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The Resilience IMYC mind map
Learning Goals
4.15 Be able to stick with a task until it is completed
Students will:
4.16 Be able to cope with the disappointment they face when they
are not successful in their activities
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
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
4.17 Be able to try again when they are not successful in their
activities
4.29 Be better able to communicate effectively and appropriately
with individuals, and reflect upon how their actions affect
themselves and others
4.34 Be able to reflect on what they have learned and its
implications for their own lives and the lives of other people
4.35 Be able to identify their own strengths and weaknesses
Each unit is incorporated and summarised within a mind map. This mind map is for the unit ‘Resilience’. 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.
4.8 Be able to cope with unfamiliar situations
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.
4.12 Be able to be at ease with themselves in a variety of situations
4.39 Be able to adopt different roles depending on the needs of the
group and on the activity
4.13 Be better able to recognise physical and emotional changes
that occur at puberty and manage these in a positive way
4.40 Be able to work alongside and in cooperation with others to
undertake activities and achieve targets
Learning Goals
4.36 Be able to identify and act on ways of developing their
strengths and overcoming their weaknesses
4.9 Be able to approach tasks with confidence
4.10 Be able to suggest and explore new roles, ideas and strategies
4.11 Be able to move between conventional and more fluid forms
of thinking
Students will:
4.37 Be better able to make decisions and apply possible solutions
to a variety of problems that young people encounter
4.1 Know that the study of physical education is concerned with
healthy lifestyle choices and activity that lead to physical,
emotional and mental balance
4.4 Know how to avoid and reduce injury
4.5 Know how to respond to challenges and disappointments
with confidence and appropriate emotions during athletic
events
4.14 Be better able to deal with their own and other’s feelings
The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] Dispositions
www.greatlearning.com/imyc
In this unit, students will identify their own
challenges and obstacles, and look at ways
they can perserve, overcome and move
forward, so that their challenges do not
become their limitations.
ICT
Learning Goals
Students will:
4.2 Know about an increasing number of applications of ICT for work,
communication and leisure
4.4 Be able to gather and interrogate information by framing questions
appropriately
4.6 Be able to manipulate and combine different forms of information
from different sources in an organized and efficient way
4.7 Be able to use ICT to present information in a variety of forms
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
4.13 Understand the importance of considering audience and purpose when
presenting information
In this unit, students will look at the ways in which people who work
with programming need to be persistent in order to succeed. They
will investigate the role of a computer programmer, exploring the
work involved as well as the skills, attitudes and personal qualities that
programmers need in order to be successful.
By talking to working programmers and by having the opportunity to try
out programming for themselves, students will learn that success in this
field is not just about writing accurate computer code. Programmers must
also be problem solvers, overcoming obstacles and motivating themselves to
persist with tackling the issues, even when this is extremely tricky.
Students will use control software to design a solution for a familiar
problem and a new piece of software to design a simple game.
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
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
4.11 Be able to identify the features of a good physical
performance and that of a team
In this unit, students will be introduced to Matthew Syed’s idea of purposeful practice.
Other terms to describe the same type of practice include elite practice and deep
practice. They will learn the difference between practice and purposeful practice.
Students will participate in a number of different sports, ranging from invasion
games, net/wall games, striking and fielding games, swimming activities, dance,
gymnastic activities or any others that the school has the resources and opportunity
to provide them with access to. Students will select the sport that they feel they
have the most potential to be successful in, analyse the strengths and weaknesses of
their performance, and devise ‘purposeful practices’ that will help them to improve in
the areas that they are least confident in. They will then persist in these practices,
learning to build on failures and ensure that they are constantly pushing themselves
to raise the bar, rather than simply practising skills that they have already mastered.
By persisting with this over time, they will gradually become more successful in their
chosen sport.
4.12 Be able to evaluate their own performance objectively and
make a plan of action
4.14Be able to use physical movement as a means of
expression, enjoyment, communication and art
4.16 Develop an understanding of how physical activity affects
the body, mind and emotions
4.18 Develop an understanding of the importance of safety
proceduces and lifesaving technique
Students will:
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
Art
In this unit, students will learn about the work
Picasso created at different stages throughout his
life, and how his hard work and ability to change
over time contributed to his success. They will try
their hand at painting their own original work in the
different styles of Picasso, pushing themselves to see
if they can not only master one style of art, but can
successfully learn and adapt to many new ones over
the course of the unit.
