Grade -6 - Canadian Global School

Arts

Course Name:Arts

Course Description

In Grade 6 Arts, students will learn to apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas, the critical analysis process to communicate their feelings, ideas, and understandings in response to various dance pieces and experiences and demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural, historical contexts.

Curriculum Information:Arts (2009)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -6 Arts - Total Hours (31 Hours)

Unit One: Dance (6-Hours)

In this unit, students will construct personal interpretations of dance pieces that depict stories, issues, and themes and explain their performances. They will use dance terminology, analyze how dance elements are used in their own and others’ dance pieces, and explain how they help communicate messages and ideas. Furthermore, they will use guided improvisation in various ways as a starting point for choreography and identify and describe how pop culture and the media influence their awareness, understanding and appreciation of dance.

Unit Two: What is Drama? (6-Hours)

In this unit, students will express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works. They will demonstrate an understanding of some drama and theatre themes and traditions from various times, communities, and places. They will also identify and give examples of their strengths, interests, and areas for improvements as drama creators, performers, audience members and describe key contributions of drama and theatre to the community. In addition, students will communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and technological aids to achieve specific dramatic effects. They will express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works. Lastly, they will explain, using drama terminology, how different elements are used to communicate and reinforce the intended message in their own and others’ drama work.

Unit Three: Music (6-Hours)

In this unit, students will create musical compositions for specific purposes and audiences. They will demonstrate an understanding of standard and other types of musical notation through performance and composition. Students will sing and play with the help of musical notation, unison music and music from different cultures, styles, and historical periods.

Additionally, they will identify the elements of music in the repertoire they perform, listen to, and create and describe how they are used.

Unit Four: Visual Arts (6-Hours)

In this unit, students will create two-dimensional, three-dimensional, and multimedia artworks that explore feelings, ideas, and issues from various points of view. They will use elements of design in artworks to communicate ideas, messages, and understandings.

Furthermore, they will learn about composition, using selected principles of design to create narrative artworks or artworks on a theme or topic.

Unit 5: Principle of Design (7-Hours)

In this unit, students will create two-dimensional, three-dimensional, and multimedia artworks that explore feelings, ideas, and issues from various points of view.

They will demonstrate an understanding of composition, using selected principles of design to create artworks and explain how the elements of design communicate ideas, messages, and understandings. Lastly, students will interpret a variety of artworks and identify the feelings, issues, themes, and social concerns that they convey and demonstrate an understanding of how to read and interpret signs, symbols, and style in artworks.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
A physical binder, folder, or notebook for offline activities

Depositphotos_11633182_original-min-600x300

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content Throughout this course students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.

The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Math

Course Name:Math

Course Description

In Grade 6 Math, students will continue their math journey by exploring large numbers, operations, and measurements through various games and projects.

They will use algebra to solve problems and create computational representations of mathematical situations. Students will manage, analyze, and use data to make convincing arguments and informed decisions. They will also demonstrate the knowledge and skills needed to make informed financial decisions.

Curriculum Information:Mathematics (2020)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-6 Math -Total Hours (158 Hours)

Unit One: Number Sense (32-Hours)

In this unit, students will demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life. They will use knowledge of numbers and operations to solve mathematical problems encountered in everyday life.

Unit Two: Algebra (32-Hours)

In this unit, students will identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts. They will also demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts. Furthermore, they will solve problems and create computational representations of mathematical situations using coding concepts and skills. The students will also apply the process of mathematical modelling to represent, analyze, make predictions, and provide insight into real-life situations

Unit Three: Data (32-Hours)

In this unit, students will manage, analyze, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life. They will also describe the likelihood that events will happen, and use that information to make predictions.

Unit Four: Spatial Sense (32-Hours)

In this unit, students will describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them. They will also compare, estimate, and determine measurements in various contexts.

Unit Five: Financial Literacy (30-Hours)

In this unit, students will demonstrate the knowledge and skills needed to make informed financial decisions.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online. It does not require nor rely on any textbook.

Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Measurement tools (ruler)
Household items to complete offline activities

Teaching Strategies

Using various instructional strategies, the teacher will provide numerous opportunities for students to develop inquiry, problem-solving, and communication skills as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working in facilitating the course content and participating in the discussions to support students in developing communication skills

Science

Course Name:Science

Course Description

In grade 6 Science, students will study biodiversity in individuals, species, and ecosystems. Through research and activities, they will learn about flight technologies and electricity. They will also analyze the impact of space exploration and learn about the solar system and pĥenomenas that result from the movement of different bodies in space.

