Student Options
Booklet for Year 11
Dubai International Academy
Name:__________
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Homeroom:________
2016-2017
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SUBJECT OPTIONS FOR YEAR 11 (2016-2017)
Subject Group
Subjects
Optional or
Compulsory
Group 1 - Language and
Literature
English
Compulsory
French, Spanish
Choice of any one
Arabic A
Compulsory for Arabic
native speakers
Group 2 - Language
Acquisition
Group 3 – Individuals and
Societies
History, Geography,
Business, Economics
Biology,
Group 4 – Science
Physics, Chemistry
Biology, Physics, Chemistry,
Group 5 –
History, Geography,
Science/Individuals and
Business, Economics,
Societies/Design
Digital Design, Product
Design
Student Grouping
Streamed by ability
level
Streamed by ability
level
Choice of any one
Elective Group
Choice of any one
Elective Group
Choice of any one
Elective Group
Group 6 - Math
Extended Maths, Standard
Maths
Teachers to assign
Streamed by ability
level
Group 7 –
Arts/Design/PHE
Digital Design, Product
Design, Music, V.Art,
Drama, PHE
Choice of any one
Elective Group
Group 8 - PE
PE
Compulsory
Homeroom group
Group 9 - Islamic
Islamic A, Islamic B, Study
Hall, Mother Tongue
Teachers to assign
Group 10 - Pastoral
Homeroom
Compulsory
Homeroom group
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Course Outlines for year 11 Options Selection
Arts Options
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Music
Drama
Art
Design Options
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Digital Design
Product Design
Individuals and Societies Options
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Business Studies
Economics
Geography
History
Science options
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Physics
Biology
Chemistry
Language acquisition options: as previously selected on entry to DIA
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Arabic A
Spanish
French
Physical and Health Education
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MYP PHE
PE
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Arts Options: Year 11
Students specialize and continue with the Arts option previously studied in Year 10
Music
To enter elective music studies, a student must have enthusiasm for the subject and be willing
to explore a wide range of musical genres. There will be opportunities to create original music
and perform both as a soloist and as a member of an ensemble. Some prior knowledge or
experience of music is advantageous. Analytical skills necessary to effectively critique music will
be developed through performing, creating, and listening activities.
Pre-requisites for students are:
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Some experience playing an instrument/voice as there are solo and ensemble
performance assessment tasks.
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A foundation level of Music Theory is advisable.
Please do not hesitate to email Ms. Owens or Mr Stevenson with any further questions.
Please do not hesitate to email Mrs Duarte or Mr Stevenson with any further questions.
Email: [email protected]
[email protected]
Music Labs
Students Performing
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Visual Art
The visual arts encompass techniques such as drawing, painting, printmaking, sculpture and
photography. It is likely that students will use a combination of techniques and work in a variety
of media to meet the objectives of this subject group. We seek to provide opportunities for
students to develop a knowledge and understanding of a range of observational, creative and
interpretative works.
There are no pre-requisites to study this course except for student enthusiasm.
If you would like to discuss this further please contact the Art department
Marianne O’Connell
[email protected]
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Drama
A fun way to learn new skills!
The Drama course offers you the chance to develop a wide range of drama skills, strategies and
styles. You will research practitioners and influential people of Drama, building a theoretical approach
to Drama.
Drama is not just about performing; it is a subject that allows you to develop many transferrable skills
for the future. For example you will learn to effectively work with others that are in your class, in order
to create and perform Drama. You will learn to present work and communicate your ideas effectively to
an audience. You will have your performance work and written work evaluated and reported on
frequently in order to ensure that your work progresses. Drama is also great fun!
If you feel that Drama is something you may enjoy, then it’s the right subject for you!
If you would like to discuss this course further please contact the Drama department.
Dean Krawchuk
[email protected]
Rhonda Huisman
[email protected]
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Design Options: Year 11
Students specialize and continue with the Technology option previously studied in Year 10
Digital Design
Technology and technological developments have given rise to profound changes in society,
transforming how we access and process information, how we communicate with others and
how we work and solve problems. Appropriately used, interactively and with guidance they
have become tools for the development of higher order thinking skills.
