wondai state school curriculum plan - e q plan.pdf · whole school curriculum plan . ... this...

2015

Wondai State School P-9

Whole School Curriculum Plan

2015 P-9 Curriculum Overview

This overview is a snapshot of the curriculum for each year level in 2015.

It includes a brief summary of the C2C units for Maths, Science, History and Geography.

English units are L4L units.

No units are to be switched around without direct consultation and approval of the Principal/HOC.

Unit names and contexts for non-C2C units are a suggestion only. If you would like to change the context please discuss with HOD/HOC,

feedback and creative ideas are always welcomed.

Linking of units is a suggestion only – it is fine for units to be kept separate.

You are required to ‘track’ your teaching of the Technology, The Arts & HPE, Essential Learnings by highlighting/ticking when they have been

explicitly taught and assessed.

Refer to Wondai State School’s PEDAGOGICAL FRAMEWORK and ASSESSMENT SCHEDULE for supporting information.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

P

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E

P

English 7 hrs/wk

NARRATIVE Enjoying stories – Story Retell L4L Text – Bear and Chook, Bear and Chook by the Sea

EXPOSITION Interacting with others – Creating and performing a rhyming couplet L4L Text – Edward the Emu

REPORT Exploring our new world L4L Text – I’m the Biggest Thing in the Ocean.

PROCEDURE Responding to texts – Writing instructions for looking after a pet L4L Text - Mutt Dog

Maths 5 hrs/wk

C2C – Unit 1

Number and place value

Patterns and algebra

Using units of measurement

Location

Data

C2C – Unit 2

Number

Patterning

Mass and length

Shape

Addition

C2C – Unit 3

Data

Volume

Number sense

Time

Shape

C2C- Unit 4

Number sense

Measurement

Location

Addition

Shape and Time

Science 1 hr/wk

C2C Unit 1 - Our living world Students use their senses to investigate the needs of living things, both animals and plants, in natural and man-made environments. Students consider the impact of human activity and natural events on the availability of basic needs and describe some sustainable practices that they could implement to protect Earth's resources and support the provision of the needs of living things. PC – Staying alive

C2C Unit 2 - Our material world Students are provided with opportunities to examine familiar objects using their senses. Students observe and analyse the reciprocal connection between properties of materials, objects and purposes so that they recognise the scientific decision making in everyday life.

PC – What’s it made of?

C2C Unit 3 - Weather watch Students use sensory experiences to observe the weather and learn that we can record our observations using symbols. They are given opportunities to reflect on the impact of these changes, in particular on clothing, shelter and activities, through various cultural perspectives. Students also learn about the impact of daily and seasonal changes on plants and animals.

PC – Weather in my world

C2C Unit 4 - I Like to Move it, Move it Prep students engage in activities from the 5 contexts of learning — play, real life situations, investigations, routines and transitions and focused learning and teaching. This unit involves students observing and asking questions about how things move. Students gather different types of information about factors influencing movement and apply and explain knowledge of movement in a familiar situation.

PC – On the Move

History 0.5 hrs/wk

C2C Unit 1: Exploring fabulous families Inquiry question: What is my history and how do I know?

C2C Unit 2 – Tell me a story about the past Inquiry questions: How can stories of the past be told and shared? What stories do other people tell about the past?

Geography 0.5 hrs/wk

C2C Unit 1: What is my place like? Inquiry question/s: What are places like?

C2C Unit 2: How do we care for special places? Inquiry questions: What makes a place special? How can we look after the places we live in?

Technology Wind Chime Task: Students design & create a wind chime from a selection of materials. (Link to the Science Unit 2 “Our material world.”)

My Marvellous Toy Task: Students design & create a toy and explore ways the toy can move. (See Science Unit 4 “I like to Move it, Move it.”)

Arts MUSIC - Nursery rhymes and finger play: Students differentiate between speaking voice and singing voice. Students will be able to sing soh-me intervals in tune.

MUSIC – Keeping the beat: Students respond to music by performing the beat using body percussion. Rhythms “ta” and “ti-ti” are introduced.

MUSIC - Sounds around us: Students explore the sounds of unturned percussion, wood, and metal instruments. They will also consider environmental sounds such as ocean, wind, birds and rain.

MUSIC - Let’s go to the circus: Students are introduced to dynamics and are able to identify music that is loud and soft. Students identify moods created by music in relation to circus drama.

VISUAL ART Task: Students experiment with different art techniques (scrunching, tearing, tufting, rubbing) to represent things found in our environment (Link to Science Unit 1 Our Living world)

VISUAL ART Task: Use different mediums (collage, paint, crayons, pencils, water washes) to represent different weather (Link with Science Unit 3 Weather Watch)

HPE 2 hrs/wk

PBL: GOOD CHOICES Focus behaviour lessons (ANTI-BULLYING – Stop / Walk / Talk)

PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour lessons

Program Achieve – You Can Do it & Anti-bullying Unit Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play examples and non-examples. Students will understand that everyone can be successful and happy and ways to describe qualities that make it hard to be successful and happy.

HEALTH: Hygiene Unit - A Healthy Me! Students identify what contributes to a healthy person – hygiene, rest, food, exercise.

HEALTH: Daniel Morcombe Child Safety Unit (P-1-2) Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.

HEALTH – Program Achieve To address the needs of their students, teachers decide which of the following keys are of most importance for their cohort - Resilience, Organisation, Getting Along, Confidence and Persistence. Teachers plan accordingly using the relevant Program Achieve Units.

PE- Cooperating kids Students develop movement skills in a range of different settings. Students also focus on cooperation games and following rules.

PE- I choose health Students build a sense of wellbeing by making choices about their own and others’ health and safety with increasing independence.

PE- Fitness is FUN! Students see that PE is a fun, enjoyable past-time that can give you lifelong pleasure. Students derive enjoyment from PE by developing their gross and fine motor skills through modified ball games.


PE- Talking to your team Students participate in invasions games as means of developing students’ skill in establishing and maintaining effective communication and group skills. Focus on respecting differences and being considerate of other.


PE- Wet n’ wild Students see the benefits of aquatic activities that will include the development of stroke techniques.


PREP Yearly Learning Statements & Essentials Overview

KLA Semester 1 Semester 2

HP

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Health: Ready, Set, You Can Do It! Active Learning Processes: Social learning (sustaining relationships) Students sustain relationships by

Acknowledging and negotiating rights, roles and responsibilities in a range of contexts

Cooperating with others in social situations

Active Learning Processes: Personal Learning Students build a positive sense of self by:

Developing a sense of personal identity as a capable learner Acting with increasing independence and responsibility towards learning and personal organisation.

Health: Daniel Morcombe Child Safety Unit H2 - Health behaviours and choices are influenced by personal factors, people and environments H3 – Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety. PD2 – Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. Health: Program Achieve (Resilience, Organisation, Getting Along, Confidence and Persistence) PD 1 Identity is shaped by personal characteristics and experiences. PD 2 Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. PD 3 Everyday experiences and relationships give rise to different emotions in self and others.

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Active learning processes: Imagining and responding Student generate, represent and respond to ideas, experiences and possibilities by:

Experimenting with materials and processes in a variety of creative, imaginative and innovative ways

Discussing and responding to the qualities of their own and others’ representations, experiences and artistic words

Active learning processes: Imagining and responding Student generate, represent and respond to ideas, experiences and possibilities by:

Experimenting with materials and processes in a variety of creative, imaginative and innovative ways

Discussing and responding to the qualities of their own and others’ representations, experiences and artistic words

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Wind Chime Active Learning Processes: Investigating Technology Student think and enquire by:

Investigating technology and considering how it affects everyday life.

