2016-2017

prep school Grade 6 Curriculum

Even at the youngest ages, children already think independently. They ask amazing questions. They explore and experiment. They naturally seek to help others. Bayview Glen’s vigorous, inquiry-based programme cultivates children’s inquisitive, empathetic, independent minds while consciously shaping them as profoundly engaged international citizens.

Bayview Glen offers a truly transformative educational experience. A coeducational independent school, we intentionally create a welcoming, vibrantly diverse community, guided by inspiring teachers and fueled by a forwardlooking curriculum. No wonder our graduates go on to change the world.

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The overall philosophy of our programme is to learn and grow together in an enriching environment. The purpose of our programme is to foster competence in all aspects of life. The curriculum provides opportunities for total development of each child’s physical, emotional, social, creative and cognitive self.

A child learns a step at a time, and the curriculum plan reflects this philosophy as it is age-appropriate and geared to the needs of the individual child. There is an atmosphere of acceptance and approval, so that each child feels confident. This enables the child to express his/her true feelings and to enhance self-awareness. A day at Bayview Glen is filled with new experiences, and opportunities are provided for both challenge and success. Expectations To meet our goals and fulfill our responsibilities, Bayview Glen will: » actively fulfill its mission » provide a safe and caring learning environment » maintain close communication about the school in general » promote involvement » provide consistent values and thoughtful discipline » maintain an open door policy for you to share your concerns. Parental support and participation are critical to communication and we count on parents to: » communicate with us about their child/children » support our mission, values and policies » be involved » attend school meetings and events » obtain information and facts from the appropriate source(s) » provide a positive study environment.

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• 2016-2017 Prep School Course Calendar Grade 6

academic programme The Prep School offers a challenging and diversified curricular programme. Opportunities exist to receive reach-ahead credits, which count towards the completion of the Ontario Secondary School Diploma (OSSD). Through the expectation of academic excellence in a nurturing environment, students are encouraged to take initiative, challenge themselves, and begin to discover their own identity.

Teachers have at their discretion the use of “Turnitin”, an online submission tool that vets student assignments and helps students learn and understand proper research application and citation in their work. The expectation is that teachers are using this for any researchbased assignment of substantial length. If an issue of Academic Integrity arises, the following process is in place:

The main goals of our academic programme are to: » instill a love of learning » give students the skills necessary to succeed so that learning is a rewarding and meaningful experience » demonstrate confidence in the student’s ability and multiple intelligences » offer opportunities to make global connections » develop critical thinking through problem solving » enable students to be co-operative, confident, and collaborative » enable students to make choices and to instill independence » develop habits and attitudes that promote and maintain physical health and well-being » learn to respect, accept and appreciate diversity » instill respect for the environment » develop community awareness through a variety of day trips and guest speakers » foster flexible, resilient and motivated learners in a secure and supportive learning environment » facilitate responsible and co-operative decision-making » prepare students for the routines and expectations of the Upper School academic programme, thus providing an easy transition » prepare students for work and life in the 21st century.

Academic Integrity Students are expected to act with honesty and integrity in all academic work. Students are taught appropriate techniques for crediting sources, and are required to use these at all levels. Students must understand that the tests, assignments, projects and exams they complete for evaluation must be their own work and that Academic Dishonesty will not be condoned. The expectation is that students are applying research according to proper academic procedures as instructed by their teachers. As academic seniority increases, expectations for academic honesty become more stringent. Please note: » submitting the thoughts or written work of others as if this were your own is plagiarism » work complete with the aid of a tutor may not be substituted as the student’s own work » while discussion and advice are welcome, tutors, parents and other family members are asked not to revise/re-write student’s assignments » academic work completed for one course may not be submitted for use in another course, unless specific permission is requested and is granted by the teachers assigning the work » sharing or copying work of another on independent assignments or tests is unacceptable Students suspected of academic dishonesty may be expected to provide a successful oral defence of the assignment as well as all rough drafts. Plagiarised work will not be considered for evaluation. Students will be expected to complete an assignment in order to meet or surpass the requirements of the original assignment. Plagiarism, or any other form of academic dishonesty, will be viewed as a serious offence.

