International Programs School Curriculum Planning Guide · UbD = Understanding by Design . ......
Transcript of International Programs School Curriculum Planning Guide · UbD = Understanding by Design . ......
International Programs School
Curriculum Planning Guide
Principle
Generalizations
CONCEPTS CONCEPTS
TOPIC TOPIC
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THEORY Creating
Hypothesizing
Analysis
Synthesis
Analysis
Synthesis
Knowledge
Comprehension
T h e S t r u c t u r e o f K n o w l e d g e
Structure of Knowledge Components
Facts Specific examples of people, places, situations or things. Facts do not transfer. They are locked in time, place or situation.
The tropical nature of the Amazon rainforest creates a dense ecosystem.
2+2=4, 3+1=4
Topics Organize a set of facts related to specific people, places, situations or things. Topics do not transfer.
Ecosystems in the Amazon rain forest
The war in Iraq
The Pythagorean theorem
Picasso’s paintings
Concepts Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, universal, abstract (to different degrees), different examples that share common attributes. Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness and complexity.
System
Order Habitat
Value
Linear Function
Generalizations Two or more concepts stated in a relationship that meet these criteria: generally universal application, generally timeless, abstract (to different degrees), supported by different examples (situational). Enduring, essential understandings for a discipline. Generalizations must be tested against, and supported by, the facts. May need qualifiers (often, can, may) in the sentence if not always true.
Organisms adapt to changing environments in order to survive.
Individuals or events can create key turning points in history.
Numbers can be added together in different ways to reach a common sum.
The combined use of subtle and bold colors can suggest complexity or emotion.
Principles Also two or more concepts stated in a relationship, but they are considered the foundational “truths” of a discipline. Do not use qualifiers (often, can may) in a sentence. Like universal generalizations, principles are referred to as “enduring or essential understandings” or “big ideas”.
The supply and demand of goods and services affect cost.
In the absence of forces, an object at rest will stay at rest, and an object moving at a constant velocity in a straight line will continue doing so indefinitely.
Any straight line can be extended indefinitely in a straight line. All right angles are congruent.
Theories Explanations of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles, procedures).
The big bang theory of the universe origins
The land bridge theory of early migration
VESPR theory in chemistry
**Because the change process can be overwhelming at times, educators should concentrate their curriculum and
instruction redesign efforts on the generalization/principle level – leaving the theory level on idle for now. Teachers
will still address theories in the instruction, but we can concentrate our curriculum design efforts on the other levels
when introducing the Structure of Knowledge.
Source: H. Lynn Erickson (2007)Concept-Based Curriculum and Instruction for the Thinking, Sage Publications
Principle
Generalizations
CONCEPTS CONCEPTS
TOPIC TOPIC
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THEORY
• Migration • Needs • Opportunity • Hardship
Early European settlers migrated southeast and west.
Early European settlers looked for new opportunities
• People migrate to meet a variety of needs.
• Migration may lead to new opportunities or greater freedom.
Early European Migrations
T h e S t r u c t u r e o f K n o w l e d g e
Level 3
Level 2 – Ask – So what is the significance or effect? Use strong verbs from the Verbs List to increase the depth of your big ideas.
Level 1 – Ask - How or Why? impact
These are weak verbs!
is are effect influence
Scaffolding Thinking to Complex Levels
Example - Economics
Level 3: Enduring Understanding/Generalization
Nations with a strong economy can raise the standard of living for citizens.
Level 2: Enduring Understanding/Generalization
Advances in technology lead to the development of new products and materials which can strengthen an economy.
So what is the effect or significance of a strong economy?
Level 1: Enduring Understanding/Generalization
Advances in technology impact a society.
How (or why) do advances in technology impact a society?
