Year 6 Information Handbook · tolerance, understanding and acceptance. 5. People are free to choose and practice their religions. But we reject those who preach violence and hatred

Year 6 Curriculum Guide 2018

Year6

InformationHandbook


Content Declarations

Affirmation of Democratic Principles and Practices Muslim Charter Policies Welcome to AIA and Vision Statement 4-5 Academia at AIA 6 The Year 6 teaching team for 2018 7 Staff contacts and bell times 8 Uniform Policy 9-12 Homework Study Plan 13-14 Subject Time Allocation – Year 6 15 Middle Years Programme MYP Curriculum 16 IB Philosophy in the MYP 17 IB Learner Profile 18 Summary of Assessment Criteria's 19 Curriculum and Assessment Subject Areas 20-28 Assessment and Reporting 29 Service as Action 30 Student Portfolios 31 Year 6 In class programs, extracurricular and others Reading Plus / Mangahigh/ HotMaths 32 Seven Steps to writing Success / Literacy Planet 33 Education Perfect / Duolingo / P.E Health Ed & Sports 34 Afterschool Quran / Maths / Language & Homework Support 35 Art & Craft Club / Science Club 36 Boys Adventure Club / Girls Adventure Club / Chess Competitions 37


AffirmationofDemocraticPrinciplesandPractices:

The Australian International Academy of Education declares and affirms that school programmes and leading practices embrace the following important principles:

1. The promotion of peace, harmony and understanding through intercultural interactions.

2. All Australians have equal rights before the law. We reject any form(s) of discrimination

based on race, religion or gender.

3. The rule of law and respect for the rights of others.

4. The values of fairness, openness, sharing and giving a hand, looking after neighbours,

tolerance, understanding and acceptance.

5. People are free to choose and practice their religions. But we reject those who preach

violence and hatred in the name of any religion.

6. The right of individuals to enjoy the freedom of speech, expression and association. But

we reject verbal and written abuses and transgressions against others under the cover of

freedom of speech and expression.

7. The Australian system of democratically elected governments and councils is the best

that serves the interest of all Australians.


WelcometoTheAustralianInternationalAcademy!

The Academy Vision is to have graduates who are well prepared and self-motivated to advance and to participate effectively as world citizens with Muslim values.

Having such a vision in mind, the Academy is offering a broader and well balanced curriculum with global perspectives to students in junior, secondary and post compulsory levels. In a Muslim environment, Islamic Education and extracurricular components complement the general education programme to produce a comprehensive contemporary curriculum that satisfies students’ needs and realises the vision.

Vision Objectives

To realise this Vision, the Academy is working towards the following nine objectives:

To develop the curriculum to cater for the growing needs of all students

To widen the focus and the scope of all programmes to go beyond the local or the regional aims to global perspectives.

To develop extracurricular programmes that complements the general curriculum and encourages creativity, innovation, involvement in service for the community, participation in sports, and concern for the environment.

To develop and maintain a school environment where every student has the opportunity to learn to his/her fullest potential and to enjoy his/her school days without discrimination or undue pressure.

To develop appropriate teaching practices and promote contemporary approaches to learning that encourage students to build self confidence and develop their talents and inner personal skills.

To build in students the proper character that exemplifies desirable values and shows respect and tolerance to other opinions and appreciation to differing cultures and religions.

To develop and optimise educational opportunities, resources, and facilities to cope with all challenges brought about by the technology age.

To improve and optimise working conditions for the Academy employees and develop effective recruitment and selection procedures to attract and appoint good quality candidates, and

To develop and improve its administrative and financial systems to deliver services efficiently and effectively and to achieve optimum results.

The Australian International Academy Profile

The Australian International Academy (AIA) is an equal opportunity educational institution dedicated to the provision of high quality education for students from Prep to Year 12 matriculation in Australia and internationally. The head office of the AIA is in Melbourne, Australia.

The AIA grew out of the establishment of the first school in Australia tailored to the needs of Muslim students in Coburg, Melbourne in 1983. Since its initial buildings in Coburg (a suburb about 10km north of Melbourne CBD) had been purchased in 1982 through a donation from the late King Khalid of Saudi Arabia, it was named the King Khalid Islamic College of Victoria. The secondary component of the school started in 1991 at the Coburg site, and in 1995 a second campus was opened in the nearby suburb of Merlynston (about 12km north of Melbourne).


The first Year 12 VCE (Victorian Certificate of Education) class graduated in 1995, and the first Year 12 IB (International Baccalaureate) Diploma class graduated in 1996.

In 2006 the name of the school was changed to the Australian International Academy. In that same year the AIA opened a new campus, the Australian School of Abu Dhabi in the United Arab Emirates, and also took over the Noor al Houda School in Sydney, which is now known as the AIA – Sydney Campus. Since then we have grown in leaps and bounds. We now have three functioning campuses here in Victoria, two campuses in Sydney and one campus in Abu Dhabi with the possibilities of other campuses opening up in the near future.

The Academy’s population is made of students from a wide range of ethnic and cultural backgrounds including Arab, Turkish, Indian, Pakistani, Bangladeshi, Indonesian, Malaysian, Somali, British, European, South African and others. Overseas students are accepted as well as local residents. The Academy staff is likewise composed of a rich international mixture which includes Muslim and non-Muslim staff.


