Areas+of+Investigation+Term+1

Overview
These directions are developed from Penny's request last year. We will continue with this practice.

It is customary that we communicate our teaching intentions to parents at the start of each term.

Attached is the “chart” that will go out to parents. It is a simple description of the areas of investigation the students will be exploring.

Music Example:

** A unit question that will help lead the inquiry (from areas of Interaction if you are ready for that, if not, a general question) **
 * Music || Musical Rebellion || To what extent is controversy acceptable in music and art?

Students will learn about classical genres of music and discover how composers rebelled against expectation. They will explore how rebellious movements lead onto new ideas in the arts, and discuss the impact of society’s expectations on music. They will compare rebellious artists from the classical and popular tradition, and explore ground breaking artists that lead to today’s music. They will make predictions on the future of pop music, and hold a debate about the necessity for musical rebellion.

** A description of areas to be explored ** ||

· It is succinct, and clear to parents, without getting bogged down with jargon and “dry” academia · The criteria are on the web, and if parents feel the need to know them, they can find them, and or talk to teachers to see how the course guides work · By writing in paragraphs it phrases the unit as one whole being rather than a series of activities and assessments. This creates better overview for parents and opens up the possibility of parent volunteering resources or time · It leaves teachers freedom to fine-tune their unit, without having to justify themselves to parents

//Directions://
//Task for e//ach subject teacher: Fill in the boxes below with a specific unit question for each form group as well as brief blurb describing the area to be explored. 3-5 sentences are fine. The music one is the example used from last year as an exemplar. Colby feel free to overwrite and change as needed. **__MYP 1__**
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * ** Lang A ** ** English ** Unit 1

Unit 2 || Individual challenges and decisions

The Speech Contest || The novel, //Island of the Dolphins//, will form the basis for the first unit. Students will learn about character development, setting, storylines, graphic content using verbal expresisons and literary devices. They will focus on the concepts of self-reliance and ways to promote survival, in pysical and social contexts. In addtion, they will discuss and formulate their own concept of what "home" is. Formative assessments will be oral, written and graphic with a formal, written summative assessment task. Language skills will be developed through paragraph writing and connecting, leading up to essay writing. The use of creative and persuasive expression in written and oral expression will be explored. Students will be guided to find links with other subject areas so that learning is always holistic and relevant.

Students will learn the structure of a persuasive essay and a persuavie speech. Each will choose a topic of interest identified personally and for which they feelings Over the course of four weeks, they will work on their speeches and essays. The latter will be teacher assessed, the former will be judged by impartial judges. The first round will be held in the first week of December and the finals will take place in the second week of December. Assessment rubrics for Language A will be used for the essay. The speech contest will be judged, using a specially designed, non-MYP rubric. || the Spanish language || Students will explore how to learn a new language through looking at different sounds in Spanish language. They will review about Nationalities and countries and begin to speak about themselves and describe their appearance. They learn vocabulary and how to use tools such as dictionaries and internet to study Spanish ||
 * Lang B French || Introduction to the French language ||  In the first half of the term, the students will have an introduction to the French language and will learn how to introduce themselves and others, greet someone and ask how they are, ask for people’s age and birthdays using the numbers from 1 to 31, name and spell things in the classroom using the French alphabet. They will learn about the days of the week and months, the colours and nationalities. They will have an introduction to the French grammar, using some verbs in present tense and will learn how to understand and say some useful phrases as well as understand and write short texts in French.  ||
 * Lang B Spanish || Introduction to
 * Math || Numbers & Geometry || For the first 6 weeks of term, students will focus on Numbers and the weeks following the mid-term break they will focus on Geometry

Numbers [ History & Types of Numbers, Operation of numbers (+, -, x, /), Place Value, Expanded Form, Numbers to Words and vice versa, Introduction to Thousands, Millions, Billions] & __**SUDOKO**__

Geometry __Measurement__: - [ Length, Weight, Distance, Reading Scales, Using a Ruler and Tape Measures, Perimeter, Area ] & __**IQ Puzzles**__

