zilongwang/ReadingBank huggingface dataset:
UNIT OF INQUIRY 1 Central Idea People form and develop their beliefs and values Key Concepts Causation Perspective Connection Lines of Inquiry What we believe and value. How our beliefs and values form and change over time How beliefs and values can influence the way we behave and affect others Key Vocabulary Religion,Judaism, Hinduism, Buddhism, Christianity, Islam, Muslims, values, norms, beliefs. UNIT OF INQUIRY 2 Central Idea Advertising can be a powerful tool used to persuade our choices. Key Concepts Function Reflection of Inquiry How advertisements have changed over time. How persuasion is used in advertising The power of persuasive devices and making informed choices Key Vocabulary Choice, television and video persuasion, campaign, commercials, adverts, market, emotive, jingles, persuade, ethical, LANGUAGE Reading and Writing To entertain: Stories from other cultures Read and compare stories focussing on plot development and characterisation Develop characterisation To Inform: Non-chronological report on chosen belief system Non-fiction: Information books about different beliefs and values Write complete reports following structure and including different features Guided Reading: Nonfiction What do you believe? What I believe World Religions Extracting information Presenting information read Summarising Skimming and scanning for information Fiction Character analysis Plot form Comprehension linked to literal and inferential understanding Reading and Writing To persuade: Letters/leaflets; Jingles, Slogans, Adverts Look at use of bias, exaggeration and fact/opinion in adverts, articles Create adverts in different forms to show use of language Understand the use of persuasiveness Fiction: To entertain: Stories from other cultures - writing short stories (fiction) Folktales - India African tales Spelling: Revise Yr4 spelling patterns cious/tious tial/cial ant/ance/ancy ent/ence/ ency In addition: unit words/maths vocabulary/personal spellings Grammar and punctuation full stops, commas use (review and development) Use of higher level punctuation as appropriate Extended sentences with subordinate clauses Vary sentence length using clauses MATHS
Week 1 2 3 4 5 6 7 8 9 10 Cross Curricula Priorities ☑Catholic Ethos ☑ Aboriginal and Torres Strait Islander Histories and Cultures ☑Social Emotional Learning ☐Asia and Australia’s Engagement with Asia ☑Inclusive Education ☑ Sustainability Education General Capabilities ☑ Literacy ☑ Critical and Creative Thinking ☑ Numeracy ☑ Ethical Behaviour ☑Information and Communication Technology ☑ Personal and Social Competence Tune In Explore Look Sort Test Act Reflect ACT RESOURCES Lessons 1 & 2 (2 hrs/week) You Do Activity; Students use local council websites and locally produced cyclone preparation booklets to research, collect and compile relevant information to produce their own Cyclone Preparation Booklet for their own families; including their Evacuation Maps, Grid Maps of their homes, etc. GEOGRAPHICAL LANGUAGE ASSESSMENT OPPORTUNITIES Maps, evacuation, scale, compass directions, signs, symbols, Bird’s Eye View, booklets, emergency checklist, contacts, evacuation advice, table of contents, disaster management unit, FAQ, As- Grid map of students’ homes Evacuation Map Cyclone Preparation Booklet. REFLECTION
his you ours mine where me yours who she which Exercise 1.3 A Pronouns Sentence Personal pronouns Possessive* pronouns Relative pronouns Did you see who trashed the canteen? you who They have turned the big fridge, which was full of stuff, upside down – pretty impressive! they which Can you see that a person’s lunch has ended up smeared on the ceiling? Hang on, that is mine! you mine The person who did this has left their footprint in the mashed potato. who Crumbs! It is a much bigger footprint than any of ours. it ours It is even bigger than Mr Bogley’s feet, and we all know he has the biggest feet in the school, has over 200 pupils. it we he which Hello Anessa, stay with us please. We’re feeling a bit scared that the thing that trashed the canteen is still hanging around. us we that Is that hockey stick yours? Oh, it is hers. I see. Well, please keep it close to you. I It you yours hers Can you hear a thumping Surely it is only monsters or dinosaurs who could make such a sound. you it who A giant baby! Its fists must be the size of pianos! Just look at it crushing our climbing frame! it Its our I don’t this is a baby like ours at home, who you can put to sleep with a lullaby! I you ours who The army are here now. Leave him to the soldiers who are trained. Follow me as fast as you can! him me you who
