1. PROGRAMME OVERVIEW – 2012/2013
Grade Six
1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and commu- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and nities; the structure and function of sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend human societies; how humans use organizations; societal decision mak- living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- and enjoy our creativity; our apprecia- their understanding of scientific princi- ing; economic activities and their im- tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- tion of the aesthetic ples; the impact of scientific and tech- pact on humankind and the environ- access to equal opportunities
human tions, from local and global perspec- nological advances on society and on ment
tives the environment
CENTRAL IDEA Differences in values can cause conflict The application of elements and princi- Life on the planet is affected by the Physical and virtual public spaces pro- The use of power has consequences
that we choose to deal with in different ples determines the success of an ar- continual evolution of Earth’s natural vide people with opportunities to make that affect relationships and access to
ways. tistic composition. features. connections and establish a sense of opportunities.
community.
KEY CONCEPTS • Reflection • Form • Causation • Form • Function
EXHIBITION
• Causation • Perspective • Change • Connection • Connection
• Reflection • Responsibility • Responsibility
RELATED CONCEPTS • Harmony • Appreciation • Evolution • Rights • Power
• Resolution • Aesthetics • Natural phenomena • Values • Consequences
• Relationship • Citizenship
LINES OF INQUIRY • How personal conflicts arise • The elements and principles of vari- • How Earth has changed over time • Purposes of public spaces • Choices made by those in power
• How values are formed ous art forms • How Earth’s natural features have • Characteristics of different public • The effects of power on the behavior
• How we react in times of conflict • The relationship between the crea- evolved spaces of people
tion of and response to artistic com- • How changes in Earth’s natural fea- • How people use public spaces • The consequences of actions taken
position tures have affected life by those with power
• What makes a successful artistic • How power affects peace and con-
composition flict
DISCIPLINE FOCUS • PSPE • The Arts • Science • Social Studies • Social Studies
• Performing Arts – Drama • Social Studies • Literacy
• Literacy • Literacy
Science 1. Living things
2. Earth and space
• Use scientific vocabulary to ex-
plain their observations and expe-
riences
• Identify or generate a question or
problem to be explored
Social Studies 1. Human and natural environments 1. Human systems and economic 1.Social organization and culture
• Formulate and ask questions about activities 2.Continuity and change through time
the past, present and future, 2. Social organization and culture • Use and analyse evidence from a
places and society 3. Human and natural environments variety of historical, geographical
• Use and analyze evidence from a • Formulate and ask questions about and societal sources
variety of historical, geographical the past, the future, place, and soci- • Identify roles, rights and responsi-
and societal sources ety bilities in society
• Use and analyze evidence from a • Assess the accuracy, validity and
variety of historical, geographical, possible bias of sources
and societal sources
• Orientate in relation to place and
time
• Identify roles, rights, and responsibili-
ties in society
TEACHER QUESTIONS/ • What causes conflict? • What is a ‘good’ artistic composi- • Is change inevitable? • What makes a ‘good’ public space? • What is power?
PROVOCATION • How do personal values impact rela- tion? • What is the cost of power?
tionships? • Is it practice or talent?
