Year 6 - Term 4 Overview 2014

This is a term overview for the teaching and learning for each subject in Year 6 for Term 4.

Please make an appointment to speak to your child’s teacher if you have any questions.

KLA / Outcome Description / Unit Outline
English
Library / EN3.1A
*participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
EN3.2A
*composes, edits and presents well-structured and coherent texts
EN3.3A
*navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
EN3.4A
*draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3.5B
*discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3.6B
*uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3.7C
*think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text
EN3.8D
* identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3.9E
*recognises, reflects on and assesses their strengths as a learner
EN3-1A: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
EN3-3A: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
ST3-5WT:Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints. / Hitler’s Daughter by Jackie French
Hitler's Daughter, a junior novel by author Jackie French, is astory within a story. 'The Game' involves Anna making up a story about Hitler's secret daughter, Heidi. The novel's setting continually moves between the historical era of Nazi Germany and the present Australian rural community at Wallaby Creek. Mark and Anna empathise with the emotional struggle of thefictionalcharacter of Heidi. Mark in particular makes links between past and present racism. Mark also learns that it is important for boys and men to find solutions to violence, intolerance and racism in society. Equally, Mark shows the importance of understanding your own parent's attitudes, which may be different from your own. Mark is in awe of Heidi by the novel's end. Heidi, real-life character or imagined, is a symbol of hope and peace for everyone's future. Tasks will include written responses, comprehension, verbal discussions, groups work and informative text writing.
Sadako and the Thousand Paper Cranes by Eleanor Coerr
Sadako was only a baby when an atom bomb was dropped on Hiroshima in 1945. Nine years later, she is an energetic sixth grader who loves to run and wants to join the racing team. But then she starts getting dizzy spells. She tries to keep it a secret but one day she gets sick at school. She has leukemia, the atom bomb disease. Her best friend tells her the story of the cranes. If she folds one thousand paper cranes then she can get well. For nearly a year, Sadako folds cranes and remains optimistic. She folds 644 cranes before she dies. This story of one little girl’s courage and determination continues to inspire people around the world. Tasks will include written responses, comprehension, verbal discussions, groups work and graphic organisers.
Born to Run by Cathy Freeman
Catherine Freeman, known to us all as Cathy, is a sporting legend in Australia and around the world. She has raced against the best in the world and come out on top, winning gold medals at both the Commonwealth and Olympic Games. In Born to Run Cathy tells the story of her life, from her childhood in Mackay with her brothers and sisters, to lighting the cauldron at the 2000 Sydney Olympic Games before going on to win gold in the 400 metres. In her own words Cathy reveals her childhood joys and dramas, including the separation of her parents, her mother remarrying, and the death of her older sister Anne-Marie who lived with Cerebral Palsy. Cathy talks candidly about
the experiences of racism she encountered, and also about the trials of constant training and the need for self-motivation and positive encouragement to help bring her to the point where she achieved her childhood dream. Tasks will include written responses, comprehension, verbal discussions, groups work and persuasive writing.
Poetry
Students will examine the structure of a variety of poems. Focus will be on the use of similie, metaphor, alliteration and imagery. Poem types will include: Haiku, Rhyming and Limericks. Students will also be producing their own poem.
The students will participate in weekly lessons which develop the following Library concepts:
  • plan, rehearse and deliver a presentation on an Australian author, selecting and sequencing appropriate content and multimodal elements
  • navigate and read texts for specific purposes applying appropriate text processing strategies, for example skimming and scanning
  • discuss aspects of literature that influence personal choice in reading
  • select and use research techniques appropriate to the task

Mathematics / NS3.1 Orders, reads and writes numbers of any size.
NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size.
NS3.3 Selects and applies appropriate strategies for multiplication and division.
NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages.
PAS3.1a Records, analyses and describes geometric and number patterns that involve one operation using tables and words.
PAS3.1b Constructs, verifies and completes number sentences involving the four operations with a variety of numbers.