1) Investigation of Behaviour: When, with reasonable grounds, a teacher recognizes an instance of academic dishonesty, the teacher will: » inform the Director of Teaching and Learning and Assistant Head » retain the student assignment, and request any rough drafts and research material » source the original material that was potentially used inappropriately » meet with the Director of Teaching and Learning to further investigate the potential academic dishonesty and discuss next steps

2) Next Steps for Academic Dishonesty: If it was determined through the investigation process that a student did commit a form of Academic Dishonesty, the Director of Teaching and Learning shall, in consultation with the Assistant Head of School, meet with the teacher and student to formulate appropriate consequences, which could include, but is not limited to, one or more of the following: » contacting the parent(s) of the student » rewriting the assignment with proper citation and research process skills » writing a make-up assignment » attending a seminar on proper citation and research process, and work with the teacher and or librarian to demonstrate proper skills » a deduction of marks on the assignment » a possible designation of zero on the assessment

Assignment and Test Expectations At Bayview Glen, every effort is made to ensure a balance between daily homework, tests and larger assignments. Teachers publish test dates and assignment due dates to support students in planning their time accordingly.

Academic and Behavioural Expectations

Unless ill, students are expected to be in class during tests and on presentation days. We also expect assignments to be submitted on time. We ask that parents contact teachers if a student is too ill to write a test or to present his/her work on a scheduled date.

As members of the Bayview Glen community, all students are expected to: » arrive at school and class on time » demonstrate respect for themselves and others » be responsible for their own actions » be involved with school activities » come to class prepared » complete all assignments and submit them on time » wear the uniform properly during school hours and events » remain in class for the entire period, unless involved in a school-sponsored activity » place bags, backpacks, briefcases, ipods and their clones, cellular phones and electronic games in lockers » provide communication from parents explaining any and all absence or lateness.

Failed Test or Not Meeting Expectations In the case of a failed test, the teacher will: 1 Confer with student about the mark a how did you prepare? b. is there any additional info we should know about the writing of this assessment? c. is this an accurate reflection of your learning? Why/Why not? 2 Determine learning plan moving forward: (NB homeroom teacher may need to be consulted here) a. Teacher and student determine a learning plan could include: i mandatory extra help ii redoing the assignment iii completing a new assignment for adjusted marks iv learning strategist consultation 3 Teacher contacts home to inform parents of mark a follow up with conference and next steps i teacher and student implement plan ii two weeks later teacher circles back to parent

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Assessment, Evaluation, Achievement and Reporting Assessment is the process of gathering information that accurately reflects how well a student is achieving curriculum expectations. The primary purpose of assessment is to improve student learning. Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards in order to determine a grade. Evaluation summarizes what students know and what they can do with respect to the overall curriculum expectations. Assessments for learning and assessments as learning are meant to provide descriptive feedback to students throughout a period of study to help them to identify areas for improvement and develop their capacity to be independent, autonomous learners. The grade on a report card represents a student’s achievement of overall curriculum expectations as demonstrated to that particular point in time. The grade is based on evidence of achievement gathered from of learning assessments as well as observations and conversations between the student and their teacher. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. The of learning assessments occur at or near the end of a period of learning such as a unit of study, and address four categories of knowledge and skills. These categories help teachers to focus not only on the acquisition of knowledge but also on the development of thinking, communication, and application skills.

Assessment categories of knowledge and skills:

Learning Skills and Work Habits The development of learning skills and work habits is an integral part of a student’s learning. Responsibility, organization and collaboration are lifelong skills that translate beyond the realm of learning into the world of work. The Ministry of Education has identified six skills that help students to become effective learners. These were defined in leading research as essential work habits to have in the 21st century workplace, and thus are fundamental to the learning process. Students will be provided with learning opportunities that will develop their skills and work habits. Each Learning Skill is evaluated by teachers as E (Excellent), G (Good), S (Satisfactory), or N (Needs Improvement). Responsibility – Completes and submits class work, homework and assignments Organization – Prioritizes and manages time to achieve goals Independent Work – Uses time appropriately to complete tasks Collaboration – Shares information, resources and expertise, and promotes critical thinking to solve problems and make decisions Initiative – Looks for, and acts on, new ideas and opportunities for learning Self-Regulation – Assesses and reflects on strengths, needs and interests to set and meet individual goals

Inquiry and Thinking

The use of critical and creative thinking skills and/ or processes Communication

The conveying of meaning through various forms Application

The use of knowledge and skills to make connections within and between various contexts

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• 2016-2017 Prep School Course Calendar Grade 6

Good study habits, once established, will enhance your child’s learning and success through to university. Time spent now will pay dividends later.

Study Skills Study skills are any learned abilities which allow students to access, plan, organize, encode or present information on their own. A study skills programme over and above what is routinely covered through the curriculum will be offered to individual students on a needs basis through the Learning Centre. The following is a list of various study strategies that parents and students can use in order to support learning at home.

