PROGRAMME OVERVIEW – 2012/2013 Grade Six 1. 27 Aug – 28 Sept Transdisciplinary THEME
CENTRAL IDEA
KEY CONCEPTS
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
4. 21 Jan – 8 March
6. 6 May – 7 June
Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibiliand values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and commu- ties in the struggle to share finite resocial and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and nities; the structure and function of sources with other people and other tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend human societies; how humans use organizations; societal decision mak- living things; communities and the relacommunities and cultures; rights and tionships between and the intercon- and enjoy our creativity; our apprecia- their understanding of scientific princi- ing; economic activities and their imtionships within and between them; responsibilities; what it means to be nectedness of individuals and civilization of the aesthetic ples; the impact of scientific and tech- pact on humankind and the environaccess to equal opportunities human tions, from local and global perspecnological advances on society and on ment tives the environment Differences in values can cause conflict The application of elements and princi- Life on the planet is affected by the Physical and virtual public spaces pro- The use of power has consequences that we choose to deal with in different ples determines the success of an ar- continual evolution of Earth’s natural vide people with opportunities to make that affect relationships and access to ways. tistic composition. features. connections and establish a sense of opportunities. community. • Reflection • Form • Causation • Form • Function • Causation • Perspective • Change • Connection • Connection • Reflection • Responsibility • Responsibility • Harmony • Appreciation • Evolution • Rights • Power • Resolution • Aesthetics • Natural phenomena • Values • Consequences • Relationship • Citizenship • How personal conflicts arise • The elements and principles of vari- • How Earth has changed over time • Purposes of public spaces • Choices made by those in power • How values are formed • How Earth’s natural features have • Characteristics of different public • The effects of power on the behavior ous art forms • How we react in times of conflict • The relationship between the creaevolved spaces of people • The consequences of actions taken tion of and response to artistic com- • How changes in Earth’s natural fea- • How people use public spaces position tures have affected life by those with power • What makes a successful artistic • How power affects peace and concomposition flict • PSPE • The Arts • Science • Social Studies • Social Studies • Performing Arts – Drama • Social Studies • Literacy • Literacy • Literacy 1. Living things 2. Earth and space • Use scientific vocabulary to explain their observations and experiences • Identify or generate a question or problem to be explored 1. Human and natural environments 1. Human systems and economic 1.Social organization and culture • Formulate and ask questions about activities 2.Continuity and change through time • Use and analyse evidence from a the past, present and future, 2. Social organization and culture places and society 3. Human and natural environments variety of historical, geographical • Use and analyze evidence from a • Formulate and ask questions about and societal sources • variety of historical, geographical the past, the future, place, and sociIdentify roles, rights and responsiand societal sources ety bilities in society • Use and analyze evidence from a • Assess the accuracy, validity and variety of historical, geographical, possible bias of sources and societal sources • Orientate in relation to place and time • Identify roles, rights, and responsibilities in society • What causes conflict? • What is a ‘good’ artistic composi• Is change inevitable? • What makes a ‘good’ public space? • What is power? • How do personal values impact rela• What is the cost of power? tion? • Is it practice or talent? tionships? • The choices we make about how we • The principles of design remain con- • The continual evolution of Earth’s • Everyone has rights and responsibili- • Power can be used in positive and deal with conflict can affect our relastant through the different art forms natural features affects life on the ties when using public space negative ways tionships whereas the elements are particular planet • Earth is continually changing to each art form • Strategies to manage/avoid con• Elements of various art forms • How land masses and geographic • There are different types of public • The effects of power on the behavior • flict Principles of design features have changed through time spaces of people • Subject specific vocabulary • Subject specific vocabulary • Why the earth changes • Subject specific vocabulary • The consequences of actions taken • The effect of Earth’s natural changes by those with power • How peace and conflict are managed on life globally • Subject specific vocabulary
EXHIBITION
RELATED CONCEPTS
LINES OF INQUIRY
DISCIPLINE FOCUS
Science
Social Studies
TEACHER QUESTIONS/ PROVOCATION ENDURING Understandings
KNOWLEDGE
PROGRAMME OVERVIEW – 2012/2013 Grade 6
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1. 27 Aug – 28 Sept Transdisciplinary THEME
Transdisciplinary SKILLS
5. 7-18 Jan, 11 March – 3 May
EXHIBITION
ICT Skills
ATTRIBUTES & ATTITUDES
2. 3 Oct - 16 Nov
Who We Are Where We Are in Place and Time How We Express Ourselves An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend communities and cultures; rights and tionships between and the intercon- and enjoy our creativity; our appreciaresponsibilities; what it means to be nectedness of individuals and civilization of the aesthetic human tions, from local and global perspectives Communication Communication • Non verbal • Viewing • Presenting Research • Collecting data Research • Organizing data • Collecting data • Interpreting data Thinking • Analysis Self-management • Making informed choices Social • Respecting others • Resolving conflict Ongoing Investigating: • Use search tools & strategies to locate information online • Use notetaking tools to record, evaluate, process, reference information • Compare & analyse information using timeline generators, graphic organizers etc • Use multimedia tools to record information from a primary source Creating: • Develop documents using appropriate word processing skills • Create graphs to meet different purposes • Create multimedia presentations, podcasts, movies • Create blogs with posts, comments, pictures, web 2.0 multimedia • Create pieces of art by manipulating shapes, photos, images • Create mindmaps, comic strips, interactive timelines to show new learning and/or explore issues • Create word clouds to evaluate literature, speeches etc Communicating: • Identify and use appropriate presentation techniques and styles • Present information using a wide range of media • Demonstrate use of tools to enhance presentations • Use digital tools to communicate and work collaboratively • Manage a blog portfolio online to pose problems, share opinions, reflect Collaborating: • Develop the concept and culture of peer evaluation by giving and receiving feedback • Communicate and work collaboratively with local and global students Attributes Attributes • Reflective • Risk-taker • Open-minded • Knowledgeable EXHIBITION Attitudes Attitudes • Empathy • Confidence • Independence • Enthusiasm
PROGRAMME OVERVIEW – 2012/2013 Grade 6
3. 19 Nov – 19 Dec
4. 21 Jan – 8 March
6. 6 May – 7 June
