Grade 6
Course Descriptions
2013 - 2014
MYP English A – Grade 6 Deborah Rahlenbeck [email protected] MYP English A – Grade 6 2013-­‐2014 Major Topics Autobiography: Boy • Who am I? o Students consider the impact experiences have on shaping individual development. o They begin to develop an awareness of literary techniques and how to apply them to their own writing. o Integrated throughout the unit is the development of basic writing skills -­‐ paragraphing, spelling, and basic punctuation. o Additionally, students will make their first oral presentations. Poetry: The Ballad • How can I use language to inform and entertain others? o Students develop initial poetry analysis skills and an awareness of plot structure. o They apply their knowledge to writing their own ballad. Novel study: Maroo of the Winter Caves • How much influence can one individual have over a group of individuals? o Students further develop their awareness of literary terms and techniques, and learn to incorporate this knowledge when responding to texts. Research: • How can we be sure of the truth? o Students strengthen their research skills and write a first 5-­‐paragraph essay. World Literature: Creation Stories • What can literature tell us about cultural identity? o Students develop active reading techniques and deduction skills. o Students learn more about the role conflict plays in plot development. World Literature: The Whale Rider • When is it acceptable to change or abandon a tradition? o Students will learn more about literary themes and consolidate the literature-­‐
related learning of the year. 1 MYP English A – Grade 6 Deborah Rahlenbeck [email protected] Media Studies: Whale Rider – The Movie • Why do film directors and producers make changes when adapting books? o Students will compare the film interpretation to the original book in order to recognize the value of the two different genres. Teaching and Assessment In all of their units, students will work on speaking, listening, reading and writing skills, including: • using a variety of reading strategies to increase comprehension. • identifying different literary techniques and applying them to their own writing and speaking. • beginning to write analytically about literature, including integrating supporting evidence. • applying grammatical rules to increasing accuracy in style and language mechanics. • using the complete writing process to plan and develop coherent written pieces. • developing transitions within 5-­‐paragraph essays to increase coherence of ideas. • using language for different purposes, including to explain, to describe, and to persuade. Students will be expected to work towards the following MYP English A objectives, which also correspond to the assessment criteria on their summative assessments: A: Content (out of 10) Students demonstrate their understanding of the text, topic and author’s choices, supporting their opinions with appropriate evidence. They are able to both identify and employ literary features in both creative and analytical writing. B: Organization (out of 10) Students order and link ideas appropriately in order to effectively support the intended message. C: Style & Language Mechanics (out of 10) Students organize and punctuate sentences correctly and use appropriate vocabulary in order to communicate effectively both in writing and orally. 2 MYP French – Grade 6 Valerie Boudarel [email protected] MYP French A – Grade 6 2013-­‐2014 Major Topics Am I a good reader? Reading : Hugo et les cartes magiques. Extracts : stories that make you dream (Les trois souhaits). “Talking of the wolf” What is the perception of wolves in literature?” Reading : L’œil du loup (Pennac). Jean de la Fontaine : le loup et le chien . Les contes rouges du chat perché. Tales How tales mirror the culture of the place?” Reading of various tales around the world. What is their common denominator?. The teachings of morals. Théâtre Are plays only to amuse people? Introduction to theatre: vocabulary and characteristics Play on words and other source of the comic. Reading of short extracts. Adventures around the world « What makes me so special? “ “Do I know the people who live around me?” Camara Laye: L’enfant noir. Mouloud Feraoun: Le fils du pauvre Le Petit Prince et le géographe. Ancient civilizations “Can we learn from the past?” Reading le roman de la momie , research activities 1 MYP French – Grade 6 Valerie Boudarel [email protected] Teaching and Assessment In all their units, students will work on the four skills used for language development, such as speaking, reading, listening and writing. Grammar and vocabulary will be done on a regular basis. Students will be expected to work towards the following MYP French objectives, which also correspond to the assessment criteria on their summative assessments: A: Analyzing (out of 8) Students can analyze different aspects of texts. They can comment or justify their ideas using examples. They begin to identify literary and non-­‐literary features. B: Organizing (out of 8) Students organize opinions and ideas in a logical manner with ideas building on each other. They use a presentation style suitable to the context and intention. C: Producing text (out of 8) Students create works that demonstrate thought and imagination. They select relevant details and examples to support ideas. They explore new perspective and ideas. D: Using language (out of 8) Students learn to use accurate and varied vocabulary, sentence structures and forms of expression. They are encouraged to use correct grammar, spelling and punctuation. 