ENDURING Understandings • The choices we make about how we • The principles of design remain con- • The continual evolution of Earth’s • Everyone has rights and responsibili- • Power can be used in positive and
deal with conflict can affect our rela- stant through the different art forms natural features affects life on the ties when using public space negative ways
tionships whereas the elements are particular planet
to each art form • Earth is continually changing
KNOWLEDGE • Strategies to manage/avoid con- • Elements of various art forms • How land masses and geographic • There are different types of public • The effects of power on the behavior
flict • Principles of design features have changed through time spaces of people
• Subject specific vocabulary • Subject specific vocabulary • Why the earth changes • Subject specific vocabulary • The consequences of actions taken
• The effect of Earth’s natural changes by those with power
on life • How peace and conflict are managed
globally
• Subject specific vocabulary
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 1 of 10

2. 1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and commu- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and nities; the structure and function of sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend human societies; how humans use organizations; societal decision mak- living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- and enjoy our creativity; our apprecia- their understanding of scientific princi- ing; economic activities and their im- tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- tion of the aesthetic ples; the impact of scientific and tech- pact on humankind and the environ- access to equal opportunities
human tions, from local and global perspec- nological advances on society and on ment
tives the environment
Transdisciplinary SKILLS Communication Communication Research Self Management Communication
• Non verbal • Viewing • Formulating questions • Organization • Viewing
Research • Presenting • Recording data • Time management • Presenting
• Collecting data Research • Organizing data Research Thinking
• Organizing data • Collecting data • Interpreting data • All • Dialectical thought
EXHIBITION
• Interpreting data Thinking Thinking Thinking Social
Self-management • Analysis • Acquisition of knowledge • Dialectical thought • Adopting a variety of roles
• Making informed choices • Comprehension
Social
• Respecting others
• Resolving conflict
ICT Skills Ongoing Ongoing
Investigating: Organising:
• Use search tools & strategies to locate information online • Use various methods to access applications, organize files, shortcuts
• Use notetaking tools to record, evaluate, process, reference information • Export files into different formats for different purposes
• Compare & analyse information using timeline generators, graphic organizers etc • Maintain an organized system of folders with a naming convention
• Use multimedia tools to record information from a primary source • Maximise time by using shortcuts
Creating: • Take screen snapshots
• Develop documents using appropriate word processing skills • Access and change system preferences
• Create graphs to meet different purposes • Add, edit and organize bookmarks and access internet history
• Create multimedia presentations, podcasts, movies • Record, store and retrieve audio and video files
• Create blogs with posts, comments, pictures, web 2.0 multimedia • Recognize functions of basic File Menu commands
• Create pieces of art by manipulating shapes, photos, images • Establish and maintain tags for information retrieval
• Create mindmaps, comic strips, interactive timelines to show new learning and/or explore issues • Customise toolbars to improve effectiveness
• Create word clouds to evaluate literature, speeches etc Becoming a responsible global citizen:
Communicating: • Understand and follow the CDNIS Acceptable Use Policy
• Identify and use appropriate presentation techniques and styles • Demonstrate safe use of technologies and understand consequences if safety is not considered
• Present information using a wide range of media • Respect copyright, use royalty free sources and give credit to authors
• Demonstrate use of tools to enhance presentations • Keep their own and others’ personal information and passwords private
• Use digital tools to communicate and work collaboratively • Behave appropriately when interacting with others online
• Manage a blog portfolio online to pose problems, share opinions, reflect • Put appropriate privacy settings in place
Collaborating: • Only record, place photographs or posting information about others online after seeking their permission
• Develop the concept and culture of peer evaluation by giving and receiving feedback
• Communicate and work collaboratively with local and global students
ATTRIBUTES & ATTITUDES Attributes Attributes Attributes Attributes Attributes
• Reflective • Risk-taker • Knowledgeable • Inquirers • Principled
• Open-minded EXHIBITION • Knowledgeable • Inquirers • Thinkers • Thinkers
Attitudes Attitudes Attitudes Attitudes Attitudes
• Empathy • Confidence • Curiosity • Independence • Tolerance
• Independence • Enthusiasm • Appreciation • Enthusiasm • Empathy
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 2 of 10

3. 1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and communi- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and ties; the structure and function of or- sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their ganizations; societal decision making; living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; economic activities and their impact on tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- the aesthetic the impact of scientific and technologi- humankind and the environment access to equal opportunities
human tions, from local and global perspec- cal advances on society and on the en-
tives vironment
MATHEMATICS Data Handling Number Shape and Space Measurement Number Data Handling
Conceptual understandings: Conceptual understandings: Conceptual understandings: Conceptual Understandings: Conceptual understandings: Conceptual understandings:
• Data can be presented effectively for valid interpreta- • Fractions, decimal fractions and percentages are • Manipulation of shape and space takes place for a • Conversion of units and measurements allows us to • Fractions, decimal fractions and percentages are • Probability can be represented on a scale between
Transdisciplinary tion and communication ways of representing whole-part relationships. particular purpose make sense of the world we live in ways of representing whole-part relationships 0–1 or 0%–100%
Learning outcomes: • For fractional and decimal computation, the ideas • Consolidating what we know of geometric concepts Learning outcomes • For fractional and decimal computation, the ideas • The probability of an event can be predicted theo-
When constructing meaning learners: developed for whole-number computation can apply allows us to make sense of and interact with our When constructing meaning learners: developed for whole-number computation can apply retically
• Understand that different types of graphs have spe- Learning outcomes world • Understand unit conversions within measurement Learning outcomes Learning outcomes
cial purposes When constructing meaning learners: Learning outcomes systems (metric or customary) When constructing meaning learners: When constructing meaning learners:
When transferring meaning into symbols learners: • Understand the relationship between fractions, When constructing meaning learners: When transferring meaning into symbols learners: • Understand the relationship between fractions, • Understand that probability can be expressed in
• Collect, display and interpret data in graph form decimals and percentages • Understand the common language used to describe • Carry out simple unit conversions within a system of decimals and percentages scale (0–1) or percent (0%–100%)
When applying with understanding learners: • Model addition, subtraction, multiplication and divi- shapes measurement (metric or customary) • Model addition, subtraction, multiplication and divi- • Understand the difference between experimental
• Design a survey and systematically collect, record, sion of fractions and decimals. When transferring meaning into symbols learners: When applying with understanding learners: sion of fractions and decimals and theoretical probability
organize and display the data in graph form When transferring meaning into symbols learners: • Analyze, describe, classify and visualize 2D (includ- • Select and use appropriate units of measurement to When transferring meaning into symbols learners: When transferring meaning into symbols learners:
• Convert improper fractions to mixed numbers and ing circles, triangles and quadrilaterals) and 3D solve problems in real-life situations • Convert improper fractions to mixed numbers and • Express probabilities using scale (0–1) or percent
vice versa shapes, using geometric vocabulary vice versa (0%–100%)
• Simplify fractions in mental and written form When applying with understanding learners: • Simplify fractions in mental and written form When applying with understanding learners:
• Read, write, compare and order decimal fractions (to • Use geometric vocabulary when describing shape • Read, write, compare and order decimal fractions (to • Determine the theoretical probability of an event and
thousandths or beyond), and percentages and space in mathematical situations and beyond thousandths or beyond), and percentages explain why it might differ from experimental prob-
• Convert between fractions, decimals and percent- • Convert between fractions, decimals and percent- ability
ages. ages.
When applying with understanding learners: When applying with understanding learners:
• Convert improper fractions to mixed numbers and • Convert improper fractions to mixed numbers and
vice versa in real-life situations vice versa in real-life situations
• Simplify fractions in computation answers • Simplify fractions in computation answers
• Use fractions, decimals and percentages inter- • Use fractions, decimals and percentages inter-
changeably in real life situations changeably in real life situations
• Select and use an appropriate sequence of opera- • Select and use an appropriate sequence of opera-
tions to solve word problems tions to solve word problems
• Select an efficient method for solving a problem: • Select an efficient method for solving a problem:
mental estimation, mental computation, written mental estimation, mental computation, written
algorithms, by using a calculator algorithms, by using a calculator
• Use strategies to evaluate the reasonableness of • Use strategies to evaluate the reasonableness of
answers answers
• Use mental and written strategies for adding, sub- • Use mental and written strategies for adding, sub-
tracting, multiplying and dividing fractions and deci- tracting, multiplying and dividing fractions and deci-
mals in real-life situations mals in real-life situations
• Estimate and make approximations in real-life situa- • Estimate and make approximations in real-life situa-
tions involving fractions, decimals and percentages tions involving fractions, decimals and percentages
Stand Alone Number Number Pattern and Function Pattern and Function
Conceptual understandings: Conceptual understanding: Conceptual understanding: Conceptual understanding:
• The base 10 place value system extends infinitely in • Ratios are a comparison of two numbers or quanti- • Exponential notation is a powerful way to express • Patterns can often be generalized using algebraic
two directions ties. repeated products of the same number expressions, equations or functions
Learning outcomes Learning outcomes • A square root of a number is a value that can be Learning outcomes
When constructing meaning learners: When constructing meaning learners: multiplied by itself to give the original number When constructing meaning learners:
• Model numbers to millions or beyond • Model ratios Learning outcomes • Understand that patterns can be generalized by a
• Using the base 10 place value system When transferring meaning into symbols learners: When constructing meaning learners: rule
