year 6 curriculum guide 2015/16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Year 6 Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out the action.

Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology

(ICT)


Units of Inquiry – Year 6 The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the order of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

Sharing the Planet

Central Idea: The actions of others can determine access to human rights. Knowledge: Rights, responsibilities Codes of behaviour Access to human rights.

How the World Works

Central Idea: Properties of materials determines the uses, challenges and benefits they provide. Knowledge: Properties of matter & changes of state Reversible & irreversible changes Usefulness of irreversible changes Physical & chemical changes Effects of slow & fast changes Energy transfer with changes of state

Where We Are in Place and Time

Central Idea: People migrate for many reasons and can influence existing communities. Knowledge: Push & pull factors Origins of settlements Provisions of good & services Challenges & adaption to new environments Impacts of migration on a community Historical migration patterns Impact of population change on an environment


Units of Inquiry – Year 6

Who We Are

Central Idea: Increasing the awareness of self-development helps people make decisions that can affect their future. Knowledge: Decisions making factors & their consequences How decisions influence people Effects of recreational drugs on the body Defence & immunity within the body Puberty

How We Express Ourselves

Central Idea: PYP Exhibition- central idea determined by individual students. Knowledge: The PYP Exhibition allows students to synthesise the essential elements of the PYP and sharing them with the whole school community. It is a culminating experience and an opportunity for students to exhibit the attributes of the Learner Profile that have been developing throughout their engagement with the PYP.

How We Organise Ourselves

Central Idea: Social Systems determine the actions, rights and responsibilities of others. Knowledge: Elements of a range of political systems Impacts of social systems on individuals & groups Ways citizens can monitor & influence their government & vice versa Rights, responsibilities & codes of behaviour Connections between rights & responsibilities


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Overview

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Whole Number

Read, order, compare & use positive & negative numbers

Recognise, read, model, compare & order decimal fractions to thousandths

Round decimals to nearest hundredth, tenth or whole number

Apply place value to partition, combine & rename numbers to thousandths

Addition & Subtraction

Use efficient mental & written strategies to add & subtract integers & decimals

Multiplication & Division

Model multiplication & division of decimals by an integer

Use efficient mental & written strategies to multiply & divide decimals (including remainders)

Finance

Use decimals to represent money

Use percentage to calculate discounts

Know payments can be made by different methods

Use a range of ICT to calculate costs

Make change from amounts larger with dollars & cents

Fractions

Explain, model, read, write, compare & order fractions, decimals & percentages

Convert between fractions, decimals & percentages

Simplify fractions

Add & subtract fractions with same or related denominators

Convert improper fractions to mixed numbers & vice versa

Find percentages of numbers & quantities

Read, write & solve problems involving ratio

Sha

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Shape

Describe & accurately construct points, segments & lines

Measure & construct circles using a formula

Calculate diameter, radius & circumference of a circle

Identify & construct symmetrical, congruent & similar shapes

Reduce & enlarge shapes to scale

Describe, classify & construct polyhedrons from a net & vice versa

Demonstrate the difference between 2D & 3D shapes

Name & describe a range of 3D shapes

Position & Movement

Locate & plot coordinates in 4 quadrants

Transform 2D shapes across 4 quadrants

Using bearings to describe position


Me

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Length, Perimeter & Area

Estimate & measure length & distances with accuracy using decimals

Investigate & calculate the perimeter of a variety of shapes, including circles

Calculate the surface area of 3D shapes

Calculate the area of irregular shapes

Convert units of length

Volume & Capacity

Estimate, label, compare, order & measure capacity with accuracy using various tools & appropriate

units

Calculate volume

Convert units of capacity

Mass

Estimate, compare, order & measure mass with accuracy using various tools & appropriate units

Convert units of mass

Angles

Estimate, compare & measure angles with a protractor

Calculate angles in a triangle or around a point

Time

Estimate, compare, order & measure length of time using a variety of tools

Convert time units

Interpret & construct timelines & timetables

Begin to determine world times

Temperature

Estimate, measure & calculate temperature variation in Celsius

Extend knowledge of temperature landmarks (eg: freezing point)

Da

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Collecting, Organising & Interpreting Data

Collect, organise & represent data using bar graphs, line graphs, pie graphs & tree diagrams

Interpret data & draw conclusions using mean, range, median, scale & mode on graphs