TERM 2 MONTH DAY TIME ACTIVITY ORGANISER A P R I L SMT will meet every Thursday at 07:00 and staff briefings on Mondays 7:45 18 7:30 School Reopening: SMT Meeting, Teaching Learning Principal 19 13:30 Staff Meeting: Analysis of performance term 1 Principal 20 13:30 HODs Curriculum meeting Dep. Principal 21 7:30-8:30 Casual Day : Reading across the grades S.A.C COMMITTEE 18-21 13:30 IQMS : Mentoring & Support, Phase/grade/subject meetings DSG, SMT 25 14:00 FINCOM Meeting Finance Officer 25-29 08:00 Formal Assessment tasks all grades, Parents intervention required SMT 27-28 - FREEDOM DAY & school holiday FAMILIES M A Y 01 - WORKERS’ DAY FAMILIES 02-05 13:00 Assessment continues, checking of written work and preparations SMT 12 7:30-8:30 Casual Day: Reading across the grades S.A.C COMMITTEE 13 08:00 In-match S.A.C COMMITTEE 15-19 08:00 Books perusal Dep. Principal 23 13:30 Staff meeting: Perusal report Principal 25 14:00 FINCOM Meeting Finance Officer 28 10:30 SGB MEETING 2 SGB Secretary J U N E 05-15 13:00 Formal Assessment Tasks- MID YEAR EXAM Principal 09 7:30-8:30 Casual Day 6: Reading across the grades S.A.C COMMITTEE 16 - YOUTH DAY FAMILIES 19-23 07:00 Submissions: Mark sheets, Schedules PRINCIPAL, SMT 25-30 17:00 EDUCATIONAL EXCURSION: DURBAN ORGANISING TEAM 30 10 Parent collect reports. SCHOOLS CLOSING EDUCATORS END OF TERM 2 ____________________ ____________________________ Adopted and signed: PF NTAKE (PRINCIPAL) MP NTAKE (SGB CHAIRPERSON) CIRCUIT MANAGER: _____________________ DATE: ______________________
TERM 3 DAY TIME ACTIVITIES ORGANISER SMT will meet every Thursday at 07:00 and staff briefings on Mondays 7:45 J U L Y 24 07:30 SCHOOLS RE-OPENIMNG, SMT Meeting, Registrations for 2018 now opened. Note a learner should be 4 ½ years turning 5 on or before 30 June 2018. Principal 25 13:00 Staff Meeting : Analysis of performance term Principal 28 7:30-8:30 Casual Day: Reading across the grades S.A.C COMMITTEE 24-28 13:00 IQMS cycle 3: Support & development, Checking written work and preparations DSG, SMT 26 13:30 FINCOM Meeting Finance A U G U S T 05 08:30 IN MATCH S.A.C COMMITTEE 09 - NATIONAL WOMEN’S DAY FAMILIES 13 10:30 SGB MEETING 3 SGB secretary 14-18 08:00 Formal Assessment ALL GRADES SMT 16 13:00 Meeting Principal 18 7:30-8:30 Casual Day 8: Reading across the grades S.A.C COMMITTEE 21-25 08:00 Books Perusal all grades Principal 24 13:30 FINCOM meeting Finance Officer 31 08:00 FUNDRAISING DAY FINCOM S E P T E M B E R 01 08:00 National Casual Day – Support Matobule Special School S.A.C COMMITTEE 11-15 08:00 Formal Quarterly Assessment Tasks: Grade R - 7 SMT 13 10:00 Parents Meeting: Curriculum and Budget Principal 15 7:30-8:30 Casual Day 9: Reading across the grades S.A.C COMMITTEE 24-25 - NATIONAL HERITAGE DAY – SCHOOL HOLIDAY FAMILIES 27 13:00 Staff Meeting Principal 28 13:30 FINCOM Meeting Finance Officer 29 11:00 SCHOOL CLOSING Parents collect progress reports of the learners PRINCIPAL END OF TERM 3 ____________________ ____________________________ Adopted and signed: PF NTAKE (PRINCIPAL) MP NTAKE (SGB CHAIRPERSON) CIRCUIT MANAGER: ________________________ DATE: ______________________
Year 5 Overview —Religion Term 2 Term 2 School name Unit title Duration of unit St Kevin’s Primary School Mary, Mother of Jesus 10 weeks Unit outline Students will explore Jesus, a Jewish boy and man, investigating more about the traditions and practices of this religion. They will learn about Mary, mother of Jesus and the many titles, images of and apparitions of Mary. Praying the rosary and learning more about this Marian prayer will be the focus during May. Inquiry question for the unit: Who was Jesus? Who was Mary the Mother of Jesus? What can we learn from Mary the Mother of Jesus? Identify curriculum Scope and Sequence General capabilities and crosscurriculum priorities Beliefs Church Christian Life World Religions BEWR6) Religious Knowledge and Deep Understanding Followers of Judaism live their People of God CH(CHPG 6) Religious Knowledge and Deep Understanding Mary is the mother of Jesus and of all Prayer and Spirituality Religious Knowledge and Deep Understanding Christians past and present seek Mary’s intercession through prayer because of her humanity and her role as mother of Jesus and mother Literacy Develop the skills to learn and communicate confidently in listening, reading and viewing, writing, speaking and creating print, visual and digital materials Critical and creative thinking Generate, represent and respond to ideas, experiences and possibilities by experimenting with materials and processes in a variety of creative, imaginative and innovative ways Personal and social capability