How the World Works How We Organize Ourselves Sharing the Planet An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibililaws; the interaction between the natu- of human-made systems and commu- ties in the struggle to share finite reral world (physical and biological) and nities; the structure and function of sources with other people and other human societies; how humans use organizations; societal decision mak- living things; communities and the relatheir understanding of scientific princi- ing; economic activities and their imtionships within and between them; ples; the impact of scientific and tech- pact on humankind and the environaccess to equal opportunities nological advances on society and on ment the environment Research Self Management Communication • Formulating questions • Organization • Viewing • Recording data • Time management • Presenting • Organizing data Research Thinking • Interpreting data • All • Dialectical thought Thinking Thinking Social • Acquisition of knowledge • Dialectical thought • Adopting a variety of roles • Comprehension
Ongoing Organising: • Use various methods to access applications, organize files, shortcuts • Export files into different formats for different purposes • Maintain an organized system of folders with a naming convention • Maximise time by using shortcuts • Take screen snapshots • Access and change system preferences • Add, edit and organize bookmarks and access internet history • Record, store and retrieve audio and video files • Recognize functions of basic File Menu commands • Establish and maintain tags for information retrieval • Customise toolbars to improve effectiveness Becoming a responsible global citizen: • Understand and follow the CDNIS Acceptable Use Policy • Demonstrate safe use of technologies and understand consequences if safety is not considered • Respect copyright, use royalty free sources and give credit to authors • Keep their own and others’ personal information and passwords private • Behave appropriately when interacting with others online • Put appropriate privacy settings in place • Only record, place photographs or posting information about others online after seeking their permission
Attributes • Knowledgeable • Inquirers Attitudes • Curiosity • Appreciation
Attributes • Inquirers • Thinkers Attitudes • Independence • Enthusiasm
Attributes • Principled • Thinkers Attitudes • Tolerance • Empathy
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human MATHEMATICS Transdisciplinary
Stand Alone
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Data Handling Number Shape and Space Conceptual understandings: Conceptual understandings: Conceptual understandings: • Data can be presented effectively for valid interpreta- • Fractions, decimal fractions and percentages are • Manipulation of shape and space takes place for a tion and communication ways of representing whole-part relationships. particular purpose • For fractional and decimal computation, the ideas • Consolidating what we know of geometric concepts Learning outcomes: When constructing meaning learners: developed for whole-number computation can apply allows us to make sense of and interact with our • Understand that different types of graphs have spe- Learning outcomes world cial purposes When constructing meaning learners: Learning outcomes • Understand the relationship between fractions, When transferring meaning into symbols learners: When constructing meaning learners: • Collect, display and interpret data in graph form • Understand the common language used to describe decimals and percentages • Model addition, subtraction, multiplication and diviWhen applying with understanding learners: shapes • Design a survey and systematically collect, record, sion of fractions and decimals. When transferring meaning into symbols learners: • Analyze, describe, classify and visualize 2D (includorganize and display the data in graph form When transferring meaning into symbols learners: • Convert improper fractions to mixed numbers and ing circles, triangles and quadrilaterals) and 3D vice versa shapes, using geometric vocabulary • Simplify fractions in mental and written form When applying with understanding learners: • Read, write, compare and order decimal fractions (to • Use geometric vocabulary when describing shape thousandths or beyond), and percentages and space in mathematical situations and beyond • Convert between fractions, decimals and percentages. When applying with understanding learners: • Convert improper fractions to mixed numbers and vice versa in real-life situations • Simplify fractions in computation answers • Use fractions, decimals and percentages interchangeably in real life situations • Select and use an appropriate sequence of operations to solve word problems • Select an efficient method for solving a problem: mental estimation, mental computation, written algorithms, by using a calculator • Use strategies to evaluate the reasonableness of answers • Use mental and written strategies for adding, subtracting, multiplying and dividing fractions and decimals in real-life situations • Estimate and make approximations in real-life situations involving fractions, decimals and percentages
Measurement Conceptual Understandings: • Conversion of units and measurements allows us to make sense of the world we live in Learning outcomes When constructing meaning learners: • Understand unit conversions within measurement systems (metric or customary) When transferring meaning into symbols learners: • Carry out simple unit conversions within a system of measurement (metric or customary) When applying with understanding learners: • Select and use appropriate units of measurement to solve problems in real-life situations
Number Data Handling Conceptual understandings: Conceptual understandings: • Fractions, decimal fractions and percentages are • Probability can be represented on a scale between ways of representing whole-part relationships 0–1 or 0%–100% • For fractional and decimal computation, the ideas • The probability of an event can be predicted theodeveloped for whole-number computation can apply retically Learning outcomes Learning outcomes When constructing meaning learners: When constructing meaning learners: • Understand the relationship between fractions, • Understand that probability can be expressed in decimals and percentages scale (0–1) or percent (0%–100%) • Model addition, subtraction, multiplication and divi- • Understand the difference between experimental sion of fractions and decimals and theoretical probability When transferring meaning into symbols learners: When transferring meaning into symbols learners: • Convert improper fractions to mixed numbers and • Express probabilities using scale (0–1) or percent vice versa (0%–100%) • Simplify fractions in mental and written form When applying with understanding learners: • Read, write, compare and order decimal fractions (to • Determine the theoretical probability of an event and thousandths or beyond), and percentages explain why it might differ from experimental prob• Convert between fractions, decimals and percentability ages. When applying with understanding learners: • Convert improper fractions to mixed numbers and vice versa in real-life situations • Simplify fractions in computation answers • Use fractions, decimals and percentages interchangeably in real life situations • Select and use an appropriate sequence of operations to solve word problems • Select an efficient method for solving a problem: mental estimation, mental computation, written algorithms, by using a calculator • Use strategies to evaluate the reasonableness of answers • Use mental and written strategies for adding, subtracting, multiplying and dividing fractions and decimals in real-life situations • Estimate and make approximations in real-life situations involving fractions, decimals and percentages
