International Programs School

Curriculum Planning Guide

Principle

Generalizations

CONCEPTS CONCEPTS

TOPIC TOPIC

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

THEORY Creating

Hypothesizing

Analysis

Synthesis

Analysis

Synthesis

Knowledge

Comprehension

T h e S t r u c t u r e o f K n o w l e d g e

Structure of Knowledge Components

Facts Specific examples of people, places, situations or things. Facts do not transfer. They are locked in time, place or situation.

The tropical nature of the Amazon rainforest creates a dense ecosystem.

2+2=4, 3+1=4

Topics Organize a set of facts related to specific people, places, situations or things. Topics do not transfer.

Ecosystems in the Amazon rain forest

The war in Iraq

The Pythagorean theorem

Picasso’s paintings

Concepts Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, universal, abstract (to different degrees), different examples that share common attributes. Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness and complexity.

System

Order Habitat

Value

Linear Function

Generalizations Two or more concepts stated in a relationship that meet these criteria: generally universal application, generally timeless, abstract (to different degrees), supported by different examples (situational). Enduring, essential understandings for a discipline. Generalizations must be tested against, and supported by, the facts. May need qualifiers (often, can, may) in the sentence if not always true.

Organisms adapt to changing environments in order to survive.

Individuals or events can create key turning points in history.

Numbers can be added together in different ways to reach a common sum.

The combined use of subtle and bold colors can suggest complexity or emotion.

Principles Also two or more concepts stated in a relationship, but they are considered the foundational “truths” of a discipline. Do not use qualifiers (often, can may) in a sentence. Like universal generalizations, principles are referred to as “enduring or essential understandings” or “big ideas”.

The supply and demand of goods and services affect cost.

In the absence of forces, an object at rest will stay at rest, and an object moving at a constant velocity in a straight line will continue doing so indefinitely.

Any straight line can be extended indefinitely in a straight line. All right angles are congruent.

Theories Explanations of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles, procedures).

The big bang theory of the universe origins

The land bridge theory of early migration

VESPR theory in chemistry

**Because the change process can be overwhelming at times, educators should concentrate their curriculum and

instruction redesign efforts on the generalization/principle level – leaving the theory level on idle for now. Teachers

will still address theories in the instruction, but we can concentrate our curriculum design efforts on the other levels

when introducing the Structure of Knowledge.

Source: H. Lynn Erickson (2007)Concept-Based Curriculum and Instruction for the Thinking, Sage Publications

Principle

Generalizations

CONCEPTS CONCEPTS

TOPIC TOPIC

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

F

A

C

T

S

THEORY

• Migration • Needs • Opportunity • Hardship

Early European settlers migrated southeast and west.

Early European settlers looked for new opportunities

• People migrate to meet a variety of needs.

• Migration may lead to new opportunities or greater freedom.

Early European Migrations

T h e S t r u c t u r e o f K n o w l e d g e

Level 3

Level 2 – Ask – So what is the significance or effect? Use strong verbs from the Verbs List to increase the depth of your big ideas.

Level 1 – Ask - How or Why? impact

These are weak verbs!

is are effect influence

Scaffolding Thinking to Complex Levels

Example - Economics

Level 3: Enduring Understanding/Generalization

Nations with a strong economy can raise the standard of living for citizens.

Level 2: Enduring Understanding/Generalization

Advances in technology lead to the development of new products and materials which can strengthen an economy.

So what is the effect or significance of a strong economy?

Level 1: Enduring Understanding/Generalization

Advances in technology impact a society.

How (or why) do advances in technology impact a society?

