Dear Welcome and Classroom Expectations September 2022 - 2023.
Dear Parents and Students, Hello and welcome to our grade 6 community! With the start of 2022/23 school year, Queen Mary’s community of staff are preparing to welcome you as new and returning students. Although we know the circumstances are different, the school is taking many steps to ensure that our learning experience is enriching. With that being said, I am very pleased to be teaching your children and look forward to getting to know them better as individuals. The purpose of this letter is to provide an overview of the International Baccalaureate Primary Years Program (IB PYP) and the learning outcomes in the grade six curriculum, in addition to highlighting some of our classroom expectations and routines. Students in the IB PYP program learn through a variety of teaching strategies, with guided inquiry being the most prevalent. This approach engages students actively in their own learning, stimulates their natural curiosity while most importantly, promoting the enjoyment of life-long learning. The IB PYP is concept-based rather than a content-based curriculum model. Furthermore, it provides an educational framework which complements and supports our provincial standards and prescribed learning outcomes. Many of the B.C. Ministry of Education learning outcomes for the following subjects will be addressed in the six Units of Inquiry that will be explored this year. Furthermore, as an inquiry-based program, lesson plans will be constantly adjusted to match the questions and interests of the students. In 2022- 2023 we will be continuing to teach through the lens of both the IB PYP program and the new BC Curriculum. The BC curriculum’s focus on big ideas and conceptually based learning pairs naturally with the IB PYP’s focus on key concepts and the approaches to learning (research, communication, social, self-management, and thinking skills). Most importantly, the weaving of the two systems matches my personal teaching philosophy of teaching through an inquiry-led, transdisciplinary framework, that challenges students to think for themselves and to take responsibility for their learning as they develop into caring, active participants in a lifelong journey of learning. To achieve this, I continually stress to the students to channel a growth mindset throughout their education –that what matters is whether you learn from your mistakes, not what level or assessment result you were able to achieve. What will we be covering? As an IB PYP school, many concepts, subjects, and topics will be blended together in the form of our Units of Inquiry. These units of inquiry will cover the big ideas from the BC Curriculum (listed below) Science BIG IDEAS
Socials BIG IDEAS
In Grade Six, students will build upon the mathematical skills learned in Grade Five. The program encompasses the following Big Ideas:
Reading, writing, listening and speaking are central to English Language Arts curriculum. Activities that will encourage the development of these skills include: novel study/literature circles, journal, co-operative critical thinking, spelling, grammar, reading strategies, presenting and writing in a variety of forms (newspaper article, letter, essay, short story, etc). Reading Students will develop their reading skills in a variety of ways, reflecting and responding to fiction and nonfiction text. They are also expected to read daily for a minimum of 30 minutes. The choice of reading material is left up to the student and their family. The purpose is to instill a love of reading in your child and to allow them free choice in reading material. There are a wide variety of books available in the school and public libraries, as well as the classroom library. Writing Students will be engaged in a number of writing activities as detailed above. We will be starting with a review of basic paragraph writing and grammar, and hone essay writing as the year progresses. It is extremely important that students be allowed to write at their own level. Research has shown that writing for an authentic purpose is an effective way to encourage children to express themselves. Be aware that not all pieces are brought up to a “publishable state”, and while it is good practice to encourage your child to proofread their work, it is in fact better to look for the ideas expressed in the writing. That said, projects to be “presented” to the class are expected to have been proofread by the student, follow the basic rules for spelling and grammar, and be neat and organized. Encourage your child to take pride in their work on a daily basis, and ask them "Are you happy with what you have done?" Try to allow students to set their own standards, and act as a coach/mentor in encouraging them to take responsibility for their own success. PSPE: Personal, Social, Physical Education PSPE is a program unique to my class. It takes elements from previously known programs such as “Second Step” and “Health and Career” and is combined with lessons I have created. Topics and concepts include brain development, healthy relationships, conformity, obedience, understanding multiple perspectives, building self-esteem and self-evaluation. Furthermore, PSPE provides an opportunity for students to inquire into the psychology and the “why” behind social interactions and their natural consequences. Physical and Health Education In the intermediate grades emphasis is placed upon activities related to the development of safety and health skills (including substance abuse), setting goals, making decisions, communication, and developing an understanding of one’s own strengths and