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Tuesday, 23 April 2019

Subjects Overview

GROUP 1: LANGUAGE AND LITERATURE (ALSO KNOWN AS LANGUAGE A)

GROUP 3: INDIVIDUALS AND SOCIETIES (ALSO KNOWN AS HUMANITIES)

GROUP 4:SCIENCES

GROUP 5: MATHEMATICS

GROUP 6:ARTS

GROUP 7:DESIGN

GROUP 8: PHYSICAL AND HEALTH EDUCATION (ALSO KNOWN AS PE)

 

GROUP 1: LANGUAGE AND LITERATURE (ALSO KNOWN AS LANGUAGE A)

At Dhahran Ahliyya Schools, we teach both Arabic and English as language A. Language and Literature is an academically rigorous study of both language and literature, which aims to equip students with linguistic, analytical and communicative skills.
All IB programmes value language as central to the development of critical thinking, which is essential for cultivating intercultural understanding and responsible membership in local, national and global communities.
Language is integral to exploring and sustaining personal development and cultural identity and provides an intellectual framework that supports the construction of conceptual understanding.

As MYP students interact with a range of texts, they generate insight into moral, social, economic, political, cultural and environmental domains. They continually grow in their abilities to form opinions, make decisions, and reason ethicallyóall key attributes of an IB learner.

Aims

The study of MYP Language and Literature is to encourage and enable students to:

  • use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction
  • develop critical, creative and personal approaches to studying and analyzing literary and non-literary works
  • develop a lifelong interest in reading widely and apply language skills in a variety of real-life contexts

Language and Literature - Arabic and English

In MYP, the study of literature and language is integrated and organized within a framework of the key literary genres: prose fiction, prose non-fiction, poetry, drama and media. Both departments recognize the importance of language in establishing links between subjects, cultures and other areas of experience, and as a vehicle for thought, communication, creativity, and self-expression.

In order to build and extend their language skills, students are given opportunities to communicate in a variety of styles and forms for a range of purposes and audiences. Oral skills are developed through presentations and interpretations and through formal/ informal discussion such as literature circles, talks and speeches. Grammar, spelling and punctuation are taught in context and according to the individual needs of students.

As they progress through the MYP the focus shifts more towards literary analysis and response through the study of a range of genres, enabling a clearly defined progression from the MYP to the Diploma. Emphasis in literature is on encouraging students to relate their work to the real world and own world experiences. At MYP this is achieved through inquiry based on the Global Contexts. Reading and responding to texts gives students the opportunity to view the world through different cultures and different perspectives, and to recognize that there is a common link amongst humans regardless of distance, time, or culture.
In all courses and across all grades the aim is promoting an enjoyment of literature and language. Students are encouraged and expected to develop their love of literature and language through their own independent reading across a range of literary genres.
There is also an emphasis on the teaching and learning of non-fiction texts which help the students
to understand and analyze real-life texts and be able to read and think critically.

MYP Objectives

A) Analyzing

In order to reach the aims of studying language and literature, students should be able to:

  • analyze the content, context, language, structure, technique and style of text(s) and the relationships between texts
  • analyze the effects of the creatorís choices on an audience
  • justify opinions and ideas, using examples, explanations and terminology
  • evaluate similarities and differences by connecting features across and within genres and texts

B) Organizing

In order to reach the aims of studying language and literature, students should be able to:

  • employ organizational structures that serve the context and intention
  • organize opinions and ideas in a sustained, coherent and logical manner
  • use referencing and formatting tools to create a presentation style suitable to the context and intention


C) Producing text

In order to reach the aims of studying language and literature, students should be able to:

  • produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
  • make stylistic choices in terms of linguistic, literary and visual devices, demonstrating aware- ness of impact on an audience
  • select relevant details and examples to develop ideas

D) Using language 

In order to reach the aims of studying language and literature, students should be able to:

  • use appropriate and varied vocabulary, sentence structures and forms of expression
  • write and speak in a register and style that serve the context and intention
  • use correct grammar, syntax and punctuation
  • spell (alphabetic languages), write (character languages) and pronounce with accuracy
  • use appropriate non-verbal communication techniques  

GROUP 3: INDIVIDUALS AND SOCIETIES (ALSO KNOWN AS HUMANITIES)

Integrated Humanities

The MYP individuals and societies subject group incorporates disciplines traditionally studied under humanities and social sciences. This subject group encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments.

The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that both content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.

The IBís approach to this subject area includes a strong focus on inquiry and investigation. Students collect, describe and analyze data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.