2 MYP German B – Grade 6 Eric Müller [email protected] MYP German Language B – Phase 3 2013-­‐2014 Major Topics Animals around the world Students are made aware of the animals living around them and how many animals from different areas of the world are kept in zoos. They learn to speak about animals and to give advice. Discussion of organizations such as WWF who give endangered species a chance to survive. Fit for fun How would you define a healthy lifestyle? How do we see ourselves and what do we do to keep a healthy lifestyle? How do students communicate and socialize within their own age group? Our modern world Students learn to express their opinion about new technology and how it can be used in the future. They will learn how to use new media/internet appropriately and how to read and interpret materials from different sources. They will learn how to have a structured discussion and to express their opinion. Schulstress Discuss subjects and opinions, describing your school, talking about daily life at school, What do you think about school? What do you do after finishing exams? Explore different types of education. Family & Relationships Students are made aware of how important their behavior contribute to a positive family relation. They learn to speak about family members in more detail, talk about personalities, characteristics of individuals. Festivities around the world “Only by knowing and understanding each others experience can we find common ground on when we can examine and resolve our differences.” Relevance of intercultural awareness. What festivities are celebrated by different class members/cultures? What is the importance of major celebrations in other cultures? 1 MYP German B – Grade 6 Eric Müller [email protected] Education and professional perspectives Discussion of different learning styles. How do I learn best? What do I need to know for the future? Students will compare different types of education and professions. What is my dream job? Teaching and Assessment The aims of the teaching and learning of MYP Language B are to encourage and enable students to: •
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gain competence in a language other than their mother tongue develop a respect for, and understanding of, diverse linguistic and cultural heritages become equipped with a skills base to facilitate further language learning. Students will be expected to work towards the following MYP objectives, which also correspond to the assessment criteria on their summative assessments: A: Oral communication (out of 8) This objective encompasses all aspects of listening and speaking. It refers to enabling the student to construct meaning through the process of internalizing meaning and articulating thoughts using speech in a variety of ways in the target language. B: Visual interpretation (out of 8) This objective involves the student in interpreting and constructing meaning from visual text to understand how images presented with oral and written text interact to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text. C: Reading comprehension (out of 8) This objective refers to enabling the student to construct meaning from written text by making inferences and interpretations. Engaging with text requires the student to think creatively and critically about what is read, and to be aware of opinions, attitudes and cultural references presented in the text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text. D: Writing (out of 8) This objective relates to the developmental process of writing. The student is expected to be able to organize and express thoughts, feelings, ideas, opinions and information in writing, write for specific purposes and develop accuracy when writing in the target language. 2 MYP German B – Grade 6 Karin Raffa [email protected] MYP German B – Grade 6 Phase 1 2013-­‐2014 Major Topics •
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Introducing yourself Talking about your family Talking about school (subjects, classroom objects, items in your pencil case) Free time and hobbies (sports and musical instruments) Talking about your home (say where you live, describe your house/flat) Talking about food and drink Teaching and Assessment In all of their units, students will work on Approaches to Learning skills, including: • accessing information—including researching from a variety of sources • reflecting at different stages in the learning process • making connections—including using knowledge, understanding and skills across topics and subjects • Students will be expected to work towards the following MYP Language Acquisition objectives, which also correspond to the assessment criteria on their summative assessments. A: Oral communication (Out of 8) to measure the student’s development as a speaker of the language B: Visual interpretation (Out of 8) to measure the student’s ability to interpret visual text presented with spoken and written text C: Reading comprehension (Out of 8) to measure the student’s ability to comprehend written text D: Writing (Out of 8) to measure the student’s development as a writer of the target language A detailed description of the achievement levels will be handed to the students before each assessment. 