Term 4 Curriculum Overview – Prep, 2015 Teachers: Caitlin Bowmaker, Brigid Hollis and Ann Maree Nelson
Subject Overview
Religion
Who is Jesus and the Advent Story:
Students will listen to, read and view stories of and about Jesus in the Gospels that tel l of Jesus’ life as a
Jew, his mother Mary, his father Joseph, of Jesus praying and teaching others to pray; of his teachings
about love, compassion and forgiveness that challenged people about the way they were living.
Students will understand that prayer helps believers follow the teachings of Jesus; to live according to
God’s plan.
English
Text: Students will be reading and investigating a variety of Fairy tales. They will be given opportunities
to make meaning by asking questions about the text and communicate their understanding that the
texts can often reflect their own experiences. Students will respond both orally and in writing by using
familiar words and phrases to convey their ideas. Students will then write their own Fairy tale, which will
include elements from the stories studied in class (Characters, setting, problem).
Writing Focus: Capital letters, full stops, finger spaces and correct handwriting on the lines.
Sounds/Blends: Review of single sounds, tr, dr, bl, br, cl, cr, fl, fr, gl, gr, pl, pr, sp, sl,
Sight Words: Magic 100 Program
Mathematics
Students will be involved in various hands on and practical activities that further develop their
understanding of the numbers 1-30. They will understand the different ways in which numbers can be
represented and used. The students will continue to develop the skills and understandings needed to
identify and complete addition and some simple subtraction equations. The students will also be
exposed to data collection and presentation.
Science
Students will become active investigators as they explore the world around them, in particular how things
move. Students will be experimenting and using different objects to gain an understanding of how shape
and size impact upon an items movement. They will develop the language to describe how these items
can be moved. The students will have the opportunity to construct and utilise items to better understand
how movement occurs.
History
Students look at their own life in the perspective of ‘Past, Present and Future.’ They will recall what has
changed and predict what will continue to change (i.e. baby, student, and adult). Students will research
their Grandparents/older people and discover what life was like for them when they were a child and
how it has changed today. They will discover that we can find this information about the past through
photographs, artefacts, books and museums.
The
Arts
Pre drama activities to develop the elements of Drama (levels, space, body language, facial expression
and movement).
Music Keeping the beat
singing
HPE
In this Health unit, children discuss safe and unsafe situations, road safety and safe use of medicines.
Children will:
Explore areas where they should be aware of safety – personal, road, water, sun, when using medicines
at home etc.
Identify road safety and the road rules that need to be followed to keep safe
Identify people in their lives that would help to keep them safe in road situations
Identify and rehearse ways to keep safe in road situations
Identify medicine safety and the rules they need to follow to keep safe
Identify people in their lives that would help to keep them safe when taking medicines
Identify and rehearse ways to safely use medicines.
In this PE unit, children explore the elements of movement (speed, level and shape) and plan and
perform a sequence of movement. They will identify and describe how their body responds to
movement. Children will:
Perform fundamental movement skills
Apply the elements of movement to fundamental movement skills
Create movements to represent different animals
Plan and practice a sequence of four movements
Perform a sequence of four animal movements.
Homework -Weekly Sight Words
- Home readers
Term 4 Curriculum Overview – Year 1, 2015 Teachers: Anita Covington, Emily Pignalosa and Claire Mott
Subject Overview Assessment Task/s
Re
lig
ion
Baptism and Eucharist
What gifts and talents has God given us?
How we belong to God’s Family
What are the words and actions of Baptism and Eucharist?
How we show God’s presence at Sacred Heart
Advent Activities
Comparison of Eucharist to another
celebration such as a birthday party.
En
glish
Unit One: Poetry
Students listen to, recite and perform poems, chants, rhymes and
songs, imitating and inventing sound patterns including
alliteration and rhyme
Unit Two: Retelling Cultural Stories Continued
Students read, view and interpret picture books and stories from
different cultures.
They write, present and read a retell of their favourite story to an
audience of peers.
Create and present a retell of a
traditional or cultural story.
