحديث النبوي إلى أٌقسام عديد‬‫بين ذلك‬
‫‪ -‬ما صفات األسلوب النبوي في التربية ؟‬
‫البيئات المختلفة‬
‫أساليب التعليم‬
‫ كيف يكون إيمانك باهلل تعالى إيمانا ً‬‫راسخا ً ؟‬
‫المجتمع والخدمة‬
‫أساليب التعليم‬
‫ قارن بين المرأة قبل و بعد اإلسالم ‪.‬‬‫عرف الوصية و اذكر أهم أحكامها ‪.‬‬
‫‪ -‬ما حق المسلم على أخيه ؟‬
‫التربية الصحية‬
‫واالجتماعية‬
‫أساليب التعليم‬
‫ كيف تحقق التوازن بين مطالب الجسد‬‫و الروح‬
‫والدنيا واآلخرة ؟‬
‫ ما القواعد العامة في األطعمة و‬‫ألشربة ؟‬
‫‪ -‬ما موقف اإلسالم من التعصب ؟‬
‫أخيرا ً وليس آخرا ً ‪ ،‬نرجو عدم التردد في حال وجود أي استفسار أو أية مالحظة تهدف إلى الرقي بمستوى أبنائنا الطالب باالتصال‬
‫على رقم المدارس‪ ،‬أو التواصل عبر البريد االلكتروني ‪:‬‬
‫االستاذة‪ :‬أمل البراق‬
‫‪aalbarraq@alsschools.com‬‬
‫األستاذ‪ :‬أحمد الرزوق‬
‫‪arazouk@alsschools.com‬‬
‫‪15‬‬
‫‪2013-2014‬‬
‫‪MYP Course: Social Studies of the Arab World‬‬
‫‪MYP Level: MYP 5/Grade 10‬‬
‫‪Advanced Learning Schools‬‬
‫‪MYP Subject: Humanities‬‬
‫‪Teacher: Mr. Osama Khalil‬‬
‫أهداف تدريس مادة االجتماعيات في برنامج السنوات المتوسطة ‪:‬‬
‫تمكين الطالب من تطوير ما يلي ‪:‬‬
‫• العقل المتسائل‪.‬‬
‫• المهارات الالزمة لدراسة مقالة من االجتماعيات ‪.‬‬
‫• تقدير وتفهم الثقافات واألشخاص واألحداث في األماكن المختلفة والعصور المختلفة ‪.‬‬
‫• الفهم والتفاعل المتبادل بين األفراد والمجتمعات والبيئات المختلفة ‪.‬‬
‫• فهم أسباب وعواقب التغيير من خالل العمليات واإلجراءات المادية والبشرية ‪.‬‬
‫• فهم القضايا اإلنسانية المعاصرة ‪.‬‬
‫• الوعي من جدوى التواصل مع العلوم األخرى ‪.‬‬
‫تتعلّق هذه األهداف مباشرة بمعايير التقييم الموجودة في أقسام (معايير التقييم)‪.‬‬
‫أ ـ المعرفة والفهم‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• استخدام مصطلحات الدّراسات اإلنسانيّة في سياق ‪.‬‬
‫تطورة‪.‬‬
‫• عرض المعرفة والفهم لمحتوى ومفاهيم المواد الدراسية من خالل تقديم الوصف والتفسيرات واألمثلة ال ُم ّ‬
‫ب ـ االستقصاء‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• صياغة سؤال بحث واضح و ُمر َّكز‪.‬‬
‫صي في سؤال البحث‪.‬‬
‫• وضع خطة عمل والسير عليها للبحث والتق ّ‬
‫• استخدام الطرق استخداما ً دقيقا ً لجمع وتسجيل المعلومات المتناغمة مع سؤال البحث‪.‬‬
‫• تناول سؤال البحث بفعالية‪.‬‬
‫ج ـ التفكير تفكيراً ناقداً‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• تحليل المفاهيم واألحداث والقضايا والنماذج وال ُحجج ‪.‬‬
‫• تحليل وتقييم مجموعة من المصادر من حيث أصلها والغرض منها‪ ،‬مع إدراك ال ِقيَم والحدود والقيود‪.‬‬
‫• تفسير وجهات النظر ال ُمختلفة وانعكاساتها ‪.‬‬
‫• تركيب المعلومات للتوصل إلى ُحجج سليمة مدعومة جيدا‪ً.‬‬
