Years 4-6 2021 · Downlands College Ltd Years 4-6 Curriculum Handbook 2021 72 Ruthven St PO Box 250 Toowoomba ueensland Australia Tel. 61 7 4690 9500 ABN 96 071 878 478 RTO 30039

Years Years 4-64-6Curriculum Handbook

72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F

TO O W O O M B A Q U E E N S L A N D A U S T R A L I A

Downlands College

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Downlands College Ltd Years 4-6 Curriculum Handbook 202172 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 36

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The Downlands PrayerLord, be with us in our studies that we may master the difficulties and be formed by wisdom and knowledge.

Be with us in our sport, that we may win without boasting, lose without begrudging.

Be with us in our leisure time, that our pleasures bring us no shame, but rest to our bodies, peace to our minds.

Be with us with our friends, that we may be ready to help whatever the cost, bring happiness wherever we go.

Be with us in the Chapel, that we pray and listen and worship and let you guide our lives.

Lord, make us strong in faith, courageous to follow your call, true to you, to Downlands, to ourselves.

Amen.

Years 4-6

Curriculum Handbook 2021Principal Mr Stephen KochDeputy Principal Mr Chris OakesAssistant Principal - Pastoral Care Mr Dan FraserAssistant Principal - Teaching and Learning Ms Sue WeirAssistant Principal - Mission Mrs Anne McAtomneyHead of Boarding Mr Ian BulkinBusiness Manager Mr Ian Mendes

Enquiries

The PrincipalDownlands CollegePO Box 250TOOWOOMBA QLD 4350

Telephone: (07) 4690 9500Fax: (07) 4690 9610E-mail: [email protected]: www.downlands.qld.edu.au

May we be the Heart of Jesus throughout each day.

Downlands College Ltd Years 4-6 Curriculum Handbook 202172 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F

Contents

General Information

General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Years 4-6 Curriculum Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Learning Areas

Religious Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Humanities and Social Science (HaSS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Languages (LOTE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Digital and and Design Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

At Downlands there is a niche for every student. Our goal is to have happy students who perform to their personal best in all situations and who take responsibility for their learning and relationships. We journey with each individual student academically and pastorally to provide the best possible school and post-school pathway.

Stephen Koch, Principal

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Downlands College is a Catholic school owned and conducted by the Missionaries of the Sacred Heart. It first opened in 1931 as a boarding school for boys. Today, Downlands is a vibrant, coeducational day and boarding school for students in Years 4 to 12.Downlands nurtures a strong religious spirit marked by

the gospel values of faith and community. The College

motto is Fortes in Fide, Strong in Faith. Our faith is based

on a belief in, and a commitment to, a loving God, while

community is that sense of identity which unites students,

families and staff in Christ. We value truth, learning and

respect for the individual as essential features of the

education process. In the search for truth, Downlands

encourages students to integrate faith with life. (Extract

from: MSC Philosophy of Education)

“Christ is the foundation of the whole educational enterprise in a Catholic school”

The Catholic School #34

“The community aspect of the Catholic school is necessary because of the nature of faith and not simply because of the nature of the person and the nature of the educational process which is common to every school.”


Our MissionAn MSC school holds teaching through relationships as a core value.

The heart is our code word and draws us to our Mission.

In the light of our philosophy, our mission as teachers in an MSC school is to draw our students into the pursuit of truth and excellence by fully embracing and engaging with the world in which we live. The College aims to:

• nurture a strong religious spirit by providing opportunities for students to grow in a real relationship with Christ, in an understanding of the tenets of the Catholic faith, and in commitment to service of others;

• form the hearts of students in Spirituality of the Heart so that they can live hopeful, meaningful and purposeful lives;

• help every student strive for the highest level of achievement in learning of which they are capable;

• nurture the powers of reasoning and critical thinking in students;

• create a climate of trust and freedom, openness and co-operation, which will foster the affective and moral growth of students;

• promote a spirit of reverence and respect for sacred things and for one another in a way that leads to gentle social relationships;

• create a family atmosphere conducive to a sense of peace and belonging;

• encourage a sense of personal integrity, responsibility, initiative and perseverance;

• foster a sense of care and compassion for one another, especially for the less advantaged, in both the College and the wider community;

• equip students for leadership in public and private life.

“… the Catholic school is particularly sensitive to the call from every part of the world for a more just society…” The Catholic School #58

As teachers in an MSC school, we are committed to:

• being diligent and committed to the life-long development of our professional practice;

• maintaining currency and expertise in subject area, contemporary pedagogy and technological advances;

• recognising that good teaching is about the creation of a web of relationships that includes our own lives, the lives of our students and their families and the lives of our colleagues;

• recognising that when we create relational learning communities we contribute to the formation of the hearts of our students;

• offering hope to our students by drawing deeper meaning from the events of the world in which we live, thus incorporating faith with life. (Extract from: Principles of MSC Education, 2017)

• creating an environment where students can become reflective, heart-centred people with an understanding of God’s love for them.

“Beloved, let us love one another, because love is from God. Whoever does not love does not know God, for God is love.” 1 John 4:7-8

Curriculum PolicyCurriculum at Downlands College encompasses all the learning experiences that are planned, guided and supported by the school. The needs, talents, abilities, and interests of the individual student form the centre

General Information


around which our curriculum is developed. The whole environment of the school, with its many varied experiences, as well as the valuable traditions of the past, contributes to the total growth of each student. At the same time, each student should contribute something to the development of the curriculum in its widest sense.Downlands College curriculum policy reflects gospel values, particularly those stressed in the statement of the College’s philosophy: faith, respect for the individual, truth and learning, and community.

“Its (i.e. the Catholic school) is fundamentally a synthesis of culture and faith, and a synthesis of faith and life: the first is reached by integrating all the different aspects of human knowledge through subjects taught, in the light of the Gospel; the second in the growth of the virtues characteristic of the Christian.” The Catholic School #87

Care for the individual in the curriculum will be shown in

many ways:

• encouraging students to take responsibility for their

own learning through the setting of daily goals and

term goals

• implementing teaching practices and attitudes that

promote mutual respect and positive relationships

between teachers and students

• establishing a learning culture that utilises learning

intentions and success criteria

• identifying the needs of individual students and

offering the required learning support

• implementing effective formative and summative

assessment that informs the teaching and learning

• promoting an outreaching culture that acknowledges

the challenges faced by the less advantaged

• acknowledging achievement at whatever level in all

activities

• providing extra-curricular opportunities to meet the

interests of as many students as possible

• Continuing to improve on best teaching practices

through rich profession development opportunities.

In emphasising truth and learning, Downlands College aims to help students strive for the highest level of achievement in learning of which they are capable. While excellence can be seen as an absolute, there is a relative level at which individuals should be challenged to perform excellently with their respective talents. We encourage all students to attain this level. Serious study is stressed, as well as critical thinking and an openness to religious values are also encouraged.

“It must never be forgotten that the purpose of instruction at school is education, that is, the development of person from within, freeing him/her from that conditioning which would prevent him from becoming a fully integrated human being.”

The Catholic School #28Teaching programs for various subjects should include, where possible, the study of issues, texts and ideas which allow discussion of topics connected with the gospel values that are integral to College life. Thus, respect for the individual will be fostered through the understanding of issues connected with justice and peace and with the needs of all in the community. Faith and community will be enhanced by class activities which express those values. Downlands recognises that curriculum needs regular evaluation to ensure it is relevant to the changing situations and times in which members of the College community find themselves.

Education is not given for the purpose of gaining power but as an aid towards a fuller understanding of, and communion with people, events and things. Knowledge is not to be considered as a means of material prosperity and success, but as a call to serve and to be responsible for others.”


We want to be like Jesus who loved with a human heart.

MSC Constitutions #10


Downlands has an outstanding record of academic success through expecting the best from its pupils. We also want them to enjoy their learning and to take responsibility for it.

Stephen Koch, Principal

Year 4 Year 5 Year 6

Learning Area Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2

Religious Education a a a a a a

English a a a a a a

Mathematics a a a a a a

Science a a a a a a

The Arts a a a a a a

Health and Physical Education a a a a a a

Humanities and Social Science a a a a a a

Design Technologies a a a a a a

Digital Technologies a a a a a a

French a a a

The Years 4-6 Curriculum ProgramDownlands College aims to provide all students with a quality curriculum which is brought to life in classrooms and beyond by contemporary approaches to learning and teaching.Encouraging students to develop a love of learning, as well as promoting student success at learning are central to the Years 4-6 curriculum program. At Downlands College, the concept of success is recognised in broad terms and in such a way as to build the academic strengths of all students. In essence, our aim is to engage students in learning processes which will help them to strengthen their learning gifts, talents and abilities.The Downlands College Years 4-6 curriculum is aligned to state and national developments in curriculum and it is therefore both relevant and current to today’s young learners. Our 4-6 curriculum reflects both a breadth and depth of learning and it prepares students well for study in Years 7 to 12 and beyond.

The Years 4-6 curriculum program aims to:

• implement the Australian Curriculum;

• infuse teaching and learning with our MSC Pedagogy

of the Heart;

• promote and acknowledge academic excellence;

• encourage all students to achieve to the very best of

their ability;

• continuously improve assessment and reporting

processes;

• embed Information Communication and Technologies

(ICTs) in all learning areas;

• regularly monitor and report on individual student

academic progress;

• to provide scaffolding and differentiation where and

when needs arise.

• adequately prepare students for transition into Year 7

All students will study:


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Religious Education - Year 4

Achievement StandardBy the end of Year 4, students use the Bible’s referencing

system to locate books, people, places and things in the

Bible. They identify a variety of books and text types in

the Old Testament and New Testament and explain how

a reader uses this knowledge to better understand God’s

Word. They recognise the Christian belief that God, as

Trinity, is relational in nature by identifying and explaining

some Scriptural passages that express God as Father, Son

and Holy Spirit.

Students explain the significance of community for

Christians. They connect ideas about living in community

from different texts (including the Decalogue and

the wisdom of St Paul) and from the experiences of

different communities (including Jewish communities

in first century Palestine, early Church communities

in Australia (c.1788 CE - c.1850 CE) and contemporary

Church communities). They explain how free choices

result in actions that affect the individual and their

community. They describe practices and characteristics of

contemporary parishes and dioceses (including celebration

of the Sacraments of Anointing of the Sick and Penance)

and explain how these are modelled on the mission and

ministry of Jesus. They use an appropriate structure

to create prayers of blessing, petition and intercession,

and demonstrate understanding of the significance of

these forms of prayer for Christian communities. They

participate respectfully in a variety of prayer experiences,

including meditative prayer and prayers of blessing,

petition and intercession.