__**NB - depending on how quickly students understand the topics listed above, additional topics may be added**__ || Based on a model provided, the students will create an ** interactive design ** to represent the IB learner profile. They will be using materials, tools (utility knife blades, glue, scissors, etc.) and the design cycle with the teacher’s guidance//.// They will use their creativity and implement important skills like communication, collaboration and reflection during the whole process. At the end they will understand how the implementation of the IB learner profile and personal characteristics influence their creations and the acquisition of long term learning. || will be learning and practicing different fitness tests such as: Illinois agility test, stork balance test, standing broad jump, and the sit and reach test. They will also be taking part in volleyball where they will learn how to set the ball properly, digging the ball, spike the ball and serving both underarm and over arm. In basketball the students will be improving their ball handling skills where we look at dribbling and throwing and catching. They will also practice their different shots including a lay-up, set shot and a jump shot and work each skill into the game situation. Throughout each activity the students will be developing their communication and co-operating skills. ||
 * Hum || Why Do Map Makers Tell Lies || First we look at what it means by Humanities and the need to have an enquiring mind. Students will concentrate on the 5W’s and the H (Who, What, Where, When, Why and How) when looking at geographical and historical sources of information. Students will then look at maps, concentrating on why they are only a representation of the truth, and how we can use them effectively. After skills have been improved there will be a group project on producing maps and topographic models of Barbados, using Web 2 tools and handmade models. ||
 * Science || Earth's Change Over Time ||  How has Earth changed over time and what is its place in the universe? Students will look at the Earth from its formation billions of years ago to the important changes that it has gone through over time. They will look at things from a geologic time scale and discuss how the Earth has physically changed and what effect this has had on living organisms. They will look at the evolution of both man and other organisms due to natural selection. Throughout this, students will work on improving their scientific process skills.  ||
 * Tech || Design Technology || In what ways does my learning style impact my creations?
 * Music || Song Writing || How does chIaos become structure? Students will learn how chords are formed, and how chords are structured into meaningful music by the use of cadences and sequences. Through composition they will develop an understanding of form in music. They will explore major and minor, and begin to understand techniques for expressing mood. ||
 * Art || Colour Theory || How do colours influence our life? How can I (or other artists) use colours most effectively to express feelings and ideas? In their own practical art work and their explorations of other art works, students will focus on one of the elements of art: colour. They will learn about the Colour-Wheel, colour mixing, colour-tone and tint, properties and types of colours, colour schemes and how artists use colours as symbols for expressing mood. Students will produce a Colour-Scheme-poster and create paintings expressing a certain mood. Students will begin to understand that colours affect our life, our choices and moods and learn how colours in art can be used and read in various ways. Students will be introduced to using a sketchbook as a Developmental Workbook and practice their observational drawing skills on a regular, weekly basis at home. ||
 * P.E || Fitness, Volleyball and Basketball || Students

**__MYP 2__**
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * ** Lang A English ** Unit 1      || Individuals, culture and the natural world || This unit dealing with the concept of culture will be jumpstarted bu the reading of the novel //The Whale Rider//. Students will explore how we live in relarion to each other as they study the novel. Issues relating to environments, both social and physical, will be discussed and will drive the inquiry in this unit. Students will study the use of imagery, lyrical interludes and the cultural and anthropological use of myths; in addition, the elements of a novel will be analysed with specific reference to their current reading. Different genres in writing will form the basis of formative assessments with the writing of a creation myth as the summative written assessment. An oral presentation on an environmental theme will provide practice and scope to develop persuasive oratory. ||


 * Unit 2 || The Speech Contest || Students will learn the structure of a persuasive essay and a persuavie speech. Each will choose a topic of interest identified personally and for which they feelings Over the course of four weeks, they will work on their speeches and essays. The latter will be teacher assessed, the former will be judged by impartial judges. The first round will be held in the first week of December and the finals will take place in the second week of December. Assessment rubrics for Language A will be used to assess the essay. The speech contest will be judged, using a specially designed, non-MYP rubric. ||  ||
 * Lang B French

Lang B Spanish || Talk about myself, my friends and my family

Friends || The students will learn how to introduce themselves, their friends and families. They will revise numbers, days of the week and months, colours, professions. They will talk about family members and friends, describe them, say what people like/don’t like, what jobs people do, where people live and where they are from.

