Document 415421

The Reflection IMYC mind map
Each unit is incorporated and summarised within a mind map. This mind map is for the unit ‘Reflection’. You will see
that the overview of what your students will be doing in each subject is closely connected both to the Big Idea and to the
Learning Goals of each subject. You will find a comprehensive list of the Learning Goals in the Teachers’ File. The mind
maps are really helpful in making sure that every teacher knows how their colleagues are helping students learn.
Learning Goals
Learning Goals
Students will:
Students will:
4.6 Be able to steadily improve performance with control, coordination, precision and
consistency in a range of physical skills and techniques whenever possible
4.1 Know that the study of art is concerned with visual, tactile and personal expression used to
share and express emotions, ideas and values
4.7 Be able to select a physical activity they enjoy and decide how they will participate in
their chosen activity
4.2 Know the contributions and impacts of various artists in different countries and how their work
influenced or was influenced by society
4.9 Be able to participate in regulation team games as well as individual competitions
4.3 Know how art, history and culture are interrelated and reflected through one another over time
4.10Be able to use safe and acceptable tactics to steadily improve their own
performance and that of a team
4.4 Be able to recognise influential artists from particular countries, genres or periods and the
pieces of art they produced
4.11 Be able to identify the features of a good physical performance
4.5 Be able to evidence how artists, craftspeople and designers from a variety of traditions
from around the world use materials, forms and techniques to express their feelings,
observations and experiences
4.12 Be able to evaluate their own performance objectively and make a plan of action
4.13 Be able to apply the rules and conventions of a range of sports and activities
4.6 Be able to use the elements of art and principles of design to discuss and critique works of
art showing understanding, respect and enjoyment as appropriate
4.7 Be able to create an original work of art using a variety of processes, materials, tools and
media to express their ideas, thoughts, emotions and views of the world
Throughout every unit and in every subject, there are opportunities to assess the progression of your students’ skills.
Learning Goals in bold denote key skills which correspond to rubrics in the IMYC Assessment for Learning Programme.
4.8 Be able to create art to achieve a particular purpose so that the idea goes beyond art being
exclusively for self-expression and creativity
4.9 Be able to evaluate their initial artistic products and adjust the work to better suit their
The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
4.10Be able to describe works of art in terms of meaning, design, materials, technique, place
and time
T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected]
Learning Goals
Students will:
4.1 Be able to ask and consider searching questions related to the area of study
4.2 Be able to plan and carry out investigations related to these questions
This unit has been designed to help students develop
their decision-making through thoughtful and
purposeful reflection. Over time, students will have the
opportunity to evidence how complicated decisions can
be made through a process using a range of thinking
skills over time. Students will witness the value of
reflection through various real life accounts and will
have the opportunity to practice these thinking skills
over the length of the unit.
4.3 Be able to collect reliable evidence from their investigations
4.4 Be able to use the evidence to draw sustainable conclusions
4. 5 Be able to relate the conclusions to wider issues
4.15 Be able to stick with a task until it is completed
4.30 Be able to identify and consider issues raised in their studies
4.31 Be able to use a range of thinking skills in solving problems
4.33 Be able to draw conclusions and develop their own reasoning
4.34 Be able to reflect on what they have learned and its implications for their own
lives and the lives of other people
Physical Education
4.11 Begin to develop an understanding of the benefits, limitations and consequences of visual
communication media around the world such as film, the Internet, print, television and video
In this unit, students will work in groups of mixed ability to compete in two
decathlons, involving track and field activities. Before the first decathlon,
teams will be pushed to make this decision rapidly. They will not have time to
develop a strategy or to evaluate their individual performances in each of the
sports activities on offer. Then, at the end of the unit, students will repeat
the exercise. This time, they will have had time to observe and develop their
skills, as well as extensive opportunity to devise a strategy that plays to their
strengths whilst minimising the team’s weaknesses. Students will then compare
their success in the two competitions, exploring ways in which space and time
help athletes, teams and sports coaches/managers to make complex decisions
that help their side to win.
4.12 Begin to develop an understanding of how artists are influenced by their background and
experience and that they in turn affect others through their work
This unit will focus on frame-by-frame motion graphics. Students will
learn about early ways in which still graphics were turned into seemingly
moving imagery, and the reasons why telling stories in this way involves
huge amounts of planning, complex decision making, and plenty of space
and time to get it right. Students will learn the techniques involved
in producing moving images from still graphics and will experience for
themselves the reasons why even a short animation requires extensive,
complex, detailed planning and preparation. They will draw storyboards,
spending plenty of time experimenting with and refining their ideas,
and will then create models of the characters by hand. They will use
stop-animation techniques and simple video editing software to produce
original short films of their own.
4.42 Know about the varying needs of other people, other living things and the
4.43 Be able to show respect for the needs of other people, other living things and
the environment
In this unit, students will compare the nature of the Cold War to
the actual fighting of the Second World War. They will analyse
the complex decisions made and the responses they provoked. Most
importantly, they will examine the context of the decisions that were
made, considering ways in which having time and space enabled the
development of long term, global strategies.
12-13 year-olds
In this unit, students will explore the international commitments
that have been made in order to tackle the problem of
climate change. By looking at the different groups of people
that are affected by measures to reduce emissions, students
will begin to appreciate the complex nature of the decisions
that have been made. They will identify the reasons why so
much time and space was required to reach a point where
countries could agree on what needed to be done, and why so
much more time and space is still needed to balance the needs
of different communities with those of the planet.
