HL:Six texts, three different literary forms, three time periods, three places
SL:Four texts, two different literary forms, two time periods, two places
Non-Literary Body of Work
Any collection of non-literary texts that can be organized or grouped into a specific category
Global Issues
Culture, identity, and community
Beliefs, values, and education
Politics, power, and justice
Art, creativity, and the imagination
Science, technology, and the environment
Skills
Develop
Skills in listening, speaking, reading, writing, viewing, presenting, and performing
Skills in interpretation, analysis, and evaluation
Sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
An understanding of the relationships between studies in language and literature and other disciplines
Confidence and creativity in communication and collaboration
A lifelong interest in and enjoyment of language and literature
Know, Understand, and Interpret
Contexts in which texts are written and/or received
Elements of literary, stylistic, rhetorical, visual, and/or performance craft
Features of particular text types and literary forms
Analyse and Evaluate
Ways in which the use of language creates meaning
Uses and effects of literary, stylistic, rhetorical, visual, or theatrical techniques
Ways in which texts may offer perspectives on human concerns
Communicate
Ideas in clear, logical, and persuasive ways
In a range of styles, registers, and for a variety of purposes and situations
Resources:
Henrik Ibsen,A Doll’s House(1879)
Bessie Head,When Rain Clouds Gather(1968)
Marjane Satrapi,Persepolis(2003)
Alice Walker,The Color Purple(1982)
Bob Dylan,The Freewheelin’ Bob Dylan(1963)
Cormac McCarthy,The Road(2006)
Gabriel García Márquez,Chronicle of a Death Foretold(1981)
Yukio Mishima,The Sound of Waves(1954)
Albert Camus,The Stranger(1942)
Margaret Atwood,The Handmaid’s Tale(1985)
George Orwell,1984(1949)
Kendrick Lamar,To Pimp a Butterfly(2015)
Toni Morrison,The Bluest Eye(1970)
William Blake,Songs of Innocence and Experience(1789)
Bodies of Work:Fairey, Banksy, Flanagan, KAL, among others
English Language and Literature
Language and Literature - English
Grade 12
Content
Areas of Exploration
Readers, writers, and texts
Intertextuality (connecting texts)
Time and space
Assessment
Paper 1 and Paper 2
Individual Oral
HL Essay
Learner Portfolio
Literary Texts
HL:Six texts, three different literary forms, three time periods, three places
SL:Four texts, two different literary forms, two time periods, two places
Non-Literary Body of Work
Any collection of non-literary texts that can be organized or grouped into a specific category
Global Issues
Culture, identity, and community
Beliefs, values, and education
Politics, power, and justice
Art, creativity, and the imagination
Science, technology, and the environment
Skills
Develop
Skills in listening, speaking, reading, writing, viewing, presenting, and performing
Skills in interpretation, analysis, and evaluation
Sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
An understanding of the relationships between studies in language and literature and other disciplines
Confidence and creativity in communication and collaboration
A lifelong interest in and enjoyment of language and literature
Know, Understand, and Interpret
Contexts in which texts are written and/or received
Elements of literary, stylistic, rhetorical, visual, and/or performance craft
Features of particular text types and literary forms
Analyse and Evaluate
Ways in which the use of language creates meaning
Uses and effects of literary, stylistic, rhetorical, visual, or theatrical techniques
Ways in which texts may offer perspectives on human concerns
Communicate
Ideas in clear, logical, and persuasive ways
In a range of styles, registers, and for a variety of purposes and situations
Resources:
Henrik Ibsen,A Doll’s House(1879)
Bessie Head,When Rain Clouds Gather(1968)
Marjane Satrapi,Persepolis(2003)
Alice Walker,The Color Purple(1982)
Bob Dylan,The Freewheelin’ Bob Dylan(1963)
Cormac McCarthy,The Road(2006)
Gabriel García Márquez,Chronicle of a Death Foretold(1981)
Yukio Mishima,The Sound of Waves(1954)
Albert Camus,The Stranger(1942)
Margaret Atwood,The Handmaid’s Tale(1985)
George Orwell,1984(1949)
Kendrick Lamar,To Pimp a Butterfly(2015)
Toni Morrison,The Bluest Eye(1970)
William Blake,Songs of Innocence and Experience(1789)
Bodies of Work:Fairey, Banksy, Flanagan, KAL, among others
Environmental Systems & Societies
Sciences
Grade 11
Content
Topic 1: Foundation
How do different perspectives develop?
How do perspectives affect the decisions we make concerning environmental issues?