Scope and Sequence

Term 1

By the end of this unit, students should be able to:

1. Recognise that the author’s choice of text type in the Old Testament is important in understanding what the message was for the community of the time (the world behind and the world of the text)

2. Identify the context, text type and language features for the Creation stories and the story of Joseph (the world behind and the world of the text)

3. Explain how an understanding of the context, text type and language features affects a reader’s understanding of the message in the past and the world today (the world in front of the text)

4. Identify the particular community for the Creation

stories and/or the story of Joseph and how these are reflected in the stories

5. Identify words, images and symbols in the Creation stories that show the story is a sacred myth

6. Identify words, images, symbols in the story of Joseph that shows it is a narrative

7. Explain how the context, textual features and audience make meaning of the stories of Creation and/or Joseph for communities across time and place.

Fertile Question: How can the Old Testament help us to

understand what God was like for communities?

Term 2: How can Parables challenge us in our communities today?


1. Understand that there are a variety of text types in the New Testament

2. Identify the features of parables as a New Testament text type

3. Explain that parables reflect the world at the time of Jesus, and particularly the features of Jewish worship in first century Palestine

4. Engage with the world in front of the text to explore how key parables can be applied to the world today.

5. Identify the features of a parables through the story of the Good Samaritan and/or the Prodigal Son

6. Present key information on the world behind the text for the parable of the Good Samaritan and/or Prodigal Son

7. Make connections to the features of Jewish worship in the world of Jesus through a particular parable

8. Retell the story of the Good Samaritan and/or the Prodigal Son for a contemporary audience.

9. Share their understanding of the world in front of the text for a particular parable.

Fertile Question: How can the parables challenge us in our

community today?

Term 3: What does it mean to be Community?


1. Connect ideas about living in community from different texts

2. Analyse a scripture text to explain how the features of the text affect an understanding of the message (three worlds of the text)


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Sacraments for Church communities through an exploration of the Sacraments of Healing

4. Describe practices and characteristics of contemporary parishes and dioceses.

5. Students connect ideas from the letters of St Paul to

their own understanding of community

6. Students explain how the Sacraments of Anointing of

the Sick and Penance are modelled on the mission and

ministry of Jesus

7. Students describe how the Apostle’s Creed has

common themes to that of the MSC Ethos.

8. Students can reflect on what it means to be

‘community’ and write their own CREED.

Fertile Question: What does it mean to be community?

Term 4: How can relationships heal our world?

1. Develop their understanding of God’s Word in Scripture as they use the Bible’s referencing system to locate books, people, places and things in the Bible as they engage with a variety of books and text types in the New Testament

2. Begin to appreciate the significance of community for Christians: of living in loving relationship with God, others and all of creation

3. Develop their understanding of community through an exploration of different texts and the experiences of different communities, including contemporary parishes and dioceses.

4. Examine how free choices result in actions that affect the individual and their community.

5. Broaden their understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing, including Anointing of the Sick and Penance.

6. Use the Bible’s referencing system to locate books, people, places and things in the Bible.

7. Identify a variety of books and text types in the New Testament and explain how a reader uses this knowledge to better understand God’s Word.

8. Explain how a reader uses this knowledge to better understand God’s Word.

9. Explain the significance of community for Christians

10. Connect ideas about living in community from the experiences of different communities and

contemporary Church communities.

11. Explain how free choices result in actions that affect the individual and their community.

Fertile Question: How can relationships heal our world?



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Achievement StandardBy the end of Year 5, students identify many ways in

which faith is shared and strengthened in communities

of believers, past and present. They analyse information

from a variety of texts, including Scriptural references to

the Holy Spirit and the words, symbols and actions of

the Catholic Rite of Confirmation, to explain the action

of the Holy Spirit in the lives of believers. They use

features of Gospel texts to show how the Gospel writers

shaped their Gospels for particular communities. They

describe the significance of personal and communal

prayer and worship (including the Eucharist, the Psalms,

Sabbath rituals and prayers) and the wisdom of the saints,

including St Mary of the Cross MacKillop, for communities

of believers. They describe ways in which believers live

according to Jesus’ new commandment of charity (love);

and make and act upon informed moral choices. They

locate and record information about the contribution of

pioneering Catholics in Australia (c.1850 CE – c.1900 CE)

to the preservation of faith and the shaping of particular

communities, including Indigenous communities. They

examine Mary’s role as mother of Jesus and mother of the

Church. They analyse the elements and features of some

Marian prayers (including the Hail Mary, the Rosary and

the Litany of the Mary of Nazareth) to describe the role of

Marian prayer in the lives of believers past and present.

They participate respectfully in a variety of personal and

communal prayer experiences, including Marian prayers

and meditative prayer.

Scope and Sequence

Term 1


1. Identify many ways in which faith is shared and strengthened in communities of believers, past and present.

2. Describe the significance of personal and communal prayer and worship, including: Eucharist, Psalms and Sabbath rituals and prayers.

3. Identify ways in which people share faith in a community of believers

4. Communicate an understanding of how the faith of the community of believers is strengthened through the experience of Eucharist

5. Identify some life experiences of the psalmists and

explore the relationship between the psalmist and God as revealed in a variety of psalms

6. Create a personal or communal prayer based on the model of the psalms

7. Identify features of a synagogue and explain their importance in Jewish worship

8. Identify and explain practices associated with the observation of Sabbath

9. Make connections between Sabbath rituals and prayers and the faith life of believers.

Fertile Question: How can believers live their faith?

Term 2


1. Identify some titles and images of the Holy Spirit found in Scripture, including ‘Spirit of God’ (1 Corinthians 2:9-15).

2. Make connections between some titles and images of the Holy Spirit and the action of the Holy Spirit in the lives of believers.

3. Investigate and evaluate the usefulness of a range of Biblical tools for deepening awareness of New Testament texts.

4. Describe the key parts of the Catholic Rite of Confirmation, identifying words, symbols, actions and significance in the lives of believers.

5. Explain the meaning of some of the gifts of the Spirit and how these guide and give strength to believers today.

6. Explain the meaning of some of the fruits of the Spirit (Galatians 5:22-23) and how they are visible signs of God’s active love and work in the lives of believers.

7. Locate references to the Holy Spirit (such as wind, fire, Spirit of God) in the New Testament

8. Explain how one of these images or titles of the Holy Spirit shows the action of the Holy Spirit in the lives of believers

9. Make choices about the best sources to use to find out information about the Holy Spirit

10. Identify the words, symbols and actions of the Sacrament of Confirmation.

Fertile Question: How can the Holy Spirit move my world?

Term 3



1. Begin to understand how the Gospel writers shaped their Gospels for particular communities

2. Develop their understanding of Christian charity and informed moral choice through an exploration of the experiences of individuals and communities, past and present

3. Recognise the obligation of Jesus’ commandment to “love our neighbour” has an individual dimension, but it also requires a broader social commitment to the common good.

4. Students explain how the Beatitudes in Matthew and Luke reflect how the Gospels were written for particular communities

5. Students identify how conscience can be formed and lived

6. Students make connections between the Jesus’ message and how that can be applied to the community today.

Fertile Question: How can Jesus’ message challenge me

today?

Term 4


1. Begin to appreciate the significance of community for sharing and strengthening the faith of believers, past and present

2. Broaden their appreciation of the significance of personal and communal prayer and worship

3. Learn about the significance of Marian prayers (including the Hail Mary, the Rosary and the Litany of Mary of Nazareth) in which believers praise God and entrust cares and petitions to Mary as mother of Jesus and mother of the Church.

4. Students explain how some titles and images of Mary found in New Testament texts, including Luke 1:39-45, reveal her role as mother of Jesus and her role in the Church community.

5. Students identify and examine Mary’s role as mother of Jesus and mother of the Church as seen in scripture and iconography

6. Students identify ways in which faith is Mary is shared and strengthened in communities of believers, past and present

7. Students analyse the elements and features of some Marian prayers (including the Hail Mary, the Rosary and the Litany of the Mary of Nazareth)

8 Students participate respectfully in a variety of personal and communal prayer experiences, including Marian prayers and meditative prayer.

Fertile Question: How does Mary’s story of faith continue

across time and place?

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Achievement StandardBy the end of Year 6, students analyse information from

a variety of texts, including Old Testament texts, New

Testament texts and the diverse expressions of wisdom of

Australian Catholic Christians, to explain the action of the

Holy Spirit in guiding the formation of the New Testament

and inspiring the development of new ways of living the

Catholic faith in Australia (c. 1900CE to present). They

demonstrate an understanding of the term ‘communion

of saints’; the spiritual bond between all members of the

Church, living and dead. They select and use evidence

from Scriptural texts to show how these texts describe

Jesus’ relationship with God the Father and with humanity,

including the proclamation of Jesus as fulfilling God’s

promises in the Old Testament.

Students identify and describe many ways in which faith

is lived out in the lives of believers, past and present.

They analyse the key messages and contexts of some Old

Testament prophets. They explain the significance of Jesus’

New Law for the way believers live their faith and examine

the spiritual and corporal works of mercy. They identify

and describe many ways in which faith is celebrated

in the lives of believers, past and present, including the

commemoration of High Holy Days by Jewish believers;

the Church’s liturgical year and liturgical celebrations; the

celebration of Eucharist; They explain the significance

of personal and communal prayer, including the Our

Father and The Examen, and the use of spiritual exercises,

including reflective prayer journaling and praying with the

icons of the Saints, for the spiritual life of believers. They

participate respectfully in a variety of these personal and

communal prayer experience and spiritual exercises.

Scope and Sequence

Term 1: Living the Faith in Australia


1. Investigate the contribution of key Catholic Christian people and groups, to the shaping of Australian society since Federation.

2. Identify and describe the many ways in which faith is lived out in the lives of believers past and present.

3. Examine the spiritual and corporal works of mercy.

4. Participate respectfully in a variety of meditative prayer practices.

Fertile Question: How has the Catholic Church contributed

to the shaping of Australia?