Toy Active Learning Processes: Investigating Technology Student think and enquire by:

Investigating technology and considering how it affects everyday life.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

1

English 7 hrs/wk

NARRATIVE Character Description L4L Text - Pearl Barley and Charlie Parsley

EXPOSITION Oral Presentation Character Emotions L4L Text - I’m the Best

REPORT Interviewing animal character: asking and answering questions L4L Text - Koala Lou

PROCEDURE Writing a procedure L4L Text - Very Cranky Bear

Maths 5 hrs/wk

C2C Unit 1 - Number & place value - Using units of

measurement

C2C Unit 2 - Number & place value - Data representation &

interpretation - Chance

C2C Unit 3 - Patterns & Algebra - Location &

transformation - Number & place value - Fractions - Using units of

measurement

C2C Unit 4 - Shape - Number & place value - fractions & decimals - patterns & algebra - money & financial

mathematics

C2C Unit 5 - Number & place

value - Fractions & decimals - Patterns & algebra - Using units of

measurement

C2C Unit 6 - Using units of

measurement - Number & place

value - Money & financial

mathematics - Location &

transformation

C2C Unit 7 - Number sense - Shape - Data

C2C Unit 8 - Number - Chance - Patterns - Working with number

& chance

Science 1 hr/wk

C2C Unit 1- Living adventure Students make links between external features of living things and the environment where they are found. They explore a range of habitats, and consider the differences between healthy and unhealthy habitats. Students predict how change to habitats can affect how the needs of living things are met. PC – Schoolyard Safari

C2C Unit 2- Material madness Students investigate and describe physical changes that can be made to familiar materials. They modify an existing material by making physical changes for a given purpose and conduct a guided investigation to test their modifications. Students create a storyboard to describe the process and the resultant effects to others. PC – Spot the Difference

C2C Unit 3- Changes around me Students will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. Students organise observations and make inferences to link the observable changes to everyday life and the effect on living things.

C2C Unit 4- Light and sound This unit provides opportunities for students to discover that light and sound are produced by a range of sources and can be changed. This unit involves students reflecting on the advances and applications of sound and light in real-life contexts. PC – Sounds Sensational

History 0.5 hrs/wk

C2C Unit 1: Exploring this moment in time Inquiry question – How do we describe the sequence of time?

C2C Unit 2: Exploring yesterday and today –my grandparents, my parents and me Inquiry questions - How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past?

Geography

0.5 hrs/wk

C2C Unit 1: How do people use places? Inquiry question/s: How can spaces with in a place be rearranged to suit different purposes?

C2C Unit 2: What are places like? Inquiry questions: What are the different features of places? How can we care for places?

Technology Design and create a boat. (links with Science U2) Design a diorama to show a day’s sky and landscape (Links with Science U3)

Arts MUSIC – Musical Extremes Students explore opposite extremes in music – loud, soft, high, low, fast, slow, legato and staccato. Students make knowledge of the beat conscious through playing, listening and moving.

MUSIC – Musical Extremes – Part 2 Students continue their study of expressive elements. They also continue with their understanding of beat with the addition of rhythmic identification.

VISUAL ART - IN THE GALLERY (QSA Assessment Task) Students create, display and reflect on a 2D portrait using the visual arts elements of colour and line to express feelings. (Link with L4L Unit 3)

VISUAL ART – LET’S CREATE A PICTURE (QSA Assessment Task) Students use visual arts elements to create a 2-D illustration of a descriptive sentence.

MEDIA - create invitation to end of term class celebration using a computer program. DRAMA - Task: Students create a short visual presentation demonstrating how an animal character would display a human quality. Students talk about how they used place, space, language and role to demonstrate their understanding of purpose and context. (Refer to English Unit 5)

HPE 2 hrs/wk


PBL: GOOD CHOICES Focus behaviour lessons



HEALTH – You can Do It & Anti-bullying Unit Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play examples and non-examples.

HEALTH – Program Achieve Unit - Getting Along Task: Getting on Together (QSA Assessment Task) Students reflect on ways to interact fairly and respectfully through role play and discussion.

HEALTH Daniel Morcombe Child Safety Unit (P-1-2) Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.

HEALTH - Healthy me Students classify food using the food plate as a guide and explain how our body uses different food groups. Students plan and make a healthy sandwich and justify their choice of fillings.

PE- Water works Students develop water confidence, whilst also promoting safe water behaviours. Students also develop movement skills in a range of different settings.

PE - Fitness is fun Students see that PE is a fun, enjoyable past-time that can give you lifelong pleasure. Students derive enjoyment from PE by developing their gross motor and fine motor skills through modified ball games.

PE - Talking to your team Students participate in invasion games with an emphasis on bouncing, passing and catching large balls as a means of developing students’ skill in establishing and maintaining effective communication and group skills. Focus on respecting differences and being considerate of others.

PE - Wet n’ wild Students see the benefits of aquatic activities that will include the development of stroke techniques.

YEAR 1 Yearly Essentials Overview


HP

E

Health: Anti-Bullying Unit and Getting Along PD1 Identity is shaped by personal characteristics and experiences. PD2 Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences PD3 Everyday experiences and relationships give rise to different emotions in self and others H1 The dimensions of health include physical (relating to the body), social (relating to relations) and emotional (relating to feelings)

Health: Daniel Morcombe Child Safety Unit H2 - Health behaviours and choices are influenced by personal factors, people and environments H3 – Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety. PD2 – Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. Health: Healthy Me H4- A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing.

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Visual Arts VA1- Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation. VA2 – Line is used to suggest movement and direction.

Visual Arts VA1- Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation. VA2 – Line is used to suggest movement and direction. VA4 – Texture is used to create variation and repetition

Drama DR1- Role can be established using movement, voice, performance space, cues and turn-taking DR2- Purpose and context are used to shape roles, language, place and space to express ideas. DR3- Dramatic action is structured by being in role and building story dramas.

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Design a Boat IMS1- Resources have characteristics that can be matched to design requirements. IMS2- Simple techniques and tools are used to manipulate and process resources THE1- Products include artefacts, systems and environments. THE2- Designs for products are influenced by purpose, audience and availability of resources.

Design a diorama to show a day’s sky and landscape

IMS1- Resources have characteristics that can be matched to design requirements. IMS2- Simple techniques and tools are used to manipulate and process resources THE1- Products include artefacts, systems and environments.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

2 English 7 hrs/wk

NARRATIVE Adding an imaginative event L4L Text - Ssh! Don’t wake the baby

EXPOSITION Comparing character illustrations L4L Text - Three Little Pigs

REPORT Informative text L4L Text - Just Ducks

PROCEDURE Written procedure L4L Text - Sticky Jam

Maths 5 hrs/wk

C2C Unit 1 - Number & place value - Using units of

measurement


interpretation

- Chance

C2C Unit 3 - Shape - number & place value - Patterns & algebra - Fractions & decimals

- Location & transformation

C2C Unit 4 - Number & place value - Money

- Measurement

C2C Unit 5 - Number & place value - Fractions - Using units of

measurement


C2C Unit 6 - Number & place value - Money & financial

mathematics - Shape

- Using units of measurement

C2C Unit 7 - Shape - Location - Number sense - Multiplication & division

- Time

C2C Unit 8 - Shape - Addition & subtraction - Money

- Working with number & measurement

Science 1 hr/wk

C2C Unit 1 - Mix, Make and Use Students investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. Students combine materials to make an object which has a purpose in everyday life.

C2C Unit 2 - Toy Factory Students investigate and explain how pushes and pulls cause movement in objects used in their daily lives. PC – Push-pull

C2C Unit 3- Good to Grow Students examine how living things grow. They investigate and compare the life stages of different living things, including similarities and differences between parents and their offspring.

C2C Unit 4 - Save Planet Earth Students investigate Earth’s resources, reflecting on how they are used and the importance of conserving resources for the future of all living things. Students propose and explain actions that can be taken to conserve Earth’s resources.

