Year 5 Cannonvale Curriculum

Transcription

2015
CANNONVALE STATE SCHOOL CURRICULUM – Year 5
AUSTRALIAN CURRICULUM LINK CLICK HERE
WHOLE
SCHOOL
DRIVERS
ENGLISH
Term 1 - Where in the world
am I?
Where In the World Am I?
Responding to poetry
Using the ‘I Am’ Framework,
students listen to, read and view
a range of poetry, including
narrative poems, to examine
language features and author’s
message.
They create their own ‘I Am’
poem.
Students examine the link
between poetry and narrative
structures to retell events. The
read accounts in various forms,
including poetry and narrative,
from the Goldfields.
Students then link poetry to
narrative through the
construction of a narrative letter
to retell events at the Goldfields.
Term 2 - From Little Things
Big Things Grow
From Little Things Big Things
Grow!
Understanding Aboriginal
peoples’ and Torres Strait
Islander peoples’ stories.
Students study the novel ‘Storm
Boy’ examining its literary
features, structure, character
traits and the author’s message.
They interpret and analyse
information from the text.
Students demonstrate their
understanding by creating a
collection of work including: a
written comparison of Storm Boy
with another novel, completed trilevel comprehension questions
and the sequence of main events
written and illustrated.
http://www.australiancurriculum.edu.au/home
Term 3 - Oh the places you
can go when you read!
Term 4 - Food glorious food!
Oh The Places You Go When
You Read!
Examining media texts
Food Glorious Food
Students listen to, read, view and
interpret a range of news articles
and reports from journals and
newspapers to respond to
viewpoints portrayed in media
texts.
Students apply comprehension
strategies to complete a series of
comprehension questions on
particular articles.
They create a digital multimodal
feature article, including written
and visual elements, from their
viewpoint regarding the
environmental issue of flying
foxes living close to people.
Students listen to, read and view
persuasive speeches to examine
techniques and features used by
the speaker to effectively
persuade the audience.
Economics and
Business
Covered in maths Spring Fair
assessment.
(Draft not to be
introduced in
Students develop an understanding
of why decisions need to be made
when allocating resources and the
Speaking Persuasively
They participate in a variety of
leadership activities. Students
then construct their own formal
leadership speech to be
presented as part of the school’s
elections for school captains and
sports captains.
2015
WHOLE
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DRIVERS
am I?
2015)
GEOGRAPHY
Big Things Grow
various factors that may influence
them when making decisions.
Exploring How People And
Places Affect One Another
Students identify and describe
the characteristics of 3 climate
types in Australia. They identify
and discuss the cause and effect
relationship between the
environment and land use.
Exploring How Places Are
Changed And Managed By
People
Students visit the Port of Airlie or
similar location and examine the
human and environment
characteristics and the
relationship between them.
In this unit, students:
In this unit, students:
• Draw on studies at the national
scale, including Australia and the
location of major countries in
Europe and North America
• Draw on studies at the national scale,
including Australia
• Recognise the purpose and types
of geographical questions
• Collect and record relevant
geographical data and information
from secondary sources, to
identify the influence of the
environment on the human
characteristics of places
• Represent in a graphic form
climate data for places and
interpret the effect of climate on
the environmental and human
• Identify and describe how places
are affected by the interconnection
between people, places and
environments
• Develop an inquiry question about
responding to the geographical
challenge of a proposed
development
• Collect and record relevant
geographical data and information
from primary and secondary
sources, to identify the influence of
people on the human
characteristics of places, including
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SCHOOL
DRIVERS
am I?
Big Things Grow
how the use of space within a
place is organised
characteristics of a place
• Describe the location of selected
countries in relative terms
• Present findings, using
geographical terms on the ways
people respond to a geographical
challenge
• Construct large-scale and smallscale maps conforming to
cartographic conventions to locate
and label places and their major
environmental and human
characteristics
• Propose ways people can respond
to a geographical challenge and
identify the expected effects of
their proposed action.
• Compare geographical information
to identify patterns or trends in
how people have responded to
climatic conditions in places
• Describe the interconnections
between people, places and
environments and identify the
effects of these interconnections
on the characteristics of places
and environments.
• Respond to a geographical
challenge, developing and
presenting a response.
• Identify alternative views on how to
respond to a geographical
challenge such as a development
proposal.
HISTORY
Cause And Effect Of Changes
In Moreton Bay.
Students create a collection of
work identifying aspects of
Brisbane which have changed
Peter Lalor and The Eureka
Stockade
Students complete a short
answer and multiple choice test
identifying how Peter Lalor and
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WHOLE
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DRIVERS
am I?
