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SENIOR ELEMENTARY ACADEMIC PROGRAMME 2 6 - 2 7

The International School of Brussels

TABLE OF CONTENTS INTRODUCTION

GRADE 6 CAPSTONE PROJECT

LANGUAGE ARTS

MATHEMATICS

SCIENCE -BILINGUAL PROGRAMME

SOCIAL STUDIES - BILINGUAL PROGRAMME

VISUAL AND PERFORMING ARTS

PHYSICAL EDUCATION & HEALTH

LANGUAGES - BILINGUAL PROGRAMME

STUDENT SUPPORT

FOUNDATIONAL ENGLISH LANGUAGE DEVELOPMENT

INTERMEDIATE ENGLISH LANGUAGE DEVELOPMENT

ADVISORY

LIBRARY

ELECTIVES

INTRODUCTION Senior Elementary at ISB is where children ages 10-12 years learn by exploring the world with curiosity, and by asking questions and developing skills in problem solving and interpretation. Further consolidating the understanding, skills, and knowledge necessary for a lifetime of learning, students develop independence and self-reflection as they grow into young teens. The key elements are the academic and specialist subjects, the elective programme, the engaging learning environment, and the highly-qualified and caring faculty and staff. Our Academic subjects build the foundational knowledge and skills for understanding our world, but also provide opportunities for extensive challenge. The Specialist programme provides a wide breadth of experiences for all students, supporting them in being performers, artists, language learners and building the habits of lifelong physical activity. The age-appropriate learning environment provides flexibility and adaptability to a wide range of configurations for teaching and learning. Our faculty are all specialists in working with and supporting elementary-aged children. The ISB curriculum is based on a set of content standards selected from national systems and educational institutions. Standards are selected to align with ISB’s mission and vision to provide the foundation for our international curriculum, which is accredited by The Council of International Schools and The Middle States Association (USA). Those standards are listed and linked below.

INTERNATIONAL ACADEMIC CONTENT STANDARDS Advisory: International School Counsellor Association

Mathematics: Common Core Standards

Arts: National Core Arts Standards

PE & Health: National Physical Ed Standards

Digital Citizenship: Common Sense Education

Science: Australian Curriculum

Language Arts: Common Core Standards

Social Studies: Education For Global Citizenship

Languages: The Common European Framework

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GRADE 6 CAPSTONE PROJECT A Journey of Independent Discovery As our students reach the final year of their elementary education, they embark on a significant culminating experience. This isn't just another school project; it is a collaborative, student-led inquiry that marks their transition from guided learners to independent thinkers. Real-World Application The goal is for students to identify a real-world issue or a topic they are deeply passionate about – ranging from environmental conservation to social justice or technological innovation. They must then apply everything they have learned over the years to research, analyse, and propose solutions for that issue. Skills for the Future This experience challenges students to move beyond memorisation and move toward mastery. Through this process, they develop: Critical Thinking: Evaluating sources and synthesising complex information. Self-Management: Meeting long-term deadlines and organising resources. Communication: Presenting their ideas with confidence and clarity to an adult audience. Social Responsibility: Understanding how their actions can positively impact the world. The Capstone We view this as a "capstone" because it represents the peak of the elementary experience. It is the moment where we step back and let the students take the lead. Seeing a child stand before an audience and speak with authority on a global issue is the ultimate proof that they are ready for the academic and social demands of Middle School. It is a celebration of their growth, their curiosity, and their readiness to make a difference.

LANGUAGE ARTS GRADE 5 Reading In fifth grade, students broaden and deepen their understanding of informational and literary text. Students reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Developing an appreciation of sophisticated children’s literature is a focus of this reading programme. Units

Non-Fiction Reading

In this unit, students develop reading strategies to enhance comprehension, including finding main ideas and supporting details. Building skills in note-taking and summarising is also a focus, which is then revisited in later units.

Historical Fiction

Through the genre of historical fiction set in WW2, students build understanding of some of the consequences of prejudice. Students build skills in inferring, summarising, and using text evidence to support opinions. Texts such as ‘Bicycle Spy’, ‘Number the Stars’, ‘Safiyyah's War’ are read in this unit.

Author Study

By reading various books by Michael Morpurgo, students build skills in identifying internal and external conflicts, static and dynamic characters, common themes, and the impact of different points of view across multiple texts by an author. Students also make connections between the books and the author's life.

Poetry

Reading the poetic novel ‘Home of the Brave’, students explore ‘what is poetry? Students explore poetic devices such as personification, simile, and metaphor.

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Writing As students move into Grade 6, they are challenged to develop a more sophisticated approach to writing, mastering complex sentence structures, nuanced arguments, and detailed narratives. Building a more formal tone in their writing as well as bringing text to a high standard are key features. Units

Argument

Information

Poetry

Narrative

Building on research and note-taking skills in previous units, students write well-supported arguments, demonstrating how emotive language, modal verbs, and complex sentences powerfully connect ideas to really persuade their readers.