Written
Picture
Oral
Ongoing throughout the term
Present a known poem to the class.
Ma
the
ma
tic
s
Chance and Data
Make an object graph
Make a yes/no picture graph
Make and describe a picture graph
Identify outcomes of familiar events
Half of a Whole and Half-Past the Hour
Identify and represent fractions (Linear Model)
Identify and represent fractions (Discrete Model)
Identify times on the half hour (analogue)
Identify times on the half hour (digital)
Solve fraction and time word problems
Subtraction
Write subtraction facts to match a picture.
Subtract one-digit numbers.
Identify related subtraction facts.
Represent and solve addition word problems.
Represent and solve subtraction word problems.
Write the number sentence to match the picture
Rote count backwards within 100.
Ongoing throughout the term
written tests
interviews
observations
Ge
og
rap
hy
What are places like?
In this unit, students:
Observe the daily and seasonal weather (rainfall, temperatures,
sunshine, wind, snow) of a place nearby and another that's far
away
Examine the ways in which other cultures, including Aboriginal
peoples and Torres Strait Islander peoples, describe the weather
and seasons of places
Students draw and write about
something they would do during the
seasons in their local area. Students to
describe the weather features.
Ernie Dances to the Didgeridoo
Use the illustrations from the text to
identify the weather conditions
experienced during each season:
rainfall, temperature, sunshine and
wind. List any significant weather
details using either weather symbols or
words.
Compare and contrast the activities they
would do with the characters in the
text.
Sc
ien
ce
Look and Listen! Physical science investigation about light and sound
In this unit, students:
Investigate how light and sound are produced by a range of
sources and can be sensed
Participate in different types of guided investigations to explore
and answer questions, such as manipulating materials, testing
ideas, and accessing information sources.
Represent and communicate observations and ideas in a
variety of ways such as oral and written language, whilst using a
range of methods to sort information including scientific
drawings and tables.
Students are to show by drawing, how
sound vibrations travel from the sound
produced to the ear and demonstrate
the sequence of sound travel. Students
are also to show by drawing, how light
travels to their eye.
The
Art
s
‘A picture paints a thousand words’
The use of voice and movement to tell a story from a picture
stimulus
Mu
sic
Skills in singing and listening
Reading and writing music notion
Ongoing mini assessment with Mr Hooper
HPE
In this Health Unit, children identify their strengths and achievements and
examine that each individual is different. They explore their uniqueness
and emotions and how to express them appropriately. Children will:
Identify the things that each child is good at
Identify some achievements of each child and how these things
contribute to their personal identities; that each is an individual
and has different strengths
Explore individual strengths of each child by drawing an outline
of each child and have them cut it out and colour it, or make
individual scrapbooks and put pictures of the children in their
scrapbook with some words on things they like to do
Explore problems they may have as children or when they may
need help
Explore problems they may have as children or when they may
need help, such as crossing the road, finding their brother, tying
shoe laces, forgotten their lunch.
Explore emotions and how they are expressed. Identify all the
different types of emotions and practice emotional responses
that take into account others feelings.
Students participate in a variety of warm-up, partner challenges, vigorous
games, relays and group activities that promote health related fitness.
Students are motivated and encouraged to participate and cooperate
with others through the playing of these games. Children will:
Perform activities of different intensity and compare the body’s
reactions in these games
Perform loco-motor movements to demonstrate understanding
of under, over, through and between people and equipment.
Children will respond by creating a
dialogue to demonstrate assertive
behaviours, resilience and confidence.
The assessment will gather evidence of
the child’s ability to:
Recognise how emotional responses
impact on others feelings
Select and apply strategies to keep
themselves healthy and safe, and able
to ask for help with tasks and problems.
The assessment will gather evidence of
the child’s ability to:
Identify how the body reacts to different
physical activities
Demonstrate fundamental movement
skills in different movement situations
Perform movement sequences that
incorporate the elements of
movement.
Ho
me
wo
rk Weekly:
Sight words
Spelling
PM reading
Term 4 Curriculum Overview - Year 2, 2015
Teachers: Alicia Hoger, Belinda Smith, Janine Rees and Martin Cunningham
Subject Overview Assessment Task/s
Re
lig
ion
What messages can we find in scripture?