SGS3.3 Uses a variety of mapping skills.
MS3.3Selects and uses the appropriate unit measuring device to find the volume and capacity of objects.
MS3.4 Selects and uses the appropriate unit measuring device to find the mass of objects.
DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence.
WMS3.2 Selects and applies appropriate problem-solving strategies
WMS3.3 Describes and represents a mathematical situation in a variety of ways using mathematical terminology.
WMS3.4 Gives a valid reason for supporting one possible solution over another.
WMS3.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content. / Number
*Decimals – Students will add, subtract, divide and multiple numbers using decimals.
* Problem solving- Students will use a calculator and a variety of strategies to solve a range of number problems and also create their own problems for others to solve.
* Percentages – Students will investigate fractions and percentages of whole numbers.
Patterns and Algebra
* Number patterns- Students learn to identify the rule of a given number patternand to accurately continue the pattern.
* Number sentences- Students use their attained knowledge to solve the missing numbers in the number sentence.
Space and Geometry
* Enlargements and reductions - Students will investigate scale drawings and the need for enlargements and reductions.
Measurement
* Volume and capacity- Revise the relationship between length, breadth, height, litres and milliliters and mass inProperties of 3D shapes.Students calculate the volume of shapes and convert to milliliters and grams.
Data
*Reading graphs and tallies.
* Students will chose the best graph to represent the information provided based on previous term’s work.
* Calculator- Students use calculator to find percentages.
Working Mathematically
This strand is integrated in all strands of Mathematics and primarily develops problem solving skills and techniques. It includes:-
*Questioning
*Applying Strategies
*Communicating
*Reasoning
*Reflecting
Religion
Studies in Religion are based on Christianity and in particular the Maronite faith. The students will study the Feast Days and important times of the religious calendar, whilst also studying the Bible and its teachings.
The topics studied follow the Sharing Our Story document developed by the Catholic Education Office, Diocese of Parramatta. / The Jesse Tree
O1 Using the symbols of a tree, identify and reflect on how God’s love has been shown in their Primary years through parents, teachers, friends and members of the school/parish community.
02 Research and creatively construct symbols of the Jesse Tree.
O3. Discuss and identify the meaning of Scripture passages and how they relate to the Jesse tree.
O4 Propose ways they can respond to the Advent message in their final weeks of Primary school.
Sing and Dance with Joy
O1 Recall and reflect on how significant events and people have contributed to their personal growth and development during Primary school years.
O2 Relate the Third Sunday of Advent to their own reflections and feelings as they complete Yr 6 and look forward to commencing Secondary school.
O4Work in groups cooperatively to contribute to the planning and preparation for their Yr 6 Graduation Ceremony. / The Jesse Tree
This unit allows students to reflect on the symbolism of the Jesse Tree, using the Readings of Advent.
Students will discuss the living qualities of a tree and compare it with the life giving qualities of their family/ friends- ‘Why do we use a tree to illustrate our own family story?’
Students create a ‘story tree’ and, referring to significant events in their Primary years, tell their own story.(e.g. the Sarah or David story)
Students will make a graphic representation of Jesus’ family tree, referring to the Christian story and vision.
Sing and Dance with Joy
As students prepare to celebrate the completion of their Primary school education, this unit provides the opportunity for students to reflect on their growth and development and their hopes and anxieties in commencing Secondary school inspired by the readings from the Third Sunday of Advent.
Students will recall, reflect on and present (report, speech, photo, slide show) significant events in their lives and the individuals who had a positive influence on their learning/life.
Students will construct a poster that conveys the Advent message of happiness, joy and sharing.
Human Society & Its Environment
(History) / HT3-1 Describe and explains the significance of people, groups places and events to the development of Australia.
HT3-2 Describes and explains different experiences of people living in Australia over time.
HT3-3 – Identifies change and continuity and describes the causes and effects of change on Australian Society.
HT3-4 – Describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples.
HT3-5 – Applies a variety of skills of historical inquiry and communication. / History is integrated in other KLAs(English).