Academia at AIA The curriculum for AIA is provided by the International Baccalaureate Organisation (IBO). The Middle Years Programme (MYP) was adopted in 2000 as the curriculum framework for students Years 6 to Year 10 at AIA. It is undertaken by all students in the Middle School. At the end of Year 10, students who meet all the requirements of the MYP will be awarded an MYP completion certificate by AIA and/or also a completion certificate by the IBO. The International Baccalaureate Middle Years Programme Curriculum Guidelines (Years 6-10) is designed to give you an overview of the curriculum and learning opportunities that are available at AIA over the five years of the programme.

The MYP provides a common framework that is consistent across all levels and areas of study. It is a student centred programme based on the unique needs and characteristics of adolescence. The programme engages and motivates students to reach their highest potential and helps shape their character. It is a programme that provides discipline, challenging standards, skills development, creativity and flexibility to help students become self reliant and responsible world citizens.

The MYP curriculum model places the student at the centre and has a philosophy that promotes the education of the whole person and the “connectedness” of learning.

The MYP places a strong emphasis on the individual areas of study and the links between these through thinking, both critically and creatively, about ideas and behaviours. It includes problem solving and analysing, clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to deeper thinking and action.


The Year 6 Teaching Team for 2018

At the time of preparing this handbook the teacher allocation to the subject were correct. But please be aware they are subjects to change with notification.

Staff Contact List

6A Form Teacher :

Ms Manar Eltchelebi

6B Form Teacher:

Ms Julie Macpherson

6C Form Teacher: Mr Kumar Sepulohnia

6D Form Teacher

Ms Shahana Siddiqui

Mrs Silvana Harba Year 6 Coordinator

Subjects 6A 6B 6C 6D

Language and literature Ms Manar Eltchelebi Ms Julie Macpherson Ms Silvana Harba Ms Shahana

Mathematics Mr Kumar Sepulohniam Ms Julie Macpherson Ms Silvana Harba Ms Shahana

Individuals and societies Ms Manar Eltchelebi Ms Julie Macpherson Ms Silvana Harba Ms Shahana

Sciences Mr Kumar Sepulohniam Ms Rachel Gastin Ms Rachel Gastin Ms Shahana

Physical and health

education Ms Julie Macpherson & Mr Adam Nahal Ms Rachel Gastin & Mr Daniel Ibrahim

Language Acquisition:

Arabic

Arabic Proficient - Ms Fadia Eldebs

Arabic Capable - Ms Fatima Souied

Arabic Emergent - Mr Tawfik Eldib


Turkish Mr Kirca


French Ms Stefanie Kummerle

Religious Studies Ms Manar Eltchelebi

Quran Sheik Abdul Nasser Ms Fatima Souied Sheik Abdul Nasser Ms Fatima Souied

Performing Arts Ms Nafisa Miller

Visual Arts Ms Shirin Sezer

Information Technology Ms Yasmin Bozkurt Ms Yasmin Bozkurt Mr Noor Hasbi Yusuf Mr Noor Hasbi Yusuf

Quran Extension Ms Shirin Sarhan


Title / Position Staff Name Email address Head of Academy Mr. Salah Salman [email protected] Head of Campus Ms. Gafiah Dickinson [email protected] Ms. Shirin Sezer [email protected] Mr Graham Marshall [email protected] Ms. Nese Ozcelik [email protected] Mr. Ali Harba [email protected] Ms. Michelle Shears [email protected] IB Diploma Programme Coordinator Ms Rukhaidah Sahid [email protected] Victorian Certificate of Education Coordinator Mr. Melhem Assaad [email protected] Middle Years Programme Coordinator Ms. Naima Keddar [email protected] Year 6 Coordinator Ms. Silvana Harba [email protected] Year 7 Coordinator Ms. Sawsan Alshakshir [email protected]

Year 8 Coordinator Ms. Fadia Eldebs / Mr Daniel Ibrahim

[email protected] [email protected]

Year 9 Coordinator Mr. Thomas Cooper [email protected] Year 10 Coordinator Mr. Mahmoud Sammak [email protected] Year 11 Coordinator Ms Sama Al-ashi [email protected] Year 12 Coordinator Mr Mustafa Elakkoumi [email protected] Student Counsellors & Welfare School Psychologist

Mr. Belal Assaad & Ms. Ceril Gocuk

[email protected] [email protected]

Head of SEN Dept Ms. Mujgan Gocmen [email protected] School Nurse Ms. Heba Soueid [email protected]

Bell Times Locker Bell 8:30 am

Morning Assemblies 8:35 am 5 minutes

Period 1 8:40 am 45 minutes



Recess 10:55 am – 11:15 am 20 minutes


Period 5 12:05 pm 45 minutes

Lunch/Prayer 12:50 pm – 1:50 pm 60 minutes

Period 6 1:55 pm 45 minutes

Period 7 2.40 -3:25 pm 45 minutes

End of Day Form Assembly 3:25 pm 5 minutes

End of Day Dismissal 3:30 pm

UNIFORM POLICY- BOYS


Students are expected to wear the complete Academy uniform whilst at school, travelling to and from school and when attending all Academy assemblies, functions and excursions unless instructed otherwise.

