Year 6General InformationDownloadsTimetables:
6.1/6HWD Term 1 Timetable Programme Overview:
Year 6 Yearly Overview Class Communications:
Camp Parent Volunteer Letter News & Updates22 August 2011It has been a positive and energized first week in Year 6. It has been wonderful to see the students with their newly packed bags of stationery, books, and of course their laptops. The Year 6 classes have been developing essential agreements, responsibilities and consequences. These apply across the school environment, both in and out of the classroom, including the responsible use of laptop ownership. As well as self-management skills, we have begun inquiring into many areas of learning. In mathematics, we have been assessing students' knowledge and understanding of place value, with learning engagements and activities. Language classes began before the students entered the classroom, with plenty of listening and speaking. It has been great to hear their holiday stories, as well as to see the great list of different reading materials that have been read. Our first Unit of Inquiry, Where We Are in Place and Time, has sparked many student questions and interests. Our central idea for this unit is: 'People and places have histories that can be uncovered through a variety of sources.' This already has many of our students thinking as we consider and explore what is history. Guest speakers are always needed to engage student learning, and to make learning authentic (a primary resource). If you, or you know of someone, who could come in to speak to the Year 6 students about a particular historical perspective, event, please inform the classroom teacher or send an email to Mrs Westwood at This e-mail address is being protected from spambots. You need JavaScript enabled to view it . We look forward to the year ahead. Programme of InquiryUnit 1 - People and PlacesTransdisciplinary Theme: Where we are in place and time The first unit in year six comes under the trans-disciplinary theme of "Where we are in place and time". Under this theme the children are inquiring into orientation of place and time and personal histories. During this unit, students will be focusing on the five essential elements of the PYP (knowledge, concepts, transdisciplinary skills, learner profile and action) and inquiring into significant events and people in history. Students will use a variety of sources to find information and will learn to determine the validity of the information they have acquired. Each student will then present their findings at the end of the unit using a range of presentation modes. Central Idea: 'People and places have a history that can be uncovered through a variety of sources.' Lines of Inquiry:
Key Concepts: Function, Reflection, Perspective Learner Profile Focus: Reflective, Communicator Attitude Focus: Independence, Integrity Unit 2 - BiodiversityTransdisciplinary Theme: Sharing the planet The second unit of inquiry in Year 6 comes under the transdisciplinary theme of "Sharing the planet". Under this theme the children are inquiring into rights and responsibilities in the struggle to share finite resources with other people and with other living things. During this unit, students will inquire into the importance of biodiversity in determining the health of our planet. They will investigate different types of biomes and ecosystems and discover how they support biodiversity. Using our local area, the children will learn about the importance of wetland areas and use their science skills to evaluate the health of the mangrove ecosystem near Discovery College. Central Idea: Biodiversity relies on maintaining the interdependent balance of organisms within systems. Lines of Inquiry:
Key Concepts: Causation, Connection, Responsibility Learner Profile Focus: Caring, Principled Attitude Focus: Commitment, Respect Unit 3 – Let's CritiqueTransdisciplinary Theme: How we express ourselves The third unit of inquiry in Year 6 comes under the transdisciplinary theme of "How we express ourselves". Under this theme the children are inquiring into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values as well as the ways in which we reflect on, extend and enjoy our creativity and our appreciation of the aesthetic. During this unit we will investigate the many ways people can express their emotions through Art. The students will create a piece of abstract artwork that depicts an emotion and critique a peer's artwork using a formal critiquing method. The children will also create a film for the ESF Film Awards that portrays an emotion without using speech. During Music lessons, students will compose their own music to accompany the film. Central Idea: Art is connected to emotions and can be represented in many ways. Lines of Inquiry:
Key Concepts: Perspective, Reflection, Connection Learner Profile Focus: Open-minded, Communicator Attitude Focus: Confidence, Creativity, Appreciation Unit 4 - MatterTransdisciplinary Theme: How the world works The fourth unit of inquiry in Year 6 comes under the transdisciplinary theme of "How the world works". Under this theme the children are inquiring into the natural world and its laws, how humans use their understanding of scientific principles, and the impact of scientific and technological advances on society and on the environment. During this unit the students will participate in several scientific experiments and draw conclusions from their results. We will inquire into the many ways that people can change matter and discuss the implementations this can have on the health of our planet. Central Idea: Matter exists in different forms which canbe changed and used for a variety of purposes. Lines of Inquiry:
Key Concepts: Function, Change, Responsibility Learner Profile Focus: Creativity, Independence Attitude Focus: Curiosity, Integrity Unit 5 – Making a Difference - PYP ExhibitionTransdisciplinary Theme: How we organise ourselves The exhibition unit of inquiry in Year 6 comes under the transdisciplinary theme of "How we organise ourselves". Under this theme the children are inquiring into the structure and function of organizations and their impact on humankind and the environment. During this unit students will be inquiring into various organisations that provide services to the environment or humankind. Students will have the chance to identify opportunities for service in their own school, community, or further abroad and will form small organisations with the aim of making a difference in an area that they feel passionate about. The exhibition is a chance for Year 6 students to demonstrate the independence and responsibility that they have developed throughout their primary school years, as well as being an opportunity to take action as a result of learning. Throughout the unit, the students will be mentored by teachers from across the school, as well as seeking current and relevant information from a variety of primary resources. Central Idea: Organisations can make a difference to humankind and the environment. Lines of Inquiry:
Key Concepts: Function, Causation, Change Learner Profile Focus: Communicator, Thinker Attitude Focus: Cooperation, Enthusiasm Unit 6 – ChangesTransdisciplinary Theme: Who we are The final unit of inquiry comes under the transdisciplinary theme of "Who we are". Under this theme the children inquire into the nature of the self, including our personal, mental, social and spiritual health, as well as focusing on human relationships. As part of this unit students learn about physical and physiological changes to their bodies during adolescence. Developing positive relationships and identifying strategies to support each other through these changes is a major focus. This unit also allows the students to inquire into the changes they will undergo when transitioning from primary school to secondary school. Central Idea: External and internal factors cause changes in our lives. Lines of Inquiry:
Key Concepts: Causation, Change, Responsibility Learner Profile Focus: Open-minded, Balanced Attitude Focus: Empathy, Tolerance English Language Overview
The English Language curriculum is divided in three strands: Writing Language, Oral Language and Visual Language. These three strands are inter-woven into all areas of the curriculum and particularly the units of inquiry. However, specific skills in these three areas are taught in stand alone Language lessons. Written LanguageThe written language strand includes reading, writing and spelling. In Year 6 students study text in the form of a weekly literature circle. In literature circles, students are encouraged to read critically and study the craft of story writing. Students also engage in the study of reading through shared reading linked to the unit of inquiry. Writing in Year 6 focuses on the students continuing to improve the structure and content of their writing. Students are taught to write for specific purposes and audiences. The process of drafting, editing and publishing encourages the students at this level to continue to improve their written work. Words Their WayWords Their Way is the spelling program that is used in Year 6. The program focuses on improving spelling through word study and the identification of patterns in words. Students are taught in differentiated groups that cater to their specific needs. Oral LanguageThe oral language strand includes speaking and listening. In Year 6 students are encouraged to become confident speakers and effective listeners. In Language lessons, students are instructed in successful presenting and debating techniques. Students are also trained in listening for specific information and responding appropriately. Visual LanguageThe skills of viewing and presenting are taught in conjunction with each other. Students analyse visual media and text for audience, purpose and meaning. Students will draw upon these skills when they create their silent movie for the ESF Film Festival. Maths OverviewDC mathematics policyThe Discovery College mathematics policy outlines the school's philosophy of teaching mathematics. In this document below, you will be able to find information regarding the school's goals, assessment, and teaching practices. Mathematical StrandsThe Maths curriculum is organised into 5 strands. Below you will find a short descriptor for each strand or what we want the children to know.
Related concepts: There are many related concepts that could provide further links to the transdisciplinary programme of inquiry or further understanding of the subject area. Related concepts, such as pattern, boundaries and base systems, have been embedded into the descriptions for each of the strands above. Schools may choose to develop further related concepts. Year 6 Mathematics OverviewThe following document outlines the Maths units covered in Year 6. Please note the timing and duration of these are approximate and may change to suit the needs of a particular class. As each unit begins, Maths targets for that unit will be posted below. Student TargetsThroughout our Year 6 Mathematics units, the students are working towards achieving targets that show their understanding of the content and their ability to implement them in various contexts. Student success for each 'I can' statement is measured through their formative and summative assessments, a range of 'hands-on' classroom activities and observation of the student's understandings as well as independent working skills. At the start of each unit a target sheet for that unit will be added below. Unit 1 – Number and Place ValueMathematical Strand: Number Central idea: The base ten system enables us to meaningfully understand and use numbers to solve problems. Lines of Inquiry:
Web Resources:
http://www.gamequarium.org/dir/Gamequarium/Math/Multiplication/Games/ Unit 2 – Pattern and AlgebraMathematical Strand: Pattern and function Central idea: Patterns can be represented, analysed and generalised using algebraic expressions, equations or functions. Lines of Inquiry:
Web Resources:
Mathletics - www.mathletics.com Unit 3 - Shape, Space and MeasurementMathematical Strand: Shape, space and measurement Central idea: Shapes have relationships and properties that enable them to be described, represented, created and measured. Lines of Inquiry:
Web Resources:
http://www.primaryresources.co.uk/online/angle.swf Unit 4 - Fractions, Decimals and PercentagesMathematical Strand: Number Central idea: Whole numbers and parts of numbers can be represented in a variety of ways. Lines of Inquiry:
Unit 5 - Multiplication and DivisionMathematical Strand: Number Central idea: Whole numbers and parts of numbers can be represented in a variety of ways. Lines of Inquiry:
Web Resources:
http://www.gamequarium.org/dir/Gamequarium/Math/Multiplication/Games/ ResourcesHomework |
CURRICULUM 
PYP Year 6
Year 6 2010-11 English Language Programme Overview