MYP Digital Design aims to provide the means and the context to help students become skillful
problem solvers, who can appreciate the role of technology in everyday life and society and
who can respond critically and resourcefully to real life challenges. Students learn various
software to communicate their thoughts.
The MYP Digital Design course intends to:
• Challenge all students to apply practical and creative thinking skills to solve problems in
technology
• Encourage students to explore the role of technology in both historical and contemporary
contexts
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• Raise students’ awareness of their responsibilities as world citizens when making decisions
and taking action on technology issues.
The aims of the teaching and study of technology are to encourage and enable students to:
• Develop an appreciation of the significance of technology for life, society and the
environment.
• Use knowledge, skills and techniques to create products/solutions of appropriate quality.
• Develop problem solving, critical- and creative thinking skills through the application of the
design cycle.
• Develop respect for others’ viewpoints and appreciate alternative solutions to problems.
• Use and apply information and communication technology (ICT) effectively as a means to
access, process and communicate information, and to solve problems.
The design cycle is a model and it is intended to be the central tool to help students create and
evaluate products/solutions in response to challenges. The MYP design cycle consists of four
major stages and these relate to the objectives of the course.
Digital Design opens new grounds in IB learning and Universities. There are lots of career
options in the field of technology and otherwise also it helps to be at par with the latest
development in all areas of studies and work.
If you would like to discuss this course further please contact the Design department.
Hitesh Bhagat ([email protected])
Ruba Jeshi ([email protected])
Shervin Bashar ([email protected])
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INDIVIDUALS AND SOCIETIES OPTIONS: Year 11
In Year 11, students have the option to choose 1 or 2 of the following: History, Geography,
Business and Economics.
Geography
The Geography program for the final two years of the MYP course is dedicated to covering a
broad range of physical, human and environmental aspects of geography. The enquiry element
of the course encourages questioning, investigation and critical thinking about issues affecting
the world and people’s lives, now and in the future. The skills and knowledge acquired provides
a strong foundation for progressing into the IB program of study.
The units that will be covered throughout the year 11 course are as follows;
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Plate tectonics
Leisure and Tourism
Drainage Basins and River features
Resources and energy
Industry
Global climate change
World development
To select Geography in year 11 the student should have selected Geography as an option in
Year 10.
If you would like to discuss this course further please contact the Individuals and societies
department
James Baird ([email protected])
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History
History is more than the study of the past. It is the process of recording, reconstructing and
interpreting the past through the investigation of a variety of sources. It is a discipline that gives
people an understanding of themselves and others in relation to the world, both past and
present.
It is an exploratory subject that poses questions without providing definitive answers. In order
to understand the past, students must engage with it both through exposure to primary
historical sources and through the work of historians. Historical study involves both selection
and interpretation of data and critical evaluation of it. Students of history should appreciate the
relative nature of historical knowledge and understanding, as each generation reflects its own
world and preoccupations and as more evidence emerges. A study of history both requires and
develops an individual’s understanding of, and empathy for, people living in other periods and
contexts.
The aims of the history course at Year 11 are to:
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Promote an understanding of history as a discipline, including the nature and diversity
of its sources, methods and interpretations
Encourage an understanding of the present through critical reflection upon the past
Encourage an understanding of the impact of historical developments at national,
regional and international levels
Develop an awareness of one’s own historical identity through the study of the
historical experiences of different cultures.
History is a useful subject for university study. Graduates of a university history course can
look forward to careers in Law, Archeology, or as an Archivist, Researcher, Museum work,
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Tour guide, Lecturer and Publishing. It is also an excellent foundation for further study in
International Relations, Insurance and Risk.
Year 11 - the course investigates the following events:
Germany
 The Weimar Republic the rise of the
Nazis.
 Hitler’s Germany
The Second World War
The Cold War
(1945-1949)
 The beginnings of the Cold War
 Yalta and Potsdam
 Conflicting ideologies
 Truman Doctrine
 Berlin Blockade
Eastern Europe and the Cold War
(1948-1989)
 Stalin, Khrushchev and Soviet control
of Eastern Europe
 Hungary-1956
 Czechoslovakia and the Prague Spring
 Berlin Wall
 Collapse of the USSR
The Cold War
(1950-1975)
 Korean War
 Cuban Missile Crisis
 Vietnam War
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Why did peace collapse in Europe in
1939?