Number Conceptual understandings: • The base 10 place value system extends infinitely in two directions Learning outcomes When constructing meaning learners: • Model numbers to millions or beyond • Using the base 10 place value system • Model integers in appropriate contexts When transferring meaning into symbols learners: • Read, write, compare and order whole numbers up to millions or beyond • Read and write integers in appropriate contexts
Pattern and Function Conceptual understanding: • Exponential notation is a powerful way to express repeated products of the same number • A square root of a number is a value that can be multiplied by itself to give the original number Learning outcomes When constructing meaning learners: • Understand exponents as repeated multiplication • Understand the inverse relationship between exponents and roots When transferring meaning into symbols learners: • Represent the rule of a pattern by using a function • Analyze pattern and function using words, tables and graphs, and, when possible, symbolic rules When applying with understanding learners: • Select appropriate methods to analyze patterns and identify rules • Use functions to solve problems
Pattern and Function Conceptual understanding: • Patterns can often be generalized using algebraic expressions, equations or functions Learning outcomes When constructing meaning learners: • Understand that patterns can be generalized by a rule When transferring meaning into symbols learners: • Represent the rule of a pattern by using a function When applying with understanding learners: • Select appropriate methods to analyze patterns and identify rules
When applying with understanding learners: • Use whole numbers up to millions or beyond in reallife situations • Use integers in real-life situations
PROGRAMME OVERVIEW – 2012/2013 Grade 6
Number Conceptual understanding: • Ratios are a comparison of two numbers or quantities. Learning outcomes When constructing meaning learners: • Model ratios When transferring meaning into symbols learners: • Read and write ratios When applying with understanding learners: • Use ratios in real-life situations
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human LITERACY Transdisciplinary
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
4. 21 Jan – 8 March
6. 6 May – 7 June
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Written Language - reading Written Language - reading Written Language - reading Written Language - reading Conceptual Understanding: Conceptual Understanding: Conceptual Understanding: Conceptual Understanding: • Reading opens our minds to multiple perspectives • Reading and thinking work together to enable us to • Identifying the main ideas in the text helps us to • Synthesizing ideas and information from texts leads and helps us to understand how people think, feel make meaning understand what is important to new ideas and understanding • Checking, rereading and correcting our own reading • Knowing what we aim to achieve helps us to select Learning Outcomes: and act • Consistently and confidently use a range of reLearning Outcomes: as we go enables us to read new and more complex useful reference material to conduct research • Make inferences and be able to justify them texts Learning Outcomes: sources to find information and support their inquir• Identify and describe elements of a story ie., charac- • Synthesizing ideas and information from texts leads • Read a wide range of texts confidently, independies ters to new ideas and understandings ently and with understanding Visual Language – viewing and presenting • Participate in collaborative learning, considering • Knowing what we aim to achieve helps us to select • Work in cooperative groups to locate and select Contextual Understanding: • Visual texts can expand our database of sources of multiple perspectives and working with peers to couseful reference material to conduct research texts appropriate to purpose and audience • Reading opens our minds to multiple perspectives • Use reference books, dictionaries and computer and construct new understanding information • Understand and respond to ideas, feelings and and helps us to understand how people think, feel web-based applications with increasing independ- Written Language - writing (Writing to Explain) attitudes expressed in various texts, showing empaand act ence and responsibility Conceptual Understanding: • Know how to skim and scan text to decide whether • We learn about ourselves, others and the world thy for characters Learning Outcomes: • Distinguish between fiction and non-fiction and Written Language – writing (Writing to Inquire) they will be useful, before attempting to read in detail through speaking and listening, reading, and writing • As part of the inquiry process, work cooperatively Conceptual Understandings: select books appropriate to specific purposes Learning Outcomes: • Being a writer requires you to be responsible • Read a wide range of texts confidently, independwith others to access, read, interpret and evaluate a • Locate, organize, synthesize and present written • We can learn about ourselves, others and the world ently and with understanding range of source materials information obtained from a variety of valid sources • Work in cooperative groups to locate and select • Identify relevant, reliable and useful information and • Use appropriate paragraphing to organize ideas through writing texts that inquire. • Use subject-specific vocabulary correctly Learning Outcomes: texts appropriate to purpose and audience decide on appropriate ways to use it • Sort and classify information for writing in a variety • Use reference books, dictionaries, and computer • Use a range of subject specific vocabulary and Visual Language - viewing and presenting: of ways to view information from different perspecand web-based applications with increasing inde- Conceptual Understanding: relevant supporting details to convey meaning • Individuals respond differently to visual texts, actives and make connections between ideas pendence and responsibility Oral Language - speaking and listening: • Know how to skim and scan texts to decide whether cording to their previous experiences, preferences Conceptual Understanding: Oral Language - speaking and listening • People draw on what they already know in order to Conceptual Understanding: they will be useful, before attempting to read in and perspectives • Listeners identify key ideas in spoken language and detail infer new meaning from what they hear • Knowing about the techniques used in visual texts synthesize them to create their own understanding • As part of the inquiry process, work cooperatively Learning Outcomes: helps us to interpret presentations and create our • People draw on what they already know in order to with others to access, read, interpret, and evaluate a • Participate appropriately as a listener and speaker, own visual effects infer new meaning from what they hear range of source materials in discussions, conversations, debates and group • Identify relevant, reliable and useful information and • Synthesizing information from visual texts is deLearning Outcomes: presentations • Use register, tone, voice level and intonation to decide on appropriate ways to use it pendent upon personal interpretation and leads to • Infer meanings; draw conclusions and make judg• Make inferences and be able to justify