Term 2: Liturgical Celebrations


1. Identify and describe the many ways in which Faith is celebrated in the lives of believers, past and present.

2. Evaluate the historical links between the Jewish High Holy Day of Passover and Eucharist.

3. Explore and identify different seasons of the Church’s liturgical year and important liturgical celebrations.

4. Demonstrate an understanding of the term ‘Communion of Saints’ and the spiritual bond that exists between all members of the Church, living and dead.

5. Identify different icons of saints and use them in prayer.

Fertile Question: How is faith celebrated in the lives of

believers?

Term 3: Messages of the Bible

At the end of this unit, students should be able to:

1. Select and use evidence from scriptural texts to show how these texts describe Jesus’ relationship with God the Father and with humanity.

2. Identify scriptural texts that highlight the proclamation of Jesus as fulfilling God’s promises in the Old Testament.

3. Examine the Our Father and Examen to improve their understanding of the significance of personal and communal prayer.

4. Participate in reflective prayer journaling.

5. Explain the action of the Holy Spirit in guiding the formation of the New Testament.

Fertile Question: Who do you say I am? or How do you

fulfil God’s promise in your daily lives?

Term 4: Just Leadership: What does this mean for you?

At the end of this unit, students should be able to:

1. Analyse information from a variety of texts, including Old Testament texts.

2. Identify and describe many ways in which Faith is lived out in the lives of believers past and present.

3. Analyse the key messages and contexts of some Old Testament prophets.

4. Explain the significance of Jesus’ New Law for the way believers live their Faith and examine the spiritual and corporal works of mercy.

Fertile Question: Why does justice begin with me?


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Achievement StandardBy the end of Year 4, students understand that texts

have different text structures depending on purpose and

audience. They explain how language features, images and

vocabulary are used to engage the interest of audiences.

They describe literal and implied meaning connecting ideas

in different texts. They express preferences for particular

texts, and respond to others’ viewpoints. They listen for key

points in discussions.

Students use language features to create coherence and

add detail to their texts. They understand how to express

an opinion based on information in a text. They create texts

that show understanding of how images and detail can be

used to extend key ideas.

Students create structured texts to explain ideas for

different audiences. They make presentations and

contribute actively to class and group discussions,

varying language according to context. They demonstrate

understanding of grammar, select vocabulary from a range

of resources and use accurate spelling and punctuation,

editing their work to improve meaning.

OrganisationEnglish is taught in a LITERACY BLOCK and includes

Spelling, Writing, Reading, Speaking and Listening. It is also

integrated across all other areas of the curriculum.

Scope and Sequence

Term 1: To Be a Downlander• Daily spelling activities with a core/challenge list and

dictation - Targeted Spelling• Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a NARRATIVE (NAPLAN Marking

Criteria)• Audience/Purpose• Characters/Setting/Plot development• Literary responses to text studied (narratives)• Reading Groups - shared; modelled; guided; independent;

reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Springboard into comprehension• Book Reports

• Oral Reading/Presentations

Term 2: In Flander’s Field (Anzac Day Theme)• Daily spelling activities with a core/challenge list and

dictation • Sentence structure – grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a PERSUASIVE TEXT (NAPLAN

Marking Criteria)• Audience/Purpose• Development of an argument – orally (soap box/

debating) and written• Literary responses to text studied – Letter/News Article• Reading Groups – shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension – CARS and STARS• Springboard into Comprehension• Book Reports


Term 3: Novel Study - Finders Keepers• Daily spelling activities with a core/challenge list and

dictation - Targeted Spelling Program• Sentence structure – grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create an Informative Text (Marking Criteria)• Audience/Purpose• Research – selecting sources; note-taking• Literary responses to text studied – Fact File, Information

Report, Profile• Reading Groups – shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension – CARS and STARS• Springboard into Comprehension• Book Reports• Readers’ Cup• NATIONAL LITERACY WEEK

• Oral Reading/Spelling Bee/BOOK WEEK

Term 4: Poetry• Daily spelling activities with a core/challenge list and

dictation • Sentence structure – grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a Poetic/Descriptive Text (Marking

Criteria)• Audience/Purpose• Literary responses to text studied – Fact File, Information

Report, Profile• Reading Groups – shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension – CARS and STARS• Springboard into Comprehension

• Verse Speaking


English - Year 5

Achievement StandardBy the end of Year 5, Students explain how text structures

assist in understanding the text. They understand how

language features, images and vocabulary influence

interpretations of characters, settings and events. When

reading, they encounter and decode unfamiliar words

using phonic, grammatical, semantic and contextual

knowledge. They analyse and explain literal and implied

information from a variety of texts. They describe how

events, characters and settings in texts are depicted and

explain their own responses to them. They listen and ask

questions to clarify content.

Students use language features to show how ideas can be

extended. They develop and explain a point of view about a

text, selecting information, ideas and images from a range

of resources. Students create imaginative, informative and

persuasive texts for different purposes and audiences. They

make presentations which include multimodal elements

for defined purposes. They contribute actively to class and

group discussions, taking into account other perspectives.

When writing, they demonstrate understanding of

grammar using a variety of sentence types. They select

specific vocabulary and use accurate spelling and

punctuation. They edit their work for cohesive structure

and meaning.

OrganisationEnglish is taught in a LITERACY BLOCK and includes Spelling, Writing, Reading, Speaking and Listening. It is also


Scope and SequenceTerm 1: Novel Study - Wiggy & Boa• Daily spelling activities with a core/challenge list and

dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a NARRATIVE (NAPLAN Marking

Criteria)• Audience/Purpose• Characters/Setting/Plot development• Literary responses to text studied (narratives)• Reading Groups - shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports• Oral Reading/Presentations

• NAPLAN Practice Sessions - Year 5


dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a PERSUASIVE TEXT (NAPLAN

Marking Criteria)• Audience/Purpose• Development of an argument - orally (soap box/

debating) and written• Literary responses to text studied - Letter/News Article• Reading Groups - shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports• Oral Reading/Presentations

• NAPLAN Practice Sessions - Year 5

Term 3: Novel Study - Buzzard Breath and Brains• Daily spelling activities with a core/challenge list and

dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create an INFORMATIVE TEXT (Marking Criteria)• Audience/Purpose• Research - selecting sources; note-taking• Literary responses to text studied - Fact File, Information

Report, Profile• Reading Groups - shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports• Readers’ Cup• NATIONAL LITERACY WEEK

• Oral Reading/College Oratory Competition/Spelling Bee


dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a POETIC/DESCRIPTIVE TEXT

(Marking Criteria)• Audience/Purpose• Literary responses to text studied - Fact File, Information


independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS

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Achievement StandardBy the end of Year 6 Students explain how text structures

assist in understanding the text. They understand how

language features, images and vocabulary influence

interpretations of characters, settings and events. When

reading, they encounter and decode unfamiliar words

using phonic, grammatical, semantic and contextual

knowledge. They analyse and explain literal and implied

information from a variety of texts. They describe how

events, characters and settings in texts are depicted and

explain their own responses to them. They listen and ask

questions to clarify content.

Students use language features to show how ideas can be

extended. They develop and explain a point of view about a

text, selecting information, ideas and images from a range

of resources. Students create imaginative, informative and

persuasive texts for different purposes and audiences. They

make presentations which include multimodal elements

for defined purposes. They contribute actively to class and

group discussions, taking into account other perspectives.

When writing, they demonstrate understanding of

grammar using a variety of sentence types. They select

specific vocabulary and use accurate spelling and

punctuation. They edit their work for cohesive structure

and meaning.

OrganisationEnglish is taught in a LITERACY BLOCK and includes Spelling, Writing, Reading, Speaking and Listening. It is also


Scope and SequenceTerm 1: Novel Study - Valley of Bones• Daily spelling activities with a core/challenge list and

dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a NARRATIVE (NAPLAN Marking

Criteria)• Audience/Purpose• Characters/Setting/Plot development• Literary responses to text studied (Stride’s Summer)• Reading Groups - shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports



dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a PERSUASIVE TEXT (NAPLAN

Marking Criteria)• Audience/Purpose• Development of an argument - orally (soap box/

debating) and written• Literary responses to text studied - Letter/News Article• Reading Groups - shared; modelled; guided;

independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports


Term 3: Boy Overboard• Daily spelling activities with a core/challenge list and

dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a INFORMATIVE TEXT (Marking Criteria)• Audience/Purpose• Research - selecting sources; note-taking• Literary responses to text studied - Fact File, Information


independent; reading strategies• Reading Stamina; Reading Fluency• Comprehension - CARS and STARS• Book Reports• Readers’ Cup• NATIONAL LITERACY WEEK

• Oral Reading/Spelling Bee/Reading Fluency Program


dictation • Sentence structure - grammar and cohesive devices• Demand Writing/Writing Stamina• Read/analyse/create a POETIC/DESCRIPTIVE TEXT

(Marking Criteria)• Audience/Purpose• Literary responses to text studied - Fact File, Information


independent; reading strategies• Reading Stamina; Reading Fluency

• Comprehension - CARS and STARS

English - Year 6

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Mathematics - Year 4

Achievement StandardBy the end of Year 4, students choose appropriate strategies

for calculations involving multiplication and division. They

recognise common equivalent fractions in familiar contexts

and make connections between fraction and decimal

notations up to two decimal places. Students solve simple

purchasing problems. They identify unknown quantities

in number sentences. They describe number patterns

resulting from multiplication. Students compare areas of

regular and irregular shapes using informal units. They

solve problems involving time duration. They interpret

information contained in maps.

Students identify dependent and independent events.

They describe different methods for data collection and

representation, and evaluate their effectiveness.

Students use the properties of odd and even numbers. They

recall multiplication facts to 10 x 10 and related division

facts. Students locate familiar fractions on a number line.

They continue number sequences involving multiples

of single digit numbers. Students use scaled instruments

to measure temperatures, lengths, shapes and objects.

They convert between units of time. Students create

symmetrical shapes and patterns. They classify angles in

relation to a right angle. Students list the probabilities of

everyday events. They construct data displays from given

or collected data.

OrganisationMaths will be taught in a NUMERACY BLOCK that involves explicit teaching and FLUID GROUP sessions, providing opportunities for revisiting and consolidating knowledge, understanding and skills. There will also be sessions that provide for problem solving and investigations.