1 MYP Language B – Grade 6 Phase 1 Nadine Peronnon [email protected] MYP French – Grade 6 Language B Phase 1 2013-­‐2014 Major Topics Geography of France What are the main mountains/rivers/towns/bordering countries in France? Introduction of myself Numbers to 20 Greetings Introduction of myself (name, alphabet, age, birthday) The classroom What do I have in my pencil case? How can I communicate in French in the classroom? Who am I? Personality (what kind of person am I?) Physical description (what do I look like?) Description of my family members Animals Do I have a pet at home? Description of animals (size, color, weight, particularities) Free time What do I like doing in my free-­‐time? What do people do in their free time? The body What are the parts of the body? Where does it hurt? Clothes What do I wear? What do other people wear? MYP Language B – Grade 6 Phase 1 Nadine Peronnon [email protected] Daily routine What is my routine? What is my family’s routine? Food What do I eat? What do people eat? Teaching and Assessment In all of their units, students will work on: -­‐ Vocabulary, spelling -­‐ Pronunciation, intonation -­‐ Grammar rules -­‐ Speaking -­‐ Reading -­‐ Writing short paragraphs Students will be expected to work towards the following MYP Language B objectives, which also correspond to the assessment criteria on their summative assessments: A: Oral communication (out of 8) Students learn to understand and respond to simple, short spoken texts. They also learn to communicate information in a range of everyday situations. B: Visual interpretation (out of 8) Students learn to identify basic messages presented in simple visual texts. They learn to make simple interpretations of the meaning and purpose of visual texts (for example, signs, posters, picture books, websites) C: Reading comprehension (out of 8) Students read text of 200–300 words and learn to answers simple questions about it. D: Writing (out of 8) Students learn to communicate information in the topics studied and write 100–150 words. MYP French – Grade 6 Phase 2 Valerie Boudarel [email protected] MYP French B – Grade 6 Language B Phase 2 2013-­‐2014 Major Topics Personal information and relationships Students learn how to present themselves, to describe their immediate family and friends. They learn to talk about relationships with others, and how to describe their environment. Leisure activities and making plans. Students learn to explain what they have done and what they are planning to do. They also work on their communication skills regarding directions, or requests. Health and healthy lifestyle. Students talk about what to do to keep fit, about healthy eating, and how to give advice. Students develop their speaking and listening skills. For or against? Students learn to express their personal opinion and to justify it with arguments. Through a selection of topics, they engage in discussions, and learn to present ideas. This unit focuses on speaking but also on writing. The world of media. Students begin to understand newspaper articles. They explore different media, and can relate information to others. Vocabulary is covered on a regular basis and is linked to the topics they study. Grammar may include tenses (present, past and future), pronouns, adjectives, negative sentences, prepositions (since, from, to…), how to ask questions, and plural. Teaching and Assessment In all their units, students will work on the four skills used for language development, such as speaking, reading, listening and writing. Oral communication encompasses all aspects of listening and speaking: skills that are essential for language development, for learning and for relating to others (role plays, discussions). 1 MYP French – Grade 6 Phase 2 Valerie Boudarel [email protected] Written communication encompasses all aspects of reading and writing. Reading is constructing meaning from text by making inferences and interpretations. Writing allows us to develop, organize and communicate thoughts, ideas and information. (short paragraphs, dialogues, letters). Visual communication is a means to interpret or construct visuals and multimedia in a variety of situations and for a range of purposes and audiences. This allows students to understand the ways in which images and language interact to convey ideas (graphs, cartoons, advertisement). Vocabulary is covered on a regular basis and is linked to the topics they study. Grammar may include tenses (present, past and future), pronouns, adjectives, negative sentences, prepositions (since, from, to…), how to ask questions, and plural. Students will be expected to work towards the following MYP French Language B objectives, which also correspond to the assessment criteria on their summative assessments: A: Oral communication—to measure the student’s development as a speaker of the language. B: Visual interpretation—to measure the student’s ability to interpret visual text presented with spoken and written text. C: Reading comprehension—to measure the student’s ability to comprehend written text. D: Writing—to measure the student’s development as a writer of the target language. 