St Gregory’s School: Year Plan - Year 5 Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 RE Ourselves Life Choices Hope Mission Memorial Sacrifice Sacrifice Transformation Freedom & Responsibility Stewardship Geography Location knowledge – latitude longitude; - UK counties & cities (human & physical, topographical & land use) - change over time Skills & Fieldwork – ordnance survey maps and map grid references - Field work – comparison of place - Residential trip to Thurston Human & Physical - Rivers & Mountains - settlement and land use History Britain’s settlement by Anglo Saxons & Scots Change over time Britain’s settlement by Anglo Saxons & Scots Saxons in the locality The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Science Working Scientifically, Living things & their habitat Animals, including humans Earth & Space Working Scientifically Properties & changes of materials Working Scientifically Forces MFL Unit 6 Le Monde (The World) Unit 6 – Le Monde / Unit 7 - Moi et mon ecole Unit 7 Moi et mon ecole (Me and my school) PE Unit 1 – Net/wall games Unit 1-2 Dances 16-18English country Dance Unit T – Bridges OAA Cycling Unit 2: Invasion and target Games Unit 3 Dances 19–20English Country Unit U – Flight Unit V – Functional Use of the limbs Thurston OAA Unit 3: Invasion Games Unit 4: Striking and Fielding Games Unit 4 Dance 21–22 English Country Dance Unit W – Turning and Spinning Sports Leader Multi skill Event Athletics Computing Design, write and debug programs. Use sequence, selection and repetition in programs. Understand computer networks. Use search technologies effectively. Use technology safely. Select, use and combine a variety of software. Music Listen and recall Appreciate & understand - different traditions, composers/ musicians Understanding from the history of music Appreciate & understand - different traditions, composers/ musicians Understanding from the history of music Play and perform Improvise and compose Appreciate & understand - different traditions, composers/ musicians Understanding from the history of music Use and other musical notation D & T Design, make, evaluate, Technical knowledge of mechanical systems Cooking & Nutrition – farmed food Design, make, evaluate, Technical knowledge of mechanical systems Art Great artists, architects & designers in history Painting Great artists, architects & designers in history Drawing Great artists, architects & designers in history Sculpture Trips & Visits Thurston Bedesworld
Perspective and interpretations Examine sources to provide an in depth explanation of points of view. From the chosen perspective of a Governor, Indigenous, free settler or convict Examine sources to identify and describe points of view. From the chosen perspective of a Governor, Indigenous, free settler or convict Examine sources to identify points of view. From the chosen perspective of a Governor, Indigenous, free settler or convict Examine sources to identify some points of view. From the chosen perspective of a Governor, Indigenous, free settler or convict Examined a source to identify a of view. From the chosen perspective of a Governor, Indigenous, free settler or convict Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate relevant sources, and acknowledge sources of information. Develop particularly narratives and descriptions, which incorporate relevant source materials Develop texts, particularly narratives and descriptions, which incorporate some relevant source materials Develop texts, particularly narratives and descriptions, which incorporate some historical terms and concepts. Develop texts, particularly narratives that uses minimal historical terms and concepts. FEEDBACK: Signature: Date:
Tuning In Exploring Looking Sorting Testing Acting Reflecting Children revisit previous units on how the founding of new states and colonies influenced the changing patterns of settlement in Australia. For this unit children look at the catalyst that supported an economic growth in the new colonies as well as political and social changes. Provide children with a painted gold rock and ask them to speculate how this metal could change the face of the new colonies forever. How did the discovery of Gold contribute to the development of Australia? Pose question to students: “What do you know about gold?” Who uses gold? Do you know of any famous places where gold was found? What Australian cities owe their beginnings to gold? Graffiti Page wall. Artefacts on display. Children are given cut outs of different scenes from the Gold fields of Ballarat. As a class children are given handouts to construct a 3D model of a gold town. Children are asked to place buildings and characters where they believe they would be belong in a town. Children are asked to justify their decision. As the children learn more about the diggings the model can be re arranged to meet the students’ new understandings. Mine for gold A great interactive resource where children can buy goods before mining for gold. http://www.nma.gov.au/education-kids/classroom_learning/multimedia/interactives/gold-rush Student Resources: Student workbook. Word Wall teacher with students are to a word wall to assist with understanding. This will be added to as terminology is introduced and discussed. Fox, O& M. The gold Rushes A Cut Out Activity Book, Kidzone Provide cut outs of gold mining town for children to assemble with various materials. Teacher Resources: French, Jackie, 2009, The Night they Stormed Eureka. Angus & Robertson, Pymble, N.S.W. Formative What do children know about gold? Justify where they have placed their construction. In developing a goldfield.
