Grade 6 Curriculum Guide 2021-2022 by Raha International School

The International Baccalaureate Middle Years Programme

Raha International School Grade 6 Curriculum Guide 2021-2022

Welcome to the first year of the Middle Years Programme! For those familiar with the Primary Years Programme, you will be pleased to know that we have come a long way in our quest to smooth the transition between the two programmes. Therefore, although the more formal academic structures are a new challenge for Grade 6 students, some of the subject areas incorporate prior learning from the Units of Inquiry in the PYP. Kindly refer to the MYP introduction video as well as subject-specific videos which are all located in the MYP section of the Secondary webpage: https://www.ris.ae/ourcommunity/the-secondary-school/myp

Lines of communication In the MYP we use ManageBac as the primary source of information sharing, with students as well as parents. Microsoft Teams has become the main teaching and messaging platform, with ManageBac being used primarily for communications about assessments, and the destination for uploading assessment tasks. Please ensure that you log in on a regular basis, and also ask your child to show you how they navigate the platform. From time to time you may receive emails from your child’s teachers. Feel free to contact your child’s subject teachers if you have any questions, or the Head of Faculty if deemed necessary. The Heads of Grade should only be contacted about nonacademic issues, as far as possible.

Parent conferences and reporting periods In the MYP we operate on a two semester system, with interim reports half-way through each semester. Due to the continuous flow of information about assessments on ManageBac there are no individualised narratives in any of the reporting periods. Rather, the focus is on ATL skills as well as current academic standing in each subject area. The Interim 1 (November) and Semester 1 (February) reports are closely followed by the three-way conferences so that improvement plans can be agreed on in preparation for the next reporting period. Interim 2 reports (Grades 9 & 10 only) are released in the first week of May, with end of year (Semester 2) reports available during the final week of school. Full details are found in the MYP video as well as the Assessment & Reporting Policy.

Aspects of Teaching and Learning in the MYP The units of study are regularly updated to include the most relevant, up-to-date concepts, content and teaching strategies, resulting in the highest possible quality of teaching and learning. Teaching and learning in the MYP is conceptual, contextual and skills-focused. We embrace the principles of the metacognitive regulation cycle (see the image below). For additional information about metacognition in the MYP, the

MYP Decoded podcast has two episodes dedicated to this topic: Apple Podcasts or Spotify

The Transdisciplinary Themes in the PYP map onto the Global Contexts in the MYP, for example: PYP Transdisciplinary Theme

MYP Global Context

Who we are

Identities and relationships

Where we are in place and time

Orientation in space and time

How we express ourselves

Personal and cultural expression

In the MYP there are six Global Contexts. These form the foundation of any unit of study in the MYP and students will have opportunities to experience all the global contexts during their time in the MYP.

Key Concepts In addition to the Global Contexts, units of study are framed using Key and Related Concepts. Students will explore the 16 Key Concepts (in the table) during each year of the MYP, across the eight subject groups. The Related Concepts are subject-specific.

Approaches to Learning (ATL) skills are mapped onto the assessment criteria strands in the MYP curriculum, and additional unit-specific and core skills are developed throughout the year. ATL skills are a feature of all three IB programmes, but the 10 clusters are a unique MYP feature. Will students be ready for the challenge of the Diploma Programme? Published statistics from the past few years have shown clearly that students progressing from the MYP to the Diploma Programme perform better than students entering the DP from other curriculums. In addition, our DP results at Raha have been consistently far superior to the World Average. Here is a recent article outlining the positive impact of the MYP.

There are also certain non-MYP requirements in the UAE: All students study Moral Education and Social Studies (up to G9). Native Arabic language speakers study Social Studies in Arabic, as well as Islamic Studies (if Muslim). Non-native Arabic speakers study Social Studies in English, and if an Islamic student they take Islamic Studies in English.

What is Service as Action? Helping society starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society.

Service as Action Requirements Grade 6 ▪ Complete the necessary Curriculum Cycle in Science (Ecosystems). ▪ Encouraged to complete some activities throughout the year. Grades 7 & 8 ▪ Complete the necessary Curriculum Cycles: o Grade 7 – Humanities (UN Symposium); o Grade 8 – Maths (Statistics: Global Issues). ▪ Encouraged to complete some activities throughout the years. ▪ Meet 5 of the 7 learning outcomes by the end of Grade 8. ▪ A Full Cycle Service as Action Activity looks like this:

Grades 9 & 10 ▪ 2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10: o One FULL Cycle in Grade 9; o One FULL Cycle in Grade 10. ▪ All Learning Outcomes met by the end of Grade 10. ▪ Do different activities that you don’t Investigate & Plan yourself.

Quick reference guide to MYP assessment • • •

• •

Each subject is assessed using four criteria (A, B, C and D). Each criterion carries a maximum score of 8. For each reporting period (apart from Interim 1), teachers will make a decision as to the ‘best fit’ score for each of the four criteria. No averages are used in the MYP. The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject. Conversions: 28-32 (7), 24-27 (6), 19-23 (5), 15-18 (4), 10-14 (3), 6-9 (2), 1-5 (1).

Course Overviews In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence: • •

• •

• • • • •

A short description of the year ahead. The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject. The title of the unit. The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content). The Global context. The Key concepts (from the 16 options on page 2). The Related concepts (from the list of subjectspecific concepts in an IB-provided list). The criteria which will be assessed (from A, B, C, D). The learning experiences (content/objectives of the unit).

Language and Literature: A- Analysing C- Producing Text

B- Organising D- Using Language

English Students will begin their first year of Language and Literature by studying the novel Boy by Roald Dahl in the unit “Who Am I?”. Throughout this unit, students will examine different examples of biographical writing and produce an autobiography of their own. Following this, students will study the novel Skellig and create a simplified essay that analyses the relationship between character, conflict and theme. In Semester Two, students will examine myths as a part of their unit “Myths and Legends”.This unit culminates in an interdisciplinary inquiry project with the Humanities department in which students will produce a feature article on a myth of their choosing. The final unit of the year, “The Gothic, the Bad and the Creepy”, explores the concept of genre by examining various gothic texts and key stylistic elements. Students will create their own gothic story that follows these conventions and present it to their peers. The learning experiences listed below are an example of the types of activities which may be taught in each respective unit. However, each teacher will carefully plan a variety of

learning activities for their specific class based on the UDL (Universal Design for Learning) model of providing multiple means of engagement, representation and expression. The selection of learning experiences will be based on the unique strengths and challenges of each class. ATL SKILLS Communication Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a) Ai: use intercultural understanding to interpret communication (1.1b) Aii: analyse the effects of the creator’s choices on an audience (1.2d) Bi: employ organizational structures that serve the context and intention (1.2e) Ci: Use a variety of media to communicate with a range of audiences (1.1c) Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e) Ciii: select relevant details and examples to develop ideas. (1.2d) Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d) Dii: write and speak in a register and style that serve the context and intention (1.2e) Diii: use correct grammar, syntax and punctuation (1.2e) Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e) 6

Dv: use appropriate non-verbal communication techniques. (1.1c) Dv: Interpret and use effective modes of non-verbal communication (1.1d) Research Skills Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d) Thinking Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a) Aiii: justify opinions and ideas, using examples, explanations and terminology (8b) Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a) Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b) Ci: produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)

Unit 1: Who Am I? Statement of Inquiry: Authors use their imagination to tell stories about themselves and others using various creative techniques and genre conventions. Global context: Identities and Relationships. Key concept: Creativity. Related Concepts: Character, Genre, Self-expression, Style. Assessed Criteria: B, C, D.