Uniforms must be kept neat, clean and in good condition at all times. Damaged or shabby items of uniform are to be replaced.

The uniform is to be properly presented and worn correctly at all times.

- Shirts must be kept tucked in at all times, even when worn under the jumper. (This is not enforced when students are engaged in sporting activities at recess and lunchtime)

- Jumpers are not to be worn around the waist.

- Only a white singlet or tee-shirt may be worn under the shirts.

- No undergarments should be seen below sleeves of shirts or at neck line of shirts.

- The uniform is not permitted to be worn with `non-uniform’ clothing.

The school blazer must be worn for all official school functions, including excursions whether on or off campus. This arrangement may only be varied by an official announcement.

The blazer must be worn to and from school and kept on until the end of assemblies every morning. The blazer must be worn home in the afternoon. This arrangement may only be varied by an official announcement.

Navy blue scarves, beanies and gloves may be worn during the winter months.

Fingerless (cut-off) gloves are not acceptable.

Shoes must be black polishable leather school shoes. Runners, boots and shoes with Velcro are not regulation school shoes. Shoes are not permitted to have heels higher than 3 cm.

Boys must wear long grey school trousers. Trousers must be fully hemmed, without slits.

The school tie is to be worn at all times unless varied by an official announcement. The collar button on the shirt should be done up and the tie should cover the top button.

Only the official AIA navy blue backpack is acceptable.

Students must wear the Academy PE uniform to and from school on Sports Day.

School uniform includes hair, jewellery and hats.

- An unobtrusive wrist watch is the only permitted item of jewellery to be worn. Smart watches are not permitted.

- Only school approved AIA bucket hats are to be worn for sporting activities and outside in the yard

Facial hair and hairstyle

- Facial hair must be neat and tidy.

- Normal schoolboy haircuts of an acceptable length are required.

- Hair must be off the collar and when forward it must be out of the eyes.

- Hair is to be well groomed and kept clean and tidy.

- Hair should be kept in its natural colour (no variations or extremes to normal hair colour is acceptable).

- Extreme hairstyles (e.g. tails, Mohawks, spikes, corn rows, undercuts, dreadlocks, afros, indie cuts, ponytails and long hair) are not permitted.

CONSEQUENCES


A student who attends the school without full, correct uniform must report immediately to their Student Management Coordinator.

Students not in full school uniform and without a Uniform pass will be asked to remove the non-uniform item. If it cannot be removed students will be sent home to change following a phone call to the student’s family.

Breach of uniform policy:

A written note in the student’s planner and signed by a parent is required on the day that the student is out of uniform.

Students who breach the Academy uniform policy will:

- be issued with a uniform pass for the first breach providing they have an acceptable reason.

- be issued with an after-school detention for the second breach.

If a student regularly breaches the uniform policy, the Academy will contact the parents and ask that the student be collected from the Academy or bring the correct item of clothing to the Academy. The student will not be permitted to go into class until they are in full and correct uniform.

UNIFORM POLICY - GIRLS

Students are expected to wear the complete Academy uniform whilst at school, travelling to and from school and when attending all Academy assemblies, functions and excursions unless

Summer (Terms 1 & 4) Winter (Terms 2 & 3) Sports Uniform AIA Navy blue school blazer Grey tailored school trousers AIA white long or short sleeved shirt AIA school tie Plain grey/white socks (mid-calf) Black polishable leather school shoes Black belt -overhang is to be tucked into the trouser belt loops

AIA Navy blue school blazer Grey tailored school trousers AIA white long sleeved shirt

(square cut) AIA Maroon jumper (Years 6 – 9) AIA Navy blue jumper (Years 10 – 12) AIA school tie Plain/white grey socks Black polishable leather school shoes Black belt- overhang is to be tucked

into the trouser belt loops.

AIA Navy blue and white track suit AIA Navy blue and sky blue polo top AIA Navy blue bucket hat AIA Sports bag Sports shoes AIA Navy blue backpack


instructed otherwise.

Uniforms must be kept neat, clean and in good condition at all times. Damaged or shabby items of uniform are to be replaced.

The uniform is to be properly presented and worn correctly at all times.

- Shirts must be kept tucked in at all times, even when worn under the jumper. (This is not enforced when students are engaged in sporting activities at recess and lunchtime)

- Jumpers are not to be worn around the waist.

- Only a white singlet or tee-shirt may be worn under the shirts.

- No undergarments should be seen below sleeves of shirts or at neck line of shirts.

- The uniform is not permitted to be worn with `non-uniform’ clothing.

The school blazer must be worn for all official school functions, including excursions whether on or off campus. This arrangement may only be varied by an official announcement.

The blazer must be worn to and from school and kept on until the end of assemblies every morning. The blazer must be worn home in the afternoon. This arrangement may only be varied by an official announcement.

Navy blue scarves, beanies and gloves may be worn during the winter months. Fingerless (cut-off) gloves are not acceptable.