Scaffolding Thinking to Complex Levels

Sample Verbs for Scaffolding Levels 2 and 3

Achieve

Accelerate

Accomplish

Acquire

Activate

Adapt

Address

Adjust

Administer

Advance

Allocate

Analyze

Anticipate

Approve

Arrange

Follow

Ascertain

Assemble

Assess

Assign

Assimilate

Assist

Assure

Attain

Attend

Balance

Bring

Bring about

Build

Calculate

Challenge

Chart

Check

Clarify

Classify

Collect

Command

Communicate

Compile

Compose

Compute

Conceive

Condense

Conduct

Conserve

Consolidate

Construct

Contribute

Convert

Convey

Cooperate

Coordinate

Correlate

Correspond

Create

Cultivate

Deal

Decide

Define

Delegate

Deliver

Demonstrate

Design

Detect

Determine

Develop

Devise

Direct

Discover

Display

Distribute

Document

Draft

Dramatize

Draw

Draw up

Drive

Earn

Edit

Elaborate

Eliminate

Empathize

Employ

Enact

Encourage

Enforce

Engineer

Enhance

Enlist

Ensure

Equip

Establish

Estimate

Evaluate

Examine

Execute

Expand

Expedite

Experiment

Explain

Express

Facilitate

Fashion

Finance

Fix

Forecast

Forge

Form

Formulate

Function as

Gain

Gather

Give

Generate

Govern

Guide

Handle

Help

Hypothesize

Identify

Illustrate

Imagine

Implement

Improve on

Improvise

Increase

Inform

Initiate

Innovate

Inspect

Inspire

Install

Instill

Institute

Instruct

Integrate

Interpret

Introduce

Invent

Investigate

Judge

Justify

Keep

Kindle

Launch

Learn

Lead

Lift

Listen to

Locate

Make

Maintain

Manage

Manipulate

Market

Master

Mediate

Memorize

Mentor

Meet

Minimize

Model

Monitor

Motivate

Move

Navigate

Negotiate

Nominate

Observe

Obtain

Offer

Optimize

Orchestrate

Order

Organize

Originate

Overcome

Oversee

Paint

Participate

Perceive

Perfect

Perform

Persuade

Photograph

Pilot

Pioneer

Place

Plan

Play

Predict

Prepare

Prescribe

Present

Prevent

Problem solve

Process

Procure

Produce

Project

Promote

Propose

Protect

Prove

Provide

Publicize

Purchase

Question

Raise

Read

Realize

Reason

Receive

Recognize

Recommend

Reconcile

Record

Recruit

Rectify

Redesign

Reduce

Reevaluate

Refer

Refine

Regulate

Relate

Remember

Render

Reorganize

Repair

Report

Represent

Research

Resolve

Respond

Restore

Retrieve

Revamp

Review

Revise

Revitalize

Revive

Rout

Save

Schedule

Screen

Secure

Select

Sense

Separate

Serve

Service

Set up

Shape

Share

Shift

Show

Simplify

Sketch

Sell

Solidify

Solve

Sort

Spark

Spearhead

Speak

Staff

Stimulate

Streamline

Strengthen

Stress

Stretch

Structure

Study

Substitute

Succeed

Summarize

Supersede

Supervise

Supply

Survey

Symbolize

Synergize

Talk

Teach

Tend

Test

Tell

Trace

Track

Train

Transcribe

Transfer

Transform

Translate

Travel

Treat

Trim

Uncover

Undertake

Unify

Unite

Update

Upgrade

Use

Utilize

Validate

Verify

Widen

Withdraw

Win

Work

Write

Types of Compelling Questions

Debatable (or inquiry/provocative) -

Secondary Examples – When does a nation have too much wealth?

Should a more powerful nation dominate weaker nations?

Should nations build border fences to control illegal immigration?

Primary Examples – Why should children have to “earn” their allowance?

What makes a family?

When does good weather become bad weather?

Conceptual – Why do nations desire to explore new lands?

Factual – In what ways did early European explorers disrupt indigenous cultures?

Debatable (Provocative):

• Is Santa too materialistic? • Should he switch from giving presents to solving problems such as

climate change and scare natural resources? • Can one person’s myth be another’s reality?

Conceptual:

• Why do so many people believe in mythical figures? • How do artists and writer shape perceptions of mythical characters? • Why do mythical characters represent either “good” or “evil”?

Factual:

• Why do people perceive Santa as a “jolly person”? • Why does he give presents to people? • What message does Santa give children all over the world?

These questions are tied to the generalization:

“Mythical figures illuminate characteristics of good and evil.”

R = Role

A = Audience

F = Format

T = Task

S = Strong Verbs

Assessment

• Identify desired results

• Determine acceptable evidence

• Plan learning experiences and instruction

UbD = Understanding by Design

Formula for writing a performance based task:

• (What) Investigate….. (unit title or key topic) • (Why) in order to understand that… (generalization) • (How) (performance task-engaging scenario)

Check: Is your performance statement just a “task”?

Example 1: Enduring Understanding (Generalization) –

Watershed events mark turning points in history.

Performance Statement: Recite from memory key passages from the Gettysburg Address. Tell why Lincoln’s Gettysburg Address is considered a “watershed event” in American History.

“Tell why” makes it a performance statement. Without “tell why” it would be a “task”.

Working on Performance Based Assessment Tasks

Example 2: Enduring Understanding (Generalizations) –

Standard units of measure allow accurate, numerical comparisons of objects.

Non-standard units of measure provide a general comparison of objects.

Is this a Performance Statement or Task?

THIS IS A TASK! Now read on to see how this is turned into a PERFORMANCE task.