Learning Experiences: • •

• •

• • •

Introductions: students will write two truths and one lie about themselves, to find out who is who and to be creative. Interview - students will learn interview techniques such as open/close-ended questions, firstly by interviewing the teacher, the LA and one member of the wider Raha community, be it a teacher or parent. Mini biography: students will write a mini biography based on their research. Who is...... and what would be her chosen chapter from her autobiography. Guess the teacher inquiry: students will receive random interesting facts about three teachers, students have to ask the right questions to guess the teacher. Autobiography carousel: students will choose two unique types of autobiographies, take notes and share with the class. Writing activity: students will use ISPACE to write an interesting chapter of their life, they will use more advanced and interesting vocabulary. Boy: Students will use the "school" experience in the book and pick out the differences between their school and the one in the book. Discussion on corporal punishment and introduction to debate techniques by using Balloon Debate and Fishbowl Debate Rules

Unit 2: A Change Will Do You Good Statement of Inquiry: Authors teach moral lessons through a character's changing point of view, showing the impact of their interpersonal relationships, attitudes, and motivations. Global Contexts: Identities and Relationships. Key concepts: Connections, Perspective. Related Concepts: Character, Point of view, Theme. Assessed Criteria: A, B, D.

Learning Experiences: •

• • • • •

Monster provocation: students will research the concept or notion of the "monster" and share their findings in a carousel with specific attention to overlapping/ common characteristics. Reading for inference: students will infer or deduce from the book, note take and share notes. Illustration: students will listen to an audio dictation, of a description of a monster, draw what they hear exactly and share results with their group and class. Narrative structure: students will illustrate a plot diagram of the novel. Individual character development chart: students will create charts of character development throughout the novel. Conceptualizing setting: students will read and draw of the key setting of the garage from the novel Skellig. They will post their illustration and reflect on each others creative choices.

•

Debate: students will learn the Fishbowl and Balloon debating techniques. Students will learn the art of debating using PEEL structure. Students will then conduct a debate "Home schooling vs Schooling".

Unit 3: Legacy of the Ancients Statement of Inquiry: Ancient cultures leave a legacy through myths and legends; that legacy reveals their identity, philosophies, and ways of life. Global context: Personal and Cultural Identity. Key concept: Culture. Related Concepts: Context, Genre, Purpose. Assessed Criteria: A, B, D.

Learning Experiences: • Myths and Legends inquiry: students will inquire to different myths and legends from around the world. They will research and share their own country's myths and legends. • Visual learning and creative writing: students will watch the cartoon version of "The Giants Causeway" and assign dialogue to the characters' story, and share their script with the class. • Tableau vivant: students will, in groups, create a Tableau vivant of a scene from their own myth/legend. • Time capsule: throughout the unit, the students will create an online "Time Capsule" as their "Raha Legacy". An actual physical one will be created also, including photos, examples of work, report cards and 8

anything the students would like to have as their "legacy". •

Newpaper article: as part of their interdisciplinary inquiry students will create a newspaper article combining what they have learnt in English and what they have studied in Humanities.

• •

Unit 4: The Gothic, The Bad, and the Creepy Statement of Inquiry: Authors of the Gothic genre explore deep fears by telling scary stories; they manipulate setting, style, and structure to effectively create a frightening mood. Global context: Personal and Cultural Identity. Key concept: Creativity. Related Concepts: Audience, imperatives, Genre, Setting. Assessed Criteria: B, C, D.

•

correct order, and then write the conclusion, while incorporating some assigned Gothic elements, and Figurative Language, Onomatopoeia, Pathetic Fallacy and/or similes/metaphors. Presentations: student groups will present their Gothic Story, either orally or as a Tableau vivant. Viewing and notetaking: students will take notes while watching examples of Gothic trailers to highlight Gothic elements for their own Gothic trailer. Gothic trailers: students will make their own trailer based on their own story, using i-movies and story boarding.

Learning Experiences: • •

•

Gothic genre inquiry: students will individually research the idea/elements of Gothic Literature and share their findings with the class. Critical listening: students will listen to "A Tell Tale Heart" told in Gothic fashion by the teacher and highlight what scared them the most, sounds, tone, darkness - the universal fears. Creative writing: students will write about their own universal fears and compare and contrast with the class. Collaborative inquiry: students are given a jumbled up Gothic story opener, and must write it in the 9

‫‪ATL Skills‬‬ ‫‪Communication Skills‬‬ ‫)‪Ai – Read critically and for comprehension (1.2a‬‬ ‫)‪Ai – Make inferences and draw conclusions (1.2c‬‬ ‫‪Aiii – Use a variety of media to communicate with a range of‬‬ ‫)‪audiences (1.1c‬‬ ‫‪Dii – Use and interpret a range of discipline-specific terms‬‬ ‫)‪and symbols (1.2d‬‬ ‫‪Dii – Interpret and use effectively modes of non-verbal‬‬ ‫)‪communication (1.1d‬‬ ‫)‪Diii – Give and receive meaningful feedback (1.1a‬‬ ‫‪Research Skills‬‬ ‫‪Bii – Understand the impact of media representations and‬‬ ‫)‪modes of presentation (7c‬‬ ‫‪Thinking Skills‬‬ ‫)‪Aiii - Evaluate evidence to formulate an argument (8b‬‬ ‫‪Aiv - Practise induction, deduction, observation, and‬‬ ‫)‪inference (8a‬‬ ‫)‪Bii - Evaluate evidence to formulate an argument (8b‬‬ ‫)‪Ci – Practice visible thinking (9f‬‬

‫القيم ‪Unit 1:‬‬ ‫سوف يتعلم الطالب كيف يخدم ‪Statement of Inquiry:‬‬ ‫مجتمعه ويكون عضوا فاعلا فيه ويحقق أهدافه في االحياة من‬ ‫خلال القييم‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Communication, Creativity.‬‬ ‫‪Related Concepts: Self-expression, Style, Theme.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬ ‫‪10‬‬

‫‪Arabic A‬‬ ‫يتضمن منهاج الصف السادس للغة العربية أربع وحدات دراسية مقسمة طوال‬ ‫‪ :‬العام الدراسي‪ ،‬وهي مرتبة كاآلتي‬