PC – Water Works

History 0.5 hrs/wk

C2C Unit 1: Exploring the impact of changing technology on people’s lives Inquiry Question - How have changes in technology shaped our daily life?

C2C Unit 2: Exploring my local community Inquiry Questions- What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why?

Geography

C2C Unit 1: What is the story of my place? Inquiry question: What is a place?

C2C Unit 2: How are people and places connected? Inquiry questions: How are people connected to their place and other places? What factors affect my connection to places?

The Arts 1hr/wk

MUSIC - Exploring high and low: Students learn music of soh, me, lah repertoire, singing s, m, l repertoire in solfa with hand signs, identifying high & low sounds.

MUSIC - Creating rhythms: Students learn 2/4 and 4/4 time and learn rhythms with “ta”, “ti-ti” and “sah”

MUSIC - Percussion and sounds around us: Students explore sounds of tuned percussion, wood and metal instruments.

MUSIC - Exploring loud and soft: Students identify instruments with loud and soft sounds and perform known songs using loud/soft dynamics. Students will reflect and show learning for the year.

VISUAL ART – Colours and Line Task: Students draw a landscape drawing and create an optical illusion from their studies of warm and cool colours and line movement and direction.

VISUAL ART – Shape and Texture Task: Students create a portfolio from their studies of shape and texture.

DRAMA Task: Students script a presentation demonstrating their understanding of how dramatic action is structured by being in role and building drama. (C2C English Year 2 – Units 1 & 2 )

DRAMA

Technology Students design & combine materials to make an object which has a purpose in everyday life. (also Science Unit 1) Design a page layout for a recipe book. (Health – Term 4)

HPE 2 hrs/wk





HEALTH – Anti-Bullying Unit Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play scenarios using examples and non-examples. Getting Along - Program Achieve We Do Things for Each Other (Teamwork and Volunteer) and Problems, Problems


HEALTH - ‘Daniel Morcombe’ Child Safety unit. Students learnt how to recognise danger, react appropriately and report promptly when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing. They develop and film a television commercial in which they have to educate others on how to recognise, react and report certain types of danger.

HEALTH – You are What You Eat? Students learn about healthy food and write a recipe book of healthy school lunches.

PE - Water works: Students develop water confidence, whilst also promoting safe water behaviours. Students also develop movement skills in a range of different settings.

PE - Fitness is fun: Students see that PE is a fun, enjoyable past-time that can give you lifelong pleasure. Students derive enjoyment from PE by developing their gross motor and fine motor skills through modified ball games.

PE - Talking to your team: Students participate in invasion games with an emphasis on bouncing, passing and catching large balls as a means of developing students’ skill in establishing and maintaining effective communication and group skills. Focus on respecting differences and being considerate of others.

PE - Wet n’ wild: Students see the benefits of aquatic activities that will include the development of stroke techniques.



HP

E

Health - Anti-Bullying Unit and Program Achieve Units (Resilience, Organisation, Getting Along, Confidence and Persistence) PD 1 Identity is shaped by personal characteristics and experiences. PD 2 Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. PD 3 Everyday experiences and relationships give rise to different emotions in self and others.

Health: Daniel Morcombe Child Safety Unit H2 - Health behaviours and choices are influenced by personal factors, people and environments H3 – Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety. PD2 – Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. Health: You Are What You Eat! H4- A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing.

AR

TS

Visual Art: Colours and Line VA1- Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation. VA2- Line is used to suggest movement and direction. Drama (link with English U 1&2) D1- Role can be established using movement, voice, performance space, cues and turn-taking. D3- Dramatic action is structured by being in role and building story dramas.

Visual Art: Shape and Texture VA3- Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position. VA4- Texture is used to create variation and repetition. Drama

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Design and combine materials to make an object which has a purpose in everyday life. (Link with Science Unit 1) IMS1- Resources have characteristics that can be matched to design requirements. IMS2- Simple techniques and tools are used to manipulate and process resources.

Design a page layout for a recipe book (link with Health Term 4) IMS2- Simple techniques and tools are used to manipulate and process resources THE1- Products include artefacts, systems and environments. THE2- Designs for products are influenced by purpose, audience and availability of resources.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

3 English 7 hrs/wk

NARRATIVE Narrative from Alternative perspective L4L Text - Cinderella and Prince Cinders

EXPOSITION Persuasive Letter Environment L4L Text - One less fish

REPORT Creating multimodal imaginative text L4L Text - The White Crane

PROCEDURE Written Procedure L4L Text - Growing Frogs

Maths 5 hrs/wk

C2C Unit 1 - Number & place value

- Using units of measurement


interpretation - Chance

- Measurement

C2C Unit 3 - Shape - Number & place value - Patterns & algebra

- Fractions & decimals

C2C Unit 4 - Number & place value - Location - Geometric reasoning - Money

C2C Unit 5 - Number & place value - Money & financial

mathematics - Fractions & decimals


C2C Unit 6 - Using units of measurement - Patterns & algebra

- Number & place value

C2C Unit 7 - Money - Multiplication & division - Place value

- Angles

C2C Unit 8 - Location - Number operations - Shape

- Chance

Science 1.75 hrs/wk

C2C Unit 1 - Is it living? Students will justify groupings of living and non-living things according to observable features and recognize once-living things. Students will investigate the living and non-living things in their local environment and recognize the use of this science knowledge in their lives.

C2C Unit 2 - Spinning Earth Students will demonstrate their knowledge of the Earth’s rotation on its axis in relation to the position of the sun to suggest explanations for everyday observations. Students will examine uses of these everyday observations of the relationship between the sun, Moon, Earth and time in various cultures. PC – Spinning

C2C Unit 3 - Hot stuff Students explore ways by which heat is produced such as the Sun, rubbing, electricity, and chemically (burning). Students will also study the behaviour of heat as it moves from one object to another. Students use knowledge of the behaviour of heat to explain everyday occurrences and consider how this knowledge impacts on everyday actions.

C2C Unit 4 - What’s the matter? In this unit students will investigate the properties of solids and liquids and the effect of adding or removing heat. Students will evaluate how adding or removing heat affects materials in everyday life. PC – Melting Moments

History 1 hr/wk

C2C Unit 1: Investigating celebrations, commemorations and community diversity Inquiry questions: How and why do people choose to remember significant events of the past? What is the nature of the contribution made by different groups and individuals in the community?

C2C Unit 2: Exploring continuity and change in local communities Inquiry questions: Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained?

Geography

(C2C) 1 hr/wk

C2C Unit 1: Exploring similarities and differences in places near and far Inquiry question/s: What would it be like to live in a neighbouring country? How and why are places similar and different?

C2C Unit 2: Protecting places near and far Inquiry questions: How do people’s feelings about places influence their views about the protection of places? How and why are places similar and different?

Technology Technology as a human endeavour (links to C2C Science Yr 3 Unit 1) Task: Formative assessment of students understanding of how technology has impacted upon the field of science. Students identify the various products or artefacts within Science that have been developed to assist scientific processes.

Information, materials and systems (links to C2C Science Yr 3 Unit 3) Task: Students explain how a simple technique with a tool manipulates a process and a resource. An example could be how I can, through a twisting motion, use a wooden spoon to create heat and when this tool and process are combined with cream I can make butter.

Arts 1.25 hrs/wk

MUSIC - Choir Students learn vocal warm ups using Doh pentatonic repertoire. Students sing music using step/skips/leaps and conventional notation. Students perform to an audience.

MUSIC - Musical mysteries Students explore familiar sound sources; consider tone, colour, mood, rhythm and beat.

MUSIC - Composing rhythms: Students compose rhythms using 2/4, ¾, and 4/4 time.

MUSIC - Boomwhackers Students perform music on the Boomwhackers using loud/soft dynamics. Students notate on music Forte/Piano.