• Model integers in appropriate contexts • Read and write ratios • Understand exponents as repeated multiplication When transferring meaning into symbols learners:
When transferring meaning into symbols learners: When applying with understanding learners: • Understand the inverse relationship between expo- • Represent the rule of a pattern by using a function
• Read, write, compare and order whole numbers up • Use ratios in real-life situations nents and roots When applying with understanding learners:
to millions or beyond When transferring meaning into symbols learners: • Select appropriate methods to analyze patterns and
• Read and write integers in appropriate contexts • Represent the rule of a pattern by using a function identify rules
• Analyze pattern and function using words, tables
When applying with understanding learners: and graphs, and, when possible, symbolic rules
• Use whole numbers up to millions or beyond in real- When applying with understanding learners:
life situations • Select appropriate methods to analyze patterns and
• Use integers in real-life situations identify rules
• Use functions to solve problems
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 3 of 10

4. 1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and communi- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and ties; the structure and function of or- sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their ganizations; societal decision making; living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; economic activities and their impact on tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- the aesthetic the impact of scientific and technologi- humankind and the environment access to equal opportunities
human tions, from local and global perspec- cal advances on society and on the en-
tives vironment
LITERACY Written Language - reading Written Language - reading Written Language - reading Written Language - reading Written Language - writing: Written Language - reading
Conceptual Understanding: Conceptual Understanding: Conceptual Understanding: Conceptual Understanding: Conceptual Understanding: Conceptual Understanding:
• Reading opens our minds to multiple perspectives • Reading and thinking work together to enable us to • Identifying the main ideas in the text helps us to • Synthesizing ideas and information from texts leads • We write in different ways for different purposes • Synthesizing ideas and information from texts leads
Transdisciplinary and helps us to understand how people think, feel make meaning understand what is important to new ideas and understanding Learning Outcomes: to new ideas and understanding
and act • Checking, rereading and correcting our own reading • Knowing what we aim to achieve helps us to select Learning Outcomes: • Identify the topic, purpose, and audience for a • Reading opens our minds to multiple perspectives
Learning Outcomes: as we go enables us to read new and more complex useful reference material to conduct research • Consistently and confidently use a range of re- variety of writing forms and helps us to understand how people think, feel
• Make inferences and be able to justify them texts Learning Outcomes: sources to find information and support their inquir- • Gather information to support ideas for writing, and act
• Identify and describe elements of a story ie., charac- • Synthesizing ideas and information from texts leads • Read a wide range of texts confidently, independ- ies using a variety of strategies and a range of print and Learning Outcomes:
ters to new ideas and understandings ently and with understanding Visual Language – viewing and presenting electronic resources • Read a wide range of texts confidently, independ-
• Participate in collaborative learning, considering • Knowing what we aim to achieve helps us to select • Work in cooperative groups to locate and select Contextual Understanding: • Sort and classify information for their writing in a ently and with understanding
multiple perspectives and working with peers to co- useful reference material to conduct research texts appropriate to purpose and audience • Visual texts can expand our database of sources of variety of ways that allow them to view information • Work in groups to locate and select texts appropri-
construct new understanding • Reading opens our minds to multiple perspectives • Use reference books, dictionaries and computer and information from different perspectives and make connections ate to purpose and audience
• Understand and respond to ideas, feelings and and helps us to understand how people think, feel web-based applications with increasing independ- Written Language - writing (Writing to Explain) between ideas • Use the internet responsibly and knowledgeably,
attitudes expressed in various texts, showing empa- and act ence and responsibility Conceptual Understanding: Oral Language - speaking and listening: appreciating its uses and limitations
thy for characters Learning Outcomes: • Know how to skim and scan text to decide whether • We learn about ourselves, others and the world Conceptual Understanding: Written Language – writing (Writing to Explain)
Written Language – writing (Writing to Inquire) • Distinguish between fiction and non-fiction and they will be useful, before attempting to read in detail through speaking and listening, reading, and writing • Spoken language can be used to persuade and Conceptual Understanding:
Conceptual Understandings: select books appropriate to specific purposes • As part of the inquiry process, work cooperatively Learning Outcomes: influence people • Synthesizing ideas enables us to build on what we
• Being a writer requires you to be responsible • Read a wide range of texts confidently, independ- with others to access, read, interpret and evaluate a • Locate, organize, synthesize and present written Learning Outcomes: know, reflect on different perspectives, and express
• We can learn about ourselves, others and the world ently and with understanding range of source materials information obtained from a variety of valid sources • Paraphrase and summarize when communicating new ideas.
