MIDDLE SCHOOL CURRICULUM 2012-2013 …tisb.org/files/Grade 6 CD.pdfMIDDLE SCHOOL CURRICULUM 2012-2013 SUBJECT: MATHEMATICS GRADE: VI 2 INTRODUCTION: The Mathematics curriculum in Grade

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THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM2012-2013

SUBJECT: MATHEMATICS

GRADE: VI

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INTRODUCTION:

The Mathematics curriculum in Grade 6 is designed to help students build a solid conceptual foundationin the subject that will enable them to apply their knowledge skillfully and further their learningsuccessfully.They will be introduced to concepts which include Integers, Rational Numbers, Statistics, Percentagesand their application. In Algebra they will learn how to work with algebraic expressions and how to solvealgebraic equations. The curriculum emphasizes the geometrical concepts that enable students to thinklogically and to reason systematically. They will also be introduced to the properties of triangles andparallel lines.They will also be made aware of the relevance of Mathematics in terms of application of Area andPerimeter of simple geometrical figures.The usage of calculators will be, however, discouraged in order to inculcate mental alertness at this stage.

The Importance of MathematicsAn information and technology- based society requires individuals who are able to think critically aboutcomplex issues, analyze and adapt to new situations, solve problems of various kinds and communicatetheir thinking effectively. The study of mathematics equips students with knowledge, skills and habits ofmind that are essential for successful and rewarding participation in such society. The more thetechnology is developed the greater the level of mathematical skill required.

Mathematical structures, operations and processes provide students with a framework and toolsfor reasoning, justifying conclusions and expressing ideas clearly. As students identify relationshipsbetween Mathematics and other subjects, they develop the ability to use Mathematics to extend and applytheir knowledge in other fields.

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STANDARDS IN MATHEMATICS

The Mathematics curriculum for Grade 6 is comprised of the following five standards.

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Aim and Objectives: To develop mathematical skills like speed, accuracy, neatness,

brevity, estimation, understanding of operations etc. To develop reasoning power, logical, analytical and critical- thinking, To develop the power of decision-making. To develop the technique of problem solving. To recognize the adequacy or inadequacy of given data in relation to

any problem. To develop a scientific attitude i.e. to estimate, find and verify results. To develop the ability to analyze, to draw inferences and to generalize

from the collected data and evidence. To develop a heuristic attitude and to discover solutions and proofs by

their own independent efforts. To develop a mathematical perspective and outlook for observing the

realm of nature and society.

Learning outcomes:Students should be able to:

develop patience and persistence in solving problems. develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence

and promotes enquiry and further learning. appreciate the beauty and power of mathematics. perform calculations by suitable methods. understand systems of measurement in everyday use and make use of them in the solution of

problems. estimate, approximate and work to degrees of accuracy appropriate to the context and convert

between equivalent numerical forms. appreciate the interdependence of different branches of mathematics and the links with other

disciplines.

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Curriculum content

1. FACTORS AND MULTIPLES: Factors and Multiples Prime numbers and composite numbers Test of divisibility Prime factorization Index notation HCF and LCM Squares and square roots Cubes and cube roots.

Learning outcomes:To identify prime and composite numbers, to find the highest common factor and the lowest common multipleof two or more numbers. To find squares, square roots,cubes and cube roots of numbers.

2. INTEGERS: Negative numbers Integers Number line Absolute value of an integer. Addition and Subtraction of Integers. Multiplication and Division of Integers. Rules for Operating on Integers.

Learning outcomes:Use of negative numbers in practical situations .Perform calculations with integers.Represent numbers on the number line and order them, use of mathematical symbols.

3. RATIONAL NUMBERS Introduction: What are rational numbers? Ordering of Rational numbers Addition and Subtraction of Rational numbers Multiplication and Division of Rational numbers. Arithmetical Operations on Rational numbers. Terminating and Recurring Decimals

Learning outcomes:Recognize rational numbers, perform calculation with rational numbers. Conversion of rational numbers todecimals and vice-versa

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4. BASIC GEOMETRY Points Lines ,Intersecting lines Angles – different kinds of angles complementary and supplementary angles, adjacent angles Vertically opposite angles Parallel lines Constructing and measuring angles using a protractor.

Learning outcomes:Identify various types of angles; calculate unknown angles involving adjacent angles on a straight line,vertically opposite angles, angles at a point. Parallel lines- alternate angles, corresponding angles and interiorangles between parallel lines.

5. NUMBER SEQUENCES: Number sequences

Learning outcomes:How to recognize simple patterns from various number sequences. How to continue a given number sequence,and about problem solving heuristics.

6. FUNDAMENTAL ALGEBRA: Fundamental algebra Notations in algebra Polynomials, variables, coefficients and constant terms Some rules in algebra Use of brackets in simplification Addition and subtraction of polynomials.

Learning outcomes:Use letters to represent numbers, express basic arithmetical processes algebraically.Substitute numbers for letters in formulae and expressions. To manipulate simple algebraic expressions.

7. ALGEBRAIC EQUATIONS Simple Equations Solving simple equations Formulae Construction of formulae Writing algebraic expression.

Learning outcomes:

Solve simple algebraic equations, to construct simple linear equations from given situations and solve theseequations.

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8. PERCENTAGES Percentages, fractions and decimals Changing percentages to fractions and vice-versa. Changing decimals to percentages and vice-versa

Learning outcomesConversions of percentages to fractional forms, decimal forms and vice-versa.To manipulate percentages and solve simple problems involving percentages.

9. ANGLE PROPERTIES OF TRIANGLES Polygons – name and description only Triangles Angle properties of triangles Exterior and interior opposite angles

Learning outcomesTypes of triangles based on sides and angles, various types of polygons.Angle properties of triangles. Simple geometrical problems based on the angle properties.

10. PERIMETER AND AREA OF SIMPLE GEOMETRICAL FIGURES Units of Area Area of Quadrilaterals.

Learning outcomesTo find the perimeter and area of simple geometrical figures.

Solve problems involving these figures and figures related to them.

11. GEOMETRICAL CONSTRUCTIONS Bisecting Angle Bisecting a line Segment

Learning outcomesUse of mathematical instruments to bisect angles and line segments.

12. BASIC STATISTICS Frequency Tables Bar & pie chart

Learning outcomesCalculate, classify and tabulate data. Read and interpret tables and statistical diagrams. To construct bar graphsand pie charts.

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MATHEMATICS LABORATORY

The introduction of Mathematics Laboratory will help in enhancing the teaching – learning process in the subject. Themathematics laboratory is a place, rich in manipulative material wherein students will perform mathematical experiments,solve mathematical puzzles and get involved in the other activities of the subject. The laboratory approach allows pupilsto set up mathematical experiments for the purpose of discovering mathematical principles, patterns or processes. Theactivities involved in the Lab will help make Mathematics more pragmatic, with a hands-on approach in understandingcertain theorems and results, and will help students further enhance the formulae and theorems learnt in regular lessons.

In short, Mathematics laboratory is activity-centred; the students are placed in problem-solving situations and throughself exploration and discovery, they provide a solution based on their experience and interests.

PURPOSE OF A MATHEMATICS LABORATORY: The emphasis is on learning by doing. To help students understand, internalize, discover and verify the basic mathematical and geometrical concepts

through concrete objects and situations, thus building interest and confidence in students learning the subject. To develop physical involvement in order to add new ideas to their cognitive structure. An integral part of the mathematics laboratory is to help learners bridge the gap between the real and the abstract

world. To provide children with opportunities to discover and understand mathematical concepts through their active

involvement in solving problems. To make children think, look for patterns and ask questions.

LEARNING OUTCOMES:

To provide an opportunity / scope for individual participation in the process of learning and in becomingautonomous learners.

It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas by using concrete objects,models, charts, graphs, pictures, posters, etc.

The laboratory allows and encourages the students to think, discuss with each other and the teacher, andassimilate the concepts in a more effective manner.

To develop an attitude of inquiry.

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INVESTIGATING SKILLSINTRODUCTIONMathematical exercises that require investigation will be given to the student on a regular basis during the scheduled

class lessons. These tasks are designed to develop the child’s creative and original thinking. They will be challengingactivities with more than one solution that stimulates mathematical thinking and helps the student reach logicalconclusions. These tasks have no right or wrong answers, but their interpretations will be assessed.

AIMS AND OBJECTIVES: To help the student develop his/her individual approach in understanding, processing

and analyzing the task. To develop a methodical manner in analysis and to exhaust all the possible cases which the task requires.

To help the student draw conclusions based on the findings.

LEARNING OUTCOMES: The student tackles the task at their respective pace and feels self-motivated. The student acquires logical, analytical and problem-solving skills. The student is encouraged to communicate his/her findings on paper which will help them learn to record

mathematical findings with clarity. Some tasks involve group work and the group designates the responsibilities of each individual in the group, and

the effectiveness of working in a team is established.

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HISTORY OF MATHEMATICSINTRODUCTIONThis course is a brief foray into the history of Mathematics, the discoveries and ideas that originated and evolved, and alook into the life- history of some Great Mathematicians.Mathematicians throughout history have made important contributions to the progress mankind has made. History buffsand the mathematically inclined will enjoy the broad scope of the history of mathematics.The evolution of certain Mathematical facts which students can comprehend will be discussed in class and they will beencouraged to research upon them. The main resource will be the school library and resource material from the internet.

AIMS AND OBJECTIVES: To help the student get an insight into the way in which Math ideas have been originated and evolved. To know and appreciate some Great Mathematicians and their contributions.

To look at results the way mathematicians do, i.e. expect to find the deepest mysteries from simple fundamentalconcepts by developing them creatively.

Incorporating the history of mathematics throughout the curriculum is a useful starting point to show students thedevelopmental nature of the subject, enliven the teaching of the subject and create an interest in the further studyof Mathematics.

LEARNING OUTCOMES: The ability to appreciate concepts and ideas in the field of mathematics. The student will develop a sense of how Mathematicians were persistent

in establishing facts that originated in their minds. To help the child believe that practicing certain techniques to understand

the concepts involved is essential, and to thus gain confidence in the subject. Extensive opportunity for reference work will be provided and students

will be exposed to the voluminous information available.

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LEARNING OUTCOMES IN A NUTSHELL:Students will demonstrate-

Mathematical knowledge and competencies. Problem Solving Skills-the ability to analyze complicated problems in a variety of subject areas and

to synthesize solutions to such problems. Modeling Skills- the ability to model problems, translate various real-world situations into

mathematical models that can be explored by hands on models, paper-pencil methods and technologicalapplications where appropriate.

Investigation Skills-The ability to make rigorous mathematical arguments including how to bothprove and disprove conjectures and the ability to demonstrate the logical consequences of mathematicalaxioms.

History of Mathematics and Mathematicians- Students will have more interest inmathematics and will look forward to the next surprise in the human development of mathematics. Notonly does the history of mathematics enhance students’ interest and deepen their understanding in thesubject, it can actually be used to better teach the concepts of the course. Further it will make studentsaware of the mathematicians (ancient as well as modern) who have been instrumental in many areas ofmathematics, and these mathematical role models can serve as motivation for students.

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LIST OF MATH LAB ACTIVITIES:

Sl.no Name of the kit/Item Concepts taught1 Integer slabs Concept of integers, Operations on

integers (Addition & Subtraction)2 Fraction Strips a) Fractions

Concepts like equivalent, like, unlike

fractions

b) Addition & Subtraction3 Tangrams a) (Puzzle) used as bridging

activity

b) As a class activity to develop thinking

and reasoning.4 2-D shapes To teach various properties of different

shapes and their comparison.5 k (a + b + c) Removal of brackets6 Area of a parallelogram

(Rectangle to parallelogram &Trapezium)

Area Concept

7 Template (Semi circle)

Triangle cutouts on a

cardboard.

Angle sum property

8 Geoboard Plane Figures

Finding area of irregular shapes

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ASSESSMENTS:

Objectives:

The assessments will test the ability of candidates to: know and apply concepts from all the aspects of mathematics listed in the specification; apply combinations of mathematical skills and techniques to solve a problem; solve a problem by investigation, analysis, the use of deductive skills and the application of an

appropriate strategy; recognize patterns and structures and so form generalizations; draw logical conclusions from information and understand the significance of mathematical or statistical

results; use spatial relationships in solving problems; use the concepts of mathematical modeling to describe a real-life situation and draw conclusions; Organize, interpret and present information in written, tabular, graphical and diagrammatic forms.

Types of Assessment:

There will be formative and summative assessments.

FORMATIVE ASSESSMENTS: include both formal and informal methods, such as quizzes, oral questioning,observations, project work, and writing assignments, accompanied by peer group discussions, formation anddisplay of information on Bulletin Boards.

SUMMATIVE ASSESSMENTS: are generally taken by the students at the end of a unit or term todemonstrate the “sum” of what they have learned.