Study Environment

Student-Led Conferences The Student-Led Conferences at Bayview Glen are designed to help students learn about themselves as learners. Students meet throughout the year to develop their skills of reflection. They begin to understand their learning styles and what to do to build on their areas of strength while developing their areas of weakness. They learn how to reflect on their work and on their work habits, and develop a portfolio that demonstrates their understanding of their learning profile (how they learn best). Student-Led Conferences occur in Term 3 and involve students presenting their own learning profile to their homeroom teachers and parents. These conferences are scheduled to take 15 minutes and provide an excellent opportunity for students, parents and teachers to identify or update goals for the year as well as a plan to achieve each goal.

Textbooks

There are three formal report cards. The first term report card is issued in December, the second term report card is issued in March, and the third term report card is issued in June.

» study in a suitable environment » organize the environment: clear desk; post test schedule or calendar of test dates; use a bulletin board for reminders; post reminder cards » remove visual distractions » provide adequate lighting

Students in Grades 7 and 8 are required to purchase their textbooks each year. The Textbook Committee at Bayview Glen was established to accommodate these needs, and is made up of parent volunteers who generously give their time and skills to provide this service. The committee works closely with the faculty, staff and publishers to provide students with the books that are required each year for all courses offered.

Curriculum Compacting

Time Management

Parent–Teacher Conferences

Curriculum Compacting is a programme designed to address the needs of the individual student. It ensures that students who have mastered certain concepts in specific subject areas or units of study are receiving instruction and assignments more appropriate to their level of cognition. Students’ mastery of concepts is determined by diagnostic assessments. Parents will be advised when a student demonstrates a need for Curriculum Compacting.

» break up large sections of material into manageable bits » make a study schedule for the upcoming week(s) » prioritize study time, giving more difficult subject matter more, and perhaps an earlier study time » study more frequently for shorter time periods (i.e. 20-30 minutes studying followed by a 5-minute break, repeat) » study earlier in the day if possible and utilize weekend time

Extra Help

Reading and Remembering

Knowledge

Subject-specific content acquired in each course, and the comprehension of its meaning and significance

No new skills are assigned as homework. Your child should be able to work independently for the most part. If he/she is experiencing great difficulty, please inform the homeroom and subject teachers.

In an effort to further support student learning and to address individual needs, each teacher will be offering extra-help sessions throughout the year. These sessions will be skill and content specific and should a student’s teacher determine he/she would benefit from attending a particular session, parents will be notified.

Homework The student’s homework is his/her responsibility and the child should be encouraged to develop independent study skills. Listed below are some suggestions to help foster independence: » establish a homework routine and adhere to it » make sure your child has a quiet place, free of distractions » check that all assigned work is recorded in the student handbook » divide assignments into long-term assignments and daily work » research assignments should be planned into the time frame allowed » contact the homeroom teacher immediately if your child repeatedly exceeds the time guidelines for homework » after all this effort, make sure completed homework is taken back to school.

» read all notes and text material that will be tested » recite information to help remember it » write down main ideas and headings from memory, then check for accuracy » review class notes nightly

Parent– Teacher Conferences are scheduled in November, January and April. Conference request forms are included with the first mark update and subsequent report cards.

Daily Routine Students are expected to be at school from 8:30 a.m. to 3:35 p.m. each day that school is scheduled. English

daily, 8 x per 8 day cycle for 40 minutes

French

daily, 8 x per 8 day cycle for 40 minutes

Integrated Information and Communication Technology

2 x per 8 day cycle

Visualize

Mathematics

daily, 8 x per 8 day cycle for 60 minutes

» create pictures, diagrams or charts to link words and ideas » utilize mapping skills » use association words

Music

4 x per 8 day cycle for 40 minutes

Science

daily, 8 x per 8 day cycle for 40 minutes

Make Study Sheets/Review Cards

Social Studies (History and Geography)

6 x per 8 day cycle for 40 minutes

Spanish

4 x per 8 day cycle for 40 minutes

Visual Arts

2 x per 8 day cycle for 80 minutes

Homeroom

daily (with weekly assemblies)

» make jot notes, study sheets and flash cards » use Mnemonics: such as rhymes, acronyms or silly sentences » use senses speak, listen, simulate, manipulate

Physical Education 4 x per 8 day cycle for 40 minutes

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All Ontario curriculum policy documents are available at www.edu.gov.on.ca.

