General Information
Parent information evening slides
Year 6 Calendar:
 | Yearly 6 POI:
| Year 6 Maths Calendar:
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6KCL timetable:
| 6MBN timetable:
| 6TSI timetable:
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Maths
Unit 1 – Time and Location
Mathematical Strand: Measurement/Shape and Space
Central idea: A range of methods can be used to measure and record events. The position of objects and places can be described in different ways.
Lines of Inquiry:
- Measurement and recording of time
- How position on the planet affects time
Unit 2 –Place Value and Number Patterns
Mathematical Strand: Number, Pattern and Function
Central idea: The base ten system enables us to meaningfully understand and use numbers to solve problems.
Lines of Inquiry:
Understanding of place value
Comparing and ordering numbers
Unit 3 – The Four Operations
Mathematical Strand: Number, Pattern and Function
Central idea: The base ten system enables us to meaningfully understand and use numbers to solve problems.
Lines of Inquiry:
Four operations
Different strategies to solve problems
Unit 4 – Shape, Space and Measurement
Mathematical Strand: Shape, Space and Measurement
Central Idea: Shapes have relationships and properties that enable them to be described, represented, created and measured
Lines of Inquiry:
• Properties of shape
• Ways that shapes can be measured
• Relationship between shapes and units of measurement
Unit 5- Fractions, Decimals and Percentages
Mathematical Strand: Fractions, Decimals and Percentages
Central Idea: Whole numbers and parts of numbers can be represented in a variety of ways.
Lines of Inquiry:
• Whole numbers, fractions, decimals and percentages
• Using the four operations to solve problems involving fractions and decimals
• Fractions, decimals and percentages in real life
Key Concepts: Form, Function and Connection
Teacher Questions:
• What are fractions, decimals and percentages? (Form)
• What strategies can we use to add, subtract, times and divide decimals and fractions? (Function)
• What are the connections between decimals, fractions and percentages and how do we see and use them in everyday life? (Connection)
Targets- Time and direction
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Targets- Place value and number pattern
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Targets- The Four Operations
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Targets- Shape Space and Measurement
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Targets- Fractions, Decimals and Percentages
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Parent information booklets
These targets show some of the things your child should be able to do by the end of a particular year level. These expectations are from the English National Curriculum, which is the basis of the ESF Scope and Sequence document, which along with the IB Scope and Sequence informs the curriculum for primary at Discovery College.
Some targets are harder than they seem and not all children will be proficient on all of them by the end of a given year. Therefore classroom programmes are flexible and aim to meet the needs of groups of students working at the different levels of the curriculum.
Pre Year 1
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Unit of Inquiry
Unit 1
Where We are in place and time
The first unit in year six comes under the trans-disciplinary theme of
“Where we are in place and time”. Under this theme the children are
inquiring into the relationships between, and the interconnectedness
of, individuals and civilizations, more specifically, the technological
discoveries that have influenced these relationships.
Our central idea is: “People have developed technology that has influenced the interconnectedness of people.”
Our inquiry points are:
- How people interconnect through uses of technology
- Changes in how people have interconnected over time
- Drawing conclusions about the effectiveness of communication tools
During
this unit, students will be investigating technology throughout history
that has brought individuals, groups and civilizations together. They
will have the opportunity to explore the influences different
technology has had on how individuals and groups communicate with one
another. The children will be introduced to a variety of digital
literacy including, wikis, blogs, social networking and social
bookmarking, and be able to draw conclusions about their effectiveness
in a range of social situations.
Unit 2
Sharing the planet
The first unit in year six comes
under the trans-disciplinary theme of “Where we are in place and time”.
Under this theme the children are inquiring into the relationships
between, and the interconnectedness of, individuals and civilizations,
more specifically, the technological discoveries that have influenced
these relationships.
Our central idea is: “People have developed technology that has influenced the interconnectedness of people.”
Our inquiry points are:
- How people interconnect through uses of technology
- Changes in how people have interconnected over time
- Drawing conclusions about the effectiveness of communication tools
During
this unit, students will be investigating technology throughout history
that has brought individuals, groups and civilizations together. They
will have the opportunity to explore the influences different
technology has had on how individuals and groups communicate with one
another. The children will be introduced to a variety of digital
literacy including, wikis, blogs, social networking and social
bookmarking, and be able to draw conclusions about their effectiveness
in a range of social situations.