Big Things Grow
and those which have remained
the same. The collection of work
will include a poster encouraging
free settlers to move too
Brisbane.
They develop and answer inquiry
questions including:
•
How did an Australian colony
develop over time and why?
•
How did colonial settlement
change the environment?
•
What developments took
place in Moreton Bay- the
cause and effect of changes
the events of the Eureka
Stockade were significant in
bringing about change in Australian
democracy
This unit incorporates the
overarching theme for Term 4
“Food Glorious Food” as students
consider the change in diet from
the time of the Eureka Stockade
to our modern day diets and the
causes for this change.
Students develop and answer
inquiry questions including:
•
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?
In this unit students:
•
Recognise key events in
Australia of the 1800s
•
Appreciate how Australians
came to live together and were
governed overtime
•
Sequence key events related to
the development of British
colonies in Australia, in
particular Moreton Bay.
•
Investigate the economic,
political and social motivations
behind colonial developments,
particularly the establishment of
•
Recognise key events in
Australia of the 1800s
•
Appreciate how Australians
came to live together and were
governed overtime investigate
the causes and effects of
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WHOLE
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DRIVERS
am I?
Big Things Grow
the Moreton Bay colony in
Queensland,
•
Use provided sources to
examine and describe aspects
of daily life in the early to mid1800s
•
Locate information in sources
about the reasons for migration
to the colonies by people from
Europe during the mid-1800s
•
examine and describe the
impacts of colonisation on the
environment and Aboriginal
peoples.
•
examine and describe the
experiences of and the
contributions of significant
individuals, in particular Peter
Lalor, to life in the colonies
Covered in Geography
Civics and
Citizenship
They identify various was people
can participate effectively in groups
to achieve shared goals. Students
develop questions and use
information from different sources
to investigate the society in which
they live. They identify possible
solutions to an issue as part of a
plan for action.
This is a draft not
to be introduced
in 2015.
MATHS
significant developments or
events affecting development of
the Queensland colony, for
example, frontier conflicts such
as the Eureka Stockade.
Mastering My Maths World
Growing as a Mathematician
Problem Solving and Reading
Go Together
Food is Fuel For the
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DRIVERS
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Big Things Grow
Focus concepts:
Number names and concepts,
counting, decimal numbers,
negative numbers, ordering,
addition and subtraction including
partitioning, joining and
separating, 2D and 3D shapes
Focus concepts:
Counting patterns, Money,
Fractions, Multiplication including
arrays, Time, Length and Area
PROFICIENCY STRANDS
Through the completion of
novel/unfamiliar problems and
investigations, students work
mathematically in the proficiency
strands of Understanding,
Problem-Solving, Fluency, and
Reasoning
Our Solar System
TECHNOLOGY
DIGITAL
Students create a Solar System
table showing: Planet names,
diameters, distance from the sun,
size of orbit, length of a day, size
compared to Earth.
This requires students to:
• Explore how people safely use
common information systems to
meet information communication
PROFICIENCY STRANDS
Reasoning
Focus concepts:
Larger numbers, regrouping,
formal operations, fractions,
chance and data, position and
direction
PROFICIENCY STRANDS
Reasoning
Keepers of Our Environment
Students create a feature
newspaper article about an
environmental issue.
This requires students to:
• Recognise and explore patterns in
data and represent data as
pictures, symbols and diagrams
• Recognise different types of data
and explore how the same data
Mathematician’s Brain
Focus concepts:
Number concepts,
Transformations, Area, Mass,
Patterns and Functions,
Geometry
PROFICIENCY STRANDS
Reasoning
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and recreation needs
• Explore and use a range of digital
systems with peripheral devices
for different purposes and transmit
different types of data.
• Recognise different types of data
and explore how the same data
can be represented in different
ways.
• Explain how developed solutions
and existing information systems
meet common personal, school or
community needs; and envisage
new ways of using them
• Collect, access and present
different types of data using simple
software to create information and
solve problems.
• Implement digital solutions as
simple visual programs with
algorithms involving branching
(decisions), and user input.
Big Things Grow
•
•
•
•
can be represented in different
ways.
Work with others to plan the
creation and communication of
ideas and information safely,
applying agreed ethical and social
protocols.
Collect, access and present
different types of data using simple
software to create information and
solve problems.
Consider layout - placement of
graphics, captions, colour and use
of columns
Consider ethical requirements and
protocols in the use of diagrams
and data.
(This unit is linked to English and
Geography)
(This unit links to Science,
Technology Design and Media Arts)
TECHNOLOGY
DESIGN
Design a Solar System Resource
Students explore the
characteristics and properties of
materials and components that
Design a Poster and Feature
article about a Hotel Development
Students explore the
characteristics and properties of
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DRIVERS
am I?
are used to produce designed
solutions. They design a Solar
System Resource to use whilst
teaching Year 4 students.