Program Duration: 45 minutes Minimum Participants: 10 students Maximum Participants: 35 students Program Overview: This program will introduce students to the global issue of climate change with a focus on how it is impacting the survival of Polar bears. Ever Changing Environments aligns with the Australian Curriculum through all strands of Science, and the geography, economics and business strands of Humanities and Social Sciences. Students will develop an understanding of climate change through a holistic explanation encompassing all fields of science. The involvement of the sun’s light and heat energy; the various land surfaces that absorb, reflect and reradiate that energy; and the unique properties of atmospheric gases will be discussed in relation to the greenhouse effect that is necessary for life on Earth. Students will consider how human activities are enhancing the greenhouse effect, and are contributing to the current period of global warming. This will be related back to Polar bears and how, despite specialised adaptations, their survival is threatened by climate change. Students will contemplate the difference between needs and wants and what choices we can make to better manage limited resources as a means of minimising our negative impact on climate change, Polar bears and their environment. Alignment with the Australian Curriculum: SCIENCE Science Understanding Biological Sciences Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Chemical Sciences Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) Earth and Space Sciences The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) Physical Sciences Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) Science as a Human Endeavour Use and Influence of Science Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) HUMANITIES AND SOCIAL SCIENCES Inquiry and Skills Evaluating and Reflecting Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104) Knowledge and Understanding Geography The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)
Economics and Business The difference between and wants and why choices need to be made about how limited resources are used (ACHASSK119) Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120) General Capabilities: Literacy Critical and Creative Thinking Personal and Social Capabilities Ethical Understanding Cross-Curriculum Priorities: Sustainability
CROSS WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 SEL Engage Explore Explain Elaborate Evaluate Week 1 What we know – brainstorm ideas – create title page in Science journal that includes unit focus question. What are the consequences of a physical and or chemical change on various substances and what happens to the properties of materials when things change? Brainstorm what the title might mean – relate to Science. Write responses on the board. Create a page using words and images related to the topic. Learning Federation Object Week 2 Mess Scene Lesson 1 Mess scene investigation (Primary Connections) Discussion – Use flipchart activity to explore States of Matter, solids, liquids & gases. Whole class draw three-column table and classify items. As a class discuss findings. Mess Scene Investigation – p.6-8. Primary Connections unit Change Detectives After students have completed their mess scene investigation and recorded their observations use flipchart to discuss findings. Play Change song. Students will Classifying Changes information into their science books. Teacher Resources: Primary Connections Unit: Change detectives Stage 3 *Refer to Change Detectives Equipment List Natural and processed Materials Learning Federation Object L9124 Learning Federation Object L3070 Both LFObjects look at matter Liquids and gases as “What the World is Made of” Learning Federation Object : Changes of State TLF ID L10431 Primary Connections Pages 6 to 8 Science Journal, variety of items to examine physical and chemical change (see page 6 of primary connections) Prepared Flip chart: Change Matters
Investigations, materials, data, reflect, fair test, properties, identify, physical, chemical, change, relationship, use, variables, measure, explanation, patterns, observe, evidence, affect, time, speed, record, melting, evaporation, dissolve, reaction, burning, understanding, factor, rate, planned investigation, connect, science, context, explain, process, science inquiry method, graphical representation, summary, science journal. REFLECTION Week 1 2 3 4 5 6 7 8 9 10 SEL Engage Explore Explain Elaborate Evaluate Week 6 Explain/Classifying Changes Classifying Changes – p.36-40 Formative assessment evidence of student understanding the nature of physical and chemical changes. Venn diagram – write into Science books – use IWB (containers) to demonstrate how to classify changes Student Resources: Primary Connections – Change Detectives Pg 36-40 Learning Federation Object L2361 Data tables Teacher Resources:
Year 6 Mathematics Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Place value incl. decimals Fractions Place value, sequences and coordinates Mental and written addition and subtraction Place value, decimals and fractions Measurement – mass and volume / capacity Week 2 Mental and written addition Fractions, percentages, ratio and proportion 2D coordinates, translation and reflection Measurement, and proportion Mental and written calculation Mental and written calculations Week 3 Mental and written multiplication (time) Geometry - angles Statistics – pie charts Measurement – temperature, mean 2D and 3D shape Calculating fractions, and proportion Fractions Week 4 2D and 3D shape Measurement – length, including perimeter and mass Calculating with fractions Area, perimeter and volume of shapes Coordinates, translation and reflection Place value and decimals Week 5 Mental and written subtraction Measurement – area and volume Mental and written division Statistics – line graphs and pie charts Algebra and sequences 2D and 3D shape Week 6 Mental and written division Assess and review week Mental and written multiplication Assess and review week Measurement (length and time) and statistics - mean Assess and review week