Throughout the unit, historical events are researched, such as the Haiti and Kanto earthquakes and the eruption of Mount Vesuvius. Students choose a specific event to recount and include an orientation, the sequence of events, impact, and and reorientation. Each paragraph has key features like conjunctions, time phrases or clauses, or modal verbs to clearly convey key information to their audience.

Exploring literacy elements such as simile, metaphor, and word choice, students create their own poems around topics of interest. This unit is taught in conjunction with the poetry reading unit.

Using tools like heart, neighbourhood, or mind maps to identify important narrative features, students build stories that use descriptive language to create a strong sense of setting and varied verbs and evaluative language to fully develop their characters. Students also practice and reinforce their understanding of sentence structure and subordinating conjunctions to ensure they connect ideas logically.

GRADE 6 Reading In sixth grade, students are aware of the author's craft and purpose. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Building on skills from Grade 5, students delve more deeply into teen literature and begin to use the Upper School library to broaden their independent reading choices.

Units Non-Fiction Reading

Theme Novel Study

The unit employs various non-fiction texts to equip students with strategies for comprehending nonfiction, determining word meanings, and integrating information from diverse sources. Culminating assessments gauge their ability to use context clues, analyse text structure, and synthesise information. The unit emphasises key ideas, text structure and knowledge integration through focused reading and notetaking activities.

This unit enhances reading comprehension and analytical skills through the close reading of a chosen novel. The aim is to build a strong foundation in literary analysis, including aspects such as theme, encouraging students to think critically about the texts they read and understand the choices authors make. Novel titles include: ‘Wonder’, ‘Harbour Me’, 'Brown Girl Dreaming’.

Media

This unit digs into the stereotypes presented in media. By exploring a range of print and digital medias from different time periods, students critique the underlying biases, messaging, and subsequent impacts on our beliefs of ourselves and others.

Human Rights Novel Study

This unit explores important global issues through the lens of literature. Students develop skills in effective literature discussions, understanding and appreciating writer’s craft, and recognising symbolism. The unit aims to foster empathy and encourage students to consider the relevance and significance of human rights issues beyond the classroom Novel titles include: ‘Refugee’, 'Nowhere Boy’, ‘Threads’, ‘Shadow’, ‘Secrets of the Fire’.

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Writing In Grade 6 students develop strong writing skills and confidence. They explore narrative, informative, and opinion writing, participate in dynamic activities, and receive tailored guidance from teachers. This programme nurtures writers and thinkers, fostering an appreciation for the art of writing. Units

Discussion

Explanation

Narrative

This unit provides a comprehensive guide to crafting effective discussion papers. It emphasises the importance of presenting both sides of an argument with an open mind and using clear, organised structure with an introduction, pro and con paragraphs, and a conclusion. The unit also highlights the importance of vocabulary, especially the use of precise verbs and the concept of nominalisation to create a more formal tone. Connecting information is another key focus, using text connectives and conjunctions to ensure smooth transitions and coherence as well as modality, which adds levels of probability, certainty, or obligation.

This unit focuses on how to write explanatory texts, focusing on cause and effect relationships. The unit introduces the concept of "consequential explanation" and the importance of identifying a phenomenon and its related consequences. It emphasises the use of topic sentences, nominalisation, and techniques like "compact and carry" to improve writing flow and sophistication. Furthermore, the significance of text connectives and sentence structures in clearly showing cause and effect is highlighted.

This unit is designed to enhance students' storytelling abilities. The unit covers essential elements such as plot, character, setting, and theme, alongside the use of descriptive language and sensory details. It also addresses dialogue, narrative structure, and techniques for revision and editing, ensuring coherence and clarity in their writing. Furthermore, the students analyse descriptive settings and plan character and plot, as well as understanding the impact of different settings and moods in a story.

MATHEMATICS The ISB mathematics programme is designed to develop a deep understanding of mathematical concepts while nurturing critical thinking skills and problem-solving abilities. Below are the key elements to our approach: Developing students’ concrete-pictorial-abstract thinking to build a solid foundation by connecting abstract concepts to tangible experiences. Engaging students in hands-on activities, manipulatives, and interactive games to foster a deeper understanding of mathematical concepts. Presenting real-world problems or open-ended questions to encourage students to think critically, apply mathematical concepts, and develop problem-solving skills. Using visual representations such as diagrams, charts, and models to help students visualise abstract concepts, making them more accessible and easier to comprehend. Providing multiple entry points to concepts, and offering support tailored to individual needs. Cultivating a growth mindset towards learning math by emphasising effort, perseverance, and the belief that mathematical abilities can be developed through practice and learning from mistakes.

