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PYP GUIDE – GRADE 6

NAME OF DOCUMENT

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CONTENTS

WELCOME AND INTRODUCTION Page 3

CONTACT DETAILS Page 29

ITALIAN MOTHER TONGUE 6th GRADE Page 12

THE PROGRAMME Page 6

THE ARTS Page 18

PERSONAL SOCIAL PHYSICAL EDUCATION Page 20

MATHEMATICS Page 15

LANGUAGE Page 8

ITALIAN LANGUAGE ACQUISITION Page 14

SCIENCE Page 22

SOCIAL STUDIES Page 23

IS MONZA CORE VAULES AND INFORMATION Page 4

ICT Page 26

HOMEWORK Page 27

LIBRARY Page 25

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WELCOME AND INTRODUCTION

Mr. Andrew Ackers

Director of Education

I welcome you on behalf of the leadership team at the

international school of Monza.

IS Monza is a special place to learn and be. The

school reaches for the highest internationally

recognized academic and social standards possible

through striving for excellence in everything we do. To

do this you need to be underpinned throughout by the

International Baccalaureate.

This year is a very exciting one for the school, with a new campus designed purposefully to

fulfill our needs as an IB school and in a new one site solution.

When you place the goal of all you do to learn further you can truly begin to live in a

world without frontiers and your mind is truly set free. I look forward to working with you to

achieve this and more this academic year.

Ms Becky Taylor

PYP Coordinator

Welcome to the Primary Years Programme (PYP) at the International School of Monza!

The International Baccalaureate’s Primary Years Programme provides a framework which enables

us to achieve our goal of providing a rigorous academic program while promoting international

mindedness.

Our students are encouraged to wonder and question the world around them constantly making

connections between their learning at school and their life experiences. They explore concepts in

an inquiry-based program which puts the learner at the heart of learning. Our students learn to

actively pursue their questions and wonderings, seeking out information from a range of sources

and approaching their learning with specifically developed skills. They learn to learn while

developing attitudes and attributes that help them to become life-long learners.

In the Primary Years Programme, we plant the seeds for growth. The conceptual understandings,

attitudes, skills, knowledge and ability to take action that we develop in our program are the

stepping stones for the MYP and beyond!

Please do not hesitate to contact me should you require more information about the curriculum

at btaylor@ism-ac.it

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At the international School of Monza we are underpinned by our core values below. These

core values span the entire ISE group. At IS Monza we place these core values in

everything we do.

As a school we offer the IB programme as we believe it is the best programme to fulfill our

core values. We are currently fully accredited and evaluated for the IB Primary years

Programme (PYP) and the IB Middle Years Programme (MYP).

This academic year we are beginning the accreditation process for the IB Diploma

Programme to become a full through IB school.

THE IB LEARNER PROFILE

CORE VAULES

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The IB learner Profile is fundamental to all we do at the school at underpins everything we

do. It is clearly present in our planning and preparation and also through our policies and

procedures. The learner profile does not stop at school and we believe all members of the

school community should embody it.

KNOWLEDGEABLE

We develop and use conceptual

understanding, exploring knowledge across a

range of disciplines. We engage with issues and

ideas that have local

and global signicance.

COMMUNICATORS

We express ourselves creatively in more than

one language and in many ways. We

collaborate effectively, listening carefully to the

perspectives of other individuals and groups.

INQUIRERS

We nurture our curiosity, developing skills for

inquiry and research. We know how to learn

independently and with others. We learn with

enthusiasm and sustain our love of learning

throughout life.

THINKERS

We use critical and creative thinking skills to

analyses and take responsible action on

complex problems. We exercise initiative in

making reasoned, ethical decisions.

OPEN-MINDED

We critically appreciate our own cultures and

personal histories, as well as the values and

traditions of others. We seek and evaluate a

range of points of view, and we are willing to

grow from the experience.

BALANCED

We understand the importance of balancing

different aspects of our lives-intellectual,

physical, and emotional-to achieve well-being

for ourselves and others. We recognize our

interdependence

with other people and with the world in which

we live.

PRINCIPLED

We act with integrity and honesty, with a strong

sense of fairness and justice, and with respect

for the dignity and rights of people

everywhere. We take responsibility for

ouractions and theirconsequences.

RISK-TAKERS

We approach uncertainty with forethought

and determination; we work independently

and cooperatively to explore new ideas

and innovative strategies. We are resourceful

and resilient in the face of challenges and

change.

CARING

We show empathy, compassion and respect.

We have a commitment to service, and we

act to make a positive diferencein the lives of

others and in the world around us.

REFLECTIVE

We thoughtfully consider the world and our

own ideas and experience. We work to

understand our strengths and weaknesses in

order to support our learning and personal

development.

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In Grade 6 students continue to develop the skills of reading and writing in order to aid

them in their inquiries as they go up through their elementary years. The students are

expected to work with increasing independence. They will have the opportunity to

identify and reflect upon “big ideas” by making connections between the questions

asked and the concepts that drive their own inquiries. During their time in the Elementary

School, they will become aware of the relevance these concepts have to all of their

learning.

