Maronite College of the Holy Family

Grade Curriculum Notes: Year 6

2018

Grade Teachers / Mrs Kartabani
Ms. Mourani
Mrs. Murphy & Mrs. Guinan
Mr. Bechara
Stage 3 Coordinator / Ms Azzi
EAL/D/Integration Staff: / Ms. Azzi
Mrs. Lal
Arabic Teachers / Mrs. Sassine
Mrs. Zaiter
Mrs. Farah
Mrs. Chalhoub
Learning Centre Supervisor / Ms. Roumanus
Learning Support Staff / Ms. Nemar
Mrs. Achmar

Teaching Staff

Curriculum Notes

Homework:

Your Year 6 child should be spending a minimum of 60 minutes on homework each school night. The following table outlines the set homework for Term 2. Students are expected to complete all their set homework each week.

Students will record homework tasks in their college diary which must be brought to school with them each day and signed by a parent/guardian at the end of each week.

Homework is accessible via the school intranet using Moodle

MONDAY
ENGLISH /
  1. Look, Cover, Write, Check your spelling words
  2. Spellingactivity – base words, affixes, synonyms and antonyms
  3. READ a book for enjoyment

MATHS /
  1. Maths revision worksheet based on weekly topic studied in class

ARABIC /
  1. Arabic homework set by class teacher

TUESDAY
ENGLISH /
  1. Look, Cover, Write, Check your spelling words
  2. Grammar activity
  3. READ a book for enjoyment

MATHS /
  1. Maths revision worksheet based on weekly topic studied in class

ARABIC /
  1. Arabic homework set by class teacher

WEDNESDAY
ENGLISH / 1. Look, Cover, Write, Check your spelling words.
2. Note Taking:BTN note taking activity
3. READ a book for enjoyment
MATHS / 4. Maths revision worksheet based on weekly topic studied in class
ARABIC /
  1. Arabic homework set by class teacher

THURSDAY
ENGLISH / 1. Look, Cover, Write, Check your spelling words.
2. Comprehensionactivity
3. READ a book for enjoyment
MATHS / 4. Maths revision worksheet based on weekly topic studied in class
ARABIC /
  1. Arabic homework set by class teacher

English/Mathematics:

Terms 1-4
English / The study of English is divided into several areas:
  • Speaking and Listening
  • Writing and Representing
  • Reading and Viewing
  • Spelling
  • Responding and Composing
  • Grammar, Punctuation and Vocabulary
  • Expressing Themselves
  • Reflecting on Learning
  • Thinking Imaginatively, Creatively, Interpretively and Critically
The Year 6 program is designed to help develop the student’s proficiency in all areas of the curriculum.
Reading and Viewing:- Reading takes place throughout all Key Learning Areas, however skills and strategies will be taught during timetabledreading times using Guided Reading, Reader’s Circle and Independent Reading Strategies. The students will be exposed to a wide range of reading materials and whenever possible these will be linked to the other areas of English. Students will be engaged in more critical thinking tasks. They will be Responding to and Composing various works to demonstrate their understanding of a variety of texts.
Writing and Representing: - The students will participate in anumber of Writing activities each week, when they will revise and build upon their knowledge of the various types of texts. Particular emphasis will be placed on Grammar, Punctuation and Vocabulary elements of a text, as well as adding extra details which are relevant to Stage 3.
Speaking and Listening – The students will participate in regular activities designed to improve their Speaking and Listening skills and strategies. Speaking and Listening activities are also integrated across all areas of the school curriculum.
Spelling – Spelling activities are completed each week based on the Quota Spelling format. These will be followed by a weekly test which usually takes place on Fridays.
Mathematics / Throughout the year the students will cover the following three content strands of Number and Algebra, Measurement and Geometry, Statistics and Probability. Using the 2017 NAPLAN results as well as a pretest, the students have been placed into Mathematics groups to better cater for their needs. Three smaller classes are working at the Year 6 level. A fourth class is completing the Year 6 program at a faster pace before being introduced to Stage 4 concepts. Each student’s Mathematics teacher will be assessing and reporting within this Key Learning Area.
The process strand Working Mathematically is integrated into the content of each of the three content strands.

