Year 6 Handbook

2018

An outline of Curriculum and Grade Expectations

YEAR 6 OVERVIEW 2018

This is an outline of the educational experiences planned for Year 6 this year. Our units of work will take an integrated approach, with literacy and numeracy links across all Key Learning Areas.

Student ResponsibilitiesThe Year 6 students will focus on values such as; participation, cooperation, doing your best, respect, acceptance and tolerance, fairness, inclusion, resilience, punctuality, honesty and trustworthiness. Teachers will assist students to become more aware of their choices and the consequences of their actions. Children will be encouraged to take increased responsibility for themselves, and at times, for others.

The Year 6 children will also be involved in leadership roles throughout the year, including the Kindergarten Buddy Program. They are encouraged to be mindful of the correct school uniform, school rules and school property.

The children will be shown how to use and manage the Year 6 student diary.Goal setting is a major focus of our school. The process of self-evaluation and regulation of these personal goals is supported by the Principal’s Award Scheme.

Teaching and Learning ActivitiesChildren work toward the achievement of outcomes in eight Key Learning Areas (KLA’s). These are; English, Mathematics, History, Geography, Science and Technology, Personal Development, Health and Physical Education (PD/H/PE) and Creative and the Performing Arts (CAPA). Inquiry Based Learning integrates outcomes from many of the KLA’s focus on a unit of work. The information presented in this handout is an overview of the teaching and learning content in Year 6.

ENGLISHThe English syllabus has a strong focus on the appreciation and study of quality texts (books, screen, visual, films etc), thinking about how English changes according to audience, purpose and context. Students will learn how to use appropriate grammar, vocabulary, punctuation and spelling to respond to and compose a wide variety of spoken, written and multimodal texts.

Speaking and ListeningStudents:

regularly contribute to class discussions, both formally and informally. will have the opportunity to participate in the Multicultural Perspectives Public

Speaking competition and debating. respond constructively to ideas and express their own opinions with increasing

complexity and sophistication. work in pairs and groups to deliver effective presentations.

Reading and ViewingStudents:

use the Super Six comprehension strategies to comprehend texts. read and respond to a variety of complex texts and visual images. identify and critically analyse techniques used by writers to engage, persuade and

position the reader. compare and accurately summarise information from a text.

use a variety of self-correction techniques and read aloud with appropriate pace, volume, pitch and emphasis.

Writing and RepresentingStudents:

create well-structured and well-presented pieces of writing, including informative, persuasive and imaginative texts, which have been edited and published.

use a range of vocabulary and complex sentences. write a range of well-formed sentences using grammatical features appropriate to the

purpose of the text. use a wide range of punctuation marks, including colons, semi-colons and dashes. edits, proof-reads and publishes own and peers’ writing.

MATHEMATICS

The Mathematics Syllabus provides students with knowledge, skills and understanding in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The students will learn a range of strategies to make informed decisions and solve problems as an essential component of their preparation for life. A focus of the syllabus is for students to develop their problem-solving skills, mathematical reasoning and communication.

Working MathematicallyBy the end of Stage 3, students ask questions and undertake investigations, selecting appropriate technological applications and problem-solving strategies to demonstrate fluency in mathematical techniques. They use mathematical terminology and conventions, and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding.

Number and Algebra Students select and apply appropriate mental, written or calculator strategies for the four operations and check the reasonableness of answers using estimation. They solve word problems and apply the order of operations to number sentences where required. Students identify factors and multiples and recognise the properties of prime, composite, square and triangular numbers. They connect fractions, decimals and percentages as different representations of the same value. Students compare, order and perform calculations with simple fractions, decimals and percentages and apply the four operations to money in real-life situations. Students record, describe and continue geometric and number patterns, and they find missing numbers in number sentences. They locate an ordered pair in any one of the four quadrants on the Cartesian plane.

Measurement and GeometryStudents select and use the appropriate unit to estimate, measure and calculate length, area, volume, capacity and mass. They make connections between capacity and volume, and solve problems involving length and area. Students use 24-hour time in real-life situations, construct and interpret timelines and use timetables. They convert between units of length, units of capacity and units of mass. They construct and classify three-dimensional objects and two-dimensional shapes, and compare and describe their features, including line and rotational symmetries. Students measure and construct angles, and find unknown

angles in diagrams using known angle results. They use a grid-reference system to locate landmarks and describe routes using landmarks and directional language.

Statistics and ProbabilityStudents use appropriate data collection methods to interpret and analyse sets of data and construct a range of data displays. They assign probabilities as fractions, decimals or percentages in simple chance experiments.

