Year 5 Cannonvale Curriculum
2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS ENGLISH Term 1 - Where in the world am I? Where In the World Am I? Responding to poetry Using the ‘I Am’ Framework, students listen to, read and view a range of poetry, including narrative poems, to examine language features and author’s message. They create their own ‘I Am’ poem. Students examine the link between poetry and narrative structures to retell events. The read accounts in various forms, including poetry and narrative, from the Goldfields. Students then link poetry to narrative through the construction of a narrative letter to retell events at the Goldfields. Term 2 - From Little Things Big Things Grow From Little Things Big Things Grow! Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories. Students study the novel ‘Storm Boy’ examining its literary features, structure, character traits and the author’s message. They interpret and analyse information from the text. Students demonstrate their understanding by creating a collection of work including: a written comparison of Storm Boy with another novel, completed trilevel comprehension questions and the sequence of main events written and illustrated. http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! Oh The Places You Go When You Read! Examining media texts Food Glorious Food Students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies to complete a series of comprehension questions on particular articles. They create a digital multimodal feature article, including written and visual elements, from their viewpoint regarding the environmental issue of flying foxes living close to people. Students listen to, read and view persuasive speeches to examine techniques and features used by the speaker to effectively persuade the audience. Economics and Business Covered in maths Spring Fair assessment. (Draft not to be introduced in Students develop an understanding of why decisions need to be made when allocating resources and the Speaking Persuasively They participate in a variety of leadership activities. Students then construct their own formal leadership speech to be presented as part of the school’s elections for school captains and sports captains. 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? 2015) GEOGRAPHY Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! various factors that may influence them when making decisions. Exploring How People And Places Affect One Another Students identify and describe the characteristics of 3 climate types in Australia. They identify and discuss the cause and effect relationship between the environment and land use. Exploring How Places Are Changed And Managed By People Students visit the Port of Airlie or similar location and examine the human and environment characteristics and the relationship between them. In this unit, students: In this unit, students: • Draw on studies at the national scale, including Australia and the location of major countries in Europe and North America • Draw on studies at the national scale, including Australia • Recognise the purpose and types of geographical questions • Collect and record relevant geographical data and information from secondary sources, to identify the influence of the environment on the human characteristics of places • Represent in a graphic form climate data for places and interpret the effect of climate on the environmental and human • Identify and describe how places are affected by the interconnection between people, places and environments • Develop an inquiry question about responding to the geographical challenge of a proposed development • Collect and record relevant geographical data and information from primary and secondary sources, to identify the influence of people on the human characteristics of places, including Term 4 - Food glorious food! 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! how the use of space within a place is organised characteristics of a place • Describe the location of selected countries in relative terms • Present findings, using geographical terms on the ways people respond to a geographical challenge • Construct large-scale and smallscale maps conforming to cartographic conventions to locate and label places and their major environmental and human characteristics • Propose ways people can respond to a geographical challenge and identify the expected effects of their proposed action. • Compare geographical information to identify patterns or trends in how people have responded to climatic conditions in places • Describe the interconnections between people, places and environments and identify the effects of these interconnections on the characteristics of places and environments. • Respond to a geographical challenge, developing and presenting a response. • Identify alternative views on how to respond to a geographical challenge such as a development proposal. HISTORY Cause And Effect Of Changes In Moreton Bay. Students create a collection of work identifying aspects of Brisbane which have changed Peter Lalor and The Eureka Stockade Students complete a short answer and multiple choice test identifying how Peter Lalor and 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow and those which have remained the same. The collection of work will include a poster encouraging free settlers to move too Brisbane. They develop and answer inquiry questions including: • How did an Australian colony develop over time and why? • How did colonial settlement change the environment? • What developments took place in Moreton Bay- the cause and effect of changes http://www.australiancurriculum.edu.au/home Term 4 - Food glorious food! Term 3 - Oh the places you can go when you read! the events of the Eureka Stockade were significant in bringing about change in Australian democracy This unit incorporates the overarching theme for Term 4 “Food Glorious Food” as students consider the change