IB Course Outline

Combined SL/HL 2 year programme

Two main texts selected from the following three based on student voice: Animal Farm by George Orwell, The House on Mango Street by Sandra
Cisneros, The Joy Luck Club by Amy Tan
 Topic Contents Allocated Assessment instruments to be Resources
time used List the main resources to be used,
including information technology if
applicable.
60
One class is
minutes.
Timetable runs on a
10 day cycle
HL has 8 lessons x 35
cycles = 280 hrs over
2 years
SL has 5 lessons x 35
cycles = 175 lessons
over 2 years
In one week classes
there are .
See above
Unit 0 Introduction to the course syllabus and assessment and 1 week Sample assessments for IA and EE Syllabus; Guide; Gradebook
Year
1 associated policies including academic honesty. structure; associated policies

Experiences This unit will explore the movements of people over time, 8 weeks 1. Paper 2 modified task English B Oxford Guidebook
Migration in particular the effect these movements have on those 2. Paper 1 modified task
Topic: Journeys who make the journey in relating to new cultures and 3. Interactive oral
environments. Students will explore a range of texts, such • TED Talk (Keynote) "Making
as novel extract (The Joy Luck Club) and short story (The Rubrics; self and peer assessment forms Peace is a Marathon" – May El-
Return) as well as texts which explore current migration Khalil
and topical issues in the documentary (From Afghanistan Above modified tasks to be created using • TED Talk "The Story of Human
to the US – Deutsche Welle). This unit aims to understand the materials below: Migration: Your Life in a Tooth -
migration from a variety of different perspectives explore Carolyn Freiwald
the factors that can cause it, appreciate the anxieties and Reading: • Texts - The Joy Luck Club (novel
stresses it causes, and examine how immigrants • "Growing up in Oakland" by Li Keng extract); From Afghanistan to the
contribute to their destination countries’ culture. Wong US documentary; Fresh off the
• "Advantages of Disadvantages of Rural- Boat (TV series) "A World on the
At standard level, students will be given visual stimulus of Move" podcast
showing the different conditions people endure when
they migrate. They will describe their thoughts and
feelings/emotions about them.
At higher level, students will go on and look at word
choice and language techniques to a range of
intercultural contexts. They will also compare Joy Luck
Club with The Return and analyse how the narrator
depicts intergenerational families settling into a new
culture and environment. HL Literary work option: The
Joy Luck Club.
Aims
1. International mindedness
3. Perspectives of diverse cultures
5. Intellectual/critical/
creative thinking skills
Urban Migration" by Ocean Malandra • Poems - " An Immigrant Hymn"
• Poems "An Immigrant Hymn" and and “Song of the Immigrant”
“Song of the Immigrant” on Poemhunter
Listening:
• "A World on the Move" podcast
• "Fresh off the Boat" TV series extract
Speaking:
• Hot seat/interview of characters from
Joy Luck Club: Waverly Jong, Lindo Jong,
Vincent Jong
Writing:
• Research and write an opinion
column/magazine article with the title
"Migration – The Benefits to our
Country"

Assessment Objectives:
1. Communicate
2. Language for context and audience

Learner profile links:

3. Thinkers
6. Open-minded

ATL links:
1. Thinking skills;
2. Communication skills

TOK links:
• How does our past shape our present and our future?
• How would living in a new culture affect our worldview?
• To what extent does major change in childhood shape
our political views?
• To what extent is our perspective determined by our
 membership of a particular culture?
• To what extent are we aware of the impact of culture
on what we believe or know?