Resources:

- NEW SYLLABUS MATHEMATICS 1 – SHINGLEE.- NEW SYLLABUS MATHEMATICS 1 WORKBOOK – SHINGLEE- MATHEMATICS FOR INTERNATIONAL STUDENT MYP 6- Haese and Harris Publications- INTERNATIONAL MATHEMATICS for the Middle Years 1 – Pearson

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THE INTERNATIONAL SCHOOLBANGALORE


SUBJECT: ENGLISH

GRADE: VI

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INTRODUCTION

This course in English is designed as a one-year course with continuous assessment. It is asubject that all students have to study.

The pattern of this Course Syllabus is:

• Aims• Objectives• Assessment• Teaching Materials

AIMS

The aims of the course apply to all students, and are vital in the development of a student’sproficiency in English. The aims are not listed in any order of priority.

The aims are to:

1. Develop fundamental skills in speaking and writing in order to facilitate effectivecommunication.

2. Expose students to a variety of material for listening and reading, primarily tostimulate language acquisition.

3. Develop a life-long interest in reading widely.4. Develop a sensitivity to the variety of Literature in English.5. Develop analytical and critical skills in the appreciation of oral and written texts.

OBJECTIVES

At the end of the course, students should be able to:1. Listen and comprehend language that they are exposed to, with a developed ability to

respond appropriately to a variety of contexts and registers,2. Speak confidently for a variety of purposes while being sensitive to aspects such as

pronunciation, diction and continuity,3. Read aloud from a variety of literary forms with clarity,4. Read for a variety of purposes including comprehension, reflection, and further

language acquisition.5. Write using a variety of registers appropriate to audience and context.

ASSESSMENTS

Assessment will be continuous and will take a variety of forms. The primary purposes of theassessment will be to monitor a student’s achievement of the course objectives, and to act as adiagnostic tool that will lead to specific language development. Students will also be assessed on theirability to recall from memory, to analyse the features of a particular text, and to offer a personalresponse.

Internal assessments include formative assessments and summative assessments.

TERM 1 ASSESSMENT SCHEDULEType of assessment Approx datesFormative assessment 1 September – week 3Summative assessment 1 October – week 1Pre-exam formative November – week 1End of Term 1 Exam November - week 4 to

December - week 1

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TERM 2 ASSESSMENT SCHEDULEType of assessment Approx datesFormative assessment 2 February – week 1Summative assessment 2 February – week 2Formative assessment 3 andSummative assessment 3

March week 3 and week 4

Pre-exam formative May – week 2End of Term 2 Exam May – week 4 to June week 1

The duration of the formative and summative assessments is one class period. The duration of theexamination in the terminal examinations is two hours and the maximum mark is 80. The type ofquestions includes objective, short answer and structured questions.

All the four language skills of listening, speaking, reading and writing will be assessed in abalanced manner to arrive at an accurate assessment of a student’s language.

The continuous assessments carry a value of 20% and the terminal exams 80%

TEACHING MATERIALS

The primary course books are:

1. New Oxford English 12. Best of Both3. Tales from Shakespeare4. Poetry Magic - 6

Students will be exposed to a variety of other books via a compulsory guided reading lesson oncea week.

In addition to these the following aids will also be used: audio books, movies, interactive smartboards, charts and projectors.

[Please turn the page

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THE LEARNER PROFILE

In keeping with the philosophy of the IBDP we develop internationally minded people who, recognizingtheir common humanity and shared guardianship of the planet help to create a better and more peacefulworld. Our students strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry andresearch and show independence in learning. They actively enjoy learning and this love of learning will besustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In sodoing, they acquire in-depth knowledge and develop understanding across a broad and balanced rangeof disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize andapproach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in morethan one language and in a variety of modes of communication. They work effectively and willingly incollaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect forthe dignity of the individual, groups and communities. They take responsibility fortheir own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are opento the perspectives, values and traditions of other individuals and communities. They are accustomed toseeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. Theyhave a personal commitment to service, and act to make a positive difference to the lives of others andto the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, andhave the independence of spirit to explore new roles, ideas and strategies. They are brave and articulatein defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achievepersonal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able toassess and understand their strengths and limitations in order to support their learning and personaldevelopment.


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SYLLABUS CONTENTTotal number of texts: 4

Text 1: New Oxford English - 1

Module 1: Narrative

Telling the Tale1. Telling your own stories2. A chain of Events

From Telling to Writing1. Creation Myths2. Two Endings

Rewriting Stories1. Different Versions2. A Lot of Huff and Puff

Other Worlds1. Spotting the Pattern

Module 2: Poetry

Poem as Story1. Cautionary Tales2. Reading the Whole Story

Poem as Picture1. Pictures in Writing2. Puzzling Word Pictures3. Personification4. Similes and Metaphors

Poem as Sound1. A World of Sound2. Sounds Strange3. Experimenting with Sound

Poem as Pattern1. The Shape of Poetry2. Picture Poems3. Shaping Stories

Module 3: Non-Fiction

Giving Information1. Instructions2. The Knowledge Challenge

Media Texts1. Recipe Cards

Autobiography1. Turning Points

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Module 4: Drama

Inventing and Performing1. Building Characters

Reading and Performing1. Reading a Play2. Shaping the Play

Language Study1. Nouns2. Adjectives3. Prepositions4. Articles5. Subject- Verb Agreement6. Direct-Indirect Speech7. Conjunctions

Text 2: Best of Both

1. What, Me Worry?2. A Perfect Afternoon3. Bat Loves the Night4. Who Let the Dogs Out?5. Cameras Show Who Let the Dogs Out6. The Birthday Cake7. I Can’t Forget the Girl in the Orange Dress8. The Ultimate Safari9. I Fell Through Arctic Ice10. Chin up, My Little Angel – Winning is for Losers

Text 3: Tales from Shakespeare

1. The Taming of the Shrew2. The Comedy of Errors3. Othello

Text 4: Poetry Magic Book 6

1. The Lapwing2. The Listeners3. The Village Blacksmith4. The Slum Children at Play5. The Bangle –sellers6. The Pied Piper of Hamelin


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LANGUAGE SKILLS: listening, speaking, reading and writing

LISTENING

The primary receptive skill, listening, will be developed to achieve script competence throughvaried exposure. Script competence will be particularly efficacious in preparing a student for avariety of listening situations.

This skill will be developed as a continuous programme over the two terms of grade 6.

Sub-skills:

1. Identification of tone2. Identification of register3. Inference of meaning4. Coping with redundancy5. Assessment of auditory character: speed, pitch and rhythm6. Identification of standard English

Types of exercises:

1. Listening to live reading with the teacher as model in order to comprehendinformation

2. Listening to newscasts in order to identify expressions associated with a particulartheme

3. Listening to audio books for language acquisition to complement acquisition throughreading

4. Listening for errors5. Listening for analysis and critical response.

Learning outcome: To achieve sensitivity to aspects of speech, such as mood, tone, diction,choice of register and the nature of literary language.

SPEAKING

The primary productive skill, speaking, will be developed by close adherence to the learningobjective associated with appropriate register and context.

The following set of sub-skills will be monitored continuously over the two terms ofthe academic year.

Sub-skills:1. Pronunciation: In addition to pronunciation being taught as integral to clarity, a close link will

be established with the introductory study of prosody. The features of pronunciation that willbe focused on are:

a. Segmental: phonemes and stressb. Supra-segmental: intonation

2. Sentence construction: Students will be encouraged to use a wide range of sentencetypes and to close initiated utterances effectively.

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3. Choice of register: Students will be taught to differentiate between the effectiveness ofan appropriate register according to the context. A close link between diction and registerwill be established through the course.

In addition to these skills, links will be established with reading aloud and dramatization.

Besides the development of these core sub-skills, a systematic reduction of fillers will be initiated,with the intention of achieving greater clarity in speech.

Types of assessment:

1. Guided classroom discussions2. Prepared speaking3. Extempore speaking4. Short recorded commentaries

Classroom practice will involve immediate error correction and feedback.

Learning outcome: To achieve accuracy and fluency in speech for tasks ranging from informal toformal, across several moods and contexts.

READING

Reading will be stressed as an important receptive skill in the absence of complete first-handexposure.

This skill will also be monitored continuously the two terms of grade 6.

Sub-skills:

1. Sampling2. Reading for comprehension3. Reading for language learning and acquisition4. Reading for acquaintance with the conventions of a form5. Reading for knowledge of style

Types of exercises:

1. Reading as part of a research-based task2. Reading as part of a creative exercise such as a descriptive or narrative task3. Reading as part of an analytical task4. Reading comprehension

Learning outcome: To improve a student’s language and expression.

WRITING

Writing skills will be developed using the course books as stimuli as well as by encouragingstudents to engage in creative exploratory tasks and productive tasks. The range of tasks willallow for adequate practice in the basic conventions of writing across several forms and contexts.

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Writing Tasks and Guidelines:

Term 1

1. Transformation Exercises: To rewrite using given information, to convert a pieceof writing from one form to another. (Diary entries, letters, reports, set ofinstructions, brochures, verse)

Sub-skills: Using appropriate change in vocabulary, punctuation, tone andstyle.

2. Brief commentaries: To write a commentary on taught and unseen extracts.

Sub-skills: The manner in which the author has presented a piece of writing.Identifying vocabulary that is significant, identifying point of view and tone.

Term 2

3. Short paragraphs: Writing with a purpose: Descriptive and NarrativeUsing audio extracts, visuals and written extracts as stimuli: monologues,interviews, extracts from speeches, plays, verse, documentaries, movies, newsreadings and other clippings, pictures, charts, graphs, live debates and speeches.

Sub-skills: Sentence structures, vocabulary, expression.

4. Creative Writing: Short story, completing a poem or a story.

Sub-skills: Sequence of ideas, creative expression, vocabulary, tight writing.Learning outcome: To achieve competence in various forms of writing and expression, whileencouraging students to respond to tasks in an original and creative manner.


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RESEARCH SKILLS

The students of grade six will be introduced to the skills required to carry out research. Thisparticular set of skills will be developed keeping in mind the long-term goal of advanced researchcarried out in senior secondary school.

Focus:

1. Brief introduction to what is research and why it is used2. Academic honesty and its implications3. Correlation of information4. Summary5. Appropriate method of dividing into paragraphs6. Use of quotations and quotation marks7. Citing books in this manner in the bibliography:

Flaubert, Gustave. Madame Bovary. London: Penguin, 1995.8.Citing websites in this manner in the bibliography:

www.oxforddictionaries.com/11. Following the pattern given below to footnote a printed text:1Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. p 219. [the abbreviation for page is p (singular)and pp (plural) and not pg.]12. Following the pattern given below to footnote a website:www.oxforddictionaries.com/ , 10.08.10, 08:46 am


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APPRECIATION OF LITERATURE

In keeping with the aims and objectives of the course, students will be exposed in a variety ofways to different literary forms. Emphasis will be laid on a personal engagement with literaryforms, and on students experiencing a varied degree of intellectual stimulation.

LITERARY FORMS

PROSE POETRY DRAMA1. The Novel 1. The Ballad 1. Prose Drama2. The Short Story 2. The Lyric 2. Verse Drama3. The Biography4. The Autobiography5. The Letter6. The Essay7. Travel Writing8. The Diary

Types of exercise:

1. Transformation: This will involve a transformation from one form to another as a meansof acquainting a student with the features of a particular form, and to introduce acreative element into the learning process.2. Presentation: Students will make short presentations on particular literary forms and willengage the class in discussion.3. Aural comprehension: This will be used as a means of testing learning via listening, byusing a variety of different readings.4. Dramatization: Students will be encouraged to dramatize those forms that lendthemselves to such adaptation in order to concretize their experience.5. Visual representation: This particular exercise will allow students to make an attempt atcreative interpretation.

Resources:1. Best of Both2. Poetry Magic3. Tales from Shakespeare4. New Oxford English 15. Audio Books

The weekly library lesson will be used to acquaint students with these forms.

Learning outcome:

An acquaintance with the wide variety of forms and subjects treated in English, by a process ofcontinuous sampling.Exposure to a wide range of words and expressions with a focus on rapid language acquisition.

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THE DICTIONARY AS A STUDY AID

Students who enter grade 6 will be given a dictionary each, which will be used extensively in theclassroom as an important aid to language learning. The dictionary will form an integral part ofclassroom teaching and will often be part of assessments.

Students will be trained in and given adequate practice to develop:1. Speed2. A sensitivity to alphabetical order3. A sensitivity to word ranges4. A sense of discretion in choosing meanings

The usefulness of dictionary will be demonstrated by its being used for assistance with:1. Pronunciation2. Spelling3. Status of a word4. Meaning5. Derivational forms6. Parts of speech7. Etymology8. Connotation9. Usage

Students are discouraged from using electronic dictionaries in order that they might experienceserendipity which accompanies the extensive use of the dictionary.