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GRADE 5 Geometry - Quadrilaterals Students begin this unit by analysing a variety of polygons and describing their attributes. Students sort them into a variety of categories based on these attributes. Focus then shifts to exploring groups of quadrilaterals in depth: trapezoids, parallelograms, rectangles, rhombuses, kites, and squares. Students describe the relationships amongst quadrilaterals to organise them into categories and subcategories using increasingly precise language to describe their characteristics. Place Value Understanding in this unit is extended to thousandths using visual models to see the relationship between partitioning wholes and the decimal place value system. Students explore comparing and ordering decimals using various visual models, with an emphasis on the hundreds grid and number line. They learn how to partition a number line in tenths, hundredths, and thousandths and are able to show the fraction, decimal, percent equivalents on a number line. Students are introduced to exponential notation and the pattern between the number of zeros/place values in a product/quotient when multiplying/dividing by powers of 10 is explored. Students use this understanding to help make sense when converting metric units. Finally, students use their understanding of decimal place value to round, add and subtract decimals to the thousandths. Geometry – Coordinate Plane Students are introduced to the first quadrant of the coordinate plane and learn to draw it and use it to gain insight into a variety of data. After plotting data points that represent real world situations on a coordinate plane, they begin to notice and analyse patterns. Students are also able to generate patterns and start to describe them with rules and expressions. Geometry & Measurement Students examine the attributes of different polygons to determine how to sort and categorise them. They focus on quadrilaterals, recognising that shapes with different attributes are in this category because of their shared attributes. Students develop their understanding of area as an attribute of 2D shapes. They learn how to calculate area and why the area of a rectangle can be calculated by multiplying side lengths. Students learn to differentiate between the area of a figure and its perimeter, investigating the relationship between area and perimeter, seeing that the two attributes are measured differently and change independently of each other.

Multiplication & Division Students focus on multi-digit multiplication and work with problems involving both multiplication and division, including decimals by decimals. These computations are investigated and applied to a variety of problems and real world situations. Students learn various methods and strategies, encouraging them to analyse all and choose the one that is most efficient when calculating the product or quotient. The unit also emphasises estimation and understanding of place value in order to determine placement of the decimal point. Measurement: Volume In this unit, students recognise volume as an attribute of three-dimensional figures, building on the connection of how the perimeter is linear or one-dimensional and the area is for two-dimensional figures. Students discover and explore volume using both manipulatives and technological resources, measuring the volume of various rectangular prisms, cubes, and L-shaped prisms using cubic units. Students have experiences that help them connect this packing and counting the number of cubic units that fills a box (prism) to the efficient method, demonstrated by the formula: V = l x w x h and V = B x h and that volume can be calculated using the dimensions of an object. Fractions Students build on the skills and understandings they have developed about fractions, multiplication, the areas of rectangles, and scaling as they explore multiplication of fractions (including mixed numbers) by whole numbers and fractions. Students divide a whole number by a fraction and a fraction by a whole number, expressing both quotients as fractions, increasing their understanding of how division and fractions are connected and how they both connect to multiplication. Operations and Algebraic Thinking Students use the order of operations to interpret and evaluate numerical expressions and write and evaluate written expressions. Building on the foundational work from the coordinate plane unit, students notice and analyse patterns and relationships, expressing them in the form of numerical expressions.

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GRADE 6 Data & Statistics Students develop an understanding of statistics by identifying and generating statistical questions, collecting and organising data, and representing class data with a variety of displays. They explore measures of center and measures of variability, and describe spread qualitatively. Students compare different representations of data and different statistical measures to make decisions about which to use to describe data, including finding the mean, median, and interquartile range. Rates & Ratios This unit delves into rate and percent, comparing rates by using common units and multiple representations and developing new strategies for reasoning about ratio relationships. A special rate called a unit rate is introduced, where the first quantity is related to one of the second quantity, and unit rates are used to solve problems. Students investigate a variety of ratio relationships, learn about ratio language and connect ratio to percent. Students investigate equations using tape diagrams, double number line diagrams and ratio tables. The Number System Locating rational numbers, including whole numbers, fractions, and decimals, on the number line, and extending to numbers to the left of zero (negative numbers), students make sense of when negative numbers might be used in the real world, and use inequality statements to compare numbers. Students explore relationships between opposites and absolute value and use a coordinate plane to graph points in four quadrants. Fractions Students extend previous understanding of adding and subtracting fractions and decimals. Students multiply fractions and decimals, and divide whole numbers and decimals, making connections between conceptual understanding and algorithms. Exploring Equality & Inequality Students investigate relationships between two defined variables, representing these as equations, tables, and graphs. Students learn that a solution of an inequality or equation makes the statement true and use substitution, inverse operations, or other methods to solve equations, justifying their solutions. Students grapple with the idea of variable as a quantity in a relationship that can change. Students express situations with numerical expressions, including those involving exponents or the distributive property. They simplify numerical expressions using the conventional order of operations, and describe numerical expressions using mathematical vocabulary. Geometry Students find the area of polygons in mathematical and real-world contexts by decomposing and rearranging them into other shapes. Students find the volumes of right rectangular prisms with fractional edge lengths, justifying solutions to each problem by clearly showing formulas, calculations, and correct units of measures.