In Grade 6 we aim to:

Create a thoughtful, caring environment in which students and teachers work

cooperatively, sharing ideas and experiences that reflect the attributes of the

Primary Years Programme (PYP) learner profile

Provide a stimulating environment where students’ work is valued and their own

evaluation of their work and their peers is an open and ongoing process

Promote independent learning and to foster involvement and ownership of

learning amongst the students

Develop knowledge, concepts and skills for our students that reflect the philosophy

of the Primary Years Programme (PYP)

Liaise with families to provide accurate reporting of a student’s progress and to

collaborate in setting new targets

Individual learning areas are listed below alongside the teacher(s) who ensure the

effective planning, teaching and assessing of those areas. The Primary Years Programme

Coordinator (PYPC) works alongside all teachers from Kindergarten to Grade 6.

Learning Area Responsibility

Language All teachers

Mathematics Class Teacher

Social Studies Class Teacher

Science Class Teacher

Personal Social and

Physical Education

All Teachers

PE Teacher

Arts Drama & Visual Arts

Music

Dance

Class Teacher

Music Teacher

PE Teacher

Italian Italian Teacher

Information Communication Technology ICT Teacher/Class teacher

EAL EAL Teacher / Class teacher

THE PRIMARY YEARS PROGRAMME AND ISM

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The International Baccalaureate Primary Years Programme (IBPYP)

The Elementary School follows the International Baccalaureate (IB) Primary Years

Programme (PYP). The International School of Monza is fully authorized to deliver the PYP.

The programme was chosen because it supports our goals of educating our students

within a framework that promotes high learning standards while also developing qualities

of internationalism.

The Essential Elements of the PYP

The PYP written curriculum has five essential elements that resonate throughout the

programme.

Knowledge - Significant, relevant content that we wish the students to explore and

know about, taking into consideration their prior experience and understanding.

Concepts - Powerful ideas that have relevance within the subject areas but also

transcend them and that students must explore and re-explore in order to develop

a coherent, in-depth understanding. There are eight PYP key concepts: form,

function, causation, change, connection, reflection, responsibility and perspective.

Skills - Capabilities the students need to demonstrate to succeed in a changing,

challenging world, which may be disciplinary or transdisciplinary in nature. There

are five groups of transdisciplinary skills: socials skills, communication skills, research

skills, self-management skills and thinking skills.

Attitudes – Dispositions which are expressions of fundamental values, beliefs and

feelings about learning, the environment and people. There are ten PYP attitudes:

appreciation, commitment, confidence, cooperation, creativity, curiosity,

empathy, enthusiasm, independence, integrity, respect and tolerance.

Action - Demonstrations of deeper learning in responsible behaviour through

responsible action; a manifestation in practice of the other essential elements.

The five essential elements are developed through the school’s programme of inquiry. The

programme of inquiry is structured around six transdisciplinary themes (Who we are, Where

we are in place and time, How we express ourselves, How the world works, How we

organise ourselves and Sharing the planet). Students inquire into, and learn about, globally

significant issues in the context of units of inquiry, each of which addresses a central idea

relevant to a particular transdisciplinary theme. Lines of inquiry explore the scope of the

central idea for each unit.

In the Early Years the students follow four units under four transdisciplinary themes.

In Grades 1-6 all six themes are explored.

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Language is fundamental to learning and permeates the entire Primary Years Programme

(PYP). By learning language, as well as learning about and through language, we nurture

an appreciation of the richness of language and a love of literature. The language we

teach in is English but the connection between English and the mother tongues of our

children is encouraged and supported. The PYP language programme identifies three

main strands in the teaching of English:

Oral Communication: Speaking and Listening

Written Communication: Reading and Writing

Visual Communication: Viewing and Presenting

The language programme is the major connecting element across the curriculum and

therefore language is being taught through all the subjects in the curriculum and the

school community.

Although the strands of language are being taught and learned simultaneously, the

specific skills needed to acquire fluency in English are taught specifically to ensure that our

children become confident and fluent speakers, readers and writers in the English

language.

Oral Communication: Speaking and Listening

The students will:

Be given the opportunity to talk about a wide range of topics, using language with

increasing accuracy, detail and range of vocabulary

Use speech with increasing responsibility, in order to inform, entertain and influence

others

Learn to organize their thoughts and feelings before speaking

Understand that oral language is a medium for learning as well as for individual

enjoyment

Have the opportunity to participate in drama activities

Have the opportunity to listen to other speakers from outside the classroom or

through different media

Written communication: Reading

In Grade 6 the classroom environment nurtures a community of readers, fosters an

enjoyment of reading and encourages the students to become confident in selecting

their own reading material.

The teacher reads and shares a range of texts, both fictional and informational, with the

students, demonstrating ways of responding to a text, drawing upon explicit and implicit

information in the text in order to comprehend it.

LANGUAGE

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In Grade 6 the students begin to develop an awareness of how readers interpret texts

differently. The students are encouraged to analyse texts and to make connections

between the implicit and explicit information.

The students continue to develop reading conventions and strategies:

Sight vocabulary

The students build up a vocabulary of subject-specific and less common words

Word knowledge

The students examine word families and how words and word parts work together

Comprehension strategies

The students are taught how to interpret the text by using additional strategies e.g.

connecting, comparing, predicting, self-questioning

Location of information

The students are taught how to locate, select and evaluate information in texts. They

learn how to read information identifying the main points.

