Whole School Curriculum and Assessment Plan: T–6

Casuarina Street Primary School

2020

Upper Primary 5-6 EVEN YEARS

CYCLE A

Contents

Year on a Page

Year Level Plans for other focus learning areas included in map

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

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Cycle A 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

Big Idea People and the Environment - Money doesn’t grow on trees. The Australian story - We are one, but we are many

English 5 hours/week

Purpose & Audience: ‘Letting students in to the Secrets’ First 20 days of Writing – (Introduce Writing Folder) To persuade peers that students have a good business idea. F&P Continuum page ref: pg 286- 310 Text Focus: Persuasive (present your business idea) Recount (First piece of wring) Advertisements Discussions (dialog)

Purpose & Audience: To entertain C-Block students with an imaginative text of an adventure from overseas. F&P Continuum page ref: pg 286- 310 Text Focus: Narratives (focus on text structure, editing to improve writing, cohesion) Narratives (exploring stories of past and present) Description of place Character profile

Purpose & Audience: To Inform D-Block peers how people from around the world are connected. F&P Continuum page ref: pg 286- 310 Text Focus: Informative Text (How is Australia connected to the world) Procedural Recount –Multi-modal texts, (reflections of $20 Boss) Expositions

Purpose & Audience: To entertain D-block peers and express life in early Australia F&P Continuum page ref: pg 286- 310 Text Focus: Narratives (exploring stories of past and present) Character descriptions (link to Health Recount- (Camp Journal) Animated story Character Profile

Purpose & Audience: To inform B-Block students of what it means to be an Australian F&P Continuum page ref: pg 286- 310 Text Focus: Factual recount Diary entry (link to History - stating preference of old vs new) Memoir Persuasive letter – link to a political issue

Purpose & Audience: Purpose: To Entertain through traditional song and dance. F&P Continuum page ref: pg 286- 310 Text Focus: Poetry Multi-modal texts; books, comics, magazine, films, websites, video games Newspaper article

Reading Focus: Letting students in on a secret - 20 days of reading / Just Right Texts F&P guided reading levels- Year 5, S/ Year 6, V Thinking within the text Thinking beyond the text Thinking about the text

Reading Focus: Introduce Book Clubs F&P guided reading levels- Year 5, T/ Year 6, W Thinking within the text Thinking beyond the text Thinking about the text

Reading Focus: Revisit Just Right Texts F&P guided reading levels- Year 5, U/ Year 6, X Thinking within the text Thinking beyond the text Thinking about the text

Reading Focus: F&P guided reading levels- Year 5, V/ Year 6, Y Thinking within the text Thinking beyond the text Thinking about the text

Mathematics 4 hours/week

Concept test for year 5 and 6. Year 5 Envision Topic Year 6 Envision Topic Year 5 Envision Topic Year 6 Envision Topic Concept test for year 5 and 6.

Year 5 Envision Topic Year 6 Envision Topic 5- Multiplication concepts and strategies

6- Division concepts and strategies 7- Angles and shapes

4- Angles and Shape 5- Fractions 6- Patterns and Algebra

8- Perimeter, Area, Capacity, Mass and Volume

9- Location and transformation 10- Patterns and Algebra

7- Fractions: addition and subtraction 8- Percentage 9- Perimeter, Area and Volume 10- Location and Transformation

Year 5 Envision Topic Year 6 Envision Topic

1- Number and place value 2- Addition and subtractions mental

strategies 3- Fractions and Decimals 4- Multiplication concept and strategies

1- Number and place value 2- Order and properties 3- Decimals; operations

11- Time 12- Data, Graph and Chance

11- Data and Graph 12- Probability

Science 1.75 hours/week

Year 5/6 - Primary Connections – Marvellous Micro-organisms

Micro-organisms affect everyone. Some are helpful, while others are harmful. Pathogenic micro-organisms can cause diseases like sore throats, influenza, tuberculosis and AIDS. Decomposer micro-organisms decay rotting plant and animal matter, returning important nutrients back into the soil. Food spoilage micro-organisms such as mould ruin stored food. Biological science