Shoes must be black polishable leather school shoes. Runners, boots and shoes with Velcro are not regulation school shoes. Shoes are not permitted to have heels higher than 3 cm.

Only the official AIA navy blue backpack is acceptable.

Students must wear the Academy PE uniform to and from school on Sports Day.

School uniform includes hair, jewellery, make-up and hats.

- An unobtrusive wrist watch is the only permitted item of jewellery to be worn.

- Smart watches are not permitted at school and if seen will be confiscated

- Facial piercing and stud jewellery is not acceptable.

- Make-up, long nails, fake nails and nail polish are not permitted.

- Only school approved AIA bucket hats are to be worn for sporting activities and outside in the yard

All female students in Years 6 to 12 must cover their entire hair. A plain white underscarf and white school scarf must be worn. The school scarf should drape over the chest and be pinned at the shoulder. The scarf should not hang loosely.


CONSEQUENCES

A student who attends the school without full,

correct uniform must report immediately to their Student Management Coordinator.

Students not in full school uniform and without a Uniform pass will be asked to remove the non-uniform item. If it cannot be removed students will be sent home to change following a phone call to the student’s family.

Breach of uniform policy:

A written note in the student’s planner and signed by a parent is required on the day that the student is out of uniform.

Students who breach the Academy uniform policy will:

- be issued with a uniform pass for the first breach providing they have an acceptable reason.

- be issued with an after-school detention for the second breach.

If a student regularly breaches the uniform policy, the Academy will contact the parents and ask that the student be collected from the Academy or bring the correct item of clothing to the Academy. The student will not be permitted to go into class until they are in full and correct uniform.

Summer (Terms 1 & 4) Winter (Terms 2 & 3) Sports Uniform

AIA Navy blue school blazer

AIA sky blue summer skirt

AIA white long sleeved shirt

Plain white socks (mid-calf to knee high)

White square school scarf & white under scarf

Black polishable leather school shoes (heels no higher than 3cm)

AIA Navy blue school blazer AIA

grey and navy winter skirt

AIA white long sleeved shirt (square cut)

AIA Maroon jumper (Years 6 – 9)

AIA Navy blue jumper (Years 10 – 12)

White square school scarf & white

under scarf

Plain white knee high socks or grey school stockings Black polishable leather school shoes

(heels no higher than 3cm) Leggings/pants are not to be worn under the school skirt

AIA Navy blue and white track suit

AIA Navy blue and sky blue long sleeves polo top

AIA Navy blue bucket hat

AIA Sports bag

Sports shoes

AIA Navy blue backpack


Homework and Study Plan

It is important for students to realise that learning is not confined within the school environment and homework ensures:

self-discipline and the development of good study habits a link between home and school the opportunity for students to revise/complete work at home

Every student is expected to do homework nightly, whether it is written work, revision of the day’s lessons, memorisation of Quran, wider reading, research or private study. Students are expected complete their homework in accordance with the rules outlined by teachers on Compass. Parents are encouraged to oversee the completion of homework.

Role of Parents

Parents are urged to support their children in developing a balanced study-relaxation division while at home, taking care to ensure that neither is too excessive and that students are getting a good night’s sleep. When set homework has been completed, unused time should be used for wider reading or revision. It is vital that parents work in collaboration with the school to ensure that there is a consistent emphasis placed on the importance of homework and study.

Where possible students should have:

An area to him/herself or at least an area away from digital distractions A desk or table Good lighting A comfortable chair (not too comfortable)

Students

Years 6-7 1 to 1.5 hours every day, at least 5 times per week Years 8-9 1.5 to 2 hours every day, at least 5 times per week

The first part of Home Study should include revision of work of each of the day’s classes. The second part of Home Study should consist of completion of assigned tasks and work required by

teachers. Work due over a period of time should be worked on over multiple sessions so that students are able

to break down their homework into manageable loads.

It is important that all students appreciate the need to submit their work on time and that work submitted is neat and presentable.


Attendance and Punctuality

Student Absences

Parents are required to add an explanation for their child’s absence via the Compass Portal either prior to the date of absence or straight after it.

If students are likely to be absent for longer than two consecutive days, parents should notify the student office via telephone.

Students from Year 6 to 12 are not to exceed the Academy policy regarding absences. Students may not exceed absences of 5 days/semester. Every day matters.

Students intending to travel overseas during the academic year must seek written approval from the Academy prior to travel.

Early Dismissal

In cases where a student is to be dismissed before the official end of day assembly, a written note signed by a parent must be provided to the Year Level Coordinator at the beginning of the day or must be indicated via an explanation entered on Compass.

Students are required to report to the Student Office and sign out before leaving the Academy grounds. If a student is to be collected from the Academy, a parent is to collect the student from the office.


Subject Time Allocation – Year 6

Area of study Subject Lessons per week

Language and literature

English 8

Language acquisition Arabic/Turkish/French 3

Individuals and society History/Geography/Civics & Citizenship 3

Islamic Studies & Quran 4

Mathematics Number, algebra, geometry and trigonometry,

statistics and probability, discrete

mathematics.