Inquiry Reading and Literature Circles

The students read in a small group, under the guidance of a teacher. This permits the

students to make individual progress in learning to read. A weekly reading task is set,

which enables the student to practise the skills introduced during the week.

Independent Reading

The students choose their own reading books to be read independently during the week

at home and in school. The students keep a reading log of their choices and may be

asked to write reflections about a book.

Written communication: Writing

The students are provided with authentic purposes for writing to ensure that the task is

meaningful. This leads to a natural integration of writing tasks and different forms of writing

into the units of the inquiry.

The writing process is taught to the students. This process is started with the students

drawing up a plan of their ideas. A first draft is written and this is then revised, edited and

proof-read before being published as a final copy, when appropriate. The writing process

provides opportunities for the student to collaborate with their peers by writing or editing

together.

The students are exposed to:

Narrative texts

The students examine story structure and write stories using plans to ensure a

sequence of events. They focus on story openings and the presentation of

characters.

Recounts

The students focus their writing on fictional and non-fictional recounts, which could

involve writing their own reflections.

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Poetry

The students look at and write poetry that expresses moods, ideas or feelings. A

range of forms and techniques is also addressed.

Plays

After analysing the features of plays, students may write their own as part of a unit

of inquiry.

Persuasive texts

The students look at the effect of language and its influences on an audience.

Perspective

The students consider different perspectives through a variety of means.

Informational texts

Students gain knowledge and understanding from informational texts and use skills

such as notetaking, in order to inquire into them.

Explanatory texts

The students learn how to organise writing which gives an explanation of a process.

The conventions and skills of writing

The students are taught:

Spelling strategies, spelling patterns and rules

To use a dictionary to look for correct spellings, meanings and how to learn about

word families and roots

The correct grammar and construction of sentences

To extend vocabulary by making collections of words from units of inquiry or

through reading and about the use of prefixes and suffixes

To use a thesaurus effectively to extend vocabulary

To use punctuation correctly

To write in paragraphs

Vocabulary

Students will:

Identify word roots and derivations in order to extend their vocabulary

Use a thesaurus to extend vocabulary

Collect new words from their reading and units of inquiry

Investigate antonyms and ways of creating them using prefixes

Look at everyday words used in English that come from other languages

Reinforce dictionary skills

Grammar awareness

Students will:

Look at the different parts of speech (nouns, verbs, pronouns and possessive

pronouns)

Ensure consistency in the uses of verb tenses

Re-read their own writing to develop editing and proof-reading skills

Distinguish between direct and reported speech

Investigate the use of clauses and how they work in sentences

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Look at different ways of connecting sentences e.g. conjunctions, relative pronouns

and adverbs

Handwriting

The students continue to practise writing in a joined script ensuring a consistency in the size

and proportion of the letters and spacing between letters and words. They consolidate

their understanding of when to use a print script instead of joined writing.

Visual Communication: Viewing and Presenting

Students will:

Respond to viewing experiences, including looking at a character in a film

Use electronic media to find information

Evaluate and reflect upon their written or oral presentations

Learning Support/EAL

The Learning Support teachers work closely with all staff to support students who need

help with specific areas of the curriculum.

Students starting school with very little or no knowledge of the English language receive

regular support in order to help them to learn the basic skills of the language. The aim is

that they become independent linguistically and therefore can participate fully in the

daily academic activities of the classroom.

Students who need support in other curriculum areas may work in small groups outside of

the classroom or the learning support teacher may work alongside the class teacher to

assess individual needs and to plan appropriate activities for the classroom setting.

Assessment of students and their needs is ongoing. Students who need support initially to

develop certain skills do not necessarily need to continue this support throughout the year.

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CONTENUTI E OBIETTIVI DEL PROGRAMMA DI ITALIANO

Dove possibile l'Italiano viene insegnato attraverso contesti autentici e rilevanti collegati

con le Units of Inquiry.

Ascoltare e parlare :

- Prestare attenzione a messaggi provenienti da diverse fonti in varie situazioni

comunicative

- Riconoscere e considerare punti di vista diversi

- Ascoltare una comunicazione rilevandone le informazioni essenziali e quelle

marginali, in rapporto a uno scopo definito

- Interazioni tra testo e contesto

- I registri linguistici negli scambi comunicativi

- Alcune forme comuni di discorso parlato dialogico: l’interrogazione, il dialogo, la

conversazione, il dibattito, la discussione.

- Elaborare resoconti di esperienze collettive della classe.

