SUBJECT: Individuals and Society YEAR 7 AUG

Mon 15 Mon 22

YEAR 9

Title:

What is Inidividuals and Societies ? ( Introduction to Yr 7 InSoc)

Title:

Globalization (MYP)

Title:

Focus or Concept;

InSoc Awareness

Focus or Concept:

Focus or Concept: Key - Systems Related - Values, Conflict

Key Outcome/s:

Experience descrete InSoc.discipines. Introduction to Inter-discipinary InSoc. delivery. Introduction to Learner Profile and AtL's

Inquiry

Key - Global Interactions Related - Culture, Resources Students will understand that global interactions will impact upon the sustaibability of resources and globalization of culture.

Assessment & AtL's (Formative & Summative):

Formative Communication - Through writtern language Social Skills - Collaboration

Inquiry Questions

Factual – What is globalization? What is colonialism?Conceptual – How does globalization promote the movement of resources ( History of Slave Trade, Spice Trade & Modern Trade)? What is the relationship between globalization and the spread of religious ideas? How has migration effected countries resources and culture?Debatable – Is colonialism a form of globalization? Is globalization unjust? To what extent is Hong Kong globalized?

Inquiry Questions Factual- What is a crime? - What is a law? - Where do laws come from? Conceptual-How are laws developed? -How are laws linked to morality? -How do laws and morality conflict?Debatable-To what extent are individuals morally responsible for their crimes? -Is it ever acceptable to break the law? -Is justice always impartial? -Is the death penalty morally acceptable?

Title:

Identity Assessment & AtL's ( Formative & Summative):

Formative:Vocabulary & content Challenge students to develop use of graphic and thinking organisers and share these with others. Do a pre-assessment about understanding of globalisation ( movement of goods, people and ideas) Collect evidence and analysis the examples; History of Slave Trade History of Spice Wars Early spread of ReligionSummative:CAT 1 Globalisation - Quizlet Test Score CAT 2 - Movement of Religion CAT 3 - To what extent is Hong Kong globalized? Knowledge and Understanding Investigating

Mon 29 SEP

2016-2017 YEAR PLANNER

YEAR 8

Mon 5

Mon 12

Human societies aim to create systems of law and order that reflect evolving values, but may lead to conflict.

Authentic Experience:

Mon 19 Focus or Concept:

Inquiry

Law & Order (MYP)

Change & Continuity

Key Outcome/s: Communicate ideas about impact of Community on Identity Develop a personal glossary of terms Reflect on learning by making links to how communities impact on their personal identities Develop high order questions for research Analyse events that impact on current systems in Hong Kong Analyse data from graphs and summarize findings Develop and conduct interviews to collect information Make observations to collect primary sources Create an interactive Scavenger Hunt to present research findings of the IDENTITY of a COMMUNITY in HK.

Assessment & AtL's (Formative & Summative):

LEGCO Trip Formative: Glossary, Vocabulary Games, Essay planning, argument map, PEE skills, NOPA, making a presentation Social Contract Theory/ Hobbes and Locke. Apply the concepts in an authentic situation Summative: CAT 1 – Origin and development of one particular law CAT 2- Create a table to EVALUATE whether the individuals are morally responsible for their crimes. CAT 3- Using critical thinking write either and opening statement for a defence or a prosecution to show what you believe the evidence will show. THIS CAN BE ASSESSED VIA A VERBAL OR WRITTERN COMMUNICATION

Mon 26 OCT

NOV

Mon 3

MaD Week

MaD Week

MaD Week

Mon 10 Mon 17 Mon 24

Half Term

Half Term

Half Term

Authentic Experience:

Mon 31

Title:

Revolutions

Focus/ Concept:

Social Change

Key Outcome/s:

Identify causes of the FR. Evaluate sources Debate two sides of what should be done with the king Evaluate the relative success of the FR Research on a revolution of their choice and present findings, analysing stages of that revolution. Carry out a case study on one controversial issue in HK.

Assessment & AtL's ( Formative& Summative):

Formative:Timeline of the FR. Debate : What should be done with the king? Personal response using evidence : Was the FR a success?Summative:CAT 4 -Source based assessment : Causes of the FR. CAT 5- Class Presentation : CASE study of a revolution and link to stages.CAT 6 - Individual case study report : Predicting the future of HK’s revolutions.

Title:

GCSE/ iGCSE/ AS Options

Focus/ Concept:

Taster lessons

Key Outcomes/s:

Better understanding of option subject content, skills and assessment process

Title:

World Wars and Warfare

Focus/ Concept:

Conflict

Key Outcome/s

Case Study - World War One The long and short term causes of the war The Schlieffen Plan and why it failed Western Front - Trench warfare and the impact of technology Battle of the Somme and the responsibility of Haig Eastern Front, Gallipoli, War at Sea The Home Front US Entry into the war Reasons for defeat of the Central powers Results/effects of the war Case Study- Investigate Individual Choice of a War/ Warfare

Assessment & AtL's ( Formative & Summative):

Formative: How and why did the war start? What was the nature of the fighting- Diary of a soldier/ poster on impact of technology Case Study- Does Field Marshall Haig deserve to be called ‘the butcher of the Somme?’ Summative: CAT 7- Demonstrate your knowledge and understanding of the nature of warfare in WW1? CAT 8- Case Study- War of individual choice