‫د ـ التواصل ‪ :‬يجب أن يكون بوسع الطالب ‪:‬‬
‫• إيصال المعلومات واألفكار باستخدام األسلوب الذي يُناسب الجمهور والغرض ‪.‬‬
‫• ترتيب المعلومات واألفكار بطريقة تناسب الشكل ال ُمحدَّد ‪.‬‬
‫• توثيق مصادر المعلومات باستخدام نظام توثيق معروف ‪.‬‬
‫المصادر‪:‬‬
‫‪ -1‬كتاب دراسات اجتماعية ووطنية ‪ /‬للصف العاشر ‪.‬‬
‫‪ -2‬كتب الجغرافيا والتاريخ العامة ( الموسوعة )‪.‬‬
‫‪ -3‬اإلنترنت ‪.‬‬
‫التقييم ‪ :‬سيتم تقييم الطالب باالعتماد على معايير تقييم مادة االجتماعيات ‪ ،‬وهي كالتالي‪:‬‬
‫أ ـ المعرفة و الفهم‬
‫ب ـ االستقصاء‬
‫ج ‪ -‬التفكير تفكيرا ً ناقدا ً‬
‫د‪ -‬التواصل‬
‫‪16‬‬
‫‪Advanced Learning Schools‬‬
‫‪2013-2014‬‬
‫تخطيط المنهاج‬
‫عنوان الوحدة‬
‫الوحدة األولى‬
‫موارد المياه في المملكة‬
‫مجاالت التفاعل‬
‫المجتمع والخدمة‬
‫أساليب التعلم‬
‫سؤال الوحدة‬
‫ما هي قيمة نعمة المياه‬
‫على اإلنسان والحيوان‬
‫والنبات في المملكة بشكل‬
‫خاص؟‬
‫الوحدة الثانية‬
‫نشاط السكان ‪ :‬الرعي وتربية الحيوان‬
‫الزراعة ‪ ،‬الثروة المعدنية‬
‫البيئات المختلفة‬
‫أساليب التعلم‬
‫ما هي مكانة الزراعة‬
‫وقيمة المعادن الموجودة في‬
‫المملكة؟‬
‫الوحدة الثالثة‬
‫النمو السكاني‬
‫الزيادة السكانية‬
‫الهجرات السكانية‬
‫االستيطان‬
‫الوحدة الرابعة‬
‫دول مجلس التعاون الخليجي‬
‫المجتمع والخدمة‬
‫أساليب التعلم‬
‫عرف الكثافة السكانية‬
‫ّ‬
‫واالكتظاظ السكاني ‪ .‬وما‬
‫عالقتها بالزيادة السكانية؟‬
‫ما عالقة الهجرات السكانية‬
‫بالتوزيع السكاني؟‬
‫ما مدى التعاون الملموس‬
‫بين دول مجلس التعاون‬
‫الخليجي؟‬
‫التربية الصحية واالجتماعية‬
‫أساليب التعلم‬
‫نرجو عدم التردد في حال وجود أي استفسار أو أية مالحظة تهدف إلى الرقي بمستوى أبنائنا الطالب باالتصال على رقم‬
‫المدارس‪ ،‬أو التواصل عبر البريد االلكتروني ‪:‬‬
‫‪okhalil@alsschools.com‬‬
‫‪17‬‬
Advanced Learning Schools
MYP Subject: Humanities
Teacher: Mr. Michael Barnes / Mrs. Shel Mullennax
2013-2014
MYP Course: Humanities
MYP Level/Grade: MYP 5/Grade 10
MYP HUMANITIES
The aim of MYP Humanities is to encourage students to gain and develop knowledge, conceptual,
research, analytical, interpretive, and communication skills. The goal of the MYP Humanities
department is to ensure student understanding of global, national, and local issues and to provide a
skills base to facilitate further study. This is achieved through the study of individuals, societies and
environments. MYP Humanities is taught through core subjects, such as History, Geography,
Political Science, Psychology, Sociology, Economics, Religious Studies, Islamic Studies, and
Social Studies of the Arab World.
