Year 4

ART [NWS Year 4]

"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 explore ways to express their ideas as they continue to experiment with different techniques, styles and materials to develop their own approach to a theme or subject. They are encouraged to put their full effort and energy into creating works that glorify God. They continue to consider how and why artists or designers express their ideas through different processes. They identify and explain choices in what they have used to create artworks influenced by a range of places, times and cultures. Students reflect and respond to their own learning and evaluate the art making process they have used.

Aims

  • To understand God is the supreme artist and to allow students to recognise and develop their own God- given creativity
  • To use detail and observation to create backgrounds and foregrounds
  • To manipulate materials to design, construct and model 3D forms
  • To use and combine different media
  • To reflect and respond to fellow students Artwork

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 2:13-1

 

BIBLE [NWS Year 4]

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

Overview

Students develop their understanding that God is trustworthy and His promises are for all who trust and follow Jesus as their Lord and Saviour. They continue to learn about Bible history from creation to God’s ultimate purpose for humanity. Students are introduced to key biblical concepts and themes, allowing students to explore the Christian faith and see how it is relevant today. Students discover and explore who Jesus is, focusing on different events in His life which show God’s power at work. Students are also encouraged to discover for themselves 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

  • God is faithful and worthy of our trust
  • Jesus teaches us to trust him by explaining how and why we should put Him first in our lives
  • Jesus is God’s powerful Son who fulfills Gods promises
  • God’s promises to Abraham point to Jesus
  • God’s great kingdom plan
  • God is King
  • Jesus is the King of God’s kingdom
  • Living in God’s kingdom

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 [NWS Year 4]

“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 an understanding that our ability to appreciate, use and create technology ethically and responsibly brings glory to God. Students are trained to ably navigate the user interface of Mac & Windows, physical port interfaces, and maintaining and saving data in the Cloud. Students learn good email etiquette and security at an intermediate level and develop in their touch-typing skills. Students  expand their skills in digital art with ArtRage, and continue building their programming and coding knowledge with HopScotch and Swift Playgrounds.

Aims

  • Students develop an understanding that our ability to appreciate, use and create technology ethically and responsibly brings glory to God.
  • 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 (intermediate level)
  • Good sitting and work posture
  • Domains of Study:
  • OS: Mac OS X and Windows
  • Touch-typing: Mavis Beacon
  • Emailing: Microsoft Outlook
  • Movie making: iMovie
  • Digital Art: ArtRage 5
  • Programming and Coding: Programming with iOS apps

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 [NWS Year 4]

“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 continue to extend their knowledge of the world around them through dramatic learning. They continue to develop their use of focus, tension, space and time through a diverse range of drama activities. 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. They will collaborate within whole group, small group and individual structures to explore different cultural contexts of drama. They will continue to build on their understanding of the role of both actor and audience.

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 help students understand that learning in Drama is multifaceted and is done as both artist and audience, and through making and responding
  • To provide opportunities that will enable students to explore and experience a variety of roles and situations which they will initiate and develop
  • To continue to develop student use of dramatic elements including voice, movement, situation, time, place, and tension, alongside students understanding that their intentions as drama makers are communicated.
  • To develop confidence in their ability to incorporate drama terminology, plan, rehearse, perform, compare and evaluate drama in various forms

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
  • Creation and exploration role, situation, character, moral responses, cultural influences

Time Allocation

  • 2 periods per cycle

Requirements

  • Nil

Assessment

  • Performance
  • Reflection
  • Process-focused assessments and checklists

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

 

ENGLISH [NWS Year 4]

“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 continue to build on the understanding that language is one of God’s greatest gifts to us, given for the purpose of sharing ideas with others. Students listen, read and respond to a variety of texts. Utilising correct punctuation, grammar and effective language choices, they create a range of texts for different purposes and readers. They continue to develop their understanding of spelling rules and phonemic awareness. Students listen to others when taking part in conversations and short presentations, fostering respectful and thoughtful collaboration skills. They respond appropriately showing respect for others’ view, discovering personal and shared meaning.