The Prep School Student Council Reach Ahead Credits Bayview Glen offers an enriched programme. Students work one year ahead in various subject areas. To that end, students may achieve credit in courses offered in Grade 8 toward their Ontario Secondary School Diploma, effectively entering high school three credits ahead. All students must have obtained the required pre-requisites and must meet all course requirements and expectations to be eligible. Reach Ahead Credits are offered in:

Grade 8 Reach Ahead Courses Integrated Arts

ALC1O

Core French

FSF1D

Principles of Mathematics

MPM1D

Mandarin LKMAD (optional - After School)

Student Opportunities Round Square

Athletics

Bayview Glen is a proud member of Round Square, an association of over 150 schools worldwide that share the IDEALS of: Internationalism, Democracy, Environment, Adventure, Leadership and Service. Round Square works to empower students through character-building experiences in community service, work projects, exchanges and adventuring. Opportunities are available to students in Grades 7 and 8 to participate in a Young Round Square Conference and exchanges.

We are the Gryphons, indicating one must combine strength with intelligence in order to succeed. The Gryphons have built a positive, spirited, high-energy, competitive athletic environment that teaches good sportsmanship.

Trips We believe that students learn most effectively by experiencing. Students in Grades 4 to 6 participate in overnight trips, safely guided by teachers and Explorica Educational Tours. Students visit various historical sites and locations studied during the year’s curriculum. In Grades 7 and 8, students and teachers attend outdoor adventure and leadership trips that introduce them to team-building outdoor camping skills. Students in Grades 9 to 11 complete an adventure and leadership development programme involving three separate excursions.

The Arts Opportunities to explore Music, Drama and Visual Arts are abundant. Numerous choirs and bands, concerts, a school-wide art exhibit and the annual dramatic production provide students many avenues to expand their artistic horizons.

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House Leagues House Leagues present an opportunity for students to play and have fun while being physically active. All students are placed in one of the four houses: Laurier, Macdonald, Mackenzie or Trudeau. Students also participate in a variety of activities throughout the year in which they can earn House points.

Co-curricular Activities Our commitment to excellence does not end at the close of the academic day. Students are invited to join special interest clubs designed to enrich and challenge them. Some of these clubs include Robotics, Green Team, Arts Committee, Comm. Tech Committee, Yearbook Committee, Young Round Square and the Chess Club. Prep Student Council members: » are ambassadors to the school and are expected to uphold all school rules and maintain good academic standing » wear the uniform with pride » understand that great leaders inspire greatness in others » engage committee members and chair regular meetings – part of being a great leader means sharing leadership » work alongside faculty members to meet targets, complete tasks and run spiritbuilding events

• 2016-2017 Prep School Course Calendar Grade 6

The Prep Student Council (PSC) provides leadership opportunities and a voice for the students within our community. The council consists of members who are either elected or appointed after being interviewed. Within these roles, students take part in the organization of social events, house leagues, spirit days, the talent show, art initiatives, philanthropic opportunities, Young Round Square initiatives, environmental awareness building, and school-wide assemblies.

The Prep School Student Council consists of: » The Heads of the Prep Student Council » The Assistant Heads of Prep Student Council » The Athletics Committee Heads » The Athletics Committee Assistant Heads » The Arts Committee Heads » The Arts Committee Assistant Heads » The Young Round Square Committee Heads » The Young Round Square Committee Assistant Heads » Heads of Green Team » The Student Life Committee Heads » The Student Life Committee Assistant Heads » Heads of House » Heads of Communication Technologies » Class Representatives (to be elected in September) » Head of the Grade 8 Yearbook » Heads of Theatre Booth » Head of Ambassador’s Association » Heads of Community Outreach » Heads of Theatre Booth » Head of Ambassador’s Association » Heads of Community Outreach

2016-2017

course descriptions Course Information On the following pages, please find course descriptions for each of the courses offered. More detailed information for each of the courses can be found in the Course Outlines, which are available from the Director of Teaching and Learning upon request.

Course descriptions in alphabetical order.

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English

French

Bayview Glen’s English programme is based on the concept that language development is fundamental to students’ intellectual, social, and emotional growth, and is a key element of the curriculum. The overall goal of the English programme is to develop skills that will enable students to become proficient in the use of oral and written language.

Grade 6 students develop a wide range of essential skills in French. They learn to appreciate French culture from within Canada and around the world. They are offered a valuable educational experience through cross-curricular connections with other subjects. Students discover French while learning about topics that connect to the whole curriculum for the same grade level. They are given the opportunity to develop a basic usable command of the French language through selfexpression, critical and creative thinking as well as problemsolving activities.

