english year level plan · web view2019. 3. 11. · year level plan, year 6. state schools....

Pialba State School

Year Level PlansAustralian Curriculum V8

Year 6Curriculum into the classroom (C2C), MathematicsYear level plan, Year 6State SchoolsUpdated: January 2019

Year level plan Mathematics Year level Year 6C

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Year level description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.At this year level:Understanding includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations.Fluency includes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units, and interpreting timetables.Problem Solving includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays, and finding the size of unknown angles.Reasoning includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another, explaining why the actual results of chance experiments may differ from expected results.

Achievement standard

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

Curriculum into the classroom (C2C), MathematicsYear Level plan, Year 6State Schools of 41

Unit Overview SEMESTER 1 SEMESTER 2Se

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Unit 1 Unit 2 Unit 3 Unit 4

Students develop understandings of:

Number and place value - Identify and describe properties of prime and composite numbers, select and apply mental and written strategies to problems involving all four operations

Fractions and decimals - Order and compare fractions with related denominators, add and subtract fractions with related denominators, calculate the fraction of a given quantity and solve problems involving the addition and subtraction of fractions

Money and financial mathematics - investigate and calculate percentage discounts of 10%, 25% and 50% on sale items.

Using units of measurement - solve problems involving the comparison of lengths and areas, and interpret and use timetables

Chance - Represent the probability of outcomes as a fraction or decimal and conduct chance experiments.

Data representation and interpretation - Revise different types of data displays, interpret data displays, investigate the similarities and differences between different data displays, identify the purpose and use of different displays and identify the difference between categorical and numerical data.


Number and place value - select and apply mental and written strategies and Digital Technologies to solve problems involving multiplication and division with whole numbers, and identify, describe and continue square and triangular numbers.

Fractions and decimals - apply mental and written strategies to add and subtract decimals, solve problems involving decimals, make generalisations about multiplying whole numbers and decimals by 10, 100 and 1 000, apply mental and written strategies to multiply decimals by one-digit whole numbers, and locate, order and compare fractions with related denominators and locate them on a number line.

Patterns and algebra - continue and create sequences involving whole numbers and decimals, describe the rule used to create these sequences and explore the use of order of operations to perform calculations.

Using units of measurement - make connections between volume and capacity

Shape - problem solve and reason to create nets and construct models of simple prisms and pyramids.


Number and place value - identify and describe properties of prime, composite, square and triangular numbers, multiply and divide using written methods including a standard algorithm, solve problems involving all four operations with whole numbers, compare and order positive and negative integers.

Fractions and decimals - add and subtract fractions with related denominators, calculate a fraction of a quantity, multiply and divide decimals by powers of ten, add and subtract decimals, multiply decimals by whole numbers, divide numbers that result in tenths and hundredths, and solve problems involving fractions and decimals.

Money and financial mathematics - connect fractions and percentage, calculate percentages and discounts, calculate discounts of 10%, 25% and 50% on sale items.

Patterns and algebra - create and complete sequences involving fractions and decimals, describe the rule used to create the sequence and apply the order of operations to aid calculations when solving problems.

Using units of measurement - connect decimals to the metric system, convert between units of measure, compare length and solve problems involving length and area and connect volume and capacity.


Number and place value -, solve problems using the order of operations, solve multiplication and division problems using a written algorithm.

Fractions and decimals - add, subtract and multiply decimals, divide decimals by whole numbers, calculate a fraction of a quantity and percentage discount, compare and evaluate shopping options.

Patterns and algebra – represent number patterns in a table and graphically, use rules to continue patterns, write a rule to describe a pattern, apply the rule to find the value of unknown terms

Location and transformation - apply translations, reflections and rotations to create symmetrical shapes.

Geometric reasoning - measure and describe angles, apply generalisations about angles on a straight line, angles at a point and vertically opposite angles and apply in real-life contexts.

Chance – conduct chance experiments, record data in a frequency table, calculate relative frequency, write probability as a fraction, decimal or percent, compare observed and expected frequencies.

Geometric reasoning - make generalisations about angles on a straight line, angles at a point and vertically opposite angles, and use these generalisations to find unknown angles.

Location and transformation - identify the four quadrants on a Cartesian plane, plot and locate ordered pairs in all four quadrants, apply one-step transformations and describe combinations of translations, reflections and rotations.

Data representation and interpretation - compare primary and secondary data, source secondary data, explore data displays in the media, problem solve and reason by interpreting secondary data.


General capabilities and cross-curriculum priorities

Opportunities to engage with:




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracy

Information and CommunicationTechnology (ICT) Capability

Personal and Social CapabilityEthical Understanding

Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait IslanderHistories and CulturesAsia and Australia’s Engagement with Asia

Sustainability


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Assessment Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.