them enhance meaning new understanding • Participate appropriately as listener & speaker in • Access information from a variety of texts both in ments about oral presentations • Visual texts have the power to influence thinking discussions, conversations, class presentations print and online Visual Language - viewing and presenting and behavior • Listen for a specific purpose in a variety of situa• Participate in collaborative learning, considering Conceptual Understanding: tions multiple perspectives and working with peers to co- • Interpreting visual texts involves making an informed • Synthesizing information from visual texts is dejudgment about the intentions of the message • Generate, develop and modify ideas and opinions construct new understanding pendant upon personal interpretation and leads to Learning Outcomes: through discussion Written Language – writing new understanding • Listen and respond appropriately to instructions, • Identify factors that influence personal reactions to Conceptual Understanding: Learning Outcomes: • We learn about ourselves, others and the world questions and explanations visual texts; design visual texts with the intention of • View and critically analyze a range of visual texts, Visual Language - viewing and presenting through speaking and listening, reading and writing influencing the way people think and feel communicating understanding through oral, written • We write in different ways for different purposes Conceptual Understanding: • Apply knowledge of presentation techniques in • Visual texts have the power to influence thinking Learning Outcomes: and visual media original and innovative ways; explain their own ideas • Gather information to support ideas for writing, and behavior for achieving desired effects Learning Outcomes: using a variety of strategies and a range of print and • Show how body language, e.g., facial expression, • Interpret visual cues in order to analyze and make electronic sources gesture and movement, posture and orientation, eye • Use subject-specific vocabulary inferences about the intention of the message contact and touch, can be used to achieve effects • Determine whether ideas and information gathered • Design posters and charts using shapes, colours, and influence meaning are relevant, appropriate and adequate for the pursymbols, layout and fonts, to achieve particular • Interpret visual cues in order to analyze and make pose and do more research if necessary effects; explain how the desired effect is achieved • Sort and classify information for writing in a variety inferences about the intention of the message of ways to view information from different perspec- • Prepare, individually or in collaboration, visual presentations using a range of media, including comtives and make connections between ideas • Use editing, proofreading, and publishing skills and puter and web-based applications strategies, and knowledge of language conventions, • Realize that individuals interpret visual information to correct errors, refine expression, and present their according to their personal experiences and differwork effectively ent perspectives • Represent their learning in a way that is meaningful • Apply knowledge of presentation techniques in to them original and innovative ways; explain their own ideas • Report their thinking and understanding to others for achieving desired effects • Take responsibility for their own learning and de• Discuss and explain visual images and effects using velop independent work habits appropriate terminology • Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way • Reflect on ways in which understanding the intention of a visual message can influence personal responses • Identify intended audience and purpose of a visual presentation
Written Language - writing: Written Language - reading Conceptual Understanding: Conceptual Understanding: • We write in different ways for different purposes • Synthesizing ideas and information from texts leads Learning Outcomes: to new ideas and understanding • Identify the topic, purpose, and audience for a • Reading opens our minds to multiple perspectives variety of writing forms and helps us to understand how people think, feel • Gather information to support ideas for writing, and act using a variety of strategies and a range of print and Learning Outcomes: • Read a wide range of texts confidently, independelectronic resources • Sort and classify information for their writing in a ently and with understanding variety of ways that allow them to view information • Work in groups to locate and select texts approprifrom different perspectives and make connections ate to purpose and audience • Use the internet responsibly and knowledgeably, between ideas Oral Language - speaking and listening: appreciating its uses and limitations Conceptual Understanding: Written Language – writing (Writing to Explain) • Spoken language can be used to persuade and Conceptual Understanding: • Synthesizing ideas enables us to build on what we influence people know, reflect on different perspectives, and express Learning Outcomes: new ideas. • Paraphrase and summarize when communicating Learning Outcomes: orally • Locate, organize, synthesize and present written • Appreciate that people speak and respond accordinformation obtained from a variety of valid sources ing to personal and cultural perspectives • Use a range of vocabulary and relevant supporting • Reflect on communication to monitor and assess details to convey meaning Oral Language - speaking and listening: their own learning Conceptual Understanding: Visual Language - viewing and presenting: • Spoken language can be used to persuade and Conceptual Understanding: influence people • Individuals respond differently to visual texts, according to their previous experiences, preferences Learning Outcomes: and perspectives • Use speech responsibly to inform, entertain and Learning Outcomes: influence others • Realize that cultural influences affect the way we • Use register, tone, voice level and intonation to respond to visual effects and explain how this afenhance meaning fects our interpretation, for example, the use of Visual Language - viewing and presenting: particular colours or symbols Conceptual Understanding: • Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects Learning Outcomes: • Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
PROGRAMME OVERVIEW – 2012/2013 Grade 6
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human LITERACY Transdisciplinary
PROGRAMME OVERVIEW – 2012/2013 Grade 6
