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The Risk IMYC mind map
Learning Goals
Learning Goals
Learning Goals
Students will:
Students will:
Students will:
4.1 Know that the study of ICT is concerned with applying technology to
gather, use and exchange information
4.1 Know that technology is concerned with designing and
making systems that aid the needs of a society
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
4.2 Know about an increasing number of applications of ICT for work,
communication and leisure
4.3 Know how to combine creativity with skills to predict new
ideas and inventions
4.2 Know the contributions and impacts of various artists in different countries and
how their work influenced or was influenced by society
4.3 Be able to use ICT safely, responsibly and respectfully
4.9 Be able to test and evaluate the construction of their own
work and improve on it
4.3 Know how art, history and culture are interrelated and reflected through one
another over time
4.10Be able to investigate the way in which simple products in
everyday use are designed and made and how they work
4.4 Be able to recognise influential artists from particular countries, genres or
periods and the pieces of art they produced
4.12 Develop an understanding of how technology can be used
to meet needs, wants and opportunities
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
4.4 Be able to gather and interrogate information by framing questions
appropriately
Each unit is incorporated and summarised within a mind map. This poster is for the unit ‘Risk’. You will see that the
overview of what your students will be doing in each subject is closely connected both to the theme and the Big Idea
and to the precise Learning Goals of each subject. You will find a comprehensive list of the Learning Goals in the
Teachers’ File. The Teachers’ File also contains mind maps of every unit of the IMYC. The mind maps are really helpful
in making sure that every teacher knows how their colleagues are helping students learn too.
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 exchange information and ideas in a number of different ways 4.9 Be able to use ICT to plan and control events
Learning Goals
Students will:
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
4.6 Know about a range of views, cultures and traditions
4.7 Be able to consider and respect the views, cultures
and traditions of other people
ICT
4.20 Know about and respect alternative moral
standpoints
The risks involved in using ICT in all of its forms are many, complex and constantly evolving as
technology advances. This subject section is about the risks that exist when we use ICT and why your
students need to be aware of the risks and how to deal with them. However, the overarching theme
of this subject section is one which focuses on progress – how the use of ICT makes our lives better,
allows us to interact more easily and efficiently, either for financial or social reasons, and how the
risk factors may prevent this. A good overview of the issues involved can be found at the Know IT All
website provided by Childnet International (www.childnet-int.org/kia/secondary).
Within this subject section there are a lot of opportunities to focus upon and discuss the dangers of
‘grooming’ young people using online communication as well as the potential risks to young people when
they access inappropriate materials either deliberately or accidentally. Clearly these matters need to
be addressed sensitively and the online resources in the second research activity of ICT Task 1 are a
comprehensive guide to the information your students need to be aware of.
The final task in this subject section concentrates on the mechanics of security, namely encryption and
passwords which are the methods by which information being transmitted or stored is made secure.
The danger or harm mentioned in the Big Idea of Risk occurs when, while attempting to make progress
when transmitting information, we expose ourselves to hackers intercepting our communications.
4.21 Be able to develop their own moral standpoints
The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
4.24 Be better able to recognise their value as individuals
T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] 4.44 Be able to act in accordance with the needs of other
people, other living things and the environment
www.internationalmiddleyearscurriculum.com
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
Dispositions
In this subject section your students explore
what it means to be a risk-taker. It looks at
our own risk profiles and allows reflection
on how this helps and hinders our lives and
those of others.
History
Risk is an integral part of our daily lives as it was for people in the past. We have all taken
a risk at some point, whether it be getting up in front of a class and giving a presentation
or taking a chance on the sports field hoping it is going to benefit our team. Those that have
shaped the course of history often took exceptional risks. Some took risks for personal gain,
others took them to help people, while many did it because they had to. This subject section
focuses on the people who took risks for democracy and human rights, in particular the search
for the vote, and considers their motivations, tactics and whether the consequences were worth
it. Although the subject section uses the examples of the French Revolution, the fight for the
vote in Great Britain and the civil rights struggle in the USA, the types of activities contained
in the tasks can be used with different contexts.
Your students are introduced to a variety of examples of events when people took risks for
democracy and human rights. This gives them an overview of the years to be studied and they
are going to make some initial inferences about the motivations which drove people to take the
risks they did.
The first two tasks focus on the French Revolution and your students research the reasons
why different groups in France took risks to change the country they lived in. Your students
also consider whether the way things turned out were what the groups in France expected.
Next, your students investigate the fight for the vote in Great Britain from the early 1820s to
the end of Second World War when women over the age of 30 were granted the suffrage.
The fight for civil rights by African Americans in the USA is the final focus of this subject section.
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 expression
4.10Be able to describe works of art in terms of meaning, design, materials,
technique, place and time
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
Technology
We live in a complex man-made world, surrounded by many
new and evolving technological products and systems that
we interact with on a daily basis and which have a profound
impact on the quality of life for individual societies.
Designed to serve the needs of society, science, technology
and industry can only have a maximum effect on the quality
of life if they are supported by a public who is prepared to
accept the risks as well as the benefits. How, then, do we
negotiate through this world safely? Designers of all types
spend most of their efforts improving on what already exists
and are required to reflect on how they can reduce the risks
so that we, and they, can take advantage of the opportunities
that new design brings us.