Semester 1 Semester 2

Unit 1: Interpreting and comparing data displaysShort answer questions

Students interpret and compare data displays.

Unit 2: Applying the order of operationsShort answer questions

Students write and apply the correct use of brackets and order of operations in number sentences.

Unit 3: Identifying number properties and calculating percentage discounts Short answer questions

Students recognise the properties of prime, composite, square and triangular numbers, solve problems involving division and multiplication, calculate common percentage discounts on sale items and connect fractions, decimals and percentages

Unit 4: Describing probabilities and comparing frequenciesShort answer questions

Students compare observed and expected frequencies and write probabilities as fractions, decimals and percentages.

Assessment Due: Term 1 Week 3 Term 2 Week 3 Term 3 Week 3 Term 4 Week 3

Unit 1: Interpreting and using timetablesShort answer questions

Students interpret and use timetables and cost information to determine a travel schedule.

Unit 2: Investigating anglesShort answer questions

Students find unknown angles using the relationships between angles on a straight line, vertically opposite angles and angles at a point

Unit 3: Locating integers and describing and transformations

Short answer questions

Students describe the use of integers in everyday contexts, locate integers on a number line, locate and ordered pair in any one of the four quadrants on the Cartesian plane and describe combinations of transformations

Unit 4: Investigating and interpreting secondary data (optional)

Assignment/project

Students interpret secondary data and problem-solve and reason using secondary sources.

Term 1 Week 7 Term 2 Week 5 Term 3 Week 7 Term 4 Week 5 & 6


Assessment Due:

Unit 1: Investigating and solving problems involving area (optional)

Assignment/project

Students use simple strategies to reason and solve a measurement inquiry question.

Unit 2: Investigating pyramids and measurement (optional)

Assignment/project

Students use simple strategies to reason and solve a shape and measurement inquiry question.

Unit 3: Calculating fractions and decimalsShort answer questions

Students locate fractions on a number line, solve problems involving the addition and subtraction of related fractions, calculate a simple fraction of a quantity and describe rules for sequences, involving fractions and decimals. To perform calculations on decimals including multiplying and dividing by powers of 10 and make connections between capacity and volume.

Unit 4: Investigating and solving problems involving measurement and data (optional)

Assignment/project

Students collect relevant evidence about athletes’ performance over time. They will present and justify evidence about athletes’ performance over time.

Assessment Due: Term 1 Week 5 Term 2 Week 6 & 7 Term 3 Week 5 Term 4 Week 6 & 7

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teacher judgmentsTeachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.


Content descriptions for Year 6 MathematicsReview for balance and coverage of content descriptions

Number and AlgebraSemester 1 Semester 2


Number and place value

Identify and describe properties of prime, composite, square and triangular numbers. (ACMNA122)

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers. (ACMNA123)

Investigate everyday situations that use integers. Locate and represent these numbers on a number line. (ACMNA124)

Fractions and decimals

Compare fractions with related denominators and locate and represent them on a number line. (ACMNA125)

Solve problems involving addition and subtraction of fractions with the same or related denominators. (ACMNA126)

Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies. (ACMNA127)

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers. (ACMNA128)

Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies. (ACMNA129)

Multiply and divide decimals by powers of 10. (ACMNA130) Make connections between equivalent fractions, decimals and percentages. (ACMNA131)

Money and financial mathematics

Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies. (ACMNA132)

Patterns and algebra

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence. (ACMNA133)

Explore the use of brackets and order of operations to write number sentences. (ACMNA134)

Measurement and GeometrySemester 1 Semester 2


Using units of measurement

Connect decimal representations to the metric system. (ACMMG135) Convert between common metric units of length, mass and capacity. (ACMMG136)

Solve problems involving the comparison of lengths and areas using appropriate units. (ACMMG137)

Connect volume and capacity and their units of measurement. (ACMMG138)

Interpret and use timetables. (ACMMG139) Shape

Construct simple prisms and pyramids. (ACMMG140) Location and transformation

Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies. (ACMMG142)

Curriculum into the classroom (C2C), EnglishYear level plan, Year 6State SchoolsUpdated: January 2019

Introduce the Cartesian coordinate system using all four quadrants. (ACMMG143)

Geometric reasoning

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles. (ACMMG141)

Statistics and ProbabilitySemester 1 Semester 2


Chance

Describe probabilities using fractions, decimals and percentages. (ACMSP144)

Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies. (ACMSP145)

Compare observed frequencies across experiments with expected frequencies. (ACMSP146)

Data representation and interpretation

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables. (ACMSP147)

Interpret secondary data presented in digital media and elsewhere. (ACMSP148)

Curriculum into the classroom (C2C), MathematicsYear level plan, Year 6State Schools of 41

Year level plan English Year level Year 6

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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.


Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Curriculum into the classroom (C2C), EnglishYear level plan, Year 6State SchoolsUpdated: January 2019

Unit overview SEMESTER 1 SEMESTER 2Se

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Unit 1: Short stories Unit 2: Examining advertising in the media

Unit 3: Exploring news reports in the media

Unit 4: Interpreting literary texts

Unit 5: Exploring literary texts by the same author

Unit 6: Comparing texts

Students listen to and read short stories by different authors. They investigate the ways authors use text structure, language features and strategies to create humorous effects. Students complete a comprehension task about a particular short story and other short stories they have read. They write a short story about a character that faces a conflict. Students also reflect on the writing process when making and explaining editorial choices.

Students read, view and listen to advertisements in print and digital media. They understand how language and text features can be combined for persuasive effect.. They demonstrate their understanding of advertising texts’ persuasive features through the creation of their own digital multimodal advertisement and an explanation of creative choices.

Students listen to, read and view a variety of news reports from television, radio and the internet. Students identify and analyse bias in media reports. They evaluate the effectiveness of language devices that represent ideas and events with the intent to influence an audience. They create a written response to a news report.

Students listen to, read and view extracts from literary texts set in earlier times. They demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that establishes time and place for the reader and explores personal experiences.

Students listen to and read novels by the same author to identify language choices and author strategies used to influence the reader. They compare two novels by the same author to identify aspects of author style. Students prepare a response analysing author style in the novel, and participate in a panel discussion.

Students listen to, read, view and analyse literary and informative texts on the same topic. Students explore and evaluate how topics and messages are conveyed through both literary (imaginative) and informative texts, including digital texts. Students identify the author’s purpose and analyse similarities and differences in texts. They compare and analyse the effectiveness of each text in its ability to deliver a message. They write arguments persuading others to a particular point of view using specific structural and language features studied during the unit. Students transform an informative text into a literary text for younger audiences.









Information and communicationtechnology (ICT) capability

Personal and social capabilityEthical understanding

Intercultural understandingCritical and creative thinking

Aboriginal and Torres Strait Islanderhistories and culturesAsia and Australia’s engagement with Asia

Sustainability

Curriculum into the classroom (C2C), EnglishYear level plan, Year 6State Schools of 41

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Assessment Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over the reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.


Unit 1:Writing a short storyWrittenStudents write an imaginative and entertaining short story about a character who faces a conflict and explain editorial choices.

Unit 2: Create a multimodal advertisementPoster/multimodal presentationStudents create a multimodal advertisement and explain how it persuades the viewer.

Unit 3: Evaluation of a news report (interview transcript)WrittenStudents evaluate the use of language in a news report (interview transcript) that influences the audience to accept a particular point of view about a topic.

Unit 4: A letter to the futureInformative response – writtenStudents write a letter to a student in the future to evoke a sense of time and place.

Unit 5: Panel discussionOralStudents participate in a panel discussion to analyse and evaluate the style of an individual author.

Unit 6: Arguing a point of viewInformative response – writtenStudents argue a point of view about the effectiveness of literary and informative texts in conveying their message.

Assessment Due:Term 1 Week 10 Term 2 Week 5 Term 2 Week 8 Term 3 Week 5 Term 4 Week 2 Term 4 Week 6

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Curriculum into the classroom (C2C), EnglishYear level plan, Year 6State Schools of 41

Content descriptions for Year 6 EnglishReview for balance and coverage of content descriptions

LanguageSemester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Language for interaction

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Understand the uses of commas to separate clauses (ACELA1521) Expressing and developing ideas

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Phonics and word knowledge

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

LiteratureSemester 1 Semester 2


Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Responding to literatureAnalyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 6State SchoolsUpdated: January 2019

Examining literatureIdentify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Creating literatureCreate literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

LiteracySemester 1 Semester 2


Texts in contextCompare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with othersParticipate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Interpreting, analysing, evaluating Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Analyse strategies authors use to influence readers (ACELY1801) Creating textsPlan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Curriculum into the classroom (C2C), .Year level plan Year 6 State Schools of 41

Year level plan Humanities and Social Sciences (HASS) Year level Year 6

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Australia in the past and present and its connections with a diverse world The Year 6 curriculum focuses on the social, economic and political development of Australia as a nation, particularly after 1900, and Australia’s role within a diverse and interconnected world today. Students explore the events and developments that shaped Australia as a democratic nation and stable economy, and the experiences of the diverse groups who have contributed to and are/were affected by these events and developments, past and present. Students investigate the importance of rights and responsibilities and informed decision-making, at the personal level of consumption and civic participation, and at the national level through studies of economic, ecological and government processes and systems. In particular, students examine Asia’s natural, demographic and cultural diversity, with opportunities to understand their connections to Asian environments. These studies enable students to understand how they are interconnected with diverse people and places across the globe.The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.� How have key figures, events and values shaped Australian society, its system of government and citizenship?� How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia?� How has Australia developed as a society with global connections, and what is my role as a global citizen?