VISUAL ARTS (link with Health – Active & Healthy Lifestyle Plan) Students create and present a collage of a personal hygiene plan.

VISUAL ARTS – COLOUR MY WORLD (QSA ASSESSMENT TASK) Students use colour to create and interpret visual art works that express a feeling.

DRAMA – Unit 1 and 2 Students establish role using movement, voice, performance space, cues and turn-taking. (links with English Unit 2 & 5) DRAMA

DRAMA – Unit 3 and 4

HPE 2 hrs/wk





HEALTH – ANTI-BULLYING UNIT Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play scenarios using examples and non-examples. Getting Along - Program Achieve

1. Do the Right Thing 2. Angry Annie or Gary Get Along

HEALTH- My Personal Hygiene Plan Task – Active & Healthy Lifestyle Plan (QSA Assessment task) Students create and present a collage of a personal hygiene plan. Students develop a mind map, collage, flow chart and rehearsed presentation.

HEALTH- Daniel Morcombe Child Safety Unit (3-4-5-6)

Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.


PE - Water works Students develop water confidence, whilst also promoting safe water behaviours. Students also develop movement skills in a range of different settings.

PE - Fitness is fun Students see that PE is a fun, enjoyable past-time that can give you lifelong pleasure. Students derive enjoyment from PE by developing their gross motor and fine motor skills through modified ball games.

PE - Talking to your team Students participate in invasion games as a means of developing students’ skill in establishing and maintaining effective communication and group skills. Focus on respecting differences and being considerate of others.

PE - Wet n’ wild Students see the benefits of aquatic activities that will include the development of stroke techniques.



HP

E

Health – Anti-Bullying Unit

PD 1 Identity is shaped by personal characteristics and experiences. PD 2 Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences. PD 3 Everyday experiences and relationships give rise to different emotions in self and others. Health: My Personal Hygiene Plan H1- The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings) H3 – Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety H4- A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing. PD1- Identity is shaped by personal characteristics and experiences.

Health: ‘Daniel Morcombe’ Child Safety Unit (3-4-5-6) H2 - Health behaviours and choices are influenced by personal factors, people and environments H3 - Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety PD2 - Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences Health – Program Achieve

PD1 Identity is shaped by personal characteristics and experiences. PD2 Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences PD3 Everyday experiences and relationships give rise to different emotions in self and others H1 The dimensions of health include physical (relating to the body), social (relating to relations) and emotional (relating to feelings)

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Visual Arts VA2- Line is used to suggest movement and direction. VA4 – Texture is used to create variation and repetition. Drama

DR1- Role can be established using movement, voice, performance space, cues and turn-taking

DR2- Purpose and context are used to shape roles, language, place and space to express ideas.

DR3- Dramatic action is structured by being in role and building story dramas.

Visual Arts VA1- Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation. Drama

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Technology as a Human Endeavour THE1- Products include artefacts, systems and environments. THE2- Designs for products are influenced by purpose, audience and availability of resources. THE3- Technology and its products impact on everyday lives in different ways.

Information, Materials and Systems IMS1- Resources have characteristics that can be matched to design requirements. IMS2- Simple techniques and tools are used to manipulate and process resources.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

4

English 6 hrs/wk

NARRATIVE Analyse authors language in familiar narrative L4L text - The Twits

EXPOSITION Advertising techniques L4L text - I’m Sold

REPORT Multimodal presentation L4L text - Sharing Culture: Rainforest

PROCEDURE Writing a procedure for trapping L4L text - Chung Ho

Maths 5 hrs/wk

C2C Yr 4 Unit 1 - Number & place value - Fractions & decimals - Using units of

measurement

C2C Yr 4 Unit 2 - Number & place value - Patterns & algebra - Chance - Data representations &

interpretation

C2C Yr 4 Unit 3 - Number & place value - Fractions & decimals - Shape

C2C Yr 4 Unit 4 - Location & transformation - Geometric reasoning - Number & place value - Money & financial maths

C2C Yr 4 Unit 5 - Money & financial maths - Number & place value - Fractions & decimals - Location & transformation

C2C Yr 4 Unit 6 - Using units of

measurement - Shape - Number & place value - Patterns & algebra

C2C Yr 4 Unit 7 - Chance - Fractions & decimals - Data representation

and interpretation - Number and Place

value

C2C Yr 4 Unit 8 - Money and financial

maths - Shape - Using units of

measurement - Fractions and Decimals - Number and Place

value

Science 1.75 hrs/wk

C2C Unit 1 Here today gone tomorrow Students explore natural processes and human activity which cause weathering and erosion of the earth’s surface. Students relate this to their local area and predict consequences of future occurrences and human activity.

C2C Unit 2 Ready, set, grow! Students will investigate life cycles. They will examine relationships between living things and their dependence on the environment. PC – Plants in action

C2C Unit 4 Fast Forces Students will use games to investigate and demonstrate how forces affect objects through contact and non-contact forces. PC – Smooth moves

C2C Unit 3 Material use Students investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes. PC – Material world Package it better

History 1 hr/wk

Year 4 - C2C Unit 1: Investigating European exploration and the movement of peoples Inquiry questions: Why did the great journeys of exploration occur? Why did the Europeans settle in Australia?

Year 4 - C2C Unit 2: Investigating the impact of colonisation Inquiry questions: What was life like to Aboriginal people and/or Torres Strait Islander peoples before the arrival of Europeans? What was the nature and consequences of contact between Aboriginal people and/or Torres Strait Islander peoples and early traders, explorers and settlers?

Geography

(C2C) 1 hr/wk

C2C Unit 1: Exploring environments and places Inquiry question/s: How does the environment support the lives of people and other living things?

C2C Unit 2: Using places more sustainably Inquiry questions: How do different views about the environment influence approaches to sustainability? How can people use places and environments more sustainably?

Technology Digestive System Create a 3D model of the digestive system. (links with Health U1)

Information, Materials and Systems (Link with Geography Unit 2) Task: Formative Assessment of students’ knowledge and understanding of how resources are selected to match the requirements of a design challenge to suit a user.

The Arts MUSIC - Blackbelt recorder Students learn to read music and play notes B, A, G on the recorder.

MUSIC - Blackbelt recorder Students learn to read music and play notes B, A, G, C, D on the recorder.

MUSIC - Choir Students sing music in Binary, Ternary, and Verse/Chorus form. Students perform to an audience.

MUSIC - Jazz music Students explore jazz music styles and will be introduced to Jazz instruments.

VISUAL ART – Texture creates contrast and patterns using lines, rubbings and markings VISUAL ART - Task Students critique how an artist has created balance, contrast and pattern using colour shades, tint and texture in an art work.

DRAMA - Unit 1 and 2 Students retell a familiar story demonstrating an understanding of time frame, language, place & space. (link with English U3&4)

DRAMA – Unit 3 and 4

HPE 2 hrs/wk





HEALTH – Anti-bullying Unit Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play scenarios using examples and non-examples. Getting Along - Program Achieve 1. Friends, Buddies, Pals 2. Focus on Others: Teaming and Volunteering

HEALTH – Digestive System Students will create a concept map which demonstrated each section of the digestive system.

HEALTH - Daniel Morcombe Child Safety Unit (3-4-5-

6) Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.


PE - Streamlined Students need to know basic principles of movement in water to aid their performance. Students participate in several games designed to promote teamwork and basic throwing and aiming skills.

PE - Footy fever Students participate in AFL, soccer and touch over the term to experience the dominant football codes in Australia. They see that all activities have their own benefits and negative aspects. They also see that these games can be equally enjoyed by both boys and girls.

PE - Cool sports Students participate in touch, sof crosse, and netball to experience sports that are enjoyable during the winter months. They see that all activities have their own benefits and negative aspects.