Curriculum Information: Science (2022)

Course Developer: Kanata Academy International

Development Date: 2022

Course Outline

Grade-6 Science -Total Hours (95 Hours)

Unit One: Biodiversity (23-Hours)

In this unit, students will demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans. They identify and describe the distinguishing characteristics of different groups of plants and animals and their interrelationships.

Unit Two: Flight (23-Hours)

In this unit, students will gain an understanding about the properties of air that make flight possible. They will study the three Newton’s laws of motion, the Bernoulli’s Principle and Aircrafts and investigate characteristics and adaptations that enable living things to fly. Finally, students will assess the benefits and costs of aviation technology for society and the environment.

Unit Three: Electricity (23-Hours)

In this unit, students will assess and define electricity and differentiate between series and parallel circuits. They will then explain the process of energy transformation and learn about different types of energy. In addition, students will gain an understanding of static electricity and current electricity. Lastly, they will design and construct circuits to strengthen their understanding electrical systems.

Unit Four: Space (26-Hours)

In this unit, students will identify and study the characteristics of the planets in the solar system. They will also learn about the relationship between the Earth, Sun and Moon. Additionally, students will dentify the different phases of the moon and will investigate how the position of moon affects the earth’s tides. Finally, they will study the history of space flights.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Kanata Academy International

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Various household items to complete offline activities

Teaching Strategies

The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving and is reflected in a meaningful blend of both process and content.

Throughout this course, students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons. Students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks by using animations, videos, discussion forums, live chat and other interactive objects.

French

Course Name:French

Course Description

In Grade 6 French, our students will talk about their friends and hobbies. They will plan an outdoor adventure and read various tourism media texts. They will also learn about the environment and the influence of the French language in Canada.

Curriculum Information:French (2013)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -6 French - Total Hours (158 Hours)

Unit One: Les amis (31-Hours)

In this unit, students will use speaking strategies to present their friends and learn how to agree and disagree with other opinions. Students will also explore oral and listening strategies to help them ask questions and gather more information about a friend. Lastly, they will prepare oral and written invitations using different communication technologies.

Unit Two: Une aventure (31-Hours)

In this unit, students will learn about various outdoor Canadian activities. They will use reading and listening strategies to understand advertising and touristic websites. Students will plan an outdoor activity and research the necessary equipment and documentation. Finally, they will learn vocabulary to express themselves in an emergency during an excursion.

Unit Three: Visitons Montréal! (31-Hours)

In this unit, students will plan a vacation trip. They will learn vocabulary related to tourism by reading various media texts. They will practise listening strategies while watching videos about the city of Montreal. Furthermore, students will use maps and signs to situate themselves in a new town.

Unit Four: Être écologique (31-Hours)

In this unit, students will learn about their impact on the environment. They will identify solutions to save our planet by reading media texts and articles about ecological practices. They will listen to various conversations and reports about recycling. Finally, students will use speaking strategies to present a recycled object and its use.

Unit Five: Le Français au Canada (34-Hours)

In this unit, students will read about the influence of the French language in Canada. They will learn about traditional French music and arts. Finally, they will learn about different food from French communities..

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.
The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Health

Course Name: Health

Course Description

In Grade 6 Health, students will learn about the benefits of inclusion and positive interactions and about conflict management strategies. Moreover, they will learn about different drugs and how they affect the human body. Students will also deepen their understanding of changes that happen during puberty. They will also learn about healthy relationships, consent, and mental health.

Curriculum Information:Health and Physical Education (2019)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -6 Health - Total Hours (31 Hours)

Unit One: Healthy Living (8-Hours)

In this unit, students will learn to identify the key nutrients provided by foods and beverages and describe their importance for growth, mental and physical health, learning, and physical performance. They will also apply their knowledge of medical, emotional, practical, and societal factors that influence eating habits and food choices to develop personal guidelines for healthier eating. Lastly, they will explain how healthy eating and active living work together to improve a person’s overall physical and mental health and well-being and how the benefits of both can be promoted to others.