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 6 State SchoolsUpdated: January 2019


By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 6State Schools of 41

Unit Overview Unit 1: Australia in the past Unit 2: Australians as citizens

Unit 3: Australia in a diverse world

Unit 4: Australia’s global connections

Unit 5: Making decisions to benefit my community

Inquiry questions:

How have key figures, events and values shaped Australian society, its system of government and citizenship?

In this unit, students:

examine the key figures, events and ideas that led to Australia’s Federation and Constitution

recognise the contribution of individuals and groups to the development of Australian society since Federation

investigate the key institutions, people and processes of Australia’s democratic and legal system

locate, collect and interpret information from primary sources

sequence information about events and the lives of individuals in chronological order

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials.

Inquiry questions:

What does it mean to be an Australian citizen?

How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia?


recognise the responsibilities of electors and representatives in Australia’s democracy

consider the shared values, right and responsibilities of Australian citizenship and obligations that people may have as global citizens

identify different points of view and solutions to an issue

generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others

examine continuities and changes in the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres

Inquiry questions:

How do places, people and cultures differ across the world?


examine the geographical diversity of the Asia region and the location of its major countries in relation to Australia

investigate differences in the economic, demographic and social characteristics of countries across the world

consider the world’s cultural diversity, including that of its indigenous peoples

identify Australia’s connections with other countries

organise and represent data in large- and small-scale maps using appropriate conventions

interpret data to identify, describe and compare distributions, patterns and trends in the diverse characteristics of places

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping,

Inquiry questions:

How do Australia’s global connections influence my role as a global citizen?


identify how Australia’s connections with other countries change people and places

recognise the effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places

develop appropriate questions to frame an investigation

locate and collect useful data and information from primary and secondary sources

organise and represent data in a range of formats, using appropriate conventions

interpret data to identify, patterns and trends, and to infer relationships

identify different points of view and solutions to an issue

Inquiry questions:

How can resources be used to benefit individuals, the community and the environment?


investigate a familiar community or regional economics or business issue that may affect the individual or the local community

examine how the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs

identify the effect that consumer and financial decisions can have on the individual, the broader community and the environment

recognise the reasons businesses exist and the different ways they provide goods and services

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and discipline-specific terms.


Strait Islander Peoples, women and children

investigate stories of groups of people who migrated to Australia since Federation

sequence information about events and represent time by creating timelines

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials.

communication conventions and discipline-specific terms.

reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms.







Key General capabilities Cross-curriculum prioritiesLiteracyNumeracyInformation and CommunicationTechnology (ICT) Capability


Intercultural UnderstandingCritical and Creative thinking


Sustainability


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Unit 1: Australia in the past Unit 2: Australians as citizens

Unit 3: Australia in a diverse world

Unit 4: Australia’s global connections

Unit 5: Making decisions to benefit my community

Assessment task To explain the significance of key people, events, institutions and processes to the development of the Australian nation.The assessment will gather evidence of the student’s ability to: explain the significance of

Federation and the contribution of individuals towards Federation

explain the causes and effects of Federation on Australian society

explain the importance of people, institutions and processes to Australia’s democracy and legal system


examine sources to determine their origin and purpose and to identify different perspectives in the past

sequence information about events, the lives of individuals and selected phenomena in chronological order


Assessment task To investigate the rights and responsibilities of Australian citizens today, and the experiences of Australian democracy and citizenship for different groups in the past.The assessment will gather evidence of the student’s ability to: identify and describe

continuities and changes for different groups in the past

compare the experiences of different people in the past

describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens

explain different views on how to respond to an issue or challenge

generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others


Assessment task To demonstrate an understanding of the diversity of places by representing and interpreting data and information in a variety of forms.The assessment will gather evidence of the student’s ability to: describe, compare and explain

the diverse characteristics of different places in different locations from local to global scales

describe how people, places, communities and environments are diverse

interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions

organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, communication conventions and discipline-specific terms.

