Example 1: Language and literature overview

MYP year 1
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Whose View? Perspective Audience Personal and Effective A) i, ii, iii, iv Communication: Students will explore a range
imperatives cultural expression: communication can Communication of non-fiction texts, such as
B) i, ii, iii
lead to a change in skills newspaper articles, feature
Purpose Students will
perspective. C) i, ii, iii articles and letters to the
explore the ways in Self-management:
Style editor, in order to examine
which we express D) i, ii, iii, iv, v Organization skills
how writers communicate
Point of view ideas, beliefs and
their ideas. There will be a
values.
focus on comprehension
skills, sentence structure and
paragraphing. Students will
focus on how to effectively
communicate their ideas to an
identified audience and
purpose.

Migration Connections Genres Orientation in space Groups and A) i, ii, iii, iv Communication: Students will explore the
and time: communities may Communication impact that migration has on
Context B) i, ii, iii
migrate in response skills communities through a variety
Students will
Intertextuality to changes in C) i, ii, iii of viewing texts. They will
explore migrations Thinking: Critical
environments. study a selection of picture
Structure of humankind; the D) i, ii, iii, iv thinking skills
books by Shaun Tan,
relationships
including The Arrival, and be
between individuals
introduced to visual language.
and civilizations.
They will write and illustrate a
narrative in the form of a
picture book.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Courageous Creativity Character Personal and Writers can create A) i, ii, iii, iv Social: Students will engage in a
Characters cultural expression: characters through Collaboration skills novel study of the text The
Theme B) i, ii
their stylistic Tale of Despereaux. They will
Students will Thinking: Transfer
Setting choices in order to C) i, ii, iii focus on the key narrative
explore the ways in skills
develop a particular features such as structure,
Style which we express D) i, ii, iii, iv
theme. character and theme. They
feelings, nature,
Self-expression culture; the ways in will also analyse a range of
poetic forms such as ballad,
which we extend
limerick and free verse that
and enjoy our
explore the concept of
creativity.
courage, with a focus on
sounds and imagery.

Environmental Communication Context Fairness and Humans can A) i, ii, iii, iv Self-management: Students will explore the
Change development: respond in a range Reflection skills impact that natural disasters
Purpose B) i, ii, iii
of ways to have on individuals and
Students will Research:
Style geological and C) i, ii, iii communities through reading,
explore rights and Information literacy
atmospheric viewing and analysing a range
Point of view responsibilities; D) i, ii, iii, iv, v skills
change. of texts. They will
sharing finite
demonstrate their research
resources.
skills by investigating a
natural disaster, taking notes
and preparing an oral report
describing aid organizations
that have been established to
respond to the needs of
communities affected by
natural disasters.
MYP year 2
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Engaging With Communication Character Globalization and Writers manipulate A) i, ii, iii, iv Communication: Through a novel study of
Our sustainability: language and make Communication Blueback by Tim Winton,
Point of view B) i, ii
Environment stylistic choices in skills picture books, Window by
Students will
Setting order to convey C) i, ii, iii Jeannie Baker, The Giving
explore the impact Thinking: Critical
meaning to the Tree by Shel Silverstein and
Structure of decision-making D) i, ii, iii, iv thinking skills
reader. viewing a range of media, the
on humankind and
Theme students will gain an
the environment.
understanding of the issues
facing the planet Earth, the
need for sustainable living
and ways in which they can
make a difference. Students
will examine short stories and
poetry including “The Shell”,
“Bird in a Classroom”, and
“The Angry Sea”, as well as
extracts from John
Steinbeck’s Cannery Row, in
order to use poetic and
descriptive techniques in their
own environmental poetry.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Storytelling Creativity Structure Personal and Narratives are A) i, ii, iii, iv Communication: The students will explore the
cultural expression: created using Communication art of storytelling: why people
Character B) i, ii, iii
conventions that skills tell stories, how they
Students will
Setting work together to C) i, ii, iii communicate them, and the
explore the ways in Social:
encourage a reader effect they can have on
Genres which we express D) i, ii, iii, iv, v Collaboration skills
to respond in audiences. Students will
ideas, beliefs and
certain ways. analyse a range of texts and
values; the ways in
genres including: short
which we extend
stories, picture books, graphic
and enjoy our
novels, comic books and
creativity.
cartoons, visual images and
extracts from feature films.
They will focus on the
narrative and generic
conventions of each text.