FUNDAMENTAL CONCEPTS
 Holistic Learning: Students will be encouraged to establish links between subjects, cultures
and other areas of experience. Students will develop transferable skills that can be applied
towards a variety of subject groups.
 Intercultural Awareness: Students will be exposed to a broader, global context in their
studies. They will learn to respect their own country and culture, but also those of others.
 Communication: Students will be given opportunities to develop their abilities in different
forms of communication. These might include oral presentations and essay writing.
 International Baccalaureate Learner Profile: Students will be exposed to different attributes
of the IB learner profile by applying each characteristic to an important historical figure.
Also, they will be encouraged to personify each IB learner profile characteristic in the class
and in the community.
MYP AIMS ADDRESSED BY THIS COURSE
The aims of the teaching and learning of MYP humanities are to encourage and enable students to:
• appreciate the range of human and environmental commonalities and diversities
• understand the interactions and interdependence of individuals, societies and environments in
different contexts
• understand how both environmental and human systems operate and evolve over time
• identify and develop a concern for human and environmental well-being
• act upon opportunities to be a responsible global citizen
develop effective inquiry skills to achieve conceptual understanding in humanities.
COURSE OUTLINE
Unit Title
Warfare
Dictatorships
Ideological Warfare
Human Rights
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MYP Area of Interaction
Approaches To Learning
Human Ingenuity
Approaches To Learning
Health and Social Education
Approaches To Learning
Environments
Approaches To Learning
Community and Service
Unit Question
What is it good for?
How does a totalitarian government differ
from a democratic system
Does the Cold War compare to tension
between modern day countries?
Can Human Rights exist in an unequal
world?
Advanced Learning Schools
Globalization
The Future of the
World
2013-2014
Approaches To Learning
Is Globalization beneficial to all people?
Health and Social Education
Approaches To Learning
Are predictions reliable?
Human Ingenuity
RESOURCES
The resources for the 10th Grade Humanities class include the Glencoe World History textbook and
teacher-made handouts and presentations. Students will also need the following: a notebook
assigned for Humanities, a folder assigned to Humanities that will contain all handouts and
corrected work, pens, highlighters, and index cards. The notebook will contain the daily bell tasks,
class work, and notes.
ROLES OF THE AREAS OF INTERACTION
 Approaches to Learning: Students will focus on their organizational skills by keeping an
organized notebook and portfolio. Group class work activities will improve collaborative
skills. By performing oral presentations, students will improve their communication skills.
The students will also improve their thinking skills throughout the course and all forms of
assessment.
 Community and Service: Students will explore concepts of identity, culture and community.
Students will also investigate social and economic problems and their effects on
communities.
 Health and Social Education: Students will investigate the benefits and stresses caused by
social and technological change. Students will also discuss moral issues regarding health
and social education, and looking at ways in which different cultures deal with them.
 Human Ingenuity: Students will investigate the evolution of social, economic and political
systems and models. Students will also explore human bias in documenting humanities
topics and issues.
 Environments: Students will investigate how humans affect our environments and how we
create conditions that positively and negatively affect our surroundings.
METHODOLOGY
This course will include student involvement in historical inquiry and the careful integration of
primary sources and narratives in the teaching of Humanities. The course will teach towards
chronological thinking and vital themes and narratives with the historians’ habits of mind. The
course will also utilize deliberative discussions, in a controlled setting, to develop a durable
framework of Humanities knowledge. Lastly, the use of practical means of evaluation to measure
the level of students’ learning will be employed.
MARKING SCHEME
Criterion A: Knowing and understanding (8)
Criterion B: Investigating (8)
Criterion C: Thinking critically (8)
Criterion D: Communicating (8)
CONTACT INFORMATION
mbarnes@alsschools.com
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rmullennax@alsschools.com
Advanced Learning Schools
MYP Subject: Language B
Teacher: Mr. Claude Sgro
Ms. Agathe El. Deek
2013-2014
MYP Course: French
MYP Level: MYP 5/Grade 10
COURSE DESCRIPTION
This course will make our student able to use the language in everyday situation. They will be able
to communicate in familiar context. Grammar will be introduced to help them developing their
autonomy and creativity.