“Friends”- Students will use the revised grammar to describe the place around them. What they like and prefer and what they don’t. Learn new vocabulary related to family. Review concepts of interrogative, affirmative and negative. ||
 * Math || Numbers & Geometry || For the first 2 weeks of term, students will focus on Numbers Part A then they will spend 4 weeks on Numbers Part B. The weeks following the mid-term break they will focus on Geometry

Numbers __Part A__ - [Types of Numbers, Operation of numbers (+, -, x, /), Place Value, Expanded Form, Numbers to Words and vice versa, Times Tables]

__Part B__ - [Operation with fractions and decimals (+, -, x, /), Prime Numbers, Prime Factors, Factors, Multiples, LCM, HCF, Exponential Notation, BEDMAS] & __**SUDOKO**__

Geometry __Measurement__: - [ Length, Weight, Distance, Time, Reading Scales, Using a Ruler and Tape Measures, Perimeter, Area, Volume ] & __**IQ Puzzles**__

__**NB - depending on how quickly students understand the topics listed above, additional topics may be added**__ ||
 * Hum || Weather hzards || How can humans control the weather and climate? Students will look at how humans are affected by both weather and climate and how they respond to certain conditions. They will look at how to measure weather . Students will then look at how humans have adapted to differing weather patterns in the world. A study of hurricanes will lead onto individual projects on climatic hazards and how people can mitigate against such hazards. ||
 * Science ||   ||   ||
 * Tech || Design Technology || How can I connect the Areas of Interaction (AOI) with my school activities?

The students will design **a game or learning tool** reflecting on the importance of connecting the knowledge acquired at school with the Areas of Interaction (Environment, Human Ingenuity, Health and Social education, Community and Service and Approaches to learning). They will be using materials, tools (utility knife blades, glue, scissors, etc.) and the design cycle with the teacher’s guidance//.// They will use their creativity and implement important skills like communication, collaboration and reflection during the whole process. ||
 * Music || The sound of the world || What is “in tune”? Students will learn about music in Japan and Indonesia, and begin to make comparisons to music around the world. The will begin to improvise over a drone, and explore the religious and cultural impacts on world music. They will partake in a whole class performance of a Gamelan piece, and design a project on Indonesian music. They will study the division of the scale, discover how western classical music came to be, and explore how different cultures notate music. ||
 * Art || The Elements and Principles of Art || If art is a free, personal expression, why do we need //principles// to create an art work? In practical exercises and through studying the art works of other artists, students will learn about the Principles of Design: balance, emphasis, movement, unity, rhythm, variety, repetition, and proportion. They will discover that art cannot be created or appreciated without the use of some elements and principles of art. Students will discover that the knowledge of the principles of design helps artists to improve their ability to express themselves and helps the viewer to better understand the message of an art work. Students will create art works applying these principles and will research chosen art works, focussing on recognizing and explaining the principles of design being used. Students will continiue to use sketchbooks as their personal Developmental Workbooks and practice their observational drawing skills on a regular, weekly basis at home. ||
 * P.E || Fitness, Volleyball and Basketball ||  Students will be learning and practicing different fitness tests such as: Illinois agility test, stork balance test, standing broad jump, and the sit and reach test. They will also be taking part in volleyball where they will learn how to set the ball properly, digging the ball, spike the ball and serving both underarm and over arm. They will also develop their passing in teams and working out different tactics and strategies to use in order to gain an advantage. In basketball the students will be improving their ball handling skills where we look at dribbling and throwing and catching. They will also practice their different shots openly and under pressure including a lay-up, set shot and a jump shot and will learn different defense tactics to use as a team such as zone defense and man to man defense. Throughout each activity the students will be developing their communication and co-operating skills. ||

**__MYP 3__**
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * ** Lang A English ** Unit 1

Unit 2 || Making moral choices

The Speech Contest || //Lord of the Flies// will be studied in the context of making moral choices and as an exploration of the characteristics of leaders and heroes. Aspects of setting, storyline, character development and symbolism will be focused on as literary tools which stimulate students' analysis and conceptualisation of key themes in the novel. Oral presenations will be used to practice oratory skills, as used by emergent leaders. Written tasks will draw on a variety of genres with a creative written summative asessment about community, civil liberties and moral responsibility. Students will be encouraged to experiment with imagery and extended descriptions in their writing.

Students will learn the structure of a persuasive essay and a persuavie speech. Each will choose a topic of interest identified personally and for which they feelings Over the course of four weeks, they will work on their speeches and essays. The latter will be teacher assessed, the former will be judged by impartial judges. The first round will be held in the first week of December and the finals will take place in the second week of December. Assessment rubrics for Language A will be used to assess the essay. The speech contest will be judged, using a specially designed, non-MYP rubric. ||
 * Lang B French

