Year 6 Overview 2014-2015
Unit
Sharing the Planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.
How We Organize Ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal decisionmaking; economic activities and
their impact on humankind and the
environment.
Where We Are in Place and Time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; the relationships
between and the
interconnectedness of individuals
and civilizations, from local and
global perspectives.
How the World Works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans use
their understanding of scientific
principles; the impact of scientific and
technological advances on society and
on the environment.
Who We Are
An inquiry into the nature of the
self; beliefs and values; personal,
physical, mental, social and
spiritual health; human
relationships including families,
friends, communities, and cultures;
rights and responsibilities; what it
means to be human.
How We Express Ourselves
An inquiry into the ways in which
we discover and express ideas,
feelings, nature, culture, beliefs
and values; the ways in which we
reflect on, extend and enjoy our
creativity; our appreciation of the
aesthetic.
Central
idea
Establishing and sustaining peace is
dependent on the actions and
reactions of all.
Government systems influence the
lives of citizens.
Human migration is a response to
challenges, risks and opportunities.
Energy is transferred and transformed
in various ways.
Our responses to changes and
challenges as we grow shape our
sense of self.
Exhibition
Lines of
Inquiry



Concepts
Related
concepts
Learner
Profile
Attitudes
Trans
disciplinary
Skills
Language
Conditions for peace
Strategies used to resolve
conflict
Consequences of resolutions
perspective, causation,
responsibility
peace, reconciliation, cooperation
Communicator, thinker, openminded
Tolerance, empathy, cooperation
Social skills: respecting others,
cooperating
Communication skills: speaking,
listening
Thinking skills: dialectical thought
Writing (intro to WP and report):
- Use planning, drafting,
editing and reviewing
processes independently
and with increasing
competence.
- Adapt writing according to
the audience and
demonstrate the ability to
engage and sustain the
interest of the reader.
Listening and speaking:
- Participate appropriately as
listener and speaker in
discussions, conversations,
debates and group
presentations
- Generate, develop and
modify ideas ad opinions
through discussion.

How government systems
 Reasons why people
function
migrate
 How decision-making
 Migration through history
practices reflect human
 Effects of migration on
rights
communities, cultures and
 Impact of government on
individuals.
citizens
 The rights and
responsibilities of citizenship
function, perspective, responsibility causation, change, responsibility
equality, citizenship, governance,
law, politics
knowledgeable, inquirers, openminded
Empathy, tolerance
Self-management skills: codes of
behavior
Communication skills: writing
Thinking skills: evaluation
Social skills: group-decision making
Writing (report/persuasive):
- Locate, organize, synthesize
and present written
information obtained from a
variety of valid sources.
- Write using a range of text
types in order to
communicate effectively
(for example report.)
Listening and speaking:
Viewing and presenting:
- Identify factors that
influence personal reactions
to visual texts; design visual
texts with the intention of
influencing the way people
think and feel.
Reading:
-



Forms of energy
Transformation of energy and
how it is used
Sources of energy
1. Physical and emotional changes
that occur during puberty and
transition.
2. Strategies for coping with
changes and challenges
3. How our choices shape our sense
of self
form, function, change
function, change, responsibility
population, settlement, diversity,
refugees
Risk-takers, inquirer, caring
transformation, forms of energy
behaviour, growth, values, systems,
image
Principled, open-minded, balanced
Respect, cooperation
Under development
Creativity, Cooperation, Curiosity
Under development
Writing (narrative): Under
development
Writing (expository): Under
development
Inquirers, knowledgeable, reflective
Empathy, Respect, Independence
Self management skills: Codes of
behaviour and informed choices,
healthy lifestyle.
Social skills: accepting
responsibility
Under development
Year 6 Overview 2014-2015
-
Maths
Argue persuasively and
justify a point of view.
- Infer meanings, draw
conclusions and make
judgments about oral
presentations.
Viewing and presenting:
- View and critically analyse a
range of visual texts,
communicating
understanding through oral,
written and visual media.
Reading:
- Participate in collaborative
learning, considering
multiple perspectives and
working with peers to
construct new
understanding.
- Distinguish between fact
and opinion, and reach their
own conclusions about what
represents valid
information.