Text Types
• Opinion column/ magazine article

Identities This unit will evaluate and explore how one's identity is 8 weeks 1. Paper 2 modified task • English B Oxford Guidebook
Beliefs and values formed through self, others, society and one’s national 2. Paper 1 modified task
Topic: Image and identity. It will also make connections to cultural identity 3. Interactive oral • TED Talk (Keynote) "Who am I?
Identity and how other factors, such as gender, race and class can Think again" by Hetain Patel and
define a person's identity. Students will study a range of Rubrics; self and peer assessment forms Yuyu Rau
texts, such as novel extracts (My Name), articles, blogs • TED Talk (Keynote) "I’m not your
and poetry (see right) to seek to understand the Reading: inspiration, thank you very much”
significance of life-shaping events and the ways that we • Novel extracts - "The First Job” and “My by Stella Young
relate to them. Name" by Sandra Cisneros • Short story extract - "My name"
• Non-fiction extract – “Fighting invisible and “The First Job” by Sandra
At standard level, students will be given visual stimulus of Tigers” by Earl Hipp Cisneros
different characters. In pairs, students will need to ask • Poem - "Invictus" by William Ernest • Non-fiction extract – “Fighting
questions and figure out similarities and differences Henley Invisible Tigers” by Earl Hipp
between the two characters. • Novel extract - "The Woman Warrior" • Poem - "Invictus" by William
by Maxine Hong Kingston Ernest Henley
At higher level, students will analyse the poem “Invictus” • Article – “Who Am I” (adapted from • Article – “Who Am I” (adapted
for diction, symbols and imagery. They will also examine The New Yorker) from The New Yorker)
how poem represents hardship as a key factor in creating
identity. Listening: • "Who am I? Think again" by
Hetain Patel and Yuyu Rau
Aims • " I’m not your inspiration, thank you
1. International mindedness very much” by Stella Young
3. Perspectives and diverse cultures • Watch “Yu Ming is Ainm Dom”
7. Foster curiosity/ (Youtube) directed by Daniel O’Hara
creativity/life-long enjoyment Speaking:
• Record a podcast about how you were
Objectives named (English and Chinese name).
1. Communicate Explain how your name(s) shapes who
3. Language to express and respond
 you are today.
Learner Profile Writing:
4. Communicators • Write a (series of) diary entry as Yu
5. Principled Ming in " Yu Ming is Ainm Dom" to
express how his new experiences in
ATL Ireland shape his values and beliefs.
1. Thinking skills • Self and peer assess writing skills using
2. Communication skills DP assessment criteria
5. Social skills

TOK
What comprises my culture and contributes to my
cultural identify?
• How does personal experiences affect cultural identity?
• How are we different and what defines our personal
values?
• What would be lost if the whole world shared one
common language?
• How do values and beliefs change over time?
• How are our values and beliefs reflected in culture and
society?

Text Types
• Podcast
• Diary

Human Ingenuity This unit explores the significance and relevance of 8 weeks 1. Paper 2 modified task • English B Oxford Guidebook
Artistic Expressions artistic expression, song, poetry and drama in a 2. Paper 1 modified task
Topic: song, drama globalised, technology focused world. Students will 3. Interactive oral
and poetry examine the benefits song, poetry and drama bring to • Play: "A Raisin in the Sun" by
people's lives and explore ways they drive social Rubrics; self and peer assessment forms Lorraine Hansberry
interaction and change. They will also investigate how • Songs: "Make You Feel My Love"
artistic expression serves as a channel for the rich and Reading: by Adele, “You Won’t See Me” by
varied emotions of the human experience. This will be • Song Review "Adele - Easy on Me" by The Beatles
explored through the study of text types such as songs, Alexis Petridis • Poetry: "A Red, Red Rose" by
interviews, plays, and magazine articles reviews. •Novel extract/work: “The Robert Burns, “When All the
 Commitments” by Roddy Doyle Others Were Away at Mass” by
At standard level, students will be given visual stimulus of • Poetry: "A Red, Red Rose" by Robert Seamus Heaney
famous musicians or poets and explain how their works Burns, “When All the Others Were Away • Interview: Seamus Heaney:
have influenced our lives. at Mass” by Seamus Heaney Looking Back
Listening:
At higher level, students will critically analyse A Raisin in • Interview: Seamus Heaney: Looking
the Sun. Back
• Songs: "Make You Feel My Love" by
Aims Adele, “You Won’t See Me” by The
5. Intellectual/critical/ Beatles
creative thinking skills Speaking:
6. Basis for further study/leisure/work • Students will decide on a profession in
7. Foster curiosity/ the arts they would like to investigate
creativity/life-long enjoyment and talk about. They will research on the
skills that the job requires, the future
Objectives outlook for the job and whether it is
1. Communicate likely to be replaced by AI. Interview an
5. Analyse and reflect adult in the field and collect factual
details. Present individually to the class
Learner Profile Writing:
1. Inquirers • Research about the impact of the
3. Thinkers technology on the arts. Produce a speech
to a student audience to raise awareness
ATL on the potential of web 2.0 technology to
2. Communication skills reach new audiences.
3. Self-management skills
4. Research skills

TOK
• To what extent has technology impacted artistic
expression?
• In what ways do artists and their works change after
they become famous?
• Does drama have the power to change society? Discuss
• What can we learn about a culture through its song and
poetry?
 • What type of popular songs and poems have an
enduring legacy?