- Utilizzare le strategie essenziali dell’ascolto finalizzato e dell’ascolto attivo;

- Mettere in atto processi di controllo durante l’ascolto (rendersi conto di non aver

capito, riconoscere una difficoltà);

- Modalità per prendere appunti mentre si ascolta

- Dedurre il significato di parole sconosciute dal contesto

- Usare registri linguistici diversi in relazione con il contesto

- Organizzare un breve discorso orale utilizzando scalette mentali o scritte

Leggere :

- Leggere varietà di forme testuali relative ai differenti generi letterari

- Riconoscere le caratteristiche strutturali , le sequenze, le informazioni principali e

secondarie, i personaggi, il tempo, il luogo in testi narrativi, espositivi, descrittivi,

informativi, regolativi

- Testi multimediali

- Relazioni di significato fra parole in rapporto alla varietà linguistica: lingua

nazionale, dialetto e lingua inglese, scritto e orale, informale e formale

- Leggere testi e libri vicini ai propri interessi e alle proprie esperienze

- Esercizi di comprensione di testi letti

- Esercizi sui significati delle parole nei vari contesti

- Riassunti di testi orali e sintesi dei libri letti

- Analisi, manipolazione, rielaborazione di testi poetici

- Consultare, estrapolare dati e parti specifiche da testi legati a temi di interesse

scolastico e/o a progetti di studio e di ricerca (dizionari, enciclopedie, atlanti geo-

storici, testi multimediali)

- Memorizzare dati e informazioni dai vari testi per l’esposizione orale e per la

recitazione.

ITALIAN MOTHER TONGUE 6th GRADE

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Scrivere :

- Scrivere in modo ortograficamente corretto

- Scrivere in modo sintatticamente corretto

- Scrivere con adeguato uso della punteggiatura

- Comporre un testo adottando un lessico vario e appropriato

- Applicare la propria creatività rielaborando e componendo testi in versi, secondo

tecniche elaborative appropriate

- Applicare la propria creatività rielaborando e componendo testi in prosa, secondo

tecniche elaborative pertinenti

- Sintetizzare vari tipi di testo, applicando tecniche diverse

- Scrivere un testo narrativo seguendo la traccia preventivamente elaborata

- Scrivere un resoconto, rispettando le caratteristiche proprie di tale forma testuale

- Comporre la recensione di un libro letto

- Scrivere un articolo di cronaca rispettando la regola delle 5 W (who, what, where,

when, Why)

- Scrivere un testo regolativo

- Utilizzare semplici strategie di autocorrezione

- Pianificare semplici testi scritti distinguendo le idee essenziali dalle superflue e

scegliendo le idee in base a destinatario e scopo

- Produrre testi descrittivi, narrativi, informativi e regolativi

- Produrre testi scritti coesi e coerenti per raccontare esperienze personali o altrui

(autobiografia, biografia, racconto...)

- Esporre argomenti noti (relazione, sintesi...)

- Esprimere opinioni e stati d’animo in forme adeguate allo scopo e al destinatario

- Utilizzare le nuove tecnologie per arricchire e pubblicare gli scritti

- Realizzare cartelloni che siano di riferimento e di aiuto a ricordare gli argomenti

svolti.

Riflettere sulla Lingua:

- Riconoscere e applicare gli accordi morfologici di genere, numero e persona

- Riflettere sul funzionamento della Lingua Italiana e conoscere le parti del discorso

e le categorie grammaticali

- Riconoscere il soggetto, il predicato e i principali complementi in analisi logica

- Esercizi di riconoscimento delle varie parti del discorso all’interno di frasi e testi con

esercizi di analisi grammaticale e logica

- Ampliare il proprio patrimonio lessicale;

- Capire che la lingua italiana è un sistema in evoluzione continua attraverso il

tempo.

- Usare e distinguere i modi, i tempi e le forme verbali

- Riflettere sulle diverse funzioni dei segni di punteggiatura

- Esercizi sul passaggio dal discorso diretto a quello indiretto e viceversa.

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In this class, Italian is taught as an additional language. Students in Grade 6 receive three

lessons a week. Emphasis is placed on the essential elements of spoken language in order

to meet the prime needs of the students, now living in Italy, to understand and

communicate in the world around them. Reading is the natural extension of these oral

skills, as is writing, given the phonetical nature of the language.

Essential vocabulary and grammar form part of the programme. When appropriate,

regular and irregular verbs are taught in the higher grades, always keeping in mind that

this knowledge enables students to speak clear and correct Italian.

In order to motivate students and give them the confidence to speak a new language,

and to increase their vocabulary, various activities (such as games, drawing, role-playing,

songs, poems, storytelling, projects, etc.) form a large part of the programme (which is

linked to the Primary Years Programme) and enable students to take an active, rather

than passive role in the classroom. Students are assigned Italian homework once a week in

order to consolidate their learning.

Grade 6 Aims and Objectives:

Listening and speaking skills:

Listen and understand instructions given by the teacher

Watch a movie/cartoon and be able to discuss it

Express feelings; physical conditions

Use proper words and expressions in descriptions or conversation

Reading skills:

Read out loud with proper accent and intonation

Read passages and be able to answer related questionnaires

Be able to recognize basic information and opinions in a text

Be able to recognize different verb tenses

Writing skills:

Difficult sounds: general review

Determinative article

Present of verbs: are-ere-ire

Write a diary

Write reflections

Widen vocabulary

ITALIAN LANGUAGE ACQUISITION

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The International Baccalaureate PYP Mathematics Curriculum is organized as a ‘learning

continuum, which consists of four ‘phases’.

Within each phase students acquire mathematical understanding by passing through

stages of ‘constructing meaning’ (based on their previous experiences and understanding

and by reflecting on their interactions with objects and ideas); transferring meaning into

symbols (through mathematical notation, modeling etc); and applying with

understanding (demonstration of understanding in various contexts)

Most Grade 5 and Grade 6 students will be working within ‘Phase Four’ of the PYP

Mathematics learning continuum. At the end of Phase Four, students are expected to

demonstrate evidence of attaining the learning outcomes described below. It should be

remembered that by the end of Grade 6 some students will be working beyond the levels

described by these outcomes and that others will need further support and time in order

to attain them.