Unit Two: Personal Safety Addictions and Related Behaviours (8-Hours)

In this unit, students will learn to recognize the responsibilities and risks associated with caring for themselves and others and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations. They will also apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or online. Moreover, students will know how to describe the effects of using cannabis, other drugs, and intoxicating substances. Lastly, they will use decision-making strategies and skills and an understanding of factors influencing drug use to make safe personal choices about the use of drugs such as alcohol, tobacco, and cannabis, and about activities such as vaping, including the choice to abstain.

Unit Three: Human Development (8-Hours)

In this unit, students will learn how to apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or online. They will also learn to demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being. Moreover, students will make informed decisions that demonstrate respect for themselves and others and an understanding of the concept of consent to help build healthier relationships, using a variety of social-emotional learning skills. Lastly, they will learn to assess the effects of stereotypes and assumptions regarding gender roles and expectations, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing harmful assumptions and stereotypes that can lead to destructive social attitudes including homophobia and racism.

Unit Four: Mental Health (7-Hours)

In this unit, students will learn to demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions and the potential impact of positive and negative thinking on mental health. They will also learn to assess the effects of stereotypes and assumptions regarding gender roles and expectations, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing harmful assumptions and stereotypes that can lead to destructive social attitudes including homophobia and racism. Moreover, students will learn to demonstrate ways of being inclusive, respectful, and accepting, and describe how this benefits everyone, including themselves and also apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or online. Lastly, they will learn to identify people, resources, and services in the school and the community that can provide support when a person is dealing with mental health issues and choices or situations involving substance use and addictive behaviours, and describe how to access these supports.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
A physical binder, folder, or notebook for offline activities

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.

The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Social Studies

Course Name: Social Studies

Course Description

In Grade 6 Social Studies, students will learn to investigate what Canada is and the contributions of different Canadian communities throughout the past and into the present. Furthermore, students will explore how Canada interacts with the world in a variety of ways and the Canadian identity.

Curriculum Information:Social Science (2018)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade -6 Social Studies - Total Hours (63 Hours)

Unit One: Heritage and Identity - Communities in Canada, Past and Present (15-Hours)

In this unit, students will learn how various features, including built, physical, and social features of communities, can contribute to identities of a territory and/or country. They will assess the contribution of some of these features to images and identities in Canada. Furthermore, students will learn about the various reasons people choose to live in Canada. Students will analyze students will learn about the contributions of different Canadian communities. They will identify various types of communities in Canada and how they have contributed to the country’s development. Finally, students will describe significant events in settler communities and their impact.

Unit Two: Heritage and Identity - What Canada is in the past and present (15-Hours)

In this unit, students will learn to explain how various groups and communities have contributed to inclusiveness in Canada. They will identify the traditional Indigenous and treaty territory and describe fundamental elements of Canadian identities. They will also describe interactions between communities in Canada. Lastly, students will identify key differences, including social, cultural, and economic disparities, between a few historical and contemporary communities in Canada and describe significant changes within their community in Canada.

Unit Three: People and Environments - Interactions with the Global Community (15-Hours)

In this unit, students will learn how to gather and organize information on global issues of political, social, economic, and environmental importance. They will also explore their impact and responses using various resources and technologies. They will analyze and construct different types of maps, both print and digital, as part of their investigations into global issues, impacts, and responses. To cement their learnings, they will analyze responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and social issue of international significance. Finally, they will explore several groups involving Canada in global issues and Canada’s participation in different international accords, organizations, and programs.

Unit Four: People and Environments - Health, Economy and Environment (18-Hours)

In this unit, students will learn to explain why Canada participates in specific international accords and organizations and assess their influence. They will also learn how to analyze responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and social issue of international significance.

Students will describe Canada’s participation in different international accords, organizations, and programs and will identify several global issues. They will explain significant ways the Canadian government interacts with other nations and identify countries where Canada has an important economic relationship. Lastly, they will demonstrate why close relationships developed within these countries and not others.

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and in society
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies for learning and develop additional strategies to help meet their potential as learners and use them throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of animations, videos, discussion forums, live chat and other interactive objects.
The teacher will be working in facilitating the course content and participating in discussions to support students in developing communication skills.

Computer Science

Course Name: Computer Science

Course Description

In Grade 6 Computer Science, students will have opportunities to apply employability skills and research possible career options in the information technology area. They will also complete many hands-on activities to build a strong foundation in computer coding. Students who complete this course will be prepared for the following pathways upon entering high school: Internet of Things, Programming, and Computer Science.