‫الوحدة األولى‪ :‬القيم‬ ‫الوحدة الثانية‪ :‬قصص قصيرة‪ ،‬والسير‬ ‫الوحدة الثالثة‪ :‬نصوص أدبية‬ ‫الوحدة الرابعة‪ :‬رواية أحالم ليبل السعيدة‬ ‫في نهاية كل وحدة يقدم الطلبة تقييمات متنوعة تقيس تقدمهم في مهارات اللغة‪،‬‬ ‫لمقارنتها مع التوقعات حسب منهاج وزارة التربية والتعليم ومنهاج البكالوريا‬ ‫الدولية‪ .‬سيتم التركيز هذا العام على اإلنتاج الكتابي والشفوي لدى الطالب من‬ ‫خالل توظيف مجموعة من المهارات اللغوية منها‪ :‬التحليل األدبي للنصوص‪،‬‬ ‫كتابة السيرة الذاتية والغيرية‪ ،‬المقال‪ ،‬وكتابة قصة قصيرة‪ ،‬عامود صحفي‪،‬‬ ‫والتعليق على بعض القضايا المعاصرة‪ ،‬التحدث والخطابة من خالل العروض‬ ‫التقديمية‪ ،‬كما سيتم التركيز على المهارات اللغوية والنحوية واإلمالئية‬ ‫والبالغة‪ .‬بالنسبة لألدب العربي سيكلف الطلبة بقراءة وتحليل مجموعة من‬ ‫األعمال األدبية المتنوعة؛ الكتساب مهارة الترابط والبناء المنطقي لألفكار‪،‬‬ ‫ويظهر فيها أيضا قدرته على استيعاب المفاهيم والمفردات وتوظيفها في إنتاجه‬ ‫الشفوي والكتابي‬

‫•‬ ‫•‬ ‫•‬ ‫•‬

‫التعرف على الجملة االسمية‪ :‬أركانها – إعرابها –التثنية واإلفراد‬ ‫والجمع‪.‬‬ ‫دراسة النص الشعري (أيها العمال) مع اإلجابة على األسئلة المطلوبة‬ ‫من الطالب‪.‬‬ ‫كتابة نص يحتوي على جمل اسمية مع التشكيل الصحيح لها‪.‬‬ ‫التعرف على كان وأخواتها‪ .‬والتعرف على إن وأخواتها وهمزة‬ ‫الوصل‪.‬‬

‫نصوص أدبية ‪Unit 3:‬‬ ‫سوف يتعلم الطلاب أنواع مختلفة من ‪Statement of Inquiry:‬‬ ‫النصوص الأدبية وتحليلها‬ ‫‪Global context: Identities and Relationships.‬‬ ‫‪Key concepts: Aesthetics, Creativity.‬‬ ‫‪Related Concepts: Character, Self-expression, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫أن يتخذ الطالب اللغة وسيلة للتفكير واإلبداع والنقد والتعليم والتعبير ‪.‬‬ ‫أن يستخدم اللغة أداة لتطوير شخصيته وعالقته االجتماعية المحلية‬ ‫والعالمية ‪.‬‬ ‫أن يطور روح النقد لألعمال األدبية المدروسة ‪.‬‬ ‫أن يعمق اهتمامه باللغة واألدب من خالل المطالعة ‪.‬‬

‫رواية أحالم ليبل السعيدة ‪Unit 4:‬‬ ‫سوف يتعرف الطالب على مكارم األخالق وأهمية ‪Statement of Inquiry:‬‬ ‫التواصل اإليجابي من خالل دراسة الوحدة‬ ‫‪Global context: Orientation in Space and Time.‬‬ ‫‪Key concepts: Aesthetics, Creativity, Culture.‬‬ ‫‪Related Concepts: Self-expression, Setting, Style.‬‬ ‫‪11‬‬

‫‪Learning Experiences:‬‬ ‫• يتم تدريب الطالب على كيفية القراءة الصحيحة واالنحدث من خالل‬ ‫النشاطات الصفية‪.‬‬ ‫• سترصد درجات للقراءة الصحيحة واألداء المميز‪.‬‬ ‫• التعرف على القيم التي يجب أن يتحلى بها اإلنسان‪.‬‬ ‫• كتابة استجابة أدبية عن القييم‬ ‫• إعراب الجملة الفعلية واالسمية وصياغتهما‪.‬‬ ‫• سيقوم الطالب بتمثيل مشهد متكامل من القيم بشكل صحيح مع اختيار‬ ‫ما يناسبهم من مالبس وتصميم وموسيقى‪.‬‬ ‫• سيتم توظيف الجملة االسمية والفعلية والتمييز بينهما صياغة وإعرابا‪.‬‬ ‫• سيتم توزيع أوراق عمل مختلفة تراعي الفروق في القدرات عند‬ ‫الطالب‪ .‬ومساعدة الطالب األضعف على تجاوز الضعف القرائي والكتابي‪.‬‬ ‫• قراءة النصوص المطلوبة قراءة صحيحة‬ ‫• كتابة جمل اسمية وجمل فعلية والتعرف على طريقة إعرابها‬

‫قصص قصيرة والسير ‪Unit 2:‬‬ ‫سوف يتعلم الطالب أنواع السيرة الذاتية و طريقة ‪Statement of Inquiry:‬‬ ‫كتابة كل نوع‪ ،‬و كذلك أهمية اإلنسان بالنسبة لوطنه‬ ‫‪Global context: Personal and Cultural Expression.‬‬ ‫‪Key concepts: Aesthetics, Culture.‬‬ ‫‪Related Concepts: Structure, Style, Theme.‬‬ ‫‪Assessed Criteria: C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫قراءة النصوص األدبية قراءة صحيحة تعبيرية‪.‬‬ ‫التعرف على معاني الكلمات الجديدة‪.‬‬ ‫التعرف على المغزى من النص المسرحي‪.‬‬ ‫تحليل األحداث وإبداء الرأي فيها‪.‬‬ ‫تحليل الشخصيات وإبداء الرأي فيها سلبا أو إيجابا مع التعليل‪.‬‬ ‫كتابة مقال بعنوان "كيف أحقق هدفي في الحياة ؟"‪.‬‬

‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬

‫‪12‬‬

‫التعرف على الكاتب والجو العام للنص ‪.‬‬ ‫اإلجابة عن األسئلة المتعلقة بالفهم العام لها‪.‬‬ ‫عمل مشروع على شكل عرض تقديمي عن الرواية ودراسة‬ ‫للشخصيات واألحداث‪.‬‬

Civ Understand intellectual property rights, create reference, citations, bibliography (6d) Thinking Skills Ai Practise flexible thinking (9f) Aii Problem solve (8i) Bi Interpret data (8c) Bii Practise induction, deduction, observation and inference (8a) Biii Draw and test conclusions and generalizations (8d) Ciii Consider ideas from multiple perspectives (8h) Dv Make connections between different subjects (10b)

Mathematics A- Knowing and Understanding C- Communicating

B- Investigating Patterns D- Applying Mathematics in Real-Life Contexts

In Grade 6, students will be introduced to a number of new concepts, as well as building on the knowledge acquired in the PYP. The MYP assessments in mathematics involve class tests as well as investigations and project-based summative assessments. Knowledge and Understanding (Criterion A) is only one aspect of MYP mathematics, and students will be trained on how best to approach the investigations as these develop students’ communication, pattern identification skills, and application to real-life contexts, thus improving their conceptual understanding of the topics, rather than simple recall.