Scaffolding Thinking to Complex Levels
Sample Verbs for Scaffolding Levels 2 and 3
Achieve
Accelerate
Accomplish
Acquire
Activate
Adapt
Address
Adjust
Administer
Advance
Allocate
Analyze
Anticipate
Approve
Arrange
Follow
Ascertain
Assemble
Assess
Assign
Assimilate
Assist
Assure
Attain
Attend
Balance
Bring
Bring about
Build
Calculate
Challenge
Chart
Check
Clarify
Classify
Collect
Command
Communicate
Compile
Compose
Compute
Conceive
Condense
Conduct
Conserve
Consolidate
Construct
Contribute
Convert
Convey
Cooperate
Coordinate
Correlate
Correspond
Create
Cultivate
Deal
Decide
Define
Delegate
Deliver
Demonstrate
Design
Detect
Determine
Develop
Devise
Direct
Discover
Display
Distribute
Document
Draft
Dramatize
Draw
Draw up
Drive
Earn
Edit
Elaborate
Eliminate
Empathize
Employ
Enact
Encourage
Enforce
Engineer
Enhance
Enlist
Ensure
Equip
Establish
Estimate
Evaluate
Examine
Execute
Expand
Expedite
Experiment
Explain
Express
Facilitate
Fashion
Finance
Fix
Forecast
Forge
Form
Formulate
Function as
Gain
Gather
Give
Generate
Govern
Guide
Handle
Help
Hypothesize
Identify
Illustrate
Imagine
Implement
Improve on
Improvise
Increase
Inform
Initiate
Innovate
Inspect
Inspire
Install
Instill
Institute
Instruct
Integrate
Interpret
Introduce
Invent
Investigate
Judge
Justify
Keep
Kindle
Launch
Learn
Lead
Lift
Listen to
Locate
Make
Maintain
Manage
Manipulate
Market
Master
Mediate
Memorize
Mentor
Meet
Minimize
Model
Monitor
Motivate
Move
Navigate
Negotiate
Nominate
Observe
Obtain
Offer
Optimize
Orchestrate
Order
Organize
Originate
Overcome
Oversee
Paint
Participate
Perceive
Perfect
Perform
Persuade
Photograph
Pilot
Pioneer
Place
Plan
Play
Predict
Prepare
Prescribe
Present
Prevent
Problem solve
Process
Procure
Produce
Project
Promote
Propose
Protect
Prove
Provide
Publicize
Purchase
Question
Raise
Read
Realize
Reason
Receive
Recognize
Recommend
Reconcile
Record
Recruit
Rectify
Redesign
Reduce
Reevaluate
Refer
Refine
Regulate
Relate
Remember
Render
Reorganize
Repair
Report
Represent
Research
Resolve
Respond
Restore
Retrieve
Revamp
Review
Revise
Revitalize
Revive
Rout
Save
Schedule
Screen
Secure
Select
Sense
Separate
Serve
Service
Set up
Shape
Share
Shift
Show
Simplify
Sketch
Sell
Solidify
Solve
Sort
Spark
Spearhead
Speak
Staff
Stimulate
Streamline
Strengthen
Stress
Stretch
Structure
Study
Substitute
Succeed
Summarize
Supersede
Supervise
Supply
Survey
Symbolize
Synergize
Talk
Teach
Tend
Test
Tell
Trace
Track
Train
Transcribe
Transfer
Transform
Translate
Travel
Treat
Trim
Uncover
Undertake
Unify
Unite
Update
Upgrade
Use
Utilize
Validate
Verify
Widen
Withdraw
Win
Work
Write
Types of Compelling Questions
Debatable (or inquiry/provocative) -
Secondary Examples – When does a nation have too much wealth?
Should a more powerful nation dominate weaker nations?
Should nations build border fences to control illegal immigration?
Primary Examples – Why should children have to “earn” their allowance?
What makes a family?
When does good weather become bad weather?
Conceptual – Why do nations desire to explore new lands?
Factual – In what ways did early European explorers disrupt indigenous cultures?
Debatable (Provocative):
• Is Santa too materialistic? • Should he switch from giving presents to solving problems such as
climate change and scare natural resources? • Can one person’s myth be another’s reality?
Conceptual:
• Why do so many people believe in mythical figures? • How do artists and writer shape perceptions of mythical characters? • Why do mythical characters represent either “good” or “evil”?
Factual:
• Why do people perceive Santa as a “jolly person”? • Why does he give presents to people? • What message does Santa give children all over the world?
These questions are tied to the generalization:
“Mythical figures illuminate characteristics of good and evil.”
R = Role
A = Audience
F = Format
T = Task
S = Strong Verbs
Assessment
• Identify desired results
• Determine acceptable evidence
• Plan learning experiences and instruction
UbD = Understanding by Design
Formula for writing a performance based task:
• (What) Investigate….. (unit title or key topic) • (Why) in order to understand that… (generalization) • (How) (performance task-engaging scenario)
Check: Is your performance statement just a “task”?
Example 1: Enduring Understanding (Generalization) –
Watershed events mark turning points in history.
Performance Statement: Recite from memory key passages from the Gettysburg Address. Tell why Lincoln’s Gettysburg Address is considered a “watershed event” in American History.
“Tell why” makes it a performance statement. Without “tell why” it would be a “task”.
Working on Performance Based Assessment Tasks
Example 2: Enduring Understanding (Generalizations) –
Standard units of measure allow accurate, numerical comparisons of objects.