Text Types
• Speech
• Interview
• Reviews

Social organisation This unit explores the approaches and beliefs about the 8 weeks 1. Paper 2 modified task • English B Oxford Guidebook
Social relationship relationship between cooperation and conflict. Students 2. Paper 1 modified task
Topic: Cooperation will challenge their understanding about how conflicts 3. Interactive oral
and conflict between individuals and in societies arise and how they • Novella: "Animal Farm" by
can be solved. They will be encouraged to become active Rubrics; self and peer assessment forms George Orwell; "
citizens and enhance personal qualities such as • TED Talk: "How to build with
communication, fairness and consideration of other Reading: clay… and community" by
people's point of view. • Novella: "Animal Farm" by George Diebedo Francis Kere
Orwell • TED Talk: "Build a tower, build a
At standard level, students will be analysing propaganda Listening: team"by Tom Wujec
posters from World War 2 and identify how rhetoric is • TED Talk: "Build a tower, build a • Poem: “Punishment” by Seamus
embedded in images and written text. Through learning team"by Tom Wujec Heaney
about persuasive images in art, they will design their own • TED Talk: "How to build with clay… and
poster and include a message to raise awareness of their community" by Diebedo Francis Kere
own topical global issue.
Speaking:
At higher level, students will compare and contrast the • Design and plan a team-building day for
fictional characters in Animal Farm and their historical the class. Explain the activities to help
antecedents. They will also analyse the themes make the team stronger. Deliver an oral
underpinning the text and identify the lessons that can presentation to the class.
still be drawn today. • Research and deliver an oral
presentation about a person's impact of
Aims taking action for peace and making a
2. Communicate in context and purposes difference to the world. (e.g. Mandela,
6. Basis for further study/leisure/work Mother Teresa etc.)
Writing:
Objectives • Write a letter to the headteacher to
offer suggestions on an issue you have
 3. Language to express and respond identified. Offer solutions how the school
4. Organise and present as a community can overcome this
challenge.
Learner Profile
8. Risk-takers
9. Balanced

ATL
2. Communication skills
4. Research skills
5. Social skills

TOK
• How are we affected by justice and injustice?
• What is the role of a community during conflict and
peace?
• How can learning about the lives of others affect how
we live our own lives?
• What is the role of a community in conflict and
peace/social relationship?
• How can we grow as a result of conflict?

Text Types
Letter
Media texts
Year Experiences This unit will explore the power of individuals to change 6 weeks 1. Paper 2 modified task • English B Oxford Guidebook
2 Life Stories their own and others’ circumstances. Students will reflect 2. Paper 1 modified task
on which qualities makes an individual iconoclastic. 3. Interactive oral
Through studying the lives and language of different • Non-fiction Speech: “I Have a
individuals in various text types, they will develop their Rubrics; self and peer assessment forms Dream” by Martin Luther King
language skills by 'unpacking' words and its meaning and • Non-fiction Speech: “If I had
develop better understanding of the power of language Reading: sneezed” by Martin Luther King cf.
to effect change. • Non-fiction Speech: “I Have a Dream” • Moses and the Exodus/Moses
by Martin Luther King on Mount Nebo
At standard level, students will look at the pictures of • Non-fiction Speech: “If I Had Sneezed” • Song: We Shall Not be Moved
iconoclastic figures. They will role play a day in the life of by Martin Luther King
these individuals, where the rest of the class will ask
questions. The class will talk about their chosen
character’s achievements and compare them with their
own and future goals.
At higher level, students will study two Martin Luther
Kind speeches: “I Have a Dream” and “If I Had Sneezed”
and compare and contrast how literary devices give the
speech a lasting power.
Aims
4. Awareness of importance of language; 7. Foster
curiosity/creativity/life-long enjoyment
Objectives
3. Language to express and respond; 5. Analyse and
reflect
Learner Profile
3. Thinkers
4. Communicators
• Article: “Rosa Parks – A Great American •Visual texts: 1960s civil rights
Role Model” from history.com photographs from Getty Images
Listening:
• Non-fiction Speech: “I Have a Dream”
by Martin Luther King
• Non-fiction Speech: “If I Had Sneezed”
by Martin Luther King
Speaking:
• Debate: Can one person change the
world? Undertake research on Rosa
Parks and Martin Luther King. Two teams
gather evidence for/against the motion.
Writing:
• Write a blog for a month about a
person in your country who you believe
is changing society for the better.
Consider how the individual faces
challenges and highlight his/her
similarities to figures we have studied in
class

ATL • Interview a change maker in the school

1. Thinking skills community and write an editorial for the
4. Research skills school magazine utilizing appropriate
format and conventions
TOK
• To what extent do historical events shape our life
stories?
• To what extent does our culture and upbringing
determine our present and future?
• Do individuals make history or does history make
individuals?
• How does injustice promote change?
 • What role does language play in effecting social
change?