MYP Language B gives schools the possibility to adapt the level of the teaching and grading
according to the level of the students rather than the year group they are in. That is why we decided
to group students from 2 different grades together in 2 different phase groups. All students will be
taught to a challenging but achievable level.
THE AIMS OF THE TEACHING AND STUDY OF MODERN FOREIGN LANGUAGES
ARE TO:
 enable the student to use language(s) effectively as a means of practical communication,
providing a sound base of communication skills necessary for future study, work and leisure
 enable the student to understand the nature of language and the process of total language
learning, which comprises the integration of linguistic, cultural and social components
 enable the student to develop an appreciation of a variety of literary and non-literary texts
 offer insight into the cultural characteristics of the communities where the language(s) is
(are) spoken
 encourage an awareness and understanding of the perspectives of people from other cultures
 promote involvement with different communities, where relevant
 provide access to varied sources of information
 foster curiosity, a lifelong interest and enjoyment in language learning.
COURSE OUTLINE:
Phase 1
Unit Title
Voici ma famille
Ma maison
La Francophonie
En pleine forme
MYP Area of Interaction
Human ingenuity
Environments
Community and service
Health and Social Education
Unit Question
How do we live together?
Where are we living?
How French is the world?
How fit I am?
Phase 2
Unit Title
Mon meilleur ami
MYP Area of Interaction
Environments
Unit Question
How can I safely use online social
network?
Les vêtements
Human ingenuity
How do I look?
Les habitudes des français
Community and service
Do you behave like a French?
Un repas équilibré
Health and social education
Could I cook healthy meals?
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RESOURCES
Livre de l’élève : Déclic 3 and Junior Plus 4, Clé International
Cahier d’exercices: Déclic 3 and Junior Plus 4, Clé International
Grammaire progressive du français, Niveau débutant, Clé International
Exercices de vocabulaire en contexte, Niveau débutant, Hachette
La grammaire des premiers temps, FLEM
Civilisation progressive du Français, Clé International
http://www.languagesonline.org.uk/
http://www.bbc.co.uk/schools/gcsebitesize/french/
METHODS OF ASSESSMENT
The Language B French course will be assessed using the 4 following criteria:
Maximum 8 points
Criterion A Oral communication—message and interaction
Visual interpretation
Maximum 8 points
Criterion B
Maximum 8 points
Criterion C Reading comprehension
Writing
Maximum 8 points
Criterion D
Rubrics for each of the criteria are provided by IB. More specific rubrics may also be provided to
give students further guidance. They will be discussed in class and a copy will be given to the
students.
Class work, homework and projects are very important as they prepare students for the formal
assessment.
CONTACT INFORMATION
By email :
 Agathe El Deek : aeldeek@alsschools.com
 Claude Sgro : csgro@alsschools.com
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MYP Subject: Physical Education
Teacher: Mr. Isgak Jacobs
Ms. Misti Mokros
MYP Course: P.E.
MYP Level/Grade: MYP 5/Grade 10
MYP AIMS ADDRESSED BY THIS COURSE
The aims of the teaching and study of MYP physical education are to encourage and enable
students to develop:
• an interest in the promotion of health and wellness
• the motivation to participate fully in all aspects of physical education
• their optimal level of physical fitness
• effective communication strategies, verbal, non-verbal and written
• the skills and understanding necessary to participate successfully in a variety of physical
activities, for example, learning, practicing, refining, adapting, thinking, interacting
• an understanding of international perspectives on physical activity, sport and health education
• a lifelong interest in and enjoyment of physical activities as a participant.
COURSE OUTLINE:
Unit Title
MYP Area of Interaction
Volleyball
Approaches to Learning
Community and Service
Soccer
Basketball
Track and Field
Approaches to Learning
Health and Social Education
Approaches to Learning
Health and Social Education
Approaches to Learning
Health and Social Education
Health & Fitness
Approaches to Learning
Human Ingenuity
Dance
Approaches to Learning
Environment
Unit Question
How can volleyball bridge the gap
between social sports people and
serious sports people?
How can we apply the international
characteristics of soccer to develop
the global mindset of the local
people?
