GHANA INTERNATIONAL SCHOOL

JUNIOR SECTION
Year 6: Term 2
2023-2024 Curriculum Matters

ACCREDITED BY COUNCIL OF INTERNATIONAL SCHOOLS (CIS)

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES (NEASC)

OUR VISION:
A highly respected school, locally and internationally recognised, providing excellent education in a multicultural setting that
produces responsible global citizens.

OUR MISSION:
To provide an internationally diverse school experience that instills an understanding of each other, promotes holistic devel-
opment, life skills and learning through a rigorous curriculum that meets international standards

OUR MOTTO:
“UNDERSTANDING OF EACH OTHER”
INTRODUCTION

January 2024

Dear Parents of class 6 pupils,

Happy New Year to you all!

We wish you a happy and fruitful new year as we welcome you to Term 2. This term, we have selected a
wide range of topics in all subject areas that will challenge your children to think about how they learn best
and encourage them to strive for excellence.

We view parents as integral partners in our quest to increase student achievement. We, therefore, appreci-
ate your support and input in helping your wards to be the best that they can be.

Assessment:
Children are expected to give their full attention to their classwork. There will not be exams this term,
however, tests will continue to be administered after the completion of topics in all examinable subjects.
Marks accrued from tests, daily written exercises and projects undertaken will also contribute towards the
continuous assessment (C.A) grades for this term.

As you all know, the children will be taking the Cambridge Primary Checkpoint Exams in Maths, Sci-
ence and English at the beginning of Term 3. We aim to work towards consolidating what they have
learned in Year 6 for them to be prepared for the upcoming Cambridge Checkpoint Exams. The children
will have the opportunity to review several practice papers. It is therefore important that, as much as possi-
ble, children are punctual and give full attention to lessons.

Please contact any of the class 6 teachers or the Vice Principal of the Junior Section if you have any prob-
lems or suggestions.

To promote high standards of language and comprehension in all areas of the curriculum, it is also essential
that your children develop the habit of reading widely and often, for both pleasure and information. Please
encourage your children to read avidly and to give their homework all the attention and seriousness it de-
serves.

We wish you all a fruitful and peaceful New Year.

Class 6 Teachers.

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ENGLISH

The main objective of the English Programme in class 6 is for the pupils to be able to:

• Develop broad reading skills.

• Demonstrate understanding of explicit meaning in texts.
• Demonstrate understanding of implicit meaning in texts.
• Explain, comment on and analyze the way writers use stylistic and other features of language
and structure in texts.
• Recognize conventions and evaluate viewpoint, purpose, themes and ideas in texts
• Develop broad writing skills.
• Select and develop content and use register and language appropriate to genre, purpose and
audience.
• Structure and organize ideas coherently using sections or paragraphs
• Use a range of sentence structures and punctuation accurately to convey meaning and create
particular effects.
• Use accurate spelling, grammar and punctuation.

Pupils will be addressing the above objectives using the following units:

• Poetry - Exploring Figurative Language, imagery, form and structure

• Non-Fiction - Arguments and Persuasive Articles
• Playscripts - Plays by a significant author (The Grumpiest Boy in The World by Finegan
Kruckemeyer)

Spelling and Vocabulary (Word Level):

Children will be expected to learn how to spell words for weekly spelling tests.

Word-level learning cuts across all units. Through weekly activities and exercises, children will develop
their spelling skills which they are encouraged to apply to their writing.

TEXTBOOKS
• Hodder Cambridge Primary English Stage 6 (1st and 2nd Editions)
• Spell Well Book 6

SUPPLEMENTARY BOOKS
• Oxford English for Cambridge Primary Book 6
• Scholfield & Sims KS2 Comprehension
• Cambridge Primary English Stage 6 Second Edition
• International English Oxford Book 6

MATHEMATICS

The Year 6 math programme will continue to reinforce skills and concepts taught throughout the Primary
School in line with the Cambridge Primary Curriculum for Stage 6. The children will continue to explore
problem-solving activities in all areas of the curriculum.

Units to be covered:
• Number
• The coordinate grid
• Calculation
• Probability
• Fractions, decimals, percentages, ratio and proportion
• 2D and 3D Shapes

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Resources needed for math:

Item Quantity
Maths Set 1
Long Ruler 30cm 1
Pencil 2
Eraser 1
Pens (blue or black); 1 Red pen 4

TEXTBOOKS
• Hodder Cambridge Primary Mathematics Stage 6 Second Edition

SUPPLEMENTARY BOOKS
• Mathemagic Book 6
• Busy at Maths Book 6
• Master Maths Book 4

RESOURCES:
Here are some useful links to websites that can be used to revise Maths:
• http://www.topmarks.co.uk/maths-games/7-11-years/mental-maths
• http://www.educationquizzes.com/ks2/maths/
• http://www.primaryinteractive.co.uk/maths.htm
• http://www.snappymaths.com
• http://www.primaryhomeworkhelp.co.uk/maths/sats/page1.htm
• https://uk.ixl.com/math/year-6

HISTORY

This term's focus will be threefold: Colonization and Independence of Ghana, Introduction to Ancient Afri-
can Civilizations, and the illustrious Ancient Mali Empire.

