IB

PYP 6

PYP 6
PYP 6 PoI 2021-2022

The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.

It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.

Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

Click on any box on this page to access more information for this grade level.

Primary Years 6 – English Language

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Primary Years 6 – English Language

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English is our shared language of instruction and communication. In a PYP school the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Programme of Inquiry. Some language is taught as ‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.

We believe students learn best when they have opportunities to learn within meaningful contexts, and when the teaching is in response to students’ needs, interests and previous experiences. Students at OurPlanet come from a wide range of language and cultural backgrounds, which we view as a major asset to our learning community.

Students develop skills in the following strands of language learning :

Oral Language

Listening and Speaking

Visual Language

Viewing and Presenting

Written Language

Reading and Writing

What will students will be working on this year?

  • View and critically analyse a range of visual texts, communicating understanding through oral, written and visual media
  • Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
  • Analyse and interpret the ways in which visual effects are used to establish context
  • Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
  • Realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols
  • Realize that individuals interpret visual information according to their personal experiences and different perspectives
  • Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
  • Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
  • Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
  • Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations
  • Use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion
  • Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
  • Identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages
  • Reflect on ways in which understanding the intention of a visual message can influence personal responses

  • Read a wide range of texts confidently, independently and with understanding
  • Work in cooperative groups to locate and select texts appropriate to purpose and audience
  • Participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author
  • Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
  • Appreciate structural and stylistic differences between fiction and non- fiction; show understanding of this distinction when structuring their own writing
  • Appreciate authors’ use of language and interpret meaning beyond the literal
  • Devices to evoke mental images
  • Recognize and understand figurative language, for example, similes, metaphors, idioms
  • Make inferences and be able to justify them
  • Identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness
  • Compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact
  • Distinguish between fact and opinion, and reach their own conclusions about what represents valid information
  • Use a range of strategies to solve comprehension problems and deepen their understanding of a text
  • Consistently and confidently use a range of resources to find information and support their inquiries
  • Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
  • Use the internet responsibly and knowledgeably, appreciating its uses and limitations
  • Locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the global community

  • Write independently and with confidence, showing the development of their own voice and style
  • Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
  • Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
  • Use appropriate paragraphing to organize ideas
  • Develop note taking and summarizing skills
  • Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
  • Use planning, drafting, editing and reviewing processes independently and with increasing competence
  • Critique the writing of peers sensitively; offer constructive suggestions
  • Understand the difference between direct and reported speech
  • Extend the use of punctuation – colon, semi colon, hyphens, brackets, direct speech
  • Recognize when and how to use standard English e.g formal situations
  • Identify active and passive voice and change sentences from the active to passive and vice versa. E.g. The mouse frightened the elephant(active) The elephant was frightened by the mouse (passive)
  • Identify and use in writing the different kind of noun, function of pronouns, agreement between nouns, pronouns and verbs
  • Explore further the range of prepositions and prepositional phrases.
  • Writes simple, compound and complex sentences accurately and investigate clauses through: identifying the main clause in a long sentence; sentences which contain more than one clause; understand how clauses are connected
  • Secure the use of the comma in embedding clauses within sentences
  • Investigate the conditional tense, using if…then, might, could, would and their uses for deduction, speculation, possibilities, hypotheses
  • Use a dictionary, thesaurus, spell checker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing
  • Use written language as a means of reflecting on their own learning
  • Recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration
  • Locate, organize, synthesize and present written information obtained from a variety of valid sources
  • Develop a secure personal handwriting style which is legible
  • Use a range of tools and techniques to produce written work that is attractively and effectively presented

Primary Years 6 – Social Studies

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Primary Years 6 – Social Studies

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The social studies component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: 

  • Human Systems and Economic Activities
  • Social Organization and Culture
  • Continuity and Change through Time

  • Human and Natural Environments
  • Resources and the Environment 

These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

Primary Years 6 – Mathematics

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Primary Years 6 – Mathematics

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In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of

facts and equations to be memorized. The aim of our Mathematics programme is to develop students into confident mathematical thinkers, with a sound knowledge of number and the creativity to apply this knowledge to solve problems in many ways.

Instruction and assessment of Mathematics is organised around 4 strands/skills:

  • Number
  • Pattern and Function
  • Data Handling

  • Measurement
  • Shape and Space

What will students will be working on this year?

