K - Yr 6 Learning 

Forming Groups: Multiplication

Two-dimensional Spatial Structure: Area

Forming Groups: Division

Three-dimensional Spatial Structure: 3D Objects 

Persuasive Writing

Vocabulary

Punctuation

Connectives

Openers

Punctuation

Vocabulary

Reflecting God’s Goodness

    Caring for All Creation

Australian Towns & Cities

Energy

Imagine

Drama/Dance

Moving to Stay Healthy

Net and Court Games

2.6 - Reconciliation 

This unit reflects on the human experience of forgiving others and being forgiven. The parable of the Prodigal Son is presented and explored. It presents God as loving and forgiving. The unit explores the concept of reconciliation and living together in peace. It introduces the Sacrament of Penance, exploring how the Catholic community celebrates reconciliation with God and one another.

3.7 - Eucharist - Jesus is with us

This unit develops students’ understanding of the celebration of the Eucharist. The unit  focuses on  the  key parts of the Mass and explores the ways Christ is present.  It presents the Mass  as  central to the life of the community. In it we remember and make present the saving act of God in Christ  and  give thanks and praise. In sharing the Eucharist we become one body in Christ. 

Types of texts 

Narrative

Informative Texts:RecountExplanationFactual Description

This unit of work addresses imaginative texts and the way writers use literary devices and language features to enhance their texts and engage a reader or listener. Students will undertake a novel study of “Charlotte’s Web” during reading sessions, focusing on character development and language devices

Cold Write = Imaginative

Division

3D Space

Fractions & Decimals

Length

Time

Geography: Australia and the world around us

Students investigate Australia’s major natural and human features. They explore the importance of “place” and the significance of “place” to Aboriginal and Torres Strait Islander Peoples. They investigated the uniqueness of the Australian continent and how the Australian continent is divided into spaces (states and territories).

Earth and Space

In this unit, students will inquire into the Earth’s relationship with the Sun and how the Sun, Earth and Moon interact. They will learn that the rotation of the Earth on its axis causes regular changes, including night and day and the pattern of the seasons.

Movement Exploration 

Unit Description: Students will be introduced to activities and practised beginning positions, static balances, rotations, landings and transitions. Safety elements are incorporated into all lessons, including specific and safe warm-up and circuit activities.

Students will design and perform a simple individual gymnastic floor routine. The sequence could include: a beginning position; three static balances; three rotations; two springs and landings with appropriate transitions.

Make Opportunities to Move 

Unit Description: Students will develop an understanding of the physical and social benefits of regular participation in physical activity. They will analyse their own levels of participation and suggest ways they can overcome any potential barriers to their opportunities at home, school and in their local community. Students will design and participate in games that involve cooperation and communication in order to achieve goals.

Visual Arts/ Dance/ Drama

This term, students will explore the works of a range of well-known artists including Van Gogh, Pablo Picasso, Andy Warhol and Monet. 

This unit explores the way in which Mary listened and responded to God in the events of her life. It highlights the importance and challenge in the Christian life of listening and reflecting and trusting in the ways of God. It explores Marian prayers and feast days as ways in which the Church honours Mary, the Mother of God. 

The unit also explores the qualities of listening and responding demonstrated in the life of Mary MacKillop. It invites students to reflect on ways in which they can receive and respond to God’s call and grace in their lives.

We are all created in the image of God and are called to live in harmony with our world.  In this unit, students will develop a deeper understanding of God as creator, and will appreciate more fully that creation is good.  We are called to be one with each other and the earth community.  The unit focuses on developing an understanding of our responsibility to care for God’s creation. It also explores our decisions to respect and care for the environment which will affect our world, both now and in the future.

The text types for reading and writing this term are Imaginative Texts weeks 2-6, and Information Reports weeks 1, 7, 8, 9, 10. We are undertaking a novel study of Charlie and the Chocolate Factory during weeks 2-6, and will be basing various literacy activities and big writes around this topic. A deep dive into the structure and features of these text types are done during guided reading and guided writing activities. 

Spelling activities such as LSCWC, dictionary definitions, writing compound and complex sentences including list words and a VCOP strategy are used each week. 

Handwriting and Grammar are modelled and taught explicitly throughout the week. 

Reading strategies such as Making Connections, Visualising, Inferring, Monitoring, Questioning, Summarising and Paraphrasing will be taught and used throughout the term. 

Students will also be writing their St Joseph’s Cup speeches during writing time weeks 1-5.

Geography

The focus is on the study of the natural characteristics of Australia and some other places in the world. This includes country studies of Australia, China, Madagascar, Brazil and Iceland where the climate, natural vegetation and native animals are explored. Also included is a discovery of the basic geography of the world and allows the students to discover where other countries are positioned in relation to Australia.

The focus is on the investigation of the significance of the natural environment of Australia. Students learn about what living things need to survive and how they interact and rely on specific natural environments for this survival. This includes thinking about what humans need to survive and how they source these things.

Students use questioning and planning to conduct scientific investigations, collecting and summarising data that communicates using effective scientific representations.Students use to select and use materials, tools and equipment to develop solutions for a need or opportunity based learning activities.

Students investigate how objects can affect other objects without touching them, and have a close look at different types of forces. 

PE - Students will be introduced to activities and practised beginning positions, static balances, rotations, landings and transitions. Safety elements are incorporated into all lessons, including specific and safe warm-up and circuit activities.

Students will design and perform a simple individual gymnastic floor routine. The sequence could include: a beginning position; three static balances; three rotations; two springs and landings with appropriate transitions.

Students will develop their skills in target games by participating in a range of skills practices and  minor games to explore different techniques to propel an object towards a target.  Participants learn about and practise aim and accuracy as they send an object toward targets different distances away and accurately sending an object to and through a series of targets.

PDH - Students will recognise the importance of making good food choices for their overall health and wellbeing. They will recognise the variety of factors that can influence their choices and learn to assess the messages around them about food. Students will recognise and appreciate how culture has an immense impact on food selection and preparation.

Dance continuation from Term 2

Performing: 

Student will learn to perform dances from a range of contexts, demonstrating movement skills, expressive qualities and an understanding of the elements of dance

 Composing:

Student will explore, select and combines movement using the elements of dance to communicate ideas, feelings or moods

Appreciating: 

Students will gives personal opinions about the use  of elements and meaning in their own and others’ dances