PE - Different strokes for different folks Striking games such as T-ball and cricket are undertaken to develop students hitting and fielding skills as well as a focus on team work. Aquatic is undertaken during the final weeks of term focusing on building students’ skills and identifying aspects of water safety.



HP

E

Health – Anti-bullying Unit and Program Achieve PD1 Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups Digestive System H4 Energy balance can be achieved by selecting a range of foods from the five food groups, in amounts that reflect personal factors, age and activity levels.

Health: Daniel Morcombe Child Safety Unit (3-4-5-6) H1 - Health includes physical, social, emotional and cognitive (relating to thought processes, reasoning and intuition) dimensions H2 - Personal, social, cultural and environmental factors influence behaviours and choices including eating and physical activity H3 - Individual and group action can promote health and wellbeing, including safety PD1 - Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 - Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 - Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups Program Achieve PD1 Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups

AR

TS

Visual Art VA3- Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns. VA4- Texture creates contrast and patterns using lines, rubbings and markings. Drama DR2- Purpose and context guide the selection of time frames, language, place and space to express ideas. DR3- Dramatic action is structured through storytelling, improvisation and extended roleplays.

Visual Art VA1- Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns. VA2- Continuous, broken and hatched lines are used to create balance, contrast, space and patterns.

Drama

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Y

Digestive System THE1- Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments. THE2- Aspects of appropriateness influence product design and production decisions THE3- The products and processes of technology can have positive or negative impacts.

Information, Materials and Systems IMS1- Resources have particular characteristics that make them more suitable for a specific purpose and context. IMS2- Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

5 English 6 hrs/wk

NARRATIVE Short Story L4L text - River of Health

EXPOSITION Persuasive Newspaper Article L4L text - Bats

REPORT Report on an endangered animal / environmental conservation L4L text - The Lorax

PROCEDURE Written procedure for creating a bike obstacle course for younger students L4L text - Mulga Bill’s Bicycle

Maths 5 hrs/wk

C2C Unit 1 Chance

Number and Place Value

Fractions and decimals

Data representation and interpretation

C2C Unit 2 Chance




C2C Unit 3 Number and place

value


Location and transformation

Shape

C2C Unit 4 Geometric reasoning


Shape




C2C Unit 5 Money and financial

mathematics



C2C Unit 6 Using units of

measurement




C2C Unit 7 Chance





mathematics

Geometric reasoning



Number and algebra

Science 1.75 hrs/wk

C2C Unit 1 Survival in the Australian environment Students will examine the structural features and adaptations that assist living things to survive in their environment. This knowledge will be used to create a creature with adaptations that are suitable for survival in a prescribed environment.

C2C Unit 2 Our place in the solar system Students will describe the key features of our solar system. They will discuss how people have contributed science knowledge to space exploration. A possible space mission to a planet will be proposed considering planetary data. Students will communicate these ideas in a magazine or webpage style format.

C2C Unit 3 Now you see it Students investigate the properties of light and the formation of shadows. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices. PC – Light Fantastic

C2C Unit 4 Matter matters Students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students will investigate the observable properties and behaviour of solids, liquids and gases, and the development of composite materials to meet the needs of modern society.

History 1 hr/wk

C2C Unit 1 Exploring the development of British Colonies in Australia Inquiry Question/s: How did an Australian colony develop over time and why? How did colonial settlement

change the environment? What do we know about the lives of people in Australia’s colonial past and how do

we know?

C2C Unit 2 Investigating the colonial period in Australia Inquiry Question/s: What were the significant events and who were the significant people that shaped Australian colonies? What do we know about the lives of people in Australia’s colonial past and how do we know?

Geography

1 hr/wk

C2C Unit 1: Exploring how people and places affect one another Inquiry question/s: How do people and environments influence one another?

C2C Unit 2: Exploring how places are changed and managed by people Inquiry questions: How do people influence the human characteristics of places and the management of spaces within them? How can the impact of bushfires or floods on people and places be reduced?

Technology

1.25 hrs/wk Technology – Shade Sail Task: Students explain how the appropriateness of a design for a shade sail has a positive impact on a school community. (Links with Maths Unit 2)

Technology – Imachinations (QSA Assessment Task) (link with Visual Art) Students design, construct, display and reflect on an ‘imachination’ based on the book ‘The Arrival’.

The Arts 1.25 hr/wk

MUSIC – Folk Arrangement Students explore timbre through body percussion along with other compositional techniques through arranging a folk song. Students compose music in compound time using “Triple ti”, “tum”, “zum”, “Ta-tim” and “Tim-ka”

MUSIC - Boomwhackers: Students play music in Rondo, Ternary and Binary form.

MUSIC – Melodic Accompaniment Students adding melodic accompaniment to a known song.

VISUAL ART - ART JOURNEY (QSA Assessment Task) Students create an artwork using visual arts elements and concepts to express an idea about a journey.

VISUAL ART – Imachinations (QSA Assessment Task) (link with Technology) Students design, construct, display and reflect on an ‘imachination’ based on the book ‘The Arrival’.

DRAMA - Students respond to stimulus and short answer questionnaires focussing on how Dramatic action is structured in Literary texts and how they can maintain role and status of relationship when interpreting these texts for an audience. (links with English U1, 2, 3&4)

HPE 2 hrs/wk

PBL: GOOD CHOICES Focus behaviour lessons (ANTI-BULLYING – Stop / Walk / Talk




Health - Anti-bullying Program Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play scenarios using examples and non-examples. Getting Along - Program Achieve You Can’t Judge a Book and Problem Busters

HEALTH- Daniel Morcombe Child Safety Unit (3-4-

5-6) Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.

HEALTH - Healthy as healthy plan Students identify and understand an aspect of their personal health and fitness and, on the basis of this, develop and implement a plan for improving this aspect.


PE - Streamlined Students need to know basic principles of movement in water to aid their performance. Students participate in several games designed to promote teamwork and basic throwing and aiming skills.

PE - Footy fever Students participate in AFL, soccer and touch over the term to experience the dominant football codes in Australia. They see that all activities have their own benefits and negative aspects. They also see that these games can be equally enjoyed by both boys and girls.

PE - Cool sports Students participate in touch, soft ball and netball to experience sports that are enjoyable during the winter months. They see that all activities have their own benefits and negative aspects.

PE - Different strokes for different folks Striking games such as T-ball and cricket will be undertaken to develop students hitting and fielding skills as well as a focus on team work. Aquatic is undertaken during the final weeks of term focusing on building students’ skills and identifying aspects of water safety.



HP

E

Health – Anti-bullying Unit and Program Achieve PD1 Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups

Health: Daniel Morcombe Child Safety Unit (3-4-5-6) H1 - Health includes physical, social, emotional and cognitive (relating to thought processes, reasoning and intuition) dimensions H2 - Personal, social, cultural and environmental factors influence behaviours and choices including eating and physical activity H3 - Individual and group action can promote health and wellbeing, including safety PD1 - Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 - Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 - Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups

Health: Healthy as healthy plan H4- Energy balance can be achieved by selecting a range of foods from the five food groups, in amounts that reflect personal factors, age and activity levels. Health – Program Achieve PD1 Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments PD2 Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others PD3 Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups

AR

TS

Visual Art VA1- Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns. VA2 – Continuous, broken and hatched lines are used to create balance, contrast, space and patterns VA3 – Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns VA4 – Texture creates contrast and patterns using lines, rubbings and markings Drama

Visual Art VA1- Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns. VA2 – Continuous, broken and hatched lines are used to create balance, contrast, space and patterns VA3 – Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns VA4 – Texture creates contrast and patterns using lines, rubbings and markings Drama DR1- Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice.

TE

CH

NO

L-

OG

Y

Shade Sail THE1- Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments. THE2- Aspects of appropriateness influence product design and production decisions THE3- The products and processes of technology can have positive or negative impacts.