Aims

  • To understand how learning to read, write, speak, listen and view critically, strategically and creatively enables students to discover personal and shared meaning through the God-given gift of language
  • To understand how text types are structures according to the purpose and context, and to explain how language features, images and vocabulary convey meaning, understanding and interest
  • To successfully use reading strategies to understand meaning in text and create a variety of imaginative, informative and persuasive texts using a range of language features to expand key ideas
  • To create a variety of imaginative, informative and persuasive texts using their knowledge of language features, spelling and grammar, and show how images and detail can be used to extend key ideas
  • To actively contribute through listening, responding and clearly articulating thoughts, opinions and ideas

Topics Include

  • Writing - variety of texts and queries
  • Phonics and spelling
  • Grammar and punctuation
  • Handwriting
  • Reading
  • Speaking and listening

Time Allocation

  • 21 periods per cycle

Requirements

  • Booklist items

Assessment

  • Writing samples
  • Spelling assessments
  • Grammar assessments
  • Reading fluency and comprehension assessments
  • 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 [NWS Year 4]

“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 learn a range of fundamental motor skills and movement skills through a wide range of activities. These skills provide the platform for learning sports specific skills throughout their schooling. Students learn that our bodies are a wonderful gift from God and that there are many ways in which we can strengthen, protect and preserve this gift through participating in activities that promote physical fitness and wellbeing. They also examine messages related to health decisions and describe how to help keep themselves and others healthy and safe.

Aims

  • To understand the importance and benefits of physical activity, and how to take care of the bodies God has given us
  • To acquire, apply and refine skills, techniques and concepts of sport in order to respond confidently and competently in a variety of settings
  • To understand the importance and benefits of physical fitness and learn ways to improve and maintain fitness
  • To improve social confidence and competence in small and large group activities
  • To develop and use personal, behavioral, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships

Topics Include

  • Aquatics
  • Athletics
  • Health
  • Cross Country
  • Fitness
  • Gymnastics
  • Sports - Australian Rules Football, Bat Tennis, Hockey, Cricket, Basketball, Soccer, Rounders, Softball

Time Allocation

  • 4 periods per cycle
  • Aquatic Lessons

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 [NWS Year 4]

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

Overview

Students identify and describe characteristics of places and environments. They learn to see the connections between themselves and the world around them and understand the impact of their choices on their community, by examining their relationship with God, each other, their own and other cultures. Students investigate the history of European exploration and colonisation in Australia up to the early 1800s. They also investigate life cycles and describe relationships that assist in the survival of living things. They conduct experiments and complete simple reports to communicate their methods and findings. Students also investigate and experiment with the different properties of materials, alongside using contact and non-contact forces to describe interactions between objects. They conduct experiments and complete simple reports to communicate their methods and findings.

Aims

  • To provide students with the knowledge, skills and attitudes they need to be active, informed citizens and contributing members of local, state and world communities; to appreciate how the world and its people have changed; and that we are made by God who entrusted creation to our care
  • To develop an understanding and use of historical concepts and skills
  • To develop an understanding of scientific concepts and processes and the practices used to develop scientific knowledge
  • To develop a geographical knowledge of their own locality, Australia and the world
  • To develop an understanding of the local, state and federal governing authorities and describe how people participate in their community as active citizens and the factors that shape a person’s identity and sense of belonging

Topics Include

  • The First Australians
  • The First Fleet
  • Physical Properties of Natural and Processed Materials
  • Diversity within Continents and Countries
  • Life Cycles of Living Things
  • Natural Processes and Human Influences
  • World Climate and Climate Zones
  • Forces and Motion
  • Government, Laws and Citizenship

Time Allocation

  • 8 periods per cycle

Requirements

  • Booklist items

Assessment

  • Unit Assessments
  • Class Projects/Reports
  • Oral Presentations
  • Science Experiment Reports

 “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 [NWS Year 4]

“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 develop an understanding that using technology resources safely and ethically is an important principle of stewardship by Christians. Students also build on their research skills using the library’s online catalogue. Students understand the concept of digital literacy with a focus on developing their skills and knowledge of safe internet usage. They explore the issues of online etiquette, privacy, password usage, and cyberbullying.