Unit 3
How we express ourselves
The third unit of inquiry in Year 6 comes under the transdisciplinary theme of “How we express ourselves”. Under this theme the children are inquiring into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values as well as the ways in which we reflect on, extend and enjoy our creativity and our appreciation of the aesthetic.
Our central idea is: “People have developed technology that has influenced the interconnectedness of people.”
Our inquiry points are:
- How people interconnect through uses of technology
- Changes in how people have interconnected over time
- Drawing conclusions about the effectiveness of communication tools
Key Concepts: Perspective, Function, Causation
Learner Profile Focus: Open-minded, Communicator
Attitude Focus: Confidence, Creativity, Appreciation
During this unit we will investigate the many ways people can express their emotions through Art. The students will create a piece of abstract artwork that depicts an emotion and critique a peer’s artwork using a formal critiquing method. The children will also create a film for the ESF film festival that portrays an emotion without using speech. During Music lessons, students will compose their own music to accompany the film.
Unit 4
How the world works
The fourth unit of inquiry in Year 6 comes under the transdisciplinary theme of “How the world works”. Under this theme the children are inquiring into the natural world and its laws, how humans use their understanding of scientific principles, and the impact of scientific and technological advances on society and on the environment.
Our central idea: Matter can be changed to address our daily needs.
Our lines of inquiry:
- The properties of matter
- Nature of chemical and physical changes
- How people change matter to make our lives easier
- Ethical dilemmas associated with changing materials
Key Concepts: Change, Responsibility
Learner Profile Focus: Principled, Knowledgeable
Attitude Focus: Empathy, Integrity
During this unit students will be undertaking several scientific experiments and drawing conclusions from the results. We will inquire into the many ways that people can change matter and discuss the implementations this can have on the health of our planet. Students will be asked to take a stance and participate in debates on various issues relating to changing matter.
Unit 5
How we organise ourselves
The fifth unit of inquiry in Year 6 comes under the transdisciplinary theme of “How we organise ourselves”. Under this theme the children are inquiring into the structure and function of organizations and their impact on humankind and the environment.
Our central idea: Organisations can make a difference to humankind and the environment.
Our lines of inquiry:
- The purpose of organisations
- How organisations work
- The effects of organisations
- Opportunities for service in our community
Key Concepts: Function, Causation, Change
Learner Profile Focus: Communicator, Thinker
Attitude Focus: Cooperation, Enthusiasm
During this unit students will be inquiring into various organisations that provide services to the environment or humankind. Students will have the chance to identify opportunities for service in their own school, community, or further abroad and will form small organisations with the aim of making a difference in an area that they feel passionate about. The theme of ‘Make a Difference’ will run throughout the unit and be a prominent feature of the exhibition at the end of the unit. The exhibition is a major event in the life of a Year 6 student and presents an opportunity for students to showcase their understanding of the five essential elements of the PYP (skills, knowledge, concepts, attitudes and action) and share them with the school community.
News
Year 6- April 18th 2010
UOI – How we organise ourselves
This year Discovery College Year 6 students will participate in the first PYP exhibition to be held at Discovery College. The exhibition will be held on June 8th and is the culmination of a nine-week collaborative inquiry process. The exhibition is a major event in the life of a Year 6 student and presents an opportunity for students to showcase their understanding of the five essential elements of the PYP (skills, knowledge, concepts, attitudes and action) and share them with the school community.
The exhibition will take place under the transdisciplinary theme of ‘How we organise ourselves’ in which the students will identify, investigate and offer solutions to real-life issues or problems. The central idea of the transdisciplinary unit of inquiry is that ‘organisations can make a difference to human-kind and the environment’.
After an initial inquiry into various organisations that provide services to the environment or humankind, students will have the chance to identify opportunities for service in their own school, community, or further abroad. Students will form small organisations with the aim of making a difference in an area that they feel passionate about. The theme of ‘Make a Difference’ will run throughout the unit and be a prominent feature of the exhibition itself.
The exhibition is a chance for Year 6 students to demonstrate the independence and responsibility that they have developed throughout their primary school years, as well as being an opportunity to take action as a result of learning. Throughout the unit the students will be mentored by teachers from across the school, as well as seeking current and relevant information from a variety of primary resources.
The exhibition will include oral and visual presentations from students, as well as music and drama performances. This year the exhibition will be combined with a graduation ceremony in which the students will celebrate their transition from primary school to secondary school.
As part of our inquiries so far we have listened to guest speakers representing the organisations of DB Green, WWF, Harmony Home, Chartwells and the DCPTA. Thank you very much to these important guests for sharing their knowledge and expertise with us.