8

Arts Visual Arts/ Design/2D&3D Art/Mixed

Media

Performing Arts - Drama

2

Alternates by Semester

Sciences General Science 3

Health and Physical

Education and

Extra Curricular Sports

Physical Education/Health/Sports 2

Design

(Technology) Computer Technology 2

Total Periods

Per Week 35


CRITERIA AND ACHIEVEMENT LEVELS Each of the nine subject areas detailed on the following pages has a number of criteria specific to the subject, which form the basis of assessment in the subject.

Each of these criteria has levels of achievement and descriptors by which the student's work is assessed.

Teachers will set tasks to address one or more criteria and will assess students against the pertinent criteria by matching the student's performance against the descriptor that best reflects the performance of the student.

The MYP Curriculum The MYP curriculum model is one based on a thorough involvement in each of the eight subject areas identified in the model below including the study of a second language.

Students in their final year of the MYP (Year 10 at AIA) complete a major self-directed project called the Project; which is researched and developed in conjunction with a staff member acting as a mentor. The Project carries the same weight as a full subject.

IB philosophy in the MYP

This philosophy, framed in what is an IB education? (2013), is expressed through all aspects of the MYP. The programme has been developed with developmentally appropriate attention to:

VISUALARTSDRAMA

CIVICS&CITIZENSHIP

PHYSICALEDUCATIONSPORTSHEALTH&WELL‐BEING

NUMBER& ALGEBRA,MEASUREMENTAND

GEOMETRYSTATISTICSandPROBABILITY.

BIOLOGYCHEMISTRYPHYSICS

ARABICTURKISHFRENCH

ENGLISH

TECHNOLOGYARTS&DESIGNTECHNOLOGY


Conceptual understanding

Teaching and learning in context

Approaches to learning (ATL)

Service as action (community service)

Language and identity

Learning diversity and inclusion.

Inquiry-based curriculum Inquiry is a central idea in IB approaches to teaching. Inquiry, interpreted in the broadest sense, is the process initiated by students or the teacher that moves students from their current level of understanding to a new and deeper level of understanding. Teaching and learning through inquiry helps students to grow in their capacity to:

Make connections between previous learning and current learning

Experiment and play with various possibilities

Make predictions and take action to see what happens

Collect data and report findings

Clarify existing ideas and reappraise perceptions of events

Deepen their understanding through the application of a concept

Make and test theories

Research and seek information

Take and defend a position

Solve problems in a variety of ways.

The IB Learner Profile

IB programmes promote the education of the whole person, emphasising intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship. Underlying the three programmes is the concept of education of the whole person as a lifelong process. The learner profile is a profile of the


whole person as a lifelong learner.

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers /C

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for others and ourselves. We recognise our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


The MYP assessment criteria across subject groups can be summarised as follows.

A

B

C

D

Language and literature

Analysing Organizing Producing text

Using language

Language acquisition

Comprehending

spoken and visual text

Comprehending

written and visual text

Communicating Using language

Individuals and societies

Knowing and understanding

Investigating Communicating

Thinking critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the

impacts of science

Mathematics Knowing and understanding

Investigating patterns

Communicating

Applying

mathematics in real-world contexts

Arts

Knowing and Understanding

Developing skills Thinking creatively

Responding

Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and

improving performance

Design

Inquiring and

Analysing

Developing ideas Creating the

solution Evaluating

MYP projects Investigating Planning Taking action

Reflecting

Interdisciplinary

Disciplinary Grounding

Synthesizing and applying

Communicating Reflecting


Curriculum and Assessment

Language and literature (Language A) The objectives of MYP language A - deal with language and literature. The various language skills—listening, speaking, reading, writing, viewing and presenting—are all covered by these objectives. These objectives relate directly to the assessment criteria found in the “Language A assessment criteria” section. The aims of the teaching and study of MYP language A are to encourage and

enable students to:

Use language as a vehicle for thought, creativity, reflection, learning,

self - expression and social interaction.

Develop the skills involved in listening, speaking, reading, writing,

viewing and presenting in a variety of contexts.

Develop critical, creative and personal approaches to studying and

analysing literary and non-literary works.

Engage in literature from a variety of cultures and representing different historical periods.

Explore and analyse aspects of personal, host and other cultures through literary and non-literary

works

Engage with information and communication technology in order to explore language.

Develop a lifelong interest in reading widely

Apply Language A skills and knowledge in a variety of real-life contexts

Language and literature (Language A)

Criterion A Analysing Maximum 8

Criterion B Organising Maximum 8

Criterion C Producing text Maximum 8

Criterion D Using language Maximum 8


Language Acquisition (Language B)

The language B objectives are designed to enable the student to become multi literate by developing their:

Oral literacy (oracy)

Visual literacy (visuacy)

Written literacy (literacy).

In the context of the language B framework, to be multi literate is defined as being able to understand and use print-based and digital spoken, written and visual text. Meaning in text is constructed and presented in linguistic mode but also in visual, auditory, gestural and spatial mode (Evans et al 2008a: 2). These various modes must all be understood in combination with each other and are increasingly combined to construct meaning. Therefore, to be multi literate not only requires an understanding of spoken, written and visual text but an understanding of the interplay of these various modes in a text.

The objectives are organised into the three areas of communication (oral, visual and written) and—to assist teachers with planning, teaching and assessing—are further grouped into four communicative processes.