Topic 2: Ecology
How can natural systems be modelled, and can these models be used to predict the effects of human disturbance?
Topic 4: Water
How do water systems support life on Earth, and how do they interact with other systems, such as the carbon cycle?
Topic 7: Natural Resources
How does the renewability of natural capital have implications for its sustainable use?
How might societies reconcile competing perspectives on natural resource use?
To what extent can human societies use natural resources sustainably?
Skills
Calculation of percentage increase
Reporting investigations (ESS lab reports)
Identification of feedback loops
Use of systems diagrams to represent complex systems, both seen and unseen
Demonstrate knowledge and understanding of relevant:
Facts and concepts
Methodologies and techniques
Values and attitudes
Apply this knowledge and understanding in the analysis of:
Explanations, concepts, and theories
Data and models
Case studies in unfamiliar contexts
Arguments and value systems
Evaluate, justify, and synthesize, as appropriate:
Explanations, theories, and models
Arguments and proposed solutions
Methods of fieldwork and investigation
Cultural viewpoints and value systems
Engage with investigations of environmental and societal issues at the local and global level through:
Evaluating the political, economic, and social contexts of issues
Selecting and applying the appropriate research and practical skills necessary to carry out investigations
Suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others
Environmental Systems & Societies
Sciences
Grade 12
Content
Topic 3: Biodiversity and Conservation
Forms of biodiversity
Natural selection, evolution, mass extinction events
Measures of biodiversity
Classification of conservation status for species
The impact of losing biodiversity drives conservation efforts
The variety of arguments for the conservation of biodiversity depends on EVSs
Various approaches to the conservation of biodiversity, each with associated strengths and limitations
Topic 5: Soil Systems and Terrestrial Food Production Systems and Societies
The supply of food is inequitably available, and land suitable for food production is unevenly distributed among societies, leading to conflict and concerns
Fertile soils require significant time to develop through the process of succession
Human activities may reduce soil fertility and increase soil erosion
Soil conservation strategies exist to preserve soil fertility and reduce soil erosion
Topic 6: Atmospheric Systems and Societies
The atmosphere is a dynamic system essential to life on Earth
The behaviour, structure, and composition of the atmosphere influence variations in all ecosystems
Stratospheric ozone is key in protecting living systems from the harmful effects of ultraviolet radiation from the Sun
Human activities have disturbed the dynamic equilibrium of stratospheric ozone formation
Pollution management strategies are being employed to conserve stratospheric ozone
The combustion of fossil fuels produces primary pollutants that may generate secondary pollutants, leading to photochemical smog, with varying levels based on topography, population density, and climate
Photochemical smog has significant impacts on societies and living systems
Photochemical smog can be reduced by decreasing human reliance on fossil fuels
Acid deposition can impact living systems and the built environment
Pollution management of acid deposition often involves cross-border issues
Topic 7: Climate Change and Energy Production
A range of energy sources vary in sustainability, availability, cost, and sociopolitical implications
The choice of energy sources is controversial and complex, with energy security being a key factor
Climate change has been a normal feature of the Earth’s history, but human activity has contributed to recent changes
Debate continues over the causes of climate change
Climate change causes widespread and significant impacts on a global scale
Mitigation aims to reduce the causes of climate change
Adaptation seeks to manage the impacts of climate change
Topic 8: Human Systems and Resource Use
A variety of models and indicators are used to quantify human population dynamics
Human population growth rates are impacted by a complex range of changing factors
The renewability of natural capital has implications for its sustainable use
The status and economic value of natural capital is dynamic
Solid domestic waste (SDW) is increasing due to growing human populations and consumption
Both the production and management of SDW significantly influence sustainability
Human carrying capacity is difficult to quantify
The EF (Ecological Footprint) model determines whether human populations are living within carrying capacity
Skills
Calculation of percentage increase
Reporting investigations (ESS lab reports)
Identification of feedback loops
Use of systems diagrams to represent complex systems, both seen and unseen
Demonstrate knowledge and understanding of relevant:
Facts and concepts
Methodologies and techniques
Values and attitudes
Apply this knowledge and understanding in the analysis of:
Explanations, concepts, and theories
Data and models
Case studies in unfamiliar contexts
Arguments and value systems
Evaluate, justify, and synthesize, as appropriate:
Explanations, theories, and models
Arguments and proposed solutions
Methods of fieldwork and investigation
Cultural viewpoints and value systems
Engage with investigations of environmental and societal issues at the local and global level through:
Evaluating the political, economic, and social contexts of issues
Selecting and applying the appropriate research and practical skills necessary to carry out investigations
Suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others