interests. We will also be discussing the changes occurring with puberty, and substance abuse. More information will come home regarding the more sensitive issues at that time. Gym days are to be announced. Focus will be placed upon physical literacy (movement education and skill development), teaching games for understanding, and communication & collaboration. Students will participate often (hopefully daily) in some form of exercise (which may be outside) in addition to their scheduled P.E. class; therefore, it is advised that students wear running shoes daily, or leave a pair at school. It is also strongly recommended that students use deodorant, so the classroom remains fresh. As the weather changes, it is prudent to have an extra pair of shoes and socks at school. These items should be labeled and hung in a bag on the student’s hook. Fine Arts - Under the guidance of Mr. Clark, students will participate in a variety of visual art activities including such areas as the elements and principles of design. Fine Arts will also include Drama, Music and Dance with myself throughout the year. Applied Skills and Design - Digital Media, sewing, entrepreneurship and marketing, food studies. Many of these topics will be woven into our 6 existing units of inquiry. French - Students will be receiving instruction in French from Mr. Sorba throughout the week. Planners Planners are an exceptionally important component of our classroom routine as they facilitate the development of organizational skills and personal responsibility. The planner, in addition to the class website, is a means of providing ongoing communication between home and school. The planners will be used in class and sent home daily and must be returned the next day. While simple questions or notes regarding appointments can be written in the planner, please remember this is a tool for your child to assume responsibility for their work and help them with organization and time management. I will sign and check planners for the first month or so to help develop self-management habits, after that students will gradually assume responsibility for their own management. Classroom Assessment and Evaluation Assessment is a systematic gathering of information about what students know, are able to do, and are working toward. Assessment evidence will be collected using a variety of ways such as: • Class discussions • Teacher observations and assessments (written, oral, practical) • Student self-assessment and peer assessments • Inquiry Projects (criteria and rubric provided and co-created with students) • Daily “Brain Buster” morning assessments and learning logs • Class Website Blog Responses Students will be given on-going opportunities in the classroom to display their understanding of concepts taught using these methods. They will be provided with clear criteria or rubrics as to how assignments will be assessed, and often be involved in self-assessment. Some assessments will be sent home for your signature and should be returned promptly (please!) to school so that they can be filed in individual student portfolios. Reporting: There will be two formal written reports, one in March and one in June. We will also be continuing with our “three-way” conferences in early November, and “celebration of student learning” conferences close to Spring Break (see the QM calendar for exact dates). Attendance: Students should arrive at school on time and wait outside until the bell before entering the classroom. Punctuality is very important to our development of self-management. The first morning assignment is given promptly at 8:45 am. If you know of an upcoming appointment or absence, please send a note with your child (may be in the planner) or a short e-mail the night before, inform the office and sign your child out and in. When returning from an absence, it is your child’s responsibility to ask what was missed. Please ensure your child is healthy, has plenty of rest and a nourishing breakfast, and is dressed for the weather. What to do at home? “Homework” comes in a variety of forms! Work will not be assigned for the sake of taking up time. However, students are expected to continue/extend their thinking outside of the classroom. This may include completion of assignments and projects started in class, commenting on the classroom blog, reviewing videos shared in class, gathering of information and materials in preparation for an assignment, and review for upcoming assessments. Additionally, reading, writing and inquiring into topics of interest for personal growth/pleasure are great ways to facilitate enjoyment in life-long learning. If a student does not complete their work/ assignment on time, they will be given a slip to be signed by guardians and may be asked to find an alternate time to plan how they are going to complete their work. At the grade 6 level students who develop strong self -management skills, should not have more than 60 minutes of work a night (special projects excepted). If your child consistently has more than 60 minutes each night, please contact me and we can work out a healthy solution together. Thank you for taking the time to review this message. If you have any questions or concerns, I may be reached through the school or via e-mail to schedule an appointment or ask a question. Please make an appointment for items requiring discussion as I find personal communication to be more effective than e-mail. I am looking forward to getting to know all of you this year. I hope it will be a wonderful and exciting year for your child! Mr. Jonross Fong Div. 3 Grade 6 Queen Mary Elementary School www.mrfongclass.weebly.com |