Grade 6

5 Steps Academy aims to make learning enjoyable and meaningful to students by adopting an integrated curriculum which develops the child as a learner.

We recognize that children come to us as unique individuals with different experiences,  abilities, and interests. Our teachers are well-trained to use 5 Steps System to meet students’ varying needs and learning styles.

We provide a balanced education program within a safe, stimulating environment so that each child can learn and grow to their greatest potential through fun and laughter. Our teachers recognize the importance of capturing students’ interests. We promote fun and interesting activities with specific objectives, ensuring knowledge is gained from each activity.

The Elementary Program in 5 Steps Academy is specially designed to cater to students aged 5 to 12. The program is Cambridge based and effectively prepares students to engage in our Secondary School Program.

Elementary Courses provided by 5 Steps Academy:

1. English
2. Mathematics
3. Science
4. Chinese
5. Various CCA activities of your choice (one per day, 5 in total)
6. Foreign Languages (Spanish, French, Russian, Japanese, Hindi, and Tamil) of your choice.
7. Coding
8. Robotics

All the subjects are included in the package, no extra or hidden fees.

Can my child join the school?

At 5 Steps Academy, there are no entry tests and/or examinations. Proficiency in the English language is also not required, we provide comprehensive and intensive ESL course. Admissions are open year-round, students can start at any time of the year (everyone has his own learning plan, no issues).

How are students assessed?

Each student’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, and portfolios of student’s work. Attitude, learning skills, social relationships, and effort are considered equally important when looking at the overall development of the child.

In 5 Steps Academy, teachers and parents work together closely through face to face conversation and text messages to discuss each student’s social and academic progress.

Grading Exams will be conducted only when the child is ready for the test (no stress). Students who pass the exams will then be promoted to the next grade just in the middle of the year, so advanced students can progress much faster than in traditional schools with big classes and lecturing way of teaching.

At Grade 6, students who passed their Grading Examinations will graduate from Elementary School with a Certificate of Completion and be promoted to Secondary School, Grade 7.

How Can We Help Our Children On Their Way To Success?

We believe in a dynamic partnership between the teachers and the parents.

The parents have their children’s best interests at heart. We ask the parents to encourage and support the kids, supervise their homework an inform us of any issues and concerns along the way.

The teachers are willing to offer their utmost effort and time to bring out the best in the children. Every child under their care is important and there is nothing too time-consuming, attention-demanding, and physically-draining for our teachers.

At Home
Careful observations of parents can serve as inputs in planning learning tasks. For example, the mother can communicate to the teacher certain behaviours that need to be corrected. Strong unusual interests of the child that are observed at home are worth communicating to us. The inclination to music or poetry can be a part of the motivational strategies. Special talents such as sketching and painting can be nurtured by both the home and the school through tailored activities.

At School
Our teachers are more than willing to help you nurture your child to reach his highest potential, on a personal, social and academic level. With the help of parents supervising the child’s homework at home, teachers can more efficiently make use of the limited time in school.

Parent involvement helps students greatly and raises their academic achievement. Children become more motivated to learn, improve their behaviour, and develop a more positive attitude towards homework and school.

Course Outline

Compulsory Subjects

  • Outline for English 

    1. Reading – comprehension
    Understand what they read by:
    – checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    – asking questions to improve their understanding
    – drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    – predicting what might happen from details stated and implied
    – summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
    – identifying how language, structure and presentation contribute to meaning
    – discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
    – distinguish between statements of fact and opinion
    – retrieve, record and present information from non-fiction
    – participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
    – explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
    – provide reasoned justifications for their views

    2. Reading
    – continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    – reading books that are structured in different ways and reading for a range of purposes
    – increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

    3. Spelling
    – continue to distinguish between homophones and other words which are often confused
    – use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

    4. Composition
    – using a wide range of devices to build cohesion within and across paragraphs
    – using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

    5. Writing – vocabulary, grammar and punctuation
    – using modal verbs or adverbs to indicate degrees of possibility
    – using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
    – using commas to clarify meaning or avoid ambiguity in writing
    – using hyphens to avoid ambiguity
    – using brackets, dashes or commas to indicate parenthesis
    – using semi-colons, colons or dashes to mark boundaries between independent clauses
    – using a colon to introduce a list
    – punctuating bullet points consistently

     