Assessment task To investigate the effects of trade connections between Australia and Asia.The assessment will gather evidence of the student’s ability to: describe how people, places,

communities and environments are globally interconnected

identify the effects of global interconnections over time

develop appropriate questions to frame an investigation


interpret data to identify, describe and compare patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions

represent data in a range of formats, including large- and small-scale maps, using appropriate conventions

reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms.

Assessment task To explain ways that resources can be used to benefit individuals, the community and the environment.The assessment will gather evidence of the student’s ability to: recognise why choices about

the allocation of resources involve trade-offs

explain why it is important to be informed when making consumer and financial decisions

identify the purpose of business and recognise the different ways that businesses choose to provide goods and services

present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate communication conventions and discipline-specific terms.


Assessment Due:Australia in the past

Term 1 Week 5 - Part A: Examining key figures, events and ideas that led to FederationTerm 1 Week 8 - Part B: Investigating democratic Australia

Australians as citizensTerm 2 Week 6 - Part A: Exam /

TestStudents investigate the rights and

responsibilities of Australian citizens today and the experiences of

Australian democracy and citizenship for different groups in

the past.

Australia in a diverse world

Term 3 Week 4 - Part A: Identifying and representing characteristics in placesTerm 3 Week 8 - Part B: Describing the diversity of places

Australia’s global connections

Term 4 Week 5 - 7

To conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?

Optional

Mod

erat

ion Consistency of

teacher judgments Teachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.


By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time.

Students explain the importance of people, institutions and processes to Australia’s democracy and legal system.They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.Students develop appropriate questions to frame an investigation.

They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different

By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past.

Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system.They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine


Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They


Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time.

Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine

By the end of Year 6, students explain the significance of an event/development, an individual and/or group.They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past.

Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation.They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and Curriculum into the classroom (C2C), Humanities and Social Sciences

Year level plan Year 6State Schools of 41

Content descriptions for Year 6 Humanities and Social SciencesReview for balance and coverage of content descriptions

Knowledge and Understanding Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

History

Key figures, events and ideas that led to Australia’s Federation and Constitution (ACHASSK134)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)

The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)

Geography

The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138)

Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139)

The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)

Australia’s connections with other countries and how these change people and places (ACHASSK141)

Civics and Citizenship

The key institutions of Australia’s democratic system of government and how it is based on the Westminster system (ACHASSK143)

The roles and responsibilities of Australia’s three levels of government (ACHASSK144)

The responsibilities of electors and representatives in Australia’s democracy (ACHASSK145)

Where ideas for new laws can come from and how they become law (ACHASSK146)

The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)

The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)

Economics and Business

How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)

The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)

The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)

Inquiry and Skills Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)

Researching

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 6 State SchoolsUpdated: January 2019

Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)

Inquiry and Skills Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Researching

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)

Analysing

Examine primary and secondary sources to determine their origin and purpose (ACHASSI126)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI129) Work in groups to generate responses to issues and challenges (ACHASSI130)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)


Year level plan Science Year level Year 6

Cur

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um in

tent


The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.Incorporating the key ideas of science Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly, they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and the value of accuracy in these measurements. They learn how to look for patterns and to use these to identify and explain relationships by drawing on evidence.


By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 6State SchoolsUpdated: January 2019

Unit Overview SEMESTER 1 SEMESTER 2Se

quen

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teac

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and

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Unit 1: Making changes Unit 2: Energy and electricity Unit 3: Our changing world Unit 4: Life on Earth

Students investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They plan investigation methods using fair testing to answer questions. Students identify and assess risks, make observations, accurately record data and develop explanations. They suggest improvements, which can be made to their methods to improve investigations. Students explore the effects of reversible and irreversible changes in everyday materials and how this scientific understanding is used to solve problems that directly affect people’s lives.

Students investigate electrical circuits as a means of transferring and transforming electricity. They design and construct electrical circuits to make observations, develop explanations and perform specific tasks, using materials and equipment safely. Students explore how energy from a variety of sources can be used to generate electricity and identify energy transformations associated with different methods of electricity production. They identify where scientific understanding and discoveries related to the production and use of electricity have, affected people’s lives. They evaluate personal and community decisions related to use of different energy sources and their sustainability.

Students explore how sudden geological changes and extreme weather events can affect Earth’s surface. They consider the effects of earthquakes and volcanoes on the Earth’s surface and how communities are affected by these events. They gather, record and interpret data relating to weather and weather events. Students explore the ways in which scientists are assisted by the observations of people from other cultures, including those throughout Asia. Students construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters. They investigate how predictions regarding the course of tropical cyclones can be improved by gathering data.