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Oral Language - speaking and listening Oral Language - speaking and listening Conceptual Understanding: Conceptual Understanding: • Taking time to reflect on what we hear and say helps • Thinking about the perspective of our audience us to make informed judgments and form new opinhelps us to communicate more effectively and apions propriately • Thinking about the perspective of our audience • Metaphorical language creates strong visual images helps us to communicate more effectively and apin our imaginations propriately • Spoken language can be used to persuade and influence people Learning Outcomes: • Listen appreciatively and responsively, presenting their own point of view and respecting the views of others • Generate, develop and modify ideas and opinions through discussion • Organize thoughts and feelings before speaking • Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context • Use oral language appropriately, confidently and with increasing accuracy • Argue persuasively and justify a point of view • Show open-minded attitudes when listening to other points of view • Paraphrase and summarize when communicating orally • Use oral language to formulate and communicate possibilities and theories • Use speech responsibly to inform and influence others Visual Language - viewing and presenting Conceptual Understanding: • To enhance learning we need to be efficient and constructive users of the internet • Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects Learning Outcomes: • Design posters and charts using shapes, colors, symbols, layout and fonts to achieve particular effects; explain how desired effect is achieved • Prepare individually or in collaboration, visual presentations using a range of media inc. computer and web based applications • Experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects • Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss effects used and how they might influence the audience • Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel • Analyze and interpret the ways in which visual effects are used to establish context • Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human Stand Alone
Written Language – writing (Writing to Inquire) Conceptual Understanding: • Through the process of planning, drafting, editing and revising, our writing improves over time Learning Outcomes: • Use appropriate organizational frameworks and correct language features when writing to inquire • Write to meet a specific purpose • Use editing, proofreading, publishing skills & strategies and knowledge of language conventions to correct, refine and present effectively • Use written language as a means of reflecting on their own writing • Reflect on and identify strengths as a writer, areas for improvement and strategies found most helpful through each part of the writing process: planning, drafting, conferring, refining, publishing
CHINESE MHL
Written Language - reading: • Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles • Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters recognize the author’s purpose, for example, to inform, entertain, persuade, instruct Written Language - writing: • Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing; • Recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration Oral Language – listening and speaking: • Listen appreciatively and responsively, presenting their own point of view and respecting the views of others Visual Language - viewing and presenting: • Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently
(Near Native/ Language A) Transdisciplinary
PROGRAMME OVERVIEW – 2012/2013 Grade 6
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment Written Language - reading Conceptual Understanding: • Effective stories a have structure, purpose and sequence of events that help make the author’s intention clear Learning Outcomes: • Identify and describe elements of a story – plot, setting, characters, and theme – and explain how they contribute to its effectiveness. • Appreciate authors’ use of language and interpret meaning beyond the literal • Understand that authors use words and literary devices to evoke mental images • Recognize and understand figurative language Written Language – writing (Writing to Entertain) Conceptual Understanding: • Meaning-making through writing is a constructive and creative process Learning Outcomes • Establish a distinctive voice in their writing appropriate to the subject • Use some vivid and/or figurative language and innovative expressions to enhance interest • Produce pieces of published work to meet identified criteria based on the expectations • Create complex sentences by combining phrases, clauses, and/or simple sentences • Identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on supporting details • Confirm spellings and word meanings or word choices using a variety of resources appropriate for the purpose • Use punctuation appropriately to communicate their intended meaning in longer and more complex sentences, with a focus on the use of commas to separate words in a list or after an introductory word or phrase, quotation marks in dialogue, and some uses of the colon, semi-colon, and brackets
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Written Language - reading Conceptual Understanding: • Authors structure stories around significant themes • Effective stories have a structure, purpose and sequence of events that help make the author’s intention clear Learning Outcomes: • Identify genre ad explain elements and literary forms that are associated with different genres • Appreciate authors’ use of language and interpret meaning beyond the literal • Understand that authors use words and literary devices to evoke mental images • Recognize and understand figurative language • Make inferences and be able to justify them • Identify and describe elements of a story • Compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
Stand Alone
Written Language - reading: • As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials • Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility • Understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome Written Language - writing: • Use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing • Write independently and with confidence, showing the development of their own voice and style • Use written language as a means of reflecting on their own learning Oral Language – listening and speaking: • Listen and respond appropriately to instructions, questions and explanations • Paraphrase and summarize when communicating orally • Reflect on communication to monitor and assess their own learning Visual Language - viewing and presenting: • View and critically analyze a range of visual texts, communicating understanding through oral, written and visual media • Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications • Examine and analyze text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
CHINESE MSL/ MFL
Written Language - reading: • Understand the reading materials and be able to answer related questions • Read and recognize target characters Written Language - writing: • Writing to instruct: procedural writing • Write target characters and phrases Oral Language – listening and speaking: • Formulate questions and develop a dialogue • Use oral language to share experiences, information about communicate classroom activities and for role play • Use target structures to express one self correctly Visual Language - viewing and presenting: • Attend to visual information showing understanding through discussion, role play and illustrations • Use a variety of implements to practice and develop handwriting and presentation skills
(Non Native/ Language B)
Stand Alone
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Written Language - reading: (ongoing) • Read and understand the meaning of self-selected and teacher selected texts at an appropriate level • Use meaning, visual, contextual and memory cues, or Chinese characters when it is necessary • Make connections between personal experience and storybook characters • Instantly recognize and increasing bank of high frequency and high interest words, characters or symbols Written Language - writing: (ongoing) • Read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged • Create illustrations to match their own written text • Write to communicate a message to a particular audience, for example, a fantasy story • Get to know the format of letter • Participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions Oral Language – listening and speaking: (ongoing) • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Use language to address their needs, express feelings and opinions • Ask questions to gain information and respond to inquiries directed to themselves or to the class; • Show an understanding of pragmatic rules and cultural standard of Chinese • Apply the skills of the pronunciation rules to spell words correctly and support reading Visual Language - viewing and presenting: (ongoing) • Use body language in mime and role play to communicate ideas and feelings visually • Connect visual information with their own experiences to construct their own meaning • View different versions of the same story and discuss the effectiveness of the different ways of telling the story • Use a variety of implements to practice and develop handwriting and presentation skills