The International Baccalaureate PYP Mathematics Curriculum consists of five interwoven

strands: data handling, measurement, shape and space, pattern and function, and

number.

Data Handling

Learners will collect, organize and display data for the purposes of valid interpretation and

communication. They will be able to use the mode, median, mean and range to

summarize a set of data. They will create and manipulate an electronic database for their

own purposes, including setting up spreadsheets and using simple formulas to create

graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–

100%) and that the probability of an event can be predicted theoretically.

MATHEMATICS

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Measurement

Learners will understand that a range of procedures exists to measure different attributes

of objects and events, for example, the use of formulas for finding area, perimeter and

volume. They will be able to decide on the level of accuracy required for measuring and

using decimal and fraction notation when precise measurements are necessary. To

demonstrate their understanding of angles as a measure of rotation, the learners will be

able to measure and construct angles.

Shape and Space

Learners will understand the properties of regular and irregular polyhedra. They will

understand the properties of 2D shapes and understand that 2D representations of 3D

objects can be used to visualize and solve problems in the real world, for example,

through the use of drawing and modelling. Learners will develop their understanding of

the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and

notation of bearing to describe direction and position.

Pattern and Function

Learners will understand that patterns can be represented, analysed and generalized

using algebraic expressions, equations or functions. They will use words, tables, graphs

and, where possible, symbolic rules to analyse and represent patterns. They will develop

an understanding of exponential notation as a way to express repeated products, and of

the inverse relationship that exists between exponents and roots. The students will continue

to use their understanding of pattern and function to represent and make sense of real-life

situations and to solve problems involving the four operations.

Number

Learners will understand that the base 10 place value system extends infinitely in two

directions and will be able to model, compare, read, write and order numbers to millions

or beyond, as well as model integers. They will develop an understanding of ratios. They

will understand that fractions, decimals and percentages are ways of representing whole-

part relationships and will work towards modelling, comparing, reading, writing, ordering

and converting fractions, decimals and percentages. They will use mental and written

strategies to solve problems involving whole numbers, fractions and decimals in real-life

situations, using a range of strategies to evaluate reasonableness of answers.

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By the end of Grade 6 students are expected to:

• Read, write and order whole numbers to millions and to thousandths

• Recognise relationships between the four number operations

• Derive quickly multiplication and division facts up to 12x12

• Carry out addition, subtraction, multiplication and division involving decimals

• Begin to read, write and model addition and subtraction of negative integers

• Identify and use the appropriate operations to solve multi step word problems and

explain methods and

reasoning

• Develop, explain and model simple algebraic formulas

• Reduce a fraction to its simplest form by cancelling common factors

• Use a fraction as an operator to find fractions of numbers or quantities

• Read, write and model the addition and subtraction of fractions

• Understand percentage and find simple percentages of small whole-number quantities

• Use a protractor to measure and construct angles accurately

• Use decimal notation in measurement including conversions e.g. m-km or cm-m

• Use a compass accurately

• Calculate the perimeter and area of simple compound shapes

• Begin to develop procedures for finding volume

• Use timetables, 12 and 24 hour

• Read and plot co-ordinates in four quadrants including rotation, reflection and

translation

• Design a survey and collect, organize and record data in a display e.g. Bar graph, pie

chart, line graphs

• Find, describe and explain the range, mode, median and mean in a set of data and

understand their use

• Begin to find and use ratios

Where possible, Mathematics is taught through the context of the units of inquiry.

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The Arts

The Arts are an important area of learning in the Primary Years Programme and are

integrated wherever possible with the units of inquiry. Students are encouraged to

consider the Arts as a mode of communication through which they can construct a sense

of self and develop an understanding of the world around them.

In the PYP, arts are identified as dance, drama, music and visual arts. The framework that

the students follow in the PYP curriculum is arranged into two strands, Responding and

Creating.

In Grades 5 and 6 students will:

Dance

Responding: Investigate dance forms and identify how they communicates

artistic, ritual or social issues, beliefs or values

Begin to recognize the role and relevance of dance in their own

society

Explore how the meanings of movements can change in various

cultural and historical contexts

Creating:

Improvise to create various movements for specific purposes

Choreograph performance to express and communicate an idea,

feeling, experience, relationship or narrative.

