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Mulgrave School
Grade 6 Programme
2011-12
Nicola Ferguson 18th year at Mulgrave
two children: Jessica who is 18 years old and James is 13
has taught in England, Canada and Brunei Darussalam
Husband is a teacher in Coquitlam, in NSSAR
hobbies include painting, quilting and movies
International Baccalaureate
Primary Years Programme
The PYP aims to:
make meaningful connections between classroom learning and the world outside
provide high academic standards while promoting international understanding and responsible citizenship
facilitate opportunities for students to make discoveries about concepts that are relevant and engaging and to encourage them to always be inquirers
encourage students to take authentic action
The IB Student Profile
Students are:
Inquirers
Thinkers
Communicators
Risk-takers
Knowledgeable
Principled
Caring
Open-minded
Balanced
Reflective
Students show: • Curiosity
• Cooperation
• Creativity
• Independence
• Empathy
• Enthusiasm
• Appreciation
• Confidence
• Commitment
• Integrity
• Tolerance
• Respect
Units of Inquiry
Units of Inquiry are integrated, multidisciplinary units of study
understanding of important concepts, incorporate skills, knowledge and concepts from all subjects
promote positive action and internationalism.
several common UOI blocks (UOI 6)
UOI 6 is a time to meet and work together as a large group at different stages of our inquiries
What is Inquiry?
Concept driven
Technology will be integral to our inquiries
Based on teacher and student questions
Makes connections to students prior knowledge
Integrates relevant subjects and life experience
Leaves learners wanting more!
Programme of Inquiry How we express
ourselves
Where we are in
place and time
How the world
works
Sharing the planet Who we are How we organise
ourselves
An inquiry into the ways in
which we discover and express
ideas, feelings, nature, culture,
beliefs and values; the ways in
which we reflect on, extend and
enjoy our creativity; our
appreciation of the aesthetic.
An inquiry into orientation in
place and time; personal
histories; homes and journeys;
the discoveries, explorations
and migrations of humankind;
the relationships between and
the interconnectedness of
individuals and civilizations,
from local and global
perspectives.
An inquiry into the natural world
and its laws; the interaction
between the natural world
(physical and biological) and
human societies; how humans
use their understanding of
scientific principles; the impact
of scientific and technological
advances on society and on the
environment.
An inquiry into rights and
responsibilities in the struggle
to share finite resources with
other people and with living
things; communities and the
relationships within and
between them; access to equal
opportunities; peace and
conflict resolution.
An inquiry into the nature of the
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.
An inquiry into the
interconnectedness of human-
made systems and
communities; the structure and
function of organizations;
societal decision-making;
economic activities and their
impact on humankind and the
environment.
Dates: 10 Sept. – 18 Oct. Dates: 22 Oct.-23 Nov. Dates: 3 Dec.- 25 Jan. Dates: 28 Jan.- 1 March Dates: 27 April - 3 May Dates: 6 May – 14 June
Subject focus: Math/Art,
Science
Central Idea:
Mathematical concepts are
represented through artistic
expression.
Key Concepts: form,
connection, perspective
Related Concepts: pattern,
shape, geometry
Lines of Inquiry:
The synthesis of
mathematics in
architecture and art
The way in which
shape, dimension and
point of view affect
aesthetics
How the elements and
principles of design
influence art
Subject focus: Language,
Social Studies, Arts
Central Idea:
Culture, history and personal
journeys can be expressed
through the arts and
literature
Key Concepts: causation,
perspective, reflection
Related Concepts: cultural
identity, personal perspective,
freedom
Lines of Inquiry:
the role of literature
and art in maintaining
cultural identity
cultural beliefs,
individual rights and
social responsibilities
reflected through
literature
personal interpretation
of art and literature
Subject focus: Science,
Social Studies
Central Idea:
Microscopic organisms have
an impact on living things.
Key Concepts: function,
connection, responsibility
Related Concepts: biology,
classification, organisms,
evolution
Lines of Inquiry:
humans classify to
understand living
organisms
the interdependency
of humans and micro-
organisms
the importance of
medical knowledge
and innovations
Exhibition
Subject focus: Science,
Social Studies
Central Idea:
To be determined by the
students
Key Concepts: form,
causation, change
Related Concepts:
Adaptability, sustainability,
technology
Lines of Inquiry: To be
determined by the students
Subject Focus: Language,
Social Studies, the Arts
Central Idea: Individuals are
responsible for their learning
Key Concepts: causation,
responsibility, reflection
Related Concepts: Identity,
Personal Perspectives,
Metacognition
Lines of Inquiry:
personal qualities and
factors that affect the
way we learn
cultural influences that
shape our
understandings
how metacognition
can help us take
responsibility for our
learning
Subject focus: Social Studies,
English, Math
Central Idea:
Interactions between
organisations, businesses
and individuals impact
humankind and the
environment.