Students will be guided in the use of the electronic dictionary by brief excursions into the onlineedition of the massive Oxford English Dictionary. They will also be introduced to other advanceddictionaries such as the Concise Oxford Dictionary.

Learning outcome: To establish the dictionary as an invaluable aid to language learning. Inaddition, to form a base-line set of dictionary skills to allow for graded progress to moreadvanced dictionaries, culminating in the long-term goal of a student’s familiarity with the multivolumeOxford English Dictionary founded on historic principles.

READING LISTTerm 1

1. Short story: “The Gift of the Magi” by O Henry

Project: Read the text and write an alternative ending.

2. News Report: “I’ll Never Forget the Day”

Project: Listen to the news on the BBC (specific date and time given) and identify thekinds of expressions used and rewrite as a personal account.

Term 21. Short Novel: Around the World in Eighty DaysProject: Read texts, choose any one of the characters you liked bestand make diary entries for that character across four consecutive days.

2. Diary: Zlata’s Diary: A Child’s Life in Sarajevo

Project: Select one of the entries in the diary and convert it into a short story


MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: HISTORY &GAP

GRADE: VI

THE INTERNATIONAL SCHOOL, BANGALORE

SYLLABUS FOR GRADE: VI

SUBJECT : HISTORY

INTRODUCTION:.

The history curriculum for Grade 6 has been devised in a way that will helpstudents develop historical awareness about the importance of history. Theteaching of history helps students explain the present, to analyze it and trace itscourse. The cause –and –effect relationship between the past and the present isimportant in history. History thus helps us to understand present day problemsboth at national and international levels.

Besides the prescribed Curriculum, the school promotes awareness of thecontemporary world around us through the Global Awareness Programme(GAP). It is a well formulated, specially designed programme that deals withpersonality profiles; global updates on past and current events, and interestingfacts about countries in the world. Every week a lesson is devoted to currentaffairs and general knowledge. This programme is taught in our school at twolevels- Basic and Advanced levels.

AIMS:

Learning of history creates an interest as well as a love for historical figures,characters, events and facts which are necessary for solving present problemseffectively. History trains memory, reasoning, practices and the presentation of factssystematically and successfully.

Learning history enables pupils to achieve various instructional objectives such as:

The students acquire knowledge of various terms, concepts, events,personalities and principles related to the study of history.

The students develop understanding of terms, facts, events, etc. related to thestudy of history.

The students develop the ability of critical and logical thinking.

The students develop the practical skills necessary for the study andunderstanding of historical events.

The students develop interests in the study of history and activities relating tohistory.

GENERAL LEARNING OUTCOME:

To understand the events that led to the development of modern man.

They will also be introduced to the concept of empire building

They will be able to appreciate cultural variations, contributions made by variouscountries and the interdependence between nations and people.

They will believe in the equality of all of the major world religions.

Students will also learn to appreciate other cultures and understand their impact onthe growth and development of mankind.

CURRICULUM CONTENT:

1. An Introduction to History

History is often said to be the mother of social sciences. This chapter deals withthe importance of the study of history, the differences between Prehistory andHistory, scientific writing in history (Historiography), Historical methods. Thetopic also deals with the importance of source materials such as Archeologicaland Literary source materials.

2. Early Man

This chapter mainly focuses on the life of Palaeolithic man, the Palaeolithic age(500,000 BC – 10,000 BC), the Mesolithic age (10,000 BC – 8000 BC), theNeolithic Age (8000 BC – 4000 BC), the Chalcolithic age (4000 BC – 2000BC).The students will be taught to appreciate the skills of Hunter gatherers.

3. Early Civilizations and Empires

This chapter focuses on the development of the Indus Civilization- its cityplanning, drainage system, writing system, Harappan art and finally AryanMigration. In Indian Empires they will learn about the Mauryan and the GuptaEmpires and their contributions.

4. Early Chinese Civilizations

Shang, Zhou and Qin dynasties, the Han Dynasty, the Sui, Tang and Songdynasties.

Students will learn about the above - mentioned dynasties and about the variousachievements that took place in China at that time.

5. Origins of Religions

Hinduism, Jainism, Buddhism and Confucianism. Students will be taught aboutthese religions and their basic principles.

6. History of West Africa

The rise of Ghana, Mali and Songhai and their decline, Historical and artistictraditions of West Africa. Students will be introduced to the History of WestAfrica and they will learn about their development and how trade and commercewas conducted.

7. North Africa

Ancient Egyptian writing, people and language, religion, food, customs, art andliterature. Students will learn to appreciate the unique culture and traditions ofNorth Africa.

ASSESSMENT:

Every topic in the curriculum is tested.

The assessment includes a variety of questions.

Students will have to maintain a scrap book which will be assessed from time totime.

The question paper is designed to test students’ understanding and knowledgeincluded in the curriculum.

a) Summative assessment will include Unit tests and term tests. The papers willinclude short answers, detailed answers, map and source work. The question

paper is designed to test students’ understanding and knowledge, thinking andanalytical skills included in the curriculum.

b) Formative Assessment will include construction of models, oralpresentations and preparation of charts that will stimulate creative thinking.Students will have to maintain a scrap book which will be assessed from timeto time.

REFERENCE BOOK: 1. South West and Central Asia (Holt Social Studies) by

Christopher L. Salter

2. Africa (Holt Social Studies) by Christopher L. Salter

3. Internet: online web site – activeschoolhistory,

Wikipedia, Google etc.



2012-2013

SUBJECT: GEOGRAPHY

GRADE: VI


SYLLABUS FOR GRADE: VI

SUBJECT :GEOGRAPHY

INTRODUCTION:

Geography is a dynamic subject that is firmly grounded in the real world and focuses onthe interaction between individuals, societies and the physical environment in both timeand space. It seeks to identify trends and patterns in these interactions and examines theprocesses behind them. It also investigates the way that people adapt and respond tochange and evaluates management strategies associated with such change. Geographydescribes and helps to explain the similarities and differences between spaces and places.The grade 6 Geography curriculum is a structured and comprehensive syllabus that willintroduce the students to physical and environmental geography, the mechanics ofweather and climate, and patterns of early settlements in geographical landscapes.The syllabus will also include the study of Map Skills. Independently, the students willalso be made to observe their knowledge in their location.

AIMS

To develop in pupils an understanding of how environment and climatic factors haveinfluenced our life.

To help the pupils acquire knowledge of their physical and social environment andthus to broaden their outlook.

To develop the skills of reading maps, to develop drawing and measuring skills, and todevelop the skill of using some geographical instruments.

To enable the pupils to appreciate natural beauty and other physical forces. To adjust human life in accordance with geographical circumstances. To foster independent thinking and application of geographical concepts taught with the

use of maps, graphs, charts and models.

GENERAL LEARNING OUTCOMES

Students acquire in-depth knowledge and develop an understanding of the mechanics ofweather and climate.

Students show a sense of empathy and compassion towards people living in harshclimatic environments.

Through activities such as projects, class presentations, students are able to express ideasand information confidently and creatively. They learn to work effectively and willinglyin collaboration with others.

Students demonstrate an understanding of the interrelationships and interactions betweensociety and the environment through group discussions and activities.

SYLLABUS OUTLINE : GEOGRAPHY

1. WHAT IS GEOGRAPHY?

Introduction to geography Branches of geography – Physical and Human Use of graphs in geography Use of computers in geography

Learning Outcomes:1. Students recognize the importance of geography and appreciate its real-life

applications.2. Students will draw graphs suitable to a range of data.

2. MAP SKILLS

Maps – Uses, types and Elements. Map direction, scale and symbols Grid references Showing height on a map

Learning Outcomes:1. Students will value the importance of maps and be able to read them.2. Students will identify the different techniques of relief representation on maps.

3. WEATHER AND CLIMATE

Atmosphere- Composition and Structure.

Elements of weather- observation and recording. Factors affecting weather and climate. Types of rainfall.

Learning Outcomes:1. Students will be able to explain the atmospheric composition and structure using

diagrams.

2. Students will be able to identify the different weather instruments and know theiruses.

4. RIVER FLOODING

River Processes

Erosional and depositional features River Flooding-Case Study

Flood Control.

Learning Outcomes:1. Students will associate the different river processes with the resultant fluvial features.2. Students will examine the causes of floods with the help of a case study.3. Students will assess the methods used in flood control.

5. SETTLEMENT

Sites for early settlements Settlement patterns Benefits and problems of settlement growth.

Learning Outcomes:1. Students will analyze the locational factors of various settlements using topographical

maps.2. Students will analyze the problems of settlement growth and propose methods to

control the same.

ASSESSMENT

FORMATIVE: Students will be assessed based on map skills, graphs, interpretation ofaerial photographs, oral presentations, projects, debates, quiz and case studies.

SUMMATIVE: There will be five summative assessments, two conducted in term oneand three in term two. Every topic in the curriculum will be tested. Students’ assessmentwill be based on their knowledge, understanding and skills, which includes short answers,brief answers, maps, and diagrams.

REFERENCE BOOK/ INTERNET:

1. New Key Geography – Foundations by David Waugh and Tony Bushell.

2. IGCSE geography- Paul Guinness and Garrett Nagle.

3. A textbook of geography – Rita Rajen.

4. Planet geography – Stephen Codrington.

5. Topographic mapping skills – Grant Kleeman.

6. Internet : Wikipedia, google etc.

7. http://www.geography-site.co.uk/pages/physical.html

8. http://www.enchantedlearning.com/geography/

9. http://geography.about.com/

10. http://maps.google.co.in/

1


SUBJECT: HINDI

GRADE: VI

2

IntroductionThis course has been tailored to develop the Hindi linguistic skills for those who plan

to take up Hindi in IGCSE. The course concentrates mainly on all the four language skillsnamely: speaking, listening, reading and writing. A number of activities which are a part ofthe course help the students in developing these skills. Debates, documentary films, readingcomprehension and writing skills are some of the activities included in the course. Thebooks prescribed for the students of grade VI Hindi are:

MADHUBAN SARAL HINDI PATHAMALA (TEXT-CUM-WORKBOOK) 6 BHASHA VYAVAHAR VYAKARAN 6

Aims/ Objectives:The main emphasis is on language acquisition and its usage in practical situations. Equalimportance is given to the cultural exposure of the countries where Hindi is spoken, along withthe regular development of the four main following linguistic skills:

Listening: The learners will be able to: understand the gist and some details of conversational exchanges and presentations; understand some colloquial language in a social context.

Speaking: The learners will be able to: engage in general conversation; give factual information and respond appropriately in a spontaneous discussion on a

chosen topic; use some colloquial language; deal with various situations based on day to day life in the form of ‘Role plays’. interpret documentaries, excerpts from movies and songs to the target language and vice

versa.Reading: The learners will be able to:

understand the main idea and some details of the information given in texts; skim and extract information from texts, including visual materials (such as charts and

graphics); analyze texts; distinguish between key points and supporting details in texts.

Writing: The learners will be able to: convey straightforward information clearly; convey some straightforward concepts clearly; organize key points into a basic overall plan; provide some supporting details for the key points; express personal opinion competently; produce longer and structured pieces of writing such as emails, letters and essays . translate a variety of texts to the target language and vice versa.

Cultural exposure: the learners will be able to: reinforce their knowledge by participating in educational and cultural tours attend various language events such as language week, other cultural activities

outside school. describe, compare and reflect on the diversity of the target culture and their own

culture.Learning outcomeAt the end of the course, the students should be able to:

express themselves in written and spoken Hindi at an intermediate level; comprehend reading and audio materials at an intermediate level; learn to appreciate the culture of Hindi speaking countries; develop skills in giving personal opinions and asking questions.

3

IB learner profileEach lesson plan will focus on developing the skills that come under the IB learner profile. Atthe end of each term each student will be assessed on the development of these skills under thefollowing criteria:

NS (needs support) App (Approaching) ACH (Achieved)

InquirerKnowledgeableThinkerCommunicatorPrincipledOpen-mindedCaringRisk takerBalancedReflective

AssessmentTerm I 2012 -2013

Term II 2012-2013

FormativeAssessment(1)

SummativeAssessment(1)

End of term I examination

SPEAKING READING LISTENING WRITING

PRE-EXAM FORMATIVE : SPEAKING END OF TERM SUMMATIVE: LISTENING, READING AND WRITING

FormativeAssessment(2 and 3)

SummativeAssessment(2 and 3)

End of term II examination


PRE-EXAM FORMATIVE : SPEAKING END OF TERM SUMMATIVE: LISTENING, READING AND

WRITING






4

Syllabus for the academic year 2012 - 2013 Family Travel Basic Human qualities Famous personality Health Every day activities Indian heritage Hobbies Festivals Science and Technology Leisure

1


2015-2016

SUBJECT: CHINESE

GRADE: VI

2

Introduction The three year MYP Chinese curriculum has been planned to prepare students in an intensive

manner to enter the IGCSE Chinese language programme. The grade 6 Chinese syllabus, in

specific, is aimed at beginners with no prior knowledge of Chinese. The syllabus would build on

their acquired knowledge of Chinese to further progress their expression in oral and written

communication, as well as develop listening and reading comprehension skills.