Data handling:
- Understand that different types
of graphs have special
purposes.
- Understand that the mode,
median, mean and range can
summarise a set of data.
- Collect, display and interpret
data in (circle), bar graphs and
line graphs.
- Identify, describe and explain
the range, mean, mode, median
in a set of data.
Number:
- Read, write, compare and order
whole numbers up to a million
and beyond.
- Read and write integers in
appropriate contexts.
- Use integers in real life
situations.
- Use whole numbers, up to
millions in real life situations.
Under development
Pattern and function:
- Understand that patterns can
be generalized by a rule.
- Understand that patterns can
be represented, analysed and
generalized using tables,
graphs, and words (when
possible, symbolic rules).
- Represent the rule of a pattern
by using a function.
- Analyse patterns and functions
using words, tables, and graphs
(when possible symbolic rules).
Measurement:
- Understand the use of standard
units to measure perimeter,
area and *volume.
- Understand unit conversions
within measuring systems
(metric or customary)
- Estimate and measure using
standard units of
measurements: perimeter, area
and *volume
- Carry out simple conversions
within a unit of measurement
(metric or customary).
- Use timelines in units of inquiry
and other real-life situations
-
Measurement:
- Use decimal and fraction notation
in measurement.
- Read and interpret scales on a
range of measuring instruments.
- Measure and construct angles in
degrees using a protractor.
- Select and use appropriate
measurement and tools to solve
problems in real-life situations.
- Use decimal and fractional
notation in measurement.
Shape and space:
- Understand the common
language used to describe
shapes.
- Describe lines and angles
using geometric vocabulary.
- Understand an angle as a
measure of rotation.
- Identify and use scale (ratios)
to enlarge and reduce shapes
- Understand that 2D
representations of 3D objects
can be used to visualize and
solve problems.
Under development
Data handling:
- Design a survey and
systematically collect,
record, organize and
display the data in a bar
graph, circle graph or line
graph.
- Identify, describe and
explain the range, mean,
mode, median in their
own data.
- Create and manipulate
an electronic database
for their own purpose.
Year 6 Overview 2014-2015
Science
Social
studies
Strand: Social organization and
culture
Skills: b. Use and analyse evidence
from a variety of historical,
geographical and societal sources
d. Identify roles, rights and
responsibilities in society
Learning outcomes: the student will
be able to....
Practice techniques of mediation
and negotiation within the class and
or school community.
Document examples of conflict
(local and global) and identify the
causes and consequences.
Explain the consequences of real life
conflict resolution.
Strand: Human systems and
economic activities
Skills: a. Formulate and ask
questions about the past, the future,
places and society
b. Use and analyse evidence from a
variety of historical, geographical
and societal sources
d. Identify roles, rights and
responsibilities in society
Learning outcomes: the student will
be able to....
Recognize the elements of major
political systems.
Examine how the rights of a person
in a particular society directly affect
their responsibilities.
Identify and describe means by
which citizens can monitor and
influence actions of their
governments and vice versa.
Explore a range of political systems
Strand: Continuity and change
through time
Skills: b. Use and analyse evidence
from a variety of historical,
geographical and societal sources
c. Orientate in relation to place and
time
e. Assess the accuracy, validity and
possible bias of sources
Learning outcomes: the student
will be able to....
Identify reasons why people
migrate.
Analyse ways that people adapt
when they move from one place to
another.
Identify the long-term and shortterm effects of migration.
Assess settlement patterns and
population distribution in selected
regions, areas or countries.
Compare and contrast two or more
Strand: Forces and Energy
Strand: Living Things
Skills:
a) Observe carefully in order to
gather data
b) Use a variety of instruments
and tools to measure data
accurately
c) Use scientific vocabulary to
explain their observations and
experiences
d) Identify or generate a
question or problem to be
explored
e) Plan and carry out systematic
investigations, manipulating
variables as necessary
f) Make and test predictions
g) Interpret and evaluate data
gathered in order to draw
conclusions
h) Consider scientific models and
applications of these models
(including their limitations)
Learning outcomes: the student will
be able to....