ATL Skills Communication Ci Use and interpret a range of discipline-specific terms and symbols (1.2d) Cii Interpret and use effectively modes of non-verbal communication (1.1d) Di Read critically and for comprehension (1.2a) Diii Make inferences and draw conclusions (1.2c) Research Skills

Unit 1: Numbers Statement of Inquiry: Different Systems and forms of representation develop as civilizations evolve and human interact. Global context: Orientation in Space and Time Key concept: Form Related Concepts: Representation, Systems Assessed Criteria: A, B.

Learning Experiences: • • • • • •

Place Value The Four Operators with natural numbers. (Long division, multiplying larger numbers) Diagnostic Test (using Microsoft Forms) Order of operations Positive integer exponents, squares and cube roots Factors and Multiples, HCF, LCM • Prime numbers and prime factorization • Use of Number Line. 14

• • •

Negative and Positive Integers Adding and subtracting Integers Multiplication and division of integers

Unit 2: Data Management Statement of Inquiry: Be able to represent relationships effectively can help justify characteristics and trends uncovered in communities. Global context: Identities and Relationship Key concept: Relationships Related Concepts: Representation, Justification Assessed Criteria: C, D.

Learning Experiences: • • • • • • • • • •

Draw and Interpret the following types of graphs Bar (column) graph. Divided bar graph Travel (line) graphs, Line graphs Pie Graphs Pictographs Misuse of Graphs Mean, median and mode (review) Stem and leaf diagrams Evaluate the suitability of mean, median and mode as a measure of average.

Unit 3: Algebraic expression and equations, Statement of Inquiry: A logical Process helps to model and generalize patterns in the natural world. Global context: Scientific & Technical Innovation

Key concept: logic. Related Concepts: Models, Patterns, Generalisation. Assessed Criteria: A, B, C

- Learning Experiences: • • • • • • • • •

Pronumerals Use substitution with algebraic expression Find rules for number patterns Simplify algebraic expressions (Add & Subtract) Simplify algebraic expressions (Multiply & Divide) Expansion of brackets / Grouping symbols Solving simple one step equations algebraically Solving and graphing inequalities Model real life problems using algebraic expressions.

Unit 4: Fractions, Decimals and Percents Statement of Inquiry: Using logic to simplify and manipulate quantities can help us explore human connections within families, communities and cultures. Global context: Identities and Relationships Key concept: Logic Related Concepts: Quantity, simplification Assessed Criteria: B, D

-Learning Experiences: • • • •

Simplifying fractions Improper and Mixed fractions Equivalent fractions Comparing & Ordering fractions 15

• • • • • • • • • •

Adding Subtracting Fractions with like denominators Adding Subtracting Fractions with unlike denominators Multiplying fractions Dividing fractions Fractions of Quantities Comparing Decimals Addition and Subtraction of Decimals Fractions and Decimals Conversion Fractions and Percentages Conversion Decimals and Percentages Conversion

Science A- Knowing and Understanding C- Processing and Evaluation

B- Inquiring and Designing D- Reflecting on the Impacts of Science

Students study four units beginning with the scientific method where they learn and perfect skills of designing and conducting experiment and processing and evaluating results. They explore the chemistry of matter, the physics of forces in the context of space exploration and learn about the interactions of living and non-living systems in a Service Action unit focused on local ecosystems in the UAE and the impact of human actions. ATL Skills Communication Skills Ciii - Make inferences and draw conclusions (1.2c) Diii - Write for different purposes (1.2e) Self-management Skills Cv - Use own learning strategies to improve performance (5.c) Research Skills Ai - Use memory techniques to help remember key information (6.b)

Ci - Search effectively, collect and record information (6.a) Civ - Compare, contrast and draw connections among (multi)media resources (7.d) Div - Understand intellectual property rights, create reference, citations, bibliography (6.d) Thinking Skills Aii - Problem solve (8.i) Aiii - Evaluate propositions and evidence to formulate an argument (8.b) Bi - Make guesses, ask “what if” questions and generate testable hypotheses (9.d) Bii - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Biii - Practise visible thinking (9.g) Biv - Evaluate and manage risk (8.f) Cii - Interpret data (8.c) Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Dii - Evaluate propositions and evidence to formulate an argument (8.b)

Unit 1: Scientific Method Statement of Inquiry: The scientific method is a model that scientists use to explore the relationships between observations and evidence. Global context: Scientific and Technical Innovation. Key concept: Relationships. Related Concepts: Evidence, Models. Assessed Criteria: A, B, C.

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Learning Experiences: •

Explore and understand features of the scientific method (B and C)-break down the parts of the inquiry and processing of a lab report (Design Lab cycle) Design Lab Parts: Research question, background research and scientific principles in use, variables, data collection, materials list and method writing, data processing and analysis, conclusion and evaluation writing and the cyclical process that scientists use to investigate phenomena.

PH exploration. Mixtures and separating mixture.

Unit 3: Ecosystems Statement of Inquiry: By understanding the interactions that keep ecosystems in balance, we can better understand that human action can impact the environment in which we live in both positive and negative ways. Global context: Globalisation and Sustainability. Key concept: Systems. Related Concepts: Balance, Environment, Interaction. Assessed Criteria: A, D.

- Learning Experiences:

Unit 2: Matter Statement of Inquiry: By understanding the properties of matter, we can describe the movement of particles/atoms as a pattern and look at changes when different energies are applied Global context: Scientific and Technical Innovation. Key concept: Change. Related Concepts: Energy, Patterns. Assessed Criteria: B, C, D.

Learning Experiences: • •

Explore and understand the properties of matter, states of matter, density, volume and measurement of volume. Apply this new knowledge to a design lab involving dissolving (sugar cube race) and applying the particle theory to an investigation.

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Students will explore and understand key features of the ecosystem and use this to apply it to a Service Action Project within Raha. Key content will cover biomes and characteristics of ecosystems, food webs, food chains. Energy pyramids and the skill of describing relationships in an ecosystem and the interactions with living and non-living things. Students will describe the levels of interactions in communities and systems and explain and apply the carbon and nitrogen cycles in the environment. Service Action Project: measures of human impact at RIS on the ecosystem.

Unit 4: Forces and Space Statement of Inquiry: The gravitational forces that govern the solar system can be applied to model the Mission to Mars movement and environmental considerations. Global context: Orientations in Space and Time. Key concept: Systems. Related Concepts: Environment, Models. Assessed Criteria: B, C.