Resilience
In this unit, students will explore the history of smallpox.
Smallpox was a highly virulent disease that killed more than
300 million people in the 20th century alone. It had literally
plagued mankind all over the world for centuries, yet it was
successfully eradicated by 1980. The story of mankind’s
struggle to eradicate this deadly disease is a story of
persistence; it demonstrates the importance of not giving
up in order to achieve, in this case, a life-saving goal. It is
a story that shows the capacity of the global community to
work together and, through concerted efforts, to succeed.
Students will:
Physical Education
Learning Goals
History
Learning Goals
4.6 Be able to steadily improve performance with control,
coordination, precision and consistency a range of
physical skills and techniques wherever possible
12-13 year-olds
The Big Idea: Success
over time requires
persistence.
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
4.6 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
4.9 Be able to evaluate their initial artistic
products and adjust the work to better suit
their expression
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
Language Arts
4.9 Be able to describe aspects of the past from a
range of sources
Science
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
In this unit, students will learn about a range of different microbes,
exploring the ways in which these persistently adapt and evolve,
finding new ways to attack and enter a host. They will consider the
ways in which, to survive, our own bodies must be equally persistent,
creating defences against microbes and finding ways to successfully
prevent the spread of disease when we are infected.
Students will also look at the active role that we as a species can
play in improving our resistance to disease. They will learn about the
efforts of leading scientists such as Edward Jenner, who developed
and administered a smallpox vaccine for the first time, and will have
the opportunity to ‘diagnose’ diseases for themselves in a selection
of case studies, suggesting ways of managing and treating these
according to established medical practice.
4.11Be able to describe and make links between
the main events, situations and changes both
within and across periods
4.14Be able to select and record information
relevant to a historical topic
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
Geography
International-Mindedness
In this unit, students will investigate
and discuss how individuals and
groups have overcome obstacles
and challenges and persisted to
achieve their goals.
Learning Goals
Students will:
4.2 Be able to conduct scientific investigations with increasing rigour by:
• Using their scientific knowledge and understanding to predict the
outcome
Learning Goals
• Relating the outcome to their original prediction
Students will:
• Making systematic and accurate measurements from their
observations
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
• Explaining and justifying their predictions, investigations, findings
and conclusions
• Recording and communicating their findings accurately using the
most appropriate medium and the appropriate scientific vocabulary
and conventions
• Repeating investigations, observations and measurements to check
their accuracy and validity
• Identifying patterns in the results
• Using scientific language to explain any differences found in the
results of investigations
• Suggesting ways in which their investigations and working methods
could be improved
• Relating their own investigations to wider scientific ideas
• Being able to generate a hypothesis
• Being able to gather data to test a hypothesis
4.30 Know about the nature and effect of different types of forces
4.32 Know about Newton’s Law in relation to force and motion
4.35 Be able to measure forces
4.37 Develop an understanding of the interactions between time, distance,
velocity and acceleration
In this unit, students will study the persistence of people, both
in the past and today, who contributed to our ability to exploit
the world’s fossil fuels. They will investigate the future of
fossil fuels: how much coal, oil and gas still remains to be used,
and the debates surrounding the cost of making use of these
reserves.
Students will then evaluate the advantages and disadvantages
of using renewable sources of energy. They will identify ways
in which we will need to be persistent in overcoming problems
with using renewable sources of energy, and ways in which
our lifestyles may need to change if we are to continue to be
successful as a species now, and in the future.
Learning Goals
• Choosing an appropriate way to investigate a scientific issue
• Drawing conclusions based on the evidence
In this unit, students will analyse a series of characters from 20th century
poetry and prose, each of which are depicted as struggling to achieve their
goals. Students will explore the difficulties each of the characters face and
they ways in which they need to show great persistence and resolve in order
to succeed. They will also look at the way in which each writer uses the idea of
persistence and battling against the odds as a technique for creating dramatic
narrative, and for encouraging the reader to engage and identify with the
central characters.
Students will then delve a little deeper into the choices made by the writers.
In doing so, students will consider the aspects of writing that add authenticity
to a narrative, and to what extent this helps to draw the reader into the world
of the story, the difficulties the characters face, and the ways they must be
persistent to succeed within the context in which they are placed.