Non-standard units of measure provide a general comparison of objects.
Is this a Performance Statement or Task?
THIS IS A TASK! Now read on to see how this is turned into a PERFORMANCE task.
In two paragraphs compare the lengths of the book, your foot and the side of your desk as accurately as possible for both your standards ruler measurements and your non-standard item measurements. Answer the question:
“Why do home builders use standard units of measure?”
Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand….) and measure the same objects. Record your results.
TASK ROLES
Scientist Movie maker Tour guide Doctor Movie Reviewer Panel discussion Secretary Debater Set designer Cartoonist Leader Puppeteer Advertiser Hero Museum curator Musical Ad Maker Inventor Artist Playwright Journal writer Musician Friend Reviewer Policeperson Citizen Presenter Game Maker Quilter Model Maker Cartographer Story teller Proposal Writer Biographer Web pager designer Travel agent Teacher
TASK PRODUCTS Lab Report Movie Experiment Newsletter Movie Review Diorama and explanation Cartoon Debate Puppet show Advertisement Action Plan Museum exhibit Jingle Invention Sculpture or drawing Fable/Fable Journal entry Musical story Play Critique Police report Letter Powerpoint show Board game Step by step directions Model Map Quilt square Proposal Biography Short story Travelogue TV Show Web page Panel discussion Poem
Written
Advertisement
Biography
Book Report/Review
Brochure
Campaign
Speech
Editorial
Essay
Experiment
Journal
Lab Report
Letter
Magazine article
Poem
Portfolio
Proposal
Script
Story
Test
Oral Audio tape
Debate
Discussion
Dramatization
Interview
Newscast
Oral presentation
Oral Report
Poetry reading
Rap
Readers Theatre
Role play
Skit
Speech
Song
Teach a lesson
Peer tutoring
Visual Banner
Brochure
Campaign flyer
Cartoon
Chart
Collage
Collection
Computer graphic
Construction
Data display
Design
Diorama
Drawing
Graph
Graphic organizer
Map
Model
Photograph
Poster
Scrapbook
Slide show
Story
Kinesthetic Dramatization
Field trips
Letter writing
Oral interviews
Play
Presentation
Service learning
Simulations
Role play
Skit
Scavenger hunt
1. A Unit Title: The main topic for the study.
2. A Conceptual Lens: A broad integrating concept that students use to process the factual information. Include micro-concepts that are still transferable but more specific.
3. Enduring Understandings: Brainstorm between 5-12 (depending on grade and readiness levels) Enduring Understandings (generalizations) that you would expect students to gain from the study. Generalizations answer the question, “So what? Why should I learn these facts?”
4. Compelling Questions: Factual, Conceptual and Debatable/Provocative. These questions guide the students thinking from concrete to abstract, and lead to understanding the Enduring Understandings.
5. Critical Content: Identify the specific knowledge or facts (critical content) students will need for the unit. What facts will they need to know?
6. Essential Processes and Skills: Essential processes are the broad, transferable skills that can be used in any subject area - Explaining, Interpreting, Identifying, Analyzing and Recording. Skills are specific for subject area – measuring, calculating and estimating would be specific for math.
7. Performance Assessment: Write a performance task to show the depth of learning (UbB). The performance task answers the question, “What do I want the students to know, understand and be able to do as a result of this unit of study?” Use the RAFTS formula to create an authentic, engaging performance assessment.
8. Learning Activities: Design backwards from the performance task and write learning experiences to ensure student success on the performance task. Design other learning experiences to address the other unit requirements for KNOW, UNDERSTAND, DO (KUD).
9. Resources: Identify and list unit resources.
Designing a Concept-Based Unit
Science Social Studies Literature General Order Organism Population Systems Change Evolution Cycle Interaction Energy Matter Equilibrium
Conflict Cooperation Patterns Populations Systems Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence
Time Space Interactions Change Beliefs Values Motivation Conflict Cooperation Perceptions Patterns Systems
Conflict Complexity Paradox Interactions Freedom Transformations Force Identity Relationships Origins Revolution Reform Heroes Power Influence Balance Structure/Function Innovation Design Genius Aesthetics Creativity Choice
Math Visual Art Economics (SS) Number Ratio Proportion Symmetry Probability Pattern Order Quantification System
Rhythm Line Color Shape Value Pattern Texture Form Space Angle
Needs/Wants Scarcity Trade Resources Value Productivity Exchange Production Imports/Exports Supply/Demand
Sample of Subject Area and General Concepts
Rubric Descriptors for Elementary
Rubric Descriptors for MS/HS
5 Exceptional and exceeds expectations. Outstanding understanding. 4 Meets expectations. General understanding of the standard. 3 Developing evidence of understanding and meeting the standard. 2 Shows very little evidence of understanding or meeting the standard. 1 No evidence of understanding. Does not meet the standard.