Integrated Units:

Term 1 / Term 2 / Term 3 / Term 4
Religion / Religious Education is 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 following topics will also be studied:
  • Servant Leadership
  • Easter Triduum: Crossroads
/
  • Easter Season: The Road Ahead
  • The Story of the Catholic Church in Australia
/
  • Stewards Of Creation
  • Sacraments Of Service
/
  • The Jesse Tree
Advent/ Christmas: Sing and Dance with Joy
Geography
Science
History / Geography:
A Diverse and Connected World / Science:
Earth and Space / History:
Australia as a Nation / Science:
Chemical Science:
What’s the Matter?
Information Technology is integrated in all aspects of the curriculum. Each class has access to the ICT lab for 1 hour per week and a Smart-board is in each of the classrooms.
Creative Arts / Students will be involved in a variety of activities involving making and appreciating Art Music, Dance and Drama.
Personal Development, Health and Physical Education / Throughout the year the students will be studying the topics of Leisure, Safe Living (Personal, School and Road Safety) Personal Health Choices (Legal and Illegal Drugs, Exercise, Nutrition and Smoking) as well as the Human Body (growth, development, changes, puberty, stress management and diseases of the blood).
  • Swimming
  • Newcomb Ball
/
  • Personal Health Choices and Decision Making
  • Athletics (Carnival Preparation)
  • AFL Clinic
/
  • Safe Living
  • Personal Safety
  • Netball
/
  • Interpersonal Relationships
  • Dance

Other:

The students are fortunate to have access to specialist teachers in the following areas:

Learning Centre / 6 Emerald – Tuesday
6 Topaz – Monday
6 Teal – Tuesday
6 Indigo – Monday
Arabic / Monday-Thursday
ICT / 6 Emerald - Monday
6 Topaz - Thursday
6 Teal - Wednesday
6 Indigo –Tuesday