What messages can we find in Scripture: Old and New Testament
People, places and events in the Old / New Testament
Ten Commandments, God’s promise and inclusiveness.
Times of Jesus
Comparison to today’s community
Five W’s strategy on Joseph
Mary & Martha: actions and
feelings
Connections between times of
Jesus and community today
En
glish
Retelling Cultural Stories
Understanding text characteristics by identifying text structure
Structure of narratives - orientation, complication, resolution
Examining plot
Identifying events
Reading and making meaning by identifying unfamiliar vocabulary
and using decoding
Alphabetical order
Understanding visual representations of characters’ actions, reactions,
speech and thought processes
Create imaginative text showing how images support meaning
Inferring
Word Work/other components:
* Vocabulary/spelling handwriting
* Parts of speech: adjectives, nouns, verbs and adverbs (word of the week)
* Reading & Comprehension
* Grammar
* Reading
* Journal writing
Retell of event in the life of a
character from a story studied
Perform retell
Students to partake in a variety of
activities relating to topics,
including on-going and formal
assessment relating to reading,
writing, listening and speaking.
Ma
the
ma
tic
s
Number and Algebra:
Recognise and represent multiplication as repeated addition, groups
and arrays
Multiplication facts
Division and sharing
Measurement and Geometry:
3D objects and nets
Tops, front and side views
Faces, edges and corners
Volume, Capacity, Mass and Area
Distance
Statistics and Probability
Outcomes of events– likely and unlikely, certain and impossible
Area Investigation
Content tests
His
tory
an
d
Ge
og
rap
hy
Australia’s First People
Indigenous stories (focus on tools, shelter, the land, culture, artefacts)
Themes in stories
Dreamtime stories
Features and places of Aboriginal and Torres Strait Islanders
Indigenous Australian’s connections
The arts – artwork, dance, culture, music
Queensland Museum exhibits – This is My Heritage, Dandiiri Maiwar
Letter to an indigenous person
about living on the land
Past tools and present objects
Sc
ien
ce
Save the Planet - Water
Identifying Earth’s resources
Water cycle
Characteristics of water, where it is used and ways to conserve it.
Water use at home
Water use at school
Actions to conserve water
Places at school and the environment that contain water
Water wise poster
The
Art
s
‘A picture paints a thousand words’
The use of voice and movement to tell a story using a picture
stimulus
Mu
sic
Skills in singing and listening
Reading and writing rhythmic and pitch notation
HPE
In this Health unit, children explore health messages which target their age
group, such as advertising — sun and water safety, food. They identify the
products that are being sold and how they sell the products. Children
identify slogans and create their own positive health message. Children
will:
Explore the purpose, types of, audience, and health messages (food and
sun safety) of advertising
Identify how health messages can be positive and what makes them a
positive message
Identify some advertisements that they have seen – food and sun safety –
and explore how they sell the product and to which age group
Identify the slogan and the behaviours they are encouraging
Identify how they can address the influences and take action
Create their own positive health message and share it with the class.
Students participate in a variety of warm-up, partner challenges, vigorous
games, relays and group activities that promote health related fitness.
Students are motivated and encouraged to participate and cooperate
with others through the playing of these games. Children will:
Examine positive ways to interact with other children
Perform hopping and jumping activities in response to music
Create and play games.
Perform skipping skills in a sequence
Demonstrate understanding for the elements of movement (under, over,
through and between people and equipment) during activities.
Children complete an assignment.
They examine the aspects of an
advertisement to ascertain the
health message and the
emotional responses it evokes.
The assessment will gather
evidence of the child’s ability to:
Recognise how emotional
responses impact on other’s
feelings
Examine health messages related
to health decisions.
Physical performances are based
on the ongoing application of skills
and conceptual understandings.
Assessment occurs over a period
of time during lessons where
children complete planned
assessment activities.
The assessment will gather
evidence of the child’s ability to:
Identify how the body reacts to
different physical activities
Perform movement sequences
that incorporate the elements of
movement.