How did the war become a world war?
Why did the Allies win the Second
World War?
To select History in year 11 the student should have selected History as an option in Year 10.
If you would like to discuss this course further please contact the Individuals and societies
department
Narayani Saberi ([email protected])
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Economics
The Economics programme in Year 11 deals with economics as a dynamic social science. The
study of economics is essentially about the concept of scarcity and the problem of resource
allocation. Although economics involves the formulation of theory, it is not a purely theoretical
subject as these theories can be applied to real world examples
At this introductory level, the course is a preparation for the Economics course in the IB
diploma in addition to building skills in critical thinking, improved numeracy, communication,
team work and an awareness of the wider world around you.
Having followed the Year 11 course in economics, students will be expected to:
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Have an understanding and knowledge of the basic economic concepts and theories
Apply economic concepts to a range of circumstances and a variety of situations
Analyze information through the use of economic concepts and theories
Economics is a useful subject for university study. Graduates of a university economics course
can look forward to careers in finance, banking, government, business consulting, and work in
the non-profit sector. It is also an excellent foundation for further study in economics, law,
business administration, public policy and other fields.
Summary of the specification content:
Student inquiry in Year 11 includes:
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How prices are determined through the interaction of demand and supply: Being the
cornerstone of economic study, the concept of demand and supply is dealt with
ultimate care. The shift, movement and determinants of both demand and supply are
taught. The concept of elasticity and taxation is introduced.
Understanding the meaning and aims of production will be covered. Reasons for growth
and methods of growth are also taught. Revenues and different types of costs will be
explained to assist students in constructing break-even diagrams.
The characteristics of different market structures and the need for government
intervention: Discussion of different market structures and the reasons for market
failure.
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Understanding the implications of different types of government policies on the basic
macroeconomic objectives of controlling inflation and unemployment and promoting
growth: In this module different macroeconomic objectives are stated and discussed.
Inflation and unemployment are taught extensively.
Analyzing why some countries are better off than others in terms of economic
development. All the terms related with development are defined and discussed.
Population study is introduced.
World Bank and The IMF: Discussion of international organizations, specifically the
International Monetary Fund (IMF) and the World Bank, two of the most influential and
important global economic institutions. In addition to learning about the history, basic
structure and policies of these institutions and the role of the United States, students
will be introduced to some of the challenges faced by these institutions.
Students who wish to study Economics in Year 11 are expected to have completed the
combined course Business/Economics in Year 10.
If you would like to discuss this course further please contact the Individuals and societies
department
Reena Tikku ([email protected])
Susan Daniel ([email protected])
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Business Studies
The Business Studies syllabus develops students' understanding of business activity in the
public and private sectors and the importance of innovation and change. Students learn how
the major types of business organization are established, financed and run, and how their
activities are regulated. Factors influencing business decision-making are also considered, as
are the essential values of cooperation and interdependence. Through their studies, students
not only learn about business concepts and techniques but also enhance related skills such as
numeracy and enquiry. The syllabus provides both a foundation for further study and an ideal
preparation for the world of work. Business studies combines well with almost any subject and
is held in high regard by universities and employers. Most students will work in some form of
business organization and an increasing number of students want to set up their own business
ventures.
Students investigate every aspect of setting up a business and how businesses operate with
particular focus on Marketing, People, and Finance. The use of up to date and real life case
studies takes students through the skills and theory behind starting up and growing business,
providing vital training for budding entrepreneurs.
Summary of the specific content:
There are two areas of content. Student will be required to demonstrate specified knowledge
and critical understanding of:
Marketing: This section focuses on identifying and satisfying customer needs in a changing and
competitive international environment.
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Market size, growth and share; product vs. market orientation; marketing plan
Marketing mix – 4 objectives and market research and segmentation
Product design and development, product life cycle, portfolio analysis, branding
Pricing strategies
Types of promotion, promotional mix
Channels of distribution, distribution strategy
Entry into international markets
Human Resources: This section looks at people in organizations with a focus on their roles,
relationships and management in business.
