Copy of GP Curriculum gr 06 to gr 10.xlsx

	A	B	E	H	K	N	Q	T	W	Z	AC	AF	AI	AL	AO	AR
1		GRADE 06			GRADE 07			GRADE 08			GRADE 09			GRADE 10
2		Unit 01: Who am I? Who are we?	Unit 02: Is there such a thing as right or wrong?	Unit 03: Making the FIS a better place	Unit 01: Cultural Perspectives	Unit 02: Social Media: Good? Bad? Both?	Unit 03: Changes across Time	Unit 01: Identity and Cultural Expression	Unit 02: Justice, Injustice, & Utopia	Unit 03: Religion & Faith	Unit 01: Power and Identity	Unit 02: Technology in Sports	Unit 03: Education for all	Unit 01: Systems of Belief	Unit 02: The (un)Certainty of Language	Unit 03: Ethics, technology and the future of humanity

3	Global contexts	Identities and Relationships	Fairness and Development	Globalization and Sustainability	Personal and cultural expression	Scientific and Technical Innovation	Orientation in Space and Time	Identities and Relationships	Fairness and Development	Globalization and Sustainability	Personal and cultural expression	Scientific and Technical Innovation	Orientation in Space and Time	Identities and Relationships	Fairness and Development	Globalization and Sustainability
4	Related concepts	Ethics, values	Ethics, interpretation	Ethics, justification	Ethics, values	Ethics, interpretation	Ethics, justification	Ethics, values	Ethics, interpretation	Ethics, justification	Ethics, values	Ethics, interpretation	Ethics, justification	Ethics, values	Ethics, interpretation	Ethics, justification
5	Assessment type	Writing: Writing a proposal.	Speaking: Debate	Service Project: Develop a solidarity project at the FIS	Writing: reflection on art piece created by the students	Speaking: Video - News report to show their conclusions about the topic they picked.	Service Project: Raise awareness	Writing: Argumentative essay Speaking: Mini-fair	Speaking: Debate Writing: Research report	Service: Advocacy project	Writing: Blog	Speaking: Create an infomercial to show and sell their school of the future.	Service:Research --> Access to sports in other parts of the world.	Writing: Argumentative text Speaking: Mini-fair.	Speaking:Presentation Writing: Compare-contrast essay (this task requires research).	Service: Plan and implement and action service proposal.
6	Concrete Critical thinkin skills	Reflect: to think carefully, especially about possibilities and opinions	Analyze: to assess something for its components, for the processes that led to its formation, for its possible effects on whatever it comes in touch with.	Problem solving: finding solutions to difficult or complex issues.	Understand: to know why or how something happens or works. Associated thinking skills: Interpretation and inferring.	Evaluate: to assess something for its value, for the values of its components and the value of their sum total.	Problem solving: finding solutions to difficult or complex issues.	Reflect: to think carefully, especially about possibilities and opinions	Analyze: to assess something for its components, for the processes that led to its formation, for its possible effects on whatever it comes in touch with.	Problem solving: finding solutions to difficult or complex issues.	Understand: to know why or how something happens or works. Associated thinking skills: Interpretation and inferring.	Evaluate: to assess something for its value, for the values of its components and the value of their sum total.	Problem solving: finding solutions to difficult or complex issues.	Reflect: to think carefully, especially about possibilities and opinions	Analyze: to assess something for its components, for the processes that led to its formation, for its possible effects on whatever it comes in touch with.	Problem solving: finding solutions to difficult or complex issues.
7	Approaches to Learning (ATLs)	Thinking skills Communication skills Self-management skills	Thinking skills Communication skills Research skills	Thinking skills, Communication skills Social skills	Thinking skills Communication skills Self-management skills	Thinking skills Communication skills Research skills	Thinking skills, Communication skills Social skills	Thinking skills Communication skills Self-management skills	Thinking skills Communication skills Research skills	Thinking skills, Communication skills Social skills	Thinking skills Communication skills Self-management skills	Thinking skills Communication skills Research skills	Thinking skills, Communication skills Social skills	Thinking skills Communication skills Self-management skills	Thinking skills Communication skills Research skills	Thinking skills, Communication skills Social skills
8	Objective of the unit	To explore the concept of perspectives (my perspective -mediated trhough my identity- and others’ perspectives).	To explore the concepts of right and wrong.	To increase or develop solidarity (as an essential feature of IB mission statement as well as mission and vision statements of the FIS).	To develop an understanding of how and why our personal values differ from family and cultural values.	To do research and develop information literacy skills.	To be aware of causes and effects of change in society.	To explore how people, share and communicate their personal values in the objects they possess or create.	To develop an understanding of how personal values impact systems of justice.	To compare and contrast basic principles from the 5 major religions in the world (Christianity, Hinduism, Islam, Judaism, and Buhdism).	To reflect on how identities are shaped by external agents such as figures of authority, governments and culture.	To make students reflect about the use of science in sports, including the ethical implications of performance-enhancing drugs.	To enhance metacognitive awareness.	To become aware of the existence of belief systems (beyond religions) and how they affect their lives.	To become aware of the power language has to shape individuals’ and society’s behavior.	To reflect on the benefits and challenges that technology poses on humanity.
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