Eng LA Phase 5-6

Unit 1 ：A Story of Self

Duration

9 Weeks

LP Attributes

Communicators Balanced

Key Concept 

Commu ni cation

Related Concept（s）

Purpose Theme Audience

Global Context

Identities and Relationships (Transitions)

Statment of Inquiry

Individulas communicate their experiences in different ways depending on purpose.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

C – Give and receive meaningful feedback
C – Use appropriate forms of writing for different purposes and audiences
C – Read a variety of sources for information and for pleasure
C – Paraphrase accurately and concisely

Curriculum Standards

Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Point of View 1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives
Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a myth
Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Interconnected Skills 4.2 explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
Point of View 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate
pelling Familiar Words 3.1 spell familiar words correctly
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers

 

 

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Unit 2 Stories

Duration

11 Weeks

LP Attributes

Communicators Open-minded

Key Concept 

Culture

Related Concept（s）

Context Voice

Global Context

Personal and Cultural Expression – Creation

Statment of Inquiry

Stories express culture through context and voice.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Use a variety of speaking techniques to communicate with a variety of audiences
C – Use a variety of media to communicate with a range of audiences
C – Collaborate with peers and experts using a variety of digital environments and media
C – Use intercultural understanding to interpret communication

Curriculum Standards

Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups
Comprehension Strategies 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts
Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
Point of View 1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience
Purpose 2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience
Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
Visual Aids 2.7 use a variety of appropriate visual aids,
Metacognition 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills

 

 

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Unit 3: Novelty: Creating Something New

Duration

10 Weeks

LP Attributes

Thinkers Open-minded

Key Concept 

Creativity

Related Concept（s）

Purpose Function

Global Context

Scientific and Technical Innovation (Consequences and responsibility)

Statment of Inquiry

The purpose of scientific and technological innovation create viarious consequences and possibilities.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

SM – Plan short and long term assignments; meet deadlines
SM – Bring necessary equipment and supplies to class
C – Take effective notes in class
C – Structure information in summaries, essays and reports

Curriculum Standards

Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Point of View 1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience
Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
Metacognition 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills

 

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Unit 4:What would like be like in a world without letters?

Duration

6 Weeks

LP Attributes

Communicators Thinkers

Key Concept 

Connections

Related Concept（s）

Audience Purpose

Global Context

Identities and Relationships (identity formatio)

Statment of Inquiry

A carefully written letter can connect with an audience that can help strengthen our identities and relationships.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

S – Manage and resolve conflict and work collaboratively in teams
S – Listen actively to other perspectives and ideas
T – Recognize unstated assumptions and bias
T – Develop contrary or opposing arguments

Curriculum Standards

Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Responding to and Evaluating Texts 1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views
Text Features 2.3 identify a variety of text features and explain how they help readers understand texts
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Interconnected Skills 4.2 explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, a debate, or a report of several paragraphs, using a variety of strategies
Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
Point of View 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate
Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher
Portfolio 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice

Unit 1: Our Lives and Our Stories

Duration

9 Weeks

LP Attributes

Communicators Reflective

Key Concept 

Connections

Related Concept（s）

Context Message

Global Context

Identities and Relationships – Happiness and good life

Statment of Inquiry

The way of our identities and relationships are connected is reflected through context and message.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

C – Give and receive meaningful feedback
C – Use a variety of speaking techniques to communicate with a variety of audiences
C – Use appropriate forms of writing for different purposes and audiences
C – Write for different purposes
T – Consider ideas from multiple perspectives D

T – Use brainstorming and visual diagrams to generate new ideas and inquiries
T – Inquire in different contexts to gain a different perspective

Curriculum Standards

Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
Analysing Texts 1.7 analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction
Text Features 2.3 identify a variety of text features and explain how they help communicate meaning
Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary
Preparing for Revision 2.6 identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on voice, diction, and an effective beginning and ending
Spelling Familiar Words 3.1 spell familiar words correctly
Vocabulary 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Grammar 3.5 use parts of speech correctly to communicate their meaning clearly, with a focus on the use of: relative pronouns (e.g., who, whose, which, that); prepositions, including prepositional phrases; adjectives; conjunctions; adverbs; present, past, and future verb tenses; present and past participles

 

 

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Unit 2:Extra, Extra Read all about it.