Lang B Spanish || Revision and consolidation

“The individual and the society” - || The students will revise and consolidate basic grammar structures and vocabulary in French. They will learn to talk about their daily life with their friends and families. They will revise how to introduce and describe themselves and others. They will talk about leisure activities with friends and families. They will describe a week-end or holiday routine, using regular and irregular verbs in present tense and future. They will practice how to write and understand texts in French from about 80 to 100 words. Students will learn new grammatical structures to express in real life situations through role play using the vocabulary of the unit. They immerse themselves in social life, friends and activities to use them in real life situation. Students will learn vocabulary related to food and drinks. ||
 * Math || Numbers, Algebra & Geometry || For the first 6 weeks of term, students will focus on Numbers and Algebra. In Numbers we will cover Factors, Multiples, LCM, HFC, Divisibility Test, Operations with Fractions and Decimals, Index Notation, Directed Numbers, BEDMAS. In Algebra we will cover Simplification, Substitution, Words to Symbols. Students will apply these skills through such activities as SUDOKO

After the mid-term break they will focus on Measurement in Geometry. Topics will include Length, Weight, Distance, Time, Reading Scales, Using a Ruler and Tape Measures, Perimeter, Area, Volume. Students will apply these skills through such activities as IQ Puzzles.

Short term review checks will be undertaken on a regular basis. ||
 * Hum || Personal Geography and History || Are we a product of our Personal Geography and History? Many of the students at Codrington have interesting backgrounds in terms of where they or their families have lived. Does this affect how they think and what their aspirations may be. Each student will undertake an enquiry into their own personal Geography and History, and that of a famous historical character. The results of the study and a journal will be completed on an online eportfolio. ||
 * Science ||   ||   ||
 * Technology || Design Technology || How can I put my knowledge into practice?

The student will build **a sculpture** that represents s the meaning and impact of technology in human life. They will be using tools (knife blades, glue, staple gun, paint, etc.) recycled materials and the design cycle with teacher’s supervision. Students will apply important characteristics such as being open minded, thinkers, inquirers, communicative and reflective. Creativity, communication and collaboration skills will be required throughout the whole process. || will be learning and practicing different fitness tests such as: Illinois agility test, stork balance test, standing broad jump, and the sit and reach test. They will also be taking part in volleyball where they will learn how to set the ball properly, digging the ball, spike the ball and serving both underarm and over arm. They will also develop their passing in teams and working out different tactics and strategies to use in order to gain an advantage. In basketball the students will be working on their ball handling skills where we look at dribbling and passing and catching under pressure. They will also practice their different shots openly and under pressure including a lay-up, set shot and a jump shot and will learn different defense tactics to use as a team such as zone defense and man to man defense. Throughout each activity the students will be developing their communication and co-operating skills. ||
 * Music || Lexicon-Finding a Common Language Musical Rebellion || How can I describe this music? What is the difference between analysis and opinion? From what angles can we examine a piece of music? Students will explore the concepts of subjective and objective analysis. They will identify the key components of music. They will generate a list of common musical terms to more accurately express their observations. They will explore music's connection with language in regards to form, phrasing, and style. To what extent is controversy acceptable in music and art? Students will learn about classical genres of music and discover how composers rebelled against expectation. They will explore how rebellious movements lead onto new ideas in the arts, and discuss the impact of society’s expectations on music. They will compare rebellious artists from the classical and popular tradition, and explore ground breaking artists that lead to today’s music. They will make predictions on the future of pop music, and hold a debate about the necessity for musical rebellion. ||
 * Art || Art Critique/ Purposes of Art Subjects in Art || How can I decide whether I like a work of art or not? Why do people create art works or what is the purpose of art? Students will debate “What is Art?” and learn about the 4 steps to ‘judge’ art work: describe, analyze, interpret, evaluate. They will use these steps to make profound judgements about various introduced art works in written form in their Developmental Workbooks. Students will investigate and explore various purposes for art and will learn to categorize art works under various subjects. Students will understand that people create art to make a mark in the world and will be asked to make their own ‘Personal Statement’ in form of a poster, painting, drawing or collage. They will then critique their own and each others’ work. Students will be encouraged to use their Developmental Workbooks effectively and practice their observational drawing skills on a regular, weekly basis at home. ||
 * P.E || Fitness, Volleyball and Basketball || Students

**__MYP 4__**
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * Lang A || Friendship || What responsibilities does friendship bring? Students will study the novel __The Kite Runner__ and consider friendship within the context of an Islamic country at war. The understanding that friendships exist within social boundaries will be central to the unit of work. Students discuss and write on aspects of setting, plot, characterisation and key themes, learning related vocabulary to discuss the author's purpose and stylistic devices. Their own language skills will be developed through research notes and creative writing in a range of writing forms. Oral work will be based upon independent research and the development of persuasive arguments. Presentation skills will be applied to these arguments before an audience of peers. ||
 * Lang B

