whole school curriculum and assessment plan: t 6€¦ · whole school curriculum and assessment...

Whole School Curriculum and Assessment Plan: T–6

Casuarina Street Primary School

2015 Upper Primary 5-6 ODD YEARS

CYCLE B

Contents

Year on a Page

Year Level Plans for English and Mathematics

Year Level Plans for other focus learning areas included in map

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

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

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Cycle B (Odd Years)

SEMESTER ONE SEMESTER TWO

Term ONE Term TWO Term THREE Term FOUR

Theme and Purpose

The Australian Colonies Global Jetsetters

English (AC)

Unit 1: Analysing characters in stories Students read and view stories, including traditional stories that feature stereotypical and non-

stereotypical characters. They will show understanding of character

development in relation to plot and setting through written responses.

Assessment:

Year 5: Analysing a main character from (written).

Year 6: Analysing and comparing a main character from two stories (written).

Suggested Texts: Captain Underpants,

Red Dog, Loaded Dog

Unit 2: Creating persuasive arguments Students read, view and analyse a

range of persuasive written and media texts. They create a written persuasive

argument in response to a current issue within the media and publish it in

a class magazine. Assessment:

Year 5 and 6: Constructing a persuasive argument (written). Suggested Texts: Newspaper articles/media related to history context

Unit 3: Creating an animated story Students listen to, read, view and interpret a range of animations, including film and digital texts.

Students present a point of view about personal conflict and ethical dilemmas

faced by characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma.

Assessment:

Year 5 and 6:

Participating in a panel discussion (spoken)

Creating a multimodal animated story (written/multimodal).

Suggested Texts: Firework Maker’s Daughter, How to train your dragon

NAPLAN – Year 5

Unit 4: Reading and interpreting Australian literature

Students listen to, read and view autobiographical narratives, picture

books and biographies and respond to a biographical text. They select a

memory from their life and compose a literary memoir.

Assessment:

Year 5 and 6:

Reading Comprehension Test – read and comprehend a biographical text. Memoir (written) Suggested Texts: When I was little like you

Unit 5: Interpreting literary texts Students listen to, read and view extracts from literary texts set in

earlier times. They demonstrate their understanding of how the events and

characters are created within historical contexts. They create a literary text that explores personal experiences.

Assessment:

Year 5 and 6: Diary Entry (written) Reading Comprehension Test – read and comprehend a diary entry. Suggested Texts: Bombing of Darwin, The Flood, Ziba came on a boat

Unit 6: Responding to poetry Students listen to, read and view a

range of poetry, songs and anthems from different times to create a folio of

responses analysing authors’ use of language and its impact on the

message and ideas of text. Assessment:

Year 5 and 6: Analysis of a poem (written)

Suggested Texts: National Anthem, For the fallen, Wild Colonial Boy

Unit 7: Persuading through motivational speeches

Students will examine how language is used to persuade in famous

motivational speeches from political and cultural (arts and sport) contexts.

Students will deliver a persuasive speech with the purpose of creating an

emotional response. Assessment:

Year 5 and 6: Reading Comprehension Test – read and comprehend a literary text.

Persuasive Speech (written and spoken)

Suggested Texts: Current Motivational speakers

Unit 8: Exploring literary texts by the same author

Students listen to, read and view literary texts by the same author to

create written responses focusing on language and literary techniques that

contribute to an author’s style. Students select favourite characters

from one of the texts studied and prepare a group audition script in role

as those characters. They present a short audition and justify their

character’s suitability for a further role in a new book.

Assessment:

Year 5 and 6: Persuasive Audition (written) Suggested Texts: Don’t pat the wombat, Firework Maker’s Daughter

Mathematics (AC)

Unit 1:

Number and place value

Fractions and decimals

Patterns and algebra

Using units of measurement

Location and transformation.

Unit 2:



Money and financial mathematics

Chance and Data interpretation and representation.

Unit 3:

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




Unit 4:




Data representation and interpretation.

Unit 5:




Location and transformation

Patterns and algebra.

Unit 6:



Chance, Data representation and interpretation

Money and financial mathematics.

Unit 7:

Geometric reasoning and shape (Week 1 &2)




Unit 8:


Units of measurement,



Data representation and interpretation.

Science (AC)

Unit 1: Diversity and interaction in the living world Students examine the structural features and adaptations that assist living things to survive in their environment. They investigate the relationship between the growth and survival of living things and the physical conditions of their environment. They also classify and examine the relationships between organisms, ecosystems and human interactions. Suggested Unit Primary Connections – Marvellous Microorganisms

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

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

Suggested Unit Primary Connections - It’s Electrifying

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

Primary Connections – Earthquake Explorers

History/Geography (AC)

History Geography

5/6 KIQ’s: The Australian Colonies

1. What do we know about the lives of people in Australia’s colonial past and how do we know? 2. How did an Australian colony develop over time and why? 3. How did colonial settlement change the environment? 4. What were the significant events and who were the significant people that shaped Australian colonies?

5/6 KIQ’s: A diverse and connected world

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?

The Arts

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.

Report in Semester 2 Dance and Music

HPE

Health Education NT Achievement Standard Promoting Health, Food Choices, Be healthy

Physical Education NT Achievement Standard Students participate in fair and safe games. Learn movement sequences and motor skills. Sports Day

Physical Education NT Achievement Standard Physical activities that promote fitness.

Health Education NT Achievement Standard Life changes Growth and development

Technology & Design

Report in Semester 1

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

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

Community Links Send Persuasive Texts on Community Issues to Katherine Times

Student Leadership Presentations and Voting Swimming program

Art Gallery – display art work during open evening (fundraising event) Science Gallery - display art work during open evening (fundraising event)

ANZAC Day Excursion to the RAAF Base??

5/6 Camp Yijard Rivers Arts and Culture Centre

2014 War Museum/Wildlife Park 2015 Parliament House, Darwin Museum

Canberra Excursion Parliamentary Education Role Play

Growth & Development with KHS Nurse

Year 6 Transition Days Concert/Musical

Year 6 Graduation

whole school curriculum and assessment plan: t 6€¦ · whole school curriculum and assessment...

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