The Big Idea: Complex
decision making requires
space and time.
Learning Goals
Students will:
4.2 Know that the study of history is concerned with the past in
relation to the present
4.3 Know the history of the periods being studied
Designing a product involves making decisions about the way
that every aspect of that product will work, look, feel and fit
together, as well as what it will be made from, and how. The
complexity of these decisions means that designers need plenty
of space and time to get them right. In this unit, students will
design, create, test and refine a product. They will analyse the
decisions that need to be made, and evaluate the results of their
decisions on the success of the product. Then, having had space
and time to reflect on their ideas, they will decide on a new set
of modifications and improvements to their product. Finally, they
will put their updated designs to practice by making and testing a
second model, exploring the effect that having time and space to
make complex decisions has had on the product they have made.
4.4 Know about the ideas, beliefs, attitudes and experiences of
people in the past
4.5 Know about the social, cultural, religious and ethnic diversity of
the periods studied
4.6 Be able to use historical terms associated with the periods they
have studied
4.8 Be able to describe how the countries studied have responded
to the conflicts, social changes, political changes and economic
developments that represent their history
4.10Be able to describe and identify the causes for and the results
of historical events, situations and changes in the periods they
have studied
4.11Be able to describe and make links between the main events,
situations and changes both within and across periods
4.13 Be able to describe how the history of one country affects that of
4.15Be able to place the events, people and changes in the periods
they have studied into a chronological framework
4.16 Be able to describe how certain aspects of the past have been
represented and interpreted in different ways
This unit has been designed to help students develop an awareness of
themselves and others when making complex decisions. Over six weeks,
students will be set various challenges that require thoughtful reflection
which will require them to consider both their own needs and values,
but also those of others. This will include and extend beyond the school
community. Students will see how taking appropriate space and time gives
them the ability to reflect slowly and consider perspectives that may be
overlooked when making rash or rushed decisions.
In this unit, students will discuss and analyse music they find good for
thinking and reflection. They will then look at several different types
of reflective music from around the world, including chant and music
performed to a drone.
Over the course of the unit, students will also work towards a class
performance of a five part round, a beautiful contemplative piece
with roots in 14th century France. Students will gradually build up the
complexity of this round over a number of lessons, and will consider
how to perform it appropriately and sensitively, in order to create a
contemplative environment. In doing so, students will experience for
themselves how music can be used as a powerful tool for creating
the space and time needed to think through complex decisions, and to
help us reflect on our thoughts and ideas.
Learning Goals
Students will:
Students will:
4.3 Know how to combine creativity with skills to predict new
ideas and inventions
4.1 Know that the study of music is concerned with musical expression and communication
4.2 Know the uses of the elements of music
4.5 Know that the quality of a product depends on how well it
is made and how well it meets its intended purpose
4.5 Know the functions music serves, roles of musicians, and conditions under which music is typically
performed in several cultures
4.6 Be able to respond to identified needs, wants and
opportunities with informed designs and products
Learning Goals
4.7 Be able to plan and organise a sequence of activities to
produce an effective system or product
Students will:
4.9 Be able to make links between music and other disciplines taught in school
4.2 Know about the key features related to the different lives of people in the
countries they have studied
4.10 Be able to create or compose short pieces within specified parameters
4.10 Be able to investigate the way in which simple products in
everyday use are designed and made and how they work
4.11 Be able to evaluate the effectiveness of simple products in
everyday use
4.2 Know about the main physical and human
features and environmental issues in particular
4.8 Know how people and their actions affect the
environment and physical features of a place
Learning Goals
4.9 Be able to test and evaluate the construction of their own
work and improve on it
Students will:
4.7 Know about recent and proposed changes in
particular localities
4.18 Develop an understanding for how contradicting views of power,
morality and religion lead to local and global cooperation and
4.8 Be able to work with a variety of tools and materials
confidently and safely to create goods and products
Learning Goals
4.3 Know about ways in which the lives of people in the countries they have
studied affect each other
4.4 Know about the similarities and the differences between the lives of
people in different countries
4.7 Be able to develop an increasingly mature response to the ‘other’
4.8 Be able to appreciate another country, culture, society while still valuing
and taking pride in one’s own
4.9 Be able to show consideration for others when making choices and
decisions both in and outside of the school community
4.8 Be able to sing and/or play a melody with accompaniment
4.11Be able to perform a repertoire of music, alone or with others, with attention to performance practice,
breath-control, posture, and tone quality
4.12 Be able to make judgments about pieces of music, showing understanding, appreciation, respect and
enjoyment as appropriate
4.13 Be able to display a range of emotions while playing instruments and singing
4.14 Be able to improvise, extend or create music to express emotion, ideas, creativity and imagination
4.15 Be able to perform as part of an ensemble and contribute to the overall experience of the collaboration
4.16 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
4.17 Understand that the work of musicians is influenced by their environment and experiences
4.9 Know the relationship between weather, climate
and environmental features
4.10 Know how the weather and climate affect, and
are affected by, human behaviour
4.11 Know how the geography of a region shapes
economic development
4.13Be able to use and interpret globes, maps,
atlases, photographs, computer models and
satellite images in a variety of scales
4.14Be able to make plans and maps using a variety
of scales, symbols and keys
4.17Be able to explain how geographical features
and phenomena impact economic interactions
between countries and regions
4.23 Develop an understanding of how and why
people seek to manage and sustain their