Language is the basis for thinking, communicating, and learning. Students need language skills in order to comprehend ideas and information, interact socially, inquire into areas of interest and study, express themselves clearly, and demonstrate their learning. Learning to communicate with clarity and precision, orally, in writing, and through a variety of media, will help students to thrive in the world beyond school.

Communication is central to the learning process. Students are encouraged to develop various learning strategies and use communicative skills in oral, listening, reading and writing activities. Students are introduced to language through familiar situations and activities. Ideas and models are provided for students to become acquainted with the functions of language in each of the strands: oral communication, reading, listening comprehension and writing. Grammar, language conventions and vocabulary are an integral part of all communicative activities. They provide students with the ability to become skilful language learners.

Successful language learners: » understand that language learning is a necessary, life-enhancing, reflective process » communicate - read, listen, view, speak, write and represent effectively and confidently » make meaningful connections between themselves, what they encounter in texts, and the world around them » think critically » understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated » appreciate the cultural impact and aesthetic power of texts » use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens

The expectations for Grade 6 focus on students’ ability to use their knowledge and skills in listening, speaking, reading, writing and viewing. They also use these skills when representing to understand, critically analyze, and communicate a broad range of information and ideas from and about their multicultural, multimedia environment. At this level, language knowledge comes from the students’ life experiences and prior knowledge. Since knowledge, experiences, and skills vary from student to student, teachers differentiate instruction to meet the needs of individuals and small groups of students. Oral Communication » listen in order to understand and respond appropriately in a variety of situations for a variety of purposes » use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes » reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations

Oral Communication Strand Oral interaction is essential in Grade 6 so that students can relate topics to their own experience, and identify the main vocabulary for communication. The Grade 6 Class will have an end-of-year trip to Quebec City. The purpose of this trip is to expose students to French culture and encourage them to communicate in French in order to consolidate the knowledge acquired throughout the year. Writing » generate, gather and organize ideas and information to write for an intended purpose and audience » draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience » use editing, proofreading, publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively » reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

Media Literacy Reading » read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning » recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning » use knowledge of words and cueing systems to read fluently » reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

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• 2016-2017 Prep School Course Calendar Grade 6

» demonstrate an understanding of a variety of media texts » identify various media forms and explain how the conventions and techniques associated with them are used to create meaning » create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques » reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts

Reading Strand The reading selections are of different forms of text: genres, lengths and styles. These include dialogues, song lyrics, articles, cartoons, interviews, short stories, post cards, poems, charts, games, tongue twisters and riddles. Writing Strand Students write in a variety of forms and genres. Students gradually develop their written French competency, as they write questions and answers, sentences and paragraphs, and they progress towards longer tasks such as writing cartoons, advertisements, brochures and presentations. Integral to this process is understanding grammar conventions, and applying them, throughout varied contexts and diversified learning opportunities. Students observe, acquire and apply grammar, language conventions and vocabulary, while developing the ability to communicate coherently both orally and in writing.

Integrated information and communication technology Bayview Glen’s main objective with our Information and Communication Technology (ICT) programme is to allow students to explore new information and create original academic works. Successful students will be able to provide evidence of creativity and innovation, communication and collaboration skills, research fluency, critical thinking, digital citizenship, and competent operational use with technology. Students will learn how the computer can serve to enrich their academic studies, and assist them in identifying and building technological skills. Content Overview Students will be provided with a variety of learning opportunities focussed on productivity tools and multiple media-publishing. Utilizing the Microsoft Office Suite of applications as well as other tools-based software for audio, video and visual creativity, students will enhance and improve their learning across the curriculum through integrated projects in English, Mathematics, Science, Music, French and Social Studies. By using technology in a 1:1 learning environment, students will have the opportunity to access a variety of resources such as microphones, cameras and video technologies. In addition, students will integrate online tools for communication and collaboration between teachers, peers and home. Programme Goals » promote effective integration of computer technology into students’ work » acquire a wide range of computer skills, including keyboarding, online learning » develop thinking skills such as design thinking, logical thinking, critical thinking, problem solving and higher-order thinking skills of analysis, synthesis and evaluation » develop a broad understanding of the present and future capabilities of computers » become competent, responsible, and critical users of the Internet, email, online tools, software, coding and other forms of technology such as digital and videos cameras, recording devices, removable drives etc. » nurture a broad range of intellectual talent

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Mathematics Mathematics is a cohesive programme built upon logical development, hands-on experience, and observation, along with arithmetic practice and formal lessons. Students will connect, reflect on, and practise mathematical concepts in all strands, including number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability.