Girls, Girls, Perspective Context Fairness and Gender roles are A) i, ii, iii, iv Self-management: Through the study of a range
Girls development: often stereotyped Reflection skills of texts, the students will
Character B) i, ii, iii
and reinforced consider the influence of
Students will Thinking: Critical
Theme through cultural C) i, ii, iii cultural practices of societies
explore access to thinking skills
texts. with specific reference to
Gender equal opportunities. D) i, ii, iii, iv females. Texts will include: My
Culture Name Is Parvana by Deborah
Ellis, analysis of marketing
strategies reinforcing/breaking
gender stereotypes, exploring
some of the new advances of
the suffragettes and viewing
the documentaries Search for
the Afghan Girl and My Big
Fat Gypsy Wedding.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

From Gods to Connections Structure Identities and Narratives are A) i, ii, iii, iv Communication: The students will look at real-
Superheroes relationships: created using Communication life heroes and the heroic
Character B) i, ii, iii
conventions that skills qualities that transferred into
Students will
Setting work together to C) i, ii, iii storytelling as a result of the
explore identity; Thinking: Creative
encourage readers contributions of these
Genres beliefs and values; D) i, ii, iii, iv, v thinking skills
to respond in individuals to their
cultures.
Intertextuality certain ways. communities. They will
explore a range of myths and
legends from the past and
short stories and comics from
the present to identify how
heroes influence our lives
today. Texts will include:
Greek and Roman myths,
“Team Hoyt” and Maus, a
range of modern comic books
and a selection of excerpts
from superhero movies.
MYP year 3
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Exploring Perspective Context Orientation in space Both context and A) i, ii, iii, iv Communication: Through the analysis of the
Context: and time: narrative Communication novel Tomorrow, When the
Character B) i, ii
Tomorrow, conventions can skills War Began, students will
Students will
When the War Setting shape the reader’s C) i, ii, iii explore the concept of context
explore turning Thinking: Transfer
Began interpretation of a and how their own personal
Theme points in D) i, ii, iii, iv, v skills
text. context influences their
humankind; the
Intertextuality interpretation of the text. The
relationships
themes and issues in the text
Structure between individuals
will be investigated and
and civilizations
Point of view revealed through narrative
from personal, local
elements.
and global
perspectives.

Power and Communication Genres Personal and Conventions shape A) i, ii, iii, iv Communication: Through an analysis of
Conflict cultural expression: the nature of Communication Shakespearean society and
Style B) i, ii, iii
communication in skills the play Macbeth, students
Students will
Setting different genres. C) i, ii, iii will explore the historical and
explore the ways in Self-management:
social context of
Context which we express D) i, ii, iii, iv, v Organization skills
Shakespeare’s works, the
ideas, beliefs and
Theme genre of tragedy and the
values; the ways in
concepts of power and
Character which we reflect on
conflict. The students will also
creativity.
develop their understanding of
literary devices through a
study of various poetic forms
and techniques.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Adversity Connections Point of view Identities and The relationships A) i, ii, iii, iv Communication: Through an analysis of the
relationships: between characters Communication novel Whisper, students will
Character B) i, ii
in a novel can skills gain an understanding of
Students will
Style determine the C) i, ii, iii narrative elements such as
explore identity; Research:
reader’s plot, characterization, themes
Theme beliefs and values; D) i, ii, iii, iv, v Information literacy
interpretation of the and setting, and they will
human skills
Identity theme. explore the impact that the
relationships.
relationships between the
characters have on the
development of identity.

Fantasy Film Creativity Genres Personal and Filmmakers use A) i, ii, iii, iv Social: Through an analysis of
cultural expression: conventions to Collaboration skills fantasy films, as well as an in-
Audience B) i, ii
communicate a depth analysis of fantasy
imperatives Students will Research: Media
narrative and C) i, ii, iii conventions, students will
explore the ways in literacy skills
Purpose position an gain an understanding of film
which we discover D) i, ii, iii, iv
audience. construction and techniques
Theme and express ideas,
and how meaning is conveyed
culture, beliefs and
Character through film conventions, in
values; the ways
particular the SWAT
Setting we reflect on,
(symbolic, written, audio,
extend and enjoy
Narrative technical) codes.
our creativity.
MYP year 4
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Exploring Communication Context Personal and Authors use the A) i, ii, iii, iv Communication: Students will read the novel
Dystopia cultural expression: narrative Communication The Hunger Games, which
Character B) i, ii
conventions of the skills challenges readers to
Students will
Genres dystopian genre to C) i, ii, iii examine a dystopian society.
explore the ways in Self-management:
communicate They will be encouraged to
Point of view which we discover D) i, ii, iii, iv, v Organization skills
relevant themes consider the consequences of
and express ideas,
Structure and possibilities in Self-management: an individual’s choice within a
culture, beliefs and
the future. Reflection skills society. Students will explore
Theme values.
the notion of dystopian
societies from both creative
and analytical perspectives
and explore significant issues
that are controversial in 21st
century Western society.