Ho
me
wo
rk Weekly:
Spelling and reading
Term 4 Curriculum Overview – Year 3, 2015
Teachers: Lisa Myatt, Luke Campbell and Barry Ainslie
Subject Overview Assessment Task/s
Re
lig
ion
How Can We Live in Harmony?
In this unit we will explore God’s presence and action in daily life
experiences and the order and harmony in God’s creation. The students
will explain how the Scriptures provide a foundation for living a moral life,
including respect for basic human rights and acknowledgement of
responsibilities. We will have a particular focus on the poor and
disadvantaged.
Multimodal Expo that explains
how they live in Harmony with
the earth, each other and
explain why.
Students develop strategies and
plans for St Vincent de Paul
collection.
En
glish
In this Unit students are engaging in the world of poetry, through rhyming
narratives such as Pig the Pug, The Ghost of Annabel Spoon and The
Brothers Quibble. They will look at poetic language devices such as rhyme,
alliteration and onomatopoeia and the effects these have on the reader.
Students will also learn to identify the mood and purpose of poems through
the choice of language.
Write a poem about a
character from a rhyming
narrative using language
devices such as rhyme,
alliteration, and onomatopoeia
to convey a message
Students will read and analyse a
poem, locating and identifying
the language devices and
comprehend the mood and
purpose of the poem.
Ma
the
ma
tic
s
Using Units of Measurement
Measure, order and compare objects using familiar metric units of
length, mass (ACMMG061)
Money and Financial Mathematics
Represent money values in multiple ways and count the change
required for simple transactions to the nearest five cents (ACMNA059)
Number and Place Value
Investigate the conditions required for a number to be odd or even and
identify odd and even numbers (ACMNA051)
Recognise, model, represent and order numbers to at least 10 000
(ACMNA052)
Recall addition facts for single-digit numbers and related subtraction
facts to develop increasingly efficient mental strategies for
computation (ACMNA055)
Recall multiplication facts of two, three, five and ten and related
division facts (ACMNA056)
Represent and solve problems involving multiplication using efficient
mental and written strategies and appropriate digital technologies
(ACMNA057)
Patterns and Algebra
Describe, continue, and create number patterns resulting from
performing addition or subtraction (ACMNA060)
Students will:
Apply their understanding of
centimetres, metres and
millimetres in a range of hands
on activity. The students will be
required to answers questions
about estimating, comparing
and ordering different lengths.
Solve money problems using
multiplication and addition and
calculates the cost of items in a
class shop including giving
change from different amounts
tendered.
Identify the mass of a range of
objects and then complete the
‘Balancing Act’ investigation
and will need to accurately
compute problem, understand
problems of the task, formulate
and carry out a plan and solve
the task using appropriate
strategies.
Complete a range of tests
derived from the number strand
with opportunities to
demonstrate a higher level of
thinking, reasoning and
problem solving.
Ge
og
rap
hy
Climate
This unit will investigate the various climate zones and types around the
world especially within Australia. Students will then compare and contrast
the climate in Ipswich with climate in various parts of Australia and the
World. They will be given opportunities to express their views and opinions
on what it would be like to visit or to live in other climate regions and how
they would adjust to those climate types. Students will be exposed to
climate data about a range of locations. They will then interpret the
climate graph to answers a range of questions to find similarities and
differences.
Students will:
Identify the different climate
zones of the world and Australia
through a mapping test
Write a short paragraph on
what it would be like to live in a
climate that is different from
their own.
Compare two locations and
discuss in relation to climate
Sc
ien
ce
Earth’s Rotation on its Axis – Day and Night/Shadows
This unit explores the students’ understanding of the movement of the
Earth. In observing day and night the students develop an appreciation of
regular and predictable cycles. They will use their experiences to pose
questions and provide explanations for everyday observations including
shadow length.
Tasks:
Complete two versions of a
What Do I Know questionnaire at
the beginning and end of the
unit to assess progress in
understanding of day and night
topics.