Scope and SequenceTerm 1 Fluid Groups - Place Value • Mental Strategies – using DOUBLES; Number Facts 2x/4x• Number Properties – Odd/Even; Factors/Multiples;

Square/Triangular numbers• Fractions – common and equivalent; number lines; tenths• Place Value – 99 999 • Addition/Subtraction with regrouping and with larger numbers• Problem Solving – ABC Method• MATHS ROTATIONS (hands-on activities) – Make it/

Write it/Explain it.• Selected tasks from the three strands designed to

explore concepts prior to explicit teaching• Formative and Summative Assessment tasks

Term 2 Fluid Groups - Decimals

• Mental Strategies – Combinations of 11/12; Number Facts 8x

• Discover ‘friendly’ numbers when working

mathematically

• Number Patterns – identifying RULES

• Unknown quantities in number sentences (algebra)

• Fractions – common and equivalent

• DECIMALS - less than a whole; Tenths; Place Value; x/÷ 10

• Multiplying by up to 5 digits by one digit with regrouping

• Problem Solving – ABC Method

• MATHS ROTATIONS (hands-on activities) – Make it/Write

it/Explain it.

• Selected tasks from the three strands designed to

explore concepts prior to explicit teaching

• Formative and Summative Assessment tasks

Term 3 Fluid Groups - Division

• Mental Strategies – Combinations of 13/14; Number

Facts – 3x/6x

• Continue with ‘friendly’ numbers when working

mathematically



• Find a Fraction of a quantity

• DECIMALS - less than a whole; adding/subtracting

• Multiplying by two digits


• 3D shapes – identify properties

• Investigating AREA


it/Explain it.



• Formative and Summative Assessment tasks

Term 4 Fluid Groups - Problem Solving

• Mental Strategies – Fractions; Number Facts – ALL/

Division

• Continue with ‘friendly’ numbers when working mathematically



• Multiplying by one digit

• Division


• Money matters/tasks

• MATHS ROTATIONS – Make it/Write it/Explain it



• Maths Investigation Cards

• Formative and Summative Assessment Tasks


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Achievement StandardBy the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate

them on number lines. They add and subtract fractions

with the same denominator. Students continue patterns by

adding and subtracting fractions and decimals. They use

appropriate units of measurement for length, area, volume,

capacity and mass, and calculate perimeter and area of

rectangles. They convert between 12- and 24-hour time.

Students use a grid reference system to locatelandmarks.

They measure and construct different angles. Students

list outcomes of chance experiments with equally likely

outcomes and assign probabilities between 0 and 1.

Students pose questions to gather data, and construct data

displays appropriate for the data.

OrganisationMaths will be taught in a NUMERACY BLOCK that involves

explicit teaching and FLUID GROUP sessions, providing

opportunities for revisiting and consolidating knowledge,

understanding and skills. There will also be sessions that

provide for investigations.

Scope and SequenceTerm 1 Fluid Groups - Place Value

• Mental Strategies – using DOUBLES; Number Facts

2x/4x/8x

• Number Properties – Odd/Even; Factors/Multiples;

Square/Triangular numbers

• Fractions – common and equivalent; number lines;

tenths

• Place Value – 999 999 and beyond (large numbers –

millions);

• Explore new concepts - 3D Shapes; Data; Perimeter;

Equivalent Fractions; 12/24hr Time; Mass


• NAPLAN Practice – Year 5

• MATHS ROTATIONS (hands-on activities) – Make it/

Write it/Explain it, 3D Shapes; 12/24hr Time; Mass (g/kg);

Graphing; Equivalent Fractions; Perimeter (formula)

Term 2 Fluid Groups - Decimals


Facts 3x/6x/12x

• Discover ‘friendly’ numbers when working

mathematically




• DECIMALS - less than a whole; Place Value; x/÷

10,100,1000

• Multiplying by one/two digits


• NAPLAN Practice – Year 5

• MATHS ROTATIONS (hands-on activities) – Make it/

Write it/Explain it, Angle Finders; Volume/Surface Area;

Capacity (ml/L); Flip/Slide/Turn; Chance; Area (formula)

Term 3 Fluid Groups - Division


Facts - Division


mathematically




• DECIMALS - less than a whole; adding/subtracting


• Long/short Division


• 3D shapes – connect with their nets; create designs

• Formula for finding AREA

• Angles (using a protractor)


it/Explain it, Probability; Enlargement; Tessellations; Co-

ordinates; Money; Compass and Circles

Term 4 Fluid Groups - Problem Solving

• Mental Strategies – Fractions; Number Facts - ALL


mathematically




• Long/short Division


• Financial Plans

• MATHS ROTATIONS – Make it/Write it/Explain it

• Maths Investigation Cards

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Achievement Standard By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media. Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using

simple fractions, decimals and percentages.

OrganisationMaths will be taught in a NUMERACY BLOCK that involves explicit teaching and FLUID GROUP sessions, providing opportunities for revisiting and consolidating knowledge, understanding and skills. There will also be sessions that provide for investigations.

Scope and SequenceTerm 1 Fluid Groups - Place Value• Mental Strategies – using DOUBLES; Number Facts

2x/4x/8x• Number Properties – Odd/Even; Factors/Multiples;

Square/Triangular numbers• Fractions – common and equivalent; number lines;

tenths• Place Value – millions and beyond; decimals• Explore new concepts - 3D Shapes; Data; Perimeter;

Equivalent Fractions; 12/24hr Time; Mass• Problem Solving – ABC Method• MATHS ROTATIONS (hands-on activities) – Make it/

Write it/Explain it, 3D Shapes; 12/24hr Time; Mass (g/kg); Graphing; Equivalent Fractions; Perimeter (formula)

Term 2 Fluid Groups - Decimals• Mental Strategies – Combinations of 11/12; Number

Facts 3x/6x/12x• Discover ‘friendly’ numbers when working

mathematically• Number Patterns – identifying RULES• Unknown quantities in number sentences (algebra)• Find a Fraction of a quantity• DECIMALS - less than a whole; Place Value; x/÷

10,100,1000• Multiplying by one/two digits• Problem Solving – ABC Method• MATHS ROTATIONS (hands-on activities) – Make it/

Write it/Explain it, Angle Finders; Volume/Surface Area; Capacity (ml/L); Flip/Slide/Turn; Chance; Area (formula)

Term 3 Fluid Groups - Division• Mental Strategies – Combinations of 13/14; Number

Facts - Division• Continue with ‘friendly’ numbers when working

mathematically• Number Patterns – identifying RULES• Unknown quantities in number sentences (algebra)• Find a Fraction of a quantity• DECIMALS - less than a whole; adding/subtracting• Multiplying by two digits• Long/short Division• Problem Solving – ABC Method• 3D shapes – connect with their nets; create designs • Formula for finding AREA• Angles (using a protractor)• MATHS ROTATIONS (hands-on activities) – Make

it/Write it/Explain it, Probability; Enlargement; Tessellations; Co-ordinates; Money; Compass and Circles

Term 4 Fluid Groups - Problem Solving• Mental Strategies – Fractions; Number Facts - ALL• Continue with ‘friendly’ numbers when working

mathematically• Number Patterns – identifying RULES• Unknown quantities in number sentences (algebra)• Multiplying by two digits• Long/short Division• Problem Solving – ABC Method• Financial Plans• MATHS ROTATIONS – Make it/Write it/Explain it, Maths

Investigation Cards


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Science - Years 4 & 5

Achievement StandardBy the end of Year 5, students classify substances

according to their observable properties and behaviours.

They explain everyday phenomena associated with the

transfer of light. They describe the key features of our

solar system. They analyse how the form of living things

enables them to function in their environments. Students

discuss how scientific developments have affected

people’s lives and how science knowledge develops from

many people’s contributions.

Students follow instructions to pose questions for

investigation, predict what might happen when variables

are changed, and plan investigation methods. They use

equipment in ways that are safe and improve the accuracy

of their observations. Students construct tables and graphs

to organise data and identify patterns. They use patterns in

their data to suggest explanations and refer to data when

they report findings. They describe ways to improve the

fairness of their methods and communicate their ideas,

methods and findings using a range of text types.

OrganisationAs the configuration in 2021 will include a straight Year

4 class, and two straight Year 5 classes. The Science Unit

will be taught in a two-year cycle. There will be alignment

across the levels within the Science Skills and the content

will be Year 5 in 2021 and Year 4 in 2022.

Scope and Sequence

Science Inquiry Skills

Teaching and Learning activities will be planned using

these descriptors:

S SIS5.1 With guidance, pose clarifying questions and make

predictions about scientific investigations (questioning and

predicting).

S SIS5.2 Identify, plan and apply the elements of scientific

investigations to answer questions and solve problems

using equipment and materials safely and identifying

potential risks (planning and conducting).

S SIS5.3 Decide variables to be changed and measured

in fair tests, and observe measure and record data with

accuracy using digital technologies as appropriate

(planning and conducting).

S SIS5.5 Construct and use a range of representations,

including tables and graphs, to represent and describe

observations, patterns or relationships in data using digital

technologies as appropriate (processing and analysing

data and information).

S SIS5.6 Compare data with predictions and use as

evidence in developing explanations (processing and

analysing data and information).

S SIS5.7 Reflect on and suggest improvements to scientific

investigations (evaluating).

S SIS5.8 Communicate ideas, explanations and processes

using scientific representations in a variety of ways,

including multi modal texts (communicating).

S SU5.4 Light from a source forms shadows and can be

absorbed, reflected and refracted (physical sciences).

Unit 1 - What’s the Matter?

Overview:

Students will find out what they think they know about

how solids, liquids and gases have different observable

properties and behave in different ways. The unit is broken

into different phases of learning – Engage, Explore, Explain,

Elaborate and Evaluate. The Explore and Explain phases

take most of the learning time. They will pose questions

and develop evidence based claims supported by their

reasoning.

Unit 2 - Desert Survivors

Overview:

It can be hard to imagine how any form of life could

survive in the extreme temperatures and dryness of a

desert environment. Yet even in such places an amazing

diversity of plants and animals can still be found. Their

behaviours and physical features have adapted so

that they can not only survive but thrive under these

conditions.

The Desert Survivors unit is an ideal way to link science

with literacy in the classroom. It provides an opportunity

for students to explore some of the physical and

behavioural features of desert plants and animals, and

to compare them with plants and animals that live in

other environments. They pose questions and develop

evidence based claims supported by their reasoning.

Through hands -on activities, students investigate how the

features of desert plants and animals help them to survive

in their own natural environment.

The Unit is broken into different phases of learning –

Engage, Explore, Explain, Elaborate and Evaluate. The

Explore and Explain phases take most of the learning time.