SCIENCE BILINGUAL PROGRAMME - OFFERED IN FRENCH OR ENGLISH The ISB Science programme offers students the chance to explore essential science concepts and processes, understand the methods used to develop scientific knowledge, and appreciate science's role in our culture, society, and daily lives. The curriculum equips students with the knowledge, understanding, and skills needed to make informed decisions on various issues. It also fosters the joy of scientific investigation and discovery and nurtures their innate curiosity about the world around them.

GRADE 5 Biological Sciences: Explore the relationship between form and function by investigating how features of living things enable them to survive in their habitat. Earth & Space Sciences: Identify stable and dynamic aspects of systems and appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes. Recognise that models are useful for investigating relationships between system components and can be used to predict the effects of changes. Physical Sciences: Explore observable phenomena associated with light and analyse patterns to identify that these phenomena have sets of characteristic behaviours. Chemical Science: Explain how matter structures the world around them. Science as a Human Endeavour: Develop explanations for the patterns they observe and recognise the importance of reflecting on their methods to identify potential sources of error before drawing conclusions. Following are examples of inquiry questions used to prompt discussion and exploration: Why do coastlines changed over time? Is an empty glass really empty? Why does my shadow change? How has science shaped our community? What if emus could fly?

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GRADE 6 Biological Sciences: Develop an understanding of interdependencies between systems as they explore the relationship between physical conditions of habitats and the growth and survival of living things. Earth & Space Sciences: Investigate the effect of the relative positions of Earth and the sun on phenomena such as day length. Physical Sciences: Identify and classify components in electrical circuits and learn to describe energy flows in terms of transfer and transformation. Chemical Science: Introducing the ways to classify changes to substances. Science as a Human Endeavour: Appreciate the role of controlling variables in fair testing and the value of accuracy in measurements. Students generalise about relationships between events, phenomena, and systems and use identified patterns, trends, and relationships to develop scientific explanations and draw reasoned conclusions. Following are examples of inquiry questions used to prompt discussion and exploration: How would life be different if we couldn’t harness electrical energy? What if Earth were not on a tilt? Are you more likely to win a Nobel prize in science as a team or an individual? Why is it important for a test to be ‘fair’? How does the weather affect local habitats?

SOCIAL STUDIES

BILINGUAL PROGRAMME - OFFERED IN FRENCH OR ENGLISH Social studies are essential for helping children understand the world around them and their place within it. The Elementary School Social Studies programme encompasses history, geography, and civics, providing students with a broad perspective on human experiences. Through social studies, students learn about different cultures, historical events, the functioning of governments, the interconnectedness of global communities, and the importance of active participation in society.

GRADE 5 Government This unit introduces the main forms of government and overall structures in democratic governments using the illustrative context of the European Union. Rights and responsibilities of citizens and key themes of power & governance, sustainability, equality, and group identity are explored in terms of the role of government. Key Knowledge in this unit: How democracy is maintained through citizen participation, including being informed, advocating, and voting. Examples of where competition for resources led to conflict and the need for effective conflict resolution mechanisms. The three branches of government: the legislative, the executive, and judicial. The process of law-making in the context of the European Union. Migration This unit provides an introduction to human migration, exploring the reasons, impacts, and diverse forms it takes. Students reflect on reasons for migration decisions through the lens of "push and pull" factors. Students explore diverse migration stories including historical instances, such as The Irish Potato Famine and the 1930s Dust Bowl, to explore that migration has always been part of the human experience. Key Knowledge in this unit: Define migration and various categories of migration, such as voluntary, forced, internal, and international movements. The push and pull factors that influence people to move, including economic, political, social, and environmental reasons. Positive and negative consequences of migration on individuals, communities, and nations in historical contexts. Contemporary migration issues, including the differences between migrants and refugees.

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GRADE 6 Human Rights The Human Rights unit poses fundamental questions about laws and universal human rights. Case studies, such as Apartheid in South Africa and education equality for girls, are investigated. Furthermore, the unit addresses sustainable solutions and basic human needs and prompts students to examine global inequality through videos and data analysis. A final project examines individuals and movements throughout history that have upheld and defended human rights. Students also take part in Community Engagement projects. Allowing them to understand the actions being taken in our local and global community to make the world a better place. Key Knowledge in this unit: The content of the Declaration of Human Rights & the Convention on the Rights of the Child. The history of how the Declaration of Human Rights came about and how it has changed. Wealth distribution plays a huge role in human rights issues. All countries have examples where human rights are not upheld. A statistical question is one that addresses differences in a population. The way in which we represent data affects its shape. This potentially leads to different interpretations being made from it.