Mark Chopper Read Ian Thorpe Dorothy Hill Barry Humphries Slim Dusty Julia Gillard Freeman Rod Laver Paul Hogan Dawn Fraser Heath Ledger Darren Lockyer Johnathon Thurston John Howard Banjo Patterson John Williamson Edward Hargreaves Errol Flynn Caroline Chisholm Vincent Lingiari Michael Hutchence Elizabeth Kenny Dennis Lillee Norman Lindsay Betty Cuthbert Margaret Court Evonne Goolagong Sir Edward ‘Weary’ Dunlop Eddie Mabo Baz Lurhmann Rupert Murdoch Albert Namatjira Errol Flynn Allan Border Sir Henry Parkes Dame Nellie Melba Gough Whitlam Robert Menzies Shane Warne Howard Florey Pat Rafter Jimmy Little Sir John Monash Charles Kingsford Smith Rebel Wilson Huge Jackman Billy Slater Nicole Kidman Nancy Wake Fred Hollows Greg Norman Reg Grundy Joseph Lyons (1879 - 1939) Prime Minister James Scullin (1876 - 1953) Prime Minister Christopher Brennan (1870 - 1932) Poet McAuley (1917 - 1976) Poet James Dixon (1758 - 1840) Priest Sir Duhig (1871 - 1965) Archbishop of Brisbane Sir Norman Gilroy (1896 - 1977) Cardinal, Archbishop of Sydney Patrick Hartigan (1878 - 1952) Priest & Poet Daniel Mannix (1864 - 1963) Archbishop of Melbourne John McEncroe (1794 - 1868) Priest Patrick Moran (1830 - 1911) Cardinal, Archbishop of Sydney Jeremiah O'Flynn (1788 - 1831) Priest John Polding (1794 - 1877) Vicar Apostolic, Archbishop of Sydney Julian Tenison-Woods (1832 - 1889) Priest & Educator (Olivia) John Joseph Therry (1790 - 1864) Archpriest William Ullathorne (1806 - 1889) Priest Vaughan (1834 - 1883) Archbishop of Sydney
Narrative frameworks to support feedback Spoon Stirrer Measuring Timer Potential Questions for pupils to investigate: Note- Pupils will need to devise these themselves, you may wish to model one line of enquiry. Does temperature affect the rate of dissolving? Does the number of stirs affect the rate of dissolving? Does the amount of liquid affect the rate of dissolving? Does the type of container affect the rate of dissolving? Does the type of liquid affect the rate of dissolving? Main activity: Introduce pupils to the bank of resources at the table. Q- How can we handle these resources in a safe way? Q- Could we undertake any of the investigations we devised in the warm up using these materials? Review the learning outcome and elicit we are going to focus today’s investigations on the speed it takes for an object to dissolve. What could we investigate using these items? Remind pupils that in order to make a fair investigation we need only one variable. Allow groups time to discuss what they will investigate with the given materials. Remind pupils they need to plan fair investigations, instruct pupils they are to share their investigations with other groups through envoying- what would be a good thing to look out for when sharing your investigation’s with others? Elicit that we need to ensure all our testing is fair and that we can help each other to plan for that in our envoying time. Allow groups time to share investigations between themselves- teacher to float prompting with targeted questions as needed. pupils back into investigation groups- allow pupils a time to finalise investigations into a question, stating the variable they will change in order to investigate- e.g. Does temperature affect the rate of dissolving? Variable is water temperature. Discuss how groups will record the findings of their investigations on no pens day- pupils may wish to log on a computer graphing program, take photos, draw diagrams, sort objects from slowest to fastest etc. Recap the need to predict before investigating- Allow pupils time in groups to make predictions and undertake their investigations. Plenary: Allow groups 1 minute to make a conclusion statement for their investigations that include the Share ideas and discuss how their findings related to their predictions. Self-assess learning against WALT- did we plan and undertake a fair test?
2-5 Min. Cool down and Clean up equipment Semi-Circle Talk activity What were some difficulties? Did help? 1 Min. Assessment Have students complete smile assessment sheet: color in or circle. Smile if student enjoyed the activity Squiggly face if student didn’t mind the activity. Frowny if student did not enjoy the activity. 3 Unit: Cooperative Learning Day: 13 The Glob Equipment Needed: to mark off playing area Psychomotor Objectives: P1, P2, P10 Affective Objectives: A1, A2, A3, A5, A7 Time Activity – (LX) & Assessment Class Organization Cues & Feedback 1-2 Min. Warm-Up Semi-Circle in center of gym 5 Min. Introduction to Activity- The Glob Designate 2 students to be “globs” The object of the game is for everyone to become part of a glob and to try to avoid becoming part of a glob. Have students spread out in playing area. The two globs will try to tag people and have them become part of their glob. Once tagged, students may connect their glob by holding hands or locking elbows. If that connection is broken at any time, then the Semi-Circle in center of gym Emphasis cooperation and teamwork to catch those who are left. Discuss possible strategies
Year 6 Aspect: Grammar, Punctuation and Vocabulary Metric: Continuum Markers and Syllabus Content Term 1 Term 2 Term 3 Term 4 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Week 5 Week 10 Zone of High Performance 4+ markers 8+ markers 12+ markers 16+ markers 19+ markers 21+ markers 23+ markers Year Seven markers Zone of Expected Achievement 3 markers 5 - 7 markers 8 - 11 markers 12 - 15 markers 16 - 18 markers 19 - 20 markers 21 - 22 markers 23 - 24 markers Educationally at Risk Tier 1 Intervention 1-2 markers 3 - 4 markers 5-7 markers 9 - 11 markers 11 – 15 markers 15 - 18 markers 18 - 20 markers 20 – 22 markers Tier 2 Intervention 0 markers 1 - 2 markers 3- 4 markers 6-8 markers 7 - 10 markers 10-14 markers 14-17 markers 17-19 markers Tier 3 Intervention Carry over from Year 5 0 markers 0 - 2 markers 0-5 markers 6 markers 0-9 markers 0-13 markers 0-16 markers