2 MYP Humanities – Grade 6 Jeremy Loud [email protected] MYP Individuals and Societies (humanities) – Grade 6 2013-­‐2014 Major Topics Through line: Beginnings – forces that shaped the Earth, how early people adapted to the environments and began to change these environments to suit their needs. What does Individuals and Societies involve? • What do we need to know to begin our study in this subject? • How can environments be investigated? Where in the world are we? • How have systems affected the landscape of Switzerland? • What are glaciers? • Why worry about glaciers? • Does our lifestyle mean the end of glaciers? If so, what can we do? Settlements and the development of civilizations • Why did people stop moving around and settle down? • What makes a civilization? • How do we know about early civilizations? Finding our way • How can we avoid getting lost? Early Mediterranean civilizations • How can we tell if something is fact or fiction? • How and why do the Ancient Greeks affect us today? 1 MYP Humanities – Grade 6 Jeremy Loud [email protected] Teaching and Assessment In all of their units, students will work on Approaches to Learning skills, including: • use vocabulary in context • recognizing the origin and purpose of a variety of sources • drawing a variety of diagrams to represent processes • collecting, organizing and sequencing information from a variety of sources • recognizing different views and their implications • using information critically to give an opinion • compiling a basic bibliography of sources using Noodletools etc. • using a graphic organizer to collate information • structuring information into an essay format using paragraphs • understanding and using basic mapping skills • using a plan to devise and answer a simple research question • selecting and recording appropriate information • presenting information in a variety of formats including PowerPoint Students will be expected to work towards the following MYP Humanities objectives, which also correspond to the assessment criteria on their summative assessments: A: Knowing and understanding (out of 8) Students develop factual and conceptual knowledge about individuals and societies. B: Investigating (out of 8) Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. C: Communicating (out of 8) Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats. D: Thinking critically (out of 8) Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. 2 MYP Science – Grade 6 Julie Bourget [email protected] MYP Science – Grade 6 2013-­‐2014 Major Topics Working like a scientist Develop the skills required to write investigations, use equipment, measure and record variables whilst working safely in the laboratory. Particle Theory
Recognise and identify particles and explore how their behaviour changes between solids, liquids and gasses. How we can use this understanding to improve our safety during the winter. Investigating the heart
Recognise the structure of an organ, understand the structure of the circulation system, function of the heart and identify factors that can affect the health of the heart. Forces and Structure
Understand what makes us move and slow down by exploring friction and Newton’s 1st and 2nd laws of motion. Be able to measure speed and identify some suitable units for speed. Exploring the Solar System
Understand why our planet is habitable compared to the others in our solar system. Explore day/night, seasons, gravity, and structure of the solar system. Water Solutions
Identify the solute, solvent and saturation point of various solutions. Use and evaluate some separation techniques to separate solutions. Cells and Reproduction
Understand where we came from and how we grow, understand female and male reproduction systems as well as fertilisation and changes in the gestation period. Explain how we grow and change and identify the impact these changes have on us. Electric Circuits
Understand the meaning of electrical current and how it flows through a circuit. Identify and construct circuits. Be able to measure voltage and current in these circuits. Acids and Alkali
Use a key to identify solutions that are safe to use. Identify acids and alkali and understand what happens when they are combined in equal concentrations and volume. Habitats and Adaptation
Explore how the biosphere evolved and consider if the same factors that led to its formation are still affecting us today. Explore biotic and abiotic factors, food chains and webs, adaptation to environments and survival. 1 MYP Science – Grade 6 Julie Bourget [email protected] Teaching and Assessment In science students are encouraged to build their learning on what they see in the world around them. Through inquiry students design and conduct investigations to test ideas and learn to present findings or ideas in different formats. In discussions and debates students will learn to recognize different opinions in scientific thinking. The outcome is students who are able draw on a wealth of scientific understanding and apply it to solve problems and better understand the world in which they live. Assessment Assessments in each unit will vary but during the year the students will be assessed using the following methods: • Formal test • Research essay • Use of scientific method to plan and complete investigations • Presentation and use of data • Oral and visual presentation of scientific idea Science Assessment Criteria Progress in science is determined using six criteria, one or more of these criteria might be used to show a students’ progress in each assessment. After each assessment students will receive personalised feedback that highlights what they have achieved and what they must do to improve next time. Criterion A -­‐ One World (Out of 6) One world enables students to gain a better understanding of the role of science in society and