MYP Year 1 (Grade 7) Unit Letter 2 School Year 2020/2021

MYP Year 1 (Grade 7) Unit Letter 2nd Semester School Year 2020/2021

Unit 1

Subject : Languange and Literature Teacher : Umi Nopiarti

Global Context Unit title

Identities and Relationship

Unit and time frame

Key Concept

Communication

Statement of Inquiry communicating the identity of the area of origin of the folklore by knowing the setting, themes, and characters to build relationships

Mythology and Folktales Analyze mythology and folklore in terms of characters, identity, place of origin and story value

Related Concept Theme, Setting

ATL Skills Social skill

Thinking skill

Objectives

A. Analysing

i. identify and comment upon significant aspects of texts

ii. identify and comment upon the creator’s choices

iii. justify opinions and ideas, using examples, explanations and terminology

iv. identify similarities and differences in features within and between texts.

B. Organize

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a logical manner

iii. . use referencing and formatting tools to create a presentation style suitable to the context and intention.

Week 1 Week 2 Week 3 Week 4 Week 5

Week 6

Student will see one of the short video,

and find the fact about mytology..

Factual— Why the mytology can to be

icon in each country?

Conceptual— Why should we know the

dmytology in its structure ?

Debatable— How do you think about

mytology in your country

Students look for a mythical story in

Indonesia and retell it in their own

sentences.

Students look for one mythic story in

Indonesia and one myth story from

another country and try to compare

these stories and students find the

difference.

Students search for historical sites in

Indonesia, such as temples or other

historical places and find out myths

about these places.

Students analyze

differences in mythology

and folklore

Retelling a folk tale by

creating a series of

illustrated stories

Resources Books Websites (Videos)

https://guides.lib.uw.edu/c.php?g=403912&p=2749152 https://moondoggiesmusic.com/cerita-rakyat/#gsc.tab=0 http://layanan-guru.blogspot.com/2013/05/kumpulan-cerita-mitologi-yunani-kuno.html

https://www.youtube.com/watch?v=juEC_Q-j9Tw https://www.youtube.com/watch?v=14xZV-jEnY0

https://guides.lib.uw.edu/c.php?g=403912&p=2749152

https://moondoggiesmusic.com/cerita-rakyat/#gsc.tab=0

http://layanan-guru.blogspot.com/2013/05/kumpulan-cerita-mitologi-yunani-kuno.html

http://layanan-guru.blogspot.com/2013/05/kumpulan-cerita-mitologi-yunani-kuno.html

https://www.youtube.com/watch?v=juEC_Q-j9Tw

https://www.youtube.com/watch?v=14xZV-jEnY0


Unit 1

Subject : Javanese Teacher : Sri Lestari


Globalization and Sustainability Memahami isi teks deskriptif tentang peristiwa budaya

Unit and time frame

Key Concept

Communication

Statement of Inquiry Mengkomunikasikan hasil dari diskusi sebuah teks deskriptif dengan tema

peristiwa budaya dari sudut pandang masing – masing

Januari 2021 Related Concept

Context, Point of View

ATL Skills Self-management: Reflection skills Research: Information literacy skills

Objectives

1. Analyzing

i. identify and comment upon significant aspects of texts ii. identify and comment upon the creator’s choices iii. justify opinions and ideas, using examples, explanations and terminology iv. identify similarities and differences in features within and between texts.

2. Producing Text i. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. select relevant details and examples to support ideas.

Week 1 Week 2

Week 3

Week 4

Week 5

Week 6

siswa disajikan video tentang contoh darisebuah peristiwa budaya ( teks atau video ) yang masih berkembang dimasyarakat. Teks/Video dianalisis dari segi isinya

Membuat/mencari contoh teks deskripsi tentang peristiwa budaya dan analisisnya

Menemukan ajaran baik yang

terdapat di dalam teks dan hal- hal

yang dapat dicontoh dari isi teks

bacaan tersebut


Widya Adi Basa Jawa I, Sumarlam, Ersyani SitiSuryani. 2015. PT Tiga Serangkai PUstaka Mandiri Surakarta

www. Kompas.com. 29 Juli 2012

https://www.youtube.com/watch?v=m_tex6ZJ9V0

https://www.youtube.com/watch?v=m_tex6ZJ9V0


Unit 1

Subject : English Teacher : Danang Catur Satrianto

Global Context

Unit title

Personal and Cultural Expression

Birthday Parties and Special Days

Unit and time frame

Key Concept

Creativity

Statement of Inquiry Creativity can form products and creations to express a message. Unit 1 (January 6 – 25 2021)

Related Concept Structure and form

ATL Skills

Communication

Practicing to make greeting card. It should be able to understand by the audience (people around them).