Students explore the environmental conditions that affect the growth and survival of living things. They use simulations to plan and conduct fair tests and analyse the results of these tests. Students pose questions, plan and conduct investigations into the environmental factors that affect the growth of living things. They gather, record and interpret observations relating to their investigations. Students consider human impact on the environment and how science knowledge can be used to inform personal and community decisions. They recommend actions to develop environments for native plants and animals.









Intercultural Understanding

Critical and Creative thinking


Sustainability

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 6State Schools of 41

Ass

essm

ent



Unit 1: Testing change: Reversible or irreversible?Experimental investigationStudents plan and conduct an investigation into reversible and irreversible changes, including identifying variables to be changed and measured, describing potential safety risks, identifying improvements to methods and constructing texts to communicate ideas, methods and findings

Unit 2: Analysing energy and electricitySupervised assessmentStudents analyse requirements for the transfer of electricity in a circuit and describe how energy can be transformed from one form to another to generate electricity. Students explain how scientific knowledge is used to assess energy sources selected for a specific purpose.

Design Technology Unit linked to Science Unit 2- Term 2.

Unit 3: Explaining natural events and changeExamStudents explain how natural events cause rapid changes to the Earth's surface and identify contributions to the development of science by people from a range of cultures. They identify how research can improve data.

Unit 4: Investigating mouldy breadExperimental investigationStudents develop an investigable question and design an investigation into simple cause-and-effect relationships including identifying variables to be changed and measured and potential safety risks. They collect, organise and interpret data to identify environmental factors that contribute to mould growth in bread and explain how scientific knowledge helps to solve problems.

Assessment Due:

Making changes: Testing change: Reversible or irreversibleTerm 1 Week 8 Part A: Investigating changes Term 1 Week 9 Part B: Observing changes

Analysing energy and electricityTerm 2, Week 7-8

Part A: Design, construct and conduct a way to test the components of a circuit to identify a fault. Part B: Identify energy sources that can be used to generate electricity and assess each source.

Explaining natural events and change

Term 3, Week 8 Exam / Test

Students explain how natural events cause rapid changes to Earth's surface and identify contributions to the development of science by people from a range of cultures. Students identify how research can improve data.

Investigating mouldy breadTerm 4, Week 7-8 - Investigation

Students develop an investigable question and design an investigation into simple cause-and-

effect relationships including identifying variables to be changed and measured and

potential safety risks.

Mod

erat

ion Consistency

of teacher judgments

Teachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 6State Schools of 41

Content descriptions for Year 6 ScienceReview for balance and coverage of content descriptions

Science UnderstandingSemester 1 Semester 2


Biological sciences

The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Chemical sciences

Changes to materials can be reversible or irreversible (ACSSU095) Earth and space sciences

Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)

Physical sciences

Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)

Science as a Human EndeavourSemester 1 Semester 2


Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

Science Inquiry SkillsSemester 1 Semester 2


Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

Compare data with predictions and use as evidence in developing explanations (ACSIS221)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS108)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways including multi-modal texts (ACSIS110)

Curriculum into the classroom (C2C), .Band plan Year 6State SchoolsUpdated: January 2019

Band plan Design and Technologies (Year 6) Band level Years 5 and 6C

urric

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inte

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Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.

Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. Across each band from Foundation to Year 8, students will have the opportunity to produce at least three types of designed solutions (product, service and environment) through the technologies contexts identified for a band. The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.

The Design and Technologies processes and production skills strand focuses on creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

Curriculum into the classroom (C2C), SubjectBand plan Year 5State SchoolsUpdated: January 2019

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.

Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Band description Years 5 and 6Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.

In Years 5 and 6, students critically examine technologies − materials, systems, components, tools and equipment − that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.

Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.

Using a range of technologies, including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms, such as thumbnail sketches, models, drawings, diagrams and storyboards, to illustrate the development of designed solutions. They use a range of techniques, such as labelling and annotating sequenced sketches and diagrams to illustrate how products function, and recognise and use a range of drawing symbols in context to give meaning and direction.

Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.

Curriculum into the classroom (C2C), Design and TechnologiesBand plan Year 6State Schools of 41

Achievement Standards

Years 5 and 6By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.


Unit Overview Unit 1: Harvesting good health (HPE Unit) Unit 2: Hands off (Year 6) Unit 3: Design for nature (Year 5)Linked with Science Unit 1 – Survival in the Australian environment

Sequ

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Food specialisations and Food and fibre productionIn this unit, students will explore how competing factors and technologies influence the design of a sustainable service. This service provides a plant for the preparation of a healthy food product. Students will apply the following processes and production skills: Investigating:o healthy food choices and food preparation

techniques; o plant growth requirements and production

systems; o design needs and opportunities;

o issues, including sustainability, which affect designs; and

o the characteristics of materials, tools and techniques in relation to the design challenge.

