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

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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.

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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

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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.

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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

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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

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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.

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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

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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

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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

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Spelling and reading

Term 4 Curriculum Overview – Year 3, 2015

Teachers: Lisa Myatt, Luke Campbell and Barry Ainslie

Subject Overview Assessment Task/s

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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.

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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.

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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

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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

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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

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Spelling/Reading/Times tables

Term 4 Curriculum Overview – Year 4, 2015

Teachers: Kelli Broadbent, Bianca Brugioni and Siobhan Crabb

Subject Overview Assessment Task/s

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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.

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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.

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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.

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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

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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