Creative thinking

Facilitating students to have a creative skill to make interesting greeting cards

Objectives

Phase 1 Criterion C i, ii, iii, iv Criterion D i, ii, iii


Week 6

Week 1 : Students learn about

birthday parties special days

greetings, wishes, hopes and songs.

FQ : What do people usually do on their special days?

The students disscuss about the topic (scientific and technology) with the teacher and friends.

They read some examples of greeting card and invitation.

Week 2 : Students learn about

invitations, grateful messages,

prepositional phrases, asking for

permission (would, could, and can)

CQ :How do people celebrate their

special days?

The students are given greeting card and video. Then the teacher and students are discuss to analyze it.

Meeting 3 : Students compose birthday

parties special days greetings by paying

attention to the use of wishes, hopes and

songs, sentence structure, the format of

birthday and other invitations, grateful

messages, prepositional phrases, asking

for permission (would, could, and can),

and past simple

DQ: Are all people celebrate their special days? Why do people celebrate their special days?

The students in group make a greeting card related to digital technology. The product can be done using digital or manual.

Meeting 4 : Summative Assessment


Puchta, H and Stranks, J. 2017. English in Mind, second edition; Special

Edition Student’s Book Starter. Cambridgw: University Press

Castro, Ana de. 2016. English Language Acquisition (MYP by concept 4 & 5). UK : Hodder Education


Unit 1

Subject : Mathematics Teacher : Ayu Nur Afifah

Global Context

Unit title


Data Management

Unit and time frame

Key Concept Relationship

Statement of Inquiry Different representations make it easier to understand and analyze relationship

1 (January 2021) Related Concept

Model

Representation

ATL Skills

Category Thinking (Cluster creative thinking)

Indicator- Use brainstorming and visual diagrams to generate new ideas and question.

Category Communication (Cluster Communication) Indicator- Use a variety of speaking techniques to communicate with a variety of audiences

Objectives

C. Communicating (i, ii, iii, iv)


Week 6

students find out the types of data

with their group.

students learn how to convert

data into tables, data to

diagrams, data to graphs etc

students learn to analyze data by

looking for the mean, mode, and

median.

summative test



Unit 1

Subject : Science - Biology Teacher : Susilo

Global Context

Unit title

Fairness and development (Ecosystems)

Unit and time frame

Key Concept

Change

Statement of Inquiry Ecosystem changes have an impact on the balance of the environment and nature to achieve fairness and the development of the rights and obligations of living things

1 (January) Related Concept

Balance Environment

ATL Skills

Communication Skill :

1. Participate in, and contribute to, digital social media networks

2. Share ideas with multiple audiences using a variety of digital environments and media

Collaboration Skills : 1. Listen actively to other perspectives and ideas 2. Give and receive meaningful feedback

Objectives

B. Inquiring and designing

i. outline an appropriate problem or research question to be tested by a scientific investigation

ii. outline a testable prediction using scientific reasoning

iii. outline how to manipulate the variables, and outline how data will be collected

iv. design scientific investigations.

D. Reflecting on the impacts of science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.


Week 6

- Students will observe the

ecosystem around the school,

their home, or any place they want

to observe

- Students determine the

components in the ecosystem

(based on the ecosystem that they

observed)

- Students will classify them in

biotics and abiotics

Factual:

What are the components of

ecosystem?

- students will see videos of

interactions between living things

and their environment

- students will be divided into 5

groups and have a discussion

- students present the results of

their discussion in front of the

class

Conceptual:

What are relationship between

ecosystem changes and balance of

environment and nature?

- students look for information in

journals or newspapers about

ecosystem damage

- students analyze the impact and its

consequences on ecosystem

components

Debatable:

Do you agree with the forest program

being converted into agricultural land and

plantations?

summative assessment


Allort, A. and Mindorff, D. 2017. MYP Science : A Concept Based Approach

Years 4&5. Oxford University Press, UK.

Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science A

Practical Guide Teacher Book. International Baccalaureate Organization, UK

Morris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education,

London.

Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2nd EditionBook B. Marshall Cavendish Education, Singapore

Platform : https://alfirdausina.com/mypalfirdauslearning/login/index.php Youtube : https://www.youtube.com/watch?v=fbLjrjm8rgU

https://alfirdausina.com/mypalfirdauslearning/login/index.php

https://www.youtube.com/watch?v=fbLjrjm8rgU


Unit 1

Subject : Science - Physics Teacher : Dwi Hari Sugiarto

Global Context

Unit title


Movement

Unit and time frame

Key Concept

Relationships

Statement of Inquiry Analyze the relationship between motion and its consequences for velocity / acceleration


Movement, Consequences

ATL Skills

Category Research skills (Cluster Information literacy):

Indicator - Access information to be informed and inform others, make connections between

various sources of information, present information in a variety of formats and platforms, collect

and analyse data to identify solutions and make informed decisions

Category Thinking skills (Cluster Creative thinking): Indicator - Create original works and ideas; use existing works and ideas in new ways

Objectives

Criterion A: Knowing and understanding i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. Criterion B: Inquiring and designing i. outline an appropriate problem or research question to be tested by a scientific investigation ii. outline a testable prediction using scientific reasoning iii. outline how to manipulate the variables, and outline how data will be collected iv. design scientific investigations.


Week 6

Looking for information about the

theory of GLB and GLBB

Discuss the similarities and

differences between GLB and GLBB

Analyze daily events including GLB

and GLBB

Make a video about a simple GLB and GLBB experiment


Allort, A. and Mindorff, D. 2017. MYP Science : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science A Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2nd EditionBook B. Marshall Cavendish Education, Singapore


Unit 1

Subject : Individual and Societies Teacher : Shinta Khoiru N


Orientation in time and space

Maps

Unit and time frame

Key Concept

Change

Statement of Inquiry Maps is a product that contains changes and patterns in the landscape that can be minimized using a scale

2 Related Concept

Patterns, Scale

ATL Skills

Creative thinking skills :

Apply existing knowledge to interpret data

Determine solutions to authentic problems

Create new products based on knowledge

Affective skills : Managing state of mind

Practise focus and concentration

Practise analyzing and attributing causes for failure

Objectives

Criteria A : Knowing and Undestanding i. Use vocabulary in context ii. Demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanatins and examples. Criteria B : Investigating iii . Collect and record relevant information consistent with the research question.

iv. Reflect on the process and result of the investigation


Week 6

Content of learning topics:

Map and types of map

Factual question :

What is map?

The students will get to know the types of maps based on their scale, objects, functions, etc.

The students will compare the differences in 2 maps based on their scale and function

Content of learning topics: Map Components

Factual questions : What are map components?

Observation:

The students will get to know the map components by observing map and marking each component on the map

Content of learning topics: Map symbols Conceptual question : What’s the different between dot symbol, line symbol and area symbol? Observation : The students will get to know the different of map symbols by analyzing their different shapes and functions. The students will observe the symbols on each student’s map and classify simbols

Content of learning topics: Calculate scale and distance Debatable question: Can you determine the distance cities through the map? Can you trust map? Calculate: The students will calculate the formulas to determine: 1. Map’s distance 2. Actual distance 3. Map scale

Summative Assesment: Instruction: - Make a group of 3 - Each group could take 1 map to observe - Observe the map with other member of group

to complete the task

Task 1 Each group must observe and collect component in the map. Task 2 : Each group must determine the type of symbol and classify simbols into 3 Task 3: Each group using the formula must calculate the actual distance by multiplying the distance on the map with a scale.

Task 4: Each group make a simple school map with right orientation and symbol


Hi-fest’s Creative Team.2011.”Atlas Pintar Indonesia-Dunia”.Jakarta: Hi-fest Publishing Arnold, Caroline.2002. “The Geography Book: Activities for Exploring, Mapping, and Enjoying Your World.New York”:John Wiley & Sons, Inc. Grace, Paul.2016.”Individual and Societies Year 1”.London:Hodder Education.

“Menggambar Peta Indonesia” by Only Draw, Desember 2018 (https://www.youtube.com/watch?v=nt0YxtRx4ak) “Animasi Peta Indonesia” by Zero Production, November 2016 (https://www.youtube.com/watch?v=kEQqdDIj9YE)

https://www.youtube.com/watch?v=nt0YxtRx4ak

https://www.youtube.com/watch?v=kEQqdDIj9YE


Unit 1

Subject : Islamic Studies Teacher : Mishriyah


Personal and cultural expression

Exploration: Practice and competency

Unit and time frame

Key Concept

Systems

Statement of Inquiry In rituals, there is a system that is practiced with competence so that it can form good morality

carrying out his religion.