Learning Experiences: •

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Students will explore and understand the four forces on earth. They will apply the knowledge of gravity and Newton’s law to a design lab and investigate balanced and unbalanced forces, friction, air resistance, thrust drag and streamlining. Students will apply their new knowledge to forces on other planets: exploring the possibilities for colonies in the universe through the current Mission to Mars project

Library IFC and Read Class "Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and open-minded people, veering them away from extremism and impenetrability” HH Sheikh Khalifa bin Zayed Al Nahyan The information and inquiry skills required for in‐depth learning must follow a coherent development spiral of instruction and practice throughout the years of schooling. A collaborative approach by the librarian and subject teachers is the most effective way to teach information fluency/inquiry skills and strategies. Consequently, there may be changes to the timing/organisation of the units specified below. The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation and thus the reinforcement of knowledge as a whole. Within the Information Fluency Continuum students will practise key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences. Grade 6 students cover four units. The first unit, ‘Academic Integrity’ encourages students to investigate the process of the ‘construction of knowledge’ and the concept of ‘intellectual property’. The second unit, ‘Research’ will help students to build skills to efficiently locate and use sources of information. The third unit “Communicating Information” offers students a chance to reinforce and develop their skills in Excel. The

final unit “Writing for purpose” encourages students to consider a desired outcome, as they embark any form of communication. In addition to these four units, students will be given an opportunity to increase their Lexile Measure. Being able to understand and use the information is a fundamental skill, underpinning all subjects. Lexile measure is a tool for monitoring a reader's growth in reading ability over time. Students will practise levelled comprehension on a regular basis; culminating in standardised testing (MAP). Students will also be given time to develop the love of reading; to read a variety of sources for both information and pleasure. In read classes students will be given time to simply enjoy literature; with silent ‘off device’ reading opportunity.

ATL Skills Communication Skills Read critically and for comprehension (1.2a) Read a variety of sources for information and for pleasure (1.2b) Use and interpret a range of discipline-specific terms and symbols (1.2d) Take effective notes in class for study (1.2f) Self-management Skills Keep an organised and logical system of information files/notebooks (3f) Bring necessary equipment and supplies to class (3e) Practise focus, concentration and overcoming distractions (4.1a) 22

Research Skills Search effectively, collect and record information (6.a) Evaluate and select information sources and digital tools (6.c) Understand intellectual property rights, create references, citations, bibliography (6.d) Demonstrate awareness of media interpretations, assumptions and bias (7a) Compare, contrast and draw connections among media resources (7.d) Thinking Skills Ask good questions (8.g) Consider ideas from multiple perspectives (8 h)

Read Class Unit 1: Academic Integrity Statement of Inquiry: How is knowledge constructed? Global context: Orientation in Time and Space. Key concept: Development Related Concepts: Communication, Connections. Learning Experiences: • What is Academic Integrity? Understanding and development of terms.   • Why Cite? • Creation of a Works Cited Page and basic MLA format. • Creation of citations: book, website, digital image (MLA Format).

Unit 2: Research: Statement of Inquiry: How can information promote my statements and ideas?  Global context: Scientific and Technological Innovation. Key concepts: Systems.   Related Concept: Development & Communication Learning Experiences: • Creation of mind maps to find Key terms and concepts • Use of Boolean operators and other search strategies to broaden and narrow searches and locate sources. • Use of technology resources to locate information on assigned topics in the curriculum.  • Techniques to paraphrase well, to write with ‘own voice’

Unit 3: Communicating Information: Statement of Inquiry: How can technology aid communication?   Global context: Scientific and Technological Innovation. Key concepts: Relationships and Communication.   Related Concept: Systems and Development

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Learning Experiences: To identify and use technological tools to organise information, create a product and enhance communication. Students will review and learn basic functions in Excel. 23

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Reinforcement of expectations when communicating information in tabular and graphical form. Reinforcement of scientific language; identifying variables, using units, finding conclusions from data. Works collaboratively to develop a product. Communicates effectively and integrates contributions of group members.

Unit 4: Writing for Purpose Statement of Inquiry: Can the way a message is conveyed help determine an outcome?   Global context: Identities and Relationships. Key concepts: Relationships and Communication.   Related Concept: Perspective Learning Experiences: • Analyse a variety of sample emails and determine basic rules for polite, effective behaviours. • Reflect on practices and processes online; evaluating manners, efficiency and effectivity. • Consider the value of their own contributions to the digital world. • Recognise common forms of cyberbullying; including spamming, defamation; reviewing possible consequences.

Individuals and Societies A- Knowing and Understanding C- Communicating

B- Investigating D- Thinking Critically

Grade 6 students cover three units. The first unit, ‘Investigating History’ encourages students to understand how history is affected by significant events and the quality of historical sources. The second unit, ‘Ancient Civilisations’ is focused on the ‘Roman Empire’ and its legacy which is a major influence today. The third unit, ‘Topography and Map Skills’ enables students to understand that they are connected to people and places around the world and this can be demonstrated through maps. They also use maps to reflect on how climate influences our lifestyle choices.

ATL Skills Communication Skills Ai – Take effective notes in class and for study (1.2f) Aii – Make inferences and draw conclusions (1.2c) Biv – Give and receive meaningful feedback (1.1a) Ci – Use a variety of media to communicate with a range of audiences. (1.1c) Cii – Write for different purposeds (1.2e) Diii – Make inferences and draw conclusions (1.2c) Social Skills

Di – Collaborate and share with peers through digital media. (2.d) Self-management Skills Bii – Plan short and long-term assignment; meet deadlines (3.a) Research Skills Biii – Search effectively, collect and record information (6.a) D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d) Thinking Skills Bi – Ask good questions (8.g) Dii – Evaluate propositions and evidence to formulate an argument (8.b) Div – Consider ideas from multiple perspectives (8.h)

Unit 1: Investigating History Statement of Inquiry: History is affected by significant events, global change and the quality of evidence. Global context: Orientations in Space and Time, Explorations to develop Key concept: Change.  Related Concepts: Identity, Perspective.  Assessed Criteria: A, B, C, D.

Learning Experiences: • • • •

Family Crest Terminology Timelines / Reading and Creating Types of Sources – Primary / Secondary 26

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Analytical Skills - Sources Creating Research Questions Reliable research sites Presentation Skills etc Reflections

Unit 2: The Roman Empire Statement of Inquiry: The Romans have left behind a legacy which is a major influence today.  Global context: Orientations in Space and Time, Explorations to develop. Related Concept: Culture.   Assessed Criteria: A, B, C, D.

Key concepts: Change.   Related Concepts: Processes.   Assessed Criteria: A, B, C, D.