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
Learning Goals
Students will:
Speaking and Listening
4.1 Be able to play a variety of roles in group discussions by reading
required material and being prepared
4.2 Be able to ask and answer questions to obtain clarification
and elaboration with relevant evidence
4.3 Be able to integrate strategies and tools such as multimedia to
enhance listening comprehension and add interest
4.4 Be able to use the content, intention and perspective of what is
said to them in a variety of situations
texts to understand how it affects meaning and style
4.15Be able to read for pleasure and enjoyment
4.31 Be able to recognise and use descriptive language
4.16 Develop an understanding for how meaning is constructed
using word choice, tone and timing
4.32 Be able to recognise and use literal language
Writing
4.34 Be able to recognise and use different linguistic conventions
4.17Be able to write in a range of different forms appropriate for
their purpose and readers
4.35 Develop an understanding that language is used differently in
different situations
4.18 Be able to write narratives to communicate real or imagined
events using descriptive details and event sequences
4.36 Develop an understanding that language and the way it is used
affects the relationships between people
4.19 Be able to write arguments to support claims using evidence
from texts and research from credible sources
4.37 Develop an understanding that there are cultural differences
between the way language is used by different people and in
different situations
4.20 Be able to write informative or explanatory texts to examine a
topic and share ideas in an organised manner
4.6 Know how the features of particular localities influence the nature of human activities within them
4.5 Be able to convey information, experiences, arguments and
opinions clearly and confidently when speaking to others
4.7 Know about recent and proposed changes in particular localities
4.6 Be able to use appropriate vocabulary in speech
4.3 Know about ways in which the lives of people
in the countries they have studied affect each
other
4.21Be able to use writing to organise thoughts, experiences,
emotions and preferences
4.8 Know how people and their actions affect the environment and physical features of a place
4.7 Be able to analyse the purpose and motivation of the
information presented
4.22 Be able to write short reports to answer a question
4.4 Know about the similarities and the differences
between the lives of people in different countries
4.11 Know how the geography of a region shapes economic development
4.8 Be able to use spoken language that is appropriate to the
situation and purpose
4.13Be able to use and interpret globes, maps, atlases, photographs, computer models and satellite
images in a variety of scales
Reading
4.15Be able to describe geographic locations using standard measures
4.9 Be able to read and comprehend for different purposes
including stories, dramas, poems and literature
4.2 Know about the key features related to the
different lives of people in the countries they
have studied
4.5 Be able to explain how the lives of people in one
country or group are affected by the activities of
other countries or groups
4.6 Be able to identify ways in which people work
together for mutual benefit
4.10 Know how the weather and climate affect, and are affected by, human behaviour
4.16Be able to use appropriate geographical vocabulary to describe and interpret their surroundings
as well as other countries and continents
4.30 Be able to recognise and use figures of speech
4.33 Be able to recognise and use different forms, styles and genres
4.38 Develop an understanding that the meaning of language can
be influenced by the situation, form, unexpressed intentions,
physical posture, facial expression and gestures
4.39 Develop an understanding that forms of communication benefit
from the application of rules
4.23Be able to use a range of strategies and tools for planning,
drafting and revising their writing
Drama
4.24 Be able to write neatly and legibly
4.40 Know that everyone has a creative side
Language Awareness
4.41 Be able to improvise a play, using the roles, situation and
elements of a story
(Schools will choose the Language Awareness goals that suit their content
and the individual needs of their students.)
4.42 Be able to perform a scripted play
4.10Be able to use a variety of strategies to understand meaning
4.25 Know the rules for grammatical construction and usage
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
4.11Be able to determine the theme of a text and its relationship
to plot, setting and characters
4.26 Know the rules for spelling, punctuation and capitalisation
4.43Be able to make use of voice, language, posture, movement
and facial expression
4.21 Be able to explain how places and people are interdependently linked through the movement of
goods and people
4.12Be able to cite evidence that supports explicit and inferred
meaning from the text
4.27 Be able to recognise the devices used by an author to
accomplish a purpose
4.44 Be able to make use of scenery, stage properties, costume and
make-up
4.22 Develop an understanding of how localities are affected by natural features and processes
4.28 Be able to recognise different forms, genres and themes
4.45 Be able to evaluate their own performance and that of others
4.13 Be able to distinguish between fact and fiction
4.23 Develop an understanding of how and why people seek to manage and sustain their environment
4.14 Be able to compare and contrast information from a variety of
4.29 Be able to explain and describe the main features, ideas,
themes, events, information and characters in a text
4.46 Be able to respond to a performance identifying the key
elements and devices