  • Outline for Math
    1. Algebra
    – use the form = + y mx c to identify parallel {and perpendicular} lines; find the equation of the line through two given points, or through one point with a given gradient
    -identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically and turning points by completing the square
    – recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function, the exponential function for positive values of k, and the trigonometric functions (with arguments in degrees) 
     sketch translations and reflections of the graph of a given function
    – plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration
    – calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts
    – recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point
    –  solve quadratic equations including those that require rearrangement algebraically by factorising, by completing the square and by using the quadratic formula; find approximate solutions using a graph
    – solve two simultaneous equations in two variables (linear/linear or linear/quadratic) algebraically; find approximate solutions using a graph
    – find approximate solutions to equations numerically using iteration
    – translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution
    – solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph
    – recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions and other sequences
    –  deduce expressions to calculate the nth term of linear and quadratic sequences.
  • Outline for Science
    1. Light
    – recognise that they need light in order to see things and that dark is the absence of light
    – notice that light is reflected from surfaces
    – recognise that light from the sun can be dangerous and that there are ways to protect their eyes
    – recognise that shadows are formed when the light from a light source is blocked by an opaque object
    – find patterns in the way that the size of shadows changes.

    2. Forces and magnets
    – compare how things move on different surfaces
    – notice that some forces need contact between two objects, but magnetic forces can act at a distance
    – observe how magnets attract or repel each other and attract some materials and not others
    – compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
    – describe magnets as having two poles
    – predict whether two magnets will attract or repel each other, depending on which poles are facing

    3. Sound
    – identify how sounds are made, associating some of them with something vibrating
    – recognise that vibrations from sounds travel through a medium to the ear
    – find patterns between the volume of a sound and the strength of the vibrations that produced it
    – recognise that sounds get fainter as the distance from the sound source increases

  • Outline for Chinese

    1Reading – Comprehension
    Understand what they read by:
    – checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    – 
    asking questions to improve their understanding
    – drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 
    – predicting what might happen from details stated and implied
    – summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
    identifying how language, structure and presentation contribute to meaning
    – discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
    – distinguish between statements of fact and opinion
    – retrieve, record and present information from non-fiction
    – participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
    – explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
    – provide reasoned justifications for their views

    2. Reading
    – continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    – reading books that are structured in different ways and reading for a range of purposes
    – increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

    3. Spelling
    – continue to learn how to write more complex words

    4. Composition 
    – using a wide range of devices to build cohesion within and across paragraphs
    –  using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

    5. Writing – Vocabulary, grammar and punctuation 
    – using commas to clarify meaning or avoid ambiguity in writing
    – using hyphens to avoid ambiguity
    – using brackets, dashes or commas to indicate parenthesis
    – using semi-colons, colons or dashes to mark boundaries between independent clauses
    – using a colon to introduce a list
    – punctuating bullet points consistently

Optional Subject

  • Foreign Languages
  • Co-Curricular Activities

Scope of Study

5 Steps Grade 6 Syllabus

Delivery Mode

Face to Face lessons

Commencement Date/Intakes

Ongoing

Course Fees

Click to see the course fees in Schedules B and C.

Payment Mode

For more information on Payment Mode, please click here.
For more information on Fee Protection Scheme (FPS), please click here.
For further details, please call or text the School Admin Officer at 85234957 or email info@5steps.academy.

Duration

12 months 
*Maximum allowed period for a student to complete the course is 24 months

Opportunities for Further Education/Career Pathway

This course provides excellent preparations for learners who wish to progress further and finally join the 5 Steps Academy High School. Upon successful completion of High School courses students will be eligible to sit for Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge International Advanced Subsidiary Level and Advanced Level (AS/A Level), or SAT and AP tests. 

Age: at least 10 years old

Academic Level: not applicable. 

Assessment Methods

Quarterly Tests and Year-End Examinations for all subjects, except Co-Curricula Activities.

Assessment Grading Criteria

Internal: Quarterly Tests, Year-End Examinations and Quarterly Assignments are marked according to 5 Steps Academy’s standard grading criteria

Expected Examination Results Release Date

Not more than 1 week (3 months) after the final assessment.

Qualification Award

Certificate of Completion for Grade 6

Graduation Requirements

Pass the year-end examinations of the respective year to proceed to the following academic year

Note 1:International Student must achieve at least 90% attendance rate (ICA Requirement).
Note 2:International Student must not be absent for more than 7 consecutive days without valid reason (ICA Requirement).
Note 3:Students who do not require ICA’s student’s pass must achieve at least 80% attendance rate. Our school only accept medical certificates as proof for absenteeism. Any other documents should only be accepted on a case-by-case basis with full justification and be acceptable by ICA.