These activities require students
to:
• Identify how people design and
produce familiar products, services
and environments and consider
sustainability to meet personal and
local community needs.
• Explore needs or opportunities for
designing and the technologies
needed to realise designed
solutions.
• Visualise, generate, develop and
communicate design ideas
through describing, drawing and
modelling.
• Use materials, components, tools,
equipment and techniques to
safely make designed solutions.
• Use personal preferences to
evaluate the success of design
ideas, processes and solutions
including their care for
environment.
• Sequence steps for making
designed solutions and working
collaboratively.
Big Things Grow
materials and components that
are used to produce designed
solutions.
Students design a poster
showing the proposed location
for a Hotel development and
create a feature article about the
proposed development.
Consideration is given to
placement of graphics, captions,
columns for design
These activities require students
to:
• Identify how people design and
produce familiar products, services
and environments and consider
sustainability to meet personal and
local community needs.
• Explore needs or opportunities for
designing and the technologies
needed to realise designed
solutions.
• Visualise, generate, develop and
communicate design ideas through
describing, drawing and modelling.
• Use materials, components, tools,
equipment and techniques to
safely make designed solutions.
• Consider placement of graphics,
captions and use of columns
2015
WHOLE
SCHOOL
DRIVERS
am I?
Big Things Grow
• Use personal preferences to
evaluate the success of design
ideas, processes and solutions
including their care for
environment.
• Sequence steps for making
designed solutions and working
collaboratively
(This unit is linked to Science and
Visual /Media Arts)
(This unit is linked to English,
Geography and Media Arts)
SCIENCE
THE ARTS
Our Place In The Solar System
Students will describe and compare
the key features of our solar system
and explain patterns in data. They
explore developments in Science
which improve people’s
understanding of the world.
Students record their findings in a
computer-generated data table.
They create a model of the solar
system to be used as a teaching tool
for younger students.
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 report on a
chosen animal.
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 pose
questions, make predictions and
plan investigation methods into
the observable properties and
behaviour of solids, liquids and
gases.
Two pieces of assessment will
include a written assessment and
a small group investigation of the
viscosity of liquids.
Solar System Model
NAIDOC Week Celebrations
Feature Article
Stomach Ulcer Research
Students will investigate,
research and discuss the
discoveries made by modern-day
scientists and how they have
influenced our lives.
They write a newspaper article
about Barry Marshall and Robin
Warren’s work on stomach
ulcers. Students recount
information about the scientists
and identify how science links to
the treatment of the disease. This
will incorporate the overarching
theme for Term 4 “Food Glorious
Food”
2015
WHOLE
SCHOOL
DRIVERS
MEDIA
(Class
Teacher)
am I?
Big Things Grow
Students create a scale model of
the Solar System.
As part of NAIDOC week
celebrations, students identify
intended purposes and meanings
of media artworks using media
arts key concepts, starting with
media artworks in Australia,
including media artworks of
Aboriginal and Torres Strait
Islander Peoples.
Students design the layout for a
feature article about an
environmental issue. This will be
written as part of the English unit.
Placement of graphics and
captions and use of columns for
design purposes is a focus.
Students are required to:
• Develop skills with media
technologies to shape space,
time, movement and lighting
within images, sounds and text.
• Plan, produce and present
media artworks for specific
audiences and purposes, using
responsible media practice.
(Taught but not assessed)
(This unit is linked to Visual Arts,
Technology and Science)
• Explore representations,
characterisations and points of
view of people in their community,
including themselves, using
settings, ideas, story principles
and genre conventions in images,
sounds and text.
• Develop skills with media
technologies to shape space, time,
movement and lighting within
images, sounds and text.
• Plan, produce and present media
artworks for specific audiences
and purposes, using responsible
media practice
Digital Technology).
The Arts
Music
MUSICAL TASTES
Students develop technical and
MUSIC BRINGS US TOGETHER
Students explain how the
MUSIC, A SECOND
LANGUAGE
FOOD GLORIOUS FOOD
Students explore dynamics and
2015
WHOLE
SCHOOL
DRIVERS
Big Things Grow
expressive skills in singing and
playing instruments with
understanding of rhythm, pitch
and form in a range of pieces,
including in music from the
community.
elements of music communicate
meaning by comparing music
from different social, cultural and
historical contexts, including
Islander music.
Students rehearse and perform
music including music they have
composed by improvising,
sourcing and arranging ideas and
making decisions to engage an
audience
They develop their knowledge of
beat, rhythm, pitch and dynamics
through their study of the Yr 5
text, Cantabile.
text, Cantabile.
text, Cantabile.