Key Concepts: function,
connection, reflection
Related Concepts:
Interdependence, Impact
Lines of Inquiry:
how different factors
affect the choices and
decisions that
businesses make.
the involvement and
influence of politics in
the global market
the impact of
technology on
economies
Exhibition
completes the PYP, our 4th UOI, transdisciplinary theme - Sharing the Planet
synthesizes all of the essential elements - concepts, knowledge, skills,
attitudes and action, as well as the attributes of the learner profile
students reflect upon, celebrate and demonstrate all that they know and
understand of the PYP,
they share their learning with the whole school community.
students will participate in selecting a real-life issue, problem or passion to
conduct an open-ended comprehensive inquiry.
students will have the opportunity to work collaboratively, demonstrate
independence and be responsible for their own learning.
Mathematics We primarily use the Mathematics for
the International Student MYP 1
emphasis is on problem solving and
investigative activities
real problems, using a variety of methods.
technology will be incorporated where
there is a natural fit.
the programme supports the belief that
mathematics is best learned through
practical experience and discussion.
students explore concepts using a variety
of tools, materials and strategies
opportunities to demonstrate their
conceptual understanding by
communicating and modelling their
reasoning
Major topics covered this year will
include:
Number Systems
Operations with Whole Numbers
Number Properties
Fractions
Fraction Operations
Decimals
Operations with Decimals
Data Collection and Representation
Coordinates and Lines
Directed Numbers
Algebra
Patterns
Points, Lines and Angles
Polygons
Capacity
English Writing
Students will:
explore various forms of writing, and will be given
opportunities to write for different purposes
throughout the year.
write in response to literature
read the works of other writers
write their own poems, works of fiction and essays
learn how to organise and plan out pieces of writing
be encouraged and guided to discover and develop
their own written voice
Reading
Independent Reading: Students choose novels that are
of interest to them. Students are expected to read at
home and during silent reading time (ERIC) regularly.
Instructional Reading occurs in the classroom and at
home. This involves reading non-fiction textbooks to
gain information and researching and note-taking from
various reading materials.
Book studies/Literature Circles involve looking at
various pieces of literature on both a literal and
inferential level, as well as making connections. Book
studies are connected (where possible) to our Units of
Inquiry.
Class Novels are read and or/ listened to by whole
class to stimulate discussions and assignments.
Grammar and Spelling
Formal grammar lessons will be taught throughout the
year. There will be integration of grammar and spelling
skills into daily work. In grade 6, spelling is approached
through the lens of etymology and word roots.
Students are encouraged to discover how words have
evolved and how they are connected.
Students will:
explore words and their meanings and make use of
dictionaries and thesauruses
Explore various parts of speech
Learn to identify and make use of word roots
Be encouraged to have fun with words and recognise
their power and importance
Practise and reinforce individual spelling and grammar
skills through daily work
Physical Education Teachers: Ms. Straub, Mr. Gardiner & Mr. Thomson
All students in grade 6 will receive four P.E. classes per week.
The material covered in physical education classes is based upon the provincial curriculum and PYP requisites
In addition to class activities, students may join co curricular sports teams.
First term
soccer (boys only)
cross country (co-ed)
volleyball (girls only)
Second term
basketball (co-ed)
swimming (co-ed)
Third term
rugby (co-ed)
track and field (co-ed)
In physical education classes, the students are engaged in fitness activities working on improving their strength, flexibility and cardiovascular endurance. They participate in team sports (soccer, volleyball, basketball, and rugby), swimming, track and field, outdoor games (ultimate frisbee, California kickball) and in relays and races using various apparatus.
Through the activities, students develop and improve their gross and fine motor skills, enhance their athletic creativity, work with a partner or on teams, learn about fair play, and sportsmanship.
Music Instructor: Mr. McLean
•All students in grade 6 receive two weekly music class lessons, as part of the Mulgrave programme
of study.
•Material covered in the Comprehensive Music Courses is based upon the provincial and PYP
curricula, supplemented by the teacher’s individual expertise and training.