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Role and functions of management
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Changing employment practices
Types of communication, ICT and communication, communication networks
Nature of leadership and leadership styles.
Motivation theories, motivation in practice, financial and non-financial motivation
Accounting and Finance: This section looks at the different financial statements that businesses
prepare and the appropriate tools to analyse these statements.
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Cash flow statements and forecasts
Profit and loss account
Balance sheet
Financial Ratio Analysis.
Students who wish to study Business in Year 11 are expected to have completed the
combined course Business/Economics in Year 10.
If you would like to discuss this course further please contact the Individuals and societies
department
Jeff Luce ([email protected])
Mahrukh Saturia ([email protected])
Robert Bunyan ([email protected])
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SCIENCE OPTIONS: Year 11
Biology
This is the study of the life of plants and animals. It includes their structure, physiology,
development, distribution and the biological phenomena relating to these organisms. Students
will study topics such as cells, evolution, genetics, ecology, microbiology, biochemistry and
biotechnology.
This is a useful science to choose if students are interested in life processes and the interaction
of life with the environment.
Biology is useful and may be essential for careers in medicine, dentistry, veterinary medicine,
scientific research such as in pharmaceutical companies.
Chemistry
This Science investigates the composition and interaction of existing compounds and elements
as well as making new materials such as polymers and medicines. Students will study topics
such as Acids and Bases, Fuels, Organic Chemistry (carbon chemistry) and Structure and
Bonding.
This is a useful science to choose if they enjoy making compounds and investigating the
composition of chemicals around you.
Chemistry is essential for careers in medicine, dentistry, veterinary medicine, scientific research
such as in pharmaceutical companies and for many engineering courses.
Physics
This Science studies the laws, properties and interactions of matter, motion and
energy. Students will study topics such as Light, Heat, Sound, Kinematics, Dynamics, Matter,
Forces and Energy.
Physics is a useful science to choose if you enjoy measuring forces, distance and velocity and
want to know more about the processes that drive our universe and everything in it.
Physics is essential for careers in engineering and is also a requirement for some universities for
studying medicine, dentistry and veterinary medicine.
University requirements for courses vary in different countries. For details of requirements it is
advisable to check with our counselor Ms Rachana Sippy. [email protected]
Further inquiries: Please contact David Platt at: [email protected]
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LANGUAGE OPTIONS
Students continue with the same choice made at entry to DIA
ARABIC A
The Arabic A option is blocked against the Lang B option
Arabic A is the second language A available in the school for the students who are native Arabic
speakers
Arabic A develops five skills: listening, speaking, reading, writing and viewing
In listening, speaking, reading and writing, the students will be taught to use the language as a
way of expressing thought, being creative, reflecting, and as a means of self-expression. They
will learn to use the language through the use of media, information technology and literature.
Students will gain an understanding of literature both through culture and history, and they will
learn to understand and empathize with both real people and fictional characters.
The purpose of viewing is to develop a critical understanding of visual material and its
conventions. This aspect of the work will include a close look at the media and film, and
students will learn to analyze and interpret what is presented to them.
The aims of the teaching and study of Arabic in the MYP are to encourage and enable students
to use the language as a vehicle for thought, creativity, reflection, learning and self-expression.
By using the language, they learn to interact socially and to develop relationships within the
international community. They comprehend more clearly aspects of their own culture and
those of other cultures, by exploring the interdependence of human beings through a variety of
works. Students are encouraged to explore the many facets of the language through the use of
media and information technology. They are taught to develop the skills involved in speaking,
listening, and reading, writing and viewing in a variety of texts. They read widely with the
objective of promoting a lifelong interest in language and literature. They develop a critical and
creative approach to studying and analyzing literature and also promote their language skills
through interdisciplinary work. Students are greatly encouraged to reflect on the learning
process in various ways and at various stages.
Subject Specific Objectives: Speaking, Writing, Listening, Reading and Viewing
At the end of the course students should be able to:
1. Understand and comment on language, content, structure, meaning and
significance of both familiar and previously unseen pieces of writing.
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2. Demonstrate a critical awareness of a range of written and visual texts.