1. Oral communication 2. Visual interpretation 3. Reading comprehension 4. Writing

These four objectives are skills-based. The student’s knowledge and understanding will be developed through:

Learning language Learning through language Learning about language (Halliday 1985).

This, in turn, helps students learn how to learn. The cognitive, linguistic and socio-cultural aspects of communication are intertwined in each of the four objectives. The student is expected to develop the competencies to communicate appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes. Each phase of the four objectives is elaborated by several bullet-pointed strands. Each strand is an aspect or component of the whole objective and must be considered when planning, teaching, assessing and reporting on the student’s language development and communicative competence. These aspects in language B focus on purpose, context and language control.

Language acquisition (Language B) Criterion A Comprehending spoken and visual text Maximum 8

Criterion B Comprehending written and visual text Maximum 8

Criterion C Communicating in response to spoken, written and visual text Maximum 8

Criterion D Using language in spoken and written form Maximum 8


Individuals and Societies

The aims of the teaching and learning of MYP humanities are to encourage and enable the student to:

Appreciate the range of human and environmental commonalities and diversities.

Understand the interactions and interdependence of individuals, societies and environments in different contexts.

Understand how both environmental and human systems operate and evolve over time.

Identify and develop a concern for human and environmental well-being.

Act upon opportunities to be a responsible global citizen. Develop effective inquiry skills to achieve conceptual

understanding in humanities.

Individuals and societies (Humanities) Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8

Criterion C Communicating Maximum 8

Criterion D Thinking critically Maximum 8


Religious Education

Religious education seeks to transmit the revealed & acquired knowledge to our young generation of Australian Muslims, and to inculcate in them Islamic values that will guide them & lead them into a healthy, well adjusted life whereby they contribute to the growth of the society in which they live. AIMS The need to cater for the education of Australian Muslim children is of utmost importance and by doing so we seek to:

Preserve our Islamic culture and identity.

To prepare the student for life with a clear consciousness of his/her role

To instill a deep sense of belonging to Islam

Provide an Islamic environment where students are comfortable and free to practice Islam and

enhance their faith and Islamic knowledge.

Teach Islamic civilization, history and Islamic achievements.

Develop tolerance and ability to participate effectively in society.

Develop good Australian Muslim citizens.

Religious Studies Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8


Criterion D Thinking critically Maximum 8


Physical and Health Education (Physical Education)

The aims of the teaching and study of MYP physical education are to encourage and enable students to develop:

An appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle.

An interest in the promotion of health and wellness.

The motivation to participate fully in all aspects of physical education.

Their optimal level of physical fitness effective communication strategies, verbal, non-verbal and written.

The skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practising, refining, adapting, thinking, and interacting.

The ability to reflect critically on all aspects of physical education, including being a critical performer.

An understanding of international perspectives on physical activity, sport and health education.

A lifelong interest in and enjoyment of physical activities as a participant.

Physical and Health Education (Physical Education) Criterion A Knowing and understanding Maximum 8

Criterion B Planning for performance Maximum 8

Criterion C Applying and performing Maximum 8

Criterion D Reflecting and improving performance

Maximum 8


Design (Technology)

The MYP technology design cycle consists of four major stages and these relate to the objectives of the course.

The aims of the teaching and study of technology are to encourage and enable students to:

Develop an appreciation of the significance of technology for life, society and the environment.

Use knowledge, skills and techniques to create products/solutions of appropriate quality.

Develop problem solving, critical- and creative thinking skills through the application of the design cycle.

Develop respect for others’ viewpoints and appreciate alternative solutions to problems.

Use and apply information and communication technology (ICT) effectively as a means to access, process and communicate information, and to solve problems.

Design (Technology) Criterion A Inquiring and analysing Maximum 8

Criterion B Developing ideas Maximum 8

Criterion C Creating the solution Maximum 8

Criterion D Evaluating Maximum 8


Arts

The arts objectives interrelate with each other and form the basis of the student’s experience in the arts.

The aims of the teaching and study of MYP arts are for students to: Understand how the arts play a role in developing and expressing

personal and cultural identities.

Appreciate how the arts innovate and communicate across time and culture.

Become informed and reflective practitioners of the arts.

Experience the process of making art in a variety of situations.

Explore, express and commu nicate ideas.

Become more effective learners, inquirers and thinkers.

Develop self-confidence and self-awareness through art experiences.

Appreciate lifelong learning in and enjoyment of the arts.

Arts Criterion A Knowing and understanding Maximum 8

Criterion B Developing skills Maximum 8

Criterion C Thinking creatively Maximum 8

Criterion D Responding Maximum 8


Sciences

The aims of MYP sciences are to encourage and enable students to:

understand and appreciate science and its implications

consider science as a human endeavour with benefits and limitations

cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments

develop skills to design and perform investigations, evaluate evidence and reach conclusions

build an awareness of the need to effectively collaborate and communicate

apply language skills and knowledge in a variety of real-life contexts

develop sensitivity towards the living and non-living environments

Reflect on learning experiences and make informed choices.