School lunches A healthy lunch is necessary for your child to maintain their energy and concentration levels throughout the afternoon classes. School Dinners are free of charge. There is a vegetarian or meat (Halal) option for your child to choose from. Please inform staff of any additional dietary requirements such as allergies. Fruit Tuck Shop To encourage our children to eat 5 and vegetables a day, offer a fruit tuck shop during playtimes where a piece of fruit costs 20p. School Uniform The school encourages all children to wear uniform. The school sweatshirt is in 3 colours which may be purchased through the school webpage under the parent information section. Reception and KS1 have been allocated blue sweatshirts, Year 3 and 4 have been allocated purple sweatshirts and Year 5 and 6 have been allocated red sweatshirts. Each item of uniform must be clearly marked with the pupil’s full name. In Year 6, children should not be wearing Velcro shoes and if wearing laces, should be able to tie them independently. English guidance During year 6 children need to be able to: Use ambitious vocabulary correctly to embellish writing. To use a range of clauses including: subordinate and embedded with correct comma placement. To understand and use: A range of punctuation accurately including full stops, capital letters, commas, speech marks, Hyphens, semi colons, colons, dash, brackets. Active/ passive voice Subordinating and coordinating conjunctions Modal verbs, determiners and modifiers Questions, statements, commands and exclamations. Verb agreements, past, present and future tense. Direct and reported speech (inverted commas). High connectives and openers. To confidently write for a range of genres including narrative stories, letters, diary entries, and texts including speeches, explanations and biographies. To be able to read and understand a range of high level text; both fiction and non-fiction.
Loyal Blue, Dog, Wolf, Horse, Axe, Ring Hard working Bees, Camel Ambitious Snake Enthusiasm Falcon, Hawk, Fire Clever / Wisdom Fox, Grasshopper, Cubes, Dice, Crescent Leader Purple, Eagle, Crown, Bridge Trustworthy Raven, Gold Circle Peace / Harmony White, Silver, Stag, Elk, Deer, Moon Grace Purple, Mermaid Beauty Peacock, Butterfly Honest / Truthful Blue, Hand, Generous Yellow, Gold Dear _________________, ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Year 6 Learning Challenge Poem: World War II Poetry (Various) Art Work: Dig for Victory (Poster Art) Person: Eileen Nearne (British Spy) or RJ Mitchell (Inventor of the Spitfire plane) Music: We’ll meet again by Vera Lynn Poem Art Work Person Music Beginning Learn it off by heart Find out 10 facts about the painting/artist Draw a portrait of the person Listen to the piece of music and say what you like about it. Find another poem by the poet Produce a collage of other paintings by the artist Produce a timeline of their life Identify the instruments. Secure Create a performance as part of a pair/group Draw a picture in similar Produce a poster to advertise achievements Research the life of the musician(s). Write a short biography about the poet Transform the medium of the painting: use collage instead of painting Write a letter asking them about their life Attempt to recreate the piece of music Greater Depth Write your own poem inspired by the topic Use the image as a stimulus for a piece of descriptive writing. Explain how the world would be without this person A mind map of different emotions you feel at various points in the piece Compare and contrast two poems by the poet Describe the painting: what it represents, Give five reasons for and against why they Produce a piece of art/collage based on
Teacher/TA support where required to keep conversations lively. another facing it, forming an inner circle. Bell. Key skills for speaking and listening on whiteboard. Checklist of subjects to cover and provide possible matches. A4 sheet with photo on or name at top for matching friends to add their name. Sheet of name stickers for each child x maximum number of children in class. Plenary: Let’s find out if we have any matches! Look at all the potential friends we have – who has new ones? Discuss what went well / could be improved. Ask how conservation skills have been improved. How will this help them in future situations? Assessment for learning: Teacher targeted questioning, peer assessment, observation. Homework: Try your new conversation skills out by telephoning a friend or family member.
Year 6 – Yearly Overview Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Place Value Fractions Decimals and percentages Measure, perimeter, area and volume Algebra Ratio Geometry – Properties of shapes Geometry – position and direction Statistics Spring SATS PREPARATION Summer SATS PREPARATION
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Place Value Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit any whole number to a required degree of accuracy Use negative numbers in context, and calculate intervals across zero Solve number and practical problems that involve all areas of number and place value Fractions Compare and order fractions, including fractions > 1 Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, × = ] Divide proper fractions by whole numbers Decimals and percentages Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts Multiply one-digit numbers with up to two decimal places by whole numbers Use written division methods in cases where the answer has Measure, perimeter, area and volume Recognise that shapes with the same can have different perimeters and vice versa Recognise when it is possible to use formulae for area and volume of shapes Calculate the area of parallelograms and triangles Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for Algebra Use simple formulae Generate and describe linear number sequences Express missing number problems Find pairs of numbers that Ratio Solve problems involving the relative sizes of two where missing values can be found by using integer and division facts Solve problems involving similar shapes where the scale Geometry – Properties of shapes Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius Draw 2-D shapes using given dimensions and angles Recognise angles where they meet at a point, are on a straight line, or are vertically Geometry – position and direction Describe positions on the full coordinate grid (all four quadrants) Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. Statistics Interpret and construct pie charts and line graphs and use these to solve problems Link or 360° to calculating angles of pie charts. Calculate and interpret the mean as an average .