 Identify and describe different
forms of energy
 Demonstrate how energy can
be stored and transformed
from one form to another
 Identify and analyze
renewable and non-renewable
energy sources
Skills:
c) Use scientific vocabulary to
explain their observations and
experiences
h) Consider scientific models and
applications of these models
(including their limitations)
Learning outcomes: the student
will be able to....
 Recognize that humans go
through a predictable life
cycle
 Identify the structures of
animals that are
responsible for
reproduction
Year 6 Overview 2014-2015
Portuguese
A: Oral: Group discussions; Visual:
Create a narrative based on “História de
Sadako Sasaki”; Reading: Narrative;
Read information on “História de
Sadako Sasaki”; Writing: Narrative, do
proofreading and editing. Word
Study: Grammar.
B: Writing: ( Narrative/persuasive)
Exploring writing strategies once
introduced to them, Developing
awareness about writing purpose and
audience. Listening and Speaking:
Following instructions, listening and
interacting to clarify understanding,
Retelling facts/events, Taking part in
short discussions. Reading: Making
predictions, Retelling and summarizing,
Writing to support understanding. Word
study: Grammar And spelling.
ICT /
library
Language reading:
Use the internet responsibly and
knowledgeably, appreciating its uses
and limitations.
Locate, organize and synthesize
information from a variety of
sources including the library/media
centre, the internet, people in the
school, family, the immediate
community or the global
community.
To best understand peace and
resolution we create essential
agreements
Procedures: Introduce the
procedures of class to ensure peace,
introduce student share and links
inside
1. Typing Club and upon
completion, Typeracer.
2. Accessing school email
accounts
3. Accessing the Year 6 Blog(s)
4. Accessing Accounts on
Code.org
E-Safety
Begin a focus on e-safety by
registering for digital passports at
https://digitalpassport.org/educator
-registration
Try to arrange MYP kids to come in
and guest speak
Introducing the RUP agreements
and the impact they have on
individuals, groups and society.
different human migrations.
A: Oral: Group discussions on
Government; Visual: Create a description
on a leader; Reading: Descriptions;
Writing: Descriptions - The rights and
responsibilities of citizenship; Word
Study: Spelling.
A: Oral: Group and class discussions;
Visual: Create an imaginary dictionary.
Reading: Comprehension; Writing:
Literary genres; Word Study: Grammar.
A: Oral: Class discussions and
presentations; Reading: Legends; Writing:
Poems; Visual: Create non verbal works.
Word Study: Grammar.
B: Writing: ( Narrative)
B: Writing: ( Narrative)
B: Writing: (Report) Developing writing
strategies (Biographies), Listening and
Speaking: Listening and interacting to
clarify understanding, Reporting
facts/events, Taking part in short
discussions and presenting. Reading:
Research, skimming and scanning,
Sequencing facts, writing to support
understanding, Word study: Developing
a text – form knowledge.
Developing writing strategies_Poetry),
Listening and Speaking: listening and
interacting to clarify understanding,
Taking part in discussions.
Reading: Research, skimming and
scanning, Sequencing facts, writing to
support understanding, Word study:
Developing a text – form knowledge.
Developing writing strategies), Listening
and Speaking: listening and interacting to
clarify understanding, Taking part in
discussions. Reading: Research, analyzing,
skimming and scanning, Sequencing facts,
writing to support understanding, Word
study: Developing a text – form
knowledge.
This will be the Year 6 integrated
Research unit
-Using laptops, setting up student
share, setting up personalized
Firefox browsers.
Google Earth and screencast-omatic, imovie
Minecraft, imovie and screencast-omatic
Against all odds game
Google research units to develop
search smart queiries.
Begin using Bitstrips
The design and creation of a city and
class system based on research and
the available materials.
 Individual activity
 Model how to navigate
creative mode
 Explain they will be creating
their own houses on plots
 Some students will have
privileges others do not
 Establish an under/over class
 Model Screencast-o-Mastic to
document the actions taken in
the Minecraft city.
 Use imovie to edit screencast.
A: Oral: Class discussions and
interviews; Reading: Slogans; Letter;
interview; pamphlet, etc.; Writing:
Writing models; Visual: Create
information sheet. Word Study:
Grammar.