Creativity Students explore how creativity can flourish as a result of both internal (attitude, imagination, and knowledge) and external (culture, habitat and resources) forces. Students investigate a key period of creativity, the Renaissance, in comparison to the Middle Ages before it, and through the case study of Michaelangelo, students then apply the 'creativity engine' to a chosen person. Key Knowledge in this unit: Components of societal structure and beliefs in the Western European Middle Ages. Societal and economic changes in the Renaissance, including the rise of merchant class and growing trade. Philosophical shifts around concepts of humanism and individualism. Impact of the printing press on knowledge sharing. Impact of competition for resources, in the context of artists and patrons.

VISUAL & PERFORMING ARTS For grades 5 and 6, visual and performing arts programmes are vital for bridging the gap between childhood creativity and adolescent self-expression. These subjects cultivate critical thinking and fine motor skills while providing a safe outlet for emotional exploration. Through collaborative projects like drama or ensemble music, students develop interpersonal communication and empathy. Engaging in the arts also boosts academic resilience by fostering a growth mindset – teaching students that mastery comes through practice and critique. Ultimately, these programmes empower students to find their unique voice. All students participate in Drama and Visual Arts. For Music, families have choice on whether their child joins Band, Strings, or Voiceworks. These programmes are designed for both novice and more experienced musicians.

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GRADE 5 Visual Arts Students investigate space and perspective through both 2D and 3D studies, with a focus on twopoint perspective, and observational drawing of fore, middle, and background. In addition, students explore architectural design by constructing models for an imaginary city using attachment methods with recycled materials. They also learn traditional bookbinding techniques to craft personalised sketchbooks. Throughout the semester, relevant artists are discussed to enhance students' understanding and inspire their creative expression. Performing Arts Students in Grade 5, choose one of the following Music options. Drama rotations occur throughout the year. Band In the first half of the year, 5th grade students familiarise themselves with their new instruments, learning basic notes, rhythms, instrument set-up, maintenance, listening skills, and beginning musicianship. Practicing at home for 20-30 minutes on non-band days is crucial for reinforcing class lessons and improving music comprehension. In the second half of the year, students build on these skills, focusing on higher-level musical concepts like articulation, dynamic contrast, and tone quality, while developing individual skills and ensemble performance. Strings Students focus on developing the foundational skills of producing sound, playing notes and rhythms, bow hold, and note reading. These are complex skills that require daily repetition to build muscle memory, so daily practice at home for 10-15 minutes is absolutely crucial. Students also learn essential rehearsal dynamics, such as setting up their instruments, standing and sitting with them correctly, listening actively, and taking care of their instruments.

Voiceworks Students explore musical elements like rhythm, pitch, tempo, and dynamics through singing exercises and repertoire, enhancing vocal techniques such as breathing, projection, and tone quality. Grade 5 VoiceWorks students practice singing in multiple parts, emphasising diaphragmatic breathing, projection, blending, and dynamic contrast. They also discuss genres and compositional styles, learn ukulele basics to understand harmony and chords, and compose their own songs by creating chord structures, writing melodies, and fitting lyrics, while focusing on structure, repetition, sequence, and engaging the audience. Students perform learned repertoire in a formal concert and identify musical concepts through listening and studying music theory, focusing on the major scale and its intervals.

Drama In our drama course for Grades 5 & 6, students will embark on an exciting journey where they can test their creative ideas and shape them into a captivating performance. They'll dive into the fun process of creating unique characters, memorising lines, and adding simple production elements to bring their stories to life. Through engaging activities, students will explore how to use their physicality and voice to convey meaning, and discover the powerful effects of music and lighting on the audience's experience. It's all about having fun, expressing themselves, and learning the magic of theatre in a supportive environment!

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GRADE 6 Visual Arts Students explore the elements of art through both 2D and 3D media. They used line and expressive mark-making to capture human gestures in life drawing studies and sculpted clay figurines to express emotion. Students also delve into colour theory, experimenting with tints, tones, and shades through multi-faceted representations of giant gemstones. Additionally, they hone their watercolour techniques in personal sketchbooks, which they created using traditional bookbinding methods. Throughout the year, relevant artists are discussed to deepen students' understanding and inspire their creative expression.

Performing Arts Students in Grade 6 continue on from choices made in Grade 5, and new student choose one of the following options. Drama rotations occur throughout the year.

Band During the first half of the year, students focus on basic notes and rhythms, playing music with multiple parts instead of in unison, and different elements of music such as dynamics and articulation. Sixth-grade students are encouraged to practice at home for 20-30 minutes on days without Band to reinforce lessons, improve instrument familiarity, and enhance music comprehension. In the 2nd half of the year, Grade 6 students advance their individual and overall musicianship skills. They transition from playing songs in unison to playing music with multiple parts, improving their aural skills by listening to similar instruments or parts.