Sholat Jamak and Qashar Related Concept

Rituals and rites, morality

ATL Skills

Self Management skills (Cluster: Reflection )

Identify strengths and weaknesses of personal learning strategies (self-assessment),

Demonstrate flexibility in the selection and use of learning strategies,

Try new ATL skills and evaluate their effectiveness,

What did I learn about today?,

What don’t I yet understand?,

What questions do I have now?

Thinking skills /Cluster (Transfer)

Use effective learning strategies in subject groups and disciplines,

Apply skills and knowledge in unfamiliar situations,

Inquire in different contexts to gain a different perspective,

Compare conceptual understanding across multiple subject groups and disciplines,

Make connections between subject groups and disciplines.

Objectives

Criterion A: Knowing and understanding

i. use vocabulary in context

ii. demonstrate knowledge and understanding of subject-specific content and concepts, using

descriptions, explanations and examples.

Criterion B: Investigating

i. explain the choice of a research question

ii. follow an action plan to explore a research question

iii. collect and record relevant information consistent with the research question

iv. reflect on the process and results of the investigation.


Week 6

Week 1 : Terms of Jama 'prayer and

qasar

Factual Question (FQ) : What do you

know about Prayer Jama 'and Qashar ?

- Students understand the reading

Week 2 : Naqli's argument about Jama

'prayer and qasar

Debatable Question (DQ): Why are we

ordered to do Jama' and Qashar prayers

- Students carry out investigations,

Week 3 : Be obedient, disciplined and

respect prayer times

Debatable Question (DQ): How prayer can produce obedient, disciplined and timely behavior. - The findings are discussed with the

group and presented.

Week 4 : Practicing Jama 'prayer and qasar

Conceptual Question (CQ): How to do

Jama' and Qashar prayers

- Students practice the procedures of Jama 'and Qashar prayers as a

- -

and look for watching videos from the internet.

- Students answer several questions from teachers and peers.

- Answers are written on a sticky note ( jamboard)

observations and make a summary in the form of mind mapping.

- Students study naqli's argument about Prayer Jama 'and Qashar.

result of correct learning.


- Guide Book of Plural and Qashar Prayers, Author: Shaykh Abdul Aziz bin Abdullah bin Baz, Publisher: Pustaka At-Tazkia

- The title of the prayer qashar and jama ', Author H. S. A. al-Hamdani, Raja Murah Publisher, Pekalongan, 1984

https://www.youtube.com/watch?v=EZAHcgGymyc, Tata Cara Sholat Jamak Takhir yang BENAR: Urutan Sholat Jamak Takhir - Poster Dakwah Yufid TV

https://www.youtube.com/watch?v=EZAHcgGymyc


Unit 1

Subject : Design Teacher : Dwi Hari Sugiarto

Global Context

Unit title


Fish Cultivation

Unit and time frame

Key Concept

Development

Statement of Inquiry Make fish farming and develop it as a creative entrepreneurship 1 and January 2021

Related Concept Innovation

ATL Skills

Category Research skills (Cluster Information literacy):

Indicator - Access information to be informed and inform others, make connections

between various sources of information, present information in a variety of formats and

platforms, collect and analyse data to identify solutions and make informed decisions

Category Thinking skills (Cluster Creative thinking): Indicator - Apply existing knowledge to generate new ideas, products or processes

Objectives

Criterion B: Developing ideas I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution. Criterion C : Creating the solution I. develop a design specification, which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.


Week 6

Students look for information about

fish farming models from various

sources on the internet, books, etc

Students make creative fish farming

concepts as outlined in the form of

mini proposals

Students carry out fish farming

experiments according to the

proposals made

Students analyze the process and results of fish farming and write it in the form of a report


Allort, A. and Mindorff, D. 2017. MYP Design : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill DesignA Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Design MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design 2nd EditionBook B. Marshall Cavendish Education, Singapore


Unit 1

Subject : ARTS Teacher : Wira Widi Sadewa

Global Context

Unit title

Personal And Cultural Expression

Unit and time frame

Key Concept

Aesthetic

Statement of Inquiry Make various crafts ragam hias (decoration) on natural objects with aesthetic

presentations and innovations


Presentation

and Innovation

ATL Skills

Category Research Skills (Cluster Media literacy)

Indicator- Demonstrate awareness of media interpretations of events and ideas

(including digital social media), Make informed choices about personal viewing

experiences

Category Thinking Skills (Cluster Creative thinking)

Indicator- Apply existing knowledge to generate new ideas, products or processes, create original works and ideas; use existing works and ideas in new ways

Objectives

Criterion B: Developing skills

I. demonstratethe acquisition and development of the skills and techniques of the art form studied.

II. demonstrate the application of skills and techniques to create, perform and/or present art.

Criterion C: Thinking creatively

I. identify an artistic intention.

II. identify alternatives and perspectives.

III. demonstrate the exploration of idea


Week 6

Students look for reference sources

(examples of work, materials, and

engineering techniques) on the

internet regarding the making of

decorative designs on aesthetic and

innovative natural objects.