Duration

10 Weeks

LP Attributes

Balanced

Key Concept 

Communication

Related Concept（s）

Point of view Inference

Global Context

Globalisation and Sustainability – human impact on the environment

Statment of Inquiry

People communicate a variety of points of view on globalisaiton and its sustainability.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Interpret and use effectively modes of non verbal communication
C – Give and receive meaningful feedback

C – Use appropriate forms of writing for different purposes and audiences
R – Use critical literacy skills to analyze and interpret media communication

R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Curriculum Standards

Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
Comprehension Strategies 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
Presentation Strategies 1.9 identify a wide variety of presentation strategies used in oral texts and evaluate their effectiveness
Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
Appropriate Language 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience
Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
Visual Aids 2.7 use a variety of appropriate visual aids

 

 

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Unit 3:How do you pass the time? Hobbies

Duration

9 Weeks

LP Attributes

Communicators Inquirers Reflective

Key Concept 

Creativity

Related Concept（s）

Purpose Argument Word Choice

Global Context

Personal and Cultural Expression – Histories of ideas

Statment of Inquiry

Hobbies allow individual creativity for personal and cultural expression and have a purpose to enhance physical and emotional wellbeing.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

C – Use a variety of speaking techniques to communicate with a variety of audiences
C – Interpret and use effectively modes of non-verbal communication
C – Share ideas with multiple audiences using a variety of digital environments and media
C – Read a variety of sources for information and for pleasure
C – Paraphrase accurately and concisely
C – Take effective notes in class
T – Gather and organize relevant information to formulate an argument
T – Consider ideas from multiple perspectives D
T – Identify obstacles and challenges
T – Inquire in different contexts to gain a different perspective

Curriculum Standards

Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
Point of View 1.9 identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Interconnected Skills 4.2 explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources,
Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
Point of View 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to acknowledge other points of view, if appropriate

 

 

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Unit 4:The Developing World IDU Math

Duration

11 Weeks

LP Attributes

Caring

Key Concept 

Development

Related Concept（s）

Audience Purpose

Global Context

Fairness and Development – Human capability and development

Statment of Inquiry

Suffering that occurs in much of the world could be eased through with more global collaboration.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Take responsibility for one’s own actions
C – Make fair and equitable decisions

T – Evaluate evidence and arguments
T – Draw reasonable conclusions and generalizations

Curriculum Standards

Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
Extending Understanding 1.6 extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Presentation Strategies 1.9 identify a wide variety of presentation strategies used in oral texts and evaluate their effectiveness
Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
Appropriate Language 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience
Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations,
Point of View 1.9 identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives

Unit 1 :Adversity

Duration

8 Weeks

LP Attributes

Open-minded Communicators

Key Concept 

Culture

Related Concept（s）

Purpose Bias

Global Context

Identities and Relationships – Moral reasoning and ethical judgement

Statment of Inquiry

Understanding bias and purpose can help us to overcome adversity connecting with different cultures.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

C – Give and receive meaningful feedback
C – Use intercultural understanding to interpret communication
C – Use appropriate forms of writing for different purposes and audiences
C – Read critically and for comprehension

Curriculum Standards

1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
2.1 write complex texts of a variety of lengths using a wide range of forms
2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them
1.1 identify the topic, purpose, and audience for more complex writing forms
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning

 

 

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Unit 2: Am I ready for the world?

Duration

8 Weeks

LP Attributes

Reflective

Key Concept 

Connections

Related Concept（s）

Purpose Change

Global Context

Audience Purpose

Statment of Inquiry

Exploring puropse and audience develops identity formation and creates connections.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Use a variety of media to communicate with a range of audiences
C – Write for different purposes
C – Make inferences and draw conclusions
C – Paraphrase accurately and concisely

Curriculum Standards

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
1.5 develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex and challenging oral texts
2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies
Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
2.6 identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on depth of content and appropriateness of tone

 

 

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Unit 3: Can we trave through writing?

Duration

8 Weeks

LP Attributes

Open-minded

Key Concept 

Creativity

Related Concept（s）

Argument Stylistic Choices

Global Context

Personal and Cultural Expression-Creation

Statment of Inquiry

Personal and cultural expressions develops creativity thriough arguments and stylistic chocies.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

S – Delegate and share responsibility for decision-making                                                                                                                 C
SM – Plan short and long term assignments; meet deadlines                                                                                                           C
SM – Select and use technology effectively and productively                                                                                                          D
T – Consider ideas from multiple perspectives                                                                                                                                      D

Curriculum Standards

2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience
2.2 establish a distinctive voice in their writing appropriate to the subject and audience
2.4 vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
2.7 use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations
3.1 automatically read and understand most words in a wide range of reading contexts
3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose

 

 

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Unit 4 :How do you see the world?