Lang B || Personal relationships

“Me and my surrounded” - || The students will discuss their relationships with their parents, family and friends. They will have to compare their relationships with those of students of the same age in their local environment and in French speaking countries. They will explain what makes them different from the rest and how they are influenced by others, what they see, hear or read. <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Revision of grammar structures and vocabulary learnt last year. Describing personalities and giving opinions about people. Describe areas /towns/places. Public spaces and compare actions and routines. ||
 * Math || Numbers, Algebra & Geometry || For the first 6 weeks, students will focus on __Numbers__ and __Algebra__. The weeks following the mid-term break they will focus on __Geometry__

Numbers [Factors, Multiples, LCM, HFC]

Algebra __[__Simplification, Substitution, Words to Symbols, Product & Quotient Simplification, Distributive Law, Solve] & __**SUDOKO**__

Geometry __Measurement__: - [ Length, Weight, Distance, Time, Reading Scales, Using a Ruler and Tape Measures, Perimeter, Area, Volume ] & __**IQ Puzzles**__ __**NB - depending on how quickly students understand the topics listed above, additional topics may be added**__ ||
 * Hum || The History of Medicine || On the shoulders of giants. Has Medical progress been constant? Students will look at medicine over the past 5,000 years and what have been the major changes over time. There will be project work and presentations on the Egyptian, Greek, Roman, Middle Ages and Renaissance eras of medicine with a final assessment which will ask students to name and give reasons for who they believe has contributed the most to the advancement of medicine. ||
 * Science || Biochemistry || <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">How can chemicals be alive? How is it possible that we can go from simple distinct particles such as atoms and molecules and then combine them in such a way that they are now living breathing organisms? The students will review their knowledge of chemistry and then relate their understanding to how it is that living organisms can function. They will relate an atom’s interactions with other atoms to its internal structure. They will define acids and bases and relate their importance to biological systems. They will also explain <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">why water is important to life and compare the role that biomolecules play in these organisms.  ||
 * Technology || Design Technology || How can I make the design cycle part of my learning process?

<span style="display: block; font-family: Calibri; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.25in;">The students will be implementing the design cycle to create an **interactive model** that represents the different stages and activities to follow when creating products or systems. They will be using materials, tools (utility knife blades, glue, scissors, etc.) and the design cycle with teacher’s supervision//.// Creativity, communication, collaboration and reflection will be reinforced throughout the whole process. || Identity Portrai || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">Who am I and who I want to become? Students will explore how famous artists in history have shown aspects of their //identity// in their self portraits and will investigate how artists have used cultural and invented ‘symbols’ to express their ideas, beliefs and goals. Students will explore the difference between //descriptive// and //expressive// portraits and will research and present their findings on the life and work of one assigned famous artist. Students will produce a Self Portrait that shows aspects of their own identity besides physical appearance. Students will use their Developmental Workbooks intensively and continue practicing their observational drawing skills on a regular, weekly basis at home. ||
 * Music || Lexicon-Finding a Common Language Western Classical Music || How can I describe this music? What is the difference between analysis and opinion? From what angles can we examine a piece of music? Students will explore the concepts of subjective and objective analysis. They will identify the key components of music. They will generate a list of common musical terms to more accurately express their observations. They will explore music's connection with language in regards to form, phrasing, and style. How has music reflected the structure of society? Students will develop and understanding of a variety of styles, developments and ideas which have shaped the arts across time and cultures: baroque, classical and romantic style, the development of instruments and the orchestra, the influence of religion on music, ground bass, variations, ternary from and rondo form. They will develop theoretical knowledge and understanding including notation and the Stave, intervals and the scale, key signatures and accidentals, harmony and musical structures. They will develop the skills to undertake a free choice research project, essay writing and analysis of musical scores. This will be supported be practical work including composing, listening and appraising and performing. ||
 * Art || Self Portrait/
 * P.E || Fitness and Volleyball. Theory: Health and Fitness || Practically students will be looking at fitness and volleyball this term. In fitness they will practice and learn tests for speed, muscular endurance, flexibility, power, agility. They will also learn different exercises to do in order to work specific muscle groups and test different training methods in order to understand and practice how to write and implement a training programme. In volleyball students will learn how to set the ball properly, digging the ball, spike the ball and serving both underarm and over arm looking at the height and direction of the shots. They will also develop their passing in teams and working out different tactics and strategies, such as formations, to use in order to gain an advantage.