How does the game of basketball
affect others?
How do individual games equip us to
work more effectively with others?
How do I maintain a balanced
lifestyle without making healthy
choices?
How can I develop an appreciation
for aesthetic movement?
METHODOLOGY
All Physical Education classes have set structure. Being an active subject it renders itself
automatically for group work. We want all our students to feel welcome and comfortable in all our
classes.
METHODS OF ASSESSMENT (including the use of MYP criteria)
Students will be assessed against the following MYP criteria:
A. Use of knowledge
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Students are expected to have a knowledge and understanding of the physical activities
or topics that they study. They should also be able to use this knowledge and
understanding and apply it critically to solve problems.
B. Movement composition
Students are expected to compose a sequence of aesthetic movements
C. Performance
Students are expected to be able to perform a range of activities and show a range of
skills and techniques ranging from basic to complex. They should be able to apply
tactics, strategies, and rules in both team and individual group situations.
D. Social skills and personal engagements
Students are expected to communicate effectively with others in a manner that enhances
the working environment. This includes showing respect, support and encouragement, as
well as showing positive attitudes.
CONTACT INFORMATION
Isgak Jacobs
Misti Mokros
Ijacobs@alsschools.com
mmokros@alsschools.com
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Advanced Learning Schools
MYP Subject: Arts
Teacher: Mr. Todd Applegate
Mrs. Kristen Applegate
2013-2014
MYP Course: Arts
MYP Level/Grade: MYP 4/Grade 9
COURSE DESCRIPTION
Learning through the arts provides regular opportunities to investigate and interact with the earth,
people, science, history, and their own identity before expressing an understanding through an art
medium. Through the processes of researching and creating, the artists’ understanding expands and
hopefully becomes sharpened and clear. A well-rounded artist values investigating non-art subjects
because they are essential. In order to express an idea in a meaningful or timeless manner, one must
be able to speak with a certain level of authority. Without sincerity, accuracy, and clarity, art is
ineffective and unsuccessful.
THE AIMS OF TEACHING AND LEARNING THIS COURSE
 Appreciate the importance of research before speaking about something.
 Become a more thoughtful problem-solver and communicator
 Develop an appreciation for the experiences of others in their communities and those
from around the world.
 Experience various art techniques and mediums.
 Understand modernist and postmodernist art characteristics.
 Value art as something infused into countless things that we encounter every day.
 Answer these questions throughout each class:
1) Why are we doing this activity right now?
2) How might this be important to my life now and for the future?
IB MYP ARTS SPECIFIC OBJECTIVES
The objectives of MYP Art inter-relate with one another. Application, Knowledge and
Understanding, Reflection, and Evaluation all revolve around the Student’s (Personal) Engagement.
This will form the basis of the student’s experience in the arts.
DEVELOPMENT WORKBOOK
This is a valuable tool used by students in the MYP program. It will help them manage their ideas,
research, and decisions as they relate to their artistic development. In their DW, they will record
class notes, brainstorming sketches, personal thoughts, outside research, and supporting visuals.
This workbook should be used at home and in class regularly. It is an invaluable piece for their
growth in visual art.
AREAS OF INTERACTION
 are embedded in the subjects and developed naturally through them
 provide both an organization and an extension of learning within and across the subjects,
through the exploration of real-life issues
 inspire special activities and interdisciplinary projects
 form part of the framework for student inquiry and take investigative learning further than subject
boundaries
 are a vehicle for refining conceptual understanding through different perspectives
 Guide reflection and lead from knowledge to thoughtful action.
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COURSE OUTLINE
Unit Title
Analyzing Art
Symmetrical/asymmetrical Winged
Designs
Klee Trees
MYP Area of
Interaction
Approaches to Learning
Human Ingenuity
Environments
Interior Perspective Drawing
Community & Service
Picasso and Modigliani Portraits
Health & Social Ed
Pop Art Package Design
Human Ingenuity
Unit Question
What makes Art good or bad?
How can patterns and variety
add interest?
How can I problem-solve to
push creativity?
What makes a pleasing home
interior?
Why do we seek change and
variety?
How can food hurt?