Track & Field » warm-ups, running long jump, sprints and endurance runs, relays, triple jump, high jump, shot put, hurdles, javelin, discus

The advanced Mathematics curriculum provides students with a combination of open-ended problem-solving opportunities, meaningful dialogue, and purposeful practice that reinforces and extends new learning. Activities are carefully sequenced to promote the development of concepts in each of the main strands of Mathematics. This balanced instruction recognizes four key components that build mathematical literacy. They are problem solving, understanding concepts, application of procedures, and communication.

Co-operative Games » various team games and relays

Indoor/Outdoor Games » broomball, ultimate frisbee, European handball, flag football and rugby

Softball

Health and Physical Education

Overall expectations

The Health and Physical Education programme promotes self-confidence, and helps students to recognize and enjoy the value of physical fitness and good health. Through a balance of activities, students build strength, endurance, flexibility, balance and co-ordination, as well as develop creative expression, freedom of movement, problem solving skills and the ability to work as a team to reach a common goal.

Number Sense and Numeration » represent, compare, and order numbers, including integers » demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers » demonstrate an understanding of proportional relationships using percent, ratio and rate

Measurement » report on research into real-life applications of area measurements » determine the relationships among units and measurable attributes, including the area of a trapezoid and the volume of a right prism

Geometry and Spatial Sense » construct related lines, and classify triangles, quadrilaterals and prisms » develop an understanding of similarity, and distinguish similarity and congruence » describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyze designs

Patterning and Algebra » represent linear growing patterns (where the terms are whole numbers) using concrete materials, graphs and algebraic expressions » model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies, including inspection and guess and check

Data Management and Probability » collect and organize categorical, discrete, or continuous primary data and secondary data and display the data using charts and graphs, including relative frequency tables and circle graphs » make and evaluate convincing arguments, based on the analysis of data » compare experimental probabilities with the theoretical probability of an outcome involving two independent events

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• 2016-2017 Prep School Course Calendar Grade 6

Music The Music curriculum is designed to help students develop an understanding and appreciation of music, as well as practical skills, so that they will be able to find in music a lifelong source of enjoyment and personal satisfaction. Students in Grades 6 to 8 participate in an instrumental music programme. Each student develops his or her musicianship through active, authentic music making. By authentic music making we mean, playing music from a variety of cultures so that the students not only learn music reading and technique, but also learn about the different styles of music and the cultures from which they come. Music making is an integral part of life at Bayview Glen and forms part of our holiday festivities, the Spring Concert, assemblies, and special events. Our choirs include a Grade 2 Choir, Primary Choir, Junior Choir and an Intermediate Choir. We have many instrumental ensembles such as the Jazz Band, Concert Band and Grade 6, 7, and 8 Class Bands. These choirs and bands perform in and around the school community at various functions throughout the year. There are opportunities to participate in annual festivals, such as the Conference of Independent Schools’ Music Festival at Roy Thomson Hall.

In Grade 6, students are offered a variety of physical activities such as soccer, lacrosse, badminton, basketball, volleyball, softball, cross country, floor hockey, ultimate frisbee, track and field and outdoor games. A health component is taught each term focussing on relevant health issues. The aim of this course is the development of skills of various physical activities, increased awareness of a variety of health issues, and the promotion of long-term healthy lifestyle concepts.

Overall expectations » foster creativity, confidence and physical fitness through physical activities » develop gross and fine motor skills through a wide variety of physical activities » develop hand-eye co-ordination through a wide variety of physical activities » develop an appropriate degree of balance, strength, flexibility, agility, endurance, power, speed, and effort during physical actions » develop the skills and learn the rules of individual and team sports » work independently and co-operatively with others » use equipment and compete safely » demonstrate positive sportsmanship at all times » promote the spirit of fair play and team play » promote other social skills such as following directions, decision-making, communication with others and leadership » become knowledgeable about personal health issues and learn how to be healthy

Skill Development Basketball » dribbling, passing, footwork, shooting, rules and strategy, offensive and defensive play, team play and lay ups

Soccer » footwork, shooting, dribbling, goal keeping, team play, rules and strategy

Volleyball » volleys and bumps, serving, team play, rules and strategy

Fitness » fitness stations, endurance runs, flexibility, goal setting and fitness tracking

» throwing, catching, ground balls, fly balls, base running, hitting, team play and strategy and rules

Badminton » forehand, backhand, overhand, serves, rules and strategy

Floor hockey » stick work, passing, shooting, goal tending, rules and strategy

Health Topics Healthy Eating » benefits of healthy eating and active living » influences on healthy eating » eating cues and guidelines

Human Development and Sexual Health » development of self-concept » understanding of puberty changes and healthy relationships » decision making in relationships » stereotypes and assumptions, impacts and strategies for responding

Personal Safety and Injury Prevention » » » »

safe and positive social interactions conflict management responsibilities, risks care for self and others, safety practices

Substance Abuse Lacrosse » ball control, passing, stick handling, shooting, rules and strategy

» effects of tobacco, alcohol and caffeine » supports, substance use, addictive behaviours » strategies, safe choices, influences

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Social Studies

Spanish

The goal of the Social Studies programme is to enable students to develop an understanding of who they are, where they come from, where they belong, and how they contribute to the society in which they live.