Theoretically students will be looking at the Health and Fitness Unit where they will learn about: what is health and fitness?, effects of exercise, recovering from exercise, diet and nutrition, drugs in sport, factors affecting performance, somatotypes, and age and gender. They will be working both as individuals and as part of a group and will need to give presentations and displays to their peers. ||

**__MYP 5__**
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * Lang A || Intolerance || How do we learn to accept difference? Students will study the play T__he Crucible__ and consider the allegorical links between the Salem Witch Trials and the McCarthy era of the 1950s. the understanding that fear causes society to seek scapegoats will be central to the unit of work. They will discuss and write about setting, plot, characterisation, key themes, stylistic devices of the drama genre and the playwright's purpose. Through research and discussion they will learn about the social context of the work and its relevance to its contemporary society. The students' own language skills will be developed through writing critical reviews and text analysis. Oral work will be based upon independent research and the development of persuasive arguments. Presentation skills will be applied to these arguments before an audience of peers. ||
 * Lang B || <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Healthy living || <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Eat to live or live to eat? <span style="color: black; display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Every day you face choices that can affect your health. The students will look at why healthy eating is important. They will study the different categories of food in French, make and analyse surveys about eating habits in their countries and compare them with other countries. They will research about the consequences of bad nutrition. They will study recipes from France and other countries and will create healthy menus for school canteens and restaurants. They will compose a guide to a healthier lifestyle. ||
 * Math ||   ||   ||
 * Hum || Eartquakes and Volcanoes || Why do humans live in such dangerous places? After initial discussion over what it means by a Natural Hazard, the students will be concentrating on plate tectonics, looking at the forces which create earthquakes and volcanoes. The main concentration of this topic will however be on looking at case studies of each and discussing how humans can adapt to the hazards posed. In particular we will concentrate on planning issues relating to evacuation and land use zoning. The final assessment will use overlays of information regarding ground shaking, population densities and other physical and social data which will be used to decide on the location of a new hospital in San Francisco. ||
 * Science || Chemical Reactions || <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Why does “matter” matter? We, and all the objects around us, are composed of matter. By studying matter and the way it changes, students will gain an understanding of their body and all the “stuff” they see and interact with in their everyday life. Chemical reactions affect us every second of every day. For example, life-sustaining chemical reactions occur continuously in your body. Other chemical reactions occur in less likely situations, such as in a thunderstorm. ||
 * Technology || Design Technology || How can I put in practice my creativity and personal talents?

<span style="display: block; font-family: Calibri; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.25in;">The students will build **a structure** that represents the meaning and importance of applying creativity in all areas of life. They will be using recycled materials; tools ((knife blades, glue, staple gun, paint, etc.) and the design cycle independently. Creativity, communication, collaboration and reflection are important skills which will be reinforced throughout the whole process. || - The effective use of students’ Developmental Workbook || Why do we need //rules// to create art work? In what ways did artists use the elements and principles of art in different historic periods? Students will develop an increased understanding of various art concepts by critically evaluating art works from various times and cultures, having a close look at how the //Elements and Principles of Art// have been used in these works. Students will understand that the Elements and Principles of Art are the universal language of Visual Art, as these principles are being used to guide the creation of any art work, in history and today. Students will conduct research on chosen artists, cultures and art periods and plan their own creative work accordingly. Inspired by other artists and by reviewing and building on former knowledge of the ‘Creative Cycle’ and the Principles of Design, students will create aesthetic compositions such as drawings, paintings and collages. While studying art works of various artists of different cultural origin and historic background, students will begin to develop a personal definition of art, and will reflect on their own development as an artist in written form. The intensive and effective use of students’ Developmental Workbooks is of first priority throughout the term. Students will continue practicing and improving their observational drawing skills on a regular basis at home. || Theory Sport in Society || Practically students will be looking at fitness and volleyball this term. In fitness they will practice and learn tests for speed, muscular endurance, flexibility, power, agility. They will also learn different exercises to do in order to work specific muscle groups and test different training methods in order to understand and practice how to write and implement a training programme. In volleyball students will learn how to set the ball properly, digging the ball, spike the ball and serving both underarm and over arm looking at the height and direction of the shots. They will also develop their passing in teams and working out different tactics and strategies, such as formations, to use in order to gain an advantage.
 * Music || Lexicon-Finding a Common Language World Music || How can I describe this music? What is the difference between analysis and opinion? From what angles can we examine a piece of music? Students will explore the concepts of subjective and objective analysis. They will identify the key components of music. They will generate a list of common musical terms to more accurately express their observations. They will explore music's connection with language in regards to form, phrasing, and style. What use is art in the community and for the community? MYP 5 students have designed this unit themselves. Students will develop theoretical knowledge and understanding of Indian raga, African music, and fusions. They will explore world instruments, the place of music in society and the affect of religion and beliefs on music. They will build appreciation of the economics and politics of a country and its influence on music. They will learn skills such as African hand drumming and reading Indian scales. Students will develop their communication skills by holding a workshop for the top year PYP. The content for this workshop will be chosen by the students in aid of supporting and safe-guarding world music heritage. ||
 * Art || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">- The Elements and Principles of Art (review) - Art History
 * P.E || Fitness and Volleyball.