RESOURCES
A sturdy, hardbound wire (DW) sketchbook 9 x 12 inches and a computer with a printer are
required from home. ALS provides all of the consumable art materials.
DISCIPLINE POLICY
Please refer to the ALS discipline policy. I utilize a detailed “Participation Chart” that serves as a
record of incidents of student misbehaviors,- including minimal or no effort.
METHODS OF ASSESSMENT
The MYP Arts Assessment Criteria:
Criterion A: Knowledge & Understanding
Criterion B: Application
Criterion C: Reflection & Evaluation
Criterion D: Personal Engagement
Homework will be graded as found in the Developmental Workbook every two weeks.
CONTACT INFORMATION
Mr. Todd Applegate
tapplegate@alsschools.com
MYP Subject: Mathematics
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Mrs. Kristen Applegate
kapplegate@alsschools.com
MYP Course: Mathematics
Advanced Learning Schools
Teacher: Mr. Wassim Fakih
Ms. Sofia Oprinoiu
2013-2014
MYP Level/Grade: MYP 5/Grade 10
COURSE DESCRIPTION
The MYP Mathematics in Grade 10 aims to equip all students with the knowledge, understanding,
and intellectual capabilities to address further courses in mathematics, as well as to prepare those
students who will use mathematics in their workplace or life in general. The four main objectives
support the IB Learner Profile, promoting the development of students who are knowledgeable,
inquirers, communicators, and reflective learners. As students begin to use mathematics with
confidence, they will develop their logical, abstract and critical thinking skills. Students learn to use
the “language” of mathematics to express their thinking in different ways and appreciate that it is a
mode of communication that can cross cultural and language barriers. This course applies a
problem-solving and inquiry-based approach to the learning of skills and concepts.
Through the Areas of Interaction, student work becomes relevant as it is connected to the
real world in a variety of contexts. The development of critical-thinking and problem-solving
skills are essential, since the students will be expected to apply and extend these further in
DP Mathematics courses.
THE AIMS OF TEACHING AND LEARNING MATHEMATICS
 recognize that mathematics permeates the world around us
 appreciate the usefulness, power and beauty of mathematics
 enjoy mathematics and develop patience and persistence when solving problems
 understand and be able to use the language, symbols and notation of mathematics
 develop mathematical curiosity and use inductive and deductive reasoning when solving
problems
 become confident in using mathematics to analyse and solve problems both in school
and in real-life situations
 develop abstract, logical and critical thinking and the ability to reflect critically upon
their work and the work of others
 Appreciate the international dimension of mathematics and its multicultural and
historical perspectives.
IB MYP MATHEMATICS SPECIFIC OBJECTIVES
 know and demonstrate understanding of the concepts from the five branches of
mathematics (number, algebra, geometry and trigonometry, statistics and probability,
and discrete mathematics)
 use appropriate mathematical concepts and skills to solve problems in both familiar and
unfamiliar
 situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-life
contexts
 select and apply appropriate inquiry and mathematical problem-solving techniques
recognise patterns
 describe patterns as relationships or general rules
 draw conclusions consistent with findings
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2013-2014
justify or prove mathematical relationships and general rules
use appropriate mathematical language (notation, symbols, terminology) in both oral and
written explanations
use different forms of representation (formulae, diagrams, tables, charts, graphs and
models)
move between different forms of mathematical representation
explain whether results make sense in the context of the problem
explain the importance of one’s findings
justify the degree of accuracy of one’s results where appropriate
suggest improvements to one’s method when necessary
COURSE OUTLINE
Unit Title
1. Equations and Inequities
MYP Area of Interaction
Health and social education.
Unit Question
How do we make decisions?
Approaches to Learning
Environments
Approaches to Learning
Human Ingenuity
Environments
How quadratic functions changed
our life?
Why should we learn about
Matrices?
How Geometry have affected our
lives?
4. Trigonometry
Human Ingenuity
5. Probability
Health and social education.
6. Statistics
Community and Service
To what extent can we calculate
what we can’t measure?
To win in a game with different
outcomes you depend on luck or on
probability calculation?
What are the benefits of making a
survey?