•All students perform in the two large Jr. School concerts:
•the G4-6 Winter Concert (set for Thursday, December 8th at 7:00 p.m.)
•the G4-6 Spring Concert (set for Thursday, May 30th at 7:00 p.m.)
•In addition to classroom music, students may join co-curricular music ensembles.
•Choir (in which various styles of song are studied, incorporating movement where
appropriate)
•Band (including a jazz band for grade 6 players with some experience)
Details are available from the ensemble directors, Mr. McLean or Mr. Steffens, respectively.
Basic classroom music activities are:
•Singing
•Instrumental Playing, including Alto Recorder (new to grade 6) and Barred Percussion (xylophones,
glockenspiels, metallophones)
•Music Listening/Appreciation
•Music Reading and Writing (within the selections being sung or played,as well as separate exercises)
Through the various activities, students are taught to develop their listening skills, their intellectual capacity
for music and musical literacy, their creative expression through music, and their appreciation of music. A
varied repertoire is used to create a comprehensive approach to musicianship. In this approach, the basic
elements of music education are incorporated: performance, analysis, listening, creativity and notation.
Grade 6 French The French programme focuses upon the concepts explored in the Units of Inquiry
that form the basis for student learning and discovery. Students develop their French language skills while communicating ideas that centre upon aspects of the themes they are concurrently studying. As IB learners, students strive to be inquirers, thinkers, communicators, risk-takers, and reflective. These attributes of the IB Learner Profile are continuously encouraged within the structure of the French programme.
Objectives:
To have fun, and to develop a love of learning French by:
Increasing listening, speaking, reading and writing skills through individual and collaborative projects;
Developing a good general knowledge and appreciation of French culture in Canada and the world;
Stimulating creative thinking as a way of understanding and communicating in a foreign language;
Expressing ideas in a variety of formats, including the use of technology and external resources.
Activities: Listening, speaking, reading and writing, activities, including discussions, individual and group presentations, reading activities, role plays, dialogues, grammar analysis, and UOI-based projects.
Homework:
Students will occasionally be asked to complete an assignment at home, or to memorise grammar points that have been introduced in class. Oral and written language will be monitored/ and practised together during French class time for maximum error correction.
Grade 6 Mandarin This is the second year that the Grade 6's will be studying Mandarin. Pinyin (Mandarin phonetic symbols) will be introduced at the beginning of the year. At a later stage, the students will be encouraged to read new pinyin on their own, as they work to develop good pronunciation and intonation. Ms. Wei will use a teaching resource she developed herself to assist the students to start communicating easily and efficiently. She has posted the book on her class page so that students and parents can use the resource out of class and so their homework.
Students will use their workbooks as supplementary material to review and reinforce the reading and writing skills. Chinese characters in the workbook are taught according to the character formation system. Once the children have a good grasp of radicals and simple characters, they will be able to analyze most of the compound characters they encounter, and to memorize new characters in a logical way.
Children at this age are motivated to learn vocabulary related to their environment. Therefore, the chosen topics in Mandarin are: shapes, colors, food, routine, family, etc. In the same time, students will learn related vocabulary and sentences to integrate into their units of inquiry so that they will be able to talk about what they learn in their UOI in Mandarin. That is usually their final assessment for each unit.
As part of Chinese language learning, legends, stories, history and cultural elements will be introduced as well.
Objectives:
To build confidence in learning Mandarin tones and characters
To develop good pronunciation and intonation
To increase awareness of Chinese culture and its significance
To stimulate creative thinking as a way of understanding a foreign language
To use technology to communicate with others
Activities: Practice tones with hand gestures, flash cards to recognise characters, reading, recital, writing, assignments, discussions, individual and group presentations, role plays, research
Homework:
DAILY: 15 MINS. (Revision of class activities, study of vocabulary/grammar/, reading, research, recital, etc.)
Daily Routines
Homework: homework may include math, spelling, reading or project work as needed. Homework will increase as the year progresses as we prepare the students for the additional workload of Middle School.
Student Agenda: should be signed each day by parents and teachers, is used to communicate, record homework and organise schedules. We have also implemented the use of the Microsoft Outlook Calendar to aid in student organisation.
Co-curricular Activities and balanced schedules: Many students have extremely busy schedules outside of school hours. We will do our best to help students manage their assignments, balance their workload and maintain a positive outlook about the programme.
Eating habits, breakfast in particular
Independence
Bed time!