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The most beautiful thing we can experience is the mysterious. It is the source of all true art and science. He to whom this emotion is a stranger, who can no longer pause to wonder, and stand wrapt in awe, is as good as dead: his eyes are closed.

Albert Einstein

Unit 3 - Earth’s Place in Space

Overview:

Humans have always looked with wonder at the

movement of celestial bodies in the sky. We have used

its rhythms to define our days, our months and our

years. Not only have we defined time by these patterns,

we learned to navigate using their predictable motions.

Scientists have used observations of the day and night

sky to understand our place in Space. With the advance

of technology, astronomers seek answers to the big

questions in life, such as the origins of the Universe and

the existence of life on other planets.

The Earth’s place in Space unit is an ideal way to link

science with literacy in the classroom. It provides

opportunities for students to explore how the patterns

in the sky relate to days, months and years. Students’

understanding of how observation and models can be

used to shape ideas and understandings is developed

through hands on activities and student planned

investigations. Students also investigate the elements of

our Solar System and Earth’s




Unit 4 - Light Fantastic

Overview:

What would our lives be without light? We need it to see

everything we do in every moment of the day. We rely

on light to read a book, cross the street, admire artwork,

watch the sunset, and look into faces. Light plays a role in

some of our most sophisticated technology. It enables our

CD’s to play music or record movies. High speed optical

cable is used in our communications. Lasers are employed

in cutting edge surgery and defence.

The Light fantastic unit is an ideal way to link science

with literacy in the classroom. It provides opportunities

for students to explore where light comes from, how

it is used, how light travels and how it helps us to see.

Students’ thinking about light and its role in our lives

and our community will be developed using hands on

activities. Through investigations students explain how

light helps us to see and how we can use light to meet our

needs.

NOTE: This unit requires some modification to include

‘refraction’ to align to the Year 5 Physical Sciences SU.

Follow the suggestions that are included in the lesson

sequences (blue, italics text) to cover this new content

and Lesson 3.1. A link to supporting refraction resources

appears in the resource section for that lesson.





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Achievement Standard By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures.

Students follow procedures to develop investigable

questions and design investigations into simple cause

and effect relationships. They identify variables to be

changed and measured and describe potential safety

risks when planning methods. They collect, organise

and interpret their data, identifying where improvements

to their methods or research could improve the data.

They describe and analyse relationships in data using

graphic representations and construct multi modal texts to

communicate ideas, methods and findings.

Year 6 Scope and Sequence

Science Inquiry Skills

Teaching and Learning activities will be planned using

these descriptors:

S SIS6.1 With guidance, pose clarifying questions

and make predictions about scientific investigations

(questioning and predicting).

S SIS6.2 Identify, plan and apply the elements of scientific

investigations to answer questions and solve problems

using equipment and materials safely and identifying

potential risks (planning and conducting).

S SIS6.3 Decide variables to be changed and measured

in fair tests, and observe measure and record data with

accuracy using digital technologies as appropriate

(planning and conducting).

S SIS6.4 Use equipment and materials safely, identifying

potential risks.

S SIS6.5 Construct and use a range of representations,

including tables and graphs, to represent and describe

observations, patterns or relationships in data using digital

technologies as appropriate (processing and analysing

data and information).

S SIS6.6 Compare data with predictions and use as

evidence in developing explanations (processing and

analysing data and information).

S SIS6.7 Reflect on and suggest improvements to scientific

investigations (evaluating).

S SIS6.8 Communicate ideas, explanations and processes

using scientific representations in a variety of ways,

including multi modal texts (communicating).

Unit 1 - Change Detectives

Overview:

What makes things change and what affects how fast they

change? Why do some things burn more fiercely, rust

more quickly or smell more strongly? The whole world

is made up of particles that are constantly moving and

reacting with one another in fascinating ways. Science

seeks to understand why and how substances change,

and this has led to advances in everything from food

preservation to fire control. The ‘Change detectives’ unit is

an ideal way to link science with literacy in the classroom.

It provides opportunities for students to explore melting,

evaporating, dissolving, reacting and burning. Students’

understanding of the factors that influence the rate of

change will be developed through hands -on activities

and student- planned investigations. Students become

detectives who identify and explain physical and chemical

changes in everyday materials.

Unit 2 - Marvellous micro organisms

Overview:

Micro organisms affect everyone. Some are helpful, while

others are harmful. Pathogenic microorganisms can

cause diseases like sore throats, influenza, tuberculosis

and AIDS. Decomposer micro organisms decay rotting

plant and animal matter, returning important nutrients

back into the soil. Food spoilage micro organisms such

as mould ruin stored food. Other bacteria and yeasts are

vital to the production of food and drinks like yoghurt

and bread, and beer and wine. The ‘Marvellous micro-

organisms’ unit is an ideal way to link science with literacy

in the classroom. It provides opportunities for students to

develop an understanding of the role of micro organisms

in food and medicine. Students investigate the conditions

micro organisms need to grow, learn about yeast and the

bread -making process, and research the development of

penicillin.

Science - Year 6


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Unit 3 - Geological Changes

Overview

Major geological changes cause dramatic changes to

the Earth’s surface. These can affect millions of lives by

causing buildings to collapse, destroying roadways and

bridges and affecting basic necessities such as electricity

and water supply. It is still not possible to accurately

predict where and when an geological changes occur in

the Earth. However, greater understanding of their causes

helps scientists estimate the locations and likelihood of

future damaging geological disasters. This unit provides

opportunities for students to develop an understanding

of the causes of geological changes and how they

change the Earth’s surface. Through investigations,

students explore geological disaster data from Australia

and neighbouring countries, drawing conclusions about

patterns in the data.

Unit 4 - It’s Electrifying / Essential Energy

Overview

Electrical energy is part of our everyday lives at home, at

work and at school. We use it for refrigeration, machines

and lighting. Portable devices such as mobile phones,

watches and many toys rely on batteries for electrical

energy. Electric circuits are needed to allow energy to

be transferred from a battery to light bulbs, motors and

buzzers, where it is changed into light, movement or

sound. The ‘It’s electrifying’ unit is an ideal way to link

science with literacy in the classroom. Students develop

their understanding through hands on activities that

explore the role of electrons in transferring energy in

electric circuits. Through investigating batteries, light

bulbs, switches, conductors and insulators, they explain

how battery operated devices such as a torch work.

The Essential energy unit is an ideal way to link science

with literacy in the classroom. Students develop their

understanding through hands on activities that explore

how energy for everyday use can be generated. Through

conducting student planned investigations students

explore the various forms of basic energy generation.

In our MSC schools, no one is a stranger,

no one is a foreigner,

we are all one in the Heart of Christ.

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Health and Physical Education - Years 4, 5 & 6

Achievement Standard The Year 4, 5 and 6 curriculum supports students to

develop knowledge, understanding and skills to create

opportunities and take action to enhance their own and

others’ health, wellbeing, safety and physical activity

participation. Students develop skills to manage their

emotions, understand the physical and social changes

that are occurring for them and examine how the nature

of their relationships changes over time.

The content provides opportunities for students to

contribute to building a positive school environment that

supports healthy, safe and active choices for everyone.

Students also explore a range of factors and behaviours

that can influence health, safety and wellbeing.

Students refine and further develop a wide range

of fundamental movement skills in more complex

movement patterns and situations. They also apply their

understanding of movement strategies and concepts

when composing and creating movement sequences

and participating in games and sport. Students in Years

4, 5 and 6 further develop their understanding about

movement as they learn to monitor how their body

responds to different types of physical activity. In addition,

they continue to learn to apply rules fairly and behave

ethically when participating in different physical activities.

Students also learn to effectively communicate and

problem-solve in teams or groups in movement settings.

Reporting standards for end of Semester achievement:All Practical units will concentrate on:

• teamwork

• social responsibility

• rule knowledge and implementation

• sportsmanship

• respectPractical standards applied in conjunction with each sport’s specific criteria.

A – Student achieving at an exceptional physical level for the activity.

B – Student achieving at an above average level for the activity.

C – Student able to demonstrate basic all skills required for the activity.

D – Student able to demonstrate some of the basic skills required for the activity.

E – Student still developing the fundamental basic skills required for the activity.

All Health units will concentrate on:• Examining the role that preventative health as a key

foundation to maintaining health and wellbeing

• Explore a range of strategies to support and maintain

health and wellbeing

• Investigate healthy habits and strategies that promote

and maintain health and wellbeing.

Health standards applied in conjunction with each unit’s specific criteria.

A – Student is able to independently apply the unit’s knowledge, understanding and skills. Use critical and creative thinking, inquiry and insight.

B – Student is able to independently apply the unit’s knowledge, understanding and skills. Partially use critical and creative thinking, inquiry and insight.

C – Student is able to independently apply the unit’s knowledge, understanding and skills.

D – Student is able to partially apply the unit’s knowledge, understanding and skills.

E – Student has not yet required unit’s knowledge, understanding and skills.

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Health and Physical Education- Years 4, 5 & 6

Years 4, 5 & 6 Scope and Sequence

Terms 1-4

Fundamental movement games, 8 weeks• Participate in games that focus on the fundamental

movement patterns required in all sporting activities;

balancing, jogging, running, leaping, jumping, hopping,

dodging, skipping, bouncing, throwing, catching,

kicking, striking

Term 1

Cross Country

Minor Games 5 weeks • Participate in a range of games

• Explore how rule changes affect strategy

Term 2

Athletics, 5 weeks / Games• practice and develop skills in high jump, long jump,

shotput, discuss and sprints

• investigate ways to improve performance

Softball and Safety, 5 weeks (Year 4)• learn how to correctly hold and swing a softball bat to

score a run.

• practice pitching, fielding and catching in a minor

game environment

• Gala Day (Year 4)

Term 3

Athletics, 5 weeks / Ballgames• practice and develop skills in high jump, long jump,

shotput, discuss and sprints

• investigate ways to improve performance

Fitness, 5 weeks • explore elements of personal and corporate fitness

through fun activities

• identify how fitness can be incorporated into everyday

activities and practice

Term 4

Swimming 5 weeks • learn basic water safety including safety dive and tows• stroke development

• learn how to dive effectively

Health Unit• Project based learning focusing upon practical ways

we can incorporate physical activity into our everyday

lives including work and leisure time. Benefits of

physical activity in al aspects of our lives including

organised sport.