They also continue their study of
recorder through the Recorder
Karate Program. This is a
differentiated program in which
students progress through a
variety of levels by correctly
performing increasingly difficult
songs.
songs.
songs
THE ARTS
SOLAR SYSTEM SCALE MODEL
INDIGENOUS ART DISPLAY
VISUAL ARTS
(class teacher)
Students create a scale model of
the Solar System which will be
used to teach Year 4 students.
Students create an indigenous
art display
Visual Arts to be
offered weekly as
• Develop and apply techniques and
(Specialist)
am I?
• Explore ideas and practices used
by artists, including practices of
expression, using aural skills to
identify and perform rhythm and
pitch patterns.
text, Cantabile.
songs.
Students begin their study of
Ukulele.
2015
WHOLE
SCHOOL
DRIVERS
one of the
activities on Friday
afternoons while
musical practice is
on.
am I?
processes when making their
artworks
• Plan the display of artworks to
enhance their meaning for an
audience.
(This unit is linked to Technology
and Science)
Big Things Grow
Islander artists, to represent
different views, beliefs and
opinions.
• Identify purposes and meanings of
artworks using visual arts
terminology to compare artworks,
starting with visual artworks from
Australia, including visual artworks
of Aboriginal and Torres Strait
Islander Peoples.
Naidoc week.)
THE ARTS
DRAMA
(class teacher)
Eureka Stockade Role Play
Students write and perform a reenactment of scenes from the
Eureka Stockade.
• Explore dramatic action, empathy
and space in improvisations, play
building and scripted drama to
develop characters and situations.
• Develop skills and techniques of
voice and movement to create
2015
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DRIVERS
am I?
Big Things Grow
character, mood and atmosphere,
and focus dramatic action.
• Rehearse and perform devised
and scripted drama that develops
narrative, drives dramatic tension,
and uses dramatic symbol,
performance styles and design
elements to share community and
cultural stories and engage an
audience.
• Identify intended purposes and
meaning of drama, starting with
Australian drama, including drama
of Aboriginal and Torres Strait
Islander Peoples, using the
elements of drama to make
comparisons.
(This unit is linked to History)
THE ARTS
DANCE
(specialist)
RAW ENERGY DANCE
EDUCATION
Students participate in the
REDed Raw Energy Dance
Education program.
•
Students apply movement skills
in dance, gymnastics, games
and sports, and practise
manipulative skills in a range of
RAW ENERGY DANCE
EDUCATION
Education program.
RAW ENERGY DANCE
EDUCATION
Education program.
•
•
Students apply movement skills
in dance, gymnastics, games
and sports, and practise
Students apply, adapt and vary
movement skills in dance,
gymnastics, games and sports.
RAW ENERGY DANCE
EDUCATION
Education program.
•
•
Students apply, adapt and vary
movement skills in dance,
gymnastics, games and sports.
They understand the elements
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•
•
minor games.
They perform movement
sequences with consistency and
control and demonstrate
cooperation, effort and practice
in physical activity.
They participate in physical
activity and investigate how it
contributes to a healthy and
active lifestyle.
Creative Arts
Students perform dances
demonstrating a range of
performance qualities and
increasingly complex movement
skills. They explore the
elements of dance in their own
works and how these can be
selected and combined to convey
meaning. Students discuss the
meaning and purpose of dance
works and the roles of the creator
and performer
HEALTH
Fun Friends Helpful and
Unhelpful Thoughts Role Play
They understand the elements
of movement and compose and
perform movement sequences
with control and coordination in
various contexts.
• Students demonstrate
teamwork, tactics and strategies
when participating in team
games.
• Students participate in a range
of moderate to vigorous physical
activities and apply movement
skills with increased confidence
and precision.
• They investigate the
effects of physical activity on health
and monitor and evaluate physical
activity levels.
of movement and compose and
perform movement sequences
with control and coordination in
various contexts.
• Students demonstrate
teamwork, tactics and strategies
when participating in team
games.
• Students participate in a range
of moderate to vigorous physical
activities and apply movement
skills with increased confidence
and precision.
• They investigate the
effects of physical activity on health
and monitor and evaluate physical
activity levels.
Big Things Grow
•
•
manipulative skills in a range of
minor games.
They perform movement
sequences with consistency and
control and demonstrate
cooperation, effort and practice
in physical activity.
They participate in physical
activity and investigate how it
contributes to a healthy and
active lifestyle.