Duration

8 Weeks

LP Attributes

Knowledgeable Reflective

Key Concept 

Culture

Related Concept（s）

Context Meaning

Global Context

Scientific and Technical Innovation – Ssytems

Statment of Inquiry

Scientific and technical innovation has allowed us to understand how we learn through context and meaning.

Summative Assessment Criteria

Criterion A

Criterion B

ATLs (Skills)

C – Read critically and for comprehension
C – Make inferences and draw conclusions
T – Identify obstacles and challenges
T – Practice observing carefully in order to recognise problems

Curriculum Standards

1.6 extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
1.7 analyse a variety of complex or challenging oral texts in order to identify the strategies that have been used to inform, persuade, or entertain, and evaluate the effectiveness of those strategies
3.1 automatically read and understand most words in a wide range of reading contexts
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
1.8 explain what the use of irony or satire in an oral text reveals about the speaker ‘s purpose and perspective
1.9 identify a wide variety of presentation strategies used in oral texts, evaluate their effectiveness, and suggest other strategies that might have been as effective or more so
4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in a reader’s notebook/reflective journal, how they can use these and other strategies to improve as readers
4.2 explain, in conversation with the teacher and/or peers or in a reader’s notebook/reflective journal, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
4.1 identify a variety of strategies they used before, during, and after writing, explain which ones were most helpful, and suggest future steps they can take to improve as writers
4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice

Unit 1: Is my identity my brand?

Duration

8 Weeks

LP Attributes

Communicators

Key Concept 

Communication

Related Concept（s）

Purpose Bias

Global Context

Scientific and Technical Innovation (Digital Life)

Statment of Inquiry

Identity is impacted by the messages that are communicated through social media.

Summative Assessment Criteria

Criterion B

Criterion C

ATLs (Skills)

C – Use a variety of speaking techniques to communicate with a variety of audiences
C – Share ideas with multiple audiences
T – Combine, knowledge, understanging and skills to create products or solutions

Curriculum Standards

1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
1.2 use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
2.1 communicate orally for several different purposes, using language suitable for the intended audience
2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience
1.4 make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts
1.5 extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
2.2 demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
1.7 analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity,
1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing
1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task

 

 

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Unit 2: What determines health?

Duration

8 Weeks

LP Attributes

Balanced

Key Concept 

Communication

Related Concept（s）

Point of view Purpose Conventions

Global Context

Identities and Relationships (Health and well-being)

Statment of Inquiry

Points of view on health and well-being are influenced by our cultural identities and relationships and the messages we find in the media.

Summative Assessment Criteria

Criterion A

Criterion D

ATLs (Skills)

SM-Use appropriate strategies for organizing complex information
SM-Practice, focus and concentration
C-Organize and depict information logically
C-Write for different purposes

Curriculum Standards

1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions
1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts
1.2 generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate
1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task
1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
2.1 write for different purposes and audiences using several different literary, informational, and graphic forms
2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing
3.1 automatically understand most words in several different reading contexts
3.2 use appropriate decoding strategies to read and understand unfamiliar words
2.6 identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
2.7 use several different audio-visual aids to support and enhance oral presentations

 

 

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Unit 3: Why does film matter?

Duration

8 Weeks

LP Attributes

Communicators Thinkers

Key Concept 

Creativity

Related Concept（s）

Audience

Global Context

Personal and Cultural Expression (Critical literacy)

Statment of Inquiry

Film is a creative art form that shares personal and cultural expression on society with its audience.

Summative Assessment Criteria

Criterion B

Criterion D – 2 summatives Sum 1- Writing a script Sum 2 Reading (at the end of the unit)

ATLs (Skills)

C-Reading critically and for comprehension
C-Structure information in summaries, esssays and reports
T-Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

1.3 identify the important ideas and supporting details in both simple and complex texts
1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
2.1 write for different purposes and audiences using several different literary, informational, and graphic forms
2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
2.1 identify several different characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
2.3 identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text
3.3 use punctuation correctly to communicate their intended meaning
3.5 proofread and correct their writing, using guidelines developed with the teacher and peers
1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity,
1.9 explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain
3.1 describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills
3.2 identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills

 

 

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Unit 4:Is the world flat?