Aims/ Objectives:

The main emphasis is on language acquisition and its usage in practical situations. Equal

importance is given to the cultural exposure of the countries where Chinese is spoken, along with

the regular development of the four main following linguistic skills:

Listening:

Understand the gist and some details of conversational exchanges and presentations;

Understand some colloquial language in a social context.

Speaking:

Engage in general conversation;

Give factual information and respond appropriately in a spontaneous discussion on a

chosen topic;

Use some colloquial language;

Deal with various situations based on day to day life in the form of ‘Role plays’.

Interpret documentaries, excerpts from movies and songs to the target language and vice

versa.

Reading:

Understand the main idea and some details of the information given in texts;

Skim and extract information from texts, including visual materials (such as charts and

graphics);

Analyze texts;

Distinguish between key points and supporting details in texts.

Writing:

Convey straightforward information clearly;

Convey some straightforward concepts clearly;

Organize key points into a basic overall plan;

Provide some supporting details for the key points;

Express personal opinion competently;

Produce longer and structured pieces of writing such as emails, letters and essays ;

Translate a variety of texts to the target language and vice versa.

Cultural exposure:

Reinforce their knowledge by participating in educational and cultural tours

Attend various language events such as language week, other cultural activities

outside school.

Describe, compare and reflect on the diversity of the target culture and their own

culture.

Learning outcome

At the end of the course, the students should be able to:

Express themselves in written and spoken Chinese at a beginner level;

Comprehend reading and audio materials at a beginner level;

Learn to appreciate the culture of Chinese speaking countries;

Develop skills in giving personal opinions and asking questions.

3

Syllabus for the academic year 2015 - 2016

TEXTBOOK – GO! CHINESE100

Go 100

Lesson Topic Contents

0 Chinese Pinyin system introduce PINYIN

1 One Two Three Learn To Count

2 How Are You? Basic Greetings

3 Thank You! Please, Thanks, Sorry

4 What is your last name? Introduce Yourself

5 What day is today? Weeks And Months

6 How many people are there in your family? Self And Family Introduction

7 How much is this? Ask And Answer The Price

8 What time is it? Time

9 Making a phone call Basic Phone Conversation

10 A good teacher Teacher, Student and Classmate

MIDDLE SCHOOL CURRICULUM 2015-2016

SUBJECT: GERMAN

GRADE: VI

This course is designed for beginners with no prior knowledge of the language.

Course Textbook: Echo I

Students will develop basic listening, speaking, reading and writing skills in German.

They will learn the following topics:

1. Introductions, greetings, numbers, alphabet

2. School

3. Family and friends

4. Sports and hobbies

5. My home

6. City and country

Cultural elements are also taught in the course, including an introduction to Grimm’s Fairy tales,

German festivals and traditions (St. Martin Laternenfest, Nikolaus, Ostern ….) and German-speaking

countries.

Assessment throughout the course is based on the four skills of reading, writing, listening and

speaking.

Skills Acquired

Basic listening, reading, writing and speaking skills acquired, along with basic grammatical and

cultural knowledge.

Texts and Resources List

Text book:

Echo 1: (Publisher: Heinemann)

Work book: Echo 1: (Publisher: Heinemann)

German Grammar Guide: Sheela Mahadevan (Publisher: Goyal)

1


2015-2016

SUBJECT: SPANISH

GRADE: VI

2

Introduction

The grade 6 language syllabus in Spanish is aimed at students who are total beginners with no

prior knowledge ofthe language. The syllabus would focus on their expression in oral and

written communication, as well as develop listening and reading comprehension skills.

Curriculum Content

GRAMMAR TERM I / TERM II:

- Gender and noun

- Articles

- Present tense

- Personal pronoun

- Possessive adjectives

- Interrogative pronouns

- Most common irregular verbs.

- Reflexive verbs.

- Regular verbs conjugations.

Skills Acquired

GRADE VI - Students will learn during the TERM I / TERM II :

- Greeting

- Ask and giving personal information.

- What time is it?

- Expression of There is/ there are

- Ask and give information about directions

- Likes and dislikes

- Expression agree or disagree

- It is (not) allowed.

- Expression of skills

- Daily routine.

Texts and Resources List

GRADE VI Book Generacion 3.O- A1

From Chapter 0 to Chapter 4.

A1 student’s workbook

Assessments

GRADE VI - VIII

TERM I

FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments

ASSESSMENTS 1

END OF TERM EXAMINATION IN DECEMBER

TERM II

FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments

ASSESSMENTS 2

END OF TERM EXAMINATION IN MAY

Reading List

Not applicable in foreign languages in Middle years.

1


SUBJECT: FRENCH

GRADE: VI

2

IntroductionThe MYP language curriculum for French comprising three years will enable astudent to begin learning the language in grade 6 from the basic level and reachthe high intermediate level at the end of the middle school language program ingrade 8. The grade 6 language syllabus in French is aimed at students who aretotal beginners with minimum or no prior knowledge of French. The syllabuswould focus on their expression in oral and written communication, as well asdevelop listening and reading comprehension skills.

Aims/ Objectives:The main emphasis is on language acquisition and its usage in practical situations.Equal importance is given to the cultural exposure of the countries where French isspoken, along with the regular development of the four main following linguistic skills:

Listening: The learners will be able to: understand the gist and some details of conversational exchanges and

presentations; understand some colloquial language in a social context.

Speaking: The learners will be able to: engage in general conversation; give factual information and respond appropriately in a spontaneous

discussion on a chosen topic; use some colloquial language; deal with various situations based on day to day life in the form of ‘Role

plays’. interpret documentaries, excerpts from movies and songs to the target

language and vice versa.Reading: The learners will be able to:

understand the main idea and some details of the information given in texts; skim and extract information from texts, including visual materials (such as

charts and graphics); analyze texts; distinguish between key points and supporting details in texts.

Writing: The learners will be able to: convey straightforward information clearly; convey some straightforward concepts clearly; organize key points into a basic overall plan; provide some supporting details for the key points; express personal opinion competently; produce longer and structured pieces of writing such as emails, letters and

essays . translate a variety of texts to the target language and vice versa.

Cultural exposure: the learners will be able to: reinforce their knowledge by participating in educational and cultural tours attend various language events such as language week, other cultural activities

outside school. describe, compare and reflect on the diversity of the target culture and their

own culture.Learning outcomeAt the end of the course, the students should be able to: express themselves in written and spoken Spanish at an intermediate level; comprehend reading and audio materials at an intermediate level; learn to appreciate the culture of Spanish speaking countries; develop skills in giving personal opinions and asking questions.

3

IB learner profileEach lesson plan will focus on developing the skills that come under the IB learnerprofile. At the end of each term each student will be assessed on the development ofthese skills under the following criteria:

NS (needs support) App (Approaching) ACH (Achieved)

InquirerKnowledgeableThinkerCommunicatorPrincipledOpen-mindedCaringRisk takerBalancedReflective

Assessment

Term I 2012 -2013

Term II 2012-2013











FormativeAssessment(2 and 3)

SummativeAssessment(2 and 3)

End of term II examination


PRE-EXAM FORMATIVE : SPEAKING END OF TERM SUMMATIVE: LISTENING, READING AND

WRITING

4

Syllabus for the academic year 2012 - 2013TERM I

BOOK – Encore Tricolore 1

Theme 1 – BonjourText book unit number – 1Text book pages – 6 - 8Concepts– Greetings, Typical French names, basic conversation, classroom objects,classroom instructions, objects in a school bag, numbers up to 20 and introduction tomasculine and feminine.Learning outcome – meet, greet and say goodbye to a French- speaking person, tellsomeone your name in French and ask their name, ask someone how they are and tellthem how you are, say how old you are and ask someone else their age, understandsimple classroom instructions, talk about objects in the classroom, count from 1 to 20,name things in a classroom in French, name objects in a school bag in French andrecognise masculine and feminine gender.

Theme 2 – J’habite iciText book unit number – 2Text book pages – 9 - 13Concepts – Places in a town, cities in France, numbers from 20 – 30, introduction toplurals and use “en” to say ‘in’ for towns and countries.Learning outcome – say where you live, ask other people where they live, talk about atown in France called La Rochelle and talk about things in the classroom.

Theme 3 – Chez moiText book unit number – 3Text book pages – 14 - 21Concepts– family, home, days of the week, articles, possessive adjectives, verb être andnumbers up to 70.Learning outcome – talk about your family and your home, talk about other people’shomes and families, say where things are, say who things belong to and talk about thedays of the week.

Theme 4 – Les animauxText book unit number – 4Text book pages – 24 - 32Concepts– Animals, pets, likes and dislikes, conjugation of reflexive verbs. School Life inFrance. Verb avoir. Learning to ask questions. How to say you in two different ways. Usingthe French alphabet and asking how to spell things.Learning outcome - Ability to describe animals and express likes, dislikes andpreferences.

Theme 5 - Des fetes et des festivalsText book unit number – 5Text book pages – 34-48Concepts– Important events of the year, clothes, birthdays and presents, plural forms ofnouns and adjectives.Learning outcome - Ability to listen, understand, read and write a short story.

Theme 6 - Qu’est – ce que tu fais ?Text book unit number – 6Text book pages – 50 – 63Concepts– Weather, seasons, sport and other leisure activities, regular er verbs, use of“on”, French accents and numbers 0-100.Learning outcome - Ability to understand simple weather information, talk about sport andother leisure activities. Say what you do at weekends and in bad weather.

Theme 7 - Une ville de FranceText book unit number – 7

5

Text book pages – 66 – 78Concepts– Places in a town, directions, prepositions au, à la, à l’ and aux, verb aller andprepositions devant and entre.Learning outcome - Ability to talk about places in town, ask for information and obtain amap from a tourist office. Understand and say how far places are.

Theme 8 - Une journée scolaireText book unit number – 8Text book pages –80 – 93Concepts– Time, a regular day, school subjects, verb manger, possessive adjectives, andexamples of reflexive verbs.Learning outcome - Ability to express time in French, talk about a typical day and schoolsubjects.

Theme 9 - Mme- c’est bon çaText book unit number – 9Text book pages –96 –109Concepts –Food and drink, Partitive articles, verb prendre and negative.Learning outcome - Ability to talk about meals, accept or refuse food and drink and to talkabout your likes and dislikes.

Theme 10 – Amuse – toi bienText book unit number – 10Text book pages – Page 110 – Page 122Concepts– Leisure activities, 24 hour clock, helping at home, verb faire, jouer à (withsports) and jouer de ( with music), using a verb and an adjectiveLearning outcome - Say and write what you do to help at home and talking about leisureactivities.

1



2012-2013

SUBJECT: PHYSICS

GRADE: VI

2

Grade 6 PHYSICS for Year 2012-2013

The Physics course for grades 6 is designed to inculcate the principles of scientificresearch and analytical skills. It is a student centered, investigation based course. It isaimed at getting the students ready for the challenges in the senior school.

AIMS :

Generate enthusiasm and interest in physical phenomena. Promote independence of thinking and approach to a range of physical

phenomena. Formalize the scientific method in approaching problems and using that

method in an organized and methodical way. Learning by doing approach. To promote the analytical skills required by all students to succeed in science

at IGCSE and IB.

OBJECTIVES:

Students will be able to formulate research questions, identify variables, plan and carryout a systematic investigation and then process and present their findings. They willresearch and reflect about their experimental processes and evaluate strengths andweaknesses. They will develop manipulative skills, interpersonal skills, speaking andlistening skills and most importantly they develop the technical writing skills.Applications of Science in day-to-day life are closely studied. Environmental impact oftechnology and also its ethical implications are discussed. Students are encouraged tothink and implement the solutions to some of the issues.

APPROACH

Physics lessons will include a lot of experimentation which includes identifying researchquestions and then following through the full scientific process of experimental design,data collection/ analysis and presentation. Students are encouraged to conclude theexperiment and evaluate the set up. To supplement the investigations, backgroundresearch will be carried out by student. A varied range of classroom activities will beused including videos, animations, simulations and work with interactive whiteboards.

Students will also do non quantitative research where they would find information notonly from the internet but from books, encyclopedia and their own observations. Theywould be expected to process this information and make links and interpretations.These finding would be presented in the form of a written report or a presentation to thewhole class.

Students will be given textbooks. These will be supplemented with the resourcescompiled by the teacher. The resource material and text is to enhance the learningprocess. Students are not expected to memorize the resource materials. However,majority of the course involves investigations done by the students and theirfindings/notes from the laboratory equipment and various other printed resources.