through writing texts that inquire. • Work in cooperative groups to locate and select • Identify relevant, reliable and useful information and • Use appropriate paragraphing to organize ideas Learning Outcomes:
orally
Learning Outcomes: texts appropriate to purpose and audience decide on appropriate ways to use it • Use subject-specific vocabulary correctly • Locate, organize, synthesize and present written
• Sort and classify information for writing in a variety • Use reference books, dictionaries, and computer Visual Language - viewing and presenting: • Use a range of subject specific vocabulary and • Appreciate that people speak and respond accord- information obtained from a variety of valid sources
of ways to view information from different perspec- and web-based applications with increasing inde- Conceptual Understanding: relevant supporting details to convey meaning ing to personal and cultural perspectives • Use a range of vocabulary and relevant supporting
tives and make connections between ideas pendence and responsibility • Individuals respond differently to visual texts, ac- Oral Language - speaking and listening: • Reflect on communication to monitor and assess details to convey meaning
Oral Language - speaking and listening • Know how to skim and scan texts to decide whether cording to their previous experiences, preferences Conceptual Understanding: their own learning Oral Language - speaking and listening:
Conceptual Understanding: they will be useful, before attempting to read in and perspectives • People draw on what they already know in order to Visual Language - viewing and presenting: Conceptual Understanding:
• Listeners identify key ideas in spoken language and detail • Knowing about the techniques used in visual texts infer new meaning from what they hear Conceptual Understanding: • Spoken language can be used to persuade and
synthesize them to create their own understanding • As part of the inquiry process, work cooperatively Learning Outcomes: • Individuals respond differently to visual texts, ac- influence people
helps us to interpret presentations and create our
• People draw on what they already know in order to with others to access, read, interpret, and evaluate a • Participate appropriately as a listener and speaker, cording to their previous experiences, preferences Learning Outcomes:
infer new meaning from what they hear range of source materials own visual effects
in discussions, conversations, debates and group and perspectives • Use speech responsibly to inform, entertain and
Learning Outcomes: • Identify relevant, reliable and useful information and • Synthesizing information from visual texts is de- Learning Outcomes:
presentations influence others
• Use register, tone, voice level and intonation to decide on appropriate ways to use it pendent upon personal interpretation and leads to • Realize that cultural influences affect the way we
enhance meaning • Make inferences and be able to justify them new understanding • Infer meanings; draw conclusions and make judg- • Use register, tone, voice level and intonation to
respond to visual effects and explain how this af-
• Participate appropriately as listener & speaker in • Access information from a variety of texts both in • Visual texts have the power to influence thinking ments about oral presentations fects our interpretation, for example, the use of enhance meaning
discussions, conversations, class presentations print and online Visual Language - viewing and presenting particular colours or symbols Visual Language - viewing and presenting:
and behavior
• Listen for a specific purpose in a variety of situa- • Participate in collaborative learning, considering Conceptual Understanding: Conceptual Understanding:
tions multiple perspectives and working with peers to co- • Interpreting visual texts involves making an informed • Synthesizing information from visual texts is de- • Knowing about the techniques used in visual texts
• Generate, develop and modify ideas and opinions construct new understanding judgment about the intentions of the message helps us to interpret presentations and create our
pendant upon personal interpretation and leads to
through discussion Written Language – writing Learning Outcomes: own visual effects
new understanding
• Listen and respond appropriately to instructions, Conceptual Understanding: • Identify factors that influence personal reactions to
Learning Outcomes: Learning Outcomes:
questions and explanations • We learn about ourselves, others and the world visual texts; design visual texts with the intention of
Visual Language - viewing and presenting through speaking and listening, reading and writing • View and critically analyze a range of visual texts, • Identify factors that influence personal reactions to
influencing the way people think and feel visual texts; design visual texts with the intention of
Conceptual Understanding: • We write in different ways for different purposes communicating understanding through oral, written
• Apply knowledge of presentation techniques in influencing the way people think and feel
• Visual texts have the power to influence thinking Learning Outcomes: and visual media
and behavior • Gather information to support ideas for writing, original and innovative ways; explain their own ideas
Learning Outcomes: using a variety of strategies and a range of print and for achieving desired effects
• Show how body language, e.g., facial expression, electronic sources • Interpret visual cues in order to analyze and make