How do shadows change across
the day? Students measure and
graph results.
Students create and annotated
“Day and Night” poster
incorporating earth’s orbit
around the sun and movement
on its axis.
His
tory
Significant individuals, groups or buildings in Ipswich in the past
The students will investigate a number of significant persons, groups
and buildings from the past in the Ipswich area, in order to assess the
significance of their role in creating/influencing the character of the
Ipswich community.
The students will be asked to undertake and complete a web quest on
their own on a person or group that has played a part in the
development of Ipswich (after completing a practice version with
teacher assistance). They also give their reflections on the unit.
Using set questions the students
complete a web quest which
includes a student reflection section
on a combined list of prominent
persons, groups or buildings that
made a significant contribution to
the development of Ipswich in the
past.
The
Art
s
Toy World
Students explore the world of toys through improvisation, movement and
storytelling
Mu
sic
Skills in singing and listening
Reading and writing music notation
Pitch
HPE
HEALTH
Environment
PHYSICAL EDUCATION
Kicking and passing
Goal setting focus
Increased fitness/physical activity focus
Interpreting environmental health
messages
Booklet of activities
Ongoing and continuous
observations.
Performance checklist.
Ho
me
wo
rk Weekly:
Spelling/Reading/Times tables
Term 4 Curriculum Overview – Year 4, 2015
Teachers: Kelli Broadbent, Bianca Brugioni and Siobhan Crabb
Subject Overview Assessment Task/s
Re
lig
ion
A minor focus of this unit will be to focus on
exploring and learning about the events of The
Nativity Story. Our main focus will be the
significance of different form of prayer for Christian
communities and how to participate respectfully in
a variety of prayer experiences
Students compose a variety of prayers and
responses in their prayer journal using
appropriate language, structure and style.
En
glish
Students will view a range of digital and multimodal
persuasive texts and analyse the use of language
features, visual and audio techniques in still and
moving images. Students will examine the purpose
of a range of persuasive texts and the impact on
their target audience.
Monitored Task - Short response
question/answers (booklet): Students will
examine and analyse persuasive texts such as
television advertisement, print advertisement
and product packaging.
Create an Advertisement: Students will plan,
create and present a short advertisement,
providing a written evaluation of the use of
chosen language, visual and audio
techniques.
Ma
the
ma
tic
s
Concepts covered during this term will include
aspects of: Fractions and decimals; Chance; Data
representation and interpretation; Patterns and
algebra; Number and place value; Money and
financial mathematics; Shape; Using units of
measurement (volume, time)
Deadly decimals - Students demonstrate and
explain the connections between fractions and
decimals (to hundredths).
Data analysers - Students define the different
methods for data collection and
representation, and evaluate their
effectiveness. They construct data displays
from given or collected data.
Ge
og
rap
hy Continued from Term 3
Using places more sustainably
*reduce, reuse, recycle, replace
Assessment: Research Project - Students
conduct an inquiry into waste management in
the school community and propose a
sustainable action plan that people could take
to improve environmental quality.
Sc
ien
ce
This term students will investigate forces and how
objects respond when different types force are
applied.
Assessment: Students will complete a scientific
investigations relating to forces and will then
write scientific discussions to explain the effect
of forces on different objects.
Students design a game to test the effect of
forces.
His
tory
Continued from Term 3
Investigating the impact of colonisation
Assessment: Research - Experiences of the Eora
peoples. Students describe the experiences of
the Eora peoples, identifying aspects of the
past that remained the same over time.
The
Art
s ‘Toy World’
Students explore the world of toys through
improvisation, movement and storytelling
Mu
sic
Skills in singing and listening
Reading and writing rhythmic notation
(recorder)
HP
E
In this Health unit, students explore and implement
strategies to interpret health information and
messages on the internet. They describe and apply
strategies that can be used in situations that make
them feel uncomfortable or unsafe using the
internet. They explore respect and empathy and
how important it is in relationships on the internet.