3

ASSESSMENTS/SKILLS:

Formative assessments:Written reports of lab work, presentations, and a notebook offieldwork/labs/demonstrations will be a part of the formative assessment through theterm. Students are encouraged to think beyond the books and apply concepts of Physicsin day-today life or contemporary issues related to the subject will be taken up for classdiscussions.

Summative Assessments include standard paper-pencil tests, practical examinations andend of term examinations that are linked to their investigations and research projects.

Syllabus Outline:

Grade 6Topic 1: Introduction to Physics

History of Physics, Major physicists who changed the world, Laws and Theories,Branches of Physics, Applications of Physics

Topic 2: MeasurementsMeasuring length, thickness, Area, Mass, Volume, Density

Topic 3: ForcesMass, Weight, Springs, Pushing, Pulling

Topic 4: Solids, Liquids and GasesKinetic Theory, Molecular motion, Temperature, ChangingState

Topic 5: Electricity and Electrical circuitsElectrostatics, Theory of static electricity, Applications of Static electricity,measuring currents

Topic 6: MagnetsAttraction and repulsion, Theory of magnetism, Magnetic induction

Topic 7: Light and SoundLight as a wave, Reflection of light, Sound as a wave

Topic 8: Inside planet EarthHow old is the Earth, Size of Earth, Rocks and minerals, Plate tectonics,Earthquakes

Topic 9: Simple machinesTypes of levers, Levers, mechanical advantage

4

LABORATORY DOCUMENT

In the course of their studies of Physics, students will be constantly engaged in scientificinvestigations. The primary emphasis of practical activities is to develop the spirit ofscientific enquiry and attainment of practical skills. The emphasis is on the process ratherthan on product attainment alone. The intention is that by focusing on a high level ofpractical skills, students will be better prepared for further education, training andemployment in science related areas.Students are encouraged to visit laboratory on a weekly basis and concepts are introducedthrough hands on activities. Rather than teaching the principle first, students are given anopportunity to carry out investigations even before the theory is taught.I - The skills developed primarily through the practical activities include:

1. Following instructions - Following instructions involves adherence to the instructed

sequence of actions required to carry out an activity e.g. ability to follow instructions

from a handout or as explained by the teacher.

5

2. Manipulation of apparatus involves manual dexterity and efficiency e.g. measuring

mass, volume, temperatures; working with heat, electric circuits

3. Design - Definition of the problem and selection of variables.

Although the general aim of the investigation may be given by the teacher, students must

identify a focused problem or specific research question. Commonly, students will do this

by modifying the general aim provided and indicating the variable(s) chosen for

investigation.

4. Variables are things that could change during the investigation and these may be

of three types;

a) Dependent variable is measured to get a result. It is expected to change when

the independent variable is changed. It "depends" on the independent variable

and may have more than one per investigation

b) Independent variable is changed by the experimenter and is expected to cause

a change in the dependent variable. It is usually only one per investigation.

c) Controlled variable is anything that could change the dependent variable and

usually several per investigation

4. Observation is the most important tenet of the scientific method. All observations and

measurements that a physicist takes using various instruments are of utmost importance

to the investigation.

5. Recording is another essential tenet of the scientific method. Records are proof of

what has been completed in the activity and what can be repeated with similar expected

outcomes.

6. Interpretation of observations and results should ensue from the hypothesis being

tested or the investigation undertaken. The final interpretation should explain clearly how

conclusions are reached. Students are instructed to plot neat graphs with the data and also

taught to interpret graphs.

6

7. Development of Personal skills will include the ability to work in a team, to

recognize and acknowledge the contribution of others in the team, to show ethical

behavior in reporting results, to pay due attention to environmental impacts etc.

II- Assessment

Formative Assessments

The students will be assessed on the laboratory work done at regular intervals during the

course of the year. This will include one practical exam in each term, where the students

will be assessed on the experiment performed. They will also be assessed on the record

book they maintain.

III Guidelines for recording the labs done:

Each student should keep a record of her/his practical work in the interleaf note book

provided to them, which will be common for both theory and practical work. Legibility,

correct use of symbols and terminology, neatness, and clarity of presentation should be

emphasized. There will be one record book with interleaved ruled and blank sheets.

Graph sheets will be at the end of this book. Students are expected to maintain records of

their investigations.

Diagrams should be drawn with HB pencil. This can be a clearly labeled diagram of the

assembled apparatus or the observations and data collected by the student.

Each student should include the following while writing the lab report:

1. Title: Make sure the title of your lab is specific and scientific.2. Aim: Purpose of the lab should be clearly stated in the introduction.3. Background information: This section introduces and gives some background on thetopic to be explored.4. Materials required: List all materials you will be using in the lab.5. Description of procedure: In step-by-step format, you need to list the steps in yourlab. Passive voice is used in Procedures and Results section6. Observations: A data table with proper units and uncertainties where applicable.7. Results: Here you will need to put your data with a table, graph, or both (depending onthe lab you are performing). Whenever possible present your data in a table or a graph.

7

A correctly prepared graph should:

1) have the independent variable on the x-axis

2) be numbered (Figure 1, Figure 2, etc.)

3) have a descriptive title

4) possess clearly labeled axes

5) have data points that are clearly marked.

A correctly prepared table should:

1) be numbered (Table 1, Table 2, etc.)

2) have a descriptive title

3) have rows and columns clearly labeled.

8 Conclusion: You should EXPLAIN your experimental findings. Also give any

POTENTIAL SOURCES OF ERROR, and give any final information

9 Safety precautions: You should mention all the precautions that you need to take

while doing the experiment.

10. Citation: You must always have at least ONE citation. This may be your textbook, a

valid educational website, or a scientific journal.

IV Guidelines for General conduct and safety measures in the lab

Be Neat: When working in a Physics lab, make sure you keep your area neat and

organized. If you happen to spill something, ask for assistance when cleaning it up. Also

remember to clean your work area and wash your hands when you are finished.

Be Careful: An important Physics lab safety rule is to be careful. You may be working

with glass or sharp objects, so you don't want to handle them carelessly. Be cautious

while working with electric appliances and burners, heavy metallic objects.

Be Cautious With Chemicals: The best way to remain safe when dealing with chemicals

is to assume that any chemical you handle is dangerous. If any chemical comes in contact

with your skin, wash immediately with water and inform your lab instructor. Wear

protective eyewear while handling chemicals.

8

V List of some suitable labs planned for Grade 6

Note: There could be some changes subject to availability of resources.1. Measuring thickness of a paper, diameter of a pencil2. Distance and time measurement activities, Estimating area of a classroom,

Area of soccer field3. Light gate - Measuring short time intervals4. Measurement of volume of liquid, measuring density5. Mass measurement using different types of scales Spring Balance/beam

balance6. Spring Balance investigation7. Weight on different planets8. Investigation: Diffusion of ink in water- How long does it take to make the

water blue? How long does it take for perfume molecules to reach your nose?Demo: Brownian motion

9. How many coins can be added in a glass filled with water?10. Effect of heat on molecular motion, Melting point of wax11. Activity- Melting point of ice, Effect of adding salt, saw dust,12. Van de Graff generator, Electroscope13. Understanding photocopier- visit to copier room14. Measurement of current, separating conductors and insulators15. Identifying poles with suspension and compass16. Preparing magnets from iron nails/needles17. Making a Periscope, kaleidoscope18. Project: Making a rock garden19. Study of simple machines- Identifying levers20. Measuring lengths of effort arm and load arm- Mechanical advantage

VI Example of a lab from the above list with the skills that the students will acquire

Title: Measurement of current in a circuit

Skills acquired by the student in the above experiment are as follows:

Familiarizes with all procedures before starting.

Follows instructions step by step.

Listens to the teacher’s instructions.

Understanding the symbols in a circuit diagram and connecting the circuit.

Turning appropriate knobs and setting up the meters, keeping the current under a

limit.

Observation and processing of data.

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Noting down the value of variable with appropriate unit and making a qualitative

observation on the brightness of the bulb.

Recording and Processing of data.

The data may require plotting a graph, averaging the values etc. (Interpretation)

Draws reasonable conclusions from the observations and results. (Organization)

Exercises caution for personal safety and for the safety of others.

Works as part of a group or team and works in an organized and efficient manner.

Cleans up after the practical activity and returns the apparatus.

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2012-2013

SUBJECT: CHEMISTRY

GRADE : VI

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INTRODUCTION

Students in Grade VI are introduced to the three branches of Science namely: Physics,Chemistry and Biology. Basic concepts in Chemistry along with appropriate laboratoryskills are taught and integrated seamlessly into the Curriculum. The knowledge and skillsdeveloped in Grade 6 Chemistry ensure a smooth transition from Primary to MiddleYears.

In Chemistry the topics of study include the following:

The Scientific Method, What is Chemistry, Lab Apparatus and Lab rules, Matter, AtomicStructure, Separation of Mixtures, Physical and Chemical Changes and Acids and Bases.

The topics are chosen to lay a foundation for the IGCSE Chemistry Course. Besidesclassroom teaching students are exposed to a hands on approach in the laboratory. AudioVisual Aids are used to enhance the learning experience. Project Work and StudentPresentations are encouraged to help build the confidence of the child even at a youngage.

Regular Formative and Summative Assessments will be conducted during the term.

AIMS

To acquire sufficient understanding and knowledge of core concepts in Chemistry so asto be suitably prepared for the IGCSE course.

To develop abilities and skills that are relevant to the study and practice of Chemistry.

To cultivate enquiry and initiative that will help not just in the study of Chemistry butalso in developing a greater appreciation for Science.

To stimulate interest in the environment.

To promote the awareness and importance of group work in scientific investigations.

To develop skills that encourage safe and efficient practice.

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OBJECTIVES

During the course of the year the following assessment objectives will be sought to be attained:

Knowledge and understanding of scientific phenomena, laws, definitions, facts andtheories.

Knowledge and understanding of scientific vocabulary, terminology, symbols, quantitiesand units.

Knowledge and understanding of scientific instruments and apparatus, includingtechniques of operation and safety.

Ability to translate information from one form to another (e.g. words to symbols and viceversa)

Ability to present reasoned explanations for phenomena, patterns and relationships.

Ability to solve problems and to interpret and evaluate experimental observations anddata.

Ability to use apparatus, techniques and materials.

LEARNING OUTCOMES:

The curriculum for grade 6 has been designed to provide a smooth transition from the Primary tothe Middle School. It is also designed to lay a strong foundation for the IGCSE. The exposurethat the students receive in the laboratory improves their analytical skills. Hands on experience inthe laboratory enables them to enjoy the learning of chemistry. The lab activities develop skillsin data collection and analysis of the data collected.

The students develop their understanding of concepts, an analytical frame of mind and are able toprovide scientific reasons to support their observations.

The assessments help the students to meet the demands of the IGCSE Curriculum.

They are able to relate and apply their learning to everyday life situations.

IB LEARNER PROFILE:Inquirers: Students develop their natural curiosity. They acquire the skills necessary to conductinquiry and research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives.

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Thinkers: Students exercise initiative in applying thinking skills critically and creatively. Theyrecognize and approach complex problems, and make reasoned, ethical decisions.

Knowledgeable: Students explore concepts, ideas and issues that have local and globalsignificance. In so doing, they acquire in-depth knowledge and develop understanding across abroad and balanced range of disciplines.

Open mindedness: - Students become open minded and learn to appreciate and value thefindings of other individuals

Communicators: - Students work effectively and willingly in collaboration with the others.

Reflective: - Students learn to be reflective and are able to assess and understand their ownstrengths and limitations in order to support their learning.

TOPICS:

1. What is Chemistry?

Importance of Chemistry in Life

Branches in Chemistry

Learning Outcome - Student learns the importance of chemistry in daily life.Student is able to identify the different branches in Chemistry.

2. The Scientific Method:

Learning Outcome - Student learns the steps of the Scientific Method.Student is able to write a hypothesis for an experiment.Student can decide factors that affect an investigation.Student is able to carry out the experiment and analyse the result.Student is able to draw a conclusion and communicate the result.

3. Lab Apparatus:

Introduction to various lab apparatus used in the Chemistry lab. Introduction to lab rules and safety precautions. History of Robert Bunsen

Learning Outcome – Students learn to identify the apparatus used in the Chemistry lab.Students develop the skill to use apparatus and measure volume,temperature, mass and time.Students are familiar with lab rules and safety precautions.

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4. Matter: Kinetic theory of Matter States of Matter Interconversion of matter Molecular Motion and Temperature

Learning Outcome – Students recall states of matter and interconversion of matter.Students understand the Kinetic Theory of Matter.Students gain knowledge and understanding of Molecular Motion andTemperature.