Students bring the tools and

materials needed to make ornaments

at school, and students start to make

ornaments.

Students finish making decorations to

the last stage, then shown to school

friends to be asked for criticism and

input regarding the work they make.

Students make a report about making

decorations. Then make a

presentation of the results in

PowerPoint and present it to his

friends.


Allort, A. and Mindorff, D. 2017. MYP ARTS : A Concept Based Approach

Years 4&5. Oxford University Press, UK.

Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill ARTS A

Practical Guide Teacher Book. International Baccalaureate Organization,

UK

Morris, P. and Deo, P. 2016. ARTS MYP by Concept 1. Hodder

Education, London.

Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design

2nd EditionBook B. Marshall Cavendish Education, Singapore

https://www.youtube.com/watch?v=Q7C0b5LQ7dI (How to make ragam hias (decorations) on wood)

https://www.youtube.com/watch?v=0RTvA-JqOtM (How to make ragam hias (decorations) on textile materials)

https://www.youtube.com/watch?v=Q7C0b5LQ7dI

https://www.youtube.com/watch?v=0RTvA-JqOtM


Unit 1

Subject : PHE Teacher : Saryana


2. Team Sport/Basketball

Unit and time frame

Key Concept

communication

Statement of Inquiry For playing basketball effectively, a team member needs creativity in constructing

movement and space during game play.


System

Interaction

ATL Skills

I. Communication Skills : Use a variety of media to communicate with a range of audiences

II.Collaboration Skills : Listen actively to other perspectives and ideas

Stategy basketball playing between constructing movement and space during game play basketball

Objectives

Criterion C: Applying and Performing I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution. Criterion D : Reflecting and improving performance I.develop a design specification, which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.


Week 6

Basketball : Siswa belajar tentang teori

bermain basket dengan

ditampilkan video.

Siswa mempraktekan dasar-dasar bola basket ( passing,drible,shoot)

Siswa belajar bermain bola basket setelah menguasai teknik dasar bermain

Siswa belajar dengan strategi dan taktik bermain basket

Siswa membuat product video tentang bermain basket


Allort, A. and Mindorff, D. 2017. MYP Physical and Health Education: A

Concept Based Approach Years 4&5. Oxford University Press, UK.

Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Physical

and Health Education A Practical Guide Teacher Book. International

Baccalaureate Organization, UK

Morris, P. and Deo, P. 2016. Physical and Health Education MYP by

Concept 1. Hodder Education, London.

Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Physical and Health Education 2nd EditionBook B. Marshall Cavendish Education, Singapore


Unit 1

Subject : PPKn Teacher : Alkaf Asari

Global Context: :

Unit title :

Orientasi dalam ruang dan waktu

Kerjasama dalam berbagai bidang kehidupan di Masyarakat

Unit and time frame

Key Concept :

Perubahan

Statement of Inquiry Perubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisi menyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakat

1 / 24 Related Concept

Causality, Cultur and Conflik

ATL Skills

Organisasi, Berfikir Kritis dan Media Literasi

Objectives

Tujuan: Investigasi Perubahan Sosial A2 → Menunjukkan pemahaman Anda tentang penyebabnya Perubahan Sosial B → Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian. C → Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat. D1 → Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial..


Week 6

Mengapa kita harus kerjasama Landasan kerjasama dalam berbagai

bidang

Bentuk-bentuk kerjasama dalam

kehidupan masyarakat

Manfaat kerjasama dalam berbagai kehidupan di Masyarakat

Semangat persatuan dan kesatuan dalam bingkai NKRI

Makna sejarah berdirinya NKRI


Buku Paket Belajar Memahami PPKn 1 untuk kelas VII SMP dan MTS, Penerbit PT Tiga Serangkai

Sumber yang tersedia di perpustakaan sekolah

Documents

MYP Year 1 (Grade 7) Unit Letter 2 School Year 2020/2021