Creative Arts
Students perform dances
demonstrating a range of
performance qualities and
increasingly complex movement
skills. They explore the
elements of dance in their own
works and how these can be
selected and combined to convey
meaning. Students discuss the
meaning and purpose of dance
works and the roles of the creator
and performer.
•
Creative Arts
Students perform dances from a
range of contexts demonstrating
movement and expressive
qualities appropriate to the
dance. They explore, refine and
organise movement to convey
meaning to an audience. They
recognise and discuss how
dance has various artistic and
cultural contexts.
Creative Arts
Students perform dances from a
range of contexts demonstrating
movement and expressive
qualities appropriate to the
dance. They explore, refine and
organise movement to convey
meaning to an audience. They
recognise and discuss how
dance has various artistic and
cultural contexts.
Leadership Challenge
2015
WHOLE
SCHOOL
DRIVERS
am I?
Physical Education
Sport to be
offered weekly as
one of the
activities on Friday
afternoons while
musical practice is
on.
Students design, rehearse and
present a role play about the
consequences of helpful and
unhelpful thoughts.
This unit requires students to:
• Recognise the influence of
emotions on behaviours and
discuss factors that influence how
people interact.
• They describe their own and
others’ contributions to health,
physical activity, safety and
wellbeing.
Big Things Grow
Students study the traits of
leadership and complete and
present their leadership
challenge
• Investigate developmental
changes and transitions.
• Examine the changing nature of
personal and cultural identities.
• Describe their own and others’
contributions to health, physical
activity, safety and wellbeing.
• Students demonstrate skills to
work collaboratively and play
fairly.
Life Education
In this unit students learn about:
• Myths and facts about alcohol
• Peer pressure
• Strategies to reduce harmful
effects of alcohol
They complete a collection of
work based around the unit
booklet.
• Access and interpret health
information and apply decisionmaking and problem-solving
2015
WHOLE
SCHOOL
DRIVERS
PHYSICAL
EDUCATION
am I?
Big Things Grow
TCHOUKBALL
TOUCH FOOTBALL
Students perform the specialised
movement skills of throwing and
catching within the context of
Tchoukball.
Students learn and apply a range
of skills, drills and movement
tactics for touch football.
Students also develop
communication and coordination
with other. Self-reflection and
evaluation will also be
developed.
Students pass the ball left and
right accurately, dump the ball
with precision and defend.
SWIMMING & LIFESAVING
Students complete a series of
swimming/lifesaving activities.
• Perform specialised movement
skills and propose and combine
movement concepts and
strategies to achieve movement
outcomes and solve movement
challenges.
• Apply the elements of movement
when composing and creating
movement sequences.
• Demonstrate skills to work
collaboratively and play fairly.
Propose and combine Tchoukball
strategies in game situations to
solve movement challenges.
They:
• Apply the elements of
movement when composing
and creating movement
sequences.
• Demonstrate skills to work
skills to enhance their own and
others’ health, safety and
wellbeing
• Investigate developmental
changes and transitions.
• Examine the changing nature
of personal and cultural
identities.
• Describe their own and others’
contributions to health,
physical activity, safety and
wellbeing.
SWIMMING
•
Further develop skill in a
series of swimming strokes
and activities
learning by performing physical
demonstrations of :
•
•
•
•
Safe entry and exit from the
pool
All strokes
Racing dive technique
Water safety skills
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• Describe the key features of
health-related fitness and the
significance of physical activity
participation to health and
wellbeing.
• Examine how physical activity
supports community wellbeing
and cultural understanding.
learning by performing
physical demonstrations of :
• A Dive
• A Body rotation about vertical
and horizontal axis
• An Eggbeater kick to show
basic leg action coordination
• Swimming continuously using
recognised strokes
• Survival skills dressed in
swimwear and long-sleeved
shirt – continuous sequence
• Correctly fitting PFD, jump in
water, float and exit.
• A Reach rescue
• Swimming technique of
butterfly (extension)
Big Things Grow
strategies to achieve
movement outcomes and solve
movement challenges.
Apply the elements of
sequences.
Demonstrate skills to work
Describe the key features of
wellbeing.
Examine how physical activity
and cultural understanding.
Students also compete questions
about personal and water safety.
wellbeing.
and cultural understanding
learning by: physical
demonstration and also social
and personal skills to work
collaboratively and play fairly
during games and physical
activity.
•
•
•
•
demonstration by playing games
within teams.
strategies to achieve movement
outcomes and solve movement
challenges.
• Apply the elements of
sequences.
wellbeing.
and cultural understanding
demonstrations of skills and
completion of a quiz.
2015
WHOLE
SCHOOL
DRIVERS
am I?
Big Things Grow

Year 5 Cannonvale Curriculum

Transcription

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