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
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A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.
6
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.
5
A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. 4 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. 3 Very limited achievement against all objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. 2 Minimal achievement of objectives. 1
The Big Curriculum Picture at IPS
Year Overview
The Year Overview paces the standards across the four terms. It ensures the standards will be covered in the course of the school year. From the Year Overview, the Unit plans will be written.
Unit Plan The “chunk” of time plan for each big idea which describes the enduring understandings, compelling questions, assessment, content and resources. A unit plan is the actual teaching guide.
Daily Planner Day to day lesson plans are written in the daily planner. Lessons are derived from the learning activities outlaid in the Unit Plans.
Feature Question Description Examples Big Idea How to place the concept
within your subject area? A statement of the key principles about the teaching and learning of a subject. The Big Idea becomes the “Mission statement” for the unit.
History drives the evolution of culture. Irrational hatred can prevent the resolution of conflict. Simple machines help us do our work. Electricity accelerated the change of lifestyle.
Enduring Understandings
What are the “big ideas” or generalizations students should take away from our school?
A collection of important ideas that learners should come to understand. Some will transcend disciplines while others will be subject specific.
Human beings are interdependent with their environment. Limited natural resources lead to interdependence of populations. Factual report writing summarizes information. The human brain cannot sever reason and emotion from each other.
Compelling Questions
What questions will stimulate understanding and interest?
Each enduring understanding has 3 questions – Factual, Conceptual and Debateable. These questions guide the students towards understanding the Enduring Understandings.
F – What are natural resources? C - How can natural resources be shared among populations? D – Who has the responsibility to provide water for everyone? Locally? Nationally? Globally?
Essential Processes
What are the broad, transferable skills we want all learners to acquire?
Targeted, observable actions and proficiencies that transcend subject areas.
Analysing a text. Critical reading. Interpreting research materials.
Skills What subject-specific skills will lead to understanding? What facts and content will be needed to support and inform an understanding of the big idea?
The skills and understandings specific to a subject area needed to explore the big idea, enduring understandings and essential processes.
Formulate interview questions. Ask for directions in a Spanish speaking country. Written description of how simple machines work.
Learning Experiences
How will students acquire understanding? What is the specific learning outcome for each lesson?
Each lesson in a unit plan to have a specific learning goal that leads towards the understanding of the enduring understandings/big idea.
We are learning to examine features of text used in advertising. We are learning to identify and describe the function of a lever.
Formative Assessment
How can we ensure that the students understand the steps of learning and understanding?
Assessment conducted during a unit of work which reflects the compelling questions and/or the critical content.
Quiz Multiple choice Short response Conference
Summative Assessment
How will students show understanding of the big idea/enduring understandings?
A RAFT assessment is an authentic or performance based assessment which will allow the students to show their understandings and skills.
Role: Doctor Audience: People who visit your clinic. Format: Poster Task: Create an informative poster that will explain how to take care of your body.
Resources What materials will support the understandings?
List of resources which support the implementation of the curriculum.
Textbooks. Worksheets. Websites/Links. Human Resources
What do Concept Based Lessons Look Like?
Lesson Focus:
• Clear focus and link between content and concept(s) being explored. • Concept(s) for lesson apparent . • Teacher develops the lesson to logically and inductively guide students to the enduring understandings. • Teacher demonstrates a clear understanding of the relationship between the facts, concepts and enduring understandings
and reflects the goal of teaching for deep understanding and the transfer of knowledge.
Instructional Strategies:
• Teacher checks for prior knowledge of concept(s) and content for the lesson. • New skills are taught directly – not assumed. • Use of varied grouping strategies to achieve specific purposes: cooperative, paired, whole group, individual • Use of multiple intelligences
• Differentiated instruction to meet the needs of diverse students.
Learning Experiences:
• Experiences have students apply previously learned skills. • Experiences reflect diverse needs of learners through “differentiation”. • Experiences address what students must understand, know, do (eg Understanding generalization, know content,
demonstrate skills) • Experiences are engaging learning experiences that accomplish a variety of goals:
a. Guide students to think conceptually using facts as a tool b. Guide students to see patterns and connections in knowledge c. Guide students to transfer skills and knowledge
Compelling Questions:
• Guiding questions are posted for the lesson • Questions reflect conceptual (transferable) as well as factual levels – perhaps a debatable question. • Questions follow a logical path to guide students’ thinking through the facts to the enduring understanding. • Questions probe student thinking and encourage elaboration. • Teacher asks students to support their understandings with evidence (experience, knowledge, or textual). • Questions are linked to learning experiences and serve as a bridge between the factual content and the enduring
understandings.
