Grade 6 Experience

THE GRADE 6 EXPERIENCE

Key Developmental Milestones

As adolescence begins, cognitive structures in the brain are rewiring themselves at an amazing speed. Sixth graders often enjoy arguing and debating as they learn the skills of social negotiation. Learning well in collaborative groups, there is interest in imagining themselves in adult roles making history, biographies and current events exciting. Projects and Service Learning are engaging, particularly when their ideas are incorporated. Thriving on exploring new areas of knowledge and opportunities to practice life-skills, Grade Sixes often speak passionately about their ideas, opinions and allegiances They challenge assumptions about the world, but appreciate solid connections with trusted adults with whom they can take their first steps towards establishing independence and identity.

The Grade 6 program is designed to support and develop these milestones.

Personalising Learning

In the Lower School, we embrace the unique potential within each learner craft individualised educational experiences that grow learner strengths empower learners to explore their passion and interests integrate technology into all subject areas cultivate critical thinking and collaborate using diverse perspectives develop learners who confidently navigate the current challenges of our world

BECOMING INTERNATIONAL CITIZENS

ISB believes that in order to be International Citizens, successful in and out of school, students need to learn and develop social and emotional competencies. These competencies are grounded in our Character Standards and our belief in Social Justice.

In tandem with our Character standards, we use the Learning for Justice Standards to support our goal of developing true International Citizens

Strand Areas of Focus & Development

Action Justice Diversity Identity

recognizing stereotypes and relate to people as individuals rather than representatives of groups expressing comfort with people who are both similar to and different from them and engage respectfully with all people developing positive social identities & express this with pride without denying dignity of others

speaking up with courage and respect when they or someone else has been hurt or wronged

CORE LITERACIES

R e a d i n g

ISB follows the globally recognized expectations outlined in the Common Core State Standards for Literacy & Mathematics.

Foundational Skills

Literature

Informational Text

Strand Areas of Focus & Development W r i t i n g

Develop phonics and word recognition and read with sufficient accuracy and fluency to support comprehension

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers; Recount stories; Describe characters; Determine the meaning of words and phrases; Discuss how language is used to describe; Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author's reasons

Determine the main idea of a text; Determine the meaning of general academic and domain-specific words and phrases; Use text features and search tools; Use information gained from illustrations; Compare and contrast the most important points

Strand Areas of Focus & Development

Text Types & Purposes

Vocabulary Use

Conventions of Standard English

Production of Writing

Write opinion pieces on topics or text, supporting a point of view with reasons; Write informative / explanatory texts to examine a topic and convey ideas and information clearly; Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences

Use accurately grade-appropriate conversational, general academic, and domain-specific words and phrasesChoose words and phrases for effect; Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases; Distinguish shades of meaning among related words

Demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing texts

Numbers & Operations

- Fractions

Geometry

Measurement & Data

Mathematical Processes

The ISB Mathematics program is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities. S T E M : M a t h e m a t i c s

Use place value understanding to round whole numbers to the nearest 10 or 100

Understand a fraction as a number on the number line

Exp ain equivalence of fractions (½, ¼, ⅓, ⅙ and ⅛ ), and compare fractions by reasoning about their size

Compare two fractions w th the same numerator or the same denominator by reasoning about their s ze

Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category

Understand that shapes can be partitioned into equally sized parts, the measure of which can be expressed as a fraction of the original shape

Measure and estimate liquid volumes and masses of objects using standard units

Solve real world and mathematical problems involving perimeters of polygons

Recogn ze area as an attribute of plane figures and understand concepts of area measurement

Make sense of problems and persevere in solving them

Construct viable arguments and critique the reasoning of others

Model with mathematics

Attend to precision

CORE LITERACIES

Opportunities to build understanding of programming structures are integrated across the year The main topics of Grade 3 are: discovering algorithms debugging program construction

Through projects during year, students are introduced to the different design tools at ISB and the design process

As a 1:1 device school, quality technology is available for all students. With extensive design resources such as 3-D printers, laser and vinyl cutters, green screen studios, VEX robotics, and a Virtual Reality suite, Elementary students use one of the best DesignTech spaces in Belgium. S T E M : D e s i g n & T e c h n o l o g y

We emphasize using technology responsibly and effectively for communication, collaboration and creation Becoming proficient and postive members in a digital world is a primary goal

Within Design units at ISB, students follow the Stanford University Design School model

Coding Design Technology Digital Citizenship

CORE LITERACIES

Designed for deep inquiry into how our world works through hands-on experiences and by using a range of primary and secondary sources connected to historical and contemporary themes.

Forces & Energy - Physics

In this unit, students ‘do science’ through a series of experiments to explore forces, light and energy transfer. Concepts of gravity, absorption, refraction, electrical generation, circuits and sustainable energy are tested as students evaluate scientific claims

Human Rights - Geography / History

By delving into key human right leaders, students explore concepts of power, exclusion, the impact of poverty and catastrophic events as students build understanding of the history of Human Rights, the roles of laws in society and factors that lead to discrimination or denial of Human Rights.