Text Types
• Blog • Interview • Editorial

Sharing the planet This unit focuses on the interconnectedness of every life 6 weeks 1. Paper 2 modified task • English B Oxford Guidebook
Globalisation on the planet. Through study of these links, students can 2. Paper 1 modified task
Topic: realise and understand how to take action to live **IA (Dec/Jan) 3. Interactive oral
Interconnectedness sustainably in an increasing globalized world. (Due: Apr 20th) • Magazine extract "A Cry for the
Rubrics; self and peer assessment forms Tiger" by Caroline Alexander
At standard level, students will be given visual stimulus of • Magazine extract "The Shape of
conflicts or issues affected by global matters. They will Reading: Africa" by Jared Diamond
organize opinions and ideas in a sustained and logical • Magazine extract "A Cry for the Tiger" • "Meat Free Monday" by Paul
manner, in terms of how could potentially impact on by Caroline Alexander McCartney
his/her community and ultimately the wider global • Magazine extract "The Shape of Africa" • Docum. "Trees of Life"
community. by Jared Diamond • Docum. "Tigers in the Snow"
• Poem "Storm!" by Katherine Mansfield
At higher level, students will compare and contrast "The • Poem "The Ballad of Sir Patrick Spens"
Ballad of Sir Patrick Spens"and "Storm!". They will look by Anonymous
particularly in the effects the two storms have on the Listening:
people in the poems, how similar/different they are, • "Meat Free Monday" by Paul
structure and word choice. McCartney
• Docum. "Trees of Life"
Aims • Docum. "Tigers in the Snow"
1. International mindedness Speaking:
5. Intellectual/critical/ • Debate - is the primary purpose of
creative thinking skills national park to protect the natural
world from human activities or to
Objectives provide a natural area where people can
2. Language for context and audience enjoy
5. Analyse and reflect responsible interaction with nature?
Writing:
Learner Profile • Write a newspaper article about an
animal, a habitat, or a natural place that
 1. Inquirers people are working to protect. Explain
10. Reflective why it should be protected.
• Design a leaflet to raise awareness of
ATL an endangered species/animal/habitat.
2. Communication skills
4. Research skills
5. Social skills

TOK
• What would a vision of a sustainable future look like?
• Does sustainability require a radical change in culture?
• How will human civilization achieve sustainability?
• How is human activity changing the world?
• Is it possible for humans to live in harmony with
nature, or does any type of human activity upset the
balance of nature?

Text Types
• News report/news article/Editorial
• Leaflet

Identities This unit will explore how to encourage young people to 8 weeks 1. Paper 2 modified task • English B Oxford Guidebook
Health and well-being eat healthily. Students will reflect on their own food 2. Paper 1 modified task
Topic: Food, health choices and how decisions are made. Kognity*
and traditions Rubrics; self and peer assessment forms
At standard level, students will produce a • Magazine article "Yoga: Relax
vlog/advertisement about their own healthy product. Reading: and be healthy"
During this exercise, students will research ingredients • Magazine article "Yoga: Relax and be • Blog post extract "Spoilt for
and explain why it is healthy for the community. They will healthy" choice"
also explain the steps of how this product is made. • Blog post extract "Spoilt for choice" • Article "Are children consuming
• Article "Are children consuming too too much sugar?"
At higher level, students will continue by looking at much sugar?" • Docum. "Super Size Me" by
persuasive techniques and language. They will apply Listening: Morgan Spurlock
these skills when writing a proposal to the head of • Docum. "Super Size Me" by Morgan • Docum. "The Truth About
school/principal to encourage and promote Spurlock Exercise – How much exercise do
students' wellbeing. • Docum.: "The Truth About Exercise – we really need?" BBC
 How much exercise do we really need?"
Aims BBC
2. Communicate in context and purposes Speaking:
4. Awareness of importance of language • Design a new healthy product for your
school. Research the ways in which it is
Objectives healthy. Produce a TV advertisement for
2. Language for context and audience your healthy snack/drink.
4. Organise and present Writing:
• Design a brochure to promote healthy
Learner Profile eating and healthy lifestyle. Focus on
2. Knowledgeable format/layout (text vs. pictures),
7. Caring persuasive techniques and language.
Healthy
ATL lifestyle can be linked with wellbeing
2. Communication skills (mental, emotional, physical).
4. Research skills • Write a proposal to the head of
school/principal to encourage and
TOK promote
• What ideas and images do we associate with a healthy students' wellbeing.
lifestyle?
• How does the knowledge of healthy eating influence
our lives?
• TWE is being healthy important to us?
• TWE are we making the right choices of healthy living or
are choices being made for us?
• Do definitions of 'healthy lifestyle' or 'healthy living'
change overtime?