Year 6 children will use Step It Up Computation Practice for homework activities. In addition students will have access to an online based mathematics program Mathletics to provide independent opportunities for learning and extension. Working Mathematically activities will occur across all strands during semesters 1 and 2. Extension activities will be available for children when required. Children will be given the opportunity to try for a place in the Maths Olympiad program, which involves working mathematically to solve complex problems. Children will also have the opportunity to consolidate maths concepts in Maths Club at designated times.

CREATIVE AND PERFORMING ARTS

Music The students will be provided with a lesson each week. During these lessons the children will be provided activities that develop the pupil’s use and understanding of duration, pitch, dynamics, tone colour and structure through performing (singing, saying, moving, playing), organising sound and listening. Content will include singing and instrumental performance. Students will also be given the opportunity to participate in various vocal, choral, instrumental and concert programs over the school year. Throughout the year students will enjoy visiting performances.

Visual Art, Dance and Drama Activities will be linked directly to the KLA’s and inquiry based learning activities unit for each term. Children who have auditioned for the various performance groups within the school, such as the Senior Choir, Year 6 Dance group and Drama group etc., will receive information if they have been selected.

ICT and LibraryEach week the children will have the opportunity to borrow from the library. Miss Tseng will work with the Year 6 children in the computer lab for one hour. The library and computer lab will be used as resource areas for the units of work, extension of class work and for skill development using various software applications.

PERSONAL DEVELOPMENT/HEALTH/PHYSICAL EDUCATIONMrs. Jardine will provide a PE lesson each week in areas such as fitness and skill development. This is in addition to the sports program offered at the YMCA and opportunities to participate in PSSA, various sports carnivals and other school sports. Units of work to support the Personal Development program include:

Term 1 Choice Theory Principles Term 2 Child ProtectionTerm 3 Safety (Bike Ed). Term 4 Drug Education (Alcohol)

INTEGRATED UNITS –HISTORY/GEOGRAPHY/SCIENCE and TECHNOLOGYThe inquiry approach encourages students to conduct investigations based on ‘big ideas’ or concepts. Activities may include research work, experiments and class and group investigations. Students are encouraged to use the school library as well as home/ local resources for research. Outcomes for History, Geography, Science, and Creative and Practical Arts (Visual Art, Dance, Music and Drama) will be covered in a thematic approach. The content for Semester One includes:

Term 1: Change - Continuity and ChangeInquiry Focus: Year 6 will explore the factors that led to Federation and experiences of democracy and citizenship over time. Students will understand how Australia’s system of government developed and operates.Students explore how scientific discoveries have contributed to understanding of the Solar System. Students will research key features of the planets in the Solar System and compare how long each takes to orbit the sun. Students will respond dramatically and produce works of art in response to literary texts and course content.

Term 2: Power – Social Systems & StructuresInquiry Focus: understanding roles and responsibilities in the decision making process as it affects all aspects of our lives. Students will explore the Federal government, how representatives are elected and how laws are made. Students participate in role playing activities on decision making and democratic processes, and reference some social justice issues. Students will undertake scientific investigations based on an understanding that energy can be transferred, stored and transformed from one form to another Children are engaged in activities that investigate, and develop an understanding in, the workings of electricity and electrical circuitsThe children will explore Australian artists, ranging from Indigenous, early colonial and more recent notable artists.

Term 3: JourneysInquiry Focus: exploring the impact bushfires have on Australian people, places and environments and propose ways people can reduce the impact of bushfires in the future. Students explore how sudden geological changes or extreme weather conditions can affect the Earth’s surface. They will be conducting investigations involving geology by following scientific processes.

Term 4: HumourInquiry Focus: examine how light from a source forms shadows and can be absorbed, reflected and refracted. The children will be developing their performance skills in music, dance, and drama culminating in the Year 6 end of year concert item.

Routines – Home LearningEstablished home learning programs help to consolidate, extend and enrich class content. They help to develop regular work habits, foster a collaborative relationship between home and school and develop in the child an attitude of responsibility.In Year 6, children may need to spend periods of approximately 45 minutes, on four evenings, working on set tasks.

For home learning, children are encouraged to read daily for pleasure, including a variety of different texts. Activities may also include completion of class work, maths and English activities and research related to inquiry based units.

Children are responsible for making sure their home learning is completed to the best of their ability and brought to school at the correct time. The completion dates for home learning tasks will vary; some tasks will be due on a daily basis, while others may be due in a week or a few days. Children will be shown how to use their student diaries to keep track of various tasks. Children will have to manage their time so that they complete their home learning on time.

Please support your child to develop independent study habits: plan time for home learning into daily schedules ensure your child has a quiet work space to do home learning away from distractions

GENERAL INFORMATION

Absent notesIf your child is absent due to sickness or leave they are required to bring a note to the teacher as soon as they return to explain the absence as the teacher needs to record this information on the class roll. This is a legal requirement. Extended long absences (9 days or more) during the school term need permission from the Deputy Principal.