5. Atomic Structure:

Discovery of an atom Subatomic particles Introduction to the periodic table Concept of Group , Period Symbols of the first 20 elements Atomic number and Mass Number Electron configuration Metals , Non Metals and Metalloids Metal Reactivity and Reactions

Learning Outcome – Students gain knowledge of how the atom was discovered.Students learn and understand the structure of the atom and thePeriodic Table including the concept of Group and Period.Students memorize the first twenty elements and their symbols.Students understand the concepts of Atomic Number and MassNumber.Students understand the concept of Electronic Configuration and areable to draw the Electron orbit diagrams of the first 20 elements.Students differentiate between Metals, Metalloids and Non Metals.Students learn reaction of metals with water and acid based on MetalReactivity Series.

6. Separation of Mixtures:

Types of Mixtures

Saturated solution

Solubility

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Methods of Separation

Filtration

Sedimentation and Decantation

Crystallisation

Distillation

Sublimation

Separating funnel

Fractional Distillation

Crude oil distillation

Chemicals from oil

Learning Outcome – Students understand and differentiate different types of mixtures.Students understand concepts of solubility and Saturated Solution.Students learn and understand the different methods of separation.Students discern the use of the various Methods of Separationdepending on the substances given.Students learn the skill of using various laboratory apparatus toundertake separation of given substances.Students learn and understand the process of Crude Oil distillation.

7. Physical and Chemical Changes:

Various Examples of Physical changes Simple Chemical Reactions Exothermic and Endothermic Reactions

Learning Outcome – Students understand and learn to differentiate between Physical andChemical Reactions.Students understand and learn to differentiate between Exothermic andEndothermic reactions.Students design labs to bring out the differences between Physical andChemical Reactions and Exothermic and Endothermic Reactions.

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8. Acids and Bases:

Acids around us Properties of Acids and Bases Indicators and Strength Useful neutralisation reactions

Learning Outcome – Students understand and learn to differentiate between acids and bases.Students understand the use of indicators and learn their application ingiven chemical reactions.Students understand the concept of neutralization reactions and theirapplication in day to day life.

9. Air

Constituents of Air Air Pollution Preparation and Collection of Oxygen and Carbon dioxide Properties of Oxygen and Carbon dioxide

Learning Outcome- Students understand the effects of Air Pollution

Students learn more about the constituents of Air

Students learn the test for water and various properties of water

ASSESSMENTS:

Students need to maintain an interleaf notebook to make notes of the content taught and to recordthe data collected during the lab sessions. Every topic in the curriculum is tested. Theassessments enable students to interpret data, reason logically and develop critical, analytical andapplication oriented thinking.

The pattern of assessments falls under two categories: formative and summative.

Term I comprises two formative and two summative assessments. Term II comprises three formative and three summative assessments. The formative assessment includes a written test on the concepts taught, lab skills and

research skills. Summative assessments include written tests and the end of term examination.

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RESOURCES

Chemistry First authored by George Bethel and David Coppock (OxfordPublications).

www.qldscienceteachers.tripod.com/junior/chem/acid.html

www.chemistry.about.com/

www.esf.org/conferences/pc06018

www.sciencespot.net/Pages/kdzchem2.html

www.softschools.com

9

MIDDLE SCHOOL CHEMISTRY LABORATORY DOCUMENT

Introduction:

Hands on learning reinforces the age old adage:

I hear and I forgetI see and I rememberI do and I understand

Laboratory studies and data analysis form the cornerstone of Chemistry. Lab work in the MiddleSchool provides students with hands on experience. Hands-on learning involves the child in atotal learning experience which enhances the child's ability to think critically. The child plans aprocess to test a hypothesis, put the process into motion using various materials, sees the processto completion, and then is able to explain the attained results.

Students in a hands-on science program will remember the material better, feel a sense ofaccomplishment when the task is completed, and be able to transfer that experience more easilyto other learning situations.

Skills: Through the Practical work conducted in the Middle School the following skills aresought to be developed:

1. Observation Skills2. Measuring Skills3. Background Research4. Formulating Hypotheses5. Experimental Design

a) Recognizing variables (dependent and independent) and b) Writing a procedure

6. Data Collection7. Data Interpretation8. Designing comprehensive data tables9. Writing procedures / Instructions for an experiment10. Graphical representation of data11. Data Tabulation12. Drawing of Inference13. Predicting results14. Evaluation of experiment and stating reasons for experimental errors15. Safety procedures16. Drawing diagrams17. Manipulative Skills (using equipment or apparatus for experiments)

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18. Maintaining lab journals19. Describing processes using scientific terminology20. Creating scientific models

Assessment of labs:

Skills learnt and developed in the laboratory will be gauged and tested at two levels. Eachstudent will be assessed in the laboratory itself based on the following:

Carrying out a range of techniques proficiently with attention to safety, Following a variety of instructions, Ability to work in a team and Approaching a scientific investigation with self motivation and perseverance.

The Practical work covered in the laboratory will be a Formative Assessment.

Safety Rules:

1. Conduct yourself in a responsible manner at all times in the laboratory.

2. Read the lab assignment before you come to the lab. Follow all written and verbalinstructions carefully. If you do not understand a direction or part of a procedure, ask the teacherbefore proceeding.

3. Never work alone. No student may work in the laboratory without an instructor present.

4. When you first enter a science room, do not touch any equipment, chemicals, or othermaterials in the laboratory area until you are instructed to do so.

5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratoryglassware as containers for food or beverages.

6. Perform only those experiments authorized by the instructor. Never do anything in thelaboratory that is not called for in the laboratory procedures or by your instructor. Carefullyfollow all instructions, both written and oral. Unauthorized experiments are prohibited.

7. Safety goggles and aprons must be worn whenever you work in the lab. Gloves should beworn whenever you use chemicals that cause skin irritation or you need to handle hotequipment.

8. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times.Bring only your laboratory instructions, worksheets, and/or reports to the work area.

Ccc 3

Ccp ccn cpp 2

Cpn cnn ppn 1

Ppp 1

Pnn nnn 0

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10. Be alert and proceed with caution at all times in the laboratory. Notify the instructorimmediately of any unsafe conditions you observe.

11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to beused only for water and those solutions designated by the instructor. Solid chemicals, metals,matches, filter paper, and all other insoluble materials are to be disposed of in the proper wastecontainers, not in the sink. Check the label of all waste containers twice before adding yourchemical waste to the container. Cracked or broken glass should be placed in the specialcontainer for “Broken Glass.”

12. Labels and equipment instructions must be read carefully before use. Set up and use theprescribed apparatus as directed in the laboratory instructions provided by your teacher.

13. Keep hands away from your face, eyes, mouth, and body while using chemicals. Wash yourhands with soap and water after performing all experiments. Clean (with detergent powder),rinse, and dry all work surfaces and equipment at the end of the experiment.

14. Experiments must be personally monitored at all times. You will be assigned a laboratorystation at which to work. Do not wander around the room, distract other students, or interferewith the laboratory experiments of others.

List of Laboratory Experiments: Grade 6

1) Identification and use of Laboratory apparatus.

2) Measuring liquids and solids.

3) Investigating how different volumes of water heat up.

4) Finding the Melting Point of ice.

5) Sublimation of Camphor.

6) Diffusion

7) Effect of salt on the Boiling Point of water.

8) Properties of Metals and Non Metals.

9) Arranging metals in the order of reactivity.

10) Separation Techniques:

Filtration

Crystallisation

Distillation

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Sublimation

Separating funnel

Chromatography

11) Simple Chemical reactions.

12) Exothermic and Endothermic Reactions.

13) Identification of Acids and Bases using various Indicators.

14) pH of Acids and Bases.

15) Neutralization – Making of Salts.

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2012-2013

SUBJECT: BIOLOGY

GRADE : VI

2

INTRODUCTION

In Grade 6, students will be introduced to Biology as a separate science alongwith Physics and Chemistry. The biology curriculum for grade 6 envisages hands-on activity either in the lab or field (outdoors), supported by a strong open endeddiscussion oriented approach. This curriculum will be taught by encouraging thechildren to make their own observations in the field on living organisms in theirnatural habitat, as well as by encouraging children to conduct their ownexperiments under guidance of the teacher. The main resource material will be thetextbook; the supplementary resource materials shall be sourced from the internet,the school library and resources available to the teacher.

Aims and objectives

To enable the student, in a small way, to construct a hypotheses on the basis ofconstructs chosen by him and to enable him to develop the logical skills that willhelp him to verify his hypotheses.

To enable him to verify his skills in this subject, so as to examine the prospects ofchoosing a career option in this subject.

To develop investigative and research based skills.

Learning outcomes

The ability to appreciate scientific concepts and ideas in the field of biology in aglobal perspective will be encouraged.

An understanding of how the bodies of living organisms function and thebiochemical and physiological processes which keep them alive will beemphasized.

Ability to compare life processes between plants and animals as well as betweendifferent animals and different plants will be emphasized so as to be able toevaluate the differences and give reasons for these differences.

Extensive opportunity for reference work will be provided and they shall beexposed to the thoughts and investigations of great biologists who havecontributed to the subject.

They shall be exposed to TOK aspects of biological knowledge. Ampleopportunity will be given to investigate TOK issues in the subject and presentopinions, view points and perceptions as well as to critically examine ethicalissues related to global warming, human health cloning and geneticexperimentation.

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They will be given the opportunity to execute projects, conduct seminars andcommunicate their findings to peers.

Challenging and higher level problems and issues will be provided, both in thetheory as well as in the investigative (laboratory) classes, so that the learner canbe confronted with complex issues which involve prediction, ability to designexperiments, data collection, hypothesis testing and extrapolation of data.

The opportunities to theorize, read, gather data, evaluate inferences from differentsources.

Laboratory skills shall be evaluated using the following criteria: construction ofhypothesis, designing experiments, data collection, data analysis, and makingconclusions. In addition students will be encouraged to examine the design ofexperiments with a view to locate sources of error.

Curriculum content.

Scientific Method and its various steps: The scientific method, its steps and theadvantages of following a scientific method over a random way of experimenting.Learning outcomes: The student appreciates the importance of scientific methodand recognizes the steps of it.

Life Processes- details on various characteristic features of living organisms, howthey take place in different groups of organisms and the importance of the variouslife processes.Learning outcomes: The student differentiates between the living and the non-living and appreciates the value of the various life processes.

Cells- cell structure and function of the major cell organelles, plant cell andanimal cell, unicellular and multicellular.Learning outcomes: recognition and analysis of differences between plant celland animal cell, identification of unicellular and multicellular organisms, listingof main parts of the cells and description of their function.

Levels of organization- organization of life from cells to organisms.Organization of cells into tissues, organs and organ systems.Learning outcomes: appreciates the complexity of life and its organization,defines the terms cells, tissues, organs and organ systems and lists them inhierarchical order.

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Enzymes- structure and action of enzymes: working of enzymes and the roleplayed by enzymes in our body. Lock and key mechanism. Factors affectingenzyme activity.Learning outcomes: observes the working of enzymes and draws conclusionfrom observations, understands the working of enzymes and appreciates theirimportance in life, explains the effect of temperature on enzyme activity.

Nutrients- various nutrients and their role in the human body, food additives andpreservatives, balanced diet and eating disorders.Learning outcomes: identifies the various nutrients present in our diet andunderstands their function, defines balanced diet and learns to identify eatingdisorders.

Digestive system- how does it work? What is the role of enzymes?Learning outcomes: appreciates the importance of digestion, identifies the mainorgans of the digestive system and lists their functions.

Breathing and Respiration- comparison of the two processes. The chemicalbasis of respiration. Introduction to the idea of ATP.Learning outcomes: compares the contents of inhaled air and exhaled air,identifies and labels the internal structure of the lungs, defines cellular respirationand is able to expand ATP.

Green Plants- parts of a flowering plant, internal structure of various parts, andstructure of flowers, transpiration.Learning outcomes: lists the various uses of plants, labels the different parts ofplants, defines and explains the process of transpiration.

Photosynthesis- how leaves are suited for photosynthesis, the details of theprocess.Learning outcomes: identifies the products of photosynthesis and appreciatestheir importance for life, draws and labels the internal structure of a leaf.

Adaptations- special features of organisms from desert habitats and aquatichabitats.Learning outcomes: appreciates the variety of life and the various special featuresof different groups of organisms.

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Sexual Reproduction in Plants: pollination, fertilization and germination.

Learning outcomes: differentiates between cross pollination and self pollination,understands the process of fertilization and appreciates the conditions necessaryfor germination.

ASSESSMENTS

Objectives The ability to make unbiased observations, make generalizations based on these

observations, construct hypotheses, to be able to design experiments with theobject of verifying these hypotheses.

Knowledge of biological processes which will instill a sense of curiosity andcritical thinking.

The skills of communication, such as speaking and writing, essential forcommunicating scientific ideas.

Written tests which will be objective, short answer as well as essay type, tostrengthen the competitive abilities in the field of academics.

To test investigative skills based on the labs and activities done.

To test application skills and awareness of new developments in the subject.