Sciences Criterion A Knowing and understanding Maximum 8

Criterion B Inquiring and designing Maximum 8

Criterion C Processing and evaluating Maximum 8

Criterion D Reflecting on the impacts of science

Maximum 8


Mathematics

The aims of MYP mathematics are to encourage and enable students to:

enjoy mathematics, develop curiosity and begin to appreciate its elegance and power

develop an understanding of the principles and nature of mathematics

communicate clearly and confidently in a variety of contexts

develop logical, critical and creative thinking

develop confidence, perseverance, and independence in mathematical thinking and problem-solving

develop powers of generalisation and abstraction

apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments

appreciate how developments in technology and mathematics have influenced each other

appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics

appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives

appreciate the contribution of mathematics to other areas of knowledge

develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics

Develop the ability to reflect critically upon their own work and the work of others.

Mathematics Criterion A Knowing and understanding Maximum 8

Criterion B Investigating patterns Maximum 8


Criterion D Applying mathematics in real-life contexts Maximum 8


Assessment and Reporting

Where more than one teacher is involved, common standards are set (standardization of internal assessment).

Student performance is assessed against the published assessment criteria for each subject. Criterion levels totals for each subject are established for each student. Teachers apply the grade boundaries to establish final grade for the student in each subject.

Please note the following

The final common assessment task (research, test, exam, assignment etc.) is part of the continuous MYP assessment process which should assist in confirming the most consistent level of student achievement in each subject area. Once the most consistent level of achievement for each criteria has been established, these are then added together to arrive at a final MYP mark for each subject. This total is then converted to the final MYP grade using the 1-7 scale below.

Grade Boundaries

1 1-5 2 6-9 3 10-144 15-18 5 19-23 6 24-27 7 28-32

General Grade Descriptors

Grade DescriptorGrade 1 Minimal achievement in terms of the objectives. Grade 2 Very limited achievement against all the objectives. The student has difficulty in understanding the

required knowledge and skills and is unable to apply them fully in normal situations, even with support. Grade 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student

demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Grade 4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Grade 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Grade 6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

Grade 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

Reporting to parents, includes progress reports, term reports and detailed semester

reports along with parent conferences and information sessions.


Service as Action

IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. MYP learning outcomes for service

With appropriate guidance and support, MYP students should, through their engagement with service as action:

1. become more aware of their own strengths and areas for growth 2. undertake challenges that develop new skills 3. discuss, evaluate and plan student-initiated activities 4. persevere in action 5. work collaboratively with others 6. develop international-mindedness through global engagement,

multilingualism and intercultural understanding 7. Consider the ethical implications of their actions.

These learning outcomes identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident and self-regulated learners.

Student requirements Service experiences are opportunities for students to engage in action. Students have a choice from the following 3 options.

1. Single learning event: This is a service the student provides to others just once and is not ongoing. Three must be completed per term.

2. Series of related learning experiences: This is a service the student provides over a short period of time. E.g. over a 3 week period. Two must be completed per term.

3. An extended project: This is a service the student provides over a long period of time. E.g. 3 weeks or more. One must be completed per term.

Students are expected to fill in the service experience proposal form and hand it in to their Form Teacher.

Student Portfolio


The portfolio concept itself is not a new concept. Artists, graphic designers, architects etc. have long been

using portfolios to organise their work and showcase their skills and talents.

Portfolios in the classroom today are becoming very powerful and popular tools for assessment and

evaluation. They provide examples of what students are capable of doing while encouraging students to take

charge of their own learning.

Portfolio assessment objectives

a. To allow students to use creativity & originality in displaying their work

b. To develop students’ organisational skills

c. To help students become aware of their progress & growth over a period of time

d. To encourage students to take charge of their own learning

e. To allow students to demonstrate their learning through a variety of ways & to ensure they experience

success

f. To help students review & reflect on their work & engage in self assessment

g. To develop students’ critical thinking skills of analysis, synthesis & evaluation by reviewing and reflecting on

their work

h. To help students to set goals to enhance their strengths & to improve their areas of concern

The student portfolios will be exhibited during the MYP exhibition in term 4.


In-class programs and Extra-Curricular

Reading Plus Reading Plus helps students establish silent reading fluency, increase comprehension skills, and expand vocabulary while broadening interests and building knowledge. The program includes three instructional components: the Reading component (SeeReader), the Vocabulary component (ReadAround), and the Visual Skills component (iBalance).

Reading Plus simultaneously develops all three domains of reading- physical, cognitive and emotional by integrating them in one personalised reading program.

Reading Plus is used in class up to three times a week and is set for homework too.

Mangahigh Mangahigh is one of the world’s first Games-Based Learning sites, which strives to balance game play and education. Students learn

Mathematics via purpose-built casual games and lessons that balance fun and learning.

Mangahigh is proven to be effective due to its Adaptivity, Automaticity, Discipline and self-learning and Application of theory.

Students have been involved in many competitions winning a few. Maths homework is now all fun and games.

HOTmaths Cambridge HOTmaths is a comprehensive mathematics learning system –for students to use and support their learning of concepts being taught in class. HOTmaths supports the student workbook Primary Maths. It provides students with lesson notes, quizzes, interactive activities called widgets, walkthroughs which are a range of problems which you go through step by step and the scorcher which is online drill and practice of concepts taught through competition.