Information, Materials and Systems IMS2- Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

6

English 6 hrs/wk

NARRATIVE Create short story focusing on character conflict L4L text – Sneetches

EXPOSITION Create persuasive ad and explain choices L4L text – Are We There Yet?

REPORT Information report on time and place / convicts L4L text – Letters of Rosie O’Brien

EXPOSITION Create comparative essay L4L text - Red Dog & Loaded Dog

Maths 5 hrs/wk

C2C Unit 1 Number and place value


Data

Chance


measurement



Money and financial mathematics

C2C Unit 3 Fractions and decimals

Shape


C2C Unit 4 Geometric reasoning



Number and Place value


mathematics




C2C Unit 6 Fractions and decimals



C2C Unit 7 Chance





measurement


Geometric reasoning


Science 1.75 hr/wk

C2C Unit 1 Making changes Students investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They explore the effects of reversible and irreversible changes in everyday materials and how this is used to solve problems that directly affect peoples' lives. PC – Change Detectives

C2C Unit 2 Energy and electricity PROCEDURES Students investigate electrical circuits as a means of transferring and transforming electricity. They design and construct electrical circuits to perform specific tasks, using materials and equipment safely. Students explore how energy from a variety of sources can be used to generate electricity and evaluate personal and community decisions related to use of different energy sources and their sustainability. PC – It’s Electrifying

C2C Unit 3 Our changing world Students explore how sudden geological 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. Students construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters. They investigate how prediction regarding the course of tropical cyclones can be improved by gathering data. PC – Earthquake explorers

C2C Unit 4 Life on Earth In this unit students will explore their local environment, investigating the relationship between the growth and survival of living things and the physical conditions of the environment. Students investigate the impact of the surrounding environment on living things and the implications for decision making. Human impact on the environment and implications for growth and survival of living things will also be explored. PC – Marvellous micro-organisms

History 1 hr/wk

C2C Unit 1 Exploring the development of the Australian nation Inquiry questions: Why and how did Australia become a nation? How did Australian society change throughout the twentieth century?

C2C Unit 2 Investigating the development as a diverse society Inquiry questions: Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society? How did Australian society change throughout the 20th century?

Geography

1 hr/wk C2C Unit 1: Exploring a diverse world Inquiry question/s: How do places, people and cultures differ across the world?

C2C Unit 2: Exploring Australia’s connections with other countries Inquiry questions: What are Australia’s global connections between people and places? How do people’s connections to places affect their perception of them?

Technology Open/close circuits (Links with Science Unit 2) Natural disaster design challenge (links with Science U3)

The Arts MUSIC - The Composer is Dead: Students investigate the

murder of the composer. Students meet the families of the orchestra and other dead composers such as Beethoven, Mozart, and Gershwin.

MUSIC - Jammin’ With Junk: Inspired by STOMP,

students create their own dramatic performance using handmade instruments, dramatic movement and body percussion.

MUSIC - Melody Writing: Students write short compositions

in a Major or Minor tonality. MUSIC - Choir: Students sing music in Binary, Ternary and

Verse/Chorus form. Students perform to an audience.

Visual Arts • Students design costumes and props for the stage production – Wakakarri. (Linked to Performing Arts unit)

Visual Arts – design art pieces for a portfolio. The art pieces will address • Negative space and positive shape are used to create abstraction, non-representation and proportion. • Actual, invented and simulated textures are used to create depth, representation and non-representation.

DRAMA – Unit 1 and 2 Wakakarri DRAMA – Unit 3 and 4

HPE 2 hrs/wk





HEALTH - Anti-bullying Program Students will identify situations when they can use the STOP WALK and TALK strategy to deal with bullying behaviour. Students will role play scenarios using examples and non-examples. Getting Along - Program Achieve 5. Stand Tall 6. Chill Out

HEALTH – Take Action! My Personal Health Plan Students identify an area of their personal health or fitness and develop a program to improve this aspect. Students develop a schedule over a ten week period and will collect data on their performance.

HEALTH- Daniel Morcombe Child Safety Unit (3-4-5-6) Students will learn how to recognise, react and report when they are unsafe or find themselves in situations that can have a significant detrimental effect on their physical, psychological or emotional wellbeing.

HEALTH – Program Achieve To address the needs of their students, teachers decide which of the following keys are of most importance for their cohort - Resilience, Organisation, Confidence and Persistence. Teachers plan accordingly using the relevant Program Achieve Units.

PE Streamlined: Students need to know basic principles of

movement in water to aid their performance. Students then participate in several games designed to promote teamwork and basic throwing and aiming skills.

PE Footy Fever: Students participate in AFL, soccer and

touch over the term to experience the dominant football codes in Australia. They see that all activities have their own benefits and negative aspects. They also see that these games can be equally enjoyed by both boys and girls.

PE Cool Sports: Students participate in touch, sof crosse,

and netball to experience sports that are enjoyable during the winter months. They see that all activities have their own benefits and negative aspects.

PE Different Strokes for Different Folks: Striking games such as T-ball and cricket will be undertaken to develop students hitting and fielding skills as well as a focus on team work. Aquatics is undertaken during the final weeks of term focusing on building students’ skills and identifying aspects of water safety.



HP

E

Health – Anti-bullying Unit and Program Achieve PD2 Assuming roles and responsibilities, experiencing leadership opportunities, respecting cultural protocols and differences and working well with others, develops positive identity and self-esteem PD3 Life vents and transitions can be dealt with through meaning-making, resilience strategies, and use of personal and community resources

Health: Take Action! My Personal Health Plan H4 Food groups are rich in particular nutrients, and food intake can be adapted to meet changing needs during adolescence PA3 Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength and endurance, flexibility, and health and well-being.

Health: Daniel Morcombe Child Safety Unit (3-4-5-6) H1 Health has physical, social, emotional, cognitive and spiritual dimensions, which are interrelated H2 Family, peers and the media influence health behaviours PD1 Identity and self-image are influenced by environmental factors, including the media, and social expectations of age, gender and culture PD2 Assuming roles and responsibilities, experiencing leadership opportunities, respecting cultural protocols and differences and working well with others, develops positive identity and self-esteem PD3 Life events and transitions can be dealt with through meaning-making, resilience strategies and use of personal and community resources Health – Program Achieve PD1 Identity and self-image are influenced by environmental factors, including the media, and social expectations of age, gender and culture PD2 Assuming roles and responsibilities, experiencing leadership opportunities, respecting cultural protocols and differences and working well with others, develops positive identity and self-esteem PD3 Life events and transitions can be dealt with through meaning-making, resilience strategies and use of personal and community resources

AR

TS

Visual Art VA1 Blended, controlled and symbolic colour is used to create depth, representation and symbolism VA2 Descriptive and emotive lines are used to create abstraction, proportion and symbolism Drama

Visual Art VA3 Negative space and positive shape are used to create abstraction, non-representation and proportion VA4 Actual, invented and simulated textures are used to create depth, representation and non-representation Drama

TE

CH

NO

LO

GY

Shade Sail THE1- Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments. THE2- Aspects of appropriateness influence product design and production decisions THE3- The products and processes of technology can have positive or negative impacts.