in diet from the time of the Eureka Stockade to our modern day diets and the causes for this change. Students develop and answer inquiry questions including: • What were the significant events and who were the significant people that shaped Australian colonies? • What do we know about the lives of people in Australia’s colonial past and how do we know? In this unit students: • Recognise key events in Australia of the 1800s • Appreciate how Australians came to live together and were governed overtime • Sequence key events related to the development of British colonies in Australia, in particular Moreton Bay. • Investigate the economic, political and social motivations behind colonial developments, particularly the establishment of In this unit students: • Recognise key events in Australia of the 1800s • Appreciate how Australians came to live together and were governed overtime investigate the causes and effects of 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 4 - Food glorious food! Term 3 - Oh the places you can go when you read! the Moreton Bay colony in Queensland, • Use provided sources to examine and describe aspects of daily life in the early to mid1800s • Locate information in sources about the reasons for migration to the colonies by people from Europe during the mid-1800s • Use provided sources to examine and describe the impacts of colonisation on the environment and Aboriginal peoples. • Use provided sources to examine and describe the experiences of and the contributions of significant individuals, in particular Peter Lalor, to life in the colonies Covered in Geography Civics and Citizenship They identify various was people can participate effectively in groups to achieve shared goals. Students develop questions and use information from different sources to investigate the society in which they live. They identify possible solutions to an issue as part of a plan for action. This is a draft not to be introduced in 2015. MATHS significant developments or events affecting development of the Queensland colony, for example, frontier conflicts such as the Eureka Stockade. Mastering My Maths World Growing as a Mathematician Problem Solving and Reading Go Together Food is Fuel For the 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow Focus concepts: Number names and concepts, counting, decimal numbers, negative numbers, ordering, addition and subtraction including partitioning, joining and separating, 2D and 3D shapes Focus concepts: Counting patterns, Money, Fractions, Multiplication including arrays, Time, Length and Area PROFICIENCY STRANDS Through the completion of novel/unfamiliar problems and investigations, students work mathematically in the proficiency strands of Understanding, Problem-Solving, Fluency, and Reasoning Our Solar System TECHNOLOGY DIGITAL Students create a Solar System table showing: Planet names, diameters, distance from the sun, size of orbit, length of a day, size compared to Earth. This requires students to: • Explore how people safely use common information systems to meet information communication PROFICIENCY STRANDS Through the completion of novel/unfamiliar problems and investigations, students work mathematically in the proficiency strands of Understanding, Problem-Solving, Fluency, and Reasoning http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Focus concepts: Larger numbers, regrouping, formal operations, fractions, chance and data, position and direction PROFICIENCY STRANDS Through the completion of novel/unfamiliar problems and investigations, students work mathematically in the proficiency strands of Understanding, Problem-Solving, Fluency, and Reasoning Keepers of Our Environment Students create a feature newspaper article about an environmental issue. This requires students to: • Recognise and explore patterns in data and represent data as pictures, symbols and diagrams • Recognise different types of data and explore how the same data Term 4 - Food glorious food! Mathematician’s Brain Focus concepts: Number concepts, Transformations, Area, Mass, Patterns and Functions, Geometry PROFICIENCY STRANDS Through the completion of novel/unfamiliar problems and investigations, students work mathematically in the proficiency strands of Understanding, Problem-Solving, Fluency, and Reasoning 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? and recreation needs • Explore and use a range of digital systems with peripheral devices for different purposes and transmit different types of data. • Recognise different types of data and explore how the same data can be represented in different ways. • Explain how developed solutions and existing information systems meet common personal, school or community needs; and envisage new ways of using them • Collect, access and present different types of data using simple software to create information and solve problems. • Implement digital solutions as simple visual programs with algorithms involving branching (decisions), and user input. http://www.australiancurriculum.edu.au/home Term 2 - From Little Things Big Things Grow Term 3 - Oh the places you can go when you read! • • • • can be represented in different ways. Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols. Collect, access and present different types of data using simple software to create information and solve problems. Consider layout - placement of graphics, captions, colour and use of columns Consider ethical requirements and protocols in the use of diagrams and data. (This unit is linked to English and Geography) (This unit links to Science, Technology Design and Media Arts) TECHNOLOGY DESIGN Design a Solar System Resource Students explore the characteristics and properties of materials and components that Design a Poster and Feature article about a Hotel Development Students explore the characteristics and properties of Term 4 - Food glorious food! 