We will start with the captivating narrative of Ghana's colonization by the British, a chapter that sets the
stage for the subsequent struggle for independence. These historical milestones reverberated across the Afri-
can continent, shaping it for decades to come.

We will then focus on the history of Ancient African Civilizations. In particular, we will look more closely
at the history and culture of Ancient Mali. Our conclusion will be an analysis of the role of various leaders
and conflicts which affected the rise, expansion and fall of the empire.

Our journey encompasses an examination of significant figures such as Sundiata, Sumanguru, and Mansa
Musa, shedding light on their roles in shaping the empire's destiny.

Throughout this term, students will engage in a multifaceted learning experience, including creative projects,
comprehension questions, and various assessments. The evaluation will encompass foundational knowledge,
critical thinking, and the application of historical understanding.

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Resources needed for history:

Item Quantity
Poster paper (A3) 2 pieces
Glue stick 1 stick
Colouring pencils 1 pack

GEOGRAPHY

Students will use their Oxford International Primary Geography books to explore how cities around the
world grow and how this impacts people and land. Students will investigate the cities of Nairobi, Ken-
ya; Rio de Janeiro, Brazil; and Kumasi, Ghana as examples to gain an up-close look at city growth and its
effects.

The areas of study in Geography this term will include:

1. The Growth of cities

• Case Study: Nairobi, Kenya

• Case Study: Rio de Janeiro, Brazil
• Case Study: Kumasi, Ghana

Resources needed for geography:

Item Quantity
Poster paper (A3) 2 pieces
Glue stick 1 stick
Colouring pencils 1 pack

SCIENCE

The following units will be covered this term:

• Scientific enquiry
• Materials: Properties and Changes
• Rocks, The Rock Cycle and Soil
•

SCIENTIFIC ENQUIRY
Scientific enquiry will not be taught as a unit but will be embedded in the other units. This will focus on:
• Making a variety of relevant observations
• Making comparisons
• Identifying patterns
• Suggesting and evaluating explanations for predictions using scientific knowledge and understand-
ing and communicating this.

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MATERIALS: PROPERTIES AND CHANGES
This unit builds on previous learning from different grades/classes; in grade one, Units 1.2, What is it Made
of?, grade two, Unit 2.3, Materials in Our World, grade three, Unit 3.3, States of Matter, grade four/five,
Units 4.3 and 5,2 Materials, where they found out about melting, freezing, evaporating, dissolving and
condensing.

In this unit, learners will discuss the following topics:

• Properties of Substances
• Thermal Conductors
• Electrical Conductors
• Reversible Changes
• Irreversible/Chemical Reaction (Changes)

ROCKS, THE ROCK CYCLE AND SOIL

In this unit learners will focus on the following topics:
• The properties of rocks (our rocky planet)
• Igneous rocks
• Sedimentary rock
• Fossils
• Metamorphic Rocks
• Rock cycle
• Soil

CLASS TEST
There will be unit tests at the end of each unit. Parents and pupils will be given at least a week’s notice be-
fore such tests. There will also be short quizzes throughout the term.

RESOURCES:
• https://www.bbc.co.uk/education/subjects/z2pfb9q
• https://www.satsbootcamp.co.uk/science-boot-camp/
• https://wowscience.co.uk/
• www.brainpop.com
• https://www.sheppardsoftware.com/science.htm
• Cambridge Primary Science Learner’s Book 6.
• Cambridge Primary Science Workbook 6.

Please feel free to contact the subject teacher should you need further clarification on any of the issues
raised here.

FRENCH

In Junior School French, we will learn to read, write, speak and understand the French Language and ex-
pand our cultural and geographical knowledge by exploring France and other Francophone countries. We
will use a variety of methods to achieve learning, such as Interactive Lessons, Videos, Copying down
notes, Language games, Songs, Practice Exercises and Tests.

In term 2, students will review or learn the following:

• Everyday Activities:
• Personal information: name, age, family, and daily routine.
• Hobbies and leisure activities.
• Shopping and daily chores
• Learning to express simple ideas, preferences, and basic needs in French.

