Years 5/6

Year 5/6 – Term 4 Overview 2017


Read to Self: Students will be allocated personal reading time to read suitable, engaging and challenging material that aims to expand their vocabulary.  Students are expected to enter any unfamiliar words into their spelling log. Students have a goal of finding at least five new words each week.

Guided Reading: Students will participate in guided reading sessions each week.  Reading material for these groups is carefully selected by the teacher.  In these sessions, students are taught and encouraged to use a range of strategies to improve their reading, fluency, comprehension and understanding the difference between implying and inferencing.

Spelling Groups: Students engage in weekly spelling sessions that build on their understanding of the Triple Word Theory.

Writing: The text types to be covered in depth this term are writing to socialise texts (letters, invitations, thank you or apology notes, blogs etc.) information reports and persuasive texts. Students will be given the opportunity to develop and plan a bank of text types to support independent writing during Writer’s Notebook sessions.

Viewing:  Students are given opportunities to view or watch clips, demonstrations and short videos which link to their learning.  This occurs as part of English and across other areas of the curriculum as necessary to support student learning.


Students have four mathematics sessions per week.  Each session will involve a mental computation section and the explicit teaching of mathematical concepts.­

The concepts covered by Year 5 this term includes twenty four hour time, probability, volume and capacity, area and perimeter, two and three dimensional shapes, mass and money.

The concepts covered by Year 6 this term includes statistics and probability, volume and capacity, two and three dimensional shapes, area and perimeter, mass, money and patterns.

Humanities and Social Sciences (HASS)

This term our HASS unit will have three components. Students will continue with their studies on Geography and Civics and Citizenship and a unit on Business and Economics.

Geography – provides opportunities to develop students’ understanding of place, space, environment, interconnection and change. Students explore the diverse environments, peoples and cultures within the Asian region and at a global level to expand their mental map of the world. Students examine Australia’s various connections with other countries and places throughout the world, how these are changing, and the effects of these interconnections.

Civics and Citizenship - provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students are introduced to the key values of Australia’s liberal democratic system of government, such as freedom, equality, fairness and justice. Students begin to understand representative democracy by examining the features of the voting processes in Australia. Students expand on their knowledge of the law by studying the role of laws and law enforcement. Students investigate how diverse groups cooperate and participate in our community.

Economics and Business Studies - The content in the economics and business studies focuses on developing students’ understanding of why decisions about the ways resources are allocated to meet needs and wants in their community. The limited nature of resources means that businesses and consumers make choices (resource allocation and making choices). This involves consumers choosing what to purchase and businesses choosing the way they provide goods and services (consumer literacy, business environment). Students consider the effect of consumer and financial decisions on individuals, the community and the environment (consumer and financial literacy).

Information and Communication Technology (ICT)

Students will continue to regularly use Chromebooks and the Smartboard to enhance their learning through Internet research and word processing. This term students will also be engaged in a unit of study on Digital Technologies.

Digital Technologies - Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.


Students have the opportunity during literacy sessions to independently visit the school library to exchange books.

Physical Education (PE)

Mrs Martin will continue to take all the year 5/6 classes for a 45 minute lesson of Physical Education each week.  Heron Island will have PE on Tuesday and Lizard and Bedarra Islands will have PE on Thursday. During term 4 the children will be applying the fundamental motor skills of ‘ball bounce’ and ‘kicking’ to the sports of basketball and soccer. The children will continue to discuss the impact that regular participation in sport can have on their health and wellbeing and throughout all activities there will be a focus on working cooperatively, following the rules and being a fair player. Students will also have sessions for Bike Education, Social & Emotional Learning Program, fundamental motor skills and cooperative games throughout the week.

The Arts

Students participate in weekly drama, visual art and media arts sessions to engage in The Arts curriculum.

Drama - Students will identify the elements of drama and participate in a range of impromptu and scripted drama activities to develop their understanding of the elements and concepts within the drama curriculum.

Visual Art – Students develop their understanding of use and application of visual conventions as they develop conceptual and representational skills. They test and innovate with available materials, techniques, technologies and processes. Students explore ideas, concepts and viewpoints as they make and respond to visual artworks and draw ideas from other artists and artworks.

Media Arts – Students will have opportunities to develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their compositions. They can extend their understanding and use of time, space, sound, movement, lighting and technologies as well as identify the variety of audiences for which media artworks are made. Students will explain the purpose and processes for producing media artworks, explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they make and respond to media artworks.

Science & Sustainability

This term in sustainability sessions, students will be working on units designed to raise awareness and become active in sustainable practices at school and in their home environment.

Languages Other Than English (LOTE): Japanese

This term in Japanese students will make and present a book using the vocabulary and grammar they have learned. They will also explore the story ‘Sadako and the 1000 Paper Cranes’.


Homework will consist of our annual Spring Project which was given out in week six of term three. Student’s projects will be due at school on Friday November 17 and will be presented to the rest of the school and community at the Spring Project Expo on Monday November 20.

Instrumental Music Program (IMP) School Band

IMP School Band practise and lessons occur on Tuesdays and Thursdays. These lessons are taught by the IMP Band teacher.Year 6 band members have break one practise on Wednesdays. Year 5 band members have break two practise on Mondays.









Literacy - independent writing, read to self/reading & spelling groups

Explicit Modelled writing  & Independent session


Literacy - independent writing, read to self/reading & spelling groups

Writing Conference

Literacy - independent writing, read to self/reading & spelling groups

Writing Conference

Mental  Computation


Literacy - independent writing, read to self/reading & spelling groups

Writing Conference

Writer’s Notebook or Lightning Writing


B1 – 10mins eating in class; 30 mins play

B1 – 10mins eating in class; 30 mins play

B1 – 10mins eating in class; 30 mins play

B1 – 10mins eating in class; 30 mins play

B1 – 10mins eating in class; 30 mins play



Mental Computation

Release 45mins

PE, Japanese &Sustainability

MCSS Dance

or Dance

Digital Technologies


BAND Yr 5 – 11:15 to 12

Yr 6 – 12 to 12:45

Economics & Business


Mental  Computation



B2 – 10mins eating in class; 30 mins play

B2 – 10mins eating in class; 30 mins play

B2 – 10mins eating in class; 30 mins play

B2 – 10mins eating in class; 30 mins play

B2 – 10mins eating in class; 30 mins play



Economics & Business


Yr 5 – 1:25 to 2:10

Yr 6 – 2:10 to 2:55

Drama &


PE – skill based

Bike Ed/ SEL / Visual Art

(3 x half hour)

Planning – 45mins

Release – 45mins

PE, Japanese &Sustainability

Musical Rehearsal

Assembly 2:15pm

(only even weeks)