Theoretically students will be looking at the Sport in Society Unit where they will learn about: sports participation, women in sport, sporting behaviour, sponsorship, sport and the media, international sports and the Olympic games. They will be working both as individuals and as part of a group and will need to give presentations and displays to their peers. ||

**__Diploma 1__** Dear DP1, parents and caregivers,

Welcome to the first overview of the termly curriculum content for the six subject areas and three core requirements for diploma students in the 2010-2012 two year course. This letter is intended to simplify and support the detailed information that is available from the subject teachers and The Codrington School's public website. Please take some time to consult this website, and note that 'Tertiary Admissions' has been added to reinforce your understanding that learning is a lifelong pursuit, and completion of the diploma just a stage on the journey. A detailed calendar of assessment deadlines for the two year course will follow shortly, and should assist you in balancing your work time effectively. The teaching staff acknowledges the positive motivation with which you have started the year, and are keen to support you through the challenges and successes that lie ahead. It is a team effort of family and school which you know well if you are an on-going student. For new students, welcome to this collaborative and goal-oriented stage of your schooling. Regards, Ms Hettie Oral Presentation || School's Free Choice: Non-Conformity HL and SL students will study and respond to works which use written expression and speech as agents for institutional change. This will be done through the novel __Nineteen Eighty-Four__, selected poetry of the Harlem Renaissance and some essays and speeches by Ernesto 'Che' Guevera. HL students will also study works by Martin Luther King Jr. The focus will be on the relationship between the writers and their times, their vision of an ideal society and the way language is used to persuade and change thinking. Assessment will be based on an individual oral presentation on a topic chosen by the student from the Part 4 works and will contribute 15% to the final grade through internal assessment and external moderation. || Spanish || <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">“The individual” - “Tourism “ || <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students will review grammatical structures and vocabulary. They will be introduced to a wide range of situations using the correct register and vocabulary in context through news and documentaries in Spanish. They will practice how to express ideas using more complex language. They will gain awareness of issues in the Spanish speaking countries. They will explore poetry in the Spanish language. <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">During the first part of the term students will talk, read and speak about daily issues with friends and relationships. During the second part of the term students will explore tourism. <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Students will give short oral presentations daily; they will write essays and research information. They are going to read and comprehend news from a Spanish newspaper to improve their vocabulary using original material. ||
 * **Subject** ||  **Content**  ||  **Overview**  ||
 * Language A1 English || Part 4:Individual
 * Lang B French || <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; line-height: 115%;">Me and the others, the leisure experience, food culture and society || The students will review grammatical structures and vocabulary. They will be introduced to a wide range of situations using the correct register and vocabulary in context through weekly press reviews and documentaries in French. They will learn how to express ideas with clarity using a more complex written and spoken language. They will gain awareness and sensitivity to the French and French speaking countries’ culture.  In the first part of the term, the students will talk about family life and study different family types and will look at changing relationships between generations. They will talk about friends, relationships between boys and girls and their future plans. In the second part of the term, they will discuss week-end activities and free time (reading, cinema, theatre, concerts, shopping, festivals, going out to restaurants) and then will study meal habits in francophone countries and elsewhere. They will talk about food preferences and recipes, vegeterianism, organic food, healthy and non-healthy habits and eating disorders. The students will have to write a weekly essay, research information related to the studied topics and present them through regular individual and interactive presentations. //Reminder:// Interactive oral activities performed in class throughout the 2 year programme count for 15% of the final grade.  ||
 * Lang B
 * MathematicalStudies ||   || During term one students will cover Number Sets and Properties, Measurement, Sets and Venn Diagrams, Pythagoras Theorem, Descriptive statistics and revision of new skills. All students will use approved Graphic Display Calculators (GDC) - TI-84 plus Silver Edition. A mini project spanning 4 weeks will be part of the statistical unit. An end of term test to review all work covered during the term will be undertaken. ||
 * Geography || Populations in Transition