Seven Steps to Writing Success

Seven Steps to Writing Success is a writing program that empowers teachers to inspire their students to rapidly improve their writing skills, and most importantly, learn to love writing!

‘Seven Steps’ aims to break up extended writing into 7 easy manageable steps. The aim is to break skills into steps to ensure students don’t get overwhelmed writing an entire piece from start to end, rather focusing on each section individually. Once students gain confidence in building the skills involved in each step, they progress to the next, bringing it all together to become creative and engaging writers and lifelong communicators.

Literacy Planet

Literacy Planet is a web-based literacy program that supports the English curriculum and meets essential learning standards. It is a comprehensive literacy resource, which covers pre-reading, phonics, vocabulary, spelling, reading, comprehension and grammar. Activities are interactive, fun and engaging, promoting students' willingness to learn while facilitating their literacy development. Literacy Planet will be used both in class and at home to consolidate topics taught in class


Education Prefect

Education Perfect is an online platform designed to make learning fun, engaging and effective.

It has been proven to improve learning outcomes and increase student engagement. Students are assigned targeted lessons to consolidate classroom content. Education Perfect can be used across all subject learning areas.

Duolingo

Duolingo is a free language learning app that offers our students practice in a complete language course in Arabic, French and Turkish. The program itself offers 11 completed language courses for English speakers and non-English speakers. Duolingo is a straightforward language app. Students set up their profile, choose their target language, set their weekly goals. Students are reminded daily to ensure they met their daily commitment. Duolingo supports our students in their language learning adventure!

Physical and Health Education and Sports

The Physical and Health education and sports department is recognised as a leader in academic, recreational and competition opportunities on the Melbourne Senior Campus. A comprehensive program has been developed in order to supports student learning and lifelong participation and wellness. Student development, respect, and cooperation and student professionalism is valued at AIA.

The health and physical education and sports department seek opportunities for a variety of recreational and competitive activities that will contribute to an individual’s physical fitness, personal development, respect and maturity through competitive engagement and extend the knowledge they are acquiring in Physical Education Programme.

Competitions: Coburg district primary schools sports association

Summer Sports Winter Sports

Bat tennis boys Bat tennis girls Football boys Soccer girls

Basketball boys Basketball girls

Soccer boys Netball girls Softball boys Softball girls.

Cricket boys Cricket girls


After school Quran, Maths, Language Acquisition and Homework Support

After school classes run for the duration of each term. Students have the opportunity to grow and build on their skills through the sessions. The sessions generally commence at the end of the school day, allowing children an easy transition from the classroom to their after school class.

Art & Craft Club

Art and craft club is a great way for students to be involved in hands-on activities whether it be origami, 3D models or

working on their artistic skills once a week throughout the year during lunch time.

When our time with them is limited in the classroom, an art and craft club can serve as a nice supplement for students who can’t get enough art. This

club also allows more opportunities and freedom to try new things with students.

Science Club

A science club that kids don't want to leave! Our highly experienced science teachers run fortnightly afterschool classes at our school science labs. The Science club activities, investigations and experiments, are designed to truly engage children with the scientific method whereby they learn to hypothesise, fairly test experiments, understand and change variables plus explore and communicate results just like in the real world. Specifically the program is designed around hands-on science experiments each section allows the students to gain greater confidence and engage with each concept presented... and have a blast doing so!

No fuss, just great science at an accessible club cost.


Boys’ Adventure Club

The Boys’ Adventure Club (BAC) is an initiative that encourages young boys to develop an awareness and understanding about themselves and the environment. The club is also designed to help foster the physical, intellectual, social and emotional development of boys.

Activities which have been undertaken during the sessions include go kart racing, laser tag, rock climbing, pizza making, Science Works Museum, sports activities and life skills training such as First Aide, building confidence, resilience and leadership.

Girls’ Adventure Club

The AIA Girl’s Adventure Club provides a nurturing Islamic environment devoted to leadership development for girls. This leadership journey begins in Year 6. Interested girls may continue until Year 12.

Some activities girls have been involved in are: trip to Fun Fields Water Park, roller skating, basic first aid incursion with a female life guard, baking course at Brassiere Bakery, soap making, soy candle making, making ice cream, swimming, cake decorating, maintaining the AIA GAC vegetable patch, card making, scrap booking, participation in community events, rock climbing and much more....

Chess

Chess is one of the most powerful educational tools available to strengthen a child’s mind. It can enhance concentration, patience, and perseverance as well as develop creativity, intuition, memory and most importantly the ability to analyse and deduce from a set of general principles, learning to make tough decisions and solve problems flexibly. At AIA Chess enables all students to shine and be recognised intellectually.

Playing chess helps students achieve many learning outcomes fast and more effectively. Put simply, chess makes kids smarter.

At AIA chess is played every Tuesdays in the cafeteria. Once students are familiar with the game, they have the opportunity to play in interschool events against other schools.

Documents

Year 6 Information Handbook · tolerance, understanding and acceptance. 5. People are free to choose and practice their religions. But we reject those who preach violence and hatred