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? are used to produce designed solutions. They design a Solar System Resource to use whilst teaching Year 4 students. These activities require students to: • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs. • Explore needs or opportunities for designing and the technologies needed to realise designed solutions. • Visualise, generate, develop and communicate design ideas through describing, drawing and modelling. • Use materials, components, tools, equipment and techniques to safely make designed solutions. • Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment. • Sequence steps for making designed solutions and working collaboratively. Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! materials and components that are used to produce designed solutions. Students design a poster showing the proposed location for a Hotel development and create a feature article about the proposed development. Consideration is given to placement of graphics, captions, columns for design These activities require students to: • Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs. • Explore needs or opportunities for designing and the technologies needed to realise designed solutions. • Visualise, generate, develop and communicate design ideas through describing, drawing and modelling. • Use materials, components, tools, equipment and techniques to safely make designed solutions. • Consider placement of graphics, captions and use of columns Term 4 - Food glorious food! 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! • Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment. • Sequence steps for making designed solutions and working collaboratively (This unit is linked to Science and Visual /Media Arts) (This unit is linked to English, Geography and Media Arts) SCIENCE THE ARTS Our Place In The Solar System Students will describe and compare the key features of our solar system and explain patterns in data. They explore developments in Science which improve people’s understanding of the world. Students record their findings in a computer-generated data table. They create a model of the solar system to be used as a teaching tool for younger students. Survival in the Australian Environment Students will examine the structural features and adaptations that assist living things to survive in their environment. This knowledge will be used to create a report on a chosen animal. Matter Matters Students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students will pose questions, make predictions and plan investigation methods into the observable properties and behaviour of solids, liquids and gases. Two pieces of assessment will include a written assessment and a small group investigation of the viscosity of liquids. Solar System Model NAIDOC Week Celebrations Feature Article Stomach Ulcer Research Students will investigate, research and discuss the discoveries made by modern-day scientists and how they have influenced our lives. They write a newspaper article about Barry Marshall and Robin Warren’s work on stomach ulcers. Students recount information about the scientists and identify how science links to the treatment of the disease. This will incorporate the overarching theme for Term 4 “Food Glorious Food” 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS MEDIA (Class Teacher) http://www.australiancurriculum.edu.au/home Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow Term 3 - Oh the places you can go when you read! Students create a scale model of the Solar System. As part of NAIDOC week celebrations, students identify intended purposes and meanings of media artworks using media arts key concepts, starting with media artworks in Australia, including media artworks of Aboriginal and Torres Strait Islander Peoples. Students design the layout for a feature article about an environmental issue. This will be written as part of the English unit. Placement of graphics and captions and use of columns for design purposes is a focus. Students are required to: • Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text. • Plan, produce and present media artworks for specific audiences and purposes, using responsible media practice. (Taught but not assessed) (This unit is linked to Visual Arts, Technology and Science) Term 4 - Food glorious food! Students are required to: • Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text. • Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text. • Plan, produce and present media artworks for specific audiences and purposes, using responsible media practice (This unit is linked to English and Digital Technology). The Arts Music MUSICAL TASTES Students develop technical and MUSIC BRINGS US TOGETHER Students explain how the MUSIC, A SECOND LANGUAGE FOOD GLORIOUS FOOD Students explore dynamics and 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 2 - From Little Things Big Things Grow Term 3 - Oh the places you can go when you read! expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community. elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music. Students rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience They develop their knowledge of beat, rhythm, pitch and dynamics through their study of the Yr 5 text, Cantabile. They develop their knowledge of beat, rhythm, pitch and dynamics through their study of the Yr 5 text, Cantabile. They develop their knowledge of beat, rhythm, pitch and dynamics through their study of the Yr 5 text, Cantabile. They also continue their study of recorder through the Recorder Karate Program. This is a differentiated program in which students progress through a variety of levels by correctly performing increasingly difficult songs. They also continue their study of recorder through the Recorder Karate Program. This is a differentiated program in which students progress through a variety of levels by correctly performing increasingly difficult songs. They also continue their study