Mathematics – Fractions, Decimals and Percentages
Last week Year 6 began a new Maths unit on fractions, decimals and percentages. The unit information and targets can be found by clicking on the Maths tab above.
So far the students have written definitions for what fractions are and have inquired into the properties of fractions, with a large focus being equivalent fractions. As part of the unit the students are making information booklets that highlight various findings, rules and definitions for fractions, decimals and percentages.
Assessment results on Gateway
Parents, please be aware that so far assessment results and comments for the following units are available for viewing Gateway;
UOI and Language – ‘How we express ourselves’
Maths – ‘The four operations’
The Unit of Inquiry and English assessment for ‘How the world works’ and the Mathematics assessment for ‘Space, shape and measurement’ will be available on April 30th.
News archive
Music
We're all connected- Bill Nye
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Chinese
Dear Year 6 Parents and students,
Welcome to Chinese. We are your Chinese teachers, Susan Peng, Suvy Shu
and Debbie Tai. Below is some general information about Chinese class
this year. It may help you know how we learn.
Lesson
Each topic/ lesson will contain vocabulary, characters, sentence
patterns, and integral applications. We will use several learning
materials as our resources. If you have any questions about our lesson
plans, pedagogy, or suggestions, please contact us through the student
diary or E-mail, which you can find on the school website.
Homework
This year, our homework policy remains the same as last year. We will
give out homework on Monday and collect the previous week’s homework at
the same time. There will be two folders; one for homework and one for
classroom work. The classroom folder will be kept at school and made
into a learning portfolio at the end of the year. Year One doesn’t have
any writing homework.
Expectation
We expect students to always come to class with stationery, Chinese
folders, and prepared minds for learning. Meanwhile, may we ask the
parents to kindly make sure students complete their homework and bring
them it in on time. When parents and teachers work together, the
possibility for successful learning will be maximized! Before and
after holidays, there will be a week for preparation and revision so
homework might be in an alternative format.
On-line resources
There are some helpful web links for Chinese learning. It can give you
a hand when you do homework or learn at home. Find out what they are
about!
-Online Dictionary http://us.mdbg.net/chindict/chindict.php
MDBG is a free but very useful online Chinese-English dictionary. This
website offers dictionary both in Chinese to English and English to
Chinese, flashcards, quizzes, text annotation, Chinese text input and
more.
More will be coming…
Textbook
In non-background class, all the lessons are by theme. There is not a
sole textbook we use as resource. If any student wants to do some extra
learning, support books called “Chinese Made Easy” can be found in PTA
shop. They come in textbook and activities books. There are four
levels. Parents can help the student to pick the level suits them.
(Year Three starts with Book 1) In background glass, teachers are using
小学华文 as textbook. Each selected lesson will be copied and given to
students. The publisher of 小学华文is called 人民教育出版社. The distributer can
be found in Hong Kong as following information:
SAP Publications (HK) Ltd.
23 Nam Long Shan Road, Aberdeen, Hong Kong
Tel.: (852) 2553 9188 Fax: (852) 2533 0099
You can place an order from the following bookshops:
- T H LEE & Co Ltd (天利行有限公司)
Mongkok Branch - Tel. No.: 2388 1743
Causeway Bay Branch - Tel. No.: 2527 7430 - Commercial Press (商務印書館)
Shatin Branch - 2693 1933
CP Plus, Mei Foo Branch - 2741 1030 - Ling Kee Book Store Ltd (齡記書店有限公司)
Kowloon Branch - 2394 3486
Central Branch - 2545 1540
Other Mandarin Questions
1. How are the students divided into Pathways?
The Mandarin Pathway system is common to all ESF and PIS schools. It
has been established to help students learn Mandarin at their level.
The range of Mandarin proficiency is very wide, as some students enter
the school with no experience of the language while for others it is
their mother tongue and they are proficient at speaking and listening
when they enter Year One. Each of these groups of students has
different needs. At Discovery College we have three Pathways and three
teachers. Students are tested either at the beginning of the year or in
some cases at the end of the previous year. They are then divided into
their groups. Over the year students may move from one group to another
if, in the judgment of the teacher, their needs will be best served by
doing so.
2. How does the homework system work in Mandarin?
The purpose of Mandarin homework is to give students opportunities to
practise skills learnt in class and to share what they are learning
with their parents. Homework is given to students on Mondays, they then
have a week to complete it and it is returned to the teacher the
following Monday. A special folder is used to organize the homework.