Risk
Art
11-12 year-olds
In this subject section your students look at artists who
have broken the existing mould. The subject section
looks at different artists and how they take and took
risks to produce art that was not socially or commercially
acceptable. Your students are encouraged to take
risks in their own creative pieces and consider any
opportunities that may present themselves as a result.
The Big Idea: Progress
involves exposing
ourselves to, and
considering the impact of,
forms of danger, harm,
uncertainty or opportunity.
Geography
Learning Goals
Students will:
4.1 Know the characteristic features of particular periods and societies
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
4.4 Know about the ideas, beliefs, attitudes and experiences of people in the past
International Mindedness
4.5 Know about the social, cultural, religious and ethnic diversity of the periods studied In this subject section your students look
at how the different responses different
cultures have towards risk (and how this
makes us either adventurous or reticent)
impacts on the willingness and ability to
engage in potentially risky situations.
4.7 Be able to enquire into historical questions and their effects on people’s lives
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
4.9 Be able to describe aspects of the past from a range of sources
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
4.12Be able to describe how the history of the countries studied affects the lives of the
people who live there now
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
4.17 Develop an understanding of how historical sources can be different from and
contradict one another and that they reflect their context of time, place and viewpoint
Learning Goals
4.18 Develop an understanding for how contradicting views of power, morality and religion
lead to local and global cooperation and conflicts
Students will:
4.1 Know about the key features related to the different lives of
people in their home country and, where appropriate, their
parents’ home countries
4.2 Know about the key features related to the different lives of
people in the countries they have studied
4.4 Know about the similarities and the differences between the
lives of people in different countries
Music
The musical activities that follow focus on the risks musicians and composers have taken that have impacted on the evolution of
music. Each musician or composer has been selected based on the risk(s) they took and the impact that they had on music.
Each task is designed to develop your students’ awareness of the importance of taking risks when composing or performing
music. It is important to help your students understand that not every risk-taker has been met with success, but with every risk
taken there are always opportunities for progression. Your students develop their understanding of the eight musical elements
and are introduced to improvisation, riffs, motifs, chord progression and looping. This subject section also features the ‘blues’
genre and a range of extracts and case studies from across musical periods.
These tasks can be adapted to meet the needs of your students in terms of what your expectations are, e.g. produce a simple
melody or produce a melody with an accompaniment. Some activities require your students to have a basic understanding of
musical notation or knowledge of how to use ICT effectively. You may need to ensure that your students have these basic skills
by planning opportunities for the development of these skills when you plan this subject section.
Your students have the opportunity to discuss, compose, rehearse and perform during this subject section while working
individually, in pairs, in groups and as a whole class.
In this subject section your students learn about the physical
features that exist and make up the world. They learn
about the physical phenomena that occur in relation to these
features. They look at a case study of a particular country
(e.g. Japan) and research the risks of living in that particular
area. They research why people live in risky areas and how the
benefits outweigh the risks. They end the subject section by
researching how different countries around the world manage
and minimise these risks.
Learning Goals
Students will:
4.1 Know that the study of geography is concerned with places and environments in the world 4.2 Know about the main physical and human features and environmental issues in particular localities
4.3 Know about the varying geographical patterns and physical processes of different places
4.4 Know about the geography, weather and climate of particular localities
4.5 Know about the similarities and differences between particular localities
4.6 Know how the features of particular localities influence the nature of human activities within them
4.7 Know about recent and proposed changes in particular localities
4.8 Know how people and their actions affect the environment and physical features of a place
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
Learning Goals
4.11 Know how the geography of a region shapes economic development
Students will:
4.13Be able to use and interpret globes, maps, atlases, photographs, computer models and satellite images in a
variety of scales
4.1 Know that the study of music is concerned with musical expression and communication
4.14Be able to make plans and maps using a variety of scales, symbols and keys
4.3 Know about the origins and history of musical styles and instruments
4.15Be able to describe geographical locations using standard measures
4.4 Know the characteristics of representative music genres and styles from a variety of cultures
4.16Be able to use appropriate geographical vocabulary to describe and interpret their surroundings as well as other
countries and continents
4.6 Be able to use music vocabulary and apply the elements of music to analyse and describe musical forms
4.7 Be able to interpret standard notation symbols
4.18 Be able to explain the relationships between the physical characteristics and human behaviours that shape a region
4.12 Be able to make judgments about pieces of music, showing understanding, appreciation, respect and enjoyment as appropriate
4.19 Be able to use maps in a variety of scales to locate the position, geographical features and social environments of
other countries and continents to gain an understanding of daily life
4.14 Be able to improvise, extend or create music to express emotion, ideas, creativity and imagination
4.20 Be able to explain how physical and human processes lead to similarities and differences between places
4.15 Be able to perform as part of an ensemble and contribute to the overall experience of the collaboration
4.22 Develop an understanding of how localities are affected by natural features and processes
4.17 Understand that the work of musicians is influenced by their environment and experiences
4.23 Develop an understanding of how and why people seek to manage and sustain their environment