Strings Students focus on ensemble skills, playing together to create a cohesive group. They learn new techniques such as slurs, more difficult rhythms, and new notes, while working on playing more in tune. These complex skills require daily practice for 10-15 minutes to reinforce muscle memory. In the 2nd term, Grade 6 strings students learn to transition from pizzicato to using the bow, which improves their bow hold position and sound quality. They tackle tricky rhythms and fast tempos, aiming for accuracy.

Voiceworks Students learn musical elements such as rhythm, beat, pulse, pitch, tempo, and dynamics through singing exercises and repertoire. They work on vocal techniques like breathing, projection, and tone quality. Studying music theory, including the major scale and its intervals, helps them understand melodic and harmonic structures. In the 2nd term, Grade 6 VoiceWorks students continue singing in multiple parts in a choir setting, focusing on diaphragmatic breathing, projection, blending, and dynamic contrast. They discuss genre and compositional styles and arrange songs to be sung in small ensembles, exploring harmonising techniques.

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PHYSICAL EDUCATION & HEALTH The Physical Education & Health programme fosters the development of motor skills, coordination, and balance. Beyond the physical benefits, it also promotes mental wellbeing and supports self-esteem. By participating in a variety of physical activities, children learn the importance of a healthy lifestyle, which can lead to lifelong habits of physical activity.

GRADE 5 Building on team skills developed in previous years, students explore invasion games such as basketball, hockey, and soccer, gaining an understanding of key fitness components, including heart-rate analysis for a deeper awareness of a healthy lifestyle. Additionally, students engage in a Movement Composition unit involving flow movements with dance, martial arts, and yoga, where they are expected to create a flow movement project in one of these options in a group setting. Students engage in a unit called Adapted Games to explore the lived experiences in similar games found in Paralympics or Special Olympics.

GRADE 6 In our Fitness and Wellbeing unit, students explore key components of fitness, healthy choices with nutrition, and heart-rate analysis to inform lifestyle and movement decisions. Along with invasion games such as basketball, hockey, and soccer, we focus on offense and defense strategies in small sided games. Building on striking, fielding, and net games skills, students are introduced to complex movements and strategies required for success, including applying knowledge in unfamiliar situations and understanding sport-specific rules. In gymnastics and parkour, students recognise individual strengths, build confidence, and combine skills to support performance. In the climbing unit, students belay and climb different routes, set goals, and create plans to accomplish them.

LANGUAGES Multilingualism and cultural understanding is a key part of being an International Citizen. We offer French for students who do not need additional English language support. Because of varying experience and backgrounds, students may be enrolled in one of three levels: Foundational, Intermediate, and Independent. The programme is built around a two year cycle, Year A & Year B, so that students are introduced to a wide range of vocabulary and language structures. Students are immersed in the languages learned and actively engaged in their learning through a variety of dynamic activities aimed to develop their communication skills (listening, speaking, reading, writing, and interacting). Our curriculum is based on the Common European Framework of Reference for Languages. Biliingual Programme: In Grade 5 & 6, students who have fluency in French can opt to join the Science & Social Studies programme in French. Further details are in the Science & Social Studies section of this programme. Home Language Programme For students with a home language of Dutch, Spanish, Korean, Japanese, Mandarin, Swedish, and Hebrew we offer a Home Languages Programme (these languages may change each year, depending on the language demographics of students).

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FRENCH YEAR A Francophone Celebrities (Francophones Célèbres) Drawing on current and past figures from the world of arts, sports, science, and politics in Francophone culture, students develop the vocabulary and language features to describe an important figure of their choice.

YEAR B The City (la Ville) Starting with components of cities and towns, students expand into features and highlights of Brussels to compare with another city of their choice. Some learning targets in these units: Foundational Engage in basic social exchanges. Recite simple vocabulary. Write about matter of personal relevance using simple words and basic expressions. Intermediate Understand everyday conversations with peers. Catch the main point in short clear, simple messages and announcements. Describe what they plan to do at the weekend or during the holidays.

YEAR A & B GRADE 5 A Healthy Mind in a Healthy Body (Un esprit sain dans un corps sain) Creating a youtube video or podcast for a travel show to Belgium, students demonstrate how to choose and order a balanced and healthy meal. For independent French speakers, students compare different aspects of health: food, medicine, education with that of Ancient Greeks, Gauls, and Romans. Some learning targets in this unit: Foundational Describe concrete objects while showing them. Use days of the week, time, hour. Understand everyday expressions for simple, concrete needs. Intermediate Recognise familiar words and expressions in conversations. Extract the essential information from short recorded passages. Give a short, rehearsed presentation on a familiar subject. Independent Understand factual reports or short talks/lectures including descriptions. Compare perspectives and express own opinion using subject specific vocabulary. Give straightforward factual information about a topic.