In two paragraphs compare the lengths of the book, your foot and the side of your desk as accurately as possible for both your standards ruler measurements and your non-standard item measurements. Answer the question:

“Why do home builders use standard units of measure?”

Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand….) and measure the same objects. Record your results.

TASK ROLES

Scientist Movie maker Tour guide Doctor Movie Reviewer Panel discussion Secretary Debater Set designer Cartoonist Leader Puppeteer Advertiser Hero Museum curator Musical Ad Maker Inventor Artist Playwright Journal writer Musician Friend Reviewer Policeperson Citizen Presenter Game Maker Quilter Model Maker Cartographer Story teller Proposal Writer Biographer Web pager designer Travel agent Teacher

TASK PRODUCTS Lab Report Movie Experiment Newsletter Movie Review Diorama and explanation Cartoon Debate Puppet show Advertisement Action Plan Museum exhibit Jingle Invention Sculpture or drawing Fable/Fable Journal entry Musical story Play Critique Police report Letter Powerpoint show Board game Step by step directions Model Map Quilt square Proposal Biography Short story Travelogue TV Show Web page Panel discussion Poem

Written

Advertisement

Biography

Book Report/Review

Brochure

Campaign

Speech

Editorial

Essay

Experiment

Journal

Lab Report

Letter

Magazine article

Poem

Portfolio

Proposal

Script

Story

Test

Oral Audio tape

Debate

Discussion

Dramatization

Interview

Newscast

Oral presentation

Oral Report

Poetry reading

Rap

Readers Theatre

Role play

Skit

Speech

Song

Teach a lesson

Peer tutoring

Visual Banner

Brochure

Campaign flyer

Cartoon

Chart

Collage

Collection

Computer graphic

Construction

Data display

Design

Diorama

Drawing

Graph

Graphic organizer

Map

Model

Photograph

Poster

Scrapbook

Slide show

Story

Kinesthetic Dramatization

Field trips

Letter writing

Oral interviews

Play

Presentation

Service learning

Simulations

Role play

Skit

Scavenger hunt

1. A Unit Title: The main topic for the study.

2. A Conceptual Lens: A broad integrating concept that students use to process the factual information. Include micro-concepts that are still transferable but more specific.

3. Enduring Understandings: Brainstorm between 5-12 (depending on grade and readiness levels) Enduring Understandings (generalizations) that you would expect students to gain from the study. Generalizations answer the question, “So what? Why should I learn these facts?”

4. Compelling Questions: Factual, Conceptual and Debatable/Provocative. These questions guide the students thinking from concrete to abstract, and lead to understanding the Enduring Understandings.

5. Critical Content: Identify the specific knowledge or facts (critical content) students will need for the unit. What facts will they need to know?

6. Essential Processes and Skills: Essential processes are the broad, transferable skills that can be used in any subject area - Explaining, Interpreting, Identifying, Analyzing and Recording. Skills are specific for subject area – measuring, calculating and estimating would be specific for math.

7. Performance Assessment: Write a performance task to show the depth of learning (UbB). The performance task answers the question, “What do I want the students to know, understand and be able to do as a result of this unit of study?” Use the RAFTS formula to create an authentic, engaging performance assessment.

8. Learning Activities: Design backwards from the performance task and write learning experiences to ensure student success on the performance task. Design other learning experiences to address the other unit requirements for KNOW, UNDERSTAND, DO (KUD).

9. Resources: Identify and list unit resources.

Designing a Concept-Based Unit

Science Social Studies Literature General Order Organism Population Systems Change Evolution Cycle Interaction Energy Matter Equilibrium

Conflict Cooperation Patterns Populations Systems Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Time Space Interactions Change Beliefs Values Motivation Conflict Cooperation Perceptions Patterns Systems

Conflict Complexity Paradox Interactions Freedom Transformations Force Identity Relationships Origins Revolution Reform Heroes Power Influence Balance Structure/Function Innovation Design Genius Aesthetics Creativity Choice

Math Visual Art Economics (SS) Number Ratio Proportion Symmetry Probability Pattern Order Quantification System

Rhythm Line Color Shape Value Pattern Texture Form Space Angle

Needs/Wants Scarcity Trade Resources Value Productivity Exchange Production Imports/Exports Supply/Demand

Sample of Subject Area and General Concepts

Rubric Descriptors for Elementary

Rubric Descriptors for MS/HS

5 Exceptional and exceeds expectations. Outstanding understanding. 4 Meets expectations. General understanding of the standard. 3 Developing evidence of understanding and meeting the standard. 2 Shows very little evidence of understanding or meeting the standard. 1 No evidence of understanding. Does not meet the standard.