Lesson Summary/Close:
• Teacher assesses students understanding of the enduring understanding (generalization) in relation to the factual content either formally or informally.
• Teacher records and displays the enduring understanding.
Bloom’s Taxonomy
Remembering – Recall, list, retrieve, find, name,
recognize, identify, locate, describe Make a story map showing the main events of the story Make a time line of your typical day Make a concept map of the topic Write a list of key words you know about….. What characters were in the story? Make a chart showing…. Make an acrostic poem about….. Recite a poem you have learned
Questions for Remembering:
• What happened after….? • How many…? • What is…? • Who was it that….? • Name the….? • Find the definition of….? • Describe what happened after… • Who spoke to….? • Which is true or false?
o Understanding – Interpret, summarize,
explain, rephrase, classify, infer, compare o Write in your own words…. o Cut out, or draw pictures to illustrate a particular event in the
story o Report to the class… o Illustrate what you think the main idea may have been o Make a cartoon strip showing the sequence of events in the
story o Write and perform a play based on the story o Write a brief outline to explain this story to someone else o Explain why the character solved the problem in this
particular way o Write a summary report of the event o Prepare a flow chart to illustrate the sequence of events o Paraphrase this chapter in the book o Retell in your own words o Outline the main points
Questions for Understanding:
• Can you explain why…. • Can you write in your own words….? • How would you explain…? • Can you write a brief outline…? • What do you think could have happened next…? • Who do you think…? • What was the main idea…? • Can you clarify…? • Can you illustrate…?
Applying – Do, carry out, use, run, implement Construct a model to demonstrate how it looks or works Practice a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study Prepare invitations for a character’s birthday party Make a topographic map Take and display a collection of photographs on a topic Make up a puzzle or game about the topic Write an explanation about this topic for others Dress a doll in national costume Make a clay model Continue the story
Questions for Applying:
• Do you know of another instance where….? • Can you group by characteristics such as….? • Which factors would you change if….? • What questions would you ask of….? • From the information given, can you develop a set of instructions
about….?
Analyzing – Compare, organize, question, research, deconstruct, outline, attribute
Use a Venn Diagram to show how two topics are the same and different
Design a questionnaire to gather information Survey classmates to find out what they think about a particular
topic Make a flow chart to show the critical stages Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Devise a role play about the study area Write a biography of a person studied Prepare a report about the area of study Conduct an investigation to produce information to support a view Review work of art in terms of form, color and texture Draw a graph Complete a Decision Making Matrix to help you decide which
breakfast cereal to purchase
Questions for Analyzing:
• Which events could not have happened? • If….happened, what might the ending have been? • How is…..similar to …..? • What do you see as other possible outcomes? • Why did…..changes occur? • Can you explain what must have happened when…? • What are some of the problems of…? • Can you distinguish between….? • What was the problem with….? • What were some of the motives behind….?
Evaluating – Check, judge, critique, experiment, hypothesis, test, detect
Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge…. Write a persuasive speech arguing for/against Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss view points on…. Write a letter to…..advising on changes needed Write a half yearly report Prepare a case to present your view about…. Evaluate the characters actions in the story
Questions for Evaluating:
• Is there a better solution to….? • Judge the value of…. What do you think about…? • Can you defend your position about….? • Do you think…..is a good or bad idea? • How would you have handled….? • What changes to….would you recommend? • Do you believe….? How would you feel if…? • How effective are….? • What are the consequences…? • What influence will …. Have on our lives? • What are the pros and cons of….? • Why is….of value? • What are the alternatives? • Who will gain and who will lose?
∗ Creating – Design, build, construct, plan, produce, devise
∗ Invent a machine to do a specific task ∗ Design a robot to do your homework ∗ Create a new product. Give it a name and plan a marketing
campaign. ∗ Write about your feelings in relation to… ∗ Write a TV show play, puppet show, role play, song or pantomime
about…. ∗ Design a new monetary system ∗ Develop a menu for a new restaurant using a variety of healthy foods ∗ Design a record, book or magazine cover for…. ∗ Sell an idea ∗ Devise a way to…. ∗ Make up a new language and use it in an example ∗ Write a jingle to advertise a new product
Questions for Creating:
• Can you design a…..to….? • Can you see a possible solution to…? • If you had access to all resources, how would you deal with…? • Why don’t you devise your own way to…? • What would happen if…? • How many ways can you…? • Can you create new and unusual names for…? • Can you develop a proposal which would…?