The aims of the teaching and learning of MYP Individuals and Societies are to encourage and enable the student 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

Main Objectives

A) Knowing and understanding

Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to:

  • use terminology in context
  • demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples

B) Investigating

In order to reach the aims of individuals and societies, students should be able to:

  • formulate a clear and focused research question and justify its relevance
  • formulate and follow an action plan to investigate a research question
  • use research methods to collect and record relevant information
  • evaluate the process and results of the investigation


C) Communicating

In order to reach the aims of individuals and societies, students should be able to:

  • communicate information and ideas using an appropriate style for the audience and purpose
  • structure information and ideas in a way that is appropriate to the specified format
  • document sources of information using a recognized convention

D) Thinking critically

In order to reach the aims of individuals and societies, students should be able to:

  • discuss concepts, issues, models, visual representation and theories
  • synthesize information to make valid arguments
  • analyze and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations
  • interpret different perspectives and their implications

GROUP 4: SCIENCES

General Science, Biology, Chemistry and Physics

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum explores the connections between science and everyday life. As they investigate real examples of science applications, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

The MYP sciences group aims to encourage and enable students to:

  • develop inquiring minds and curiosity about science and the natural world
  • acquire knowledge, conceptual understanding and skills to solve problems and make in- formed decisions in scientific and other contexts
  • develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions
  • communicate scientific ideas, arguments and practical experiences accurately in a variety of ways
  • think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts
  • appreciate the benefits and limitations of science and its application in technological developments
  • understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors
  • demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment

Main Objectives

A) Knowing and understanding

In order to reach the aims of sciences, students should be able to:

  • explain scientific knowledge
  • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
  • analyze and evaluate information to make scientifically supported judgments

 

B) Inquiring and designing

In order to reach the aims of sciences, students should be able to:

  • explain a problem or question to be tested by a scientific investigation
  • formulate a testable hypothesis and explain it using scientific reasoning
  • explain how to manipulate the variables, and explain how data will be collected
  • design scientific investigations

C) Processing and evaluating

In order to reach the aims of sciences, students should be able to:

  • present collected and transformed data
  • interpret data and explain results using scientific reasoning
  • evaluate the validity of a hypothesis based on the outcome of the scientific investigation
  • evaluate the validity of the method
  • explain improvements or extensions to the method

D) Reflecting on the impacts of science

In order to reach the aims of sciences, students should be able to:

  • explain the ways in which science is applied and used to address a specific problem or issue
  • discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue
  • apply communication modes effectively
  • document the work of others and sources of information used

GROUP 5: MATHEMATICS

Mathematics, Algebra 1 & 2, Geometry

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The MYP mathematics and extended mathematics courses promote both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and are useful in the world outside school.

Mathematics in the MYP is tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students should see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations.

The aims of the MYP Mathematics are to enable students to:

  • develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment
  • apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them
  • develop an understanding of mathematical principles and flexible strategies for problems of which solutions are not obvious
  • develop an ability to apply mathematics in other subjects, particularly science and technology
  • develop the abilities to reason logically, to classify, to generalize and to prove
  • appreciate patterns and relationships in mathematics

Main Objectives

In MYP Mathematics, the four main objectives support the IB Learner Profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners.

A) Knowing and understanding

In order to reach the aims of mathematics, students should be able to:

  • select appropriate mathematics when solving problems
  • apply the selected mathematics successfully when solving problems
  • solve problems correctly in both familiar and unfamiliar situations in a variety of contexts

B) Investigating patterns

In order to reach the aims of mathematics, students should be able to:

  • select and apply mathematical problem-solving techniques to discover complex patterns
  • describe patterns as general rules consistent with findings
  • prove, or verify and justify, general rules


C) Communicating

In order to reach the aims of mathematics, students should be able to:

  • use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
  • use appropriate forms of mathematical representation to present information
  • move between different forms of mathematical representation
  • communicate complete, coherent and concise mathematical lines of reasoning
  • organize information using a logical structure

D) Applying mathematics in real-life contexts

In order to reach the aims of mathematics, students should be able to:

  • identify relevant elements of authentic real-life situations
  • select appropriate mathematical strategies when solving authentic real-life situations
  • apply the selected mathematical strategies successfully to reach a solution
  • justify the degree of accuracy of a solution
  • justify whether a solution makes sense in the context of the authentic real-life situation

GROUP 6: ARTS

Visual Art, Drama

In MYP arts, students function as artists as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students create, perform and present arts in ways that engage and convey feelings, experiences and ideas. Through this practice, students acquire new skills and master those developed in prior learning.

Development in the arts is a dynamic process, and not necessarily linear. Students move freely through a creative process towards a deeper understanding of the arts. The process of creating artwork, as well as the product, demonstrates what students have experienced, learned and attempted to convey.

Arts in the MYP stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. The course encourages students to understand the context and cultural histories of artworks, supporting the development of an inquiring and empathetic world view.
Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context.

MYP arts has four objectives of equal importance and value: knowing and understanding; developing skills; thinking creatively; responding. Although the objectives can be addressed separately to scaffold learning, collectively they enrich teaching and learning of the arts.

Aims

The aims of MYP arts are to encourage and enable students to:

  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and (self-) discovery
  • make purposeful connections between investigation and practice
  • understand the relationship between art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world.