PROGRAMME OVERVIEW – 2012/2013 Grade 6
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human
5. 7-18 Jan, 11 March – 3 May
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
FRENCH
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Oral Language - speaking and listening: • Listen attentively and speak appropriately in small and large group interactions • Use language to explain, inquire and compare • Identify and expand on main ideas in familiar oral texts • Listen and respond appropriately to instructions, questions and explanations Visual Language - viewing and presenting • Use body language to communicate and to convey understanding, eg., pointing, gesturing, facial expressions • Use actions and body language to reinforce and add meaning to oral presentations Written Language - reading: • Show curiosity and ask questions about pictures or text • Select and reread favourite texts for enjoyment Written Language - writing: • Show curiosity and ask questions about written language • Show an awareness of sound-symbol relationships and begin to recognize the way that some familiar sounds can be recorded
Transdisciplinary
Stand Alone
2. 3 Oct - 16 Nov
Oral Language – listening and speaking Oral Language - speaking and listening: • Understand simple questions and respond with • Ask questions to gain information and respond to actions or words inquiries directed to themselves or to the class • Listen to and enjoy stories read aloud; show under- • Listen attentively and speak appropriately in small standing by responding in oral, written or visual form and large group interactions • Follow classroom instructions, showing understand- • Use language to explain, inquire and compare • Identify and expand on main ideas in familiar oral ing • Ask questions to gain information and respond to texts • Organize thoughts and feelings before speaking inquiries directed to themselves or to the class • Listen attentively and speak appropriately in small • Use oral language appropriately, confidently and and large group interactions with increasing accuracy • Listen and respond appropriately to instructions, • Listen and respond appropriately to instructions, questions and explanations questions and explanations Visual Language - viewing and presenting Visual Language - viewing and presenting: • Observe visual cues that indicate context; show • Observe visual cues that indicate context; show understanding by matching pictures with context understanding by matching pictures with context • Use body language to communicate and to convey • Use body language to communicate and to convey understanding, for example, pointing, gesturing, understanding, for example, pointing, gesturing, facial expressions facial expressions • Observe and discuss illustrations in picture books Written Language - reading: • Enjoy listening to stories and simple reference books, commenting on the • Show curiosity and ask questions about pictures or information being conveyed • Use actions and body language to reinforce and text • Listen attentively and respond to stories add meaning to oral presentations • Show empathy for characters in a story Written Language - reading: • Distinguish between Understand that print is per• Show curiosity and ask questions about pictures or manent, for example, when listening to familiar text • Listen attentively and respond actively to readstories, notices when the reader leaves out or changes parts aloud situations; make predictions, anticipate posWritten Language - writing: sible outcomes • Show curiosity and ask questions about written Written Language - writing: • Show curiosity and ask questions about written language • Show an awareness of sound-symbol relationships language and begin to recognize the way that some familiar • Show an awareness of sound-symbol relationships sounds can be recorded and begin to recognize the way that some familiar sounds can be recorded • Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high –frequency words, highinterest words • Use increasingly accurate grammatical constructs • Proofread their own writing and make some corrections and improvements • Use feedback from teachers and other students to improve their writing • Select vocabulary and supporting details to achieve desired effects • Organize ideas in a logical sequence • Respond to the writing of others sensitively • Use appropriate punctuation to support meaning • Use knowledge of written code patterns to accurately spell high-frequency and familiar words • Check punctuation, variety of sentence starters, spelling, presentation
PROGRAMME OVERVIEW – 2012/2013 Grade 6
Oral Language - speaking and listening: Oral Language - speaking and listening: Oral Language - speaking and listening: • Listen attentively and speak appropriately in small • Ask questions to gain information and respond to • Use language to explain, inquire and compare • Identify and expand on main ideas in familiar oral and large group interactions inquiries directed to themselves or to the class • Participate in a variety of dramatic activities, eg., • Listen attentively and speak appropriately in small texts • Organize thoughts and feelings before speaking role play, puppet theatre, dramatization of familiar and large group interactions • Participate in a variety of dramatic activities, eg., • Use oral language appropriately, confidently and stories and poems • Use language to explain, inquire and compare role play, puppet theatre, dramatization of familiar with increasing accuracy • Identify and expand on main ideas in familiar oral • Listen and respond appropriately to instructions, stories and poems • Use language to explain, inquire and compare texts questions and explanations • Organize thoughts and feelings before speaking • Identify and expand on main ideas in familiar oral • Understand and use figurative language such as • Use oral language appropriately, confidently and texts simile, personification and metaphor • Organize thoughts and feelings before speaking with increasing accuracy Visual Language - viewing and presenting: • Listen and respond appropriately to instructions, • Use oral language appropriately, confidently and • Observe visual cues that indicate context; show questions and explanations with increasing accuracy understanding by matching pictures with context • Listen and respond appropriately to instructions, • Use body language to communicate and to convey Visual Language - viewing and presenting: • Observe visual cues that indicate context; show questions and explanations understanding, for example, pointing, gesturing, understanding by matching pictures with context Visual Language - viewing and presenting facial expressions • Use body language to communicate and to convey • Observe visual cues that indicate context; show • Use actions and body language to reinforce and add understanding, eg., pointing, gesturing, facial exunderstanding