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

7

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

6

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

5

A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. 4 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. 3 Very limited achievement against all objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. 2 Minimal achievement of objectives. 1

The Big Curriculum Picture at IPS

Year Overview

The Year Overview paces the standards across the four terms. It ensures the standards will be covered in the course of the school year. From the Year Overview, the Unit plans will be written.

Unit Plan The “chunk” of time plan for each big idea which describes the enduring understandings, compelling questions, assessment, content and resources. A unit plan is the actual teaching guide.

Daily Planner Day to day lesson plans are written in the daily planner. Lessons are derived from the learning activities outlaid in the Unit Plans.

Feature Question Description Examples Big Idea How to place the concept

within your subject area? A statement of the key principles about the teaching and learning of a subject. The Big Idea becomes the “Mission statement” for the unit.

History drives the evolution of culture. Irrational hatred can prevent the resolution of conflict. Simple machines help us do our work. Electricity accelerated the change of lifestyle.

Enduring Understandings

What are the “big ideas” or generalizations students should take away from our school?

A collection of important ideas that learners should come to understand. Some will transcend disciplines while others will be subject specific.

Human beings are interdependent with their environment. Limited natural resources lead to interdependence of populations. Factual report writing summarizes information. The human brain cannot sever reason and emotion from each other.

Compelling Questions

What questions will stimulate understanding and interest?

Each enduring understanding has 3 questions – Factual, Conceptual and Debateable. These questions guide the students towards understanding the Enduring Understandings.

F – What are natural resources? C - How can natural resources be shared among populations? D – Who has the responsibility to provide water for everyone? Locally? Nationally? Globally?

Essential Processes

What are the broad, transferable skills we want all learners to acquire?

Targeted, observable actions and proficiencies that transcend subject areas.

Analysing a text. Critical reading. Interpreting research materials.

Skills What subject-specific skills will lead to understanding? What facts and content will be needed to support and inform an understanding of the big idea?

The skills and understandings specific to a subject area needed to explore the big idea, enduring understandings and essential processes.

Formulate interview questions. Ask for directions in a Spanish speaking country. Written description of how simple machines work.

Learning Experiences

How will students acquire understanding? What is the specific learning outcome for each lesson?

Each lesson in a unit plan to have a specific learning goal that leads towards the understanding of the enduring understandings/big idea.

We are learning to examine features of text used in advertising. We are learning to identify and describe the function of a lever.

Formative Assessment

How can we ensure that the students understand the steps of learning and understanding?

Assessment conducted during a unit of work which reflects the compelling questions and/or the critical content.

Quiz Multiple choice Short response Conference

Summative Assessment

How will students show understanding of the big idea/enduring understandings?

A RAFT assessment is an authentic or performance based assessment which will allow the students to show their understandings and skills.

Role: Doctor Audience: People who visit your clinic. Format: Poster Task: Create an informative poster that will explain how to take care of your body.

Resources What materials will support the understandings?

List of resources which support the implementation of the curriculum.

Textbooks. Worksheets. Websites/Links. Human Resources

What do Concept Based Lessons Look Like?

Lesson Focus:

• Clear focus and link between content and concept(s) being explored. • Concept(s) for lesson apparent . • Teacher develops the lesson to logically and inductively guide students to the enduring understandings. • Teacher demonstrates a clear understanding of the relationship between the facts, concepts and enduring understandings

and reflects the goal of teaching for deep understanding and the transfer of knowledge.

Instructional Strategies:

• Teacher checks for prior knowledge of concept(s) and content for the lesson. • New skills are taught directly – not assumed. • Use of varied grouping strategies to achieve specific purposes: cooperative, paired, whole group, individual • Use of multiple intelligences

• Differentiated instruction to meet the needs of diverse students.

Learning Experiences:

• Experiences have students apply previously learned skills. • Experiences reflect diverse needs of learners through “differentiation”. • Experiences address what students must understand, know, do (eg Understanding generalization, know content,

demonstrate skills) • Experiences are engaging learning experiences that accomplish a variety of goals:

a. Guide students to think conceptually using facts as a tool b. Guide students to see patterns and connections in knowledge c. Guide students to transfer skills and knowledge

Compelling Questions:

• Guiding questions are posted for the lesson • Questions reflect conceptual (transferable) as well as factual levels – perhaps a debatable question. • Questions follow a logical path to guide students’ thinking through the facts to the enduring understanding. • Questions probe student thinking and encourage elaboration. • Teacher asks students to support their understandings with evidence (experience, knowledge, or textual). • Questions are linked to learning experiences and serve as a bridge between the factual content and the enduring

understandings.