Evidence of Globalisation in HK - Aberdeen Tour

Mon 7 Mon 14

Authentic Experience:

Stanley InSoc. Scavenger Hunt ( Challenge)

Assessment & AtL's(Formative and Summative)

FormativeGlossary Photo essay Questions developed during class discussions Analysis of HK historical events Interview with parents Analysis of GapminderSummativeCAT 1-Belief and Values in HK ( Communication and Investigation). CAT 2- Hong Kong Identity Scavenger Hunt( Investigating and Communication)

Mon 21 Mon 28

DEC

JAN

FEB

Title:

Mon 5 Mon 12 Mon 19 Mon 26

Mon 2 Mon 9 Mon 16

Focus/ Concept: Time, Place, Space

Christmas Title:

Sustainable Futures

Focus or concept:

Global Interaction/ Sustainability

Key Outcome/s:

Understand key terms ( Global Interaction, Sustainable Development, Economic Growth, Globalisation). Make connections between literary descriptions and real life situations Research to find information about business practises ( Economic Growth and Sustainable Development). Find examples of business practises Analyse & evaluate sustainable business practises Use Google Map and Google Earth to drop pins & make notes Design a sustainable product Present ideas to a large group, backing ideas with evidence from research Reflect on personal practises

Assessment & AtL's (Formative & Summative) :

Formative:observation of students ideas during discussions responses from students about sustainability students’ personal reflection about their actions students’ evaluation of sustainable business practises and their reasons for their evaluationSummative:CAT 3- Personal response to how human consumption affects resources on this planet.CAT 4- Dragon’s Den - students will design a sustainable product and present their product to the class

Mon 23 Mon 30 Mon 6

APR

MAY

Mon 6 Mon 13 Mon 27 Mon 3 Mon 10 Mon 17

Key Outcome/s Understanding the development of China by focusing on two key periods (Acient ( Imperial) China, Republic of China) Understanding the two time periods through the lenses of: beliefs and values, politics, history and geography. Develop a level of open minded thinking and awareness through class and peer discussion. Speaking and listening skills. Research and explanation of evidence to justify findings. Presentation skills - formats of presentation (pathbrite) Social skills - cooperation, awareness of questions. Organisation skills - working towards a deadline in order to present an online exhibition (pathbrite)

Truths (MYP UNIT)

Focus or Concept:

Key - Systems Related - Beliefs,Being & Becoming

Inquiry

Ability to question and think critically,open-mindedness about various beliefs & truth claims

Inquiry Questions

FactualWhat are the key features of a belief system? What range of sources are used to evidence truth claims within a belief system?ConceptualHow do we know what is real? What motivates humans to find answers to ultimate questions?DebatableHow reliable does evidence need to be in order to support knowledge claims?

Assessment & AtL's (Formative & Summative):

Formative Vocabulary & content Re-tell Plato’s Cave & describe their interpretation of the analogy Distinguish between ultimate & ordinary question How to organise research, make presentations Identify different styles and structures for a website Understanding of ‘systems’ Pre-assessment about understanding of belief systems Collect evidence to add onto concept of systems on a ‘Concept Wall’ Ask discussion question in Primary research activity about occupations Summative CAT 5 - Design a Wix site on chosen religion:InvestigateCommunicate Think critically

Mon 8

Authentic Experience: World Religion Walking Tour

JUN

Mon 5 Mon 12 Mon 19 Mon 26

Summative Assessment: CAT 4- Choropleth – k-o-ropleth map skills that help geographers see patterns. ( Physical geography)CAT 5- To what extent was Qin Shi Huang ‘s rule successful for China ( Imperial China)CAT6- Collaboration Skills ( Teacher Observation) Formative Assessment:Inquiry Process ( Pathbrite portfolio)

CNY

Easter Title: Citizenship Authentic Walk in Shoes of someone else immersion. Expereince Focus/ Concept: Identifying injustice, taking action

Key Outcome/s Understand the importance of community Understand how inequality can impact a community Understand how we defend our own and other people’s rights. Develop a level of awareness for others through class and peer discussion. Speaking and listening skills. Research and explanation of evidence to justify findings. Social skills - cooperation, awareness of questions, awareness of others in our community. Organisation skills - working towards a deadline in order to produce a social action outcome.

Assessment ( Formative & Summative):

Mon 22 Mon 29

Christmas

CNY Assessment & AtL's ( Formative& Summative):

Easter Title:

Mon 24 Mon 1

Mon 15

Christmas

CNY

Mon13 Mon 20 Mon 27

MAR

China

Summative CAT 7 -Teenage affluenza storyboard. CAT 8 - Mapping inequality Formative Making links action project

Easter

Title:

Gender

Focus/ Concept:

Identity

Key Outcome/s:

Sex vs Gender Challenge traditional ideas about gender roles Understand differences between genders

Assessment ( Formative & Summative):

FormativeData collection and presentation from a questionnaire on gender roles in parentingSummativeCAT 9- Personal response- How would you deal with the issue of gender roles in your child’s upbringing?CAT 10- StoryboardHave women achieved equality with men in the world today?