Learning Experiences:

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Types of geography Different types of maps The purpose of a map Identify symbols and grid references on maps. Map skill activities – direction, contour lines, grid lines and symbols. Practical activities – following and locating specific places on a map. Terminology Quiz

Learning Experiences: • • • • • • • • •

Review Ancient Civilisations – Rome, Greece,Egypt Map of Rome, identify significant locations Romulus and Remus Story Roman Empire Roman recruitment poster / Weapons / Uniforms How the Roman Army was organised? Roman Roads – how were they built Roman Food / feasts / cooking techniques.  Reflections on Roman Empire

Unit 3: Mapping and Climate Statement of Inquiry: We are connected to people and places all over the world and this can be shown on maps.  Global context: Fairness and Development, Explorations to develop  27

Design A- Inquiring and Analysing C- Creating the Solution

B- Developing Ideas D- Evaluating

ATL Skills Communication Skills A iv - Make inferences and draw conclusions – 1.2c B ii - Interpret and use effectively modes of non-verbal communication - 1.1d B iii - Use a variety of media to communicate with a range of audiences - 1.1c B iv - Interpret and use effectively modes of non-verbal communication - 1.1d Social Skills C iii – Collaborate and share with peers through digital media - 2.d Self-management Skills C i - Plan strategies and take action to achieve personal and academic goals - 3.d C ii - Set goals that are motivating and challenging - 3.c C iii - Plan short- and long-term assignments; meet deadlines - 3.a D iii - Use own learning strategies to improve performance 5.c Research Skills A i - Search effectively, collect and record information 6.a A ii - Identify primary and secondary sources 6.e

Thinking Skills A iii - Draw and test conclusions and generalizations - 8.d B i - Use brainstorming to consider multiple alternatives and generate new ideas - 9.a C iv - Evaluate propositions and evidence to formulate an argument - 8.b D ii - Interpret data - 8.c D iv - Revise understanding based on new information and evidence - 8.e

Product Design In Grade 6, students are introduced to hand tools. They are given the task to create a unique desk organiser for a person close to them. Students learn the main skills of using all main hand tools with using various materials such as wood and acrylic. Health and safety is a priority for all students and are encouraged to ensure all safety aspects of the tools are followed. Researching skills are thoroughly promoted by each student analysing individual products for a unique set of needs. Finally, all students are encouraged to use a newer technique of 3d printing one area of item to help create a balanced set of traditional and modern skills. Overall, the students are presented with a range of unique challenges tailored to the specific person they want to help which helps them understand real-life challenges.

Unit 1: Desktop Solutions Statement of Inquiry: Modern desks require innovative solutions in order to satisfy their function with creative form. Global context: Scientific and Technical Innovation. Key concepts: Creativity. Related Concepts: Function,Form Assessed Criteria: A, B, C, D.

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Students will be provided with examples of work, including, investigation, designs, models, products and evaluations. All assessment criteria will be shared during class and available on Managebac. The students will be gaining most knowledge through their investigation stage. They will apply this to their design ideas, to modelling, then to a final design. Students will identify necessary practical skills and practise these through their model making. During each of the design cycle stages introduction, there will be discussions and questioning regarding each criteria and task, for example, 'what information do we need to find out. The students will be drawing on their expertise from previous grades work and their general knowledge and life experience. New knowledge with regards to their individual projects need will be gained through their investigation section. During class time, students will be given verbal feedback about the quality of their work.

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Comments or grades on current progress will be posted on Managebac before the deadline to help identify areas for improvement. Class reviews of assessment criteria. Group work. Class Discussion. Peer Assessment. Student led discussions. Primary and secondary investigation studies by the students. There will always be visual displays to accommodate written displays. A range of work will be displayed for when discussing the assessment criteria to help students better understand how to achieve their desired/target grade. Individuals IEP's will be reviewed and recommended strategies applied to the required lessons.

Digital Design Grade 6 students are introduced to computer programming and game design concepts by producing and creating their own digital game. Game design is an authentic, meaningful and motivational way to teach students a range of skills. Critical thinking, inquiry, design and problem solving skills are taught in a fun way encouraging students to think about advances in design, math & science concepts. The unit teaches students the basic tools of game design, prototyping, design iteration, and user testing. Students are encouraged to research and analyse existing games which in turn makes students consider how design choices affect gameplay and individual player experience. Before creating their final game students must produce a range of ideas while continually incorporating user feedback through reflection. Skills learned in grade six prepare students for later units

Unit 1: Scratch Education Games Developement

- Learning Experiences: • Produce a range of design ideas and decide on a final design to take forward as final project through discussion and feedback from peers and teacher. • Research similar existing products, discuss positives/negatives coming to conclusions to inform own projects. • To produce ideas from projects as step by step storyboard. • Research conclusions in writing, feedback via surveys and interviews presented as PDF, drawings on paper or via digital drawing tools, game produced using game design software. • Learning game design software solutions to design and code own products. • Students create a research plan and are required to identify primary and secondary research sources. • Research and compare existing games to come to conclusions and obtain ideas to inform own designs. • Planning and organising ideas and data visually to inform conclusions for chosen product.

Statement of Inquiry: Educating younger students in adaptive and innovative ways, beyond the school curriculum, allows the expression of ideas and differentiation at a more meaningful level. Global context: Scientific and Technical Innovation Key concepts: Systems, Creativity Related Concepts: Collaboration, Function. Assessed Criteria: A, B, C, D . 31

Language Acquisition A- Listening C- Speaking

B- Reading D- Writing

ATL Skills Communication Skills Ai – Interpret and use effectively modes of non-verbal communication (1.1d) Aii – Use intercultural understanding to interpret communication (1b) Bi – Read critically and for comprehension (1.2a) Bi – Use intercultural understanding to interpret communication (1.1b) Bi – Read a variety of sources for information and for pleasure (1.2b) Bii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Ci – Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information. Cii – Take effective notes in class for study (1.2f) Diii – Write for different purposes (1.2e) D iv – Use a variety of media to communicate with a rage of audiences (1.1c) Social Skills Ciii – Collaborate and share with peers through digital media (2.d) Self-management Skills

Civ – Develop new ATL skills, techniques and strategies for effective learning (5a) Dii – Reflect on subject matter knowledge (5d) Research Skills Aiii – Demonstrate awareness of media interpretations, assumptions and bias (7a) Bii – Compare, contrast and draw connections among media resources (7a) D1– Use memory techniques to help remember information (6.b) Di – Use memory techniques to help remember key information (6.b) Thinking Skills Aii – Interpret data Aiii – Consider ideas from multiple perspectives (8c) Biii – Consider ideas from multiple perspectives (8 h) Biii – Make unexpected or unusual connections between objects, and or/ideas (9b) Biii – Change the context of an inquiry to gain different perspectives (10c)

Arabic B Unit 1: Welcome Statement of Inquiry: Students will investigate the function of greetings in the Arab world and how word choice contribute to successful message Global context: Identities and relationships Key concepts: Connections Related Concepts: Function, Message. Assessed Criteria: A, B, C, D. 33

- Learning Experiences: • Arabic sound and vowels (1-2 weeks) Vocabulary and structures: Greetings in Arabic (Hi,welcome, good morning, good evening, my name, my family) neighbor, my house, my country, my city, goodbye. • Suggested Vocab: School, class, swimming pool, library, laboratory, prayer room, cafeteria, lunch break, winter holiday, I like, I prefer, nice, big, learn, teacher. Grammar and structure: My, this (Feminine and Masculine), I, He, She, They, We + present tense verb. • How to introduce yourself in Arabic: My name is and I'm from... I live in.. My school. My hobby.. I study Arabic in.. • Writing forms: email, message, cards, and introduction. - Arabic pronouns: Listening and speaking. • Arabic pronouns: Listening and speaking. • Welcome to Abu Dhabi: Abu Dhabi official website. • Arabic culture: Hospitality and generosity.