Create and perform in a variety of dance genres

Show physical confidence in the use of their bodies

Integrate the reflections of others into the creative process when

evaluating

Drama

Responding: Explore the role that drama plays in communicating ideas within

cultures and societies

Begin to understand the role and relevance of drama in their own

society

Reflect on the variety of dramatic forms

Recognize and explore some of the different roles in theatre

Use responses to drama to adapt and improve work

Creating:

Use different drama strategies and techniques to create informed

scripts, characterizations and contexts

Work to develop each other’s ideas during the creative process

Create and perform a sequential drama that explores a particular

issue

THE ARTS

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Show an awareness of audience and adapt performances

accordingly

Consider the advice and feedback of others as an essential part of

the creative process

Explore writing for performance

Music

Responding: Sing songs from a variety of cultures in unison and in two and three

parts

Become aware of the role and relevance of music in different

cultures including their own

Explore the cultural and/or historical perspectives of musical

compositions

Evaluate their own and others’ performances and compositions and

make appropriate modifications

Creating:

Create music that will be continually refined after being shared with

others

Explore various musical forms

Create compositions focusing on form structure and style

Create and present innovative musical performances

Incorporate the other arts and other available resources in their

creative expression

Read and write music using traditional and non-traditional notation

such as graphic notation

Visual Art

Responding: Explore the cultural and historical perspectives of artwork

Understand the role of visual arts in society

Reflect on the factors that influence personal reactions to artwork

Critique and make informed judgements about artworks

Creating:

Become increasingly independent in the creative process

Select, research and develop an idea or theme for an artwork

Choose materials appropriate to the task and build on previous skills

and experiences

Adjust and refine own artwork in response to constructive criticism

Develop an awareness of personal preferences

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Personal, social and physical education is concerned with student well-being. Well-being

is linked to all aspects of a student’s experience at school and beyond. It includes

physical, emotional, cognitive, spiritual and social health and development, and

contributes to an understanding of self, to developing and maintaining relationships with

others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and

learning in the PYP and is embodied in the IB learner profile that permeates the

programme.

In the PYP curriculum framework PSPE is arranged into three interacting strands: Identity,

Active Living, Interactions.

The Physical Education element of the PSPE programme, which comes under the strand

Active Living is taught by a specialist teacher.

Identity

Students will begin to understand that the values, beliefs and norms within society can

impact on an individual’s self-concept and self-worth. They will apply and reflect on

strategies that develop resilience and, in particular, help them to cope with change,

challenge and adversity in their lives.

Active Living

In games students will:

Demonstrate body control whilst travelling in different directions with various speeds

Become competent in handling various apparatus and small equipment (e.g. balls,

rackets, bats)

Follow instructions while participating in games and recognised sports

Become competent in knowing and using the rules of games in order to referee

In movement composition students will:

Dance

Sequence loco-motor (travelling) and non loco-motor skills and refine rhythmic

responses

Respond appropriately to a variety of stimuli

Express feelings and moods using imagination

Combine step patterns to create more complex movement sequences individually

and in groups

Be exposed to and practise different dance styles and steps

Appreciate dances from a range of cultures and countries

Become aware of the different purposes of dance

Confidently perform a short dance with more complex step patterns

PERSONAL SOCIAL PHYSICAL EDUCATION (PSPE)

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Gymnastics:

Perform gymnastics skills with increasing confidence and competence (agility,

flexibility, strength and coordination)

Complete a variety of movement tasks on the floor and on apparatus

Begin to incorporate the use of small equipment in basic movement patterns

Show awareness of their strengths and limitations and form personal goals

Combine gymnastic skills to create a movement sequence appropriate to their

own ability level

Plan, practise and evaluate a performance to be shown to others

In health-related fitness students will:

Identify the effects of exercise on the body and begin to use correct terminology

for body parts

Measure their own level of fitness during circuit training

Appreciate that individuals have different abilities and fitness levels

Value physical activity as an important aspect of their daily lives

Show awareness of others’ and own safety during exercise

Demonstrate safety when exercising and be able to convey safety issues to others

and younger children

Start to lead warm up activities

In individual pursuits students will:

Practise specific techniques of running, jumping and throwing events

Learn and apply the rules of athletics events

Evaluate their athletic performance and strive to improve results

Collect and record their own and others’ results

Lead younger children in athletics activities and record results

In adventure challenge students will:

Solve adapted challenges, individually, in pairs or in groups

Participate in group activities to accomplish a common goal

Begin to develop their own innovative games and related activities

Collaboratively solve problems involving physical and critical thinking skills

Devise their own innovative games with appropriate, well thought-out rules

Interactions

Students will begin to understand that they can experience intrinsic satisfaction and

personal growth from interactions with others in formal and informal contexts. They will

come to understand the need for developing and nurturing relationships with others and

be able to apply strategies independently to resolve conflict as it arises. They will learn that

people have an interdependent relationship with the environment and other living things

and take action to restore and repair when harm has been done.

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In the PYP, Science is viewed as the exploration of the biological, chemical and physical

aspects of the natural world, and the relationships between them. Through hands-on

experience and inquiry, students acquire scientific knowledge and skills and develop an

understanding of scientific concepts.

The knowledge component of science in the PYP is explored through four strands:

• Living things: The study of the characteristics, systems and behaviours of humans and

other

animals, and of plants; the interactions and relationships between and among them, and

with their environment.

• Earth and space: The study of planet Earth and its position in the universe, particularly its

relationship with the sun; the natural phenomena and systems that shape the planet and

the distinctive features that identify it; the infinite and finite resources of the planet.

• Materials and matter: The study of the properties, behaviours and uses of materials, both

natural and human-made; the origins of human-made materials and how they are

manipulated to suit a purpose.

• Forces and energy: The study of energy, its origins, storage and transfer, and the work it

can do; the study of forces; the application of scientific understanding through inventions

and machines.