• Personal Development Program


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Humanities and Social Science (HaSS)

Year 4

Achievement Standard By the end of Year 4, students recognise the significance

of events in bringing about change and the importance of

the environment. They explain how and why life changed

in the past and identify aspects of the past that have

remained the same. They describe the experiences of an

individual or group in the past. They describe and compare

the diverse characteristics of different places at local to

national scales. Students identify the interconnections

between components of the environment and between

people and the environment. They identify structures

that support their local community and recognise the

importance of laws in society. They describe factors that

shape a person’s identity and sense of belonging. They

identify different views on how to respond to an issue or

challenge.

Students develop questions to investigate. They locate

and collect information and data from different sources,

including observations to answer these questions. When

examining information, they distinguish between facts

and opinions and detect points of view. They interpret

data and information to identify and describe distributions

and simple patterns and draw conclusions. They share

their points of view, respecting the views of others.

Students sequence information about events and the

lives of individuals in chronological order with reference

to key dates. They sort, record and represent data in

different formats, including large scale maps using basic

cartographic conventions. They reflect on their learning

to propose action in response to an issue or challenge,

and identify the possible effects of their proposed action.

Students present ideas, findings and conclusions using

discipline specific terms in a range of communication

forms.

OrganisationOne straight class of Year 4 and a two Year 5 is in place

for 2021. Year 4 and 5 units will run in a two-year cycle for

2021/2022. HaSS is a journey class, hence the students

will journey to the specific HaSS teacher for 2021.

Scope and Sequence

Term 1

• Inquiry skills will be introduced and developed

throughout the term. A particular focus will be

on posing questions and locating and collecting

information from appropriate sources.

• This term’s unit will focus on how communities

live and work together, specifically looking at rules,

responsibilities and laws that connect members of a

different groups.

Term 2

• Inquiry skills will continue to be developed, including

the skills of how to record, sort and represent data and

the location of places.

• This term’s unit will focus on the role of Local

government and its role and responsibilities in

representing its various communities. Study of the

Toowoomba Regional Council will be undertaken.

Term 3


the skills of interpreting data and drawing conclusions.

• This term’s unit will focus on the environment and

the management of natural resources. There will be

an investigation into the government’s environmental

responsibilities and what they have in place to protect

our natural resources.

Term 4


the reflection on proposed actions in response to local

issues and community challenges.

• This term’s unit will focus on finding out about the

continents of Africa and South America. The students

will present their findings using digital technologies.

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Year 5

Achievement Standard By the end of Year 5, students describe the significance

of people and events/developments in bringing about

change. They identify the causes and effects of change

on particular communities and describe aspects of the

past that have remained the same. They describe the

experiences of different people in the past. Students

explain the characteristics of places in different locations

at local to national scales. They identify and describe the

interconnections between people and the human and

environmental characteristics of places, and between

components of environments. They identify the effects of

these interconnections on the characteristics of places and

environments. Students identify the importance of values

and processes to Australia’s democracy and describe the

roles of different people in Australia’s legal system. They

recognise that choices need to be made when allocating

resources. They describe factors that influence their

choices as consumers and identify strategies that can

be used to inform these choices. They describe different

views on how to respond to an issue or challenge.

Students develop questions for an investigation. They

locate and collect data and information from a range

of sources to answer inquiry questions. They examine

sources to determine their purpose and to identify

different viewpoints. They interpret data to identify and

describe distributions, simple patterns and trends, and

to infer relationships, and suggest conclusions based on

evidence. Students sequence information about events,

the lives of individuals and selected phenomena in

chronological order using timelines. They sort, record and

represent data in different formats, including large-scale

and small-scale maps, using basic conventions. They work

with others to generate alternative responses to an issue

or challenge and reflect on their learning to independently

propose action, describing the possible effects of their

proposed action. They present their ideas, findings and

conclusions in a range of communication forms using

discipline-specific terms and appropriate conventions.

OrganisationOne straight class of Year 4 and a two Year 5 is in place

for 2021. Year 4 and 5 units will run in a two-year cycle for

2021/2022. HaSS is a journey class, hence the students

will journey to the specific HaSS teacher for 2021.

Scope and Sequence

Term 1

• Australia Day Mini Unit

• Australian Timeline

• Project Compassion – LENT (Caritas)

• Clean Up Australia Day

• EASTER

• Roles and Responsibilities

• Why people participate in groups/clubs/organisations –

common goals

• Becoming a ‘Downlander

Term 2

• Anzac Day Unit - Novel Study ‘In Flander’s Field’

• Mapping and locations

• Local Industries (CSIRO)

• Australian Timeline continued

• Early Navigation

• British Colonisation

• ‘Australian History’ by Bryce Courtenay

• ‘Making History – Investigating Our Land and Legends’

Term 3

• NAIDOC Week Mini Unit

• Aboriginal and Torres Strait Islander perspectives

• Downlands College Indigenous Students and their

stories

• Aboriginal Art and its history


• Australian Explorers

• Asian Neighbours

• Downlands College Enrichment Week

Term 4

• Refugee Week Mini Unit

• Multiculturalism

• Remembrance Day

• Natural Disasters – Australian bushfires

• Advent/Christmas

What then is involved in honouring a person?

It means leaving oneself open to the impact of the other’s personality, and giving a positive recognition and a loving response to the other’s concrete reality as one experiences it, and to the other’s attitudes which...are free, transient, and unpredictable. In honouring the other’s heart, one honours the original, innermost, formative centre of the other’s attitudes.

Karl Rahner, ‘Some theses on the theology of devotion’ in Josef Stierli (ed) Heart of the Saviour: a symposium on Devotion to the Sacred Heart, (1957) p.136

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Perfect Love consists in the perfect union of your will with the will of God. NOthing in the world is more important than to do this well

Jules Chevalier, l’é ecole du Sacré Coeur

Year 6

Achievement Standard By the end of Year 6, students explain the significance

of an event/development, an individual and/or group.

They identify and describe continuities and changes for

different groups in the past and present. They describe the

causes and effects of change on society. They compare

the experiences of different people in the past. Students

describe, compare and explain the diverse characteristics

of different places in different locations from local to global

scales. They describe how people, places, communities

and environments are diverse and globally interconnected

and identify the effects of these interconnections

over time. Students explain the importance of people,

institutions and processes to Australia’s democracy and

legal system. They describe the rights and responsibilities

of Australian citizens and the obligations they may have

as global citizens. Students recognise why choices about

the allocation of resources involve trade-offs. They

explain why it is important to be informed when making

consumer and financial decisions. They identify the

purpose of business and recognise the different ways that

businesses choose to provide goods and services. They

explain different views on how to respond to an issue

or challenge. Students develop appropriate questions to

frame an investigation. They locate and collect useful data

and information from primary and secondary sources.

They examine sources to determine their origin and

purpose and to identify different perspectives in the past

and present. They interpret data to identify, describe and

compare distributions, patterns and trends, and to infer

relationships, and evaluate evidence to draw conclusions.

Students sequence information about events, the lives

of individuals and selected phenomena in chronological

order and represent time by creating timelines. They

organise and represent data in a range of formats,

including large- and small-scale maps, using appropriate

conventions. They collaboratively generate alternative

responses to an issue, use criteria to make decisions and

identify the advantages and disadvantages of preferring

one decision over others. They reflect on their learning

to propose action in response to an issue or challenge

and describe the probable effects of their proposal. They

present ideas, findings, viewpoints and conclusions

in a range of communication forms that incorporate

source materials, mapping, graphing, communication

conventions and discipline-specific terms.

OrganisationHaSS will be taught in specific Year levels.

Scope and Sequence

Term 1

• Australia Day Mini Unit

• Australian Timeline

• Project Compassion – LENT (Caritas)

• Clean Up Australia Day

• EASTER

• Leadership - Roles and Responsibilities

• Decision-making processes – Deserted Island Scenario

• Becoming a ‘Downlander

Term 2

• Anzac Day Unit - Novel Study ‘In Flander’s Field’

• Mapping and locations


• Three Levels of Government – Local Government

(Toowoomba Regional Council)

• Visit to the local Council/Town Hall

• Federation

Term 3

• NAIDOC Week Mini Unit

• Aboriginal and Torres Strait Islander perspectives

• Downlands College Indigenous Students and their

stories

• Aboriginal Art and its history


• State Government – Queensland Government and

Parliament House

• Federal/Commonwealth Government and Parliament

House

• Downlands College Enrichment Week

• Historical Excursion to Melbourne

Term 4

• Refugee Week Mini Unit

• Immigration – cultural diversity

• Asian Influences

• Mapping

• Multiculturalism

• Remembrance Day

• Natural Disasters – Australian bushfires

• Advent/Christmas

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Achievement Standard French is a major world language, spoken as the first

language in more than two dozen countries on five

continents and as an official language in 33 countries.

French is a language of diplomacy, used by many

international organisations, and is the dominant working

language at the European Court of Justice. French culture

has contributed to the shaping of global movements

and traditions associated with domains such as the arts,

cinema, philosophy and cultural theory, as well as fashion,

design, food and wine.

Australia and the French-speaking world have significant

shared history and strong contemporary connections

Current links between Australia and the French-speaking

world are strong, characterised by bilateral relationships

in trade and investment, educational exchanges, research

and development in science and technology, humanitarian

and environmental initiatives, and communications,

strategic and defence priorities. The Pacific region is a

particularly important focus of bilateral engagement.

France is a leading destination for Australian travellers, and

a partner in work-exchange opportunities in hospitality,

tourism and international relations. Large numbers of

young Australians visit France and other French-speaking

countries each year on student or working visas.

French is part of the heritage of Downlands College, as it

was the mother-tongue of the founder of the Missionaries

of the Sacred Heart, Jules Chevalier.

OrganisationYear 4 Unit: TBA

Year 5 Unit: Bienvenue (Welcome)

• Greetings

• Self-introduction

• Numbers and counting

Year 6 Unit: J’aime ça! (My likes and dislikes)

• Asking questions and expressing preferences

• Animals, colours and foods

Scope and SequenceLearning Experiences• Dialogue Role-plays

• Listening to stories

• Listening to/singing songs

• Dictation

• Learn grammar rules through inquiry

• Write simple sentences

• Proofreading and self correction

• Translate basic sentences in both directions

• Research tasks

• Presentation of information in different formats (e.g.

script, poster, identity card)

• Games

• Comparing texts

• Use of technology such as quizlet and kahoot

• Compile bilingual glossary

Culture• Students will learn elements of French culture (e.g. la

bise, formal and informal register).