Unit 2: Hobbies Statement of Inquiry: Students will understand that hobbies and preferences reflect both personal and cultural influences Global context: Personal and cultural expression Key concepts: Communication & Culture Related Concept: Form, Structure Assessed Criteria: A,B,D -

•Students at the end of the unit will use what they have learned about their hobbies and how to use the studied vocab to speak about their hobbies. •The students will learn new vocab: hobby, I practice, football, swimming, basketball, volleyball, art, and they will learn present tens.

Unit 3: My school and my house Statement of Inquiry: Conjugation patterns and sentence structure contribute to successful communication when we express ideas about identity and lifestyles choices. Global context: Identities and relationships Key concepts: Communication & Culture Related Concept: Structure, patterns Assessed Criteria: A, C

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The students will learn to say all types of houses describe them learn how to say each piece of furniturein each room relative verbs. Topics: Weekend in my house. I live in Abu Dhabi. Furniture in our house. Grammar: Present tense, Connecting words, Pronouns, Arab Culture: Big families and big house, rich social life. Vocabulary: House, Family, Our House, Furniture, BigSmall, Flat, New-Old, City, Buy, Will, Dinner, Weekend, Living room, Kitchen, Guest room, Bedroom. School routines and house routines

Learning Experiences:

Assessed Criteria: B, D.

Spanish Unit 1: Bienvenidos

- Learning Experiences:

Statement of Inquiry: The message we communicate contributes to the formation of our identity and varies according to the audience. Global context: Identities and relationships Key concept: Communication Related Concepts: Audience, Message Assessed Criteria: B, C .

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- Learning Experiences: •

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Vocabulary: Students will learn vocabulary relating to greetings, numbers, months of the year, birthday, nationalities and colours. Grammar: students will be introduced to personal pronouns and some commonly used verbs such as ser, tener, llamarse and vivir. Students will also learn how to pose common questions. Culture: Students will learn countries where Spanish is spoken, how Spanish speakers greet each other and how birthdays are celebrated in Spanish speaking cultures. Functions: Students will be able to write and perform a dialogue with a classmate.

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Unit 3: Mi familia y yo Statement of Inquiry: We express messages about my family for different purposes and by making connections. Global context: Identities and relationships Key concept: Connections. Related Concepts: Purpose, Message Assessed Criteria: A, C,

- Learning Experiences:

Unit 2: La escuela Statement of Inquiry: We follow conventions and choose words carefully to discuss ideas in multimodal texts that demonstrate personal choices and attitudes. Global context: Identities and relationships Key concept: Culture Related Concepts: Word choice, Pronunciation.

Vocabulary: Students will be able to discuss what subjects they study, school facilities, their school uniform and how to tell the time. Grammar: Students will learn regular verbs in the present tense- hablar, estudiar, escuchar,pintar, terminar, escribir etc. Culture: Students will learn about a typical Spanish school day, differences between the Spanish school system and their own. Function: Students will design a pamphlet about their school. .

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Vocabulary: Members of the family, descriptive adjectives (physical and personality) to describe themselves and their family members, jobs, their pets and what they look like. Grammar: In this unit, students will be introduced to connecting words e.g. tambien, a veces, pero etc. Students 35

will also learn how to use me gusta/ le gusta + infinitive and posessive adjectoves. Culture: students will learn more about a Spanish speaking country and the cultural differences between Spanish speaking countries e.g. different traditions

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Unit 4: Mi Casa Statement of Inquiry: Conjugation patterns and sentence structure contribute to successful communication when we express ideas about identity and lifestyles choices. Global context: Identities and Relationships. Key concept: Culture. Related Concepts: Structure, patterns Assessed Criteria: C, D.

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Vocabulary: In this unit, students will learn vocabulary relating to the house including furniture, parts of the house and actions performed in the house e.g. Desayuno en la cocina. Students will also learn some adescriptive djectives to describe their house. Grammar: Students will learn relexive verbs in the present tense relating to actions they do in the house. E.g. me despierto, le levanto, me ducho etc. Function: Students will be able to write a letter/e-mail to a friend describing their home. Culture: Students will learn about the different types of houses in Spain as well as the differences between Spanish homes and their own homes.

French Unit 1: Quelle est mon identité? Statement of Inquiry: Learning a new language requires us to understand the importance of context and word choice. Global context: Identities and Relationships. Key concepts: Connections. Related Concepts: Audience, Word choice (Context) Assessed Criteria: A,C

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Vocabulary: greetings, numbers 1-30, brief description of oneself and others, classroom objects and expressions, accents and special characters Grammar: subject and verbs, subject pronouns Function: ask about each other, ask about objects in a classroom and ask the teacher something, ask how words are spelled Culture: greeting behaviour, formal and informal greetings, nationalities SKILLS: students will work on their communication and self-management skills.

Unit 2: Qu'est-ce qui te plait? Statement of Inquiry Cultural rituals and play contribute to creating meaning and purpose and may vary according to context. Global context: Personal and cultural expression Key concepts: Culture Related Concepts: Meaning, Purpose (Context) Assessed Criteria: B, D.

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Vocabulary : likes and dislikes -leisure activities adverbs -bien, assez bien, très bien régulièrement, souvent, de temps en temps, rarement, -jamais conjunctions -et, mais, ou Grammar : aimer + infinitive aimer, aimer bien, aimer mieux, adorer, détester introduction to –er verbs definite articles J’aime le, la, les… -contractions with à à l’école, à la maison, au restaurant, au café, à la piscine, à la plage, au centre commercial, au cinéma -ask questions « est-ce que » • Function ask about likes or dislikes -agree and disagree -ask how often you do an activity -ask how well you do an activity and talk about preferences • Culture : Leisure activities in French-speaking countries • Skills: Students will explore cultural connections through meaning and context

Unit 3: Comment est ta famille? Statement of Inquiry: We express messages about my family for different purposes and by making connections. Global context: Identities and Relationships. Key concepts: Communication Related Concepts: Purpose, Message Assessed Criteria: A, C

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Unit 4: En ville Statement of Inquiry: We inform about culture in texts that consider urban planning and interconnection. Global context: Globalization and sustainability Key concept: Culture Related Concepts: Meaning, Structure Assessed Criteria: B,D.

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• Vocabulary : physical descriptions and personality traits -family members and pets

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Grammar: verb « être » to be -c’est vs il est / elle est -ajective agreements sm sf plm plf -possessive

adjectives : mon/ma/mes ton/ta/tes son/sa/ses contraction with “de” to show possession (de l’, du, de la, des) Function: ask about and describe people -ask for and give opinions -identify family members -ask about someone’s family Culture: Different types of families across the world Skills: Students will develop their communication skills focusing on message and purpose

Vocabulary: places in town -preposition à, au (à + le) à l’, à la, aux (to the, at the, in the) -prepositions : à, sur, sous, dans, devant, derrière, à côté de, en face de, entre -vieux, vieil, vieille (adjective “old”) Grammar: verb “aller” (to go) je vais, tu vas, il/elle, nous allons, vous allez, ils /elles vont -preposition à, au (à + le) à l’, à la, aux (to the, at the, in the) Functions: understand tourist information -ask about places -ask for and give directions Culture: Learn about town structures in Frenchspeaking countries Skills: Students will work on theri social and reserarch skills 37

ARTS A- Knowing and Understanding C- Thinking Creatively

B- Developing Skills D- Responding

During the first year of MYP Arts, students rotate through three cycles of a 12-week long carousel. Each rotation serves as an introduction to the various disciplines including Visual and Performing Arts.