B: Writing: ( Narrative)
Listening and Speaking: listening and
interacting to clarify understanding,
Taking part in group discussions,
interviews , presenting. Reading:
Research, analyzing, writing to support
understanding, Exploring
communication skills.
Focus: Use a video camera, iMovie
& GarageBand to create 5x5 video
about ‘Changes’.
The students are creating a short
movie with the theme of
'Changes'. The movie will be shot
using five different scenes, each
consisting of 5 secs (5x5).
Group size: 2/3 people
Before filming the students will
need to:
Research online different camera
shots, angles and
terminology. Hopefully this will
enable them to understand why
movie chooses specific
shots/angles.
Research online – Composition and
discuss positioning of
subject/backgrounds, etc.
Research online to see examples of
storyboards that include film and
stage direction.
Create a storyboard on the
computer and print it out.
Draw the scenes (must be related
to the original theme) on their
storyboard. Their scenes must flow
and help deliver the story or
message of the film.
Detail the action and the camera
A: Oral: listening and questioning;
Reading: Letter; invitation; Writing:
letter, postcards Visual: Biography
poster. Word Study: Spelling.
B: Writing: ( Narrative)
Developing writing strategies),
Listening and Speaking: listening and
interacting to clarify understanding,
Taking part in discussions, interviews
presenting. Reading: Research,
analyzing, writing to support
understanding, Exploring,
communication skills.
In class research for
PYPExhibition
Year 6 Overview 2014-2015
and send them home to be signed
SMART activities.
www.kidsmart.org.uk Students use
the website to find the answers to
the various questions on the
‘Treasure” Hunt.
Students make information
presentation (Slideshare,
Powerpoint, Sparkol, Prezi) for
younger children teaching them one
of the SMART tips.
Music
Rhythm, Composition
Instrumental – xylophones – Indiv and
ensemble, listening.
shots/angles being used.
After they have done this then they
can collect a flip or digital camera
and begin filming. They will need
to use iMovie (to create the movie)
and GarageBand (music).
Possible examples of 5x5 movies
and angles/shots.
Vimeo 5x5
http://vimeo.com/channels/5x5/34
731184 (view example of videos)
http://www.mediaknowall.com/ca
mangles.html (learn about camera
angles and shots)
Criteria
5 movie shots for 5 seconds each
(total =25 seconds)
Create own music to accompany
the movie
Must use the iMovie & GarageBand
program
Must create storyboards of each
shot, detailing what shots and
angles are going to be used and the
action occurring in the scene
Storyboard must clearly portray the
story line about ‘changes’
Musical elements.
Drumming techniques, rhythmic patterns,
xylophones, chordal composition, melody,
dancing.
Art
The Voice of Art
An inquiry into design elements combined with text as a powerful aesthetic
tool of communication. Students will learn about the elements of design
combined with a significant protest concept, in order to design and create
their own piece of protest art, combining text within the visual design.
P.S.P.E.
Swimming
Athletics/HRA
Improve technique on freestyle,
backstroke breaststroke and
endurance.
Visitors
Events
Unit
Gymnastics/Movement to music
Improve technique on freestyle,
backstroke breaststroke and
endurance.
Exhibition
Performance.
Instrumental, Composition on digital
technology.
Keyboards, scales, notation, Pavane.
Singing
Hybrid Culture Portraits
Energy In Performance Art & Beyond
An inquiry into notions of identity,
An inquiry into how performance art
origins, changes and hybrids.
has worked with different forms of
Students look at a range of identity energy: What is energy and how does
related elements within portraiture it exist within performance art? What
and culture and combine them to
connections to other art forms and
develop notions of Hybrid Culture
energy can we decipher?
Portraits
Gymnastics/Movement to music
Adventure Challenges
Learn Coordination Butterfly and
Learn Coordination Butterfly and
improve endurance.
improve endurance.
Composition
Keyboards, Sibelius
EXPRESSIVE PORTRAITS
An inquiry into our own emotions and how they are/can be reflected
through a self-portrait. Inspiration from artists such as Francis Bacon
and Jean Michel Basquiat.
Games
Learn Water Polo and improve
endurance.
Games/HRA
Learn Water Polo and improve
endurance.