• Students will investigate the diversity of the

Francophone world.

• Students will discuss the role of multilingualism and

multiculturalism in Australian society.

• Students will recognise the French flag and key

monuments from Paris.

• Students will learn about and celebrate French holidays

(e.g. Easter, Bastille Day, Saint name days, birthdays)

• Students will investigate everyday life in a French city

(e.g. Marseille).

• Students will reflect on their won linguistic identity

Languages (LOTE)Fr

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The Arts

Achievement Standard This semester unit is an introductory unit to Music (Mrs

Pietsch) in G1 and Dance (Miss Wendt) in the Dance Studio.

Both subjects will be studied for one lesson per six day

cycle.

Music will introduce the concept of music as organised

sound through the exploration of a variety sound sources

including body percussion. The elements of music will be

explored through the use of graphic notation as well and

an introduction to conventional notation. Students will

participate in a variety of aural, vocal and ukulele activities.

Assessment will be a practical vocal ensemble/ukulele

performance, aural test.

During Dance, students will begin to understand dance

terminology, along with the Elements of Dance, through

consolidated learning practices. The students will have the

opportunity to create, present and reflect on the work of

others.

Assessment will be a popular dance performance and a

group/solo devised choreography.

Dance Scope and Sequence

Key Learning Experiences

• extend their awareness of the body as they combine

movements that use body parts and actions with those

involving body zones and bases

• extend their understanding and use of space, time,

dynamics and relationships including performing in

groups of varying sizes

• extend their use of various combinations of

fundamental movement skills and technical skills,

developing competence, body control and accuracy

• explore meaning and interpretation, forms and

elements of dance, including the use of space and

energy in dances as they make and respond to dance.

• Understand that safe dance practices underlie all

experiences in the study of dance.

• Perform within their own body capabilities and work

safely in groups.

Key Terminology

• The students will be learning proper dance terminology

in the classroom derived from the CSTD Dance

Teachings and various reputable syllabi, for example

students will learn grand jeté not flying saucer leap.

• Terminology from the Dance Teaching Syllabus

will also be covered: see ‘The Elements of Dance’

document for more key terminology.

Music Scope and Sequence

Key Learning Experiences

• further their understanding of rhythm, pitch, dynamics

and expression, form and structure, timbre and texture

in music

• extend their understanding and use of aural skills

as they sing and play independent parts against

contrasting parts and recognise instrumental, vocal

and digitally generated sounds

• explore and use rhythm, pitch, dynamics and

expression, form and structure, timbre and texture in

music they perform and compose


elements of music as they make and respond to music.

Key Terminology

• Musical Elements: pitch, duration/beat/rhythm,

dynamics, crotchet, quaver, bar, barline.

• Ukulele: chord, chord diagram, strum, fingering

• Ukulele Parts: head, tuning keys, sound hole, fret,

strum, neck, nut, saddle, bridge, body.

Vocal Ensemble: Soprano, Alto. Tenor, Bass

Dance | Drama | Music | Visual Art


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Dance, Drama and Music- Year 4

Year 4 DanceIn Dance, students:

• extend their awareness of the body as they incorporate

actions using different body parts, body zones and

bases

• explore and experiment with directions, time, dynamics

and relationships using groupings, objects and props

• extend their fundamental movement skills by adding

and combining more complex movements

• use technical skills including accuracy and awareness

of body alignment

• explore meaning and interpretation, elements and

forms including shapes and sequences of dances as

they make and respond to dance

• use expressive skills including projection and focus

when performing dance for themselves and others.

Achievement StandardBy the end of Year 4, students:

• describe and discuss similarities and differences

between dances they make, perform and view.

• discuss how they and others organise the elements of

dance in dances depending on the purpose.

• extend their fundamental movement skills by adding

and combining more complex movements

• structure movements into dance sequences and use

the elements of dance and choreographic devices to

represent a story or mood.

• collaborate to make dances and perform with control,

accuracy, projection and focus.

Year 4 Drama In Drama, students:

• extend their understanding of role and situation as they

offer, accept and extend their ideas in improvisation

• vary voice and movement to create role when devising

drama

• learn about focus, tension, space and time in their own

and others’ drama


elements including voice, movement, situation, time

and place, and tension as they make and respond to

drama

• use language and ideas to shape dramatic action

• use story structures to shape drama for audiences.



between drama they make, perform and view.

• discuss how they and others organise the elements of

drama in their drama.

• use relationships, tension, time and place and narrative

structure when improvising and performing devised

and scripted drama.

• collaborate to plan, make and perform drama that

communicates ideas.

Year 4 MusicIn Music, students:

• extend their understanding of the elements of music as

they develop their aural skills

• match pitch and show the direction of a tune with

gesture or drawings

• recognise the difference between notes moving by step

and by leap

• recognise and discriminate between rhythm and beat

• explore meaning and interpretation, forms, and

elements including rhythm, pitch, dynamics and

expression, form and structure, timbre and texture as

they make and respond to music

• learn to listen as performers and as an audience,

extending their awareness of themselves and others as

performers and as the audience.

• develop their vocal performance skills and sense of

intonation

• perform using their voice and various percussion

instruments



between music they listen to, compose and perform.

• discuss how they and others use the elements of music

in performance and composition.

• collaborate to improvise, compose and arrange

sound, silence, tempo and volume in music that

communicates ideas.

• demonstrate aural skills by singing and playing

instruments with accurate pitch, rhythm and

expression.


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Years 5 and 6 DanceIn Dance, students:

• extend their awareness of the body as they combine

movements that use body parts and actions with those

involving body zones and bases

• extend their understanding and use of space, time,

dynamics and relationships including performing in

groups of varying sizes

• extend their use of various combinations of

fundamental movement skills and technical skills,

developing competence, body control and accuracy


elements of dance, including the use of space and

energy in dances as they make and respond to dance.


• explain how the elements of dance, choreographic

devices and production elements communicate

meaning in dances they make, perform and view.

• describe characteristics of dances from different social,

historical and cultural contexts that influence their

dance making.

• structure movements in dance sequences and use the

elements of dance and choreographic devices to make

dances that communicate meaning.

• work collaboratively to perform dances for audiences,

demonstrating technical and expressive skills.

Years 5 and 6 Drama In Drama, students:

• develop an understanding of character through voice

and movement and extend their understanding and use

of situation, focus, tension, space and time

• extend their understanding and use language and

ideas to create dramatic action and consider mood and

atmosphere in performance

• use conventions of story and other devices such as

dramatic symbol to communicate meaning and shape

and sustain drama for audiences


elements including voice, movement, situation, space

and time, and tension as they make and respond to

drama.


• explain how dramatic action and meaning is

communicated in drama they make, perform and view.

• explain how drama from different cultures, times and

places influences their own drama making.

• work collaboratively as they use the elements of

drama to shape character, voice and movement in

improvisation, play building and performances of

devised and scripted drama for audiences.

Years 5 and 6 MusicIn Music, students:

• further their understanding of rhythm, pitch, dynamics

and expression, form and structure, timbre and texture

in music

• extend their understanding and use of aural skills

as they sing and play independent parts against

contrasting parts and recognise instrumental, vocal

and digitally generated sounds

• explore and use rhythm, pitch, dynamics and

expression, form and structure, timbre and texture in

music they perform and compose


elements of music as they make and respond to music.


• explain how the elements of music are used to

communicate meaning in the music they listen to,

compose and perform.

• describe how their music making is influenced by

music and performances from different cultures, times

and places.

• use rhythm, pitch and form symbols and terminology

to compose and perform music.

• sing and play music in different styles, demonstrating

aural, technical and expressive skills by singing and

playing instruments with accurate pitch, rhythm and

expression in performances for audiences.

Dance, Drama and Music- Years 5 and 6


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rt What is Music Immersion? The Downlands Music Immersion program is a part of the

academic curriculum undertaken by all Year 5 students.

It is a comprehensive, whole cohort learning experience

designed to enrich and strengthen students’ academic

performance. The students will learn a brass, woodwind,

strings, or percussion instrument for the duration of the

year, in partnership with their regular academic music

lesson. All students start as beginner students, and

together, will work as a team to build a strong community

of aspiring musicians.

Why do we offer the program?

There is a significant body of scientific research that

outlines the immense benefit that learning a musical

instrument will bring to both the academic performance

and executive function capabilities of students. It has been

proven to develop the literacy and numeracy skills of the

students and foster greater resilience, persistence, and

creative expression. The valuable social and teambuilding

skills that come from both year levels being involved in

a united activity, all starting at the same ability level, will

serve the students well beyond their involvement in the

program.

What activities are part of the program?

In Music Immersion, the students will receive a weekly

30-minute small group instrumental lesson with their

allocated music tutor from Week 3, Term 1. This will

complement the 30-minute classroom music lesson that

each class will receive in each timetable cycle.

During the final week of Term 1, we will then introduce

two Music Immersion ensembles. There will be a concert

band for all woodwind, brass, and percussion students, and

a string ensemble for all upper and lower strings students.

The students also experience a range of performance

opportunities as a soloist or a member of a small or large

ensemble. These experiences include:

• Music Immersion Belts

• Year 5 Music Immersion Camp Day concert

• Toowoomba Eisteddfod

• Inter-House Performing Arts Festival

• Music Immersion Final Concert

How do we allocate instruments?

We want to ensure that every student experiences success

throughout their time in the program and this starts with

the allocation of instruments. Two tests will be conducted

early in Term 1 to assist our team in allocating an

instrument to each student.

The first test will be administered in their first academic

music lesson for the year. It is an internationally used and

validated aural perception test which reveals the natural

musical aptitudes of each student. It will give us a clear

picture of their pitch, rhythm and tone preferences.

The second test will be a physical suitability test. In Week 2,

Term 1 every student will have the opportunity to try each

instrument we offer in the program, under the guidance of

our Music Immersion tutor team.

The final step in the allocation process will be to ask each

student to nominate three equal choices of the instrument

that they would like to learn for the year. The only

limitation on these choices will be that the students cannot

choose an instrument that they have previously learned.

All of this information will be collated, and each student

will be allocated to an instrument. In our collective

experience, this three-step process will ensure each

student is allocated to the best instrument for the year.

Music Immersion Belts

The Music Immersion belts system is an independent,

personal achievement challenge for all Music Immersion

students. The purpose behind the belt system is to

acknowledge and reward students for the individual

progress they are making on their instrument.