by matching pictures with context meaning to oral presentations • Use body language to communicate and to convey Written Language - reading: pressions • Use actions and body language to reinforce and add understanding, eg., pointing, gesturing, facial ex• Listen attentively and respond to stories • books for pleasure and information meaning to oral presentations pressions • Observe and discuss illustrations in picture books • Read texts at an appropriate level, independently, Written Language - reading: • Show curiosity and ask questions about pictures or and simple reference books, commenting on the confidently and with good understanding • Recognize a range of different text types, for examtext information being conveyed • Listen attentively and respond to stories • Use actions and body language to reinforce and add ple, letters, poetry, plays, stories, novels • Listen attentively and respond actively to readmeaning to oral presentations Written Language - writing: • Show curiosity and ask questions about written aloud situations; make predictions, anticipate pos- Written Language - reading: • Show curiosity and ask questions about pictures or sible outcomes language • Develop personal preferences, selecting books for • Use appropriate writing conventions, for example, text • Listen attentively and respond to stories pleasure and information word order, as required • Read texts at an appropriate level, independently, • Select and reread favourite texts for enjoyment • Use familiar aspects of written language with inconfidently and with good understanding Written Language - writing: creasing confidence and accuracy, eg., spelling • Recognize a range of different text types, for exam- • Show curiosity and ask questions about written patterns, words, high-interest words • Use increasingly accurate grammatical constructs ple, letters, poetry, plays, stories, novels, reports, language • Show an awareness of sound-symbol relationships • Write legibly, and in a consistent style articles Written Language - writing: and begin to recognize the way that some familiar • Proofread personal writing and make some correc• Show curiosity and ask questions about written sounds can be recorded tions and improvements • Create illustrations to match their own written text • Use feedback from teachers and other students to language • Use familiar aspects of written language with in• Use appropriate writing conventions, for example, improve writing • Select vocabulary and supporting details to achieve creasing confidence and accuracy, for example, word order, as required by the language spelling patterns, high –frequency words, highdesired effects • Organize ideas in a logical sequence interest words • Proofread their own writing and make some correc• Respond to the writing of others sensitively • Use appropriate punctuation to support meaning tions and improvements • Organize ideas in a logical sequence • Use knowledge of written code patterns to accu• Use appropriate punctuation to support meaning rately spell high-frequency and familiar words • Check punctuation, variety of sentence starters, • Check punctuation, variety of sentence starters, spelling, presentation spelling, presentation
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human PSPE Transdisciplinary
Stand Alone
5. 7-18 Jan, 11 March – 3 May
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
Identity: Identity Conceptual Understanding: Conceptual Understanding: • A person’s identity evolves as a result of many • A person’s self-worth is reinforced and reflected in cultural influences engagement with and or/service to others • Understanding ourselves helps us to understand • Being emotionally aware helps us to manage relaand empathize with others tionships and support each other. • Many different and conflicting cultures influence Learning Outcomes: • Use emotional awareness and personal skills to identity formation • Being emotionally aware helps us to manage relarelate to and help others • Work and learn with increasing independence tionships and support each other Learning Outcomes: Interactions • Identify how their values and beliefs affect the way Conceptual Understandings: they act now and how those of others also impact • An effective group can accomplish more than a set on their actions of individuals • Use understanding of their own emotions to interact • Individuals can experience both intrinsic satisfaction positively with others and personal growth from interactions • Use emotional awareness and personal skills to Learning Outcomes: • Reflect critically on the effectiveness of the group relate to and help others • Analyze how assumptions can lead to misconcepduring and at the end of the process • Work towards a consensus, understanding the need tions • Recognize, analyze and apply different strategies to to negotiate and compromise cope with adversity • Identify causal relationships and understand how they impact on the experience of individuals and groups Active Living: • Understand the interdependence of factors that can affect health and wellbeing. Interactions: Conceptual Understanding • Behavior can be modified by applying deliberate strategies Learning Outcomes: • Behavior can be modified by applying deliberate strategies • Independently use different strategies to resolve conflict • Identify strategies to resolve conflict. Active Living: • Reflect and act upon their preferences for physical activities in leisure time • Understand the interdependence of factors that can affect health and wellbeing • Identify realistic goals and strategies to improve personal fitness • Exhibit effective decision-making processes in the application of skills during physical activity • Recognise the importance of moderation in relation to safe personal behaviour
PROGRAMME OVERVIEW – 2012/2013 Grade 6
2. 3 Oct - 16 Nov
Identity: Identity: Conceptual Understanding: Conceptual Understanding: • Embracing and developing optimism helps us to • Increasing our self reliance and persisting with tasks have confidence in ourselves independently support our efforts to be more • Increasing our self reliance and persisting with tasks autonomous • Learning Outcomes: independently support our efforts to be more autonomous Motivate self intrinsically and behaving in a positive Learning Outcomes: manner • Motivate self intrinsically and behaving in a positive • Recognize personal qualities, strengths and limitamanner tions • Recognize personal qualities, strengths and limita- • Individuals can extend and challenge their undertions standing by engaging with the ideas and perspecActive Living: tives of others • Introduce greater complexity and refine movements to improve the quality of a movement sequence. Interactions: Conceptual Understandings: • An effective team capitalizes on the knowledge and strength of its individual members • Individuals can extend and challenge their understanding by engaging with the ideas and perspective of others Learning Outcomes • Reflect on shared and collaborative performance • Discuss ideas and ask questions to clarify meaning • Build on previous experiences to build on group performance
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Identity: Conceptual Understanding • Coping with situations of challenge and adversity develops our resilience • Consistently demonstrate enthusiasm and confidence when working to achieve goals Learning Outcomes: • Recognize, analyze, apply different strategies to cope with adversity Active Living: • Understand the interdependence of factors that can affect health and wellbeing. • Identify realistic goals and strategies to improve personal fitness.