  • Understand that patterns can be generalized by a rule
  • Understand exponents as repeated multiplication
  • Understand the inverse relationship between exponents and roots
  • Understand that patterns can be represented, analysed and generalized using tables, graphs, words, and, when possible, symbolic rules
  • Represent the rule of a pattern by using a function
  • Analyse pattern and function using words, tables and graphs, and, when possible, symbolic rules
  • Select appropriate methods to analyse patterns and identify rules
  • Use functions to solve problems

  • Understand that different types of graphs have special purposes
  • Understand that the mode, median, mean and range can summarize a set of data
  • Understand that probability can be expressed in scale (0-1) or per cent (0%-100%)
  • Understand the difference between experimental and theoretical probability.
  • Collect, display and interpret data in circle graphs (pie charts) and line graphs
  • Identify, describe and explain the range, mode, median and mean in a set of data
  • Set up a spreadsheet using simple formulas to manipulate data and to create graphs
  • Express probabilities using scale (0-1) or per cent (0%-100%)
  • Design a survey and systematically collect, record, organize and display the data in a bar graph, circle graph, line graph
  • Identify, describe and explain the range, mode, median and mean in a set of data
  • Create and manipulate an electronic database for their own purposes
  • Determine the theoretical probability of an event and explain why it might differ from experimental probability

  • Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature
  • Understand the use of standard units to measure, for example, length, mass, money, time, temperature
  • Understand that tools can be used to measure
  • Understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds
  • Read and write digital and analogue time on 12-hour and 24-hour clocks
  • Use timelines in units of inquiry and other real-life situations

  • Understand the common language used to describe shapes
  • Understand the properties of regular and irregular polyhedral
  • Understand the properties of circles
  • Understand how scale (ratios) is used to enlarge and reduce shapes
  • Understand systems for describing position and direction
  • Understand that 2D representations of 3D objects can be used to visualize and solve problems
  • Understand that geometric ideas and relationships can be used to solve problems in other areas of mathematics and in real life
  • Analyse, describe, classify and visualize 2D (including circles, triangles and quadrilaterals) and 3D shapes, using geometric vocabulary
  • Describe lines and angles using geometric vocabulary
  • Identify and use scale (ratios) to enlarge and reduce shapes
  • Identify and use the language and notation of bearing to describe direction and position
  • Create and model how a 2D net converts into a 3D shape and vice versa
  • Explore the use of geometric ideas and relationships to solve problems in other areas of mathematics
  • Use geometric vocabulary when describing shape and space in mathematical situations and beyond
  • Use scale (ratios) to enlarge and reduce shapes
  • Apply the language and notation of bearing to describe direction and position
  • Use 2D representations of 3D objects to visualize and solve problems, for example using drawings or models

Primary Years 6 – Science

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Primary Years 6 – Science

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The science component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands:  

  • Living things
  • Earth and Space

  • Materials and Matter
  • Forces and Energy

What will students will be working on this year?

  • Describe how natural phenomena shape the planet
  • Identify the evidence that the Earth has changed (for example, land formations in local environment)
  • Reflect on the explanations from a range of sources as to why the Earth changes

  • Investigate how buildings and other structures stand up (for example, piles, buttresses, I-beam girders)
  • Investigate the construction of a building or structure and identify the materials used
  • Critique the impact of a structure on the natural environment
  • Explain people’s responsibility regarding the use of materials from the environment

  • Observe carefully in order to gather data
  • Use a variety of instruments and tools to measure data accurately
  • Use scientific vocabulary to explain their observations and experiences
  • Identify or generate a question or problem to be explored
  • Plan and carry out systematic investigations, manipulating variables as necessary
  • Make and test predictions
  • Interpret and evaluate data gathered in order to draw conclusions
  • Consider scientific models and applications of these models (including their limitations)

Primary Years 6 – Arabic A

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Primary Years 6 – Arabic A

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Primary Years 6 – Arabic B

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Primary Years 6 – Arabic B

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Primary Years 6 – Arts

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Primary Years 6 – Arts

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At OurPlanet we offer Music, Visual Arts and Drama. Each of these arts is a significant discipline in its own right, but the transdisciplinary nature of arts gives them relevance throughout the curriculum. Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalities that connect us.

Work in arts is a way of conveying meaning, sharing a culture, developing one’s sense of self, and expanding knowledge. It provides opportunity to reflect on aesthetic experience, to engage the imagination and explore what is uncertain. Through engaging with and creating artworks, learners are encouraged to reconsider familiar concepts and think about issues of culture and identity.

What will students will be working on this year?

  • Incorporate the other arts and available resources in order to broaden their creative expression
  • Create music that will be continually refined after being shared with others
  • Present, in small groups, innovative musical performances on a selected issue

  • Compare, contrast and categorize artworks from a range of cultures, places and times
  • Provide constructive criticism when responding to artwork
  • Recognize that different audiences respond in different ways to artworks

  • Create artwork for a specific audience
  • Use a range of strategies to solve problems during the creative process

Primary Years 6 – Physical Education

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Primary Years 6 – Physical Education

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Physical education in a PYP school is more than just student participation in sports and games. Its purpose should is:

  • To develop a combination of transferable skills promoting physical, intellectual, emotional and social development
  • To encourage present and future choices that contribute to long-term healthy living 
  • to understand the cultural significance of physical activities for individuals and communities

The development of overall well-being is defined through three common strands that have relevance to all teachers: 

  • Identity
  • Active Living 
  • Interactions

These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students. 

What will students will be working on this year?

Curriculum