The Grade 6 program is planned based on the learning outcomes of grade 5. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.
The Arts
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Strand: Dance
Learning outcome: Students in Grade 6 will develop or extend understanding of the following concepts through participation in various dance experiences (e.g., communicating a variety of ideas through combined elements), with particular emphasis on body, space, time, energy, and relationship.
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ELEMENTS OF DANCE
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• body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, curved versus angular shape.
• space: pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations.
• time: tempo, rhythm, pause, stillness, with music, without music, duration (e.g., short, long), acceleration/deceleration.
• energy: effort, force, quality (e.g., flick, fold, stab, poke, flow freely).
• relationship: dancers to props/objects (e.g., in front of, inside, over, around), meet/part, follow/lead, emotional connections between dancers, groupings.
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Strand: Drama
Learning outcome: Students in Grade 6 will develop or extend understanding of the following concepts through participation in various drama experiences.
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ELEMENTS OF DRAMA
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• role/character: considering in depth the inner and outer life in developing a character; differentiating between authentic characters and stereotypes; using gestures and movement to convey character
• relationship: analyzing and portraying how relationships influence character development/change
• time and place: establishing a clear setting; sustaining belief in the fictional setting
• tension: using sound, light, technology, and stage effects to heighten tension/suspense
• focus and emphasis: using drama conventions to reveal or communicate key emotions, motivations, perspectives, and ideas to the audience
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Strand: Music
Learning outcome: In Grade 6, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grades 1 to 5. Students will develop understanding of musical concepts through participation in musical experiences that involve listening, moving, creating, and performing (vocal and/or instrumental music). ELEMENTS OF MUSIC
• duration: metre (oral count, with primary emphasis on “one” and secondary emphasis on “two” and “three”: “one-and-a-two-and-a-three-and-a”) and other compound metres (e.g., ); metre; pick-up note(s) (anacrusis); triplets; common Italian tempo marks (e.g., allegro, adagio) and others encountered in the repertoire performed
• pitch: ledger lines above or below the staff; major, minor, and perfect intervals (e.g. major third, perfect fifth)
• dynamics and other expressive controls: those encountered in repertoire (e.g., very soft [pianissimo – pp], very loud [fortissimo – ff], slurs)
• timbre: electronic sounds; Orff ensemble (xylophone, recorder, pitched and non-pitched percussion); other ensemble sonorities (drum line, choir, guitar, marching band)
• texture/harmony: layering of electronic sounds, chord progressions using I, IV, and V
• form: theme and variations; repeats (e.g., first and second endings)
Strand: Visual Art
Learning outcome: In addition to the concepts introduced in Grades 1 to 5, students in Grade 6 will develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual arts experiences. Students will develop understanding of all elements of design.
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ELEMENTS OF DESIGN
• line: lines that direct the viewer’s attention; lines that create the illusion of force or movement (e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily recognizable (e.g., crumpled paper)
• shape and form: exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal) shapes and forms
• space: centre of interest (focal point) and one-point perspective; basic facial proportions; horizontal and vertical symmetry
• colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalistic images
• texture: textures created with a variety of tools, materials, and techniques (e.g., gouged marks in a softoleum print)
• value: shading that suggests volume; gradation
Language
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Strand: Oral Communication Media Literacy
Learning outcome: Grade 6 student language instruction in the junior years is designed to engage students in meaningful interactions with a wide variety of texts. They look beyond the literal meaning of texts and observe what is present and what is missing, in order to analyze and evaluate an author’s intent. Junior students learn to identify and explore multiple perspectives, question the messages in texts, and look at issues related to fairness, equity, and social justice. They analyze the structure and elements of a variety of text forms, and create a variety of oral, print, and media texts in order to communicate their own ideas and opinions for a variety of purposes and audiences. Junior students develop their abilities to monitor their own learning and select appropriate strategies that will help them to make sense of and create increasingly complex and/or challenging texts for personally relevant purposes. They consciously use the knowledge, skills, and strategies from one strand to support their learning in the other three strands. They reflect on and talk about the strategies that have helped them construct meaning and communicate successfully in all strands and identify steps they can take to improve. Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum to promote the transfer of language knowledge, skills, and strategies to learning across the curriculum.
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Math
Strand: Social Emotional Learning
Learning outcome: Students will learn how to cope with stress and manage complex challenges. Students will learn to break down a task into smaller portions, make a plan and take it one step at a time.