allows them to explore how scientific developments and applications are applied and used to address specific problems or issues in local and global contexts. Students should be able to: • explain the ways in which science is applied and used to address a specific problem or issue • discuss the effectiveness of science and its application in solving the problem or issue • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues Criterion B -­‐ Communication in Science (Out of 6) Communication in science enables students to develop the communication skills to become competent and confident when communicating information in science. Students should be able to use different communication modes as well as appropriate communication formats to effectively communicate scientific ideas, theories, findings and arguments in science. 2 MYP Science – Grade 6 Julie Bourget [email protected] Criterion C -­‐ Knowledge and Understanding (Out of 6) Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific knowledge to construct scientific explanations, solve problems and formulate scientifically supported arguments. Students should be able to: • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding Criterion D -­‐ Scientific Inquiry (Out of 6) This criterion enables students to design and carry out scientific investigations independently. Students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of the hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. Criterion E -­‐ Processing Data (Out of 6) Processing data refers to enabling students to organize, process and interpret quantitative and qualitative data. Students should be able to: • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret the data • draw conclusions consistent with the data and supported by scientific reasoning Criterion F -­‐ Attitude in Science (Out of 6) Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. During the course students are expected to: • work safely and use material and equipment competently • work responsibly with regards to the living and non-­‐living environment • work effectively as individuals and as part of a group by collaborating with others 3 MYP Mathematics – Grade 6 Jeremy Rippon [email protected] MYP Mathematics – Grade 6 2013-­‐2014 Major Topics Whole Numbers Students will through the study of historical number systems, become more aware of the rules of our number system, including the four operations, order of operations, and number properties to help with mathematical shortcuts. Properties of numbers Students will use the properties of numbers to find patterns and sequences. Sets Students will use the language of sets and the Venn diagram as a tool for research. Basic geometry Students will learn through inquiry how we can describe and use space. They will learn to identify shapes using angle facts and recognize and calculate area and perimeter in different shapes. Calculations with decimals Students will develop their skills of working with decimals. Fractions and Percentages Students will explore the link between decimals, fractions, and percentages, by converting between them. Graphs & Data processing Students will learn how to process data collected during field work exercises in Lenk. Probability Students will make use of the concepts and rules of basic probability. Negative numbers and the language of word problems Students will use the four operations with negative numbers and apply this to word problems. 1 MYP Mathematics – Grade 6 Jeremy Rippon [email protected] Solving simple linear equations Students will develop understanding of how linear equations are formed and then use this understanding to solve problems. Teaching and Assessment To develop mathematical thinking and understanding students will participate in individual and group problem solving activities, learn to communicate mathematical ideas clearly, use inquiry techniques to construct understanding, practice in class the skills they are developing and use them to further develop their knowledge. At the end of each unit students will complete two styles of assessment. The first will be a formal test to demonstrate knowledge and understanding. The second will require students to apply their understanding to solve problems, find patterns or communicate ideas. The outcome could be in the form of; • Posters • Mathematical report/ presentation • Mathematical essay • Investigation • Written reflection In mathematics students will be assessed using the following four criteria. After each assessment students will receive personalized feedback to help them recognize their strengths and understand what they must do to maintain their progress. A: Knowledge and Understanding (out of 8) Students learn to select and apply the math rules they have learned appropriately and correctly. B: Investigating Patterns (out of 8) Students experience mathematical discovery by applying their knowledge and problem solving skills to find relationships & patterns, stating them as rules, and justifying or proving these rules. C: Communication in Mathematics (out of 6) Students use the language of mathematics to express mathematical ideas, reasoning and process. D: Reflection in Mathematics (out of 6) Students use different problem solving strategies to reflect on the process and findings in order to improve their own learning and understanding. 2 MYP Integrated Arts – Grade 6 David Ritsema, Amanda Holcombe, Tom Sunthornwat [email protected] [email protected] [email protected] MYP Integrated Arts – Grade 6 2013-­‐2014 Major Topics Tools of Communication
