Year 6

ART [WS Year 6]

“If God made the flowers, they are worth painting and writing about. If God made the birds, they are worth painting. If God made the sky, the sky is worth painting. If God made the ocean, indeed it is worth writing poetry about. It is worth man’s while to create works upon the basis of the great works God has already created.” Francis A. Schaeffer

Overview

Students use a range of different techniques and processes in planning and making artworks. They explore the ways in which artists communicate their views and opinions and use these to create their own art. Students continue to reflect on how well they are able to communicate their ideas or feelings through both their own and their peers’ artwork. They learn to accept and value other people’s visual creations and images. Students develop an understanding of the relationship of faith and art as they continue to respond and appreciate the beauty of God’s creation.

Aims

To allow students to recognise and develop their own God-given creativity and understand God is the supreme artist
To manipulate forms on a 2D surface to explore visual challenges of size, position, scale and perspective
To use primary, secondary and tertiary colours to express mood through shade and shadow in painting, printmaking and collage techniques
To use 3D malleable and hard media to construct forms designed to suit an idea, interest or function
To discuss their own work and respond to content and ideas in the work of others.
To describe and discuss art qualities – textural, colour and tonal – to describe how they create visual messages of balance, harmony and contrast

Topics Include

Fine Art: Drawing, Painting, Printing
2D and 3D Constructions and Craft: Construction, Collage, Textiles

Time Allocation

2 periods per cycle

Requirements

Booklist items

Assessment

Techniques/skills
Processes to express ideas
Understanding the purpose of different art forms

“I am sending you Huram-Abi, a man of great skill. He is trained to work in gold and silver, bronze and iron, stone and wood, and with purple and blue and crimson yarn and fine linen. He is experienced in all kinds of engraving and can execute any design given to him.” 2 Chronicles 2:13-14

BIBLE [WS Year 6]

“A thorough knowledge of the Bible is worth more than a college education.” Theodore Roosevelt

Overview

Students look at big questions about life, share opinions and investigate the Bible for themselves. They learn about the major events, concepts, doctrines of the Bible and have an opportunity to explore their Christian faith. They examine Jesus as the model for Christian living. Many deep and thought provoking questions that students have about the Christian faith are discussed and they discover how it is relevant in today’s society. They have the opportunity to understand what the Bible says about the contemporary problems people face in today’s world.

Aims

Develop a love for God and His Word
Build understanding of God the Father, Jesus Christ, ourselves and others, the world and living things
Build understanding that the Bible is God’s truth and reveals the truth about Himself and Jesus
Learn to trust God through faith in Christ
Develop and foster Christian values and attitudes on stewardship, social justice and on understanding the different cultures and the world we live in

Topics Include

Who am I and what is my purpose?
Who is God and does he speak to me?
Does God really forgive?
Who is Jesus?
What is a Christian?

Time Allocation

1 period per cycle

Requirements

Bible

Assessment

Class Participation and Discussion

“Consequently, faith comes from hearing the message, and the message is heard through the word about Christ.” Romans 10:17

DIGITAL TECHNOLOGIES [WS Year 6]

“Never before in human history have we had so much information to process. A weekday edition of The New York Times now carries more information than the average person in the 17th century would digest in a lifetime. One thousand books are published every day. The total of all printed information doubles every five years. More information has been generated in the last three decades than in all the previous 5000 put together. We are in the midst of an information explosion.” Wilson da Silva

Overview

Students develop a deeper understanding that our ability to use and create technology is a reflection of God as a creator within us. Our stewardship in how we use technology ethically and responsibly brings glory to God. Students are trained in navigating the user interface of a computer, port interfaces, and maintaining and saving data in the Cloud is developed at an advanced level. Students develop skills in email etiquette and security at an advanced level. They continue to practice skills of speed and efficiency in touch-typing. They continue their learning in programming and coding with Lego Mindstorms Robotics and create videos with iStopMotion. Students are also trained in navigating and build three-dimensional objects in 3D space with SketchUp Make.

Aims

Students develop a deeper understanding that our ability to use and create technology is a reflection of God as a creator within us
To introduce students to basic computer components (external), port interfaces, human-computer interface devices, software and computer peripherals.
To effectively navigate the Graphical User Interface (GUI) of Mac OS X and Windows 10, manipulating elements within each operating system to achieve basic objectives of the study domain
To develop an ability to effectively and safely use computers both independently and creatively - using a wide range of educational software.
To develop awareness of the place of computers in the home and in the networked-setting of the school

Topics Include

Computer Awareness— Parts of a computer (internal and external), port interfaces and human-computer interface devices, logging into the school network, maintaining and saving data
Emails- good email etiquette and email security (advanced level)
Good sitting and work posture
Domains of Study:

- OS: Mac OS X and Windows

- Touch-typing: Mavis Beacon Teaches Typing IPE

- Emailing: Microsoft Outlook

- Stop-Motion Videography: iStopMotion 3

- 3D Modelling and Visualisation: SketchUp Make

- Programming and Coding: Lego Mindstorms EV3

Time Allocation

2 periods per cycle

Requirements

Booklist items

Assessment

Folio of tasks assigned in class
Touch-typing scores on Mavis Beacon

“Intelligent people are always ready to learn. Their ears are open for knowledge” Proverbs 18:15

DRAMA [WS Year 6]

“You have to understand your best. Your best isn’t anyone else’s best, but your own. Every person has his own norm. And in that norm, every person is a star. A famous actor could stand on his head and still not be as good as you! Because only you can be you! What a privilege! Nobody can achieve what you can if you do it… So do it! We need your best, your voice, your body. We don’t need for you to imitate anybody else, because that wouldn’t be your best. And if it isn’t your best then it may as well be your worst.” Stella Adler ‘The Art of Acting’

Overview

Students have a greater focus on scripted drama, symbolism and meaning, and making connections to the world using texts and visual prompts. They discover language and ideas to develop dramatic action and also begin to consider situation, mood and atmosphere in their performances. Students understand that they have been created by a creative God and can give Him glory through the development and use of their individual gifts and talents in Drama. Students are given the opportunity to explore different performance styles, consider how narrative structures drive their performances, and engage in different ways of reflecting on these.

Aims

To understand that because God is the Creator and has formed us in His image, He has also created us to be creative. The ability to speak, move and express ourselves is given to us by God. When we perform in Drama we can honour God by communicating a message that impacts the community
To extend their understanding of character, situation, focus, tension, mood and atmosphere through formal and informal performance opportunities
To explore the social and cultural contexts of drama and learn how they can communicate ideas, symbols and empathy to others
To become more comfortable with adjusting the weight of movement, speed, stillness and dramatic action in order to convey meaning to a larger and more diverse audience
To refine and extend their ideas and performances based on feedback, comparisons to and/or with other performances, and the development of ideas

Topics Include

Group/partner games and purposeful play (Freeze frames, Tableaux tasks, scripted works)
Stage craft (playmaking, character development, kinaesthetic learning, stage grid, props, set design)
Performance and drama forms (formal and informal, mime, movement, improvisation, dance, audience engagement, script memorisation, productions)
Creation and exploration (role, situation, character, moral responses, cultural influences)

Time Allocation

2 periods per cycle

Requirements

Assessment

Performance
Reflection
Process-focused assessments

“Having gifts that differ according to the grace given to us, let us use them” Romans 12:6a

ENGLISH [WS Year 6]

“We must contemplate the import of ignoring the printed word. If you cannot read, you can do only what you are told.” Joseph P. Bean

Overview

Students analyse and explain how language features and structures, images and vocabulary are used to represent ideas, characters and events. They write for a range of purposes and audiences, selecting appropriate genre, form and structure. They learn to communicate clearly, audibly and with expression in different contexts including planning and delivering an organised presentation. They understand, God calls us to be responsible for making wise choices with our words and use them to build others up. They contribute relevant ideas and opinions when engaging with their peers, while building on the contributions of others.

Aims

To understand that part of being made in God’s image is our ability to communicate, express ourselves and understand one another
To understand how text structures can achieve particular outcomes and can analyse and explain how language features, images and vocabulary are used in different ways by different authors.
To compare and analyse information in different texts, explaining literal and implied meaning.
To create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose.
To actively listen and contribute to discussions, clarifying context, challenging others’ ideas, and make presentations using multimodal elements for defined purposes and audiences

Topics Include

Writing - recount, report, narrative, exposition, explanation
Phonics and spelling
Grammar - sentence structure, punctuation, vocabulary
Handwriting
Reading - silent, oral, group, comprehension, vocabulary
Speaking and listening
Time Allocation
22 periods per cycle

Requirements

Booklist items

Assessment

Writing samples
Spelling tests
Grammar tests
Reading fluency and comprehension tests
Oral reading and group discussions
Oral presentations

“They read from the Book of the Law of God, making it clear and giving the meaning so that the people could understand what was being read.” Nehemiah 8:8

HEALTH & PHYSICAL EDUCATION [WS Year 6]

“The world would have us believe that winning or success is measured by points on a scoreboard or by dollar signs. The Christian realises that winning or success is determined by whether or not a goal has been achieved, and that goal is to bring glory to God.” Thomas M. Boqdon

Overview

Students investigate different aspects of sports including the use of space, teamwork and strategies in both team sports and individual games. Students examine their unique God-given gifts and talents and recognise the role each can play. Students consider and learn about different health and nutrition components and can identify the connections between themselves and the effect health has on the human body. Students will continue to build on and refine their fine and gross motor skills that are sport specific while participating in a range of sports.

