IAG Curriculum Map

An Education for Global Citizenship

Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective.  

Year 7 - Transition

Term 1

Term 2

Term 3

Key Concept

Identity

Connections

Communities

Driving Question

To what extent is our shared IAG identity ‘Global’?

How have humans collaborated in order to create the world we live in today?

How can we use ‘Community Action’ to enhance our local communities?

Attributes

Inquirers, Thinkers, Balanced

Communicators, Open-minded, Caring

Principled, Caring, Reflective

Global Context

Personal and cultural expression

Orientation in space and time

Identities and relationships

ATL Focus

Organization & Affective Skills

Collaboration & Communication

Reflection & Information literacy

Trip

Museum of London

Local Community Outreach

Term 4

Term 5

Term 6

Key Concept

Development

Culture

Systems

Driving Question

Colony Mars: What is required in order to  create a sustainable human community on Mars?

How can we make our world more Just?

What is the most significant issue facing our Global community?

Attributes

Inquirers, Knowledgeable, Communicators

 Knowledgeable, Thinkers, Principled

Risk-takers, Balanced, Reflective

Global Context

Scientific and technical innovation

Fairness and development

Globalization and sustainability

ATL Focus

Communication & Media literacy

Transfer & Critical thinking

Organization & Creativity and innovation

Trip

Year 8 - Exploration

Term 1

Term 2

Term 3

Key Concept

Global Interactions

Creativity

Aesthetics

Driving Question

To what extent has the Modern Revolution been a positive or negative force?

How can we make living in MegaCities more sustainable by 2021?

How can we use ‘Community Action’ to enhance our local communities?

Learner Attributes

Inquirers, Thinkers, Balanced

Communicators, Open-minded, Caring

Principled, Caring, Reflective

Global Context

Personal and cultural expression

Orientation in space and time

Identities and relationships

ATL Focus

Organization & Affective Skills

Collaboration & Communication

Reflection & Information literacy

Trip

Lewisham & Docklands

Term 4

Term 5

Term 6

Key Concept

Form

 Perspectives

Logic

Driving Question

To what extent do beliefs and customs from the past shape our lives today?

In what ways can an end be a beginning?

Personal investigation - ‘To what extent…?’

Learner Attributes

Inquirers, Knowledgeable, Communicators

Knowledgeable, Thinkers, Principled

Risk-takers, Balanced, Reflective

Global Context

Scientific and technical innovation

Fairness and development

Globalization and sustainability

ATL Focus

Communication & Media literacy

Organization & Creativity and innovation

Transfer & Critical thinking

Trip

Science Museum

Year 9

Term 1

Term 2

Term 3

Concept

Change

Relationships

Communities

Driving Question

Is there a better alternative to ‘modern society’?

What are the 10 biggest global challenges according to the WEF and what could I do about them?

Global health - what steps could be taken?

Learner Attributes

Inquirers, Thinkers, Balanced

Communicators, Open-minded, Caring

Principled, Caring, Reflective

Global Context

Personal and cultural expression

Orientation in space and time

Identities and relationships

ATL Focus

Organization & Affective Skills

Collaboration & Communication

Reflection & Information literacy

Trip

Imperial War Museum

Maritime Museum

Term 4

Term 5

Term 6

Concept

Global Interactions

Time, Place & Space

Systems

Driving Question

How can we facilitate social good through the application of technological innovation?

IAG’s Visions of the Future - What next?

Professional Pathways - Personal investigation linked to Internship

Learner Attributes

Inquirers, Knowledgeable, Communicators

Knowledgeable, Thinkers, Principled

Student choice

Global Context

Scientific and technical innovation

Fairness and development

Student Choice

ATL Focus

Communication & Media literacy

Organization & Creativity and innovation

Student choice

Trip

IAG Curriculum Concepts

Learner profile

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Global Contexts

Identities and relationships: Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time: Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression: How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation: How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability: How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development: Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

ATL -Attitudes To Learning Framework: https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_guu_1409_1_e&part=9&chapter=1 

Scale of Connectivity

Simple/zero planning:

Ask students to connect their learning to the Enquiry Question/Concept. A simple display on a whiteboard and through an ‘exit ticket’ or ‘Do Now’ activity.  The Concept can then be a vehicle to review prior learning or to review the learning in a single lesson.

Simple/little planning:

Create a task 15-20 minutes for example that asks students to connect their learning across a whole unit or multiple units to the Enquiry Question/Concept. This becomes an ‘interleaving’ activity and allows students to try to recall learning from weeks/months or years earlier.  This is a ‘desirable difficulty’ and a process that can lead to greater retention of knowledge.  

Careful co-curricular planning needed:

Create co-curricular units and projects that are interdisciplinary, i.e. students need to have a critical awareness of the knowledge in both subjects to achieve a greater outcome that if both subjects were taught in isolation.  Use of Open Learning Spaces e.g KC to enhance this form of learning.  

Careful interdisciplinary collaborative planning needed:

Create projects including multiple disciplines and interdisciplinary knowledge. By students having a critical awareness of different disciplines and how they connect in an interdisciplinary way, the final outcome becomes  stronger and deeper learning occurs.  

Careful interdisciplinary, collaborative and fully inclusive planning-project tuning:

Create units and projects that use knowledge beyond traditional subject disciplines, the university, local community/folk educators or  industry.  Also include parents and above all students in the process. Create authentic assessment frameworks based on real world outcomes to solve real world problems derived from the Enquiry Question/Concept.