The Science component of the curriculum provides opportunities for students to:

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

Make and test predictions

Interpret and evaluate data gathered in order to draw conclusions

Consider scientific models and applications of these models

All planned Science learning takes place within the units of inquiry.

SCIENCE

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In Grades 5 and 6

Students will develop their observational skills by using their senses and selected

observational tools. They will gather and record observed information in a number of

ways, and they will reflect on these findings to identify patterns or connections, make

predictions, and test and refine their ideas with increasing accuracy. Students will explore

the way objects and phenomena function, identify parts of a system, and gain an

understanding of increasingly complex cause and effect relationships.

They will examine change over time, and they will recognize that change may be

affected by one or more variables. Students will reflect on the impact that the application

of science, including advances in technology, has had on themselves, society and the

environment. They will be aware of different perspectives and ways of organizing the

world, and they will be able to consider how these views and customs may have been

formulated. Students will examine ethical and social issues in science-related contexts and

express their responses appropriately. They will use their learning in science to plan

thoughtful and realistic action in order to improve their welfare and that of other living

things and the environment. Students will communicate their ideas or provide

explanations using their own scientific experience and that of others.

In the PYP, Social Studies is viewed as the study of people in relation to their past, their

present and their future, their environment and their society. Social studies encourages

curiosity and develops an understanding of a rapidly changing world. Through structured

inquiry, students develop the skills and knowledge needed to participate actively in their

classrooms, their school, their community and the world.

The knowledge component of social studies in the PYP is explored through five strands:

• Human systems and economic activities: The study of how and why people construct

organizations and systems; the ways in which people connect locally and globally; the

distribution of power and authority.

• Social organization and culture The study of people, communities, cultures and societies;

the ways in which individuals, groups and societies interact with each other.

• Continuity and change through time: The study of the relationships between people and

events through time; the past, its influences on the present and its implications for the

future; people who have shaped the future through their actions.

• Human and natural environments: The study of the distinctive features that give a place

its identity; how people adapt to and alter their environment; how people experience and

represent place; the impact of natural disasters on people and the built environment.

• Resources and the environment: The interaction between people and the environment;

the study of how humans allocate and manage resources; the positive and negative

effects of this management; the impact of scientific and technological developments on

the environment

SOCIAL STUDIES

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The Social Studies component of the curriculum provides opportunities for students to:

learn how to ask relevant questions that can be researched

gain an understanding of their own identity and their place in the world

develop an understanding of other cultural groups and an appreciation of other

ideas and beliefs

gain knowledge about the human condition through the exploration of themes

that have significance for all students in all cultures

gain conceptual understanding though participating in learning experiences that

foster sensitivity, creativity and initiative, leading to socially responsible action

gain a sense of time and place in relation to their own experience and the

experience of other people

gain an understanding of humankind’s role in, and dependence on, the natural

and constructed world, and learn to apply this knowledge in responsible ways

All planned Social Studies learning takes place within the units of inquiry.

In Grades 5 and 6:

Students will recognize different aspects of human society, focusing on themselves and

others within their own community as well as groups of people that are distant in time and

place. They will extend their understanding of how and why groups are organized within

communities, and how participation within groups involves both rights and responsibilities.

They will understand the interdependency of systems and their function within local and

national communities. Students will gain an appreciation of how cultural groups may vary

in their customs and practices but reflect similar purposes.

They will deepen their awareness of how people influence, and are influenced by, places

in the environment. They will realize the significance of developing a sense of belonging

and stewardship towards the environment, valuing and caring for it, in the interests of

themselves and future generations. Students will consolidate their understanding of time,

recognizing how ideas and actions of people in the past have changed the lives of

others, and appreciating how the past is recorded and remembered in different ways.

They will gain an understanding of how and why people manage resources. They will

understand the impact of technological advances on their own lives, on society and on

the world, and will reflect on the need to make responsible decisions concerning the use

of technologies.

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The role of our school library is to give students varied positive experiences of books, to

help create confident, enthusiastic readers and to promote the skills necessary for them to

become independent life-long learners as outlined in our school philosophy. Our library is

an integral part of the learning environment and the PYP. It is used to support all areas of

the PYP and the units of inquiry by providing the resources and information that both the

students and the teachers need.

Our library is used to teach students how to use, handle and respect books and strives to

provide students with positive reading experiences and support personal reading for

pleasure.

During their time in the library students are:

Encouraged to become lovers of books and reading

Taught how to use the library

Encouraged to use information skills taught in the classroom in real situations

Using the library

All students and have the possibility to visit the library and borrow books. They are

encouraged to take care of their books, and to return them on the required date. After a

reasonable period of time, any outstanding book is regarded as ‘lost’ and (regardless of

whether it was lost at home or at school) parents are requested to pay replacement costs.

In Grade 6 students reinforce previously learned skills and also learn more location and

research skills.