Aims

To develop knowledge of how we can show God’s character traits of graciousness, team unity, encouragement, and take care of the bodies God has given us
To understand the importance and benefits of physical fitness and learn ways to improve and maintain fitness
To build on the basic ball skills and locomotor skills developed in earlier years
To improve social confidence and competence in small and large group activities
To develop teamwork and sportsmanship in a competitive environment

Topics Include

Aquatics
Fitness
Athletics
Health
Cross Country
Sports - Australian Rules Football, Softball, Netball, Basketball, Soccer, Volleyball, Cricket, Bat Tennis, Rounders

Time Allocation

2 periods per cycle PE
4 periods per cycle Sports
Aquatic sessions

Requirements

Booklist items

Assessment

Class Performance - skills, technique, effort
Beep Test

“Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last; but we do it to get a crown that will last forever. Therefore, I do not run like a man running aimlessly; I do not fight like a man beating the air. No, I beat my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize.” 1 Corinthians 9:24-27

INTEGRATED STUDIES [WS Year 6]

“The world is a great book, of which those who never stir from home read only a page.” St. Augustine

Overview

Students study the key learning areas of History, Geography and Science. They pose questions, gather evidence, conduct experiments, draw conclusions and effectively communicate their ideas. Students explore the factors which led to Australia's Federation and further investigate the Westminster System, democracy and citizenship. They research the contributions of individuals and groups to Australia’s history and culture. Students examine the experiences of a migrant group and the reasons they migrated. They explain how natural events can effect earth’s surface. Students compare different ways to generate electricity and evaluate their suitability for particular purposes. They participate in discussions that allow them to reflect on and make connections between their learning and how we are called to be stewards of God’s creation and the people He loves.

Aims

To understand and appreciate God’s creation and to promote responsible stewardship of what He has given us
To develop knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society
To develop knowledge, understanding and appreciation of the past and the individuals and events that shaped Australian society
To develop the capacity to be informed, responsible and active citizens who can contribute to the development of a world that is environmentally and economically sustainable, and socially just
To understand how natural disasters affect the environment and society

Topics Include

Natural disasters
Electricity, circuits and renewable energy
Government – democracy, voting, levels and functions of government
Immigration and citizenship
Micro-organisms
Notable Australians
Mapping

Time Allocation

8 periods per cycle

Requirements

Booklist items

Assessment

Group and individual projects – research skills
Topic tests
Practical reports on experiments

“From one man He made every nation of men, which they should inhabit the whole earth; and He determined the times set for them and the exact places where they should live.” Acts 17:26

LIBRARY [WS Year 6]

“Libraries allow children to ask questions about the world and find the answers. And the wonderful thing is that once a child learns to use a library, the doors to learning are always open.” Laura Bush

Overview

Students will understand that the online world can be a place that brings glory to God. They learn to evaluate the authenticity of information online and the importance of referencing. They build on their knowledge of cyber safety, discovering ways to stay safe online and becoming responsible Digital Citizens. Students continue to develop their research skills using online resources and websites.

Aims

To understand how we can honour and respect God and others through our online and written communication
To develop interest and skills in inquiring into the aesthetic aspects of texts and develop an informed appreciation of literature
To apply protocols and legal practices that support safe, ethical and respectful communications online
To develop confidence and skills in locating, organising and evaluating sources for research

Topics Include

Library resources and their organisation
Text types and their structure
Book reports
Author and Illustrator study
Book week - study of CBCA short listed books
eBooks and audio books
Library online catalogue
Referencing and bibliographies
Research skills: locating, selecting, analyzing, organising, creating and presenting
Digital Literacy and cyber safety

Time Allocation

2 periods per cycle

Requirements

Booklist items

Assessment

Class Activities
Tests

“Getting wisdom is the wisest thing you can do and whatever else you do, develop good judgement.” Proverbs 4:7 NLT

LOTE [WS Year 5]

“A man who is ignorant of foreign languages is ignorant of his own.” Johann Goethe

Students will have the option to learn either French or Chinese in Years 5 and 6

Overview

CHINESE: Students build a deeper understanding that languages are part of creation and it is how we study and understand the diverse communities around the world. Students explore the nature of tone-syllables. They recognise and apply the features of the Chinese writing system when writing. They use Pinyin to transcribe spoken language. They identify how the relationships of participants and context affect interactions. Students identify the features of familiar text types in Chinese and use these features in assisting in tnterpreting meaning.They recognise that variations exist within the Chinese spoken and written language. They recognise and describe features of Chinese culture reflected in communication practices, and apply this knowledge to their interactions with Chinese people.