Generating designs, criteria for success, an annotated diagram of a sustainable plant service and a production plan.

Producing a plant service to enable the preparation of a healthy food product.

Evaluating their design and production processes.

Collaborating and managing by working with others and by following the steps for the project.

Suggested partner unit: Health and Physical Education Year 5 Unit 2 —

Healthy habits, or Science: Year 6 Unit 4 — Life on Earth (Human

impact on the environment).

Engineering principles and systemsIn this unit, students will investigate how electrical energy can control movement, sound or light in a designed product or system. They will design a solution to an environment’s security need and make an electrical device that is part of the solution.They will examine the role of people in engineering technology occupations in developing solutions for current and future use.Students will apply the following processes and production skills: Investigating by:o the analysis of technologies applied in

security systemso the testing of circuits and devices that control

movement, sound or light Generating and documenting design ideas for

securing environments using technical terms and graphical representation techniques

Producing a functional device by safely using materials, components, tools and techniques

Evaluating design ideas, processes and solutions against negotiated criteria for success including sustainability

Collaborating as well as working individually throughout the process

Managing by developing project plans that include resources.

Suggested partner unit: Science Year 6 Unit 2 – Energy and electricity

Materials and technologies specialisationsIn this unit, students will investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate their suitability for use. They will design a product to meet an identified need or opportunity for wildlife in their local area.They will examine the role of people in a range of technologies occupations and the tools and techniques they use.Students will apply the following processes and production skills: Investigating by:o the analysis of needs and opportunities for

designingo the analysis of technologies and design

features used in wildlife managemento the testing of tools and techniques with a

range of materials Generating and documenting design ideas for a

wildlife management product Producing a wildlife management product for an

identified need Evaluating design ideas, processes and solutions

against negotiated criteria for success Collaborating as well as working individually

throughout the process Managing by developing project plans that

include resources.Suggested partner unit: Science Year 5 Unit 1 – Survival in the Australian

environment











Sustainability


Ass

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Unit 1: Harvesting good health (HPE Unit)Unit 2: Hands off (Year 6 Unit) Linked to Science Unit 2 Energy and Electricity

Unit 3: Design for nature (Year 5)Linked with Science Unit 1 – Survival in the Australian environment

PortfolioStudents will design a service that provides a plant that can be used to create a healthy food product.

The service will involve the design of the plant’s: Packaging Care label Fact sheet

Assessment will gather evidence of student’s ability to: Describe competing factors in the design of a

plant service taking into account sustainability.

Describe how a plant service is designed to meet present and future needs.

Explain how designed services use technologies to produce, package and distribute plants.

Create a plant service that meets identified needs.

Select and use appropriate tools, components and techniques, and record a production plan, to safely produce a plant service.

Generate and communicate design ideas for a plant service, including graphical representations.

Suggest and use criteria for success, including sustainability, to evaluate a design.

PortfolioStudents design a solution to an environment’s security need and make an electrical device that is part of the solution. Assessment will gather evidence of student’s ability to: Describe competing factors in the design of

electrical devices Explain how electrical systems are designed to

meet present and future needs. Explain how electrical energy controls

movement, sound or light in a designed solution

Explain how needs can be met with a designed solution.

Generate and refine ideas. Select and use appropriate technologies and

techniques to safely produce a working device. Record project plans including production

processes. Establish and use criteria for success to

evaluate a design.

Note: This unit is integrated with Science Unit 2 Energy and Electricity

PortfolioStudents design and make a product that supports wildlife to coexist in the school environment. Assessment will gather evidence of student’s ability to: Describe competing factors in the design of

products and environments. Describe how technologies contribute to the

future of wildlife. Explain how materials and technologies

influence designed solutions. Identify needs and opportunities. Generate and communicate ideas using

appropriate methods. Select and use appropriate resources to safely

make a product. Develop production plans identifying

technologies processes. Suggest criteria for success and use to

evaluate ideas and product.