Science & Technology / ST3-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities
ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations
ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and
identified constraints
ST3-12MW identifies the observable properties of solids, liquids and gases, and that changes made to materials are reversible or irreversible
ST3-13MW describes how the properties of materials determine their use for specific purposes
ST3-16P describes systems used to produce or manufacture products, and the social and environmental influences on product design / Solids, Liquids and Gases
In this unit students will build on prior knowledge about changes in state in solids and liquids from Stage 2 and will be introduced to air as a gas.
Students will research familiar experiences such as national celebrations and family and community events. In the context of celebrations, students extend their understanding of changes materials undergo and how the properties of materials determine their use for specific purposes.
They investigate how changes in the state of everyday materials relate to the addition and removal of heat and whether these changes are reversible or irreversible. Students integrate the processes of Working Scientifically and WorkingTechnologically in designing a system to produce ice cream. They use their understanding of the effect of heat in changing the state of materials, to design and conduct a fair test to evaluate the effectiveness of a portable product brought from home used to keep a can or carton of drink cold during an outdoor event.
NOTE: Technology is integrated through all KLA’s and areas of study.
Personal Development, Health & Physical Education / DAS3.7 Performs a range of dance styles and sequences confidently
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.
GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision-making and observation of rules.
GDS3.9 Explains and demonstrates strategies for dealing with life changes.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
DMS3.2 Makes informed decisions and accepts responsibility for consequences.
SLS3.13 Describes safe practices that are appropriate to a range of situations and environments. / Physical Education- Dance
Students will be exposed to several dance movements with different style of music and using different elements of dance, e.g. Nutbush, Bus Stop, Macarena and Line Dancing.
Students will continue to learn the dance and choreograph their own steps to a piece of music until they master it and then perform in class for assessment.
Personal Development and Health –The Body
Students discuss on how they can sometimes feel uncomfortable, personal space. Students are placed in small groups and short roles plays are performed to demonstrate the how their personal space is sometimes invaded.
Personal Development and Health- Changes
Students discuss the relationships between parents/carers and family members. Then they will imagine a life without restrictions and write a response related to this question, (What is one thing in the world you would change in your life and why?)
Children will be asked to imagine spending the next five years in a deserted island,with all physical needs catered for. Then they have to make a list of valuable items other than people and concrete things so they can take with them. Children are to share their comfortable and uncomfortable feeling with their peers in each group.
Creative Arts / MAKING
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
VA3.2 Makes artworks for different audiences assembling materials in a variety of ways.
APPRECIATING
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
PERFORMING
DAS3.1 Performs and interprets dances from particular contexts, using a wide range of movement, skills and appropriate expressive qualities.
COMPOSING
DAS3.2 Explores, selects, organises and refines movement using the elements of dance (action, time, space, dynamics, and relationships, structure) to communicate intent.
APPRECIATING
DRAS3.4 Responds critically to a range of drama works and performance styles.
MUSIC
PERFORMING: MUS 3.1
Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.
ORGANISING SOUND: MUS 3.2
Explores, creates, selects and organises sound in simple structures.
MUS 3.3
Uses symbol systems to represent sounds.
LISTENING MUS 3.4
Responds to a range of music, expressing likes and dislikes and the reasons for these choices / Students will undertake a variety of Art activities. Some of these are listed.
Visual Arts
* Sponge and Stick Painting. Students paint a landscape using sponges for the background and sticks to paint the features of the foreground. Students are able to paint any type of landscape they wish, desert, forest, sea, snow, etc. Students discuss how different materials can be used for painting other than paint brushes, they predict any difficulties they may face by not being able to use a paint brush and reflect on whether they had less or more control over the end result.
* Christmas: Students will be involved in various Christmas art activities; this may include making decorations, cards, nativity scene, etc.
Drama
* Mime: students will be miming situations where they feel uncomfortable. They will express their emotions through movement rather than words. Various scenarios will be placed on task cards for students to role play using various forms of communication other than verbal to express the situation.