Stage 3 Year 6 Term 3 Overview 2016
ENGLISH
Speaking & Listening
Reading and Viewing
Compare and explain the ways
in which spoken language
differs from written language
according to purpose audience
and context.
Students will be using a wide
range of media and texts to
understand how texts vary in
purpose and structure.
Use and language forms and
features of spoken text
appropriate to a range of
purposes and audiences.
Use interaction skills such as
voice volume, tone, pitch and
pace.
Public Speaking
Students will learn to
recognise how grammatical
features help to build
meaning in text.
In groups students will apply
appropriate reading and
comprehension strategies
eg. Predicting, questioning,
visualising, summarising,
making connections and
inferring.
Writing &
Representing
Respond to and
compose texts
Compose imaginative and
informative texts that show
evidence of developed ideas
Compose texts that include
effective use of persuasive
devices, eg texts dealing
with environmental issues
Present a point of view
about particular literary
texts and reflecting on the
viewpoints of others
Create literary texts that
experiment with structures,
ideas of selected authors
Experiment with text
structures and language
features and their effects in
creating literary texts,
Assess the reliability of
resources, including digital
resources, when researching
topics
Grammar,
Punctuation &
Vocabulary
Spelling
SENTENCE LEVEL –
STRUCTURE OF THE
SENTENCE
topic sentences
Magic ‘e’
a-e, e-e, i-e, o-e, u-e
(eg.cap= cape )
oo ou ough ai
CLAUSE LEVEL –
STRUCTURE OF THE
CLAUSE
main clause
(independent clause)
Spelling Rules
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When a word ends in
‘e’, drop the ‘e’ before
adding ‘ing’
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Silent ‘n’ eg. solemn,
column
WORD LEVEL
Nouns
Articles
Adjectives
Pronouns
Topic Words
History/Geography/Science
WORD BUILDINGS AND
ORIGINS
Creative and evaluative
language
Evaluative language,
emotive language,
modality
PUNCTUATION
Apostrophe
Comma
Reread and edit students'
own and others' work using
agreed criteria and
explaining editing choices
Use a range of software,
including word processing
programs, learning new
functions as required to
create texts
Responding &
Composing
Students will identify and
discuss how texts have been
structured to achieve
their purpose and discuss ways
of using conventions of
language to shape readers' and
viewers' understanding of
texts.
Consider and compose
arguments and discussions
supported by evidence using
text structures and language
features.
Handwriting and Using
Digital Technologies
Students will use a range of
software to construct, edit
and publish written texts.
Thinking
Imaginatively and
Creatively
Students will recognise and
explain creative language
features in imaginative,
informative and persuasive
texts.
Expressing
Themselves
Students will make
connections between
their own experiences
and those of characters
and events represented
in texts drawn from
different historical,
social and cultural
contexts
Reflecting on
Learning
Students will learn to and
be encouraged to
recognise, reflect on and
assess their strengths as a
learner.
MATHS
Number and Algebra
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Select and apply efficient mental
and written strategies and
appropriate digital technologies to
solve problems involving addition
and subtraction with whole numbers
solve addition and subtraction word
problems involving whole numbers
of any size, including problems that
require more than one operation
select and apply appropriate mental
and written strategies, with and
without the use of digital
technologies, to solve unfamiliar
problems
explain how an answer was
obtained for an addition or
subtraction problem and justify the
selected calculation method
Multiplication and Division
Select and apply efficient mental
and written strategies, and
appropriate digital technologies, to
solve problems
involving multiplication and division
with whole numbers
Explore the use of brackets and the
order of operations to write number
sentences
Measurement & Geometry
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Statistics and Probability
Construct simple prisms and
pyramids
create prisms and pyramids using
a variety of materials,
eg plasticine, paper or cardboard
nets, connecting cubes
construct three-dimensional
models of prisms and pyramids
and sketch the front, side and top
views
describe to another student how
to construct or draw a threedimensional object
construct three-dimensional
models of prisms and pyramids,
given drawings of different views
Choose appropriate units of
measurement for area
Calculate the areas of rectangles
using familiar metric units
Use a grid-reference system to
describe locations
Describe routes using landmarks
and directional language
History
The Australian Colonies
Students will learn to:
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describe and explains the significance of people, groups, places and events to the development of Australia
•
describe and explain different experiences of people living in Australia over time
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apply a variety of skills of historical inquiry and communication
Students will:
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outline settlement patterns in the nineteenth century and the factors which influenced them
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discuss the impact of settlement on local Aboriginal peoples and the environment
•
discuss the diverse relationships between Aboriginal peoples and the British
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investigate the everyday life of a variety of men and women in post-1800 colonial settlements using a range of sources and explain their
different experiences
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identify the European and Asian countries from which people migrated to Australia during the nineteenth century and reasons for their
migration
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investigate the experiences of a particular migrant group and the contributions they made to society
SCIENCE AND TECHNOLOGY
Material World
The properties of materials determine their use for specific purposes.
Students will:
• identify the properties of materials used in a familiar product and relate them to its use
• explore how materials are used in innovative ways for specific purposes, eg the use of soft-fall materials in playgrounds and geotextiles to retain
water in landscaping
• describe how scientific and technological knowledge about the properties of materials can be used to inform decisions about use for their
specific purposes
• research the reasons for and the benefits of using solid, liquid and gaseous fuels for heating
Students will create a mini business and develop and make a product to sell at the mini fete.
Dear parents and caregivers,
As part of our commitment to provide you with more information about your
child’s learning, class teachers have developed a curriculum overview which
outlines the general syllabus content to be covered each term.
We hope that this information helps clarify the types of knowledge and skills
that your child will be learning this term. The new reports will reflect the
information that is in the overview.
The overview refers to the general content of the grade / stage and class teachers will differentiate
their instruction to ensure that the children who are working below the stage level will receive
appropriate support, and students who are working beyond the general content will be extended.
The overview is still in the draft stage and we welcome your feedback about whether or not this has
been useful to you.
If you have any questions regarding the information in the overview, please feel free to ask your child’s
teacher, or alternatively, you are most welcome to discuss it with me.
Jennifer Birch
Deputy Principal
3 August 2016
Visual Arts
Experiment with a variety of
mixed media during the year.
Some of their art lessons will
focus on skills, while others may
be linked to History, Geography
and Science topics.
Music
Students will sing and
move to the beat of
music, identify structure
and changes in pitch,
tempo and beat.
CREATIVE ARTS
Dance
Experience dance activities
through morning fitness with
their grade.
Drama
Participate in drama activities and plays in class.
Students may perform in front of other students or in
stage assemblies.
Role play historical events.
PDHPE
Personal Development and Health
Physical Education
Child Protection
Students will practice fundamental movement skills during class fitness.
Children will take part in activities to develop skills in responding to unsafe
Students will also learn the rules and play a range of team sports in class
or potentially abusive situations and in seeking assistance effectively.
and school teams.
The Body
• body parts/systems/ functions
• senses
• caring for the body
• effects of illness/disease
• heredity