Global Interactions || HL and SL will be studying two of the four compulsory topics in this section of the syllabus: 1. Populations in transition – looking at patterns of population in the world. Students will describe and explain such things as differences in fertility and mortality rates worldwide, as well as looking at patterns of migration. 2. Disparities in wealth and development: - students will consider how disparities are measured and what may be the causes of such disparities, as well as potential solutions. <span style="display: block; font-family: Calibri,sans-serif; font-size: 15px; line-height: 17px;">The HL will be starting the extension unit on Global Interactions. Here we will be looking at our increasingly globalised world. We will study the increasing ties of trade, capital transactions and human contacts worldwide. How can we measure this level of globalisation, and is this rapid change all good? Are there socio-cultural and environmental issues that need addressing? || Creation Performance Musical Links Invest. Music History Music Theory Prescribed Works || How can I describe this music? What is the difference between analysis and opinion? From what angles can we examine a piece of music? Students will explore the concepts of subjective and objective analysis. They will identify the key components of music. They will generate a list of common musical terms to more accurately express their observations. They will explore music's connection with language in regards to form, phrasing, and style.
 * Biology ||   ||  Both HL and SL students will begin working on statistical analysis of scientific data collected during practical investigations. They will be working on becoming much more independent in their design of these practical investigations, but also gain a better understanding of testing for reliability of data, bias, as well as the difference between strong and weak correlations. We will also work on The Chemistry of Life and Cells topics found in the IB Biology Subject Guide. This will move from how chemicals interact in living organisms such as carbohydrates, lipids, and proteins, enzymes, and the structure and replication of DNA. This will progress into how these chemicals also work together in the formation and maintenance of cells, which includes the cell theory, cell membranes, and the cell cycle. This will be supported by the completion of weekly practical investigations and laboratory write ups.  ||
 * Music || Lexicon-Finding a Common Language

This course relies heavily on being able to speak clearly and critically about music and its constituate components. The students will be work on score and music analysis through the avenues of music history, music theory, the prescibed musical examples from the IB exams, and their Music Links Investigation paper, where they will explore two distinct musical styles and cultures and draw on commonalities. They will also be creating original work in the form of composition, electronic sampling, or arranging. Finally they will be developing their own sense of musicianship their their performance piece. Each student will record approx. 20 minutes of music over the course showcasing their ability to read and interpret music based on the style in which the piece was written. || Art Media Modern Art/ Contemporary Art Local Art || Students will be familiarized with the components and overall objectives of the Diploma Program Visual Arts course and the specific Assessment Criteria for their work in their Investigation and Studio work. They will investigate in which ways other artists use art journals to creatively record their feelings, ideas and thoughts, to plan projects, and to reflect on their work processes. Students will review the //Elements and Principles of Art// and explore and experiment with various media. In the second half of the term students will conduct independent research on various art movements throughout history, with a closer look at Modern Art and Contemporary Art. Students will generate a series of realistic sketches, from which they will then develop an abstract composition. Students will visit local artists and art exhibitions and produce an artwork in the specific style of a chosen artist. The intensive, creative and effective use of students’ Investigation Workbooks is of first priority throughout the year. ||
 * Art || Art journaling/ Investigation Workbooks
 * CAS ||  || During Term 1 students will be interviewed and then they need to complete the following stages; Stage 1: Complete Interest Form. Stage 2: Activity Proposal Form. Stage 3: CAS Contract. There will initially be weekly meetings with the students until their projects are organised and in place. ||
 * Extended Essay ||  || During Term 1 students will identify the subject area of the extended essay and make contact with an appropriate supervisor. There will be organised meetings between the student and the supervisor to determine the topic and research area of the essay. Initial planning and research to refine the topic area will commence. ||
 * Theory of Knowledge || Truth and Knowledge || Students explore the concept, nature and purpose of knowledge through discussion and written reflection in an on-going journal. The four key ways of knowing in the IB course are introduced: Emotion, Perception, Language and Reason. Belief, faith and truth are defined and related to some historical figures and their ideas, such as Socrates, Plato and Aristotle. Students consider what it means to be a knower and the responsibilities this brings. ||