Lesson Summary/Close:

• Teacher assesses students understanding of the enduring understanding (generalization) in relation to the factual content either formally or informally.

• Teacher records and displays the enduring understanding.

Bloom’s Taxonomy

Remembering – Recall, list, retrieve, find, name,

recognize, identify, locate, describe Make a story map showing the main events of the story Make a time line of your typical day Make a concept map of the topic Write a list of key words you know about….. What characters were in the story? Make a chart showing…. Make an acrostic poem about….. Recite a poem you have learned

Questions for Remembering:

• What happened after….? • How many…? • What is…? • Who was it that….? • Name the….? • Find the definition of….? • Describe what happened after… • Who spoke to….? • Which is true or false?

o Understanding – Interpret, summarize,

explain, rephrase, classify, infer, compare o Write in your own words…. o Cut out, or draw pictures to illustrate a particular event in the

story o Report to the class… o Illustrate what you think the main idea may have been o Make a cartoon strip showing the sequence of events in the

story o Write and perform a play based on the story o Write a brief outline to explain this story to someone else o Explain why the character solved the problem in this

particular way o Write a summary report of the event o Prepare a flow chart to illustrate the sequence of events o Paraphrase this chapter in the book o Retell in your own words o Outline the main points

Questions for Understanding:

• Can you explain why…. • Can you write in your own words….? • How would you explain…? • Can you write a brief outline…? • What do you think could have happened next…? • Who do you think…? • What was the main idea…? • Can you clarify…? • Can you illustrate…?

Applying – Do, carry out, use, run, implement Construct a model to demonstrate how it looks or works Practice a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study Prepare invitations for a character’s birthday party Make a topographic map Take and display a collection of photographs on a topic Make up a puzzle or game about the topic Write an explanation about this topic for others Dress a doll in national costume Make a clay model Continue the story

Questions for Applying:

• Do you know of another instance where….? • Can you group by characteristics such as….? • Which factors would you change if….? • What questions would you ask of….? • From the information given, can you develop a set of instructions

about….?

Analyzing – Compare, organize, question, research, deconstruct, outline, attribute

Use a Venn Diagram to show how two topics are the same and different

Design a questionnaire to gather information Survey classmates to find out what they think about a particular

topic Make a flow chart to show the critical stages Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Devise a role play about the study area Write a biography of a person studied Prepare a report about the area of study Conduct an investigation to produce information to support a view Review work of art in terms of form, color and texture Draw a graph Complete a Decision Making Matrix to help you decide which

breakfast cereal to purchase

Questions for Analyzing:

• Which events could not have happened? • If….happened, what might the ending have been? • How is…..similar to …..? • What do you see as other possible outcomes? • Why did…..changes occur? • Can you explain what must have happened when…? • What are some of the problems of…? • Can you distinguish between….? • What was the problem with….? • What were some of the motives behind….?

Evaluating – Check, judge, critique, experiment, hypothesis, test, detect

Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge…. Write a persuasive speech arguing for/against Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss view points on…. Write a letter to…..advising on changes needed Write a half yearly report Prepare a case to present your view about…. Evaluate the characters actions in the story

Questions for Evaluating:

• Is there a better solution to….? • Judge the value of…. What do you think about…? • Can you defend your position about….? • Do you think…..is a good or bad idea? • How would you have handled….? • What changes to….would you recommend? • Do you believe….? How would you feel if…? • How effective are….? • What are the consequences…? • What influence will …. Have on our lives? • What are the pros and cons of….? • Why is….of value? • What are the alternatives? • Who will gain and who will lose?

∗ Creating – Design, build, construct, plan, produce, devise

∗ Invent a machine to do a specific task ∗ Design a robot to do your homework ∗ Create a new product. Give it a name and plan a marketing

campaign. ∗ Write about your feelings in relation to… ∗ Write a TV show play, puppet show, role play, song or pantomime

about…. ∗ Design a new monetary system ∗ Develop a menu for a new restaurant using a variety of healthy foods ∗ Design a record, book or magazine cover for…. ∗ Sell an idea ∗ Devise a way to…. ∗ Make up a new language and use it in an example ∗ Write a jingle to advertise a new product

Questions for Creating:

• Can you design a…..to….? • Can you see a possible solution to…? • If you had access to all resources, how would you deal with…? • Why don’t you devise your own way to…? • What would happen if…? • How many ways can you…? • Can you create new and unusual names for…? • Can you develop a proposal which would…?