Creativity - History

Using Tina Seelig’s creativity engine model, students analyze the case study of Leonardo da Vinci to determine how external and internal factors impacted his creativity Further testing the model, students choose a historical or contemporary figure and analyze the factors of their creativity while creating an oral argument defending their analysis.

CORE LITERACIES

Transferable skills, also known as portable or universal skills, can be applied across various subjects and situations. These skills are not tied to specific disciplines but rather can be adapted and moved from one context to another.

Strand

Collaboration

Research

Thinking

Self-Management

Key Questions

How do I share my ideas and build on the ideas of others?

How can I find the best evidence for my questions?

How does information from different sources connect to each other?

How do I set effective goals and where am I now in achieving them?

Electives Program

In Grade 6, students take part in the Elementary School Elective Program. This gives students opportunities to further delve into areas of interest or passion while developing the ISB Character Standards. Examples of electives include Model United Nations, Robotics & Coding, Film Study & Creation, Textile Design, Sports Health & Nutrition, Book Study & Creation, Comic Book Art. Although some electives run a full year, most electives are by semester giving students the opportunity to explore different areas.

LANGUAGES PROGRAM

L a n g u a g e s P a t h w a y s

Students, who have demonstrated proficiency in English, access either the Dutch or French language. Additional languages are offered as part of the ISB+ program, based on demand.

ISB follows the Common European Framework for Languages.

French Discovery A1

Foundations A1 2

Consolidating A2 1 Building A2 2

Independent B1 / B2 / C1

Grade 5 & 6

Social Studies in French option

English Proficiency

Dutch Indpendent B2 / C1

ISB+ Plus Languages

Open to all regardless of English Proficiency

SPECIALIST PROGRAM

Specialist programs at ISB are essential components of a well-rounded education. These programs enhance problem-solving, critical thinking, decision-making, team work, and self expression.

Each program is taught by a Specialist teacher in the respective field.

The Physical Education and Heath program focuses on the following areas:

Motor Skills & Movement Patterns

Concepts, Principles, Strategies & Tactics

Understanding Healthy Lifestyles

Health, Fitness & Wellness P h y s i c a l E d u c a t i o n & H e a l t h

Employs correct techniques and methods of stretching

Describes the role of warm-ups and cooldowns before and after physical activity

Describes how being physically active leads to a healthy body

Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale

Invasion Games Rock Climbing

Performs pivots, fakes, and jab steps designed to create open space

Dribbles with dominant hand using a change of speed and direction

Reduces open space on defense by making the body larger and reducing passing angles

Executes at least one of the following offensive tactics to create an open space: moves to an open space without the ball; uses a variety of passes, pivots and fakes, give & go

Strategies for using feet to find firm footings

Maintaining balance, including counter-balance Using arms, hips and eyes to climb efficiently

Parkour / Gymnatistcs

Varies application of force during dance or gymnastics activities

Demonstrates correct technique for basic skills

Net Games

Performs a legal underhand serve with control for net/wall games such as badminton, volleyball or pickleball

Transfers weight with correct timing for the striking pattern

Creates an open space in net/wall games

Reduces offensive options for opponents

Visual Arts

The Arts program focuses on the following areas:

Creating & Performing and Responding & Connecting to visual and musical artworks

Sixth grade students learn about 3D forms, symbolism, and modern art to create clay vessels, watercolor paintings, and Pop Art self-portraits referencing Jean-Michel Folon and Roy Lichtenstein The focus is on process (coil building, watercolor techniques) and on communication (use of visual symbols, viewpoints on human rights) Students respond to art by identifying ideas & moods and developing evaluation criteria

Units in Sixth Grade are:

Three-Dimensional Form: Clay Vessels & Sculpture

Symbolism: Jean-Michel Folon & Symbolic Art

Modern Art: Pop Art & Human Rights (Self-Portraiture)

Performing Arts

In Sixth Grade, students choose between Band, Strings or Voiceworks

Each program focuses on musical elements such as rhythm, beat, pulse, pitch, and temp along with the fundamental skills of reading music, interpretation and habits of musicianship in the respective ensembles Drama blocks are incorporated on a rotating basis throughout the year

FIELD TRIPS & HOME LEARNING

Field Trips

In the Elementary School, we look to connect our curriculum to our local community so as to give students opportunities to acquire and apply learning in different contexts In addition to one-day trips to locations in Brussels throughout the year, in late-spring Grade 6 students also go to the Netherlands for an extended multiday field trip

This experience builds both student independence and self-belief, but also is a highlight of the student’s experience at ISB

Home Learning

Typical Assignments

Independent Reading

All ES students should spend at least 20 minutes per evening with a good book

Mathematics

ES students will have a Problem of the Week that they can work on independently

We value perseverance as much as solving the problem We expect all students to make a concentrated effort for at least 20 minutes and be able to show their attempts

There may also be brief assignments connected to other subject areas such as Science & Social Studies, French/Dutch, Music.