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-6 Computer Science -Total Hours (63 Hours)

Unit One: What is Computing? (16-Hours)

Students will review the history of computing, learn about the various parts that make up modern computers, and the impact computing has on the world

Unit Two: Computer Models (10-Hours)

In this unit, students will create a short presentation on a model of a computer of their choice, such as phones, robots, drones, etc.

Unit Three: Programming with Turtle Graphics (19-Hours)

In this unit, students will learn Phyton Commands, functions and control structures by drawing shapes on their screen and solving puzzles with Turtle Graphics.

Unit Four: Pair-Programming Paint (18-Hours)

In this unit, students are given a chance to combine the skills they have learned and paint a digital image using Tracy the turtle.

Resources required by the student:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Note: This course is entirely online and does not require or rely on any textbook.

Resources Needed:

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Teaching Strategies

Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental coding concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content. Throughout this course, students will:

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
The content is web-based, with students writing and running code in the browser.
Teachers utilize tools and resources provided by Kodable to leverage time in the classroom and give focused 1-on-1 attention to students.

Language Arts

Course Name: Language Arts

Course Description

In Grade 6 Language, our students will explore different texts and forms of media, read two novels, and they will continue their journey to mastery of the the English language.

Curriculum Information:Language (2008)

Course Developer: Canadian Global School

Development Date: 2022

Course Outline

Grade-6 Language Arts - Total Hours (158 Hours)

Unit One (31Hours)

In this unit, students will demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations. They will demonstrate an understanding of information and ideas in increasingly complex oral texts in diverse ways. Furthermore, students will identify various listening comprehension strategies, and use them appropriately before, during, and after listening to understand and clarify the meaning of increasingly complex oral texts.

Unit Two (31- Hours)

In this unit, students will generate ideas about a potential topic and identify those most appropriate for the purpose. Additionally, they will sort and classify information for their writing in various ways that allow them to view information from different perspectives and make connections between ideas. Finally, they will gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources, and produce media texts.

Unit Three (31 Hours)

In this unit, students will read a wide variety of texts from diverse cultures, including literary texts. They will identify various purposes for reading and choose reading materials appropriate for those purposes.

Furthermore, they will demonstrate an understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details. Students will extend their understanding of texts by connecting, comparing, and contrasting the ideas to their knowledge, experience, and insights to other familiar texts and the world around them. Lastly, they will conduct an interview and write a book review.

Unit :Four(31 Hours)

In this unit, students will analyze many purposes for reading and choose reading materials appropriate for those purposes. They will explain interpretations about texts using stated and implied ideas to support their interpretations. In addition, they will explain how a variety of media texts address their intended purpose and audience. They will evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts.

To conclude, students will produce media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques.

Unit Five (34 Hours)

In this unit, students will sort and classify information for their writing in various ways that allow them to view information from different perspectives and make connections between ideas. They will identify their point of view and other possible points of view and will learn to determine if their own opinion is balanced and supported by the evidence.

Furthermore, they will learn to adjust their thinking and expression and spell familiar words correctly, using parts of speech to communicate their meaning.

Lastly, students will focus on using personal subject and object pronouns, indefinite pronouns, conjunctions, subordinate clauses, adverb phrases and present, past future verbs tenses.

Resources Needed

This course is entirely online and does not require nor rely on any textbook. Students will need the following resources:

Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Stable internet connection
A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)

Resources required by the student:

A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
Stable internet connection

Note: This course is entirely online and does not require or rely on any textbook.

Resources provided by Canadian Global School

Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
Supplemental Readings

Teaching Strategies

Interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Understand the value of diversity in learning and society
Develop self-confidence and self-advocacy skills
Refine their existing compensatory strategies (reading strategies, writing strategies, listening strategies, study strategies, researching strategies, strategies for memory, organizational strategies, and time management strategies) for learning and develop additional strategies to help meet their potential as learners and use throughout the elementary grades.
Cultivate problem-solving skills to become independent learners.
Opportunities to learn in various ways- individually, cooperatively, independently, with teacher direction, hands-on experiences, and through examples followed by practice.
Accomplish prompts on interactive lessons; students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks using animations, videos, discussion forums, live chat, and other interactive objects.

The course relies on the help of a teacher to support young learners through the lessons. The teacher will be working on facilitating the course content and participating in discussions to support students in developing communication skills.