International Programs School Concept-Based Unit Plan

Subject: Level: Concept:

Big Idea

Enduring Understanding

Compelling Questions

Essential Processes

Learning Standard

Skills Learning Activities

ESL Modifications:

Assessments:

Resources: Reflections:

Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4

KG1

Social Studies: Relationships Arabic: Communication/Culture PE: Doing/Relationships/Awareness

Science: Discovery Arabic: Creativity/Discovery PE: Relationships

Science: Change Arabic: Exploration PE: Relationships

Motion Arabic: Discovery PE: Doing/Relationships/Awareness

KG2

Science: Change Social Studies: Communication Art: Creativity/Quality Computer: Knowledge and Doing Library: Behavior Arabic: Change/Communication/Culture PE: Doing/Relationships/Awareness

Science: Change Art: Creativity/Quality/Exploration Arabic: Creativity/Relationships/Communication/ Culture PE: Relationships

Social Studies: Relationships Art: Creativity/Quality Computer: Knowledge and Doing Arabic: Relationships/Communication/ Culture PE: Relationships

Science: Change Art: Creativity/Quality/Self-Confidence Computer: Communication Arabic: Change/ Communication/Culture PE: Doing/Relationships/Awareness

1

Relationships/ Communication Art: Discovery Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Behavior/Organization Arabic: Communication/Family PE: Doing/Relationships/Awareness/ Movement/Energy

Function/Structure Art: Culture Islamic Studies: Responsibility Arabic: Exploration/Interdependence/Habits PE: Awareness/Safety/Sportsmanship Movement/Energy

Change and Choice Art: Creativity Islamic Studies: Awareness Computer: Knowledge and Doing Arabic: Change/Communication/Feeling PE: Awareness/Self-Confidence and Patterns

Relationships/Interdependence Art: Individualism Islamic Studies: Community Computer: Communication Arabic: Energy/Relationships PE: Doing/Relationships/Awareness/ Effort/Movement/Energy

2

Social Studies: Culture English: Communication Math: Relationships Science: Relationships Art: Discovery Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Communication PE: Doing/Relationships/Awareness Movement/Energy

Social Studies: Culture Science: Relationship Art: Culture Islamic Studies: Responsibility Arabic: Culture/Communication PE: Awareness/Safety/Sportsmanship

Science: Relationship/Change Art: Creativity Islamic Studies: Awareness Computer: Knowledge and Doing Arabic: Growth/Change/Communication/ Culture PE: Awareness

Science: Structure/Function Social Studies: Culture/Relationships/ Change Art: Individualism Islamic Studies: Community Computer: Communication Arabic: Health/Communication PE: Doing/Relationships/Awareness/ Effort/Movement/Energy

Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4

3

Social Studies: Environment English: Communication Math: Relationship Science: Relationship Art: Self-Confidence Computer: Knowledge and Doing Library: Organization Arabic: Communication/Community PE: Doing/Relationships/Awareness Movement/Energy

Science: Patterns/Change Art: Culture Islamic Studies: Responsibility Computer: Knowledge and Doing Arabic: Habits/Relationships/Exploration/ Commitment PE: Doing/Movement/Energy

Science: Culture/Environment Social Studies: Culture/Change Art: Creativity Islamic Studies: Awareness Computer: Creativity Arabic: Communication/Feeling/ Commitment/ Vision/Change PE: Doing/Awareness/Self-Confidence and Patterns

Science: Environment/Function Social Studies: Culture/Change Art: Individualism Islamic Studies: Community Arabic: Relationships/Change PE: Doing/Relationships/Awareness Movement/Energy

4

Math: Relationships Science: Change Social Studies: Relationships Language: Reality Art: Self-Confidence Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Culture PE: Doing/Relationships/Awareness/ Growth and Interdependence

Math: Relationships/Representation Science: Relationships/Interdependence Social Studies: Relationships/Interdependence Language: Reality Art: Culture Islamic Studies: Responsibility Computer: Knowledge and Doing Arabic: Relationships/Imagination PE: Doing/Movement/Energy

Math: Relationships Science: Systems/Structure/Function Social Studies: Culture/Structure/Function Language: Reality Art: Creativity Islamic Studies: Awareness PE: Doing/Awareness/Growth and Interdependence

Math: Relationships/Space/Patterns Science: Energy/Relationship/Culture Social Studies: Relationship/Culture Language: Reality Art: Individualism Islamic Studies: Community Arabic: Relationships PE: Doing/Relationships/Awareness/ Growth and Interdependence

5

English: Communication Math: Representation Science: Interdependence Social Studies: Culture Art: Growth Islamic Studies: Behavior/Fiqh/Tawheed Computer: Knowledge and Doing Library: Organization Arabic: Culture/Communication/Change PE: Growth and Interdependence