Aims

  • To develop an understanding that, through literature, we can appreciate God as a creative and imaginative creator
  • To understand safe, ethical and respectful online communication
  • To confidently use knowledge and skills to locate information and resources within the library
  • To appreciate, enjoy and reflect on increasingly complex written and multi-modal texts.

Topics Include

  • Library resources and their organisation
  • Book reports
  • Author and illustrator study
  • Book week - Study of CBCA short listed books
  • eBooks
  • Library online Catalogue
  • Research skills: Skim reading, Dewey, reference books, and bibliographies
  • Databases: World Book Online, A to Z World Culture
  • Cyber safety

Time Allocation

  • 2 periods per cycle

Requirements

  • Booklist items

Assessment

  • Class activities
  • Unit Assessments

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

 

LOTE - Chinese [NWS Year 4]

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

Overview

Students begin to develop the understanding that language originates from God, and help us to communicate with diverse cultures. They recognise that Chinese is spoken by communities in many countries. They understand that Pinyin provides access to the sounds of the spoken language. They are aware that each character is a meaningful unit, that is used to make up words. They reproduce key Chinese characters using stroke types and sequences. They develop an understanding of Chinese characters, grammar, pronunciation, tone and rhythm. They become aware of similarities and differences between the Chinese language and other languages.

Aims

  • To develop an understanding that language originates from God
  • 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

  • Chinese New Year
  • Greetings
  • Numbers and applications (dates, months and days of the week)
  • Immediate family introduction
  • Three Little Pigs

Time Allocation

  • 2 periods per cycle

Requirements

  • Booklist items

Assessment

  • Vocabulary assessments
  • Oral and aural assessments
  • Role plays
  • 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 [NWS Year 4]

“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 understand Mathematics is a way of describing the consistent manner, which God holds creation together. Students engage in a range of activities to develop efficient mental and written strategies in all four operations. They learn the relevance of number and place value across a range of Mathematical concepts. They represent, compare and ordering fractions and decimals, and create number patterns. Students use scaled instruments with metric units to measure and compare length, mass, capacity and temperature. They compare shapes and objects using familiar metric units for area and volume. Students can compare and describe angles, solve simple time problems and unit conversions. They interpret and use basic maps with simple scales, directions and legends. Students construct and interpret data displays from information provided. Students can predict and evaluate the probability of chance events and experiments.

Aims

  • To develop an understanding of how mathematics points to the faithfulness constancy and external nature of God and to an amazing interconnected and elegant creation
  • To develop an understanding in making connections between representations of numbers, partitioning and combining numbers, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes
  • To develop fluency in recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data
  • To develop problem-solving in formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns
  • To develop reasoning in using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

Topics Include

  • Number and Algebra: Times tables, fractions and decimals, place value, number patterns, number sentences and word problems involving all four operations
  • Measurement and Geometry: Area, mass, volume, units of measurement, time and elapsed time, shape, location and transformation
  • Statistics and Probability: Chance, collecting data, data representation

Time Allocation

  • 10 periods per cycle

Requirements

  • Booklist Items

Assessment

  • Unit assessments

“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 [NWS Year 4]

“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 continue to develop their skills through playing instruments, reading and analysing a wide variety of music. They develop aural skills by exploring, imitating and recognising musical elements including dynamics, pitch and rhythm patterns. Using pitched instruments such as the recorder and tuned percussion, students explore and vary instrumental timbres in isolation and combinations, create dynamics in their playing, and improvise. They perform to both their peers and the wider school community, using their God-given gifts to worship God with the music they create and perform.

Aims

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

Topics Include

  • Recorder
  • Singing
  • Musicianship- theory and aural
  • Music Appreciation

Time Allocation

  • 3 periods per cycle

Requirements

  • Booklist Items

Assessment

  • Performance - Solo, group
  • Tests - written, aural, oral
  • Observations
  • Self and peer assessment

“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