International Programs School Concept-Based Unit Plan
Subject: Level: Concept:
Big Idea
Enduring Understanding
Compelling Questions
Essential Processes
Learning Standard
Skills Learning Activities
ESL Modifications:
Assessments:
Resources: Reflections:
Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4
KG1
Social Studies: Relationships Arabic: Communication/Culture PE: Doing/Relationships/Awareness
Science: Discovery Arabic: Creativity/Discovery PE: Relationships
Science: Change Arabic: Exploration PE: Relationships
Motion Arabic: Discovery PE: Doing/Relationships/Awareness
KG2
Science: Change Social Studies: Communication Art: Creativity/Quality Computer: Knowledge and Doing Library: Behavior Arabic: Change/Communication/Culture PE: Doing/Relationships/Awareness
Science: Change Art: Creativity/Quality/Exploration Arabic: Creativity/Relationships/Communication/ Culture PE: Relationships
Social Studies: Relationships Art: Creativity/Quality Computer: Knowledge and Doing Arabic: Relationships/Communication/ Culture PE: Relationships
Science: Change Art: Creativity/Quality/Self-Confidence Computer: Communication Arabic: Change/ Communication/Culture PE: Doing/Relationships/Awareness
1
Relationships/ Communication Art: Discovery Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Behavior/Organization Arabic: Communication/Family PE: Doing/Relationships/Awareness/ Movement/Energy
Function/Structure Art: Culture Islamic Studies: Responsibility Arabic: Exploration/Interdependence/Habits PE: Awareness/Safety/Sportsmanship Movement/Energy
Change and Choice Art: Creativity Islamic Studies: Awareness Computer: Knowledge and Doing Arabic: Change/Communication/Feeling PE: Awareness/Self-Confidence and Patterns
Relationships/Interdependence Art: Individualism Islamic Studies: Community Computer: Communication Arabic: Energy/Relationships PE: Doing/Relationships/Awareness/ Effort/Movement/Energy
2
Social Studies: Culture English: Communication Math: Relationships Science: Relationships Art: Discovery Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Communication PE: Doing/Relationships/Awareness Movement/Energy
Social Studies: Culture Science: Relationship Art: Culture Islamic Studies: Responsibility Arabic: Culture/Communication PE: Awareness/Safety/Sportsmanship
Science: Relationship/Change Art: Creativity Islamic Studies: Awareness Computer: Knowledge and Doing Arabic: Growth/Change/Communication/ Culture PE: Awareness
Science: Structure/Function Social Studies: Culture/Relationships/ Change Art: Individualism Islamic Studies: Community Computer: Communication Arabic: Health/Communication PE: Doing/Relationships/Awareness/ Effort/Movement/Energy
Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4
3
Social Studies: Environment English: Communication Math: Relationship Science: Relationship Art: Self-Confidence Computer: Knowledge and Doing Library: Organization Arabic: Communication/Community PE: Doing/Relationships/Awareness Movement/Energy
Science: Patterns/Change Art: Culture Islamic Studies: Responsibility Computer: Knowledge and Doing Arabic: Habits/Relationships/Exploration/ Commitment PE: Doing/Movement/Energy
Science: Culture/Environment Social Studies: Culture/Change Art: Creativity Islamic Studies: Awareness Computer: Creativity Arabic: Communication/Feeling/ Commitment/ Vision/Change PE: Doing/Awareness/Self-Confidence and Patterns
Science: Environment/Function Social Studies: Culture/Change Art: Individualism Islamic Studies: Community Arabic: Relationships/Change PE: Doing/Relationships/Awareness Movement/Energy
4
Math: Relationships Science: Change Social Studies: Relationships Language: Reality Art: Self-Confidence Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Culture PE: Doing/Relationships/Awareness/ Growth and Interdependence
Math: Relationships/Representation Science: Relationships/Interdependence Social Studies: Relationships/Interdependence Language: Reality Art: Culture Islamic Studies: Responsibility Computer: Knowledge and Doing Arabic: Relationships/Imagination PE: Doing/Movement/Energy
Math: Relationships Science: Systems/Structure/Function Social Studies: Culture/Structure/Function Language: Reality Art: Creativity Islamic Studies: Awareness PE: Doing/Awareness/Growth and Interdependence
Math: Relationships/Space/Patterns Science: Energy/Relationship/Culture Social Studies: Relationship/Culture Language: Reality Art: Individualism Islamic Studies: Community Arabic: Relationships PE: Doing/Relationships/Awareness/ Growth and Interdependence