Term 2 Overview

KLA / Outcome Description / Unit Outline
English / 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 / Every day and Community Texts 1
(Imaginative Texts)
Students learn to use an integrated range of skills, strategies and knowledge to read, view, comprehend and critically analyse and respond to a range of texts in different media and technologies. Students use the set text, an animation film titled ‘The Fantastic Flying Books of Mr Lessmore’ to recognise the effect of multimedia elements on ideas, events, settings and characters by examining film techniques, animation, sound effects, framing and camera/shots and angles. Students compose short and sustainable texts that critically respond to the elements of film and promote imaginative and creative thinking in their responses. They will also investigate the ways in which composers make stories exciting, moving and absorbing to hold the reader’s interest by exploring simple appropriation of a variety of print and media texts, particularly the poem of the Three Little Pigs by Roald Dahl and snippets from the animation film Shrek and compare these to the way in which appropriation has been used in the set text. Students will have the opportunity to experiment with others’ imaginative texts by changing aspects such as time, place, characters, mood and dialogue.
Every day and Community Texts 2
(Persuasive Texts)
Students learn to critically analyse and respond to persuasive texts. They look at the ways in which persuasive texts, particularly newspaper editorials, are structured and presented in order to communicate ideas and influence viewers. Students also investigate the ways in which everyday texts contain persuasive devices to communicate ideas and influence viewers. They examine the text context of the picture book titled ‘The True Story of the Three Little Pigs’ by Jon Scieszka and explore how persuasive devices used in a variety of media texts influence viewers, particularly through the use of language devices (emotive, evaluative and descriptive language), literary devices (including appropriation, humour and irony) as well as grammatical features (such as modality). Throughout the unit, students will experiment and use aspects of composing to enhance their learning and enjoyment by composing community and everyday texts, including Facebook statuses and newspaper editorials. They will present a point of view about particular literary and everyday community texts by using appropriate metalanguage, and reflecting on the viewpoints of others.
Every day and Community Texts 3
(Informative Texts)
Students look at the ways in which informative texts, particularly television news reports are structured and presented in order to communicate ideas and inform viewers about different events. They examine a variety of television news reports found in their everyday lives and compare these to written news reports in order to justify the ways in which spoken language differs from written language according to purpose, audience and context. Students also engage in activities that help shape and develop their awareness of how interactions become more complex and demanding as levels of formality and social distance increase. Throughout the unit, students will plan, draft and publish an informative script based on a natural disaster and present it in a news report format. They will have the opportunity to film their television news report based on using written conventions appropriate to script writing.
Mathematics / Number and Algebra
MA3-6NA
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation.
MA3-7NA
compares, orders and calculates with fractions, decimals and percentages
Measurement and Geometry
MA3-13MG
uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
Statistics and Probability
MA3-18SP
uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables.
Working Mathematically
MA3-1WM
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions.
MA3-2WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations.
MA3-3WM
gives a valid reason for supporting one possible solution over another / Number and Algebra
  • Multiplication and Division – factors, multiples, multiplying by 10/100/1000, extending multiplication facts, multiplying by numbers ending in zero, extended multiplication, multiplication involving trading, problem solving, inverse operations, order of operations, conversions of distance/speed/time.
  • Fractions – Equivalent fractions, simplifying fractions, addition and subtraction, multiplying by whole numbers and finding fractions of a quantity.
Measurement and Geometry
  • Time – Reading and interpreting timetables, students will also be constructing timetables based on every day activities, using and applying appropriate scales and timelines.
Statistics and Probability
  • Data - Two-Way tables and side by side column graphs, analysing secondary data and researching misleading data portrayed in the media
Working Mathematically
This strand is integrated in all strands of Mathematics.
Religion / The Road Ahead
O1 Explore the importance of trust in relationships and some of the ‘crossroad experiences’ that develop or erode trust.
O2 Recall key events associated with the resurrection of Jesus.
O4Recite the Creed and explain the meaning of key creedal statements.
O5 Identify and discuss possible responses to some of the common ‘crossroad’ experiences of teenagers in their relationships with God, family and others.
The Story of the Catholic Church in Australia
O1 Outline the way of life and faith of Australian Catholics in the early years of European settlement.
O2 Recall key aspects of the life and mission of Caroline Chisholm.
O3 Recount the story and contribution of one significant Australian Catholic.
O4 Develop awareness and appreciation of the importance of Catholic schools as a major activity of the Australian Catholic Church.
O5 Recognise the richness of the various cultural expressions and rites of Catholicism that make up the Catholic Church in Australia. / Easter Season: The Road Ahead
The Road Ahead. In this unit, students explore the nature of trust in relationships and of faith and belief in their relationship with God, family and others. They will demonstrate an understanding and appreciation of Jesus, present in our lives in many ways offering hope to the world.
The Story of the Catholic Church in Australia:
This unit focuses on the life and faith of Australian Catholics in the early years of European settlement. It will develop the students’ understanding and appreciation of some significant characters and events that have shaped our identity as a Catholic community in Australia.
Science / ST3-8ES
Describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system
ST3-9ES
Explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and scientific understanding
ST3-4WS
Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence based conclusion 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 / EARTH AND SPACE
Students develop their understanding of the Earth's dynamic structure and its place in space. They learn that the Earth is part of a system of planets orbiting around a star (the sun). They also explore how discoveries by people from different cultures and times such as Aryabhata, Copernicus and Galileo as well as organisations like NASA and CSIRO have contributed to advancing scientific understanding of the solar system. Students also explore how Earth is subject to change due to sudden geological changes and extreme weather conditions and how such events can affect the Earth’s surface.
NOTE:Technology is integrated through all KLA’s and areas of study.
HSIE / Geography will be studied in Term 1
History will be studied in Term 3
Personal Development, Health & Physical Education / Personal Development / Health
PHS3.12
explains the consequences of personal lifestyle choices
COS3.1
communicates confidently in a variety of situations
DMS3.2
makes informed decisions and accepts responsibility for consequences
INS3.3
acts in ways that enhance contributions of self and others in a range of cooperative situations
PSS3.5
suggests, considers and selects appropriate alternatives when resolving problems
GDS3.9
explains and demonstrates strategies for dealing with life changes
Physical Education
MOS3.4
refines and applies movement skills in a variety of challenging situations
COS3.1
communicates confidently in a variety of situations
GSS3.8
applies movement skills in games and sports that require communication, Cooperation, decision making and observation of rules
INS3.3
acts in ways that enhance contributions of self and others in a range of cooperative situations / Personal Development / Health
Students will undertake a two day program consisting of personal development and growth, personal hygiene and creation of life.
Personal Health Choices and Decision Making
Students will investigate making decisions including the influences of others, drug use including legal and illegal drugs as well as preventative measures to keep them safe.
Growth and Development
The students will learn about their own physical, social, cognitive and emotional development in the context of increasing awareness of changes that occur throughout the cycle of people’s lives. They will participate in activities that increase their confidence and competence to manage change.
Physical Education: Athletics/Ball Games:
Athletics and Ball Games – students will partake in different types of running patterns, including sprints and long distance. They will run in races using crouch starts as well as learn how to correctly pass the baton. Students will also participate in different types of ball games including over and under, captain ball and tunnel ball.
Physical Education- Soccer
Students will learn to apply the skills required to play a soccer game where they learn to incorporate a variety of game-based skills, working in a team and following and apply rules.
Creative Arts / Visual Arts
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.
Drama
DRAS3.2
Interprets and conveys dramatic meaning by using the elements of drama (dramatic tension, contrast, symbol, time space, focus, mood) and a range of movement and voice skills in a variety of drama forms.
DRAS3.3
Devises, acts and rehearses drama for performance to an audience.
DRAS3.4
Responds critically to a range of drama works and performance styles.
Dance
DAS3.2
Explores, selects, organises and refines movement, using the elements of dance to communicate intent.