Information, Materials and Systems IMS2- Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (10 weeks)

Term 4 (10 weeks)

7 English 6 hrs/wk

NARRATIVE Biography L4L Text – Courageous Clancy

EXPOSITION Creating and Presenting a motivational speech L4L Text - Harry Highpants

REPORT Literary Memoir L4L Text - Catherine

Persuading that a song is an effective form of social comment / Defining picture choices L4L Text – Took the Children Away

Maths 5 hrs/wk


Real Numbers


Chance

C2C Unit 2 Real Numbers

Geometric Reasoning




Linear and non-linear relationships

Shape

C2C Unit 4 Geometric Reasoning

Real numbers



C2C Unit 5 Real numbers

Money and financial mathematics





C2C Unit 6 Number and Place value

Real numbers


C2C Unit 7 Linear and non-linear

relationships


Chance


C2C Unit 8 Data representation


Real numbers

Science 2.5 hrs/wk

C2C Unit 1 - Water — waste not, want not Students will consider the importance of water and the water cycle. They investigate pure substances, mixtures and separation techniques. C2C Unit 2 - Water — waste not, want not (con’t) Students will investigate the application of filtration systems in water treatment and recycling processes.

C2C Unit 3 - Moving right along — exploring motion Students will investigate balanced and unbalanced forces and the effect these have on the motion of an object C2C Unit 4 - Moving right along — applications in real systems PROCEDURE Builds on the concepts explored in Unit 3 and considers the application of these forces in everyday life. Students apply knowledge to construct and test a balloon powered vehicle and investigate forces acting on the vehicle.

C2C Unit 5 - Heavenly bodies Students learn about the interrelationships between the sun, Earth and moon system. They explore predictable phenomena such as eclipses, tides, phases of the moon and solar phenomena. Students examine how science and technology have contributed to the issue of solar storms and their effects on Earth. C2C Unit 6 - Sensational seasons (builds from U5) In this unit students examine the seasons, different cultural understandings of the seasons and explore how science understandings influence the development of practices within agriculture and marine and terrestrial resource management.

C2C Unit 7 - Organising organisms This unit involves students classifying organisms based on their physical characteristics. They construct and use dichotomous keys to assist and describe classification. Students analyse the effectiveness of dichotomous keys and suggest improvements. C2C Unit 8 - Affecting organisms (builds from U7) In this unit students identify how human activity can impact food webs in the marine environment. Students will examine the work of scientists in Antarctica. They will explore native food webs and how these were understood and used by Aboriginal peoples.

History 1.25 hrs/wk

C2C Unit 1, 7A- Investigating the ancient past Inquiry questions:

How do we know about the ancient past?

Why and where did the earliest societies develop?

C2C Unit 2, 7A - The Asian world – China - REPORT Inquiry questions:

What emerged as the defining characteristics of ancient societies?

What have been legacies of ancient societies?

C2C Unit 3, 7A - The Mediterranean world – Rome Inquiry questions:

What emerged as the defining characteristics of ancient societies?

What have been legacies of ancient societies?

Geography

1.25 hrs/wk

C2C Unit 1 Water in the World Inquiry question/s: How do people’s reliance on places and environments influence their perception of them? What effect does the uneven distribution of resources and services have on the lives of people? What approaches can be used to improve the availability of resources and access to services?

C2C Unit 2 Place and liveability Inquiry questions: How do people’s reliance on places and environments influence their perception of them? What effect does the uneven distribution of resources and services have on the lives of people? What approaches can be used to improve the availability of resources and access to services?

Technology Students design & develop a simple product to provide clean drinking water (links with Science Units 1 & 2) Students explain the techniques and tools they utilised to manipulate or process a resource to match their design idea of a propulsion vehicle which they constructed. (links with Science Unit 4)

The Arts 2 hrs/wk

MUSIC – Folk Arrangement Students explore timbre through body percussion along with other compositional techniques through arranging a folk song. Students compose music in compound time using “Triple ti”, “tum”, “zum”, “Ta-tim” and “Tim-ka”

MUSIC – Popular Music Students take a known pentatonic melody and arrange it into known music styles. The three styles are heavy rock, disco and reggae

VISUAL ART – BEYOND OBSERVATION (QSA Assessment Task) Students create, display and respond to a series of observational drawings, abstracting one drawing using a grid drawing exercise.

VISUAL ART – Bold Colour - Formative Assessment of students’ ability to identify how colour variation has been used to create depth, representation and symbolism and how line style creates abstraction, proportion and symbolism in art works.

HPE 2 hrs/wk (Rotational with Yrs 8/9)


PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour lessons

SEE YEAR 8/9 SEE YEAR 8/9 SEE YEAR 8/9 SEE YEAR 8/9

PE – Streamlined Students need to know basic principles of movement in water to aid their performance. Students then participate in several games designed to promote teamwork and basic throwing and aiming skills.

PE - Footy Fever Students participate in AFL, soccer and touch to experience these codes. They will observe benefits and negative aspects of each code. They also see that these games can be equally enjoyed by both boys and girls.

PE - Cool Sports Students participate in touch, sof crosse, and netball to experience sports that are enjoyable during the winter months. They see that all activities have their own benefits and negative aspects.

PE - Different Strokes for Different Folks Striking games eg. T-ball and cricket to develop students hitting and fielding skills as well as team work. Aquatics will focus on building students’ skills and identifying aspects of water safety.

Year 7 Yearly Essentials Overview


HP

E

Health: ‘Be in it! Stay in it!’ H3- Individual, groups and communities act on the advice in health promotion campaigns to promote health and wellbeing, including safety, and contribute to management of health risks. PD 1- Identity and self-image are influenced by environmental factors, including media, and social expectations of age, gender and culture.

Health: Beyond the Label H4- Food groups are rich in particular nutrients, and food intake can be adapted to meet changing needs during adolescence.

AR

TS

Visual Art VA1- Blended, controlled and symbolic colour is used to create depth, representation and symbolism. VA2- Descriptive and emotive lines are used to create abstraction, proportion and symbolism. VA3- Negative space and positive shape are used to create abstraction, non-representation and proportion. VA4- Actual, invented and simulated textures are used to create depth, representation and non-representation.

Visual Art – Bold Colour VA1- Blended, controlled and symbolic colour is used to create depth, representation and symbolism. VA2- Descriptive and emotive lines are used to create abstraction, proportion and symbolism.

TE

CH

NO

LO

GY

Technology as a Human Endeavour THE1- Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services. THE2- Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability THE3- Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments

Information, Materials and Systems (resources) IMS1- Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. IMS2- Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications.

Learning Area

Term 1 (10 weeks)

Term 2 (10 weeks)

Term 3 (11 weeks)

Term 4 (10 weeks)

8/9 English 3.5 hrs/wk Year 8 - 2014

NARRATIVE

Narrative from alternative perspective

L4L Text – The Hunger Games

EXPOSITION Persuasive speech about Australian Identity L4L Text – Great Moments in Australian History

REPORT

Information texts about authors – author study,

book report, homepage

L4L Text – range of young adult fiction

PROCEDURE

Written procedure from science ‘Rube Goldberg’

machines published on ‘how to’ blog L4L Text – wikihow, DIY blogs

Maths (C2C) 3.5 hr/wk

C2C Yr 9 Unit 1

Real numbers


C2C Yr 9 Unit 2


C2C Yr 9 Unit 3


Geometric reasoning

C2C Yr 9 Unit 4

Pythagoras and trigonometry

C2C Yr 9 Unit 5

Data representation

C2C Yr 9 Unit 6

Real numbers

Patterns & algebra

Money & financial mathematics

C2C Yr 9 Unit 7

Data reports

Probability

C2C Yr 9 Unit 8

Time scales

Trigonometry

Algebra

Science 3 hrs/wk

Yr 8 Unit 1 - Particles matter Students investigate the physical properties of materials and the relationship between these and the use of materials. Students will investigate changes in state and be introduced to the Particle Model of Matter which will be applied to explain physical changes. Yr 8 Unit 2 - Chemistry of common substances Students will investigate the physical and chemical properties of materials and the relationship between these and the use of materials. Students will be introduced to elements and the Periodic Table including symbolic representation of elements.