The arts use a variety of tools for communication, and mastering these tools enables and empowers people to express themselves. Arts as Language
All languages have their own vocabulary – for both academic and expressive use. The Role of Symbols in the Arts
Symbols are used to represent a larger idea, and can be both visual and oral. Identifying with culture
Our preference for, and selection of, artistic tools, vocabulary and symbols allow us to identify with a variety of cultures. Teaching and Assessment Students will be expected to work towards the following MYP integrated arts objectives, which also correspond to the assessment criteria on their summative assessments: A: Knowing and understanding (out of 8) Students develop their understanding of the various tools used in visual, musical, and theatre arts. They also develop their understanding of the vocabularies and symbols specific to each discipline and the various ways they define how cultures communicate. B: Application (out of 10) Students apply their understanding of artistic tools, vocabularies and symbols to practical efforts in both ensemble and studio work. C: Reflection (out of 8) Students evaluate, assess, and appraise work to support and promote creative development. They also use feedback and discussion on work to support creative development. D: Critical Awareness and Personal Engagement (out of 8) Students show self-­‐motivation, initiative and a willingness to take artistic risks. They also support and encouraging peers towards a positive working environment. 1 MYP Physical Education Lena Lundberg & Benjamin Molner [email protected] &; [email protected] MYP Physical Education Grade 6-­‐7 2013-­‐2014 Major Topics Invasion Games
This includes soccer, basketball, handball and unihockey. Students will focus on following skills: dribbling, passing, shooting, and the common principles of invasion games at a basic level.
Gymnastics
Students will learn a range of skills such as locomotives, balances, rolls, jumps and introduced to rings and vaults. Dance
Students will learn skills and concepts such as rhythm and levels and apply these ideas to a short group routine in class. Students will learn how to move the body in a variety of ways in response to music. It also involves awareness of the position of the body in relation to oneself and to others. Health related fitness
Students will learn about nutrition and exercise and the correlation. They will understand different training methods appropriate to their age and carry out a range of fitness tests. This unit develops an awareness of the importance of physical activity and maintaining a healthy lifestyle. Net Games
Students develop their competence, confidence, success and enjoyment of the skills and concepts associated with net games. They will mainly do so through the game of badminton. They will learn the different techniques, rules and tactics of the game.
Track and field
This unit introduces students to the three aspects of athletics: jumping, throwing and running events. It develops the different techniques for the individual events while striving to improve student performance.
Teamwork
Students learn to develop their cooperation and communication abilities. They get challenged to collaboratively solve problems involving physical and critical thinking skills. Problem solving will be done individually, in pairs and in groups. They will practice their teamwork skills in special lessons as well as throughout the year in other units of PE.
1 MYP Physical Education Lena Lundberg & Benjamin Molner [email protected] &; [email protected] Teaching and Assessment In all of their units, students will work on Approaches to Learning skills, including: • Learning the skills and techniques necessary to lead a healthy lifestyle • Acquiring basic skills that are transferable to other learning situations • Learning how to solve problems during physical activity through individual and group work • Setting realistic short-­‐ and long-­‐term goals • Evaluating one’s own and others’ achievements • Developing a positive attitude towards oneself and others by respecting similarities and differences • Identifying links between the theoretical and the practical, for example, planning and carrying out a fitness program Students will be expected to work towards the following MYP Physical Education objectives, which also correspond to the assessment criteria on their summative assessments: A: Use of knowledge (out of 8) Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems. B: Movement Composition (out of 6) Students are expected to be able to compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration. C: Performance (out of 10) Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations. D: Social skills and personal engagement (out of 6) Students are expected to be able to communicate with others in a manner that enhances the working environment. This includes showing respect, support and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships. 