Assessment Due:Hands Off!Term 2 Week 3 Part A: Analyse electrical designs

Term 2 Week 5 Part B: Design a secure environment

Term 2 Week 6 Part C: Make an electrical device

Mod

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ion Consistency of



Content descriptions for Years 5 and 6 Design and TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Design and Technologies knowledge and understanding Unit 1HPE

Unit 2Year 6

Unit 3Year 5

Technologies and society

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

Technologies context

Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)

Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)

Design and Technologies processes and production skills Unit 1 Unit 2 Unit 3

Investigating and defining

Critique needs or opportunities for designing and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Generating and designing

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Producing and implementing

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Collaborating and managing

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Curriculum into the classroom (C2C), TechnologiesBand plan Year 6State SchoolsUpdated: January 2019

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 4State Schools of 41

Band plan Digital Technologies (Year 6) Band level Years 5 and 6C

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Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 6State SchoolsUpdated: January 2019

Band description Years 5 and 6Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as identifying similarities in different problems, and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.In Years 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data, and are introduced to the concept of data states in digital systems and how data are transferred between systems. They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols, such as devising file naming conventions that are meaningful, and determining safe storage locations to protect data and information.

Achievement Standards

Years 5 and 6By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 6 State Schools of 41

Unit Overview Unit 1: A-maze-ing digital designs (Year 6) Linked with English Unit 6 – Comparing Texts

Unit 2: Data changing our world (Year 5)Linked with Data in Semester 2 and follows on from Maths Unit 1 – Assessment task: Interpreting and comparing data displays Interpreting and comparing data displays

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Time allocationUnit 1 – 50% of total teaching timeUnit 2 – 50% of total teaching time

In this unit students engage in a number of activities, including:� investigating the functions and interactions of digital components and

data transmission in simple networks, as they solve problems relating to digital systems

� following, modifying and designing algorithms that include branching and repetition

� developing skills in using a visual programming language within a maze game context

� working collaboratively to create a new maze game. Students will apply a range of skills and processes when creating digital solutions. They will:� define problems by identifying appropriate data and functional

requirements � design a user interface, considering design principles � follow, modify and design algorithms using simple statements, relating

particular programming language statements (steps and decisions) to actions in the game

� implement their game using visual programming � evaluate how well their solutions meet needs� plan, create and communicate ideas within a collaborative project, and

apply agreed protocols when negotiating, providing feedback, developing plans and sharing online.

Suggested partner units:� English Year 5 Unit 1 – Examining and creating fantasy texts� English Year 6 Unit 6 – Comparing texts

In this unit students will investigate how information systems meet local and community needs and will create a spreadsheet solution. Learning opportunities will include:� exploring how community organisations collect data and present information

to meet community needs� visualising data to create information that is easily understood� creating a data-driven solution that processes user input to provide

information about a reading challenge.Students will apply a range of skills and processes when creating digital solutions. They will:� explore information systems, including systems that deliver community

information, and explain how they meet needs� examine how digital information systems use whole numbers to represent all

data� collect, manage and analyse data using a range of software (such as

spreadsheets)� interpret and visualise data to create information� define problems by considering the need, the required data, the audience

and what features need to be included� implement a digital solution to solve a defined problem� apply technical protocols such as devising meaningful file naming

conventions and determining safe storage locations to protect data and represent information in ethical ways.

Suggested partner units:� Mathematics Year 6 Unit 1 — Assessment task: Interpreting and comparing

data displays









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Unit 1: A-maze-ing digital designs (Year 6) Unit 2: Data changing our world (Year 5)

PortfolioAssessment of student learning will be gathered from an assessment portfolio which includes a collaborative digital solution.Students will:� explain the fundamentals of digital systems� explain how digital systems are connected to form networks� define problems in terms of data and functional requirements� design a user interface and incorporate decision making and repetition

into designs � implement their digital solutions� explain how student solutions are sustainable and meet needs.

PortfolioAssessment of student learning will be gathered from short answer questions and project work.Students will:� explain how existing information systems meet local and community needs� explain how whole numbers are used to represent all data in digital

systems� define problems in terms of data� represent a variety of data types in digital systems� acquire, store and use validated data� design a user interface and incorporate decision making into designs � implement their digital solutions

Assessment Due: A- maze-ing digital designsTerm 3 Week 6 (Q1-6) Part A:Digital Systems Q1-6 Explain how digital systems connect together to form a network.Term 3 Week 8 (Q8-14) Part B:Create a Maze Game (Q1-14) Create a maze game using visual programming

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Content descriptions for Years 5 and 6 Digital TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Digital Technologies knowledge and understanding Unit 1Year 6

Unit 2Year 5

Digital systems

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Representation of data

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)

Digital Technologies processes and production skills Unit 1 Unit 2

Collecting, managing and analysing data

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Investigating and defining

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Generating and designing

Design a user interface for a digital system (ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Producing and implementing

Implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input (ACTDIP020)

Evaluating

Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

Collaborating and managing

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

Curriculum into the classroom (C2C), Digital technologies Year level plan, Years 6 State Schools of 41

english year level plan · web view2019. 3. 11. · year level plan, year 6. state schools....

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