Science: Sustainability Social Studies: Patterns Art: Culture Islamic Studies: Responsibility Computer: Creativity Arabic: Change PE: Awareness/Safety/Sportsmanship Movement/Energy

Science: Structure Social Studies: Cause and Effect Art: Creativity Islamic Studies: Awareness Computer: Creativity Arabic: Environment/Change PE: Awareness/Growth and Interdependence

Science: Transformation/ Sustainability Art: Individualism Islamic Studies: Community Arabic: Imagination/Time PE: Relationships/Awareness/Effort/ Growth and Interdependence

Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4

6

English: Communication Math: Relationship Science: Environment Social Studies: Culture Art: Growth Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence

Social Studies: Relationships/Perspectives Islamic Studies: Responsibility Art: Growth PE: Movement/Energy

Science: Relationships Islamic Studies: Awareness Art: Creativity PE: Growth and Interdependence/Caring and Knowledge

Interdependence / Relationships Islamic Studies: Community Art: Creativity PE: Growth and Interdependence

7

English: Freedom and Imagination Journalism: Origins Math: Relationships Science: Energy Social Studies: Power and Empathy Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence

English(B): Identity English and Social Unit(G): Freedom and Identity Computer: Knowledge Math: Relationships Science: Change Social Studies(B): Culture and Conflict Islamic Studies: Responsibility PE: Awareness/Safety/Sportsmanship/ Development/Action and Reaction

English(G): Beauty Math: Shape/Transformations Science: Relationships Social Studies: Connectedness Islamic Studies: Awareness PE: Awareness/Growth and Interdependence/Caring and Knowledge

English and Social Unit: Power and Fairness/Do the Right Thing Math: Patterning/Algebra Science: Relationships Art: Creativity Islamic Studies: Community PE: Relationships/Awareness/Effort/ Growth and Interdependence

8

Computer: Change English: Mystery and Wonder Math: Relationships and Representation Social Studies: Empathy and Morality Islamic Studies: Behavior/Fiqh/Tawheed PE: Growth and Interdependence

English(B): Trickery and Deceit English and History(G): Identity Math: Shape and Transformation Science: Systems and Interactions Social Studies(B): Independence and Connectedness Islamic Studies: Responsibility PE: Awareness/Safety/Sportsmanship

English(G): Equity and Diversity Math: Representation Science: Systems and Interactions Social Studies: Community Islamic Studies: Awareness PE: Awareness

Drama: Reality and Aesthetics English(B): Identity-Individual vs. Group English(G): Individuality and Influence Math: Justification Social Studies: Connectedness/ Movement/Diversity Art: Creativity Islamic Studies: Community PE: Relationships/Awareness/Effort/ Growth and Interdependence

Concepts S.Y. 2012-2013 GRADE TERM 1 TERM 2 TERM 3 TERM 4

9

English: Meaning Journalism: Investigation/Exploration Science: Relationships/Change Islamic Studies: Behavior/Fiqh/Tawheed HS ESL: Culture and Connections Arabic: Culture/Identity PE: Meaning/Growth and Interdependence Publishing: Exploration/Organization

English: Empathy Journalism: Investigation/ Interdependence and Meaning Science: Interdependence/ Transformations Social Studies: Transformation Islamic Studies: Responsibility HS ESL: Communication PE: Empathy/Development/Action and Reaction Publishing: Creativity/Organization

English: Conflict and Choice Journalism: Interdependence and Meaning/ Investigation Science: Discovery Art: Creativity Islamic Studies: Awareness HS ESL: Communication PE: Conflict/Growth and Interdependence/ Caring and Knowledge Publishing: Creativity/Expression

Journalism: Persuasion/Power Science: Discovery Art: Art History Islamic Studies: Community HS ESL: Communication PE: Experience/Beauty/Growth and Interdependence Publishing: Cohesion/Time

10

Islamic Studies: Behavior/Fiqh/Tawheed Biology: Relationships/Change/Matter English: Judgement/Communication Math: Representation and Justification Media Studies: Exploration Social Studies: History and Geography HS ESL: Culture and Connections Arabic: Culture/Identity Publishing: Exploration/Organization

Islamic Studies: Responsibility Biology: Relationships/Behavior/Change/Matter English: Communication Math: Discovery Media Studies: Imagery Social Studies: History and Geography HS ESL: Communication PE: Awareness/Safety/Sportsmanship Publishing: Creativity/Organization

Art: Creativity Islamic Studies: Awareness Biology: Relationships and Change English: Morality Math: Relationships Media Studies: Power/Persuasion Social Studies: History and Geography HS ESL: Communication PE: Awareness Publishing: Creativity/Expression