My Travelogue (Mon carnet de voyage) Building on their Grade 5 experiences and extended field trip, students explore likes and dislikes to create a travelogue about their experiences. Some learning targets in this unit: Foundational Engage in basic social exchanges. Express opinions. Write as a series of short sentences using simple words and formulaic expressions, with reference to a dictionary. Intermediate Understand simple directions on how to get from X to Y. Write short recounts. Express likes and dislikes. Independent Write detailed recounts of experiences as a narrative, clearly describing feelings and reactions, and giving a linear sequence of events. Give detailed instructions for how to do something. Reads and understand narratives, including the main points and important details.

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GRADE 6 A Trip with Folon (Un voyage avec Folon) Linking with Human Rights study in the Homeroom, students explore the Belgian artist Jean-Michel Folon, focusing on his life and interests and the vocabulary to describe his artworks and its symbolism. Some learning targets in this unit: Foundational Can describe concrete objects while showing them. Use simple words and phrases to write simple descriptions. Express opinions. Intermediate Follow a simple, well-structured presentation, provided it is illustrated with examples or diagrams and spoken slowly and clearly. Give a short, rehearsed presentation on a familiar subject. Write a series of simple clauses and sentences. Independent Understand factual reports or short talks/lectures including descriptions. Find specific information in newspaper articles and non-fiction texts. Compare perspectives and express own opinion using subject specific vocabulary.

My Story (Mon journal) As students begin the transition to Middle School, they reflect back on their Elementary School years identifying highlights, challenges, and how they have grown. Some learning targets in this unit: Foundational Understand simple information being explained in a predictable situation. Can describe themselves and what they like doing. Write about matters of personal relevance using simple words and basic expressions. Intermediate Understand the main points in short, simple stories. Can discuss what they are good at and not so good at. Write short recounts. Independent Understand narratives, including the main points and important details. Express dreams, hopes, and ambitions. Write narratives and recounts which include descriptions of feelings and reactions.

GRADE 5 & 6 Story of a child of war (Le journal d’un enfant pendant la guerre) Linking to the unit in the homeroom, students learn about events that took place during World War II and study what children's daily life looked like in Belgian and French cities. They create a fiction character whose life is described in a diary. Independent Understand film narratives, including the main points and important details. Find specific information in newspaper articles and non-fiction texts. Compare perspectives and express own opinion using subject specific vocabulary.

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HOME LANGUAGES In our Home Languages classes, students are supported to acquire and accurately use a range of general academic and domain-specific words and phrases for reading, writing, speaking, and listening. Working towards reading grade-level appropriate text for comprehension is a priority for both fiction and non-fiction, supporting students to maintain and progress in their home language. Current language offerings are Dutch, Spanish, Korean, Japanese, Mandarin, Swedish and Hebrew.

KEY KNOWLEDGE & SKILLS Grade 5 & 6 Analyse the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole text. Assess how point of view or purpose shapes the content and style of a text. Interpret words and phrases as they are used in a text, including technical, connotative and figurative meanings, and analyse how specific word choices shape meaning and tone.

STUDENT SERVICES FOUNDATIONAL ENGLISH LANGUAGE DEVELOPMENT Reading Students develop their letter and phonic knowledge to build their reading skills. They progress from simple to more complex texts to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a variety of narrative and informational text. Students build and demonstrate comprehension by participating in small group discussions, writing responses to comprehension questions and prompts , and using evidence from text to support their thinking.

Writing Our authors write for a variety of purposes, using a range of forms. Students apply grammar and vocabulary practiced in short written exercises to longer written pieces. Students use the writing process to revise and improve their work. Handwriting and typing skills are practiced throughout the year.

UNITS My Family and Me Students use basic action verbs to talk about daily activities and family routines. They will learn to describe habits using the simple present and ongoing actions with the present continuous. The unit will also introduce vocabulary related to family members and subject pronouns. Additionally, students will use the verbs "to have" and "to be" to describe people. By the end of the unit, they will be able to talk about their families and daily routines with confidence. Realistic Fiction Students will learn key vocabulary related to fiction text features and story elements. They will explore characters, setting, plot, and theme to understand how stories are structured. Students will practice oral and written retells to improve comprehension and storytelling skills. They will also learn to identify the main idea of a story and support it with details. By the end of the unit, students will be able to discuss and summarise fiction texts. Personal Narrative Students explore the structure of personal narratives. They will practice using past tense verbs to describe events and add circumstances to explain when, where, or how actions happen. Students will also develop their writing by using simple and compound sentences, descriptive noun groups, and correct punctuation. Through reading personal narrative mentor texts, they will analyse how writers share experiences and apply these techniques to their own writing. By the end of the unit, students will be able to write clear and engaging personal narratives.