Interactions: Conceptual Understanding: • Behavior can be modified by applying deliberate strategies • Communities and societies have their own norms, rules and regulations Learning Outcomes: • Reflect on the perspectives and ideas of others • Discuss ideas and ask questions to clarify meaning
Active Living: Active Living Active Living Active Living • Identify realistic goals and strategies to improve • Identify realistic goals and strategies to improve • Identify realistic goals and strategies to improve • Reflect and act upon their preferences for physical personal fitness personal fitness personal fitness activities in leisure time. • Exhibit effective decision-making processes in the • Exhibit effective decision-making processes in the • Exhibit effective decision-making processes in the • Understand the interdependence of factors that can application of skills during physical activity application of skills during physical activity application of skills during physical activity affect health and wellbeing • Introduce greater complexity and refine movements • Introduce greater complexity and refine movements • Introduce greater complexity and refine movements • Identify realistic goals and strategies to improve to improve the quality of a movement sequence to improve the quality of a movement sequence to improve the quality of a movement sequence personal fitness • Recognize the importance of moderation in relation • Recognize the importance of moderation in relation • Recognize the importance of moderation in relation • Exhibit effective decision-making processes in the to safe personal behaviour to safe personal behaviour to safe personal behaviour application of skills during physical activity • Recognize the importance of moderation in relation Identity: Identity: Identity: • Recognize, analyse and apply different strategies to • Recognize, analyse and apply different strategies to • Recognize, analyse and apply different strategies to to safe personal behaviour cope with adversity cope with adversity cope with adversity Identity: • Embrace a strong sense of self-efficacy that en• Use emotional awareness and personal skills to • Use emotional awareness and personal skills to • Recognize, analyse and apply different strategies to hances their accomplishments, attitudes and perrelate to and help others relate to and help others cope with adversity • Embrace a strong sense of self-efficacy that en• Embrace a strong sense of self-efficacy that en• Use emotional awareness and personal skills to sonal wellbeing hances their accomplishments, attitudes and perhances their accomplishments, attitudes and perrelate to and help others sonal wellbeing sonal wellbeing Interactions: • Build on previous experiences to improve group Interactions: Interactions: • Build on previous experiences to improve group • Build on previous experiences to improve group performance • Independently use different strategies to resolve performance performance • Independently use different strategies to resolve • Independently use different strategies to resolve conflict • Work towards a consensus, understanding the need conflict conflict • Work towards a consensus, understanding the need • Work towards a consensus, understanding the need to negotiate and compromise • Identify strategies to resolve conflict to negotiate and compromise to negotiate and compromise • Identify strategies to resolve conflict • Identify strategies to resolve conflict Interactions: • Build on previous experiences to improve group performance • Independently use different strategies to resolve conflict • Work towards a consensus, understanding the need to negotiate and compromise • Identify strategies to resolve conflict
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1. 27 Aug – 28 Sept Transdisciplinary Who We Are THEME An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human THE ARTS Transdisciplinary
5. 7-18 Jan, 11 March – 3 May
2. 3 Oct - 16 Nov
3. 19 Nov – 19 Dec
Where We Are in Place and Time How We Express Ourselves How the World Works An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natujourneys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; nectedness of individuals and civilizathe aesthetic the impact of scientific and technologitions, from local and global perspeccal advances on society and on the entives vironment
Drama Conceptual Understanding: • Arts have the power to influence thinking and behaviour Learning Outcomes: • Create a devised or scripted performance for a particular audience and purpose • Express their unique values through a dramatic form • Recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons Visual Conceptual Understanding: • The arts provide us with multiple perspectives • We can explore our personal interests, beliefs and values through arts Learning Outcomes: • Utilize a broad range of ways to make meaning • Select, research and develop an idea or theme for an artwork • Use a personal value as the starting point to creating a work of art • Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities
4. 21 Jan – 8 March
6. 6 May – 7 June
How We Organize Ourselves Sharing the Planet An inquiry into the inter-connectedness An inquiry into rights and responsibiliof human-made systems and communi- ties in the struggle to share finite reties; the structure and function of orsources with other people and other ganizations; societal decision making; living things; communities and the relaeconomic activities and their impact on tionships within and between them; humankind and the environment access to equal opportunities
Drama Visual Visual Responding Conceptual Understanding: Enduring Understanding: • People communicate across cultures, places and • We act on the responses to our artwork to inform Conceptual Understanding: • People explore issues, beliefs and values through times through the arts and challenge our artistic development arts Learning Outcomes: Learning Outcomes: • There are different kinds of audiences responding to • Explain the cultural and historical perspectives of an • Understand the role and relevance of visual arts in different arts artwork society • The arts provide us with multiple perspectives • Select, research and develop an idea or theme for • We reflect and act on the responses to our creative an artwork work Learning Outcomes: • Consider the composition of an audience when preparing an effective formal/informal presentation • Understand the role and relevance of drama in their own society through exposure to a variety of performers and their perspectives • Use responses to drama to adapt and improve work, considering the original intention Creating Conceptual Understanding: • We reflect and act on the responses to our creative work • Arts provide opportunities to explore our creative potential and engage in a personal artistic journey Learning Outcomes: • Identify and develop the personal and related skills encountered through the drama experience • Make artistic choices about role, situation and context Visual Conceptual Understanding: • The arts provide us with multiple perspectives Learning Outcomes: • Critique and make informed judgments about artworks considering the original intention • Adjust and refine their creative process in response to constructive criticism
Drama Conceptual Understanding: • Show an awareness of audience and adapt performances accordingly • Consider the advice and feedback of others as an essential part of the Learning Outcomes: • Show an awareness of audience and adapt performances accordingly • Consider the advice and feedback of others as an essential part of the creative process • Explore writing for performance Visual Conceptual Understanding: • We use what we know to interpret arts and deepen our understanding of ourselves and the world around us • We reflect and act on the responses to our creative work
Music Sing/play individually and in harmony Interpret and explain the cultural and/or historical perspectives of a musical composition Modify their practices and/or compositions based on audience responses Explore different artistic presentations that are/were innovative and their implications Create music that will be continually refined after being shared with others Read and write music in traditional and/or non-traditional notation
PROGRAMME OVERVIEW – 2012/2013 Grade 6
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