Duration

8 Weeks

LP Attributes

Open-minded

Key Concept 

Culture

Related Concept（s）

Context Persepctive Empathy

Global Context

Orientation in Time and Space (Exchange and interaction)

Statment of Inquiry

In a globalised world differnet cultures bring different perspectives which differ across time and space.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Use appropriate forms of writing for different purposes and audiences
C – Read critically and for comprehension
C – Make inferences and draw conclusions

Curriculum Standards

1.4 identify the important information and ideas in both simple and complex oral texts in several different ways
1.7 analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
2.2 demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity,
1.9 explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain
2.6 identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
2.7 use several different audio-visual aids to support and enhance oral presentations
1.5 extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
4.1 describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers
4.3 select several examples of different types of writing that they think most clearly reflect their growth and competence as writers and explain the reasons for their choice

Unit 1: 21st Century Skills

Duration

8 Weeks

LP Attributes

Open-minded

Key Concept 

Communication

Related Concept（s）

Context

Global Context

Scientific and Technical Innovation (Modernisation)

Statment of Inquiry

Twenty-first century skills provide the context for becoming a modern, connected learner through scientific and technical innovation.

Summative Assessment Criteria

Criterion B

Criterion C

ATLs (Skills)

C-Reading critically and for comprehension
C-Make inferences and draw conclusions
C-Give and receive meaningful feedback
C-Netgotiate ideas and knowledge with peers and teachers
S-Set goals that are challenging and realistic

Curriculum Standards

1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts
1.4 make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts
2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audienc
2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences
1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
2.6 identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences
2.7 use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience
1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
1.3 locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing

 

 

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Unit 2: eAssessments and Good Health

Duration

8 Weeks

LP Attributes

Balanced

Key Concept 

Connections

Related Concept（s）

Purpose, Point of View & Conventions

Global Context

Identities and Relationships (Motivation)

Statment of Inquiry

Points of view on health and well-being are influenced by our cultural identities and relationships and the messages we find in the media.

Summative Assessment Criteria

Criterion A

Criterion D

ATLs (Skills)

SM-Use appropriate strategies for organizing complex information
SM-Practice, focus and concentration
C-Organize and depict information logically
C-Write for different purposes

Curriculum Standards

1.2 select and use appropriate active listening strategies when participating in a variety of classroom interactions
1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
1.1 identify the topic, purpose, and audience for a variety of writing tasks
1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
1.7 analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
1.9 evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively
2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
2.2 identify a variety of text features and explain how they help communicate meaning
2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
3.1 describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills
3.2 identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills

 

 

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Unit 3: Can words paint a 1000 pictures?

Duration

8 Weeks

LP Attributes

Reflective

Key Concept 

Creativity

Related Concept（s）

Point of View , Word Choice

Global Context

Personal and Cultural Expression (Critical literacy)

Statment of Inquiry

Creative writing reflects personal and cultural expression through voice and word choice.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

T-Draw resonable conclusions and generalizations
T – Apply existing knowledge to generate new ideas, products or processes
C – Use a variety of organisers for academic writing tasks

Curriculum Standards

1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
1.3 locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
4.1 describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers
4.2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively
2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
3.1 describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills
3.2 identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills

 

 

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Unit 4: What is your Ikigai?

Duration

8 Weeks

LP Attributes

Risk-takers

Key Concept 

Culture

Related Concept（s）

Purpose Audience

Global Context

Personal and Cultural Expression (Philosophies and ways of life)

Statment of Inquiry

Our personal and cultural expressions impact our ability to thrive and allow us to communicate our sense of purpose.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

R – Use critically literacy skills to analyze and interprete media communication
R – Seek a range of perspectives from multiple and varied sources
S – Listen actively to other perspectives ideas
C – Participate in, and contribute to, digital social media networks

Curriculum Standards

1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
3.1 describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills
3.2 identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills
1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions
1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively
4.3 select a variety of examples of different types of writing that they think reflect significant advances in their growth and competence as writers and explain the reasons for their choice