Council & Committees Executive Technical Committee Education Committee Public Relations Committee IMSSA Conference / Events NOVEMBER Tue 7 TUKS JANUARY Tue 30 COM Tue 30 COM FEBRUARY Tue 6 COM MARCH Presidents’ Cup Fri 16 Glenvista APRIL Tues 24 COM Thur 26 COM Tues 24 COM MAY Tue 8 COM JUNE JULY Tue 31 COM AUGUST Tue 14 COM Tue 7 COM Tue 7 COM SEPTEMBER AGM & AfriGeo 17 - 19 OCTOBER Tue 30 COM Tue 16 COM Tue 30 COM NOVEMBER Tue 6 COM DECEMBER
MONTH Free State Branch Mpumalanga Branch North West Branch Limpopo Branch Botswana Branch MS Qualification Forum NOVEMBER Fri 3 Phalaborwa JANUARY FEBRUARY Fri 16 TBA Fri 2 Rustenburg Fri 23 Lephalale Grootegeluke MARCH Fri 2 TBA APRIL MAY Fri 18 TBA Fri 18 Der Broggen Steelpoort Fri 11 TBA JUNE Fri 8 TBA Fri 1 TBA JULY AUGUST Fri 31 TBA Fri 17 TBA SEPTEMBER OCTOBER Fri 5 TBA Fri 26 Polokwane NOVEMBER Fri 16 TBA DECEMBER
Assessment Task Sheet - Student Name: Year Level: 6 Name of Task: Chemical and Physical Change Report Teacher: LearningArea/s: Science Date Commenced: Date Due: Type of Task: Oral Written Other Task Conditions: Individual Pair Group Work In Class Homework Other Opportunity to Access: Books Notes Library Technology Assessed By: Self Peer Teacher Task Description Your task is to write a report explaining what happens when combinations of water, sodium bicarbonate and tartaric acid are mixed in different combinations. Procedure: Using your completed investigation planner and observations recorded in your science journal you will complete the report outline titled Science Practical. Resources: Students completed investigation planner, notes and observations recorded in science journal and outline titled Science Practical (to be handed out in class) A selection of resource in the classroom from the library. My classes pathfinder of websites and learning Federation objects available via year 6 myclassess page.
Explain the significance and role of an individual and group. Describe the significance of people to about change. Identified the significance of people to bring about change. Historical Skills Chronology, terms and concepts Timelines sequences events in a chronological framework, using dating conventions to represent and measure time. Timeline sequences events in chronological order by representing time. Timeline show some sequence of events in chronological order. Timeline shows some events in chronological order. Disjointed timeline shows some events but not in chronological order. Historical Questions and research Develop an indepth range of questions to frame a historical inquiry. Develop a range of questions to frame a historical inquiry. Develop questions to a historical inquiry. With significant scaffolding, develop some questions to frame their inquiry. Difficulty forming questions. Analysis and use of sources Locate, compare, select and use a range of more than 8 sources as evidence. Locate, compare, select and use a range of 7-8 sources as evidence. Locate information related to inquiry questions from a range of 4-6 sources. Locate information related to inquiry questions from 1- 3 sources. Used information from class notes only. Perspective and interpretations Examine sources to provide an indepth explanation of points of view. Examine sources to identify and describe points of view. Examine sources to identify points of view. Examine sources to identify some points of view. Examined a source to identify a point of view. Explanation and communication Develop text, organise and present findings using historical terms and concepts, incorporate relevant sources, and acknowledge sources of information. Develop texts, organise and present information, use historical terms and concepts and incorporate relevant sources. Develop, organise and present texts, using historical terms and concepts and incorporating some relevant sources. Develop and present texts, using some historical terms and concepts. Develop a text that uses minimal historical terms and concepts.v FEEDBACK: Signature: Date:
Area and Perimeter Assess learning Developing awareness that shapes with the same perimeter can have a different area tiles they need to figure out the different rectangular table arrangements that would fit all 32 people. Before the students do this task the teacher model this task by doing an example with them using a smaller amount. Explain The teacher the students after a while then guides them through a discussion about the concepts of perimeter and area and how they apply to the situation. Elaborate They need to draw their solutions on graph paper stating how many tables are needed and how many people will fit. They record the area and perimeter of the tables. Evaluate Students discuss as a group what they discovered from the activity. The teacher digitally records the student’s reflections. Students Coloured tiles Graph paper class and when working Students answers to the task 2 Area and Perimeter Assess prior learning Developing awareness that shapes with the same perimeter can have a different area Engage Fluency activity. Students play a short game in pairs aimed at practising multiplication facts which will be relevant when learning area. Whole class reflection on the task completed last session. Explore Continuing from the lesson before students discuss options to figure out the and most expensive table arrangements. Explain Teacher leads the class in a brainstorming session helping students to work through the problem. Elaborate Teacher: Spaghetti and Meatballs for All by Marilyn Burns Whiteboard Students Last sessions task Graph paper Formative Assessment Observation of the students learning Students participation in discussion: whole class and when working Students answers to the task