Students will:
Investigate what is meant by netiquette and online
safety
Identify the facts about cyberbullying , unwanted
contact, offensive content, mobile phones,
digital footprint
Explore the correct netiquette to use with social
networking and online friends
Explore how important it is to stay legal online
Describe and apply strategies that can be used in
situations that make them feel uncomfortable or
unsafe
Discuss and interpret the messages on the
cyber(smart) website and decide on the
usefulness of the messages
In this unit, students perform sport specific skill
acquisition.
Students participate in Lead Up Games that
involve the use of two or more sport skills, rules
or tactics used in playing sport. Students have
the opportunity to develop, test and practise
their games skills.
Students cooperate in a small group to create a
game that meets criteria supplied by the
teacher and perform the game to other
groups. They discuss performance criteria and
begin to observe the skill performance of a
group.
Using a SEPEP approach students are introduced
to a season of sport through modified games of
Tee Ball. They consider the different roles
undertaken by officials to ensure a game can
run smoothly and discuss the components of
effective teams.
Students will undertake a case study task. They
will take on the role of a digital detective and
examine online behaviour to identify possible
dangers and suggest strategies to stay safe
online.
The assessment will gather evidence of the
student’s ability to:
Examine influences that strengthen identities
Interpret health messages and discuss the
influences on healthy and safe choices
Describe the connections they have to their
community and identify resources available
locally to support their health, safety and
physical activity.
Physical performances are based on the
ongoing application of skills and conceptual
understandings.
Assessment occurs over a period of time during
lessons where students complete planned
assessment activities. Performances are
observed on a number of occasions
throughout a unit of work, and judgments
relating to the quality of performance are
made iteratively and recorded on observation
records.
The assessment will gather evidence of the
student’s ability to:
Work cooperatively and apply rules fairly
Refine fundamental movement skills and
movement concepts and strategies in
different physical activities
Solve movement challenges.
Ho
me
wo
rk
Weekly:
Spelling, Maths Times Tables and Reading
Spelling test
Tables test
Reading recorded in the diary each night
Consistency of submission of homework
Term 4 Curriculum Overview – Year 5, 2015 Jessie Taylor, Maree Maroske and Liz Hales
Subject Overview Assessment
Religion
Marian worship
The role of Mary in the Catholic Church- her
titles and images
Observations
Ongoing throughout term
Weeks 4-5
Discussions
Work book
English
Language
Literacy
Literature
Poetry - How do I structure a comparison
between two poems?
What vocab do I use when comparing
poems?
What is the structure I need to use to
deconstruct a poem?
Comprehension tasks
Grammar and Punctuation
Spelling
Sentence construction and writing
comparative texts
Work samples
Observations
Discussions
Spelling tests
Week 5
Comparative text
Marking criteria
Mathematics
Number and Algebra
Measurement and
Geometry
Statistics and
Probability
Classes to be streamed for 3 x 1Hr long lessons
on Monday, Wednesday and Thursday
Money – change
Location and transformation
Patterns and algebra
Time
Word Problems
Work samples
Ongoing observations
Discussions
Weekly tests
*Times Tables
*Mental Maths
History Significant Australians
Significant Australians from the 1800’s and
their contributions to Australian society.
Cloze and comprehension activities /note-
taking/research
Ongoing observations and
questioning
Work samples
In depth study of a chosen significant
Australian (Week 5)
Science Earth and Space
Sciences
Key features of the Solar System
Construct a scaled presentation of
the planets in our solar system in
relation to the sun.
Geography
The interconnections between people,
places and environments
Pose questions, gather and present
data about how human
development impacts the
environment.
Health & PE
In this unit, students identify the cultural groups
in Australia and their habits, celebrations,
cultural foods, and how these foods comply to
the Australian Guide to Healthy Eating.
In this unit, students develop the specialised
movement skills identified in the game of
Soccer. They explore ethical behaviour and
fair play and apply these concepts within a
team and a variety of physical activities.
Students complete an assignment.
They investigate a particular culture
and explore their traditional foods,
suggest modifications that could be
made to preparing the foods.
Physical performance based on the
ongoing application of skills and
conceptual understandings.