gesture and movement, posture and orientation, eye • Use subject-specific vocabulary inferences about the intention of the message
contact and touch, can be used to achieve effects • Determine whether ideas and information gathered • Design posters and charts using shapes, colours,
and influence meaning are relevant, appropriate and adequate for the pur- symbols, layout and fonts, to achieve particular
• Interpret visual cues in order to analyze and make pose and do more research if necessary
effects; explain how the desired effect is achieved
inferences about the intention of the message • Sort and classify information for writing in a variety
of ways to view information from different perspec- • Prepare, individually or in collaboration, visual pres-
tives and make connections between ideas entations using a range of media, including com-
• Use editing, proofreading, and publishing skills and puter and web-based applications
strategies, and knowledge of language conventions, • Realize that individuals interpret visual information
to correct errors, refine expression, and present their according to their personal experiences and differ-
work effectively
ent perspectives
• Represent their learning in a way that is meaningful
to them • Apply knowledge of presentation techniques in
• Report their thinking and understanding to others original and innovative ways; explain their own ideas
• Take responsibility for their own learning and de- for achieving desired effects
velop independent work habits • Discuss and explain visual images and effects using
appropriate terminology
• Realize that visual presentations have been created
to reach out to a particular audience and influence
the audience in some way
• Reflect on ways in which understanding the inten-
tion of a visual message can influence personal
responses
• Identify intended audience and purpose of a visual
presentation
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 4 of 10

5. 1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and communi- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and ties; the structure and function of or- sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their ganizations; societal decision making; living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; economic activities and their impact on tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- the aesthetic the impact of scientific and technologi- humankind and the environment access to equal opportunities
human tions, from local and global perspec- cal advances on society and on the en-
tives vironment
LITERACY Oral Language - speaking and listening Oral Language - speaking and listening
Conceptual Understanding: Conceptual Understanding:
• Taking time to reflect on what we hear and say helps • Thinking about the perspective of our audience
Transdisciplinary us to make informed judgments and form new opin- helps us to communicate more effectively and ap-
ions propriately
• Thinking about the perspective of our audience • Metaphorical language creates strong visual images
helps us to communicate more effectively and ap-
in our imaginations
propriately
• Spoken language can be used to persuade and
influence people
Learning Outcomes:
• Listen appreciatively and responsively, presenting
their own point of view and respecting the views of
others
• Generate, develop and modify ideas and opinions
through discussion
• Organize thoughts and feelings before speaking
• Use a range of specific vocabulary in different situa-
tions, indicating an awareness that language is
influenced by purpose, audience and context
• Use oral language appropriately, confidently and
with increasing accuracy
• Argue persuasively and justify a point of view
• Show open-minded attitudes when listening to other
points of view
• Paraphrase and summarize when communicating
orally
• Use oral language to formulate and communicate
possibilities and theories
• Use speech responsibly to inform and influence
others
Visual Language - viewing and presenting
Conceptual Understanding:
• To enhance learning we need to be efficient and
constructive users of the internet
• Knowing about the techniques used in visual texts
helps us to interpret presentations and create our
own visual effects
Learning Outcomes:
• Design posters and charts using shapes, colors,
symbols, layout and fonts to achieve particular
effects; explain how desired effect is achieved
• Prepare individually or in collaboration, visual pres-
entations using a range of media inc. computer and
web based applications
• Experience a range of different visual language
formats; appreciate and describe why particular
formats are selected to achieve particular effects
• Realize that visual presentations have been created
to reach out to a particular audience and influence
the audience in some way; discuss effects used and
how they might influence the audience
• Identify factors that influence personal reactions to
visual texts; design visual texts with the intention of
influencing the way people think and feel
• Analyze and interpret the ways in which visual ef-
fects are used to establish context
• Apply knowledge of presentation techniques in
original and innovative ways; explain their own ideas
for achieving desired effects
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 5 of 10

6. 1. 27 Aug – 28 Sept 5. 7-18 Jan, 11 March – 3 May 2. 3 Oct - 16 Nov 3. 19 Nov – 19 Dec 4. 21 Jan – 8 March 6. 6 May – 7 June
Transdisciplinary Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