3. Use language to narrate, describe, analyze, explain, argue, persuade, inform,
entertain and express feelings.
4. Compare texts and connect themes to show similarities or differences across
genres.
5. Express an informed response to literary and non-literary texts and demonstrate
and ability to approach works independently.
6. Understand connotations within a language in order to interpret the author or
speaker’s intentions.
7. Express ideas with clarity and coherence in both oral and written
communication.
8. Structure ideas and arguments, both orally and in writing, in a sustained and
logical way, and support them with relevant examples.
9. Distinguish the main ideas in a text from the secondary ideas.
10. Use and understand an appropriate and varied range of vocabulary and idiom.
11. Use correct grammar with appropriate and varied sentence structure.
12. Show awareness of the need for an effective choice of register suited to the
audience in both oral and written communication.
For further information please contact Reda Al Ashmawey at [email protected]
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Language Acquisition (Language B) - French and Spanish
All students are expected to continue with the language they have been studying in years 7-9 in order to
allow sufficient preparation for the DP course.
All Languages are taught in phases according to levels defined by the IBO. Spanish also has a
Foundation Level which all new students, with no prior learning of the language offered, are required
to select.
Language Acquisition develops four skills: Speaking, Listening, Reading and Writing. Students are taught
and learn through a variety of methods that encompass all learning styles.
The learning of a Language B will allow students to:
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Use language(s) effectively as a means of practical communication, providing a sound base of
communication skills necessary for future study, work and leisure
Understand the nature of language and the process of total language learning, which comprises
the integration of linguistic, cultural and social components
Develop insight into the cultural characteristics of the communities where the languages are
spoken
Develop an awareness and understanding of the perspectives of people from other cultures
Access varied sources of information
Develop a lifelong interest and enjoyment in language learning
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By the end of the MYP Language B course, students should be able to:
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Communicate information, ideas and opinions in formal and informal contexts
Speak with good pronunciation and intonation
Demonstrate comprehension of specific factual information and attitudes, identify the main
ideas and draw conclusions in both spoken and written contexts
Understand and appropriately use a variety of grammatical structures and vocabulary
Request and provide information in both spoken and written contexts
Further enquiries please contact:
Mr Etienne Kubler (French) [email protected]
Mr Roberto Maldonado (Spanish) [email protected]
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MYP Health and Physical Education
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The MYP PE educates the student physically, intellectually, emotionally, socially, and
spiritually.
Promotes positive lifelong healthy attitudes.
Improves students’ knowledge of fitness concepts such as cardiovascular fitness,
muscular strength, muscular endurance, and flexibility.
Improves self-confidence, self-esteem and self-control.
Students will study sports such as:
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Swimming
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Cricket
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Netball
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Softball
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Basketball
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Rounder's
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Football
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Gymnastics
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Tennis
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Dance
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Health & Fitness
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Touch Rugby
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Gaelic Football
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Pilates
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Yoga
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Water polo
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Skills Development
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Softball
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Assessment
Students will be assessed across the following 4 strands;
A: Knowledge and Understanding: Students develop knowledge and understanding about
health and physical activity in order to identify and solve problems. The student is able to use
terminology which is accurate and appropriate to Physical Education (max 8).
B: Planning for performance: Through inquiry design, students must analyze, evaluate and
perform a plan in order to improve performance in physical and health education. They are
able to repeat, select and link several movements accurately to form a sequence (max 8).
C. Applying and performing: Students develop and apply practical skills, techniques, strategies
and movement concepts through their participation in a variety of physical activities. (max 8)
D. Reflecting and improving performance: Students enhance their personal and social
development, set goals, take responsible action and reflect on their performance and the
performance of others. (max 8).
Students will be given an MYP grade out of 7 based on their scores across all 4 strands
Non MYP PE
This course is compulsory for all students in DIA. It covers the same content as the MYP PE
course without the assessment – SO NO ASSESSMENT TAKES PLACE!
The aim of this course is for students to get the required amount of physical activity per week,
through the participation of various activities. There is more flexibility with the content and
sports outside the MYP PE program can be included for students to learn new skills.
Further enquiries:
Please contact Mr. Ciaran McBreen at [email protected]
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