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ACADEMIC YEAR 2023-24

GRADE- MYP 3
Unit -2
Syllabus and Paper Pattern for Term 2
October 2023-24

Subject Unit Name Content Paper Pattern

Language and Travel Writing 1. Introduction to the genre of
Literature Travel Writing
2. Purpose of travel writing
3. Different forms of travel
writing - Blog Writing, Magazine
Articles, Diary entries and
Travelogue writing
4. Description of a place and
adding perspective and emotions
in travel writing
5. Features of good travel writing
6. Elements of Blog and Diary
entry.
Hindi Phase 1 My Education 1. Daily school routine
2. Describe your school
Task III: Producing a Non-Literary Text
Students will produce a non- literary text in the form
of either a travelogue or a diary entry based on the
given written prompt. (This task will be based on the
Global context of the unit)
The criteria for this task are Criterion B: Organizing;
Criterion C: Producing Text and Criterion D: Using
Language. Each criterion will carry 10 marks.
Platform: AssessPrep
Criterion C- Speaking

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 3. Student Life
4. Indian school system Task I :Criterion C- Speaking (24 marks)
Grammer Students are required to make an individual
● Synonymes presentation in response to a stimulus, before
● Antonymes engaging in one-to-one discussion with the teacher on
the topic of the stimulus. The student is required to
speak between 1-2 minutes.
Task II:Criterion D- Writing (24 marks)
Students would be provided with 2 writing prompts.
The tasks assess students’ ability to produce written
text to communicate messages and/or information in
the target language. The written piece must be
between 60-120 words.

Hindi Phase 2 Local Area and Topics- Task I: Criterion C - Speaking (24 marks)
Environment 1. Different types of climates-
Seasons,weather, a. Weather Students are required to make an individual
report presentation in response to a stimulus, before
2. Weather of my city engaging in one-to-one discussion with the teacher on
the topic of the stimulus. The student is required to
3. Discovering an Indian city- speak between 1-2 minutes.
famous places and monuments
4. Natural disasters- Floods,
Earthquakes, droughts Task II: Criterion D - Writing (24 marks)
Students would be provided with 2 writing prompts.
Text type - The tasks assess students’ ability to produce written
● Formal letter text to communicate messages and/or information in
● Blog writing the target language. The written piece must be
between 80-140 words.

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French Phase 1 Education 1. A typical day in school
2. School system in France
- School subjects
- Time table
3. Daily school routine
4. Describe your school
Text Types:
Blog/ Announcement
Grammar
1. Ir- Re ending verbs
(Regular and irregular)
2. Reflexive verbs
3. Prepositions of place
4. Demonstrative adjectives
French Phase 2 1. Different types of climates-
Local Area and Seasons,weather
Environment 2. Weather of my city
3. Discovering a
Francophone city- famous
places and monuments
4. Natural disasters-
Tsunami, Earthquakes,
droughts
Grammar:
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Task I - Criterion C - Speaking
Students are required to make an individual
presentation in response to a stimulus, before
engaging in one-to-one discussion with the teacher on
the topic of the stimulus. The student is required to
speak between 1-2 minutes.
Task II - Criterion D - Writing
Students would be provided with 2 writing prompts.
The tasks assess students’ ability to produce written
text to communicate messages and/or information in
the target language. The written piece must be
between 100-150 words.
Paper Pattern
Task I: Criterion C - Speaking
Students are required to make an individual
presentation in response to a stimulus, before
engaging in one-to-one discussion with the teacher on
the topic of the stimulus. The student is required to
speak between 1-2 minutes.
Task II: Criterion D - Writing
Students would be provided with 2 writing prompts.
The tasks assess students’ ability to produce written
 1. Past tense- avoir
2. Prepositions
3. Negation
Spanish Phase 1 My Education 1. School life in Spain and
Mexico
2. Education system in
Hispanic countries.
● School schedule
● Subjects and
timetable
3. Description of my school
4. School routine
Grammar
1. Introduction to reflexive
2. Demonstrative adjectives
3. Prepositions of place
4. Differences between Muy
/ Mucho
Text type: Blog / Announcement
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text to communicate messages and/or information in
the target language. The written piece must be
between 100-150 words
Text type:
Formal letter
Informal letter
Task 1: Criterion C: Speaking
Students are required to make an individual
presentation in response to a stimulus, before
engaging in one-to-one discussion with the teacher on
the topic of the stimulus. The student is required to
speak between 1-2 minutes.
Task 2: Criterion D: writing
Students would be provided with 2 writing prompts.
The tasks assess students’ ability to produce written
text to communicate messages and/or information in
the target language. The written piece must be
between 100-150 words.
Mathematics Reasoning with Probability:
Data
● Qualitative handling of
(Probability) probability
● Probability of simple events
● Sample spaces
● Probability scale, including
significance of number
● Theoretical probability and
experimental probability
Modular Sound Waves ● How is sound produced
Sciences ● Propagation of sound
(Longitudinal waves,
compression and
Rarefaction)
● Medium of propagation
● Sound waves, Amplitude,
Time period and
Frequency, Wavelength
● Audible and inaudible
sound
● Echo- Application of Echo
Task: Criteria C (Communicating) and D (Applying
Mathematics In Real-Life Context)
Students will use appropriate mathematical language
to identify relevant elements of authentic real-life
situations while calculating the theoretical probability.
Students will use appropriate forms of mathematical
representation to present information to apply the
selected mathematical strategies successfully to reach
a solution while using scale of probability.
Students will communicate complete and coherent
mathematical lines of reasoning to explain the degree
of accuracy of a solution and whether a solution
makes sense in the context of the authentic real-life
situation while presenting the experimental
probabilities.
Criterion B: Inquiring and Designing
The task will allow students to understand an
investigation on how the temperature affects the speed
of sound in air, propagation of sound and the sound
wave patterns.
Criterion C: Processing and Evaluating
The task will also be based on processing and
evaluating graphical/tabular data related to the
velocity of sound, wavelength and frequency,
amplitude and sound wave patterns.