Assessments.Assessments are on-going throughout the year. A formal report is prepared twice a year.

CommunicationPlease read the Newsletter and all notes carefully. To subscribe to the newsletter go to the school’s website at www.eppingwest-p.schools.nsw.edu.au Password is Aurora96! (case sensitive and requires the ! at the end). There is also an app to download for iPhones and Android. Return notes/money on the dates stated on the note, to the class teacher or organising teacher. Money should come in an envelope clearly marked with child’s name, class and purpose. Please, contact your child’s class teacher if you have any concerns or question regarding your child’s education.

Lateness/Early LeaversParents please try to be on time. If your child arrives late, you must accompany your child to the school office to collect a partial absence slip, which you will then hand to the teacher as you take your child to class. If your child needs to leave school early, you must report to the office for a partial absence slip before collecting your child from the classroom. Ten minutes after the afternoon school bell, children who are still waiting for parents are taken to the office to ring the parents and wait to be collected. Epping West After School Care provides a

service to mind your child after school if you are unable to pick up your child at bell-time. Arrangements must be made ahead of time directly with the coordinator, Mrs Kuti. A fee is charged for this service. If there are any changes of arrangements for pick-up of an afternoon, please inform your child and your class teacher to avoid any confusion

Lunch Orders The Yummy Bears Kiosk/canteen uses an online ordering system called Flexi Schools. All orders can be done in advance and need to be received by 9am to ensure your child receives their lunch order. Easy, Online Registration• Go to www.flexischools.com.au• Click REGISTER• Enter your email• You will be emailed a link to an online form - follow the link• Choose a username and password and complete the form• Add each student and their class• Top-up the account - VISA or Mastercard - preferred.Place lunch orders from your iPhone, iPad or mobile device!For help call 1300 361 769 and Flexi Schools

Medicines/ Health Care PlansAll medicines must be delivered to the office – where written instructions must be provided. Medications must be labelled with the student’s name, dosage and administrating time and instructions. No child is permitted to administer medicines or have them in their bags. Please also advise the class teacher if medication needs to be administered and when.

PhonesIf your child is bringing a mobile phone or another electronic device please ensure they hand it into the office at the start of the day and collect it at the end of day. These devices will be locked away securely during school hours.

Sick ChildrenIf your child is sick, it is always best to keep them at home to be monitored by you and not pass infections on to others. When your child is ready to return to school an absence note is required. If your child becomes sick during the school day they will be sent to the office and you will be contacted to collect your child as soon as possible.

Grade Activities

Activity Monday Tuesday Wednesday Thursday FridayLibrary AllMusic AllSport & PE All AllScripture AllChoir AllComputer 6T, 6F 6RT, 6LBanking All

Finally, if you have any concerns or questions, please don’t hesitate to make an appointment to discuss them with your class teacher.

Year 6 Teachers: Mrs. Liz Robinson (6RT), Miss Xu-Lian Tjhin (6RT), Mr. Jarad Lonsdale (6L), Mrs. Lisa Taylor - Grade Coordinator (6T) Mrs. Di Farrell (6F) - Year 6 Supervisor.

Parents can help their children by:- being positive about the new school and

new language. maintaining and valuing the first language reading to or with your child in English for a

short time each day. taking your child out to interesting places at

the weekend and talking in English for a little while about what you did.

helping your child prepare ‘news’ for school for their designated day.

joining a local sporting team or group. inviting an English-speaking friend home.

Prepare and plan special days-multicultural and harmony, Lunar New Year.

Monitor excursions across school- EAL/D groups are included where appropriate.

The EAL/D team provides support for students with English as an additional language, who need some English language assistance in order to cope with their school work. Inclusion in the program is based on need as assessed by the EAL/D staff.

New Arrival assessment for EAL/D support.

Ongoing assessment and reports for all targeted EAL/D students.

The EAL/D team support classroom teachers by working collaboratively and collegially in the delivery of lessons across all Key Learning Areas. They encourage Multicultural Learning through the Multicultural Public Speaking Competition held annually.

Prepare materials for teacher/student for in class and independent support

Teach and prepare for students- from survival English

Teach and prepare for withdrawal and in class support lessons for EAL/D students

Attend, plan and present EAL/D input to:- Parent meetings- Staff and grade meetings - EAL/D team meetings- Network meetings- Staff development sessions

New arrival surveys, Annual survey, New Arrival Supplementation applications and EAL/D progression.

EAL/D Maintain updates. Timetabling for EAL/D

support.

EAL/D TEACHERSKim Hudson, Janelle Ingham, Emma Rollason, Margaret Ryan, Liz Calf, Colleen Featherstone, Ai Vee Tan, Tracey Hutcheson and Jenny Song Janelle Ingham.