5
English: Communication Math: Representation Science: Interdependence Social Studies: Culture Art: Growth Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Culture/Communication/Change PE: Growth and Interdependence
Science: Sustainability Social Studies: Patterns Art: Culture Islamic Studies: Responsibility Computer: Creativity Arabic: Change PE: Awareness/Safety/Sportsmanship Movement/Energy
Science: Structure Social Studies: Cause and Effect Art: Creativity Islamic Studies: Awareness Computer: Creativity Arabic: Environment/Change PE: Awareness/Growth and Interdependence
Science: Transformation/ Sustainability Art: Individualism Islamic Studies: Community Arabic: Imagination/Time PE: Relationships/Awareness/Effort/ Growth and Interdependence
Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4
6
English: Communication Math: Relationship Science: Environment Social Studies: Culture Art: Growth Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence
Social Studies: Relationships/Perspectives Islamic Studies: Responsibility Art: Growth PE: Movement/Energy
Science: Relationships Islamic Studies: Awareness Art: Creativity PE: Growth and Interdependence/Caring and Knowledge
Interdependence / Relationships Islamic Studies: Community Art: Creativity PE: Growth and Interdependence
7
English: Freedom and Imagination Journalism: Origins Math: Relationships Science: Energy Social Studies: Power and Empathy Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence
English(B): Identity English and Social Unit(G): Freedom and Identity Computer: Knowledge Math: Relationships Science: Change Social Studies(B): Culture and Conflict Islamic Studies: Responsibility PE: Awareness/Safety/Sportsmanship/ Development/Action and Reaction
English(G): Beauty Math: Shape/Transformations Science: Relationships Social Studies: Connectedness Islamic Studies: Awareness PE: Awareness/Growth and Interdependence/Caring and Knowledge
English and Social Unit: Power and Fairness/Do the Right Thing Math: Patterning/Algebra Science: Relationships Art: Creativity Islamic Studies: Community PE: Relationships/Awareness/Effort/ Growth and Interdependence
8
Computer: Change English: Mystery and Wonder Math: Relationships and Representation Social Studies: Empathy and Morality Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence
English(B): Trickery and Deceit English and History(G): Identity Math: Shape and Transformation Science: Systems and Interactions Social Studies(B): Independence and Connectedness Islamic Studies: Responsibility PE: Awareness/Safety/Sportsmanship
English(G): Equity and Diversity Math: Representation Science: Systems and Interactions Social Studies: Community Islamic Studies: Awareness PE: Awareness
Drama: Reality and Aesthetics English(B): Identity-Individual vs. Group English(G): Individuality and Influence Math: Justification Social Studies: Connectedness/ Movement/Diversity Art: Creativity Islamic Studies: Community PE: Relationships/Awareness/Effort/ Growth and Interdependence
Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4
9
English: Meaning Journalism: Investigation/Exploration Science: Relationships/Change Islamic Studies: Behavior/Fiqh/Tawheed HS ESL: Culture and Connections Arabic: Culture/Identity PE: Meaning/Growth and Interdependence Publishing: Exploration/Organization
English: Empathy Journalism: Investigation/ Interdependence and Meaning Science: Interdependence/ Transformations Social Studies: Transformation Islamic Studies: Responsibility HS ESL: Communication PE: Empathy/Development/Action and Reaction Publishing: Creativity/Organization
English: Conflict and Choice Journalism: Interdependence and Meaning/ Investigation Science: Discovery Art: Creativity Islamic Studies: Awareness HS ESL: Communication PE: Conflict/Growth and Interdependence/ Caring and Knowledge Publishing: Creativity/Expression
Journalism: Persuasion/Power Science: Discovery Art: Art History Islamic Studies: Community HS ESL: Communication PE: Experience/Beauty/Growth and Interdependence Publishing: Cohesion/Time
10
Islamic Studies: Behavior/Fiqh/Tawheed Biology: Relationships/Change/Matter English: Judgement/Communication Math: Representation and Justification Media Studies: Exploration Social Studies: History and Geography HS ESL: Culture and Connections Arabic: Culture/Identity Publishing: Exploration/Organization