Love and Hate Communication Genres Identities and Playwrights can A) i, ii, iii, iv Communication: Students will read the play
relationships: communicate ideas Communication Romeo and Juliet and explore
Character B) i, ii, iii
about themes and skills the emotions of love and hate
Students will
Context characters through C) i, ii, iii as well as the conventions of
explore identity; Thinking: Critical
the use of dramatic a Shakespearean play.
Structure beliefs and values; D) i, ii, iii, iv, v thinking skills
conventions and Students will explore issues of
human
Style stylistic choices. family loyalty, love and the
relationships.
right to pursue a love interest
Theme based on one’s own free will.
Students will discuss in detail
the literary devices and
dramatic conventions used by
Shakespeare.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Chinese Perspective Audience Orientation in space Individuals make A) i, ii, iii, iv Research: Students will read the
Perspectives imperatives and time: choices based on Information literacy autobiography Mao’s Last
B) i, ii
their cultural beliefs, skills Dancer and view the
Context Students will
values and C) i, ii, iii documentary The Tank Man.
explore personal Thinking: Transfer
Point of view perspectives. The students will examine the
histories; homes D) i, ii, iii, iv skills
conventions of each genre
Structure and journeys; the
and analyse how the beliefs
relationships
Self- and values of an individual
between individuals
expression may be affected by the
and civilizations
society he or she lives within.
Style from personal, local
and global
perspectives.

The Perspective Audience Scientific and Film-related A) i, ii, iii, iv Social: Students will learn how
Mechanics of imperatives technical marketing can Collaboration skills literature and film can become
B) i, ii, iii
Merchandising innovation: position an commercial vehicles, using
Context Research: Media
audience to make C) i, ii, iii Star Wars as a model. The
Students will literacy skills
Purpose specific consumer students will examine how a
explore the impact D) i, ii, iii, iv, v
choices. film can be marketed and
Genres of technological
merchandised based on its
advances on
Intertextuality narrative elements. Using this
communities.
knowledge the students will
choose a film to analyse and
explain how this film has been
marketed and merchandised.
MYP year 5
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

Telling Stories Connections Character Orientation in space Giving a voice to A) i, ii, iii, iv Communication: Students will read the novels
and time: marginalized stories Communication The Help and Listening to
Context B) i, ii, iii
can lead to society skills Country and explore the
Students will
Point of view continuously C) i, ii, iii notion of why we tell stories
explore turning Thinking: Transfer
changing its beliefs and reflect on how the telling
Purpose points in D) i, ii, iii, iv, v skills
and values. of stories can initiate change.
humankind; the
Style Through the novels, students
relationships
will compare issues of racism
Setting between individuals
and discrimination across
and civilizations
Theme different cultures (America
from personal, local
and Australia) and different
and global
contexts. Students will focus
perspectives.
on an analysis of the contexts,
themes, issues, settings,
characters and construction of
the novels.

Works in Connections Character Personal and Representations of A) i, ii, iii, iv Research: Students will explore and
Translation cultural expression: gender can reflect Information literacy discuss concepts of cultural
Context B) i, ii, iii
the context of the skills and literary tradition in
Students will
Intertextuality text and playwright C) i, ii, iii response to literary texts
explore the ways in Thinking: Critical
and be challenged drawn from different historical,
Point of view which we discover D) i, ii, iii, iv, v thinking skills
over time by social and cultural contexts,
and express ideas,
Structure different audiences. with a focus on the play The
culture, beliefs and
School for Wives by Moliere.
Style values.
They will develop an
Theme understanding of dramatic
conventions and also engage
Gender in a comparative analysis of
gender representations
through analysis of Ibsen’s A
Doll’s House.
Unit title Key concept Related Global context Statement of Objectives ATL skills Content
concept(s) inquiry

The Art of Perspective Audience Personal and Visual texts can be A) i, ii, iii, iv Communication: Students will engage with a
Persuasion imperatives cultural expression: constructed to Communication range of feature articles,
B) i, ii, iii
position audiences skills propaganda posters, news
Context Students will
to accept a C) i, ii, iii and current affairs
explore the ways in Research: Media
Point of view particular idea, programmes in this unit.
which we discover D) i, ii, iii, iv, v literacy skills
belief or value. Through these texts, students
Purpose and express ideas,
will explore the conventions of
culture, beliefs and
Structure each genre, as well as identify
values.
the persuasive techniques
Style used and the impact they
Theme have on the viewer. Students
will understand that these
texts are a construction, and
as such only present a
version of reality.