Text Types
• Brochure
• Proposal

* Revision This time period will allow students to review different 4 weeks IB IA/EA requirements- different text types,
* Study leave text types, comprehension practice, listening exercise, IA: Individual oral assessment comprehension practice, listening
* Exam period which will prepare them for their exams, starting May 1st. EA: Paper 1 and 2 exercise
**Note: Last week of April is study time. Plan to week 3
of April and wrap up by last school day of April 2023. Supporting assessment: Process Portfolio
and Journals guide
IB IA/EA requirements-
IA: Individual oral assessment Rubrics; self and peer assessment forms
EA: Paper 1 and 2
Supporting assessment: Process Portfolio and Journals
guide
Internal assessment - Individual oral
SL: A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks; 25% weighting)
HL: A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of
the themes from the syllabus. (30 marks, 25% weighting)

Students will be introduced to all assessment requirements and assessment criteria at the start of DP1.
Threaded throughout each of the units will be individual oral activities to build skills, and reflect on skills acquisition. This will be supported by rubrics,
self- and peer-assessment and reflection. The teacher will utilise the timetabled 30 minute daily reading time to work with students individually on
expressing their views on their choice of reading material and in depth discussion of textual matters.
The Individual Oral will be completed at the end of Semester 1 in DP2 (Dec/Jan).
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

External assessment
Students need sufficient prep time for Paper 1 and Paper 2 skills. Students will be introduced to the requirements of the assessments at the beginning of
DP1. These assessments will be broken down into the skills and capabilities required for success. These skills then become recurring features when
exploring topics and texts in all units ; explicit links and familiarity with question types are vital. Students will have the ability to explore samples and
apply skills in P1- and P2-style tasks throughout DP1 and DP2, with interactive practice on Oxford online resources and also materials created by the
teacher. Furthermore, as other tasks are addressed (e.g., IO), links to Paper 1 and Paper 2 will be made – for example, language and context interplay
skills transfer between an IO and Paper 1 - in order to cement student knowledge and comfort regarding the assessments.

Supporting Assessment:
Process portfolios (on Managebac) and regularly kept (paper based) journals guide the learning process and help clarify links between learning
experiences and assessments, while providing a framework for reflective practice and metacognitive growth. Online systems such as Managebac also
provide a clear timeline for each unit and deadlines within. Each unit begins with prior knowledge and follows a form of continuity throughout the units,
and differentiation and scaffolding is required for every major assignment and new concept to account for individual differences.
1. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Social organisation This unit explores the approaches and beliefs about the relationship between cooperation and conflict. Students will challenge their
Social relationship understanding about how conflicts arise and how it can be solved. They will be encouraged to become active citizens and enhance
Topic: Cooperation and conflict personal qualities such as communication, fairness and consideration of other people's point of view. This will allow students to
contemplate Knowledge and the Knower, to reflect on themselves as knowers and thinkers, and to consider the extent of the influences of
different kinds of communities of knowers to which they belong. It also presents the opportunity to delve into consideration of Knowledge
and Politics and the challenges of becoming an informed citizen. Key questions to guide discussion are:
• How are we affected by justice and injustice?
• What is the role of a community during conflict and peace?
• How can learning about the lives of others affect how we live our own lives?
• What is the role of a community in conflict and peace/social relationship?
• How can we grow as a result of conflict?
Lesson Plan – Propaganda in society and in Orwell’s Animal Farm
Materials: Animal Farm text, propaganda images from WW2, images from Brexit/Remain campaign
Aim: Develop critical thinking skills, understand the role of knowledge in other cultures
Having previously introduced the author Orwell (his formative experiences and feelings of isolation in the English boarding school system and
involvement in the Spanish civil war) this lesson would ideally take place mid way through Animal Farm. 1) Students examine the visual texts
above, WW2 and more recent propaganda and discuss how they are interpreted and by which audiences. What assumptions does propaganda
make? What biases present? How does the image attempt to appeal to the culture it is found in? What are the implications at an individual and
societal level if the propaganda is successful ? 2) Students in pairs analyse different chapters of AF to look for overt and subtle examples of
propaganda. Questions from above can be applied to AF examples. 3) Students present their opinion the most effective examples and analyse how
the animals’ lack of critical thinking allowes them to be influenced 4) Homework/project: Find three written or visual texts in your local
environment which present information with an ideological bias

5. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from your
outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or research).
 Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

Experiences As the launch unit, a number of aspects are designed to target the development of ATLs. A variety of resources are introduced to
Migration provide a scaffold for students to develop research capabilities to explore the interplay between language and culture. As they work
Topic: Journeys through a range of texts, including written visual images and film, students begin their Process Portfolio of work, which will go on to
contribute to their ability to self-manage throughout the entire course. Students are also asked to continuously think and reflect in
their journals (a tool already introduced in Grade 10) and these reflections will allow students to see progress throughout the course.
Class discussion and debate are also organised to develop communication and social learning skills, particularly in relating to and
expressing contrary or sensitive views on the emotive topic of migration.

6. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Sharing the planet
Globalisation
Topic: Interconnectedness
This unit focuses on the interconnectedness of every life on the planet. In terms of resourcing : A simple world map provides a visual
anchor to allow students to ‘fly around’ and visit different contexts and cultures. In each, a lyricist provides a perspective of that
context and the issues of the time. Texts will include lyrics from artists chosen from a variety of cultural contexts: Tracy Chapman, The
Specials, Paul Simon, Leonard Cohen, John Lennon, Bob Dylan, Joan Baez, U2, and Band Aid. Simultaneously, students will use draw
connections (of all sorts - similarities, differences, parallels) with their own cultural context and individual outlook. To document these
connections, students will use diagrams, reports and essays. The emphasis here is developing international-mindedness in a way that
moves away from dichotomy, to a universal approach that investigates what motivates people and how choices and attitudes in one
part of the world can affect and influence those living on the other side of the planet.

7. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will
identify.
 Topic Contribution to the development of the attribute(s) of the IB learner profile

Human Ingenuity
Artistic Expressions
Topic:
Song, drama and poetry
This unit explores the artistic expressions of global and cultural importance. Students will examine the benefits and power song, drama
and poetry bring to people's lives and explore ways they drive social interaction (such as concerts for change, writers’ movement). This
unit will uncover how many poets and songwriters are driven by strongly held principles and beliefs to use songs, drama and poetry as a
vehicle to communicate to a wider audience. Reflecting on the lyrics and contexts which inspired the formation of these songs and
poems will allow students to develop the attributes of inquirers and thinkers. Through the study of additional resources such as
documentaries, interviews and magazine articles, students will develop an appreciation of songs and poetry as powerful media of
communication and that grappling with the issues behind their creation (for example, songs of protest) will allow students to have a
nuanced and more open-minded view of society and the wider world around them.

8. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the
courses? Briefly describe what plans are in place if changes are needed.

Resources are selected to provide a core foundation (English B Cambridge, English B Oxford) while also supplementing studies with a wide variety of texts
(text types) and topics, selected for fit with course requirements and cohort characteristics.

The use of collections and/or anthologies will be drawn on as required to allow flexibility and for adjustments to be made based on cohort interests and
abilities, time-sensitive issues, and evolving contexts.

Designing the course based on a conceptual learning framework (rather than a text-first framework), allows for texts to be swapped and/or redistributed
based on learning needs.

Where possible, e-texts are sourced to allow for accessibility, promote sustainability and to prevent challenges with international sourcing or
online/hybrid learning needs. Managebac is also in place to support asynchronous and synchronous learning and provide a platform for online learning
should covid or other events lead to the cancellation of face to face teaching. There are sufficient resources to deliver the course, although resources will
be continually reviewed to best meet the needs of students and the context.