Type of Assessment


Formative assessments:

To test investigative skills based on the labs done.

To test application skills and research based skills

Summative Assessments:

Written assessments that will test small portions of topics done. There will bethree such assessments in the course of the session.

Two written exams in the course of the session, one at the end of each term.

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RESOURCES Biology first- George Bethell and David Coppock- Oxford

Biology for every kid- Janice Van Cleave- Pustak Mahal

Biology Target Science- Coppock- Oxford

http://www.schoolscience.co.uk/

http://www.nclark.net/Biology



2012-2013

SUBJECT: COMPUTER SCIENCE

GRADE: VI

INTRODUCTION:

The syllabus of Grade 6 is designed in such a way that the students broadentheir understanding in Computer Science and ICT. While the students are given apeek into the capabilities of computers in their early grades, they are also takento a higher level in Grade 6 where the influence of ICT in presenting informationin different forms is explained. The students are also taught the fundamentals ofdata collection, analysis and presenting information in different forms using ICT.The students will also learn to write computer programs using QBASIC.

AIMS:

To acquire sufficient understanding and knowledge of ICT applications soas to be suitably prepared for the IGCSE course.

To develop abilities and skills that is relevant to the study and practice ofcomputer science technologies.

To cultivate enquiry and initiative that will help attain capabilities andknowledge in all fields related to computer science technologies.

To stimulate interest in the usage of correct computing environment

To promote the awareness and importance of group work in scientificinvestigations.

To develop the skills that encourages safe and efficient practice.

OBJECTIVES:

During the course of the year the following assessment objectives will be soughtto be obtained.

Knowledge and understanding of scientific phenomena, laws, definitions,facts and theories.

Knowledge and understanding of scientific vocabulary, terminology,symbols, quantities and units.

Knowledge and understanding of various tools and utilities includingtechniques of operation and security.

Ability to translate information from one form to another.

Ability to present reasoned explanations for phenomena, patterns andrelationships.

Ability to collect data and to interpret and evaluate experimentalobservations on collected data.

Ability to use and understand technologies and utilities.

LEARNING OUTCOMES:

The curriculum in Grade 6 has been designed in such a way that the studentswill be able to collect data about any topic / subject, analyse the data collectedand present the information in any required form using ICT. The assignments indata collection and analysis improve the analytical capability of the students andprepare them for larger requirements in IGCSE curriculum. The entire syllabus isorganized in such a way that the students are able to get valuable inputsthrough practical learning and demonstration.

LEARNER PROFILE:

1. Knowledgeable- Students gain knowledge of the concepts taught andapplies the concept.

2. Inquirers- Students develop natural curiosity and acquire the skillsnecessary to conduct inquiry and research and show independence inlearning.

3. Thinkers- Students exercise in applying thinking skills using theknowledge from the concepts learned.

4. Open mindedness- Students become open minded and learn to appreciateand value the findings of other individuals.

5. Communicators- Students work effectively and willingly in collaborationwith others.

6. Reflective- Students learn to be reflective and are able to assess andunderstand their own strengths and limitations in order to support theirlearning.

TOPICS:

1. Using ICT:

Usage of ICT in presenting information using Text, Images and Sound. Designing slides using Microsoft PowerPoint, adding graphics to the slides

and adding sound to the presentation. Presentation of students’ ideas to the rest of the class.

Learning outcome:

The students get in depth knowledge of how information is presented in differentforms. The students are made to think about the various designs used in slides /presentations. Their thought process is also widened by putting their own ideasand designing their own presentations.

2. Information and Presentation:

Data collection methods. Searching for information using the Internet. How to look for and use information. Searching for information on UFOs. Presentation of students’ findings to the rest of the class.

Learning outcome:

The students learn to use the analytic techniques to do data management andthey also learn to interpret the data to form the conclusions. The students willlearn the techniques on effective and efficient searching on net. They will alsolearn how to deal with conspiracy theories and differentiate biased and unbiasedinformation.

3. Processing Text and Images:

The ways of processing text and images. Creating a newspaper / newsletter using DTP techniques. Presentation of students’ newsletter / newpaper to the rest of the class.

Learning outcome:

The students get the experience of effective usage of text and image inpublishing. They go through various process of creating a newspaper /newsletter and they will also be able to create their own newspaper / newsletter.

4. Data Handling:

Introduction to Hypothesis. Methods to collect data to test a hypothesis. Storing the collected data in a database structure, querying it and

producing reports. Presentation of students’ findings to the rest of the class.

Learning outcome:

The students get the experience of collecting data and storing it in the form ofdatabase. They will also be able to test their hypothesis with the help of thedatabase created.

5. Introduction to Programming Language - QBASIC:

Introduction to programming languages – Machine, Assembly and Highlevel.

Fundamentals of QBASIC – Variables, Constants, Operators, Statements. Writing programs using the program constructs – Sequencing, Selection. Presentation of students’ logic to the rest of the class.

Learning outcome:

The students get the experience of writing their own programs to solveproblems. They will also be able to improve their analytical thinking and problemsolving skills (logic).

ASSESSMENTS

Students need to maintain an interleaf notebook to make notes of the contenttaught and to record the data collected during the practical sessions.

Every topic in the curriculum is tested. The assessments enable students tointerpret data, reason logically and develop critical, analytical and applicationoriented thinking.

The pattern of assessments falls under two categories: formative andsummative.

Term 1 comprises two summative and two formative assessments

Term 2 comprises two summative and two formative assessments

The formative assessment tests the skills in usage of various tools andutilities.

Summative assessments include written tests and the end of the termexamination.

RESOURCES:

1. ICT Framework solutions by Stephen Doyle.



SUBJECT: MUSIC

GRADE: VI

Introduction

Music contributes to the development of pupils and to the school curriculum by

providing a powerful and distinctive form of communication and expression.

Music can change the way children feel, think and act. It affects emotion and

moods providing opportunity for personal expression, reflection and emotional

wellbeing. It develops thinking, increasing perception, imagination, creativity and

physical co-ordination: skills that can be transferred to other areas of experience

and learning. Music enables children to define themselves in relation to others,

their friends, social groups and to the culture in which they live. Music is an

integral part of culture, past and present.

The teaching of music extends everyday experiences, providing opportunities

and links between home, school and other outside agencies. It develops the

ability to focus listening and analyse what is heard. It introduces pupils to

different forms of music-making and encourages objective judgement of musical

quality. Music stimulates the acquisition of the skills, attitudes and attributes

needed for life such as listening skills, concentration, aural memory, presentation

and teamwork. It also develops creativity, risk-taking, intuition, sensitivity,

perseverance and a sense of achievement and enjoyment.

Approach to Teaching the Music

Music is taught to all pupils in Grade 6 for two periods a week. One period a

week is dedicated to the development of performance skills through teaching all

pupils to play a musical instrument (Guitar, Violin or Piano) in small groups with a

member of the school’s instrumental music staff. The second period each week

focuses on the development of general musicianship skills through the study of

topics such as Jazz and Blues music, World music or periods of Western

traditional music.

Aims and Objectives

Develop pupils’ listening skills to enable them to be able to describe music

using correct vocabulary and voice opinions about pieces of music

unfamiliar to them

Pupils will be encouraged to develop their performance skills on an

instrument of their choice within the range of instruments offered at TISB

Have a knowledge of basic compositional techniques and structures within

music

Experience performing in public

Have the theoretical knowledge to be able to achieve a better musical

understanding

Learning Outcomes (see also IB Learner Profile for Middle School Music)

By the end of Grade 6 pupils will be able to:

Identify the main musical periods of Western Classical Music

Recognise and discuss, using correct musical vocabulary, the main

elements in a piece of music they hear.

Dictate simple rhythmic patterns up to 16 beats in length

Identify and be able to write out key signatures up to and including 3

sharps and flats

Notate music using treble clef notation

Perform in an ensemble and play simple music with up to one sharp or flat

in the key

Compose a piece of music in binary, ternary and rondo forms

Perform in a public concert

Curriculum Content

Introduction Foundation for Middle School Music - Term 1

In term one, pupils will develop their understanding of how the orchestra has

developed through the different musical periods whilst enhancing their skills in

identifying instruments of the orchestra. Rhythmic notation and dictation along

with theory covering Treble Clef notation, tones and semi-tones, major scales

and key signatures will be taught. In addition, pupils will prepare performance

items for a public concert towards the end of the term.

What is composition – Term 2

In term two, pupils will develop their understanding of how music is composed

through the in-depth study of compositional techniques commonly used by

composers and structures commonly found in music (Binary, Ternary and Rondo

Form). Pupils will also continue to develop their listening skills and theoretical

knowledge through the in-depth study of composition. In addition, pupils will

prepare performance items for a public concert towards the end of the term.

Assessment

Pupils will be assessed as follows:

Summative Assessment – a performance in the Middle Years ensembles

concert. Practical performance will be assessed in addition to stage

etiquette.

Formative Assessment – will assess students’ technical and performance

skills on their chosen instrument

End of Term Assessment will be in two parts

1. Practical assessment of performance skills

2. Written assessment of Theory and Listening Skills

Resources, References & General Advice:

Pupils who wish to gain the highest marks in formative assessments are likely to

dedicate some time each week to practising their instrument, a pupil in Grade 6

should practise 20 minutes three times a week, outside of lesson times.

To support pupils’ development in general musicianship it would be useful to

encourage students to listen and watch vocal and instrumental concerts available

on the internet, or, when possible, to attend live concerts and recitals. Pupils in

the middle school will study music from Western Classical music through to

Popular music forms and World music.

The IBO Learner Profile for Middle School Music

InquirersInquiry skills will be developed through exposure to the work of others, questioning oftheir own ideas and experimenting with a range of styles and genre. This will beachieved through a variety of activities and learning opportunities within the school andthe learner will be encouraged to attend concerts, recitals and workshops offered atTISB.ThinkersThey will be set questions to solve which will focus on the musical impact of theircomposition or recital, what composers and styles of music will be most effective indifferent situations.CommunicatorsLearners should be able to communicate ideas and intent, through written, spoken andmost importantly through musical communication. The learner will need to be able tocollaborate with fellow students, teachers and musicians.Risk-takersLearners will need to explore new areas of music from outside of their existing musicalexperience and be prepared to experiment with new performance techniques andcompositional ideas.KnowledgeableLearners will develop a breadth and depth of knowledge from their experiences in themusic curriculum. They will have the knowledge to be able to choose the mostappropriate types of music to suit different occasions and understand how differentstyles and genres of music influence a variety of different cultures.PrincipledLearners will be expected to take responsibility for their actions and will need to be selfdisciplined in their preparation for lessons and performances.CaringLearners will need to have the emotional tolerance to deal with personal experiences,which are affected by working with other musicians and outside organisations.Open-mindedLearners will need to develop a willingness to engage in and think about cultures,histories and traditions other than their own. They should respect other musicians’thoughts and opinions and show openness towards new styles and musical techniques.Well-balanced

As musicians they will need to learn to understand the importance of regular practiceand preparation for lessons, rehearsals and performances.ReflectiveMusicians need to develop good skills in evaluating their work and performance skills inorder to develop and enhance their musicianship



Visual Art

GRADE: 6

Introduction

The Grade 6 Visual Art course has been designed to give students the opportunity to

experience the visual arts from both a creative and academic perspective. The faculty

believes that the skills and mental habits associated with visual art and design are

obtainable by all students and are completely learnable with patience, hard work, time

and practice. While natural ‘artistic talent’ is certainly helpful in some cases it is not in

any way a pre-requisite for benefiting from the subject, nor for advancing towards higher

level achievement in the subject.

During Grade 6, all students are required to take a one-term course that introduces the

skills and principles of the visual arts that both helps them to develop artistic abilities of

their own as well as understand the relationships between cultural progress and artistic

progress. The course has been constructed in consideration of both the English

National Curriculum for Art and Design as well as the US National Standards for the

Arts, which aims to ensure that all the major dimensions of Arts Education (Creating

works of art, Developing specific skills, Considering the cultural/historical perspectives,

and developing Critical feedback skills) are included.

Approach to Teaching

The teaching approaches employed in the Grade 6 art course will be consistent with the

general approach used for all Middle Years teaching in art. Lectures and teacher

demonstrations will form one part of facilitation, but independent studio work by

students will be the core learning experience used to generate skills and understanding

in the classroom. Visual diagrams and permanent displays around the class room will

also be available for every lesson and their presence and availability will be considered

an instrumental tool in reinforcing skills and understanding as well as an assistance

device for students who gravitate towards other learning styles.

Aims and Objectives

Poster design, logo design, and text-to-image relationships will be explored and

examined. In addition to looking at the picture plane from a structural perspective,

students will also be looking at how symbols communicate and the ways that visual

devices are manipulated so that mass audiences can be reached, as in advertising and

product design. The Grade 6 art course will specifically prepare students for the type of

visual arts problem solving they will encounter in an IGCSE Visual Art class if they elect

to take in the 9th grade. Skills and understanding will be reinforced through drawing,

painting and design, as well as clay and ceramic activities.

