whole school curriculum and assessment plan: t 6 · unit 1: analysing characters in stories...

Whole School Curriculum and Assessment Plan: T–6

Casuarina Street Primary School

2018 Upper Primary 5-6

EVEN YEARS

CYCLE A

Contents

Year on a Page

Year Level Plans for English and Mathematics

Year Level Plans for other focus learning areas included in map

AC Achievement Standards, CSPS Summary Records and Programming, Assessment and Reporting@CSPS Guide

C a s u a r i n a S t r e e t , K a t h e r i n e , N T 0 8 5 0

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Cycle A (Even Years)

SEMESTER ONE SEMESTER TWO

Term ONE Term TWO Term THREE Term FOUR CSPS: Core

Competencies

1. Understanding others and being able to build new relationships 2. To set and achieve goals for yourself

4. Teamwork - to collaborate successfully with others

3. Self – confidence 5. Persistence / Resilience

6. Problem solving for responsible citizenship in the future

1. Understanding others and being able to build new relationships 2. To set and achieve goals for yourself

4. Teamwork - to collaborate successfully with others 3. Self – confidence

5. Persistence / Resilience 6. Problem solving for responsible citizenship in the future

Theme and Purpose Australia Our Nation Cultural Connections

English 5 hours/week

Unit 1: Analysing characters in stories

Students read and view stories, including traditional stories that feature stereotypical and non-stereotypical characters. They will show understanding of character development in relation to plot and setting through written responses.

Suggested Texts: The Forests of Silence, Deltora Quest, Rowan and the Keeper of the Crystals, The Secret Garden, Picture Texts

Unit 2: Creating persuasive arguments

Students read, view and analyse a range of persuasive written and media texts. They create a written persuasive argument in response to a current issue within the media and publish it in a class magazine. Suggested Texts: Newspaper articles/media related to history context:- NT News, Katherine Times, The Australian; Political Cartoons, BTN

Unit 3: Creating an animated story Students listen to, read, view and interpret a range of animations, including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma. Suggested Text: Diary of a Wimpy Kid Series Short animations on cyber safety: http://www.cybersmart.gov.au/ NAPLAN – Year 5

Unit 4: Reading and interpreting Australian literature

Students listen to, read and view autobiographical narratives, picture books and biographies and respond to a biographical text. They select a memory from their life and compose a literary memoir. Suggested Text: Bridget A New Australian 1915 Specky Magee Note: Combined units 4 and 5. Begin the lead into final Memoir piece (link to camp).

Unit 5: Interpreting literary texts 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 explores personal experiences. Suggested Text: Take Me Back ‘Diary of Anne Frank’ The Flood Anh Do – The Little Refugee

Unit 6: Responding to poetry Students listen to, read and view a range of poetry, songs and anthems from different times to create a folio of responses analysing authors’ use of language and its impact on the message and ideas of text. Suggested Texts: Waltzing Matilda Advance Australia Fair From Little Things Big Things Grow by Paul Kelly Red Room Poetry

Unit 7: Persuading through motivational speeches

Students will examine how language is used to persuade in famous motivational speeches from political and cultural (arts and sport) contexts. Students will deliver a persuasive speech with the purpose of creating an emotional response. Suggested: Current Motivational speeches and speakers Local issues – Linked to HASS

Unit 8: Exploring literary texts by the same author

Students listen to, read and view literary texts by the same author to create written responses focusing on language and literary techniques that contribute to an author’s style. Students select favourite characters from one of the texts studied and prepare a group audition script in role as those characters. They present a short audition and justify their character’s suitability for a further role in a new book. Suggested: Roald Dahl Paul Jennings Nick Bland Dr Suess

Mathematics 4 hours/week

Unit 1:

Number and place value

Fractions and decimals

Patterns and algebra

Using units of measurement

Location and transformation

Unit 2:



Money and financial mathematics

Chance and Data

Unit 3:

Using units of measurement and shape (Week 1 & 2)




Unit 4:




Data representation and interpretation.

Unit 5:




Location and transformation

Patterns and algebra.

Unit 6:



Chance, Data representation and interpretation

Money and financial mathematics.

Unit 7:

Geometric reasoning and shape (Week 1 &2)




Unit 8:


Units of measurement,



Data representation and interpretation.

Science 1.75 hours/week

Unit 1: Diversity and interaction in the living world

Students examine the structural features and adaptations that assist living things to survive in their environment. They investigate the relationship between the growth and survival of living things and the physical conditions of their environment. They also classify and examine the relationships between organisms, ecosystems and human interactions. Suggested Unit Primary Connections – Marvellous Micro-organisms

Unit 2: Why does Matter Matter? Students broaden their classification of matter to include gases and begin to see how matter structures the world around them. They investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They also distinguish the differences between pure substances and mixtures and plan appropriate methods to separate mixtures. Suggested Unit Primary Connections –What’s the matter / Change Detectives

Unit 4: Show Physics Students will explore aspects of the physical sciences including: light, electricity and forces. They will investigate the properties of light and the formation of shadows. They explore the role of light in everyday objects and devices. They will explore and infer that electrical circuits provide a means for transferring and transforming electricity. Students will investigate electricity generation using renewable energy sources. Students will explore different forces including friction, gravity and air resistance. They will plan and conduct investigations relating to forces using fair testing procedures in order to explore changes in motion of objects and the impact of different forces on moving objects.

