It requires a sender, a message and an intended receiver. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.Ĭommunication is the exchange or transfer of signals, facts, ideas and symbols. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.Ĭhange is a conversion, transformation or movement from one form, state or value to another. Key Concepts as explained in the IB’s “From Principles into Practice” April 2021Īesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. Key concepts are generally the main area under scrutiny or development while the related concepts further clarify and focus the exploration. Key and related concepts describe the most important ideas for teaching in the subject, and teachers can use them as a framework for vertically articulating the curriculum and related concepts for specific units. They guide the focus of the curricular content, just as the Global Contexts focuses the big, unifying ideas within and between subjects. While each subject area has key and related concepts that correspond to their area, teachers may use any of the following key or related concepts to plan their units and act as a driving force behind the development of the units core content and ideas. Students will explore rights and responsibilities the relationship between communities sharing finite resources with other people and with other living things access to equal opportunities peace and conflict resolution. What are the consequences of our common humanity? Students will explore the interconnectedness of human-made systems and communities the relationship between local and global processes how local experiences mediate the global reflect on the opportunities and tensions provided by world-interconnectedness the impact of decision-making on humankind and the environment. Students will explore the natural world and its laws the interaction between people and the natural world how humans use their understanding of scientific principles the impact of scientific and technological advances on communities and environments the impact of environments on human activity how humans adapt environments to their needs. How do we understand the worlds in which we live? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values the ways in which we reflect on, extend and enjoy our creativity our appreciation of the aesthetic. What is the nature and purpose of creative expression? Students will explore personal histories homes and journeys turning points in humankind discoveries explorations and migrations of humankind the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives What is the meaning of ‘where’ and ‘when’? Students will explore identity beliefs and values personal, physical, mental, social and spiritual health human relationships including families, friends, communities and cultures what it means to be human. The neat thing about these Global Contexts is their big ideas can bridge across grades and curriculums, allowing us to connect content across a continuum of learning or between subject groups. In Foods we might choose cuisine styles, but if we use Scientific and Technical Innovation we might focus on molecular gastronomy or the impacts of monoculture crops, whereas if we use Personal and Cultural Expression we might focus on reclaiming traditional indigenous diets. Each unit is designed around a global context which focuses the scope and purpose of the unit. The Global contexts are the lenses that we focus with in and through the various context areas. Through global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Global Contexts provide shared starting points of inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. All play a role in connecting students both to the big picture of knowledge and learning and the days to day skills and content of an individual class. They help determine and connect the BIG IDEAS and clarify and refine the content specific teaching that a unit requires. These three areas work collaboratively to define the focus of learning in a Unit. Building a Unit of Learning: Global Contexts, Key Concepts and Supporting Concepts
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