2. Quadratic Functions
3. Matrices
Geometry
ASSESSMENTS
The criteria are as follows:
Criterion A: Knowledge and Understanding (Maximum 8)
Criterion B: Investigating Patterns (Maximum 8)
Criterion C: Communication in Mathematics (Maximum 6)
Criterion D: Reflection in Mathematics (Maximum 6)
RESOURCES
“Algebra 2” published by Prentice Hall 2011
T.I. 84 – Graphing Calculator
Mathematics Software - GeoGebra
“Algebra 2” published by Glencoe Mathematics
CONTACT INFORMATION
Mr. Wassim Fakih
wfakih@alsschools.com
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Ms. Sofia Oprinoiu
soprinoiu@alsschools.com
Advanced Learning Schools
MYP Subject: Technology
Teacher: Mr. Mahmoud Salem
2013-2014
MYP Course: Computer Technology
MYP Level/Grade: MYP 5/Grade 10
MYP FUNDAMENTAL CONCEPTS
Students will expand their knowledge of Technology and Computer Skills through further use of
the Computer device. Students will gain a basic understanding of the Computer; as well as reinforce
the skills of Keyboarding, Word Processing, Database, Spread Sheets, Publishing, PowerPoint, and
additional forms of Media Communication. Students will reinforce these skills from their past
learning and continue them further in later subjects. Students will reinforce basic communication
skills through the use of the Computer to format, compose, and proofread documents. Technology
contains skills that will be used not only in this class but across the spectrum of learning. Students
also will be learning international concepts in technology. While it may appear different
Technology, as Math, is becoming a universal language.
AIMS
The aims of the teaching and study of technology are to encourage and enable students to:
• develop an appreciation of the significance of technology for life, society and the environment
• use knowledge, skills and techniques to create products/solutions of appropriate quality
• develop problem solving, critical- and creative thinking skills through the application of the
design cycle
• develop respect for others’ viewpoints and appreciate alternative solutions to problems
• use and apply information and communication technology (ICT) effectively as a means to access,
process and communicate information, and to solve problems.
OBJECTIVES
The objectives of any MYP subject and of the personal project state the specific targets set for
learning in the subject. They define what the learner will be able to do, or do better, as a result of
studying the subject.
The design cycle is a model and it is intended to be the central tool to help students create and
evaluate products/solutions in response to challenges. The MYP technology design cycle consists of
four major stages and these relate to the objectives of the course.
Investigate
Plan
Create
Evaluate
Attitudes in technology
During the course, students should:
• carry out units of work in technology using materials and techniques safely and responsibly
• Work effectively as members of a team, collaborating, acknowledging and supporting the views of
others
• provide evidence of personal engagement with the subject (motivation, independence, general
positive attitude) when working in technology.
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COURSE OUTLINE:
Unit Title
Databases
MYP Area of Interaction
Community and Service
Web browsing and e-mail
Community and service
Web logs and social
networking
Data logging and control
software
Legal issues
Health and social education
Human ingenuity
Human ingenuity (formerly
homo faber)
Health and social education
Social and economic issues
Community and service
Political, ethical and
environmental issues
Principles and processes of
collaborative working
Environments
Unit Question
What are the needed steps to effectively capture
real life data into computer systems?
How can we use technology to communicate
with each other and the world?
How can we use technology to communicate
with people all over the world?
On what basis do I choose the technology I use
in different contexts?
How can we keep safe and healthy while using
technology?
To what extent do people and/or communities
change through technology experiences?
How can technology influence environments?
Human ingenuity
How can we use technology to communicate
and work together?
RESOURCES
Students
Teachers
Support
staff
Books
Computers
Software
Internet
Handouts
Projectors
ASSESSMENT
Student will have to work with a high degree of independence and be rigorous in completing each
of the design cycle stages.
The following assessment criteria have been established by the IBO for computer & technology in
the MYP.
Criterion A
Investigate
Maximum 6
Criterion B
Design
Maximum 6
Criterion C
Plan
Maximum 6
Criterion D
Create
Maximum 6
Criterion E
Evaluate
Maximum 6
Criterion F
Attitudes in technology
Maximum 6
CONTACT INFORMATION
I will be available after class most days of the week to discuss any problems or help you improve
your skills or understanding. You may contact me by email at msalem@alsschools.com
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