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 - SONAR
● Noise Pollution Platform: AssessPrep
Integrated Tourism 1. Concept of Travel and Task: Communicating. (Criterion A-Knowing and
Humanities Tourism Understanding and Communicating).
2. Historical and Criterion A: Knowing and Understanding
geographical relevance i. use vocabulary in context
3. Changing trends in
tourism (socio-economic, ii. demonstrate knowledge and understanding of
environmental and subject-specific content and concepts, using
political) descriptions, explanations and examples
4.Main types of tourism
● Niche tourism Criterion C: Communicating
● Mass tourism
● Ecotourism i. communicate information and ideas with clarity
● Agrotourism ii. organize information and ideas effectively for the
● Religious tourism task
● Cultural tourism
● Medical tourism iii. list sources of information in a way that follows the
5.Environmental impacts task instructions.
of tourism
6. Socio-cultural impacts of Task 2: Communicating
tourism The communicating task requires students to engage
7. Tourism as a way to boost creatively with a given topic or context, presenting
economy information and ideas effectively using an appropriate
style for the audience and purpose and in a way that
is appropriate to the specified format.
Combined Taste of Asia 1. Exploring Asian food Task based Portfolio
Design cultures: Criterion A: Inquiring & Analysing
● Diversity of Asian food Students will inquire and develop research questions,
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 cultures analyse similar products to develop a design brief.
● History Criterion B: Developing Ideas
● Cultural identities and Students are asked to develop design specifications for
relationships. their products
2. Culinary skills and Criterion C: Creating the solution
techniques: Based on the design situation given, students will be
● Knife skills creating their dish in a group.
● Stir-frying
● Steaming
● Flavour profile
● Asian kitchen
ingredients.
3. Sustainability and cultural
preservation:
● The impact of global
food systems on Asian
food cultures
4. Preservation techniques:
● Canning
● Freezing
● Pickling
● Fermenting
● Dehydrating
5. Waste management
techniques:
● Composting
● Repurposing

PHE Team Sports Theory

Cricket ● Batting (straight drive / Criterion C – Applying and performing.
defence, pull short) Performance (as client)
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 ● Bowling (Medium fast, type
of spin bowling)
● Fielding
Practical
● Batting (straight drive /
defence, pull short)
● Bowling (Medium fast,
spin bowling, Leg spin, off
spin
● Feilding (ground feilding)
Visual Arts Folk Art 1. Investigation- Folk Arts
2. Rajasthani miniature
Painting
3. Kalighat Painting
4. Madhubani Painting
5. Cultural aspects of folk arts
6. Communicational aspects of
folk art
7. Similarities and differences
between the 3 forms of folk
art and their art styles
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Demonstrate, based on the coach’s performance
development plan:
· skills, techniques, strategies, and movement
concepts effectively.
· outline and apply information to perform effectively.
Criterion D- Reflecting and improving
performance. Final evaluation and reflection (as a
client):
· describe and demonstrate strategies to enhance
interpersonal skills, as a client
· explain the effectiveness of a plan based on the
outcome, as a client
· explain and evaluate performance.
C. Creating
i. create or perform an artwork.
D. Evaluating
i. appraise their own artwork or performance
ii reflect on their development as an artist.
 8. Connection between the
different folk art styles
9. Appreciating folk art through
social media
10. Media to be explored -
water colours
Theatre Text, Subtext, 1.How to read scripts? A: Investigating
and Context
Understanding the content, i. investigate a movement(s) or genre(s) in their chosen
intonations, Say of the story
and characters. arts discipline, related to the statement of inquiry
2. Text, Context, and Subtext ii. analyse an artwork or performance from the chosen
3. Poetry recitation: Social movement(s) or genre(s).
context, Historical Context,
Political Context, Natural B: Developing
Context
i. practically explore ideas to inform development of a
4. Portraying characters from
short stories final artwork or performance
ii. present a clear artistic intention for the final
artwork or performance in line with the statement of
inquiry.

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