La Bachelor of Teaching (Primary) LESSON PLAN FORMAT Name: Emma Arthur School: X Primary School Topic: Area and Perimeter Learning Area: Mathematics Date: - Year Level: Grade 6 Duration: 1 hour Learning Purpose: To see what students already know about area and perimeter and to introduce them into the topic. Students will be reminded/learn of the terms: area, perimeter, length and width. They will learn how to calculate both and develop an awareness that shapes with the same perimeter can have a different area. VELS references: Measurement and Geometry Using units of measurement Solve problems involving the comparison of lengths and areas using appropriate units Activity Group set up Materials Engagement: Read Spaghetti and Meatballs for All by Marilyn Burns Procedure: Explore The teacher checks for comprehension of the text. Ask multiple students “What was Mrs. Comfort worried about?” Students should answer that Mrs. Comfort was worried that was not enough room for all of her quests to have a seat at the table. The teacher will then ask leading questions to get more information from the students “Why wasn’t there enough room at the table?” and “In the book what solution did the Comfort’s come up with?” Whole Class Whole Class Spaghetti and Meatballs for All by Marilyn Whiteboard Whiteboard marker
YEAR 7 SOCIAL SCIENCES Term One – Geography: The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the nature of water as a natural resource. The concept of place is expanded through students'
to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations. Term Two – Civics & Citizenship: Students continue to build on their understanding of the concepts of the Westminster system and democracy by examining the key features of Australia's democracy, and how it is shaped through the Australian Constitution and constitutional change. The concepts of justice, rights and responsibilities are further developed through a focus on Australia's legal system. Term Three – History: Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the ancient past, and why and where the earliest societies developed. Term Four – Economics: An understanding of the concepts making choices and allocation is further developed through a focus on the interdependence of consumers and producers in the market, the characteristics of successful businesses, including how entrepreneurial behaviour contributes to business success. Work and work futures are introduced, as students consider why people work. Students focus on national issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate. In Year 7 Course 3, the application of all Questioning and Researching, Analysis and Communicating and Reflecting skills are further developed with the building of Analysis skills to enhance understanding of content. These skills include: Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines) Translate information and/or data from one format to another (e.g. from a to a graph) subject‐specific skills and concepts in familiar and new situations YEAR 7 SOCIAL SCIENCE ASSESSMENT SCHEDULE Throughout the year, you will be marked on the following assessments. Each of these will contribute to your overall mark. You are required to keep your assessments in your assessment folder. TERM/WEEK ASSESSMENT WEIGHTING
Week Topic Learning Outcomes Activities and resources Assessments Curriculum link 1 Balanced and Unbalanced forces 5 Key facts about forces A force is a push, pull or twist Forces have magnitude and direction Newton’s first law: An object will continue in a constant state of motion unless an unbalanced force acts upon it. Forces can be represented by arrows Predict the movement of objects with forces acting on them Forces can be contact and non-contact Forces booklet Amazing Science 7, ch7: balancing forces Forces worksheet Clickview video Push and Pull force BBC Bitesize quiz: 1.1.1.1, 1.1.1.2 2 Collisions Use Newtons first law to explain the physics of car crashes Watch the start of this video 1.1.1.1, 1.1.1.2 Car safety Understand how car safety features prevent injury Clickview video: The Physics of Car Crashes 1.1.1.1, 1.1.1.2 Plan egg drop Design a container which could hold an egg and prevent it from breaking after a drop from a balcony Amazing Science 7,ch5: Balancing forces 3.2.1 3 Egg drop and carry out egg drop Friction What is friction and what causes it? What factors affect friction Increasing or decreasing friction Friction slows down moving objects Predict direction friction is acting in in various situations Reducing friction Amazing Science 7, ch5: Friction – friend or enemy BBC Bitesize quiz 1.1.1.1, 1.1.1.2
9 Ongoing investigation Submit Ongoing investigation booklet. The booklet will include a variety of investigation styled questions based on the simple machine and forces topic. 1.1.1.3, 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.4.1, 3.4.2, 3.5.1 Study skills: Graphic organisers/develop a proformar for an Investigation. skills: Collect data and represent it in tables. Annotate data whilst conducting experiments. Assessments Week Type Name Weighting 7 Exam Semester 1 Exam 25% 9 Investigation Investigation Booklet 15% Curriculum Links