Drama

Drama engages students in an active relationship with theatre and encourages autonomous learning and exploration. It encourages the growth of creative, reflective and communication skills through practical work. Emphasis is placed on the artistic process and the studentsí understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation.

Visual ArtIMG 9512

Visual Art is designed to develop the studentsí ability to express their ideas, their personalities, their interpretation of the world and the sense of pride that comes with mastering media skills and producing unique work. The creative cycle is used. Research, selection, learning media skills, and evaluation give the student tools to express themselves and a way of working.

There should always be space for the student to independently explore and extend projects. Students gain enormous self-confidence when they have successfully used the creative cycle to produce an effective artwork and when the work is displayed and appreciated by peers and the learning community. Students are encouraged to study how other artists have used artistic techniques and explore these techniques in their own creative work.

Main Objectives

The MYP Arts objectives interrelate with each other and form the basis of the studentís experience in the arts. Personal engagement surrounds the student at the center and connects directly with each of the other objectives. The course objectives are closely aligned to the four Arts assessment criteria:

A) Knowing and understanding

In order to reach the aims of arts, students should be able to:

  • demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology
  • demonstrate an understanding of the role of the art form in original or displaced contexts
  • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork

B) Developing skills

In order to reach the aims of arts, students should be able to:

  • demonstrate the acquisition and development of the skills and techniques of the art form studied
  • demonstrate the application of skills and techniques to create, perform and/or present art

C) Thinking creatively

In order to reach the aims of arts, students should be able to:

  • develop a feasible, clear, imaginative and coherent artistic intention
  • demonstrate a range and depth of creative-thinking behaviors
  • demonstrate the exploration of ideas to shape artistic intention through to a point of realization

D) Responding

In order to reach the aims of arts, students should be able to:

  • construct meaning and transfer learning to new settings
  • create an artistic response which intends to reflect or impact on the world around them
  • critique the artwork of self and others

GROUP 7: DESIGN

Digital and Product Design

IMG 9555Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others,
solve problems, work and live. MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises studentsí awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of design.

MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyze problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students. MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.

Aims

The aims of MYP design are to encourage and enable students to:

  • enjoy the design process, and develop an appreciation of its elegance and power
  • develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
  • use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
  • develop an appreciation of the impact of design innovations for life, global society and environments
  • appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
  • develop respect for othersí viewpoints and appreciate alternative solutions to problems
  • act with integrity and honesty, and take responsibility for their own actions developing effective working practices

Main Objectives

The course objectives are aligned to the four Design assessment criteria:

A) Inquiring and analyzing

  • In order to reach the aims of design, students should be able to:
  • explain and justify the need for a solution to a problem for a specified client/target audience
  • identify and prioritize the primary and secondary research needed to develop a solution to the problem
  • analyze a range of existing products that inspire a solution to the problem
  • Develop a detailed design brief, which summarizes the analysis of relevant research

B) Developing ideas

In order to reach the aims of design, students should be able to:

  • develop a design specification, which clearly states the success criteria for the design of a solution
  • develop a range of feasible design ideas, which can be correctly interpreted by others
  • present the final chosen design and justify its selection
  • develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution

C) Creating the solution

In order to reach the aims of design, students should be able to:

  • construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
  • demonstrate excellent technical skills when making the solution
  • follow the plan to create the solution, which functions as intended
  • fully justify changes made to the chosen design and plan when making the solution
  • present the solution as a whole, either in electronic form, or through photographs of the solution from different angles, showing details

D) Evaluating

In order to reach the aims of design, students should be able to:

  • design detailed and relevant testing methods, which generate data, to measure the success of the solution
  • critically evaluate the success of the solution against the design specification
  • explain how the solution could be improved
  • explain the impact of the solution on the client/target audience

GROUP 8: PHYSICAL AND HEALTH EDUCATION (ALSO KNOWN AS PE)

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active while developing the motivation for making healthy and informed life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes contributing to a balanced and healthy lifestyle.

Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, as well as positive social interaction. Physical activity and health are of central importance to human identity and global communities, creating meaningful connections among people, nations, cultures and the natural world.

Through physical and health education, students learn to appreciate and respect the ideas of others and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility and intercultural understanding.

The aims of MYP physical and health education are to encourage and enable students to:

  • use inquiry to explore physical and health education concepts
  • participate effectively in a variety of contexts
  • understand the value of physical activity
  • achieve and maintain a healthy lifestyle
  • collaborate and communicate effectively
  • build positive relationships and demonstrate social responsibility
  • reflect on their learning experiences.

• Arts | PDF |
• Design | PDF |
• Individuals and societies | PDF |
• Language acquisition | PDF |
• Mathematics | PDF |
• Sciences | PDF |
• Physical Health Education | PDF |
• Interdisciplinary- Learning | PDF |
• Personal Projects | PDF |