3. How proficient in Mandarin can I expect my child to be?
It is important to understand that while Discovery College is committed
to providing a comprehensive Mandarin program our language of
instruction is English. We do not provide an immersion program in which
some subjects are taught in Mandarin, neither are we a bilingual
school. With this understood, we aim to provide a program which will
allow students to achieve a standard of proficiency over their time at
the school commensurate with their ability and commitment. Many parents
choose to supplement the school program with after school tutoring in
order to give their children the opportunity to achieve a higher level
of proficiency than can be achieved by in school classes.
4. How can I contact my child’s teacher?
If you have any other questions about Mandarin please forward them to Debbie Tai at
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
and
we will endeavour to answer them in future newsletters. If you want to
discuss your child’s progress with their Mandarin teacher please email
them to make an appointment. Email addresses for all the teachers are
on the web site In the mornings they are very busy preparing for the
day and cannot give you the time both you and they need to talk about
your child’s progress.
Hope the above information can help you and the learning!
日期／Date: 9th Nov– 11th Nov |
周次／Week: 4-5 |
单元／Unit: Where are you from? |
教师／ Teacher: Susan, Suvy, Matt, Kim, Tanya, Karen, Sarah, Michelle |
词语／Vocabulary
基础／Basic
- 早饭, 麦片，面包，水，牛奶，茶， 热狗 吃，喝，饿，渴， 想
- 午饭，晚饭，意大利面，米饭， 三明治，菜，肉，鸡，鱼，汤， 沙拉
- 零食， 薯条，薯片， 巧克力，冰淇淋
补充／Extension |
文化／Culture
- Inquire Chinese culture through learning, ordering food in Chinese.
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句型／Sentence patterns
基础／Basic
- 我饿了， 我渴了
- 你想吃/喝什么？ 我想吃________.）
- 早饭吃/喝什么？早饭吃_________.。
- 你想吃米饭吗？我想／不想。
- 你喜欢吃米饭吗？ 我喜欢／不喜欢。
- 好吃吗？ 好吃／不好吃。
补充／Extension
- 我饱了。
- 真好吃。
- 多少钱？
- 太贵了。
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阅读／Reading
Guided Readers:
- 《你想吃什么？》(what do you like to eat?)
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日期／Date: 21st Sep– 30 Oct |
周次／Week: 2 |
单元／Unit: Where are you from? |
教师／ Teacher: Susan, Suvy, Matt, Kim, Tanya, Karen, Sarah, Michelle |
词语／Vocabulary
基础／Basic
- 国家
补充／Extension |
文化／Culture
- Share something unique from your country
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句型／Sentence patterns
基础／Basic
- 你从那里来？我从美国来。
- 你是哪国人？我是中国人？
- 你会说中文吗？我会。我会一点儿。我不会。
- 你是中国人吗？我是。我不是。
补充／Extension
- 你是不是中国人？
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阅读／Reading
Guided Readers:
- 《你从那里来？》(where are you from?)
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生字／Characters
基础／Basic
中国，美国，日本，韩国，加拿大，澳大利亚，新西兰，英国，法国，吗，从
补充／Extension |
写作／Writing
生字 |
日期／Date: 17th Aug – 18th Sep |
周次／Week: 4 - 5 |
单元／Unit: 1 Greeting |
教师／ Teacher: Susan, Suvy, Matt, Kim, Tanya, Karen, Sarah, Michelle |
词语／Vocabulary
基础／Basic
- 你好，同学们，好，同学，老师，再见，早上，下午，很好，我，你，他，她，您，吗，谢谢
- 名字，叫，什么
- 几，岁，一，二，三，四，五，六，七，八，九，十
补充／Extension |
文化／Culture
- How to greet different people in Chinese
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句型／Sentence patterns
基础／Basic
- 你好！早上好！下午好！再见！
- A:你好吗？ B:我很好，谢谢。
- 你叫什么名字？我叫 ______。你呢？
- 你几岁？我 ______ 岁。
补充／Extension
- 您多大(年纪)？
- 他叫什么名字？
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阅读／Reading
Guided Readers:
- 《你好》(I Love Chinese-01)
- 《你叫什么名字》(My First Chinese Word-Blue-3)
- 《你几岁》(My First Chinese Word-Blue-4)
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生字／Characters
基础／Basic
你，我，他，她，们，早，上，好，几，岁，吗，什么，见，名字，呢
补充／Extension
同学，老师，再见，谢谢 |
写作／Writing
生字 |
PYP 
