10D I&S Thursday May 17th Period 8

Today you have a cover teacher and were asked to bring your Art/Design work in so you can catch up with that. Vienna please go up to Mr Martinez and check it’s OK for 3 or 4 of you to go and use the art room. The rest of you get on with your art. You will be given another couple of periods in the next couple of weeks to work on this too and help you get up to speed with Art/Design as you have missed classes on our behalf.

Make sure you have added your name and hyperlink to your ATL checklist on this doc and make sure you have shared it with me.



Gr 9D Monday 14th May

Today you have a cover teacher. I want you to take the first 15 minutes of the lesson to get your ATL  checklists up to date and make sure you have written reflections and skills you have developed for all assignments. I will check these next lesson.

The rest of the lesson please go to this doc   read the information and answer the questions. You can work in pairs. We’ll discuss this next lesson.

I will see you Wednesday

Ms Wilson




You will create a short presentation on your disorder. (3 mins max as an individual or 5 mins max as a couple) answering a research question you will create. It should be about stigma and treatment. It should be informative and cover :-

  • Causes
  • Stigma – various issues facing people with the disorder.
  • Named case studies and academic research
  • Treatment options – can it be cured or just treated? Are there multiple options for treatment – best options, new options – how do the Japanese deal with it?
  • Where relevant, information about Japanese organizations helping people with the disorder

Due = May 29th  – Links to presentations TSC

Creating a good research question

Developing a research question

Possible ideas explaining:

  • Causes
  • stigma (in Japan)
  • multiple treatment options
  • how you can help in Japan
  • where people can go for help

Your video must clearly put the question in context and go on to answer it fully through:

  • Named case studies and academic research
  • Developing an understanding of the various issues facing the disorder
  • Where relevant, information about Japanese organizations helping people with the disorder
  • 2.5 to 3.5 minutes long

Examples – Maho and Helena

Lachlan and Tijm

Eileen and Sophie

Researching Psychology. A message from Ms Vance:

“YIS has JSTOR, which you can browse by subject, as well as basic and advanced searches of course. Here’s a link to the Psychology section of JSTOR, which you can search within exclusively.  You’ve got access at school by IP address, but to use it at home, you have to create a personal account while you’re at school first.

EbscoHost – Science Reference Center database also has psychology resources, although they are likely easier to access if you look at the subject terms SRC uses before you start searching. Working with databases, as you know, can be frustrating when encountering them for more or less the first time. I would be DELIGHTED to come into your classes and train kids how to use them. 🙂

Same goes for History, economics and geography. They’ve been exposed to these databases as part of their PP but subject specific training on how to use them on a DP level would be very helpful for them.”


Disorders – causes treatments and stigma.

DISORDERS – Causes, treatments and stigma

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.


  • What has surprised you in your research or in the posters you have looked at
  • What are some misconceptions that people have about mental disorders?
  • Can mental disorders be treated? How?
  • What are some misconceptions that people have about treating mental disorders?


Source: New York Times, 2017/2/14


  • For what purpose did the “amateur diagnosticians” label Mr Trump a narcissist?
  • What is the purpose of the  letter to the editor?
  • What does it say about people’s perception of mental illness?
  • What does it say about stigma?


Stigma – Breaking the stigma and shame of mental illness

Friday May 11th – Development and disparity

Disparities exist within and between countries but strategies can be used to improve standard of living

  • What does this statement mean to you?
  • What topics do you think we will cover in this unit?
  • What would you like to learn about these issues?
  • Think of the vocabulary terms you have learned in your previous I&S classes, what words come to mind when discussion these issues?

Last class, we played the Trading Game

see this link 

  • What have you learned from the game?
  • What was fair/unfair?
  • What can be done to make the game more equal?
  • What real world situations affect the equity of trade between countries?
  • How could we achieve fair trade?
  • How would you define poverty in terms of the game?

Review from gr. 8 I&S:

  • What is meant by development?
  • How do we measure development?
  • What trends have been observed in countries during different levels of development?
  • What is meant by disparity?
  • How would you define poverty in terms of development?

Let’s look at a new way of defining poverty?

Watch Hans Rosling’s New Insight on Poverty (15min)

In your groups, discuss Mr Rosling’s views on defining poverty.

  • Write down the dimensions of development. Identify which ones you think are means, and which are goals? Rank them according to how important you think they are.
  • How do your ideas differ from Mr Rosling?
  • Do you agree with him that culture is and should be the ultimate goal of any society?
  • Do you believe all societies in the world, including your own, can achieve their goals? What may be some obstacles they face? Explain.

We will do this task as a Summative assessment  next week – TSC