The intention of the Spanish programme is to enrich the educational experience of Bayview Glen students by providing them with the opportunity to learn a third language, while also exposing them to a myriad of social, historical and geographical topics that relate to the Hispanic world.

» Who they are: through exploration of various local, national, and global communities in which they participate » Where they came from: by studying past societies, analyzing connections between the past and present, and exploring the contribution of past societies to Canadian heritage » Where they belong: by investigating various spaces – physical, social, cultural – in which they live » How they contribute to society: by understanding what it means to be a responsible citizen who makes positive contributions to their communities

The programme is designed to give students multiple opportunities to learn about and apply the four elements of citizenship: Active Participation (work for the common good), Identity (self-image and culture), Attributes (traits and values), and Structures (power and systems within societies).

Science The Science programme is built upon the scientific model of learning – that is, exploring, inquiring, predicting, planning and collecting, deciding, communicating, evaluating, and applying data. Students are given opportunities to explore the areas of Life Systems, Structures and Mechanisms, Matter and Energy, and Earth and Space Systems. Students investigate these topics through an inquiry approach. Students are guided to identify, gather and sort information, collaborate with others, test ideas and share findings, relate prior knowledge, locate information, make observations and adapt to new learning. Students apply inquiry to the learning process using essential questions and technological tools to make broader connections. The Grade 6 Science course consists of the following units: Diversity of Living Things, Electricity, Air and Flight, and Space. This course allows students the opportunity to acquire knowledge and develop the skills of inquiry, communication, and application related to the concepts covered. Students are provided the opportunities to perform many hands-on experiments for each of the four units. 14

Topics Diversity of Living Things (Life Systems)

Air & Flight (Structures and Mechanisms)

Essential Question – What are living organisms and how can they be classified?

Essential Question – What are the properties of air and the characteristics of flight?

» explore ways of preserving biodiversity » investigate the characteristics of living things, and classify diverse organisms according to specific characteristics » demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans

» discover the significance of flying devices in society » investigate ways in which flying devices make use of properties of air » explain ways in which properties of air can be applied to the principles of flight and flying devices

Electricity and Electrical Devices (Matter and Energy) Essential Question – What is electricity and what role does it play in our lives? » explore the impact of electricity on the environment » investigate the characteristics of static and current electricity, and construct simple circuits » demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy

• 2016-2017 Prep School Course Calendar Grade 6

Space (Earth and Space Systems) Essential Question – What is the relationship of earth to the other bodies in the solar system? » discover the effects of space exploration and the environment » investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon » demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space

The Social Studies programme is inquiry based and focusses on developing the ability to formulate questions; to gather, organize, interpret, and analyze information, data and evidence from a variety of primary and secondary sources, using various tools and technologies; to extract information from and construct maps and graphs for a variety of purposes; and to formulate and communicate ideas, conclusions, and judgements.

The expectations for Social Studies are divided into two strands: Heritage and Identity » explore topics to develop an understanding of connections between the past and present; of interactions within and between diverse communities, and the rights and responsibilities associated with citizenship » develop an understanding of personal, cultural, and national identities, both past and present, and of contributions to Canadian heritage » Grade 6: Communities in Canada, Past and Present

People and Environments » explore geographic, social, political, economic, and environmental issues in the context of local, regional, national, and global communities » develop an understanding of the social and environmental responsibilities of citizens, and of various levels of government » Grade 6: Canada’s Interactions with the Global Community

Spanish is widely spoken in the Western world and is becoming increasingly important in North America. For BVG students, as members of a Round Square school, the ability to communicate with individuals from across North and South America is invaluable. Studying Spanish serves to heighten their awareness of the diversity and interconnectedness of the global community. The course therefore emphasizes cross-curricular relevance, wherever possible integrating material from other subject areas. The programme is designed to develop students’ abilities to communicate in Spanish in practical situations. The Grade 6 course uses simple greetings and phrases as an entry point into the study of the language and its structures. It also presents an introduction to the Spanish-speaking world, its history and traditions. Students gain an appreciation for Hispanic culture and an understanding of its relevance in their own lives. This course addresses all areas of language proficiency, including speaking, listening, reading and writing. Students apply and reinforce their skills by participating in skits, games, projects and other activities. Critical thinking is developed as students use their knowledge of French and English to help them extract meaning from unfamiliar phrases. The study of Spanish therefore allows students to examine the relationships between languages while reinforcing their understanding of linguistic structures.