Year 5/6 -Primary Connections – Change detectives

What makes things change and what affects how fast they change? Why do some things burn more fiercely, rust more quickly or smell more strongly? The whole world is made up of particles that are constantly moving and reacting with one another in fascinating ways. Chemical science

Year 5/6- Primary Connections – Essential Energy Every day we use energy to make changes to our surroundings. We heat rooms, freeze food and communicate using light, sound and electricity. Power stations and local solutions such as batteries provide us with electrical energy that machines transform into the useful energies that we require. However, we cannot create energy; we can only transform energy already present in our environment. So where does this electrical energy come from? There are many different

ways that we use the Earth’s resources to generate the energies we desire. Physical science

Year 5/6- Primary Connections –Earthquake Explorers Major earthquakes cause dramatic changes to the Earth's surface. Strong earthquakes can affect millions of lives by causing buildings to collapse, destroying roadways and bridges and affecting basic necessities such as electricity and water supply. Fortunately, the majority of earthquakes are barely noticed.

HASS 1.25 hours/week

Economics and Business Geography History Civics and citizenship

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?

5/6 KIQ’s: Knowledge and Understanding

Inquiry Questions

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

2. What are Australia’s global connections between people and places?

3. How do people’s connections to places affect their perception of them?

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?

The Arts 1.25 hours/week

Year 5 and 6 Achievement Standard 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.

Year 5 and 6 Achievement Standard Dance - By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making. Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills. Music - By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.

HPE 2 hours/week

Health Education Physical Education Physical Education Health Education

Recognise how media and important people in the community influence personal attitudes, beliefs decisions and behaviours.

Explore how participation in outdoor activities supports personal and community health and well-being and creates connections to natural and built environments

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges.

Propose and apply movement concepts and strategies with and without equipment

Practise specialized movement skills and apply them in a variety of movement sequences and situations

Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences

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

Identify how valuing diversity positively influence the well-being of the community

Examine how identities are influence by people and places.

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

Practice skills to establish and manage relationships

Technologies (AC)

1.5 hours/week

Year 5 and 6 Achievement Standard- design and Technologies 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.

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

Primary Years NT SEL Supplementary

Resources 1 hour/ week

Topic 1: Emotional Literacy 1. Calming and Positive coping (p. 5-7) 2. My emotions scale (p. 8-10) 3. Practicing ‘checking in’ and ‘checking out’ (p. 11) 4. Good communication (p. 12-17) 5. Starting conversations (p. 18-19) 6. Cause and effect (p. 20-21) 7. SEL skills (p. 22-24) 8. A picture of wellbeing (p. 25-27) 9. Explain it to a robot (p. 28- 30)

Topic 2: Personal Strengths 10. Making Connections (p. 31-32) 11. This is me (p. 33-34)

Topic 3: Positive coping

12. Family and community coping strategies (p. 35-36)

Topic 4: Problem Solving 13. Problem solving with peers (p. 37-38)

Topic 5: Stress Management 14. Helpful stress (p. 39-41) 15. Resilience (p. 42-43)

Topic 6: Help-seeking 16. Helping hands (p. 44-45)

Topic 7: Gender and identity 17. Stereotypes (p. 46-48) 18. Tell the story (p. 49) 19. Who is who? (p. 50-51) 20. Group in a hoop (p. 52-53)

Topic 8: Positive gender relations 21. Helpful behaviours and relationships (p. 54-57) 22. Strong relationship qualities (p. 58-60) 23. Relationship strategies (p. 61-63)

ICT Capabilities

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

Creating with ICT’s: Use IPad, movie maker, camera to create animated story. Literacy – Brainstorming, concept mapping, graphic organisers Maths – Create charts, graphs using different software

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

Communicating with ICT’s: Film your persuasive speech Filming, recording