Identify possibly misleading data

Probability

Describe & order probabilities using fractions, decimals & percentages

Explain why theoretical & experimental probability may differ

Identify finite outcomes of situations

Identify situations that are mathematically fair or unfair

Patte

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Func

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Investigate & represent patterns using numbers & other symbols

Represent linear & growing patterns in a variety of ways

Identify rules connecting positive & negative integers

Identify & describe the pattern in a sequence involving two operations

Use algebraic rules to record rule for patterns

Continue & create sequences involving whole & fractional numbers

Identify & describe square & triangular numbers

Explore the use of order of operations


Language (English)

Our English Language program is divided in four key strands of learning. Language is fundamental to learning, thinking and communicating. It is necessary to not only learn language, but about language and through language. These four strands of learning below are taught across and throughout the subject areas.

Overview

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Word Level

Use knowledge of word derivation & formation to

contract meaning

Grammatical Awareness

Apply grammatical knowledge when re-reading complex

sentences

Read fluently using sophisticated punctuation

Understand the use of connectives as signposts to

indicate change of tone, voice & opinion

Text Level

Identify & describe the stye of individual writers

Use understanding of genre structures & features

Apply comprehension strategies: skim, scan, predict,

monitor, clarify, question, infer, retell, summarise, make

connections, visualise

Locate explicitly stated information when it is not

prominent

Infer a relationship that is not directly stated

Context Level

Identify the language features & conventions of

different genres

Use bibliographical information

Interpretation & Response

Distinguish between explicit & implicit points of view

Comment on texts & writers

Infer meaning & critically evaluate text

When reading fiction:

analyse messages, feelings, modes & attitudes

infer & deduce, referring to text

When reading non-fiction:

skim & scan effectively to improve research skills

critically evaluate texts

Writ

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Sentence

Secure control of complex sentences, using classes to

achieve different effects

Write sentences according to text type, audience &

purpose

Use conditional sentences

Use passive voice

Punctuation

Secure the use of commas

Begin to use semi-colon, colon, brackets, dashes,

parenthesis

Grammar

Correctly use range of nouns, pronouns, verbs, adjectives

& adverbs

Purpose & Organisation

Relate events chronologically

Write to interest, inform or persuade the reader

Use pronouns & tenses accurately to establish cohesion &

avoid ambiguity

Use a range of connectives & phrases

Use paragraphs to distinguish structure

Develop significant interaction between characters

in narrative writing

Include relevant structure in non-fiction writing

Construct longer factual genres & arguments

Write biographical recounts with a timeline

Construct simple multimodel texts

Use topic sentences in factual texts

Writing Process

Plan quickly & effectively

Discuss & select appropriate style & form to suit

purpose & audience

Use ICT to plan, revise, edit & publish

Language Effects

Use phrases & vocabulary to engage the reader

Use a wider range of conjunctions

Use metaphors, personification & similes


Spe

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Speaking

Clearly explain & answer questions to show understanding

Paraphrase & summarise

Use register, tone, volume & intonation to enhance

meaning

Recount events, providing details & using elaboration

Use grammatical structures competently & correctly

Refine use of facial expressions & gestures

Select vocabulary for impact & context

Begin to use figurative language

Process

Generate, develop & modify ideas & opinions through

discussion

Argue persuasively & justify a point of view

Answer spontaneous questions in an informed &

competent manner

Use an increasing vocabulary & complex sentence

structures

Evaluate presentations

Listening & Responding

Respect other viewpoints

Infer meanings, draw conclusions & make

judgements about presentations

Group Discussion & Interaction

Participate appropriately in discussions & debates

Use language to moderate conflict

Use appropriate social conventions

Appreciate personal & cultural perspectives

Language Awareness

Know that grammar helps make language clear &

supports intended meaning

Understand & discuss rules of language, realising

that they can be irregular

Hear & appreciate differences between languages

Vie

win

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View & analyse a range of visual texts

Design visual texts with the intention to influence people’s

thoughts & feelings

Interpret ways visual effects are used to establish context

Identify elements & techniques that make visual texts

effective

Create own visual texts (eg: advertisements, logos)

Understand that culture & personal experience influences

the way people interpret visual effects

Show how facial expressions & gesture can be used

to achieve effect & influence meaning

Apply knowledge of presentation techniques in

original ways

Explain how visual & written text work together

Use a range of ICT to prepare for presentations

Analyse visual effects & formats using appropriate

terminology

Identify intended audience & purpose of a visual

presentation

year 6 curriculum guide 2015/16

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