Topics Introductory expressions and basic vocabulary » basic greetings, simple questions and answers » numbers up to 100 » classroom items and colours » masculine and feminine, singular and plural of nouns and adjectives

Activities and interests » animals and simple adjectives » common activities and pastimes: a list of regular -ar verbs » personal pronouns; conjugations of regular -ar verbs; the verb gustar (to like)

Time and place » days of the week » questions using ¿dónde?, ¿cuándo? and ¿quién? (where, when and who) » everyday locations (e.g. home, school, park) and the verb ‘to go’ » seasons and weather

The Hispanic world, culture, and LaNGUAGE skills » festivals such as the Dia de los Muertos and Cinco de Mayo » popular Spanish songs » using cognates from other languages to decipher the meaning of words » correct use of regular and web-based dictionaries

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Visual Arts Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the visual arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to visual challenges. Students will make compositional decisions and use a variety of materials and techniques to generate and produce two- and three- dimensional works of art, as well as multimedia forms. Through creative activities, students will continue their process of exploration, discovery, and learning in the visual arts, and broaden their knowledge and appreciation of the field.

Reflecting, Responding and Analyzing • apply the critical analysis process to communicate feelings, ideas and understanding in response to a variety of art works and art experiences

Exploring Forms and Cultural Contexts • demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts

Fundamental Concepts In addition to the concepts introduced in Grades 1 to 6 curricula, students in this course will develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual arts experiences.

Space » shading to create depth; one- and two- point perspective

Colour – Colour Theory » analogous colours; transparent colour created with watercolour, colour mixing

Texture » textures created with a variety of tools, materials, and techniques (e.g., use of texture in a collaged work)

Value » shading (e.g., modulation, shading, stippling)

Principles of Design

Overall Expectations

Elements of Design

Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in this course will be on unity and harmony.

Creating and Presenting

Students will develop understanding of all elements of design.

Unity and Harmony

» apply the creative process to produce art works in a variety of traditional twoand three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies

Line • lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm

Shape and Form

» radial balance (e.g., a mandala); similarity (e.g., consistency and completeness through repetition of colours, shapes, values, textures, or lines); continuity (e.g., treatment of different elements in a similar manner); alignment (e.g., arrangement of shapes to follow an implied axis); proximity (e.g., grouping of related items together)

» various shapes and forms, radial balance

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Our Mission

To provide an excellent education, through high expectations of academic achievement and caring individual support, to enable students to learn, to grow and to become responsible, productive and contributing members of the global community. To develop the whole person by fostering self-worth and love of learning through a diversified curriculum, promoting intellectual, physical and emotional growth. To maintain a multicultural community among students, parents, faculty, staff, alumni and friends. To develop in our students respect and concern for themselves and for others, with the confidence and integrity to meet challenges.

Memberships Bayview Glen is a proud member of:

Round Square An international association of more than 150 schools worldwide whose purpose is to empower students through experiential learning to become the leaders and guardians of tomorrow’s world.

Conference of Independent Schools of Ontario (CIS Ontario) A collegial group of 47 member schools working together to advance educational excellence in Ontario Independent schools.

For more information, visit cisontario.ca For more information, visit roundsquare.org

Canadian Accredited Independent Schools (CAIS) A community of independent schools in Canada, whose mission is to explore and pursue exemplary leadership, training, research and international standards of educational excellence. Formerly CESI and SEAL.

For more information, visit cais.ca 18

• 2016-2017 Prep School Course Calendar Grade 6

Advanced Placement (AP) Since its inception in 1955, AP has provided motivated high school students with the opportunity to take college-level courses in a high school setting. There are currently more than 110,000 teachers leading AP courses in high schools worldwide. For more information, visit ap.ca

Source Curriculum Documents, Ministry of Education Ontario http://www.edu.gov.on.ca

bayviewglen.ca

275 Duncan Mill Rd. Toronto, Ontario M3B 3H9 Canada Phone 416.443.1030 Fax 416.443.1032

bayviewglen.ca