Islamic Studies: Responsibility Biology: Relationships/Behavior/Change/Matter English: Communication Math: Discovery Media Studies: Imagery Social Studies: History and Geography HS ESL: Communication PE: Awareness/Safety/Sportsmanship Publishing: Creativity/Organization
Art: Creativity Islamic Studies: Awareness Biology: Relationships and Change English: Morality Math: Relationships Media Studies: Power/Persuasion Social Studies: History and Geography HS ESL: Communication PE: Awareness Publishing: Creativity/Expression
Art: Art History Islamic Studies: Community Biology: Relationships/Behavior Math: Relationships/Systems Media Studies: Culture Social Studies: History and Geography HS ESL: Communication PE: Relationships/Awareness/Effort Publishing: Cohesion/Time
11
Islamic Studies: Behavior/Fiqh/Tawheed Chemistry: Relationships/Behavior/Change/ Discovery English: Existence Math: Behavior and Representation Social Studies: Transformation/Power/ Investigation/Exploration Guidance: Knowledge PE: Doing/Relationships/Awareness Publishing: Exploration/Organization
Islamic Studies: Responsibility Chemistry: Relationships/Behavior/Change English: Connectedness/Identity Math: Growth and Representation Social Studies: Continuity/Control Guidance: Reflections PE: Awareness Publishing: Creativity/Organization
Art: Quality Islamic Studies: Awareness Chemistry: Change/Behavior/Relationships English: Discovery and Development Math: Justification and Connectedness Social Studies: Vulnerability/Existence Guidance: Sustainability Publishing: Creativity/Expression
Art: Creativity Islamic Studies: Community Chemistry: Behavior English: Truth and Choice Math: Patterns and Connectedness Social Studies: Discovery/Socialization Guidance: Judgment PE: Doing/Relationships/Awareness Publishing: Cohesion/Time
12
Islamic Studies: Behavior/Fiqh/Tawheed English: Power International Relations: Investigation/Exploration Math: Change and Connectedness Physics: Discovery/Relationships/Force Guidance: Knowledge Psychology: Perception PE: Doing/Relationships/Awareness Publishing: Exploration/Organization
Islamic Studies: Responsibility English: Control and Innocence International Relations: Paradigms Math: Transformation and Optimization/Systems Physics: Relationships Guidance: Sustainability Psychology: Research PE: Awareness Publishing: Creativity/Organization
Art: Quality Islamic Studies: Awareness English: Existence and Bonds International Relations: Scarcity Math: Behavior Physics: Relationships Guidance: Interpersonal Knowledge and Skills Psychology: Knowledge PE: Doing/Awareness Publishing: Creativity/Expression
Art: Creativity Islamic Studies: Community English: Indoctrination and Emotion International Relations: Conscience Math: Shape/Space Physics: Relationships Guidance: Values Psychology: Synthesis PE: Doing/Relationships/Awareness Publishing: Cohesion/Time
Concepts S.Y. 2012-2013
MS/HS ARABIC TERM 1 TERM 2 TERM 3 TERM 4
Abir/ Nouha
Culture/Identity(HS3-AFL) Discovery/Change(HS4) Change/Communication(MS3)
Change/Emotions(HS3-AFL) Discovery/Change(HS4) Communication/Change(MS3)
Culture and Values(HS3-AFL) Culture and Values(HS4) Communication/Culture(MS3)
Culture/Communication(HS3) Culture/Communication(HS4) Morality/Culture(MS3)
Arwa Culture(HS2) Morality/Change(MS1-level 5)
Imagination/Change(MS1-level 5) Morality(HS2)
Environment/Change(MS1) Morality(HS2)
Culture/Change(MS1) Imagination(HS2-Level 8)
Leila Individualism(HS) Contacts(HS) Culture(MS-level 1)
Nahla Change(HS) Identity(MS)
Morality(AFL1) Interactions(MS)
Reality(MS3-HS1) Culture(MS-level 1)
Globalization(MS3-HS1 level6-7) Information(MS-HS Level 1)
Oumayma Habit(AFL-Level 4) Change(MS2- Level 6)
Change(MS2) Morality(MS3) Identity(MS2) Relationships(Level 4)
Environment(MS2)
Souhad Habits(Level 4) Culture(Level 3)
Imagination(Level 4) Relationships(Level 3)
Environment(Level 3 and 4)
Relationships(Level 4) Imagination(Level 3)
MS/HS FRENCH TERM 1 TERM 2 TERM 3 TERM 4
Carole Identity(Level 1A) System/Culture(Level 1) Culture(Level 1) Culture(Level 1) Lina Change(Level 2) Community(Level 2) Habit(Level 2) Awareness/Time(Level 2)
Rita Community(Level 1B and 3) Exploration/Commitment(Level 3) Community/Exploration/ Communication(Level 1B)
Commitment/Vision/Change (Level 3) Exploration/Communication (Level 1B)
Change/Relationships(Level 3) Reflection(Level 1B)
Souhad Culture(Level 1A-B) Communication(Level 1A) Systems(Level 1) Systems(Level 1)
Change(Level 1A) Culture(Level 1A)