Learning Outcomes

The TISB Grade 6 art program seeks to produce students who have:

Skilfully demonstrate the planning and preparation of a work of art or design.They should be able to use a variety of sketching techniques as well as peerfeedback to make effective and practical decisions about the production of theirclass work.

Demonstrated a broad knowledge of the visual elements introduced (line, shape,colour, etc.) and how to use them effectively in a completed artwork, exhibitingsome ownership over how they can be manipulated, underplayed, orexaggerated to best meet the expressive needs of their users.

Presented effective understanding of the communicative abilities of art, and howto recognize them and assess their effectiveness, expressed articulately bothverbally and in writing.

Demonstrated broad knowledge of some of the relationships between works ofart and the cultural and/or historical conditions from which they came.

Curriculum Content

‘Biographical Self Portrait’ Standards: Creating and CommunicatingSkills and MethodsObjectives: Line, Form, Value, Colour and Balance

Pattern and Design: ’12 Pointed Star’ ‘Rotating Pattern’ Standards: Creatingand Communicating Understanding and Relating

Objectives: Line, Shape, Pattern, Rhythm

Drawing Theme: Giant in the City (An Introduction to 1 Point Perspective)Standards: Creating and Communicating Skills and MethodsObjectives: Shape, Form, Texture, Balance

Drawing Theme: ‘A Favourite Place’ Standards: Creating and CommunicatingAnalysing and EvaluatingObjectives: Shape, Form, Value, Colour, Balance

Assessment

As in all academic subjects taught at TISB, Grade 6 Art will use an assessment system

based on both formative and summative outcomes. While the areas share criteria, the

levels of which attainment are measured vary in time allocation, materials used, and

other factors. The criterion areas were developed from the IGCSE Art and Design

curriculum and modified for Middle Years students.

Criterion Areas:

Practice and Planning: explore ideas, develop solutions, and practice techniques inadvance of a final solution.

Visual Elements: The students’ understanding and use of the elements and principlesinvolved in making a work of art or design successful.

Skills Displayed: The effective use of materials the student has used for thecompletion of a project.

Concepts and Ideas: The way that the student has interpreted a given task as well asthe personal innovation demonstrated in the work.

Resources, References & General Advice History of Art Volume 1 HW Janson,Prentice Hall/Abrams 1991

Art: A History of Painting Sculpture Architecture Volume 2 Frederick Hartt, Prentice Hall1989

Masterworks of Asian Art from the Cleveland Museum of Art Micheal R Cunningham,Thames and Hudson 1998

Art and Design IBO Learner ProfileInquirers

Art inquirers push themselves to understand how different art forms communicate. They

diligently strive to look for new or hidden qualities in works of art and to understand the

relationships and/or the uniqueness of various art works or forms of art.

Communicators

Art communicators are willing to go beyond the appearance of things to try and

understand what those appearances mean and what they are there to express. They

also look inside themselves and their own feelings to determine what they want to say

to and about the world, and look for artistic ways of doing so.

Thinkers

Art thinkers are willing to go the extra mile to try and understand what may not be

immediately obvious. They internalize information, present explanations and test their

explanations against already learned information.

Balanced

Balanced artists understand that art inspiration can come from anywhere and

everywhere so they strive to be active and attentive in all the various physical,

intellectual, social and spiritual aspects of their lives so they can approach their art work

as healthy and aware individuals with a wide variety of experience to communicate.

Principled

Principled artists are willing to take responsibility for their own actions. They are

proactive in understanding the rules, which govern activities and behaviour and are

interested in adhering to them. Principled artists are proud of their own achievements

and learning and are not looking to take credit for the work of others.

Open-MindedOpen-minded artists understand that great art can come from anyone, from anywhere at

any time. They do not pre-judge based on others’ ideas and look to make their own

evaluations. They see every instance of visual engagement as a learning opportunity

that could lead to ways of broadening their horizons.

KnowledgeableKnowledgeable artists actively engage with art, design, and craft from anywhere and

any time. They seek to engage with as many forms as possible, and understand as

much about each as they can, so they in turn can forward and create art that is worldly

and informed.

ReflectiveReflective artists look within, both critically and searchingly. Critical reflection is

necessary to look objectively at one’s work to honestly determine what improvements

need to be made, and where one’s strengths may lay. Searching reflection is required to

understand how one really responds to a work of art or to determine what they are really

trying to communicate in their own work.

Risk TakersRisk taking is incredibly important in art as it allows us to move from the familiar to the

unknown. A major part of art learning involves practicing completely new skills or

looking for ways of expressing very personal things without any model to follow.

Therefore, to meet our full potential, we are frequently asked to perform tasks of which

we have little or no previous experience.

CaringCaring artists understand that to function effectively in a social environment such as an

art studio, they must be empathetic and sympathetic to the needs of others. They must

do their share to ensure the effective running of the studio, such as cleaning up after

themselves and sharing the materials. They must also be able to understand the

feelings and situations of others as subject matter for artwork.



THEATRE ARTS

GRADE VI

INTRODUCTION:

Grade VI students will be introduced to the basics of acting on stage.Students will experience the excitement of working on a scripted performanceon stage.

They will first be introduced to getting on to the stage; an appreciation ofbeing on stage and the illusion it creates for the audience. As actors use theirvoice, physicality and expressions as a means to create characters, theGrade VI students will be introduced to these aspects.

Script is synonym to theatre, but what does an actor do when a script isgiven? Fostering the curiosity of the Grade VI students, the syllabusintroduces them to scripts and how to interpret the script to understand acharacter and other aspects of a play. Students are also introduced to theprocess of putting up a stage performance and will experience this fantasticaspect through the staging of their Middle Years Showcase.

The Theatre Arts Department has prepared a booklet as the main resourcematerial that will provide students with a more structured course of studyingtheatre and the opportunity to reflect on their learning and experiences. It ishoped that students become more confident as we encourage them to enjoytheatre in a highly practical and creative way. Interesting scripts that focus onrespect for individuals, integrity and a strong sense of fairness are sourcedonline and from the school library.

AIMS and OBJECTIVES:

The Theatre Arts Curriculum for the Grade VI students aims to provide afoundation level in theatre to the students. This will help to develop them asindividuals as well as generate an interest in Theatre Arts. Personaldevelopment remains the underlying aspect of Theatre Studies.

As students are preparing towards developing themselves in their career andin university; this curriculum will help develop their personal attitudes and theirknowledge-based skills and creativity.

They will:

Develop an appreciation of the Theatre. Understand elements of drama i.e. usage of space, voice and movement

etc. Collaborate with others in a Group Presentation. Cooperate in teams to solve problems. Develop personal creativity and awareness for self-evaluation. Observe and criticize one another's work. Articulate personal reactions to several art forms.

LEARNING OUTCOMES:

Appreciating the elements found in a script. Interpreting the contents of a script, analysing and research. Extracting information from a script to develop a character. Understand spatial awareness, effective usage of voice, movement

and physicality to develop characterisation. Analysing, interpreting text and memorizing lines. Understand and demonstrate basic social and group skills to work

together in creating a learning environment. (Listening, observation,focus and co-operation)

Working on an individual basis and later developing teams to work onpresentations.

Respond constructively to the work created by themselves and others. Reflecting on the learning and experiences through discussions and

writing. Boost students’ self-confidence.

CURRICULUM CONTENT:

Students are guided on how to translate a written script into aperformance. This is achieved by heightening the students’ naturalcuriosity of:

Analysing and understanding a script, Developing a character through competent role-playing, Communicating through effective body-language and

timing; Lighting design, sound effects, set design and how these

complement a production. Learning outcomes: Appreciating the elements in a script. Interpreting

the contents of a script, analysing and research. Analysing, interpretingtext and memorizing lines. Understand spatial awareness, effectiveusage of voice, movement and physicality to develop characterisation.

Students will experience decision making as they are given theopportunity to decide on suitable costumes and props based on thescript. Learning outcomes: extracting information from a script.

Working towards a presentation, students will understand theimportance of working together and rehearsing (process of repetitivereinforced learning). Learning outcomes: working on an individual basisand later developing teams to work on presentations. Understand and

demonstrate basic social and group skills to work together in creating alearning environment, (listening, observation, focus and co-operation).

Working on a script will also allow students to research, analyse andrespond to the drama text by identifying key messages and themesthat raise awareness of social and moral issues. Learning outcomes:appreciating the elements found in a script. Interpreting the content of ascript, analysing and research. Extracting information from a script.

Understanding ‘dramatic tension’ in the script and exploring ways ofhighlighting it in a performance. Learning outcomes: appreciating theelements found in a script. Interpreting the contents of a script,analysing and research.

Students will also understand the need to constantly assess theirperformance and work towards improving it. Learning outcomes:respond constructively to the work created by themselves and others.

Working together as an ensemble, the students show empathy andrespect for the needs and feelings of each other. They also need to beopen-minded when their friends evaluate their work. Learningoutcomes: working on an individual basis and later developing teams towork on presentations. Respond constructively to the work created bythemselves and others. Reflecting on the learning and experiencesthrough discussions and writing. Boost students’ self-confidence.

After every activity, students are encouraged to give thoughtfulconsideration to their own learning and experience. Learningoutcomes: reflecting on the learning and experiences throughdiscussions and writing.

Students will experience a sense of achievement through their work.Learning outcomes: boost students’ self-confidence.

ASSESSMENTS:

Objectives

To assess and monitor students’ knowledge and progress in their basicperformance skills, which includes Characterisation & Physicality,Voice, Spatial Awareness and Ensemble work.

To instil the right attitude towards learning theatre by having a selfanalysis of students’ attitude; their listening skills, understandinginstructions, focus, participation and discipline in class.

Self assessment to make students aware of effective communicationi.e. interacting and communicating at the right time, sharing ideas andreflecting on class work.

To make students aware of there social skills by working together withclassmates in class activities and the emotional ability to handleconflict.

Review of every activity will help their learning and initiate a process ofthinking, reviewing and writing.

Type of Assessment


Formative Assessment A student’s personal self-evaluation on his/her attitude, self expression

and reflective writing. There will be a discussion with the teacher duringthis self-evaluation process. The student is encouraged to be truthfuland the teacher will motivate the student to achieve his/her potential.

A self evaluation as well as an evaluation by teachers based onperforming skills rubrics; the students will be assessed on theirperforming skills.

Summative Assessment A series of written tests that will help students reflect on their

performance skills and observations as well as expressing their viewsin writing.

RESOURCES:

Get Your Act Together booklet by the theatre arts department. Scripts are sourced online and from the school library. Internet, magazines, newspapers or online publications and dvds.

IBO LEARNER PROFILE FOR MIDDLE YEAR THEATRE ART

Inquirers – The programme encourages development of students’natural curiosity. Students need to acquire the skills necessary toperform via inquiry, research and show independence in learning. Theyactively enjoy learning and this love of learning will be sustainedthroughout their lives.

Knowledgeable – Students need to explore concepts, ideas andissues that are not only related to theatre but also look into local andglobal context. In doing so, they acquire in-depth knowledge anddevelop understanding across a broad and balanced range ofdisciplines.

Thinkers – Via Theatre Games and strategy activities, studentsexercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned,ethical decisions.

Communicators – Students are encouraged to communicate theirunderstanding and express ideas and information confidently andcreatively through not only verbal and written work but also throughtheir theatre performance.

Principled - Through their theatre work, students act with integrity andhonesty, with a strong sense of fairness, justice and respect for thedignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences thataccompany them.

Open-minded – Students demonstrate their understanding andappreciation of their own cultures and personal histories. They need tobe open to the perspectives, values and traditions of other individualsand communities. They are accustomed to seeking and evaluating arange of points of view, and are willing to grow from the experience.

Caring – By working together as an ensemble, the students showempathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to makea positive difference to the lives of others.

Risk-takers – Being on stage and exploring their potential leadsstudents to approach unfamiliar situations and uncertainty with courageand forethought, and have the independence of spirit to explore new

roles, ideas and strategies. Student needs to be brave and learn toarticulate in defending their beliefs.

Balanced – The study of theatre is also a meant for self- developmentas students understand the importance of intellectual, physical andemotional balance to achieve personal well-being for themselves andothers.

Reflective – After every activity, students are encouraged to givethoughtful consideration to their own learning and experience throughdiscussions/drama journal. Through self-assessment also, students areable to assess and understand their strengths and limitations in orderto support their learning and personal development.

Documents

MIDDLE SCHOOL CURRICULUM 2012-2013 …tisb.org/files/Grade 6 CD.pdfMIDDLE SCHOOL CURRICULUM 2012-2013 SUBJECT: MATHEMATICS GRADE: VI 2 INTRODUCTION: The Mathematics curriculum in Grade