The students receive a record card outlining each of

the belt colours and the Tutor Book exercise required to

achieve each belt. Once the student has achieved a belt, it

will be recorded on the record card by their tutor and then

the students are awarded a belt to tie to their instrument

case and proudly display for the remainder of the year.

Music Immersion Practice Blitz

At various points throughout the year, the College will run

a Music Immersion practice blitzes. The purpose behind

each practice blitz is to acknowledge the time and effort a

student is putting in on their instrument, not on how good

they are at the instrument. This is about persistence and

resilience.

The students are required to document their practice in

the Music Tuition Diary, have their parents sign their diary

to confirm the amount of practice and this is then recorded

by the student’s tutor. Prizes are awarded to individuals,

groups or whole house groups depending upon the nature

of the blitz.

Music Immersion- Year 5


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Visual Art - Year 4

Visual ArtIn Year 4, learning in The Arts builds on the experience

of the previous band. It involves students making and

responding to artworks independently and collaboratively

with their classmates and teachers.

As they experience The Arts, students draw on artworks

from a range of cultures, times and locations. They explore

the arts of Aboriginal and Torres Strait Islander Peoples and

of the Asia region and learn that they are used for different

purposes. While the arts in the local community should be

the initial focus for learning, students are also aware of and

interested in the arts from more distant locations and the

curriculum provides opportunities to build on this curiosity.

As they make and respond to artworks, students explore

meaning and interpretation, elements and forms, and

social and cultural contexts of the arts. They make personal

evaluations of their own and others’ artworks, making

connections between their own artistic intentions and

those of other artists.

Students continue to learn about safe practices in the

arts and in their interactions with other artists. Their

understanding of the role of the artist and the audience

builds on their experience from the previous band. As an

audience, students focus their attention on the artwork

and respond to it. They consider why and how audiences

respond to artworks.

In Year 4, students’ awareness of themselves and others as

audiences is extended beyond the classroom to the broader

school context.

In Visual Arts, students:

• extend their awareness of visual conventions, and

observe closely visual detail as they use materials,

techniques and technologies and processes in visual

arts forms

• explore and experiment with visual conventions such as

line, shape, colour and texture to develop an individual

approach to a theme or subject matter

• explore, observe and identify ideas and symbols used

and adapted by artists in their artworks as they make

and respond to visual arts

• consider how and why artists, craftspeople and

designers realise their ideas through different visual

representations, practices, processes and viewpoints.

Achievement StandardBy the end of Year 4, students describe and discuss

similarities and differences between artworks they make,

present and view. They discuss how they and others use

visual conventions in artworks.

Students collaborate to plan and make artworks that are

inspired by artworks they experience. They use visual

conventions, techniques and processes to communicate

their ideas.

OrganisationVisual Arts classes across Years 4-6 will be taught by one

teacher as part of the cohort’s journey groups.

Scope and Sequence

Term 1

• ‘Elements of Art’ – Drawing and Indigenous Artwork

• Reflection

• Integration across the curriculum

Term 2

• Introduction to Printmaking

• Reflection


Term 3

• Abstract Cats

• Reflection

• Integration across the curriculum, including BOOK

WEEK activities

Term 4

• Skeletons (in conjunction with Personal Development

Program)

• Abstract Heart Image

• Christmas Art

• Reflection



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Visual Art - Years 5 and 6

Visual Art In Years 5 and 6, students draw on artworks from a range

of cultures, times and locations. They explore the arts of

Aboriginal and Torres Strait Islander Peoples and of the Asia

region and learn that they are used for different purposes.

While the arts in the local community should be the initial

focus for learning, students are also aware of and interested

in the arts from more distant locations and the curriculum

provides opportunities to build on this curiosity.

As they make and respond to the arts, students explore

meaning and interpretation, and social and cultural

contexts of the arts. They evaluate the use of forms and

elements in artworks they make and observe.

Students extend their understanding of safety in the arts. In

Years 5 and 6, their understanding of the roles of artists and

audiences builds on previous bands. They develop their

understanding and use of performance or technical skills

to communicate intention for different audiences. They

identify a variety of audiences for different arts experiences

as they engage with more diverse artworks as artists and

audiences.

In Visual Arts, students:

• develop understanding of use and application of

visual conventions as they develop conceptual and

representational skills

• test and innovate with properties and qualities of

available materials, techniques, technologies and

processes, combining two or more visual arts forms to

test the boundaries of representation.

• explore a diversity of ideas, concepts and viewpoints as

they make and respond to visual artworks as artists and

audiences

• draw ideas from other artists, artworks, symbol systems,

and visual arts practices in other cultures, societies and

times

• extend their understanding of how and why artists,

craftspeople and designers realise their ideas through

different visual representations, practices, processes and

viewpoints.

By the end of Year 5, students describe and discuss

similarities and differences between artworks they make,

present and view. They discuss how they and others use

visual conventions in artworks.

Students collaborate to plan and make artworks that are

inspired by artworks they experience. They use visual

conventions, techniques and processes to communicate

their ideas.

By the end of Year 6, students explain how ideas are

represented in artworks they make and view. They describe

the influences of artworks and practices from different

cultures, times and places on their art making.

Students use visual conventions and visual arts practices

to express a personal view in their artworks. They

demonstrate different techniques and processes in planning

and making artworks. They describe how the display of

artworks enhances meaning for an audience.

OrganisationVisual Arts classes across Years 4-6 will be taught by one

teacher as part of the cohort’s journey groups.

Scope and Sequence - Year 5Term 1

• Sculpture and Refelction


Term 2

• Printmaking Techniques and Reflection


Term 3

• Drawing and Collage and Reflection

Term 4

• Painting Techniques and Reflection

• Christmas Art and Craft


Scope and Sequence - Year 6Term 1

• Principles of Design and Reflection


Term 2

• Abstract Art and Reflection


Term 3

• Textiles and Weaving and Reflection


Term 4

• Self-portraits and Reflection

• Christmas Art and Craft



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Digital Technologies - Years 4, 5 & 6

Achievement StandardBy the end of Year 6, students explain the fundamentals

of digital system components (hardware, software and

networks) and how digital systems are connected to form

networks. They explain how digital systems use whole

numbers as a basis for representing a variety of data types.

Students define problems in terms of data and functional

requirements and design solutions by developing

algorithms to address the problems. They incorporate

decision-making, repetition and user interface design

into their designs and implement their digital solutions,

including a visual program. They explain how information

systems and their solutions meet needs and consider

sustainability. Students manage the creation and

communication of ideas and information in collaborative

digital projects using validated data and agreed protocols.

Scope and Sequence

Semester 1

In this unit students will explore and manipulate different

types of data and transform data into information. They will

create a digital solution that presents data as meaningful

information to address a school or community issue (such

as how lunch waste can be reduced). They will:

• examine different types of data and represent the same

data in different ways

• collect, access and present data as information using

simple software (such as spreadsheets)

• explore and describe how a range of common

information systems present data as information to

meet personal, school and community needs

• develop skills in computational and systems thinking

when solving problems and creating solutions

• work with others to communicate ideas and

information using online tools, applying agreed social

and ethical protocols

• explain how information systems meet personal,

school and community needs.

Term 1

• Computer Skills

Term 2

• Scratch Programming

Semester 2

In this unit students will explore and use a range of digital

systems including peripheral devices and create a digital

solution (an interactive guessing game) using a visual

programming language. They will:

• explore and describe how digital systems are used

and meet needs at home, in school and the local

community, and use a range of peripheral devices to

transmit data

• define problems and identify needs

• develop technical skills in using a visual programming

language to create a digital solution

• describe, follow and apply a sequence of steps and

decisions (algorithms) in non-digital contexts and

when using a visual programming language

• implement a simple digital solution that involves

branching algorithms and user input when creating a

simple guessing game

• explain how their solutions and information systems,

such as learning software, meet personal, school and

community needs

• develop skills in computational and systems thinking

when solving problems and creating solutions.

Term 3

• Makey Makey Programming

• Ozobots

Term 4

• EV3 Robots


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By the end of Year 6 students describe some competing

considerations in the design of products, services and

environments taking into account sustainability. They

describe how design and technologies contribute to

meeting present and future needs. Students explain how

the features of technologies impact on designed solutions

for each of the prescribed technologies contexts.

Students create designed solutions for each of the

prescribed technologies contexts suitable for identified

needs or opportunities. They suggest criteria for success,

including sustainability considerations and use these to

evaluate their ideas and designed solutions. They combine

design ideas and communicate these to audiences using

graphical representation techniques and technical terms.

Students record project plans including production

processes. They select and use appropriate technologies

and techniques correctly and safely to produce designed

solutions.

Unit: Design for Nature

Content DescriptionsThis unit provides opportunities for students to engage in

the following Australian Curriculum Content descriptions.

Design and Technologies knowledge and understanding

• Investigate how people in design and technologies

occupations address competing considerations,

including sustainability in the design of products,

services and environments for current and future use

(ACTDEK019)

Design and technologies processes and production skills

• Critique needs or opportunities for designing, and

investigate materials, components, tools, equipment

and processes to achieve intended designed solutions

(ACTDEP024)

• Generate, develop, communicate and document

design ideas and processes for audiences using

appropriate technical terms and graphical

representation techniques (ACTDEP025)

• Apply safe procedures when using a variety of

materials, components, tools, equipment and

techniques to make designed solutions (ACTDEP026)

• Negotiate criteria for success that include

consideration of sustainability to evaluate design ideas,

processes and solutions (ACTDEP027)

• Develop project plans that include consideration of

resources when making designed solutions individually

and collaboratively (ACTDEP028) consideration of

sustainability to evaluate design ideas, processes and

solutions (ACTDEP027)

Design Technologies - Years 4, 5 & 6

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Religious Education

TO O W O O M B A Q U E E N S L A N D A U S T R A L I A

Downlands CollegeA Missionaries of the Sacred Heart College

4-12 I INDEPENDENT I CATHOLIC I COEDUCATIONAL I DAY and BOARDING SCHOOL

p: 4690 9500 www.downlands.qld.edu.au

Documents

Years 4-6 2021 · Downlands College Ltd Years 4-6 Curriculum Handbook 2021 72 Ruthven St PO Box 250 Toowoomba ueensland Australia Tel. 61 7 4690 9500 ABN 96 071 878 478 RTO 30039