In location skills students will:

Locate and choose appropriate fiction material to enjoy sustained reading

Identify and use call numbers for fiction books

Confidently and efficiently locate information for research

Understand and be able to explain the Dewey Decimal System for classifying books

Locate efficiently and determine possible sources of material needed

Use the computer for locating resources

In research skills students:

Develop their note-making skills

Search and extract specific information for a unit of inquiry

Organize information and present the results effectively

Understand importance of recording and acknowledging all sources of information

in a bibliography including website addresses, newspapers and magazine articles

Use CD ROMs and the internet (using chosen search engines and under careful

supervision

LIBRARY

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ICT in the PYP encompasses the use of a wide range of digital tools, media and learning

environments for teaching, learning and assessing. ICT allows students to make

connections and reach a deeper understanding of its relevance and applicability to their

everyday lives. Through the use of ICT, learners develop and apply strategies for critical

and creative thinking, engage in inquiry, make connections, and apply new

understandings and skills in different contexts. The following six ICT skills are relevant to all

learners: investigating, creating, communicating, collaborating, organizing and becoming

responsible digital citizens. Each skill is transdisciplinary and will support learning both within

the transdisciplinary programme of inquiry and within the subject areas.

Investigating

Investigating is to carry out a purposeful inquiry or research, to test existing understanding,

discover new information and create new understanding. Through investigation, learners

critically evaluate a variety of sources, making connections and synthesizing findings to

apply knowledge to real-life contexts.

Creating

Creating is a process through which learners are provided with an opportunity to innovate

and test boundaries. Learners construct meaning, apply critical thinking and original ideas

to real-world situations, and share knowledge through self-expression, problem-posing and

problem-solving, and reflection.

Communicating

Communicating is the exchange of information with various audiences using a range of

media and formats. Effective communicators contribute to cross-cultural understanding,

make informed choices when deciding on tools to articulate meaning, and provide

relevant, significant feedback to others.

Collaborating

Collaborating is the process through which learners validate and negotiate ideas and

reach a deeper understanding and a global perspective. Learners are empowered

through digital media and environments and through active participation in creating and

sharing knowledge.

Organizing

Organizing is the ability to structure or arrange connected items. Learners understand that

ICT systems can be used to inform, adapt, manage and problem-solve during their

creative, communicative, collaborative and investigative processes. Learners make

connections, transfer existing knowledge and independently explore new technologies.

Becoming responsible digital citizens

Becoming a responsible digital citizen involves using ICT to make informed and ethical

choices while acting with integrity and honesty. In a globally connected digital world,

learners are empowered to be responsible for their actions, to value others’ rights and to

practise safe and legal behaviours.

ICT

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Why do we have homework?

To reinforce skills, knowledge, concepts and attitudes taught in class

To encourage students to develop the skills of studying and carrying out homework

tasks independently and responsibly

To give students the opportunity to prepare materials or research for work that will take

place in class

To provide an opportunity to share work with parents

To ensure that students are able to finish class work when they have not been working

to the best of their ability

The following table gives you an idea of approximately how much homework to expect in

each grade level:

Transition (From Term 2)Reading books to share and a weekly hands on activity

Grade 1 20 minutes per day including daily reading

Grade 2 30 minutes per day including daily reading

Grade 3 35 minutes per day including daily reading

Grade 4 40 minutes per day including daily reading

Grade 5 45 minutes per day including daily reading

Grade 6 50 minutes per day including daily reading

Italian Mother Tongue homework: Italian homework given is included in the above time

allocations.

Italian Mother Tongue homework in Grade 6: It should be expected that Italian A students

will receive additional homework in Grade 6 if they wish to take the Italian state exam

(Quinta Elementare). In addition to this the student is responsible for keeping up with any

work missed in class due to absence from school, which will require further work at home.

Italian Language Acquisition homework: Homework is only set from grade 3 onwards.

Italian homework given is included in the above time allocations.

EAL homework: Homework is set in addition to class homework, however it is often a

substitute for language homework given by the class teacher.

In order to support homework, parents are encouraged to:

Provide a reasonably peaceful, suitable place in which their child can do

homework

Make it clear to their children that they value homework and support the school in

explaining how it can help their learning

Encourage their children and praise them when they have completed homework

Inform the appropriate teacher of issues that arise from homework

If your child is absent from school due to sickness

HOMEWORK

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A parent who wishes to receive homework for his/her child must make a request to the

office by 9:00AM of the day of absence. Parents must remember that homework is a

consolidation of class activities and it is not always possible to set a task.

If your child is absent from school for other reasons

Any parent who takes their child away for extra holidays during term time must accept

that no homework will be set.

Reading is considered to a vital, enjoyable, daily activity, which must be continued and

encouraged during the holidays.

The following documents were used to compile the ISM (Monza Section) Curriculum

Guides:

International Baccalaureate Organization, (2009), Making the PYP Happen: A curriculum

framework for international primary education, IBO.

International Baccalaureate Organization, (2008), IB Learner Profile Booklet, IBO

International Baccalaureate Organization, (2009), Arts Scope and Sequence, IBO.

International Baccalaureate Organization, (2009), Language Scope and Sequence, IBO.

International Baccalaureate Organization, (2009), Mathematics Scope and Sequence,

IBO.

International Baccalaureate Organization, (2009), PSPE Scope and Sequence, IBO

International Baccalaureate Organization, (2008), Science Scope and Sequence, IBO

International Baccalaureate Organization, (2008), Social Studies Scope and Sequence, IBO

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CONTACT DETAILS

International School of Monza

Via Solferino, 23

20900 Monza

+39 039 2499152

E-mail:ismmonza@ism-ac.it

www.internationalschoolofmonza.it