Yr 8 Unit 3 - Rock never dies Students explore different types of rocks and the minerals of which they are composed. They compare the different processes and timescales involved in their formation as part of the rock cycle. Yr 8 Unit 4 - Rocks in my world Students consider the science roles involved in the production of resources from rocks and minerals and their use in the community. They consider the scientific roles involved in managing the environmental impact of mining and using a mineral resource.

Yr 8 Unit 5 - Energy for my lifestyle Students will classify energy forms. They will investigate different forms of potential energy, make predictions and conduct fair and safe experimental tasks. Students will process and analyse experimental data and information and evaluate the experimental method used. Yr 8 Unit 6 - What’s up Students will identify different forms of energy and investigate how it can be transferred and transformed and cause change. They will plan and conduct an investigation into the sequence, energy transfers and transformations of a Rube Goldberg machine.

C2C Unit 7 - Building blocks of life In this unit cells are identified as the basic units of living things and are recognised as having specialised structures. Microscopes and digital images are used for the identification of plant and animal cells. C2C Unit 8 - Survival In this unit students deal with sexual reproduction and immunity, with a focus on organ systems that allow multi-cellular plant or animal organisms to reproduce and survive.

Geography

1.25 hrs/wk C2C Year 9 Unit 1: Biomes and food security Inquiry question: What are the causes and consequences of change in places and environments and how can this change be managed? What are the future implications of changes to places and environments? Why are interconnections and interdependencies important for the future of places and environments?

C2C Year 9 Unit 2: Geographies of interconnections Geographies of interconnections Inquiry questions: Why are interconnections and interdependencies important for the future of places and environments? What are the future implications of changes to places and environments?

History

1.25 hrs/wk C2C Unit 3, 9A - World War 1 (1914-1918) Inquiry question: What was the origin, development, significance and long-term impact of imperialism in this period? What was the significance of World War I?

C2C Unit 1, 9A - Making a better world — The Industrial Revolution (1750-1914) Inquiry question: What were the changing features of the movements of people from 1750 to 1918? How did new ideas and technological developments contribute to change in this period?

HPE 2 hrs/wk (Rotational with Yr 7) *2016 Under development


PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour lessons PBL: GOOD CHOICES Focus behaviour

PE - Get the Ball Students develop their target, hitting and catching skills within the game of Softball. Game rules and teamwork will be emphasized.

PE - Touch Football Tactics, skills and knowledge of rules involved in this sport are taught. OzTag will be implemented at the start of the unit.

PE – Cool Sports Students will participate in Netball and Basketball and develop tactics and skills involved in both sports such as marking, spatial awareness, faking etc.

PE - Swimming Strokes Students will develop their swimming ability though implementation of Freestyle, Breaststroke, Butterfly and Backstroke. Lifesaving and water safety will be implemented.

HEALTH: ‘Sense of Belonging.’ (2014)

Students will identify situations when they can use the STOP WALK and TALK. Students will role play examples and non-examples. Getting Along 1. Cool Conflict 2. Words will never hurt me

HEALTH: Media, Marketing & Social Trends (2014)

Students explore how media, marketing and social trends can influence adolescent choices resulting in stereotyped body images and poor food choices. An understanding of Nutrition and healthy eating choices will also be explicitly taught.

HEALTH: Personal Fitness (2014) Students predict their level of fitness. Students participate in a fitness test and then analyse their results (comparing against the norm). Many aspects of training and physical fitness will be examined and undertaken during this unit, including Interval Training, Continuous Training, Skill Development.

HEALTH: “Beyond the Label” (2014) Students will explore and analyze food additives and the positives and negative consequences these have on our diet. DRUM BEAT AND ROCK AND WATER

Human brain (2015) Students explore the human brain including the different lobes and their roles, growth vs fixed mindset, the developmental stages and how to improve and modify the way their brain processes new information. Assessment - monitoring

Unleashing personal potential (2015) Students participate in activities and challenges on how to ‘improve their personal potential,’ covering topics on resilience, persistence and grit, responsibility and positive thinking. Assessment - monitoring.

Personal Development - (2015) Students explore their personal development through healthy nutrition, exercise and lifestyle choices. Identify issues, Draw conclusions, Communication skills Assessment - Assignment.

Drug and Alcohol Education - (2015) Students explore ‘what is a drug’ and the consequences of alcohol and drug consumption. Research techniques, Evaluate data, Identify risks, Draw conclusions, Assessment - Short Answer, Exam

SPECIALISED HEALTH UNIT - Mental Health (delivered with Annette Montebello – School Health Nurse) SPECIALISED HEALTH UNIT - Sexual Health (delivered with Annette Montebello – School Health Nurse)

7- 8-9 IGNITE SHOWCASE Students will rotate through the showcases, participating in one per term. Students will select one focus area for term 4. The Projects will form part of a 3-year cycle.

(10 weeks)

7-9

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CATERING (HEALTH) Students read, view and discuss a variety of recipes. They work in groups to develop the practical skills required to produce products which meet health and nutrition standards. Recipes are selected so that students develop and demonstrate the following skills:

Reading a recipe and following instructions

Effective communication

Presentation of samples to selected staff for feedback

Working as part of a team

Ingredient and utensil management

Personal and kitchen hygiene

Knowledge and understanding Adolescents can meet their specific nutritional needs through eating foods that reflect the dietary guidelines. Adolescents should select foods that deliver the essential nutrients needed for bone formation and density, skin growth and repair, normal body function, metabolism and growth; saturated fats, total fats and sugar intake should be limited. Ways of Working - Students are able to:

research, analyse and evaluate data, information and evidence

propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote health and wellbeing

identify risks and devise and apply safe practices

reflect on health inequities, and identify the impact of

diverse influences on health and well being

reflect on learning, apply new understandings and justify future applications.

ITD (TECHNOLOGY) The subject area combines theoretical understandings with practical applications related to product design and manufacture and graphical communication. Students design and create products using contemporary materials, tools, equipment, processes and techniques that are specific to industrial technology and design. Understandings of the appropriateness of products, as well as the social, ethical and environmental issues pertaining to material use, disposal and safety are included within the subject area. Industrial technology and design students work independently and collaboratively in activities that require them to meet constraints such as time, cost and availability of resources.

Knowledge and understanding: Techniques and tools are selected, controlled and managed to manipulate or process resources to meet detailed specifications and predetermined standards of production. Ways of Working - Students are able to:

investigate and analyse specifications, standards and constraints in the development of design ideas

consult, negotiate and apply ethical principles and cultural protocols to investigate, design and make products

generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals

select resources, techniques and tools to make products that meet detailed specifications plan, manage and refine production procedures for efficiency

make products to meet detailed specifications by manipulating or processing resources

identify, apply and justify workplace health and safety practices

evaluate the suitability of products and processes against criteria and recommend improvements

reflect on and analyse the impacts of products and processes on people, their communities and environments, and

reflect on learning, apply new understandings and justify future applications.

MEDIA (THE ARTS) Students learn that animation is a form of media used to enhance communication. Students engage in activities that allow them to experiment with animation using Microsoft PowerPoint and the online application 'Scratch'. Students are assessed on their knowledge and understanding of language, purpose and programs associated with animation and also submit a project demonstrating their application of techniques.

Knowledge and understanding:

Students’ work addresses specific audiences and specific purposes by manipulating media languages and technologies to shape representations. Students work with:

Still and moving images, sounds and words are applied and modified, using genre conventions, to construct media texts

Media techniques and practices, including editing and publishing, are used to create media texts Ways of working - Students are able to: Create

select and develop ideas for arts works, considering intended audiences and intended purposes and make decisions about arts elements and languages

modify and polish arts works, using interpretive and technical skills Present

art works to informal and formal audiences for intended purposes, using arts techniques, skills and processes Reflect

on learning, apply new understandings and identify future applications.

wondai state school curriculum plan - e q plan.pdf · whole school curriculum plan . ... this...

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