2 MYP Technology – Grade 6 Wayne Ncube [email protected] MYP Technology – Grade 6 2013-­‐2014 Major Topics Bern Tour Guide • Students plan and create a tour-­‐guide of Bern using mobile technologies. The guide is a modern version of the traditional book making use of multi-­‐media and hyperlinks. Creating and Sharing Information • Students use web design software to create a website that address the specific needs of a client. Planning and Understanding Technology Systems • Students learn to create and design flowchart, and develop an understanding of the concepts, sequence and planning when designing a product. They then apply these skills to program an application. Using the Design Cycle to create a product • Students use document, spreadsheet and presentation software to design a product. They will need to work through the design cycle stages and prepare the relevant documentation of their process. Collecting and evaluating information • Students make use of online tools to prepare a report on the recreational facilities required by different groups of people in the new school. Presenting information according to audience • Students prepare and present health information in two different ways according to audience. 1 MYP Technology – Grade 6 Wayne Ncube [email protected] Teaching and Assessment In all of their units, students will work on Approaches to Learning skills, including: • Effective use of technology • Effective communication • Using the design cycle • Documenting the process appropriately Students will be expected to work towards the following MYP Technology objectives, which also correspond to the assessment criteria on their summative assessments: A: Investigate (out of 6) Students are expected to research the requirements of their product and to create a number of criteria, which can be used to evaluate the success of this product. B: Plan (out of 6) Students are expected to plan the process of creation of the product. C: Create (out of 6) Students are expected to use the tools at their disposal effectively to create their product, following the design and plan. D: Evaluate (out of 6) Students are expected to evaluate both their final product and the process of creating this product. E: Attitudes in Technology (out of 6) Students are expected to work effectively towards the set goals making good use of the design cycle as well as to develop a further understanding of the tools they use. 2 ESL – Grades 6 -­‐10 Lei Rae Ramirez [email protected] English as the School Language (ESL) Grades 6-­‐10 2013-­‐2014 Major Topics In ESL students will develop their English language acquisition skills-­‐ reading, writing, speaking, and listening that will enable them to participate and succeed in the mainstream classroom. Through a variety of language activities, they will develop confidence in their ability to speak and listen and learn new concepts, vocabulary and grammar. Although they are learning English, students should continue to read and write regularly in their mother tongue as it helps them master and perfect their English skills. The students’ progress will regularly be monitored through formative and summative assessments. The students may exit the ESL program once their language acquisition skills are proficient to access the mainstream curricula. This will be determined by their progress in ESL; through formal discussions with subject teachers; and from the result of the PET (grades 6-­‐8) or FCE (grade 9-­‐10) exam score.
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Listening Speaking Writing for different purposes: emails, letters, descriptions, compositions, essays, monologues, dialogues, narratives, etc. Reading texts-­‐ literature, poetry, newspapers, dialogues Grammar Punctuation Vocabulary and spelling Oral Presentation-­‐ pronunciation, intonation, body language Approaches to Learning skills o academic vocabulary development o presentation skills o note-­‐taking skills o skimming & scanning o paraphrasing texts o editing o formatting texts 1 ESL – Grades 6 -­‐10 Lei Rae Ramirez [email protected] The students will be expected to work towards the following MYP ESL objectives, which also correspond to the assessment criteria on their summative assessments: A: Oral Communication (out of 8) understand and respond to simple, short spoken texts communicate information in a limited range of everyday situations request and provide information in a limited range of everyday situations use language appropriate to a very limited range of interpersonal and cultural contexts use some aspects of register in formal and informal oral communication use basic vocabulary accurately interact in simple and rehearsed exchanges focusing on pronunciation, intonation B: Listening (out of 8) identify basic messages presented in listening activities identify main ideas and supporting details in listening activity identify specific information, ideas, opinions and attitudes presented in listening activity recognizes familiar vocabulary, introduced phrases understands main points of conversation, radio, TV, movie, or speech Understands lengthy speech, lectures, can follow complex discussions, instructions C: Reading Comprehension (out of 8) identify basic facts in simple written texts identify main ideas and supporting details in written texts recognize basic aspects of format and style understand and respond to simple written texts D: Writing (out of 8) communicate information in a limited range of everyday situations request and provide information in a limited range of everyday situations use language appropriate to a very limited range of interpersonal and cultural contexts understand and use basic language conventions accurately use some aspects of register in formal and informal written communication 2