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• Practice in common communicative situations, such as asking for directions, ordering food, or talk
ing about daily routines.
• Describing things
• Using Adjectives
• Recap of personal pronouns
• Numbers
• Subject Pronouns (I, you, we, etc.)
• The verb “Etre” (to be)
• The verb “Avoir” (to have)
• Clothing
• The verb “Aller” (to go)

SPANISH

In Junior School Spanish, we will learn to read, write, speak and understand the Spanish language and ex-
pand our cultural and geographical knowledge by learning about Mexico and Spain

We will use a variety of methods to achieve learning, such as interactive lessons, videos, copying down
notes, language games, songs, practice exercises and tests.

In term 2, students will review or learn the following:

• Geographic and Cultural Exploration of Mexico

• Family members
• Body parts
• Clothing
• Telling time and date
• Personal pronouns
• Ser y Estar

ICT

We will focus on the following skills; research for a purpose and digital citizenship:

Research for a purpose

• What is research?
• Use internet tools to find information
• Evaluate the relevance and usefulness of the material
• Store and retrieve information
• Save URLs and objects from a website
• Online reading: Tumblebooks and Google Scholar
• Use extended search skills
• Reliable and unreliable sources
• Citation/Reference
• Copyright
• Data collection (survey)
• Data analyzation
• Data representation
• Assessments

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Digital citizenship
• Posting smart online
• Copyright and Plagiarism
• Assessments

PHYSICAL EDUCATION

The students will participate in the following:

• Sprinting/sprint start: Lessons will be based on the sprint start races and the various commands giv-
en when starting a sprint race. The mechanism of sprinting very fast will also be looked at during les-
sons. Students will be asked to do a series of demonstrations during lessons.

• Shot put: Lessons will be based on taking students on how to hold the shot put, the stance, Release
and the recovery after they have thrown the shot put.

• Swimming: Swimming will commence from the fifth to the seventh week. Children are to polish
their swimming skills such as breaststroke, front crawl, etc alongside gliding and floating in the pool,

• Baton Exchange: Lessons will be based on how to get the baton to a teammate in a relay race within
the changeover zone. The focus will be on how to execute the exchange in the race as you compete
with the others. The different types of baton exchange will also be discussed: the down sweep baton
exchange and the upsweep baton exchange.

Please note that in PE lessons, wearing the correct PE attire is mandatory. Swimming is compulsory
for all children unless he/she is exempted on medical grounds, for which a letter is required.

ART

CITY COLLAGE
Students will have the opportunity to explore the collage works of Paul Lee and Andy Burgee. They will
then sketch and draw their own city landscape and create a collage based on their sketch/drawing. This pro-
ject will involve cutting, glueing, and pasting various pieces together.
SCULPTURE (Papier Mache)
In this project, students will collaborate in groups to make sculptures using papier mache. They will dis-
cuss, generate ideas, and plan their work, which will be shared with the entire class. Each group will create
and paint their papier mache creations and display them at the Assembly Hall and the Art Room.

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 Items Needed for Art Lessons Quantity

Crepe Paper 100 pieces

PVA glue or wallpaper paste 1

Papier mache powder/mix 5 pieces of 500g pack

Pencils, Colouring Pencils

Paper (Coloured)

Magazines

Clear varnish 4

Newspaper Enough for year group

Paint (Blue, Purple, Orange, Yellow, 1 of each colour (5-litre size)

Red, Brown)

MUSIC

Reading Music using the recorder.

The following topics will be taught and they are intended to help the students to read any basic sheet music
not only with the recorder, which is a general instrument for all students, but with any other instrument
which they will choose in future.
• Drawing of musical notes correctly on the staff.
• Bars and bar lines and the role they play in reading music.
• Simple time signatures with minim as a beat, crotchet as a beat and quaver as a beat.
• Key signatures
• The scales of C, G and D major.
• Recorder practicals: Songs learnt in term one will be notated on the staff and the school song
will be written in alphabets for students to play.

Project Work
• Students will be guided to notate the melody of the School Song using the staff.

PERSONAL, SOCIAL, HEALTH, AND EDUCATION (PSHE)

As a school, focused on developing globally responsible citizens, the need to ensure the digital responsive-
ness of our students cannot be overemphasized. Also in today’s world, the use of technology is becoming
more and more predominant. Students will be digital citizens for the rest of their lives. To achieve this, the
school will establish and educate students on standards for online interactions that foster positive communi-
cation, establish trust, and eliminate drawbacks including cyberbullying, lack of privacy, negative footprints
etc. This will help students become responsible digital citizens. This will be taught alongside other topics.

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We will focus on the following topics in term 2:

• Internet Safety
• Internet Etiquette
• Technology Addiction
• Cyberbullying & Digital Drama
• How to become a global citizen

Useful links for resources to help with preparing for the Cambridge Primary Checkpoint Tests:

LINKS TO PAST PRIMARY CHECKPOINT PAPERS

Click the link below

Checkpoint past questions

BRAINPOP

This is a great resource for all aspects of the curriculum:

Brainpop.com
username: ghanais
password: brainpop

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