FRENCH: Students build a deeper understanding that languages are part of creation and it is how we study and understand the diverse communities around the world. Students further develop the use of written and spoken French with a focus on using appropriate pronunciation, intonation and non-verbal communication strategies. They identify key points when reading and listening as well as interpret and translate short texts. They create texts. Students learn to use present tense verb forms. Students make comparisons between French and their language and culture. They reflect on their cultural identity, noticing how their ideas and ways of communicating are influenced by their culture.

Aims

To develop an understanding that languages are part of God’s creation and we can study them to understand the diverse communities around the world
To develop the knowledge and understanding to communicate in the language they are learning
To understand the relationship between languages, culture and learning
To develop intercultural capabilities
To help students understand themselves as communicators

Topics Include for French

Describing Myself
Weather
Food
Animals
Sports and Hobbies

Topics Include for Chinese

Who Am I?
Chinese Characters
Sports
Food and Drinks

Time allocation (Based on selected language)

Chinese: 2 periods per cycle or
French: 2 periods per cycle

Requirements

Booklist items

Assessment

Vocabulary tests
Oral and aural tests
Written and verbal tasks

“The Lord said, “If as one people speaking the same language they have begun to do this, then nothing they plan to do will be impossible for them. Come, let us go down and confuse their language so they will not understand each other. That is why it was called Babel - because there the Lord confused the language of the whole world. From there the Lord scattered them over the face of the whole earth”. Genesis 11:6, 7, 9

MATHEMATICS [WS Year 6]

“God uses mathematics in everything He makes. He makes things in multiples of sevens, elevens, and forties. Everything that God does, He does according to mathematics: the writing of His Bible, the making of Arcturus and establishing the circuit of the earth. He imparts some of that wonderful knowledge to us that we may know something about His grace and love for us in this respect.” Asa Sparks

Overview

Students develop confidence in handling everyday mathematical situations and are encouraged to work out problems using all four operations, both individually and collaboratively. Students make connections between the orderly nature of creation and how Mathematics only continues to operate consistently because God never changes. Students understand place value and apply their knowledge by solving worded problems. They interpret, gather and represent data, evaluate the probabilities of common events as fractions, decimals and percentages and analyse the results of chance experiments. Students solve problems involving time, length and area, and make connections between volume and capacity.

Aims

To develop an understanding that, through mathematics, students can see the order of beauty in God’s creation and that of God Himself
To develop problem solving skills, formulating and explaining authentic problems using mathematical strategies
To develop fluency in representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units and interpreting timetables
To develop strong estimation strategies and to use these strategies as a way to check if solutions are correct
To develop resourcefulness in solving problems, reinforcing that there are many ways to a solution and how technology can aid us in this

Topics Include

Number and Algebra: Fractions, decimals and percentages, place value, number patterns, number sentences and word problems involving all four operations, financial planning
Measurement and Geometry: Angles, using units of measurement, time, shape, location and transformation
Statistics and Probability: Chance, collecting data, data representation, interpreting data, and how data is used in the media

Time Allocation

12 periods per cycle

Requirements

Booklist Items

Assessment

Unit tests
Mental arithmetic
Problem solving tasks
Class projects

“Indeed, the very hairs of your head are all numbered. Don’t be afraid; you are worth more than many sparrows.” Luke 12:7

MUSIC [WS Year 6]

“The aim and final reason of all music should be nothing else but the glory of God and the refreshment of the spirit.” Johann Sebastian Bach

Overview

Students discuss how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They learn the creation of music was intended by God to be a powerful and positive tool to express their love for God. Students use rhythm, pitch and form symbols and terminology to compose and perform music. They play and sing music in different styles, and from various cultures, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences. Music literacy is developed through written and aural activities, and music theory, history, percussion and composers.

Aims

To use their God given gifts to worship Him with the music they create and perform
To develop confidence to be creative, innovative, thoughtful, skillful and informed musicians
To develop skills to listen, improvise, compose, interpret and respond with intent and purpose
To develop an understanding of music as an aural art form, it’s relationship with other art forms and contributions to cultures and societies

Topics Include

Keyboard
Musicianship - theory and aural
Garage Band Composition
Singing
Music Appreciation and History

Time Allocation

3 periods per cycle

Requirements

Booklist Items
Levied items

Assessment

Performance - solo, group
Tests - written, oral, aural
Self and peer assessment
Composition
Observation

“Praise the Lord. Praise God in His sanctuary; praise Him in His mighty heavens Praise Him for His acts of power; praise Him for His surpassing greatness. Praise Him with the sounding of the trumpet; praise Him with the harp and lyre, Praise Him with tambourine and dancing, praise Him with the strings and flute, Praise Him with the clash of cymbals, praise Him with resounding cymbals. Let everything that has breath praise the Lord. Praise the Lord.” Psalm 150

2023 Curriculum

Year 6