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Strand: Number
Learning outcome: Working with numbers up to 1 billion, students are introduced to rational numbers, such as perfect squares and square roots. They are expected to know multiplication facts from 0 × 0 to 12 × 12. Students begin to generate factors (for example, factors of 6 are 1 and 6, 2 and 3), multiples (such as multiples of 6 are 6, 12, 24, and so on) and add and subtract fractions by creating equivalent fractions. Students will explore problems that require addition and subtraction of integers (for example, determine the overall score or change in temperature).
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Strand: Algebra
Learning outcome: Students connect their understanding of whole-number patterns to patterns involving decimals. They continue to solve equations that involve multiple terms, whole numbers, and decimal numbers, such as 2x + 5 = 3x - 1. Students write code to simulate a probability experiment and determine the different results in a game. They also use mathematical modelling to provide insight into real-life situations, such as determining the best options for raising funds for a local charity.
Strand: Data
Learning outcome: Students learn how to use circle graphs to represent data. They begin to develop a critical eye for analyzing data by examining graphs that may be misleading. Students will also determine the differences between the probability of independent events versus dependent events. For example, how does the probability differ if two marbles are drawn from a bag with or without replacement.
Strand: Spatial Sense
Learning outcome: Students will continue to develop spatial sense as they study the circle. Students learn to measure various aspects of circles, such as circumference, diameter radius and area. They use these and other measurements to find the surface area and volume of cylinders and other three-dimensional objects. Students also learn how to dilate - enlarge and shrink - a shape.
Strand: Financial Literacy
Learning outcome: Students begin to learn that international currencies have different values compared to Canadian dollars and understand how exchange rates work. They develop an awareness of how to plan for and reach financial goals. Students build their knowledge of how interest rates can affect savings and investments. They also learn about the cost of borrowing and compare interest rates and fees for different types of accounts and loans to become more informed consumers.
Science
Strand: Biodiversity
Learning outcome: The first unit in the Grade 6 Science course examines the diverse world of living things around us. Classifying these organisms as well as investigating the threats they face in the region where you live is a theme that is prevalent throughout the unit. On a global scale, examining climate change and the resulting species at risk sets up the final section of the unit; protecting this valuable resource that spans communities, countries, and the ecosystems within them - biodiversity.
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Strand: Flight
Learning outcome: Students must first learn about the properties of air that make flight possible. Through investigations, observations, and experiments, students will discover that flight occurs when the characteristics of structures take advantage of certain properties of air. They will then apply their newly acquired knowledge to design and test a flying device. In the final unit, students will examine the impact flight has on society and the environment as a whole.
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Strand: Electricity and Electrical Devices
Learning outcome: Building on their prior learning, students will explore devices that convert electricity to other forms of energy. The design and safe construction of circuits should further strengthen students’ understanding of how electrical systems work. Students apply and communicate their understanding of renewable and non-renewable resources used to produce electricity.
Strand: Space
Learning outcome: In learning about space, students will focus on past and present-day contributions of space science to the quality of human life while developing an understanding of the natural and man-made structures found in our universe. Space technology’s impact on the environment and the venture into commercial space travel are explored.
Social Studies
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Strand: Communities in Canada, Past and Present
Learning outcome: Students will explore the experiences and perspectives of diverse communities in historical and contemporary Canada and examine how they have contributed to the development of identities in Canada. In addition to developing their understanding of different communities in Canada, students will explore the global community and Canada’s role in it.
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Strand: Canada’s Interactions with the Global Community
Learning outcome: Students will investigate current social, political, economic, and environmental issues, and develop their understanding of the importance of international action and cooperation. In conducting their investigations, students will enhance their graphing and mapping skills and develop their ability to extract, interpret, and analyze information from a variety of sources, and using various technologies.
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Health and Physical Education
Strand: Social-Emotional Learning Skills
Learning outcome: Throughout Grade 6, in order to promote overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive, students will apply a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
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Strand: Active Living
Learning outcome: Students participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives. Students also develop an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living. Students demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
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Strand: Movement Competence
Learning outcome: Students perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities. Students get opportunities to apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
Strand: Healthy Living
Learning outcome: Students develop an understanding of factors that contribute to healthy development and also demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and wellbeing. Students shows the ability to make connections that relate to health and well-being – how their choices and behaviors affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
French
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
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International Language
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Strand: Listening
Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.
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Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.
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