Art: Art History Islamic Studies: Community Biology: Relationships/Behavior Math: Relationships/Systems Media Studies: Culture Social Studies: History and Geography HS ESL: Communication PE: Relationships/Awareness/Effort Publishing: Cohesion/Time

11

Islamic Studies: Behavior/Fiqh/Tawheed Chemistry: Relationships/Behavior/Change/ Discovery English: Existence Math: Behavior and Representation Social Studies: Transformation/Power/ Investigation/Exploration Guidance: Knowledge PE: Doing/Relationships/Awareness Publishing: Exploration/Organization

Islamic Studies: Responsibility Chemistry: Relationships/Behavior/Change English: Connectedness/Identity Math: Growth and Representation Social Studies: Continuity/Control Guidance: Reflections PE: Awareness Publishing: Creativity/Organization

Art: Quality Islamic Studies: Awareness Chemistry: Change/Behavior/Relationships English: Discovery and Development Math: Justification and Connectedness Social Studies: Vulnerability/Existence Guidance: Sustainability Publishing: Creativity/Expression

Art: Creativity Islamic Studies: Community Chemistry: Behavior English: Truth and Choice Math: Patterns and Connectedness Social Studies: Discovery/Socialization Guidance: Judgment PE: Doing/Relationships/Awareness Publishing: Cohesion/Time

12

Islamic Studies: Behavior/Fiqh/Tawheed English: Power International Relations: Investigation/Exploration Math: Change and Connectedness Physics: Discovery/Relationships/Force Guidance: Knowledge Psychology: Perception PE: Doing/Relationships/Awareness Publishing: Exploration/Organization

Islamic Studies: Responsibility English: Control and Innocence International Relations: Paradigms Math: Transformation and Optimization/Systems Physics: Relationships Guidance: Sustainability Psychology: Research PE: Awareness Publishing: Creativity/Organization

Art: Quality Islamic Studies: Awareness English: Existence and Bonds International Relations: Scarcity Math: Behavior Physics: Relationships Guidance: Interpersonal Knowledge and Skills Psychology: Knowledge PE: Doing/Awareness Publishing: Creativity/Expression

Art: Creativity Islamic Studies: Community English: Indoctrination and Emotion International Relations: Conscience Math: Shape/Space Physics: Relationships Guidance: Values Psychology: Synthesis PE: Doing/Relationships/Awareness Publishing: Cohesion/Time

Concepts S.Y. 2012-2013

MS/HS ARABIC TERM 1 TERM 2 TERM 3 TERM 4

Abir/ Nouha

Culture/Identity(HS3-AFL) Discovery/Change(HS4) Change/Communication(MS3)

Change/Emotions(HS3-AFL) Discovery/Change(HS4) Communication/Change(MS3)

Culture and Values(HS3-AFL) Culture and Values(HS4) Communication/Culture(MS3)

Culture/Communication(HS3) Culture/Communication(HS4) Morality/Culture(MS3)

Arwa Culture(HS2) Morality/Change(MS1-level 5)

Imagination/Change(MS1-level 5) Morality(HS2)

Environment/Change(MS1) Morality(HS2)

Culture/Change(MS1) Imagination(HS2-Level 8)

Leila Individualism(HS) Contacts(HS) Culture(MS-level 1)

Nahla Change(HS) Identity(MS)

Morality(AFL1) Interactions(MS)

Reality(MS3-HS1) Culture(MS-level 1)

Globalization(MS3-HS1 level6-7) Information(MS-HS Level 1)

Oumayma Habit(AFL-Level 4) Change(MS2- Level 6)

Change(MS2) Morality(MS3) Identity(MS2) Relationships(Level 4)

Environment(MS2)

Souhad Habits(Level 4) Culture(Level 3)

Imagination(Level 4) Relationships(Level 3)

Environment(Level 3 and 4)

Relationships(Level 4) Imagination(Level 3)

MS/HS FRENCH TERM 1 TERM 2 TERM 3 TERM 4

Carole Identity(Level 1A) System/Culture(Level 1) Culture(Level 1) Culture(Level 1) Lina Change(Level 2) Community(Level 2) Habit(Level 2) Awareness/Time(Level 2)

Rita Community(Level 1B and 3) Exploration/Commitment(Level 3) Community/Exploration/ Communication(Level 1B)

Commitment/Vision/Change (Level 3) Exploration/Communication (Level 1B)

Change/Relationships(Level 3) Reflection(Level 1B)

Souhad Culture(Level 1A-B) Communication(Level 1A) Systems(Level 1) Systems(Level 1)

Change(Level 1A) Culture(Level 1A)