of recorder through the Recorder Karate Program. This is a differentiated program in which students progress through a variety of levels by correctly performing increasingly difficult songs THE ARTS SOLAR SYSTEM SCALE MODEL INDIGENOUS ART DISPLAY VISUAL ARTS (class teacher) Students create a scale model of the Solar System which will be used to teach Year 4 students. Students create an indigenous art display Visual Arts to be offered weekly as Students are required to: • Develop and apply techniques and (Specialist) Term 1 - Where in the world am I? http://www.australiancurriculum.edu.au/home Students are required to: • Explore ideas and practices used by artists, including practices of Term 4 - Food glorious food! expression, using aural skills to identify and perform rhythm and pitch patterns. They develop their knowledge of beat, rhythm, pitch and dynamics through their study of the Yr 5 text, Cantabile. They also continue their study of recorder through the Recorder Karate Program. This is a differentiated program in which students progress through a variety of levels by correctly performing increasingly difficult songs. Students begin their study of Ukulele. 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS one of the activities on Friday afternoons while musical practice is on. Term 1 - Where in the world am I? processes when making their artworks • Plan the display of artworks to enhance their meaning for an audience. (This unit is linked to Technology and Science) Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions. • Identify purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples. (This unit is linked to English and Naidoc week.) THE ARTS DRAMA (class teacher) Eureka Stockade Role Play Students write and perform a reenactment of scenes from the Eureka Stockade. Students are required to: • Explore dramatic action, empathy and space in improvisations, play building and scripted drama to develop characters and situations. • Develop skills and techniques of voice and movement to create 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? http://www.australiancurriculum.edu.au/home Term 2 - From Little Things Big Things Grow Term 4 - Food glorious food! Term 3 - Oh the places you can go when you read! character, mood and atmosphere, and focus dramatic action. • Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience. • Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons. (This unit is linked to History) THE ARTS DANCE (specialist) RAW ENERGY DANCE EDUCATION Students participate in the REDed Raw Energy Dance Education program. • Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of RAW ENERGY DANCE EDUCATION Students participate in the REDed Raw Energy Dance Education program. RAW ENERGY DANCE EDUCATION Students participate in the REDed Raw Energy Dance Education program. • • Students apply movement skills in dance, gymnastics, games and sports, and practise Students apply, adapt and vary movement skills in dance, gymnastics, games and sports. RAW ENERGY DANCE EDUCATION Students participate in the REDed Raw Energy Dance Education program. • • Students apply, adapt and vary movement skills in dance, gymnastics, games and sports. They understand the elements 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? • • minor games. They perform movement sequences with consistency and control and demonstrate cooperation, effort and practice in physical activity. They participate in physical activity and investigate how it contributes to a healthy and active lifestyle. Creative Arts Students perform dances demonstrating a range of performance qualities and increasingly complex movement skills. They explore the elements of dance in their own works and how these can be selected and combined to convey meaning. Students discuss the meaning and purpose of dance works and the roles of the creator and performer HEALTH Fun Friends Helpful and Unhelpful Thoughts Role Play http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! They understand the elements of movement and compose and perform movement sequences with control and coordination in various contexts. • Students demonstrate teamwork, tactics and strategies when participating in team games. • Students participate in a range of moderate to vigorous physical activities and apply movement skills with increased confidence and precision. • They investigate the effects of physical activity on health and monitor and evaluate physical activity levels. of movement and compose and perform movement sequences with control and coordination in various contexts. • Students demonstrate teamwork, tactics and strategies when participating in team games. • Students participate in a range of moderate to vigorous physical activities and apply movement skills with increased confidence and precision. • They investigate the effects of physical activity on health and monitor and evaluate physical activity levels. Term 2 - From Little Things Big Things Grow • • manipulative skills in a range of minor games. They perform movement sequences with consistency and control and demonstrate cooperation, effort and practice in physical activity. They participate in physical activity and investigate how it contributes to a healthy and active lifestyle. Creative Arts Students perform dances demonstrating a range of performance qualities and increasingly complex movement skills. They explore the elements of dance in their own works and how these can be selected and combined to convey meaning. Students discuss the meaning and purpose of dance works and the roles of the creator and performer. • Creative Arts Students perform dances from a range of contexts demonstrating movement and expressive qualities appropriate to the dance. They explore, refine and organise movement to convey meaning to an audience. They recognise and discuss how dance has various artistic and cultural contexts. Creative Arts Students perform dances from a range of contexts demonstrating movement and expressive qualities appropriate to the dance. They explore, refine and organise movement to convey meaning to an audience. They recognise and discuss how dance has various artistic and cultural contexts. Leadership Challenge 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Physical Education Sport to be offered weekly as one of the activities on Friday afternoons while musical practice is on. Students design, rehearse and present a role play about the consequences of helpful and unhelpful thoughts. This unit requires students to: • Recognise the influence of emotions on behaviours and discuss factors that influence how people interact. • They describe their own and others’ contributions to health, physical activity, safety and wellbeing. Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! Students study the traits of leadership and complete and present their leadership challenge This unit requires students to: • Investigate developmental changes and transitions. • Examine the changing nature of personal and cultural identities. • Describe their own and others’ contributions to health, physical activity, safety and wellbeing. • Students demonstrate skills to work collaboratively and play fairly. Life Education In this unit students learn about: • Myths and facts about alcohol • Peer pressure • Strategies to reduce harmful effects of alcohol They complete a collection of work based around the unit booklet. This unit requires students to: • Access and interpret health information and apply decisionmaking and problem-solving 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS PHYSICAL EDUCATION Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home TCHOUKBALL TOUCH FOOTBALL Students perform the specialised movement skills of throwing and catching within the context of Tchoukball. Students learn and apply a range of skills, drills and movement tactics for touch football. Students also develop communication and coordination with other. Self-reflection and evaluation will also be developed. Students pass the ball left and right accurately, dump the ball with precision and defend. SWIMMING & LIFESAVING Students complete a series of swimming/lifesaving activities. This unit requires students to: • Perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. • Apply the elements of movement when composing and creating movement sequences. • Demonstrate skills to work collaboratively and play fairly. This unit requires students to: Propose and combine Tchoukball movement concepts and strategies in game situations to solve movement challenges. They: • Apply the elements of movement when composing and creating movement sequences. • Demonstrate skills to work Term 4 - Food glorious food! Term 3 - Oh the places you can go when you read! This unit requires students to: • Perform specialised movement skills and propose and combine movement concepts and skills to enhance their own and others’ health, safety and wellbeing • Investigate developmental changes and transitions. • Examine the changing nature of personal and cultural identities. • Describe their own and others’ contributions to health, physical activity, safety and wellbeing. SWIMMING In this unit students: • Further develop skill in a series of swimming strokes and activities Students demonstrate their learning by performing physical demonstrations of : • • • • Safe entry and exit from the pool All strokes Racing dive technique Water safety skills 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? • Describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. • Examine how physical activity supports community wellbeing and cultural understanding. Students demonstrate their learning by performing physical demonstrations of : • A Dive • A Body rotation about vertical and horizontal axis • An Eggbeater kick to show basic leg action coordination • Swimming continuously using recognised strokes • Survival skills dressed in swimwear and long-sleeved shirt – continuous sequence • Correctly fitting PFD, jump in water, float and exit. • A Reach rescue • Swimming technique of butterfly (extension) http://www.australiancurriculum.edu.au/home Term 2 - From Little Things Big Things Grow Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food! collaboratively and play fairly. strategies to achieve movement outcomes and solve movement challenges. Apply the elements of movement when composing and creating movement sequences. Demonstrate skills to work collaboratively and play fairly. Describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. Examine how physical activity supports community wellbeing and cultural understanding. Students also compete questions about personal and water safety. • Describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. • Examine how physical activity supports community wellbeing and cultural understanding Students demonstrate their learning by: physical demonstration and also social and personal skills to work collaboratively and play fairly during games and physical activity. • • • • Students demonstrate their learning by: physical demonstration by playing games within teams. This unit requires students to: • Perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. • Apply the elements of movement when composing and creating movement sequences. • Describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. • Examine how physical activity supports community wellbeing and cultural understanding Students demonstrate their learning by: physical demonstrations of skills and completion of a quiz. 2015 CANNONVALE STATE SCHOOL CURRICULUM – Year 5 AUSTRALIAN CURRICULUM LINK CLICK HERE WHOLE SCHOOL DRIVERS Term 1 - Where in the world am I? Term 2 - From Little Things Big Things Grow http://www.australiancurriculum.edu.au/home Term 3 - Oh the places you can go when you read! Term 4 - Food glorious food!
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