THEME An inquiry into the nature of self; beliefs An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the inter-connectedness An inquiry into rights and responsibili-
and values; personal, physical, mental, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the natu- of human-made systems and communi- ties in the struggle to share finite re-
social and spiritual health; human rela- journeys; the discoveries, explorations nature, culture, beliefs and values; the ral world (physical and biological) and ties; the structure and function of or- sources with other people and other
tionships including families, friends, and migrations of humankind; the rela- ways in which we reflect on, extend and human societies; how humans use their ganizations; societal decision making; living things; communities and the rela-
communities and cultures; rights and tionships between and the intercon- enjoy our creativity; our appreciation of understanding of scientific principles; economic activities and their impact on tionships within and between them;
responsibilities; what it means to be nectedness of individuals and civiliza- the aesthetic the impact of scientific and technologi- humankind and the environment access to equal opportunities
human tions, from local and global perspec- cal advances on society and on the en-
tives vironment
Stand Alone Written Language – writing (Writing to Inquire) Written Language - reading Written Language - reading
Conceptual Understanding: Conceptual Understanding: Conceptual Understanding:
• Through the process of planning, drafting, editing • Effective stories a have structure, purpose and • Authors structure stories around significant themes
and revising, our writing improves over time sequence of events that help make the author’s • Effective stories have a structure, purpose and
Learning Outcomes: intention clear sequence of events that help make the author’s
• Use appropriate organizational frameworks and Learning Outcomes: intention clear
correct language features when writing to inquire • Identify and describe elements of a story – plot, Learning Outcomes:
• Write to meet a specific purpose setting, characters, and theme – and explain how • Identify genre ad explain elements and literary forms
• Use editing, proofreading, publishing skills & strate- they contribute to its effectiveness. that are associated with different genres
gies and knowledge of language conventions to • Appreciate authors’ use of language and interpret • Appreciate authors’ use of language and interpret
correct, refine and present effectively meaning beyond the literal meaning beyond the literal
• Use written language as a means of reflecting on • Understand that authors use words and literary • Understand that authors use words and literary
their own writing devices to evoke mental images devices to evoke mental images
• Reflect on and identify strengths as a writer, areas • Recognize and understand figurative language • Recognize and understand figurative language
for improvement and strategies found most helpful Written Language – writing (Writing to Entertain) • Make inferences and be able to justify them
through each part of the writing process: planning, Conceptual Understanding: • Identify and describe elements of a story
drafting, conferring, refining, publishing • Meaning-making through writing is a constructive • Compare and contrast the plots of two different but
and creative process similar novels, commenting on effectiveness and
Learning Outcomes impact
• Establish a distinctive voice in their writing appropri-
ate to the subject
• Use some vivid and/or figurative language and inno-
vative expressions to enhance interest
• Produce pieces of published work to meet identified
criteria based on the expectations
• Create complex sentences by combining phrases,
clauses, and/or simple sentences
• Identify elements in their writing that need improve-
ment, selectively using feedback from the teacher
and peers, with a focus on supporting details
• Confirm spellings and word meanings or word
choices using a variety of resources appropriate for
the purpose
• Use punctuation appropriately to communicate their
intended meaning in longer and more complex sen-
tences, with a focus on the use of commas to sepa-
rate words in a list or after an introductory word or
phrase, quotation marks in dialogue, and some uses
of the colon, semi-colon, and brackets
CHINESE MHL Written Language - reading:
(Near Native/ • Recognize a range of different text types, for ex-
ample, letters, poetry, plays, stories, novels, re-
Language A) ports, articles
• Understand and respond to the ideas, feelings and
Transdisciplinary attitudes expressed in various texts, showing em-
pathy for characters recognize the author’s pur-
pose, for example, to inform, entertain, persuade,
instruct
Written Language - writing:
• Write for a range of purposes, both creative and
informative, using different types of structures and
styles according to the purpose of the writing;
• Recognize and use figurative language to enhance
writing, for example, similes, metaphors, idioms,
alliteration
Oral Language – listening and speaking:
• Listen appreciatively and responsively, presenting
their own point of view and respecting the views of
others
Visual Language - viewing and presenting:
• Discuss their own feelings in response to visual
messages; listen to other responses, realizing that
people react differently
PROGRAMME OVERVIEW – 2012/2013 Grade 6 Page 6 of 10