ATL Skills: Communication Skills: Ai – Read critically and for comprehension (1.2a) Ai – Make inferences and draw conclusions (1.2c) Aiii – Use a variety of media to communicate with a range of audiences (1.1c) Dii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Dii – Interpret and use effectively modes of non-verbal communication (1.1d) Diii – Give and receive meaningful feedback (1.1a) Social Skills: Bii – Take responsibility for one’s own actions (2e) Self Management Skills: Ai – Reflect on subject matter knowledge (5d) Bi – Keep an organised and logical system of information files/notebooks (3f) Bi – Demonstrate persistence and perseverance (4.2a) Ci – Set goals that are motivating and challenging (3c)

Cii – Practise failing well (4.5b) Ciii – Plan short- and long-term assignments; meet deadlines (3a) Diii – Reflect on subject matter knowledge (5d) Diii – Keep a journal to record reflections (5f) Research Skills: Ai – Search effectively, collect and record information (6a) Bii – Understand the impact of media representations and modes of presentation (7c) Thinking Skills: Aii - Consider ideas from multiple perspectives (8h) Aii - Change the context of an inquiry to gain different perspectives (10c) Aiii - Make guesses, ask “what if” questions and generate testable hypotheses (9d) Ci - Make unexpected or unusual connections between objects and/or ideas (9b) Cii – Practise visible thinking (9g) Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a) Ciii - Consider ideas from multiple perspectives (9h) Di - Revise understanding based on new information and evidence (8e)

Music: Unit 1 : Samba Batacuda Statement of Inquiry: The elements of Samba can be used to communicate an artistic presentation. Global Context: Personal and cultural expression, Artistry, 46

Key concept: Communication Related Concepts: Presentation Assessed Criteria: A, B, C, D.

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Learning Experiences: Learn the names of the instruments used in Samba and notation recognition Samba Performance pieces Demonstrate the exploration: The extra rhythms/sections (in journals) Evaluate performances

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Applying the different mediums with knowledge and understanding of their meaning and impact. Exploring Theatrical skills: Role and Roleplay, Narrating, Mime and Tableau, Improvisation Researching Theatre of Ancient Greece and Greek Tragedy Demonstrating understanding of playtexts through collective reading and presenting Making theatre is a collaborative effort. Most of all, students learn to work together, listen to one another and perform in a scene that reflects how to effectively communicate to promote change for good.

Drama: Speak Up

Visual Art: Cultural masks

Statement of Inquiry: Fairness, power, and privilege are connected, reflected and expressed in role. Global context: Fairness & Development, Power & Privilege Key concept: Connections Related Concepts: Expression, Role Assessed Criteria: A,B,C,D

Statement of Inquiry: Pattern can be used as a means of cultural identity. Global context: Personal and Cultural Expression. Key concept: Identity Related Concepts: Style Assessed Criteria: A,B,C,D

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Learning Experiences:

Students will be given a piece of dramatic text to imagine, design, and perform in class. Students will be exploring multiple aspects of theatre aside from acting whilst fine-tuning their performance skills through instructor and peer critiques.

Learning Experiences: •

For this unit students will repurpose found materials to create a cardboard decorative mask that reflects aspects (style, patterns and shape) from a chosen culture.

Physical and Health Education A- Recalling and Identifying Knowledge

B- Constructing and outlining a plan

C- Recall and apply game skills and strategies to perform

D- Identify interpersonal skills/goals: Describe and summarise performance

ATL Skills Communication Skills Aiii– Use and interpret a range of discipline-specific terms and symbols (1.2d) Ciii- Give and receive meaningful feedback (1.1a) Social Skills Cii- Manage and resolve conflicts and work collaboratively in teams (2h) Dii- Listen actively to other perspectives and ideas (2K) Self-management Skills Bi- Set goals that are motivating and challenging (3C) Di- Develop new ATL skills, techniques and strategies for effective learning (5a) Diii- Self-assess personal learning skill development and strategy use (5B) Research Skills Bii – Search effectively, collect and record information (6a) Thinking Skills

Ai- Revise understanding based on new information and evidence (8e) Aii- Problem solve (8i) Ci- Make connections between different subjects (10b)

Unit 1:Fitness Statement of Inquiry: Our physical health can be adapted depending on the movement exercises we do and how often we do them. Global context: Identities and Relationships Key concept: Creativity Related Concepts: Adaptation and Movement Assessed Criteria: A, C.

- Learning Experiences: • • • •

Research what different fitness workouts are Understand the differences between AMRAPs, EMOMs and Tabata workouts Learn how to create a homework based on body weight exercises Learn how to scale some exercises to fit all abilitie

Unit 2: Cultural Dance Statement of Inquiry: We can communicate a message to an audience through expression. Global context: Personal and Cultural Expressions Key concept: Relationship Related Concepts: Space,Movement Assessed Criteria: B, D. 47

• • •

Learning Experiences: Research Cultural Dances from around the Globe Practice performing different cultural dances Create a dance routine based on a specific culture

Unit 3: Football Statement of Inquiry: Teams that communicate an understanding of movement and space gain a competitive advantage. Global context: Identities and Relationships. Key concept: Communication. Related Concepts: Movement, Space. Assessed Criteria: A,C

- Learning Experiences: • • • •

Understand an interpret football rules Learn about how to improve individual football skills in isolation Understand the importance of ball control to improve overall play Learn how to control the ball with all parts of the body.

Unit 4: Athletics Statement of Inquiry: The development of an athlete is dependent on their movement skills and refinement of these skills. Global context: Scientific and technical innovation Key concept: Development Related Concepts: Movement, Refinement Assessed Criteria: D

- Learning Experiences: • • • • •

Teachers will provide students with task-specific clarifications for criterion B,C and D. Teachers will teach through video examples a range of movements and rhythms and show students the importance of time, levels and space. Half way through the unit - students will perform their routines for feedback and modification. Students are free to choose the type of dance adhering to different cultures and abilities. Performance will be videotaped and performed in front of the class at the end of the unit.

Unit 5: Swimming Statement of Inquiry: Choosing to develop movement and function in swimming will enhance performance. Global context: Identities and relationships Key concept: Development Related Concepts: Function, Movement, Choice Assessed Criteria: B

- Learning Experiences: • • • • •

Creating a swimming plan to improve performance. Research the correct technique of breaststroke, back stroke and front crawl. Understanding the techniques and how to perform them accurately. Learn the importance of staying streamlined in the water Practice safe swimming practice such as entering and exiting the water. 48