The Arts
Movement to writing to Dramatisation:
Students write a script after observing various
movements of their peers, that they then
dramatise
Music
Skills in singing and listening
Reading and writing rhythmic notations
(keyboard)
Term 4 Curriculum Overview – Year 6, 2015 Teachers: David Oldham, Nicole Hauser, Robyn Taber
Subject Overview Assessment Tasks
Religion
Who is Our Father?
Explore the different titles of Jesus through analysis
of Gospel texts, particularly the “I am” statements
in John.
Investigate the origins of The Lord’s Prayer and
compare scriptural references with traditional
Christian versions.
Prayer Journal Booklet
English
Language
Understand how to use banks of known words,
word origins, prefixes, spelling patterns and
generalisations to learn and spell new words,
including words adopted from other languages –
Greek and Latin Roots.
Investigate how authors play with language
features to achieve particular persuasive
purposes and effects. Literacy
Use comprehension strategies to interpret and
analyse information and ideas, comparing
content from a variety of textual sources
including media and digital texts.
Understand text structure and characteristics by
analysing and explaining how language features,
images and vocabulary are used to represent
ideas.
Compare texts including media texts that
represent ideas and events in different ways,
explaining the effects of the different approaches.
Create texts by making considered choices of
vocabulary and language features for a specific
purpose and audience and explain editorial
choices.
Literature
Identify and explain how choices in language, for
example modality, emphasis and repetition,
influence personal response to different texts.
Weekly Spelling Activities
and Test
End of Term Spelling Test
Retrieval Chart – Analysis
of Advertisements
Formal Letter
Mathematics
Number and Algebra
Everyday situations, percentage discounts and
integers.
Problem solving.
Measurement and Geometry
Angles – on straight lines, at a point, vertically
opposite and unknown.
Time – transport and school timetables and 24-
hour time.
Transformations, translations, rotations and
reflections.
Statistics and Probability
Graphing, interpret data, chance and
probability.
Angles Investigation
Problem Solving
Content Tests
History
Significant Migrants
Investigate the significant contribution of the
South Sea Islanders to Australian society. Historical Narrative
Science Physical Sciences
Energy – sustainable, renewable and non-
renewable.
Short Content Test
Geography
Connections between Australia and Asia
Immersion task – tourism and migration
connections.
Investigation – inquiry into effects on Australia.
Investigation
Documentary
Homework
Weekly
Spelling homework and reading.
Division facts – one page.
Weekly spelling test
Homework is issued on
Monday and due on
Friday
Health and
Physical
Education
In this Health unit, students explore the concept of
transitioning to high school, the challenges, the feelings,
the issues that are typically encountered, and how the
transition can be smoothly facilitated. Students will:
Explore the concept of transitioning – the
movement from one part of life to another – the
change from Primary to High School
Explore the feelings that students are
experiencing as they prepare for High School
Identify the challenges that are involved in going
to High School – moving rooms, older kids or
bullies, finding their way around a bigger school,
losing friends who do not go to the new school or
making new friends.
In this unit, students develop the specialised movement
skills identified in the game of Soccer. They explore
ethical behaviour and fair play and apply these
concepts within a team and a variety of physical
activities. Students will:
Practice and apply the object control skills of
catching and throwing. Identify strategies to achieve successful Soccer
outcomes Demonstrate critical and creative thinking to
create team strategies Propose and apply defensive and attacking
strategies Apply fair play strategies within a team.
Reflective journal.
The assessment will
gather evidence of the
student’s ability to:
Investigate
developmental
changes and
transitions
Examine the changing
nature of personal and
cultural identities
Recognise the influence
of emotions on
behaviours and discuss
factors that influence
how people interact.
The assessment will
gather evidence of the
student’s ability to:
Demonstrate skills to
work collaboratively
and play fairly
Propose and combine
movement concepts
and strategies to
achieve movement
outcomes
Music Skills in singing and listening
Reading and writing rhythmic notations
Mini assessment tasks
The Arts
'What's for Sale'
A unit of work where the students will use voice,
movement, expression and staging to create and
present a TV advertisement
Present a TV
advertisement