Suggested Unit Primary Connections – It’s Electrifying/ Essential Energy

Unit 3: Earth and beyond Student will explore the place of Earth in the solar system and then use this knowledge to look for patterns and relationships between components of this system. They explore predictable phenomena such as eclipses, tides, phases of the Moon and the seasons. They will examine different cultural understandings, and how scientific understandings of space have changed over time due to developments in technology. Students will explore how sudden geological and extreme weather events can affect Earth’s surface and consider the effects of earthquakes and volcanoes on the Earth’s surface and how communities are affected. They will gather, record and interpret data relating to weather and weather events. Students explore the ways in which people use scientific observations to prepare for disaster in Australia and throughout Asia. Suggested Unit Primary Connections –Earthquake Explorers

HASS 1.25 hours/week

Geography Economics and Business History Civics and citizenship

5/6 KIQ’s: Knowledge and Understanding

Inquiry Questions

1. How do people and environments influence one another?

2. How do people influence the human characteristics of places and the management of spaces within them?

3. How can the impact of bushfires or floods on people and places be reduced?

5/6 KIQ’s: Knowledge and Understanding Inquiry Questions

1. Why are there trade-offs associated with making decisions?

2. What are the possible effects of my consumer and financial choices?

3. Why do businesses exist and what are the different ways they provide goods and services?

ERP – Educational Research Projects & Expo

5/6 KIQ’s: Knowledge and Understanding

Inquiry Questions 1. Why and how did Australia become a nation? How did Australian society

change throughout the twentieth century? 2. Who were the people who came to Australia? Why did they come? 3. What contribution have significant individuals and groups made to the

development of Australian society?

5/6 KIQ’s: Knowledge and Understanding Inquiry Questions

1. What are the roles and responsibilities of the different levels of government in Australia?

2. How are laws developed in Australia? 3. What does it mean to be an Australian citizen?

ERP – Educational Research Project and Expo

The Arts 1.25 hours/week

Drama - By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making. Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, play building and performances of devised and scripted drama for audiences Media - By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places. Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting. Visual Arts - By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Report in Semester 2

‘Drama, Visual Arts, Media’

HPE 2 hours/week

Health Education

Investigate community resources and ways to seek help about health, safety and well being

Plan and practise strategies to promote health, safety and well being

Investigate the role of preventive health in promoting and maintaining health, safety and well-being for individuals and their community.

Physical Education

Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities.

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.

Physical Education

Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding.

Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and well-being.

Health Education

Practise skills to establish and manage relationships.

Examine the influence of emotional responses on behaviour and relationships

Investigate resources and strategies to manage changes and transitions associated with puberty.

Technologies (AC): Design

Technologies

Report in Semester 1 ‘Design Technologies’

Year 5 and 6 Achievement Standard By the end of Year 6 students describe some 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. – Inventions using material from the tip shop

ICT Capabilities

Explicitly teach ethical protocols – internet safety, cyber bullying Investigating with ICT’s. Researching - Use a variety of search engines to research information Historical inquiry

(Geography, Mathematics Data representation, Survey Questions English);

Creating with ICT’s: Use ipad, movie maker, camera to create animated story. Literacy – Use of software, programs, website subscriptions to read, analyse and publish information. Maths – Create charts, graphs using different software e.g. excel

Explicitly teach ethical protocols – internet safety, cyber bullying Creating with ICT’s: Use ipad to create and edit a news report Utilise a variety of search engines to research KIQ’s Presenting Work – Use various programs Prezi, GoAnimate, Powerpoint

Communicating with ICT’s: Film persuasive speech Film and present auditions

Community Links

Katherine Beat Festival: Rivers Send Persuasive Texts on Community Issues to Katherine Times,

Student Leadership Presentations and Voting Northern territory Learning Commission (NTLC)

Swimming program GRIP Conference

Art Gallery – Display art work during open evening Science Gallery

ANZAC Day Leaders forum from the RAAF to talk to 5/6 students Yr 5/6 Camp VERP Expo

Northern territory Learning Commission (NTLC)

5/6 Camp Leaders forum: from engineering / design to talk to 5/6 students

Historical Dress-Up Day (Fundraiser for Year 6) Red Room Poetry

Year 6 Orientation days Northern territory Learning Commission (NTLC)

Darwin Beat

Growth & Development with KHS Nurse Year 6 Transition Days/ Graduation

School Captain Speeches Leaders forum: Motivational speakers

ERP Expo/Concert/Musical/Remembrance Day Movie Night – Year 6 Graduation Fundraiser

Northern territory Learning Commission (NTLC)

http://www.cybersmart.gov.au/

whole school curriculum and assessment plan: t 6 · unit 1: analysing characters in stories...

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