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Fiction - Mysteries Students explore narrative genre features and vocabulary to deepen their understanding of different types of fiction. They will analyse the plot by identifying key events, conflicts, and resolutions. Students will practice making predictions based on textual evidence and inferring meaning from clues provided by the author. They will also use the future tense to discuss possible outcomes and character developments. Opinion Writing Students learn to clearly state their opinions and support them with strong reasons and researched examples or facts. They will use the stoplight paragraph structure to organise their ideas effectively and practice using connectives and sentence starters for sequencing. Emphasis will be placed on precise vocabulary to strengthen their arguments. As an extension, students will develop their opinions into full argumentative essays. The unit will conclude with a debate, where students will present and defend their viewpoints using persuasive techniques. Nonfiction Students explore text features to help them navigate and understand informational texts. Students practice skimming and scanning techniques in guided lessons and independent practice to locate important information quickly. They will also learn to find text evidence to support their understanding and determine the importance of details within a passage. As an extension, students will practice paraphrasing to express ideas in their own words while maintaining the original meaning.

INTERMEDIATE ENGLISH LANGUAGE DEVELOPMENT For students who have a developing level of English, but are not yet reading, writing, and speaking at grade level, the Intermediate English Language Development programme is designed to support their core skills. Working with a specialist language teacher in addition to their English Language Arts teacher, each student recieves targetted support so as to reach English proficiency and independence following the grade-level Language Arts programme. In additon, three times a week students receive small group English support, in place of French language instruction.

SKILLS Students who require consistent learning support have access to smaller group support during a Skills Learning support class which happens three times per week, instead of French. During this time, students have access to additional curricular support aimed at improved student access and success. In addition to this, students receive targeted support for their individual learning goals as part of their individual learning plan.

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ADVISORY The Advisory programme, led by the Elementary School counsellor, builds the social and emotional understanding and skills of our students. Learning over the year is structured around the following strands: Social-Emotional Development, Global Perspectives, Academics, and Future Goals and Planning.

GRADE 5 As the academic year progresses, Social Emotional Learning becomes an integral part of our Advisory lessons, which enhances our overall learning experiences. We delve into important themes such as developing and applying social skills and cultivating healthy relationships. We learn effective strategies for conflict resolution and problem-solving, along with deeper insights into behaviour and emotional regulation and brain function. Furthermore, we address critical issues like personal and digital safety, our identity, and diversity. We develop more effective tools for preparing and dealing with various transitions and changes in our lives.

GRADE 6 In the sixth grade, we engage critically with Social Emotional Learning throughout the academic year, integrated within our Advisory lessons to support our broader educational goals. We explore advanced topics such as enhancing our social skills, fostering positive relationships, and effectively resolving conflicts. By understanding behaviour and emotional regulation and the biological underpinnings of our behavior, we gain a deeper comprehension of ourselves. Our curriculum includes discussions on personal and digital safety and current social media influences. We examine the importance of embracing personal identity and diversity, in our community as well as globally. We explore how we can equip ourselves to handle transitions and changes with resilience and confidence.

LIBRARY At ISB, our librarians are crucial actors in personalisation. Librarians support our students in their development towards becoming independent researchers. Our print and digital collection builds from the needs of individual researchers and readers. Librarians help stimulate a love of reading by providing personalised guidance to all members of the ISB community and by organising reading extension programmes such as the IRIS Award and Iris Bookbowl, as well as sponsoring frequent visiting authors, storytellers, or curricular experts.

GRADE 5 Introducing primary and secondary sources, as they explore roles and responsibilities of government and historical instances of migration, help students become more effective researchers. Exploring new titles is encouraged through book talks and through targeted exploration of the library collection. In Grade 5, students have the special honour to provide input into the possible titles for the next year’s IRIS book award.

GRADE 6 In Grade 6, understanding how to support their reading and research through using the library catalogue becomes a greater focus. Reinforcing questioning and effective research skills are developed over the year. As students move into more complex children’s literature, targeted book talks and collection exploration is highlighted to reinforce a strong foundation of reading skills.

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ELECTIVES The Electives programme in Grades 5 & 6 encourages students to explore areas of interest. Guided by teachers, students engage in learning activities and projects which support them in developing their leadership, technology, language, science, artistic, or entrepreneurial skills.

Electives: Below is the Electives offering for the 2025-26 academic year. Junior Model United Nations Young Entrepreneurship Robot Titans Budding Authors: Novels - Creation & Design Agents of Change Exploring Dance Discover Dutch Digital Music STEM: Science, Technology, Engineering, Mathematics

Kattenberg 19, B-1170 Brussels, Belgium +32 2 661 42 11 www.isb.be