CONTENTS · CONTENTS Page 3 COCT ... practices to facilitate student learning and guide their development into godly men and women who can contribute in a ... grammar rules,

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CONTENTS

Page

3 COCT – Mission Statement

4 Our Crest

5 Australian Curriculum Overview

6 Christian Studies Program P-6

8 Reading – The Daily 5

9 6+1 Writing Traits

10 Spelling / Word Study

11 Learning Enrichment – Gift & Talented; Learning Support; EAL

12 Technologies

13 Assessment and Reporting

14 Prep

18 Year 1

22 Year 2

26 Year 3

30 Year 4

34 Year 5

38 Year 6

42 COCT Community

45 Internet Resources to use at home

46 Lines of Communication

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CHRISTIAN OUTREACH COLLEGE TOOWOOMBA

MISSION STATEMENT

Our vision for students and learning is underpinned by Christian values and principles and

aligns with the objectives of the Melbourne Declaration on Educational Goals for Young

Australians (2008). We strive to provide a spiritually vibrant education, which offers a

balanced and relevant curriculum and learning opportunities that are appropriate to the

needs, talents and abilities of all our students.

Our skilled and creative educators are able to draw on a wide variety of resources and

practices to facilitate student learning and guide their development into godly men and

women who can contribute in a positive and meaningful way, in an ever-changing global

community.

Our mission can be broadly categorised in three key areas: Learning, Faith, and Life.

LEARNING We are Learning. Learning is our core business. Learning is happening all the time from our

Prep students through to our graduating senior class. Learning is a life-long, life-wide journey

that our students, staff and families take together, now and into the future.

FAITH We are Faith. A passionate and vibrant faith in Jesus Christ is evidenced in all that we do. It

is our heart that students will experience the joy of a life lived for Jesus during their time at

the College. The love of God leads us to love people and we value growing relationships.

LIFE We are Life. We aim to develop young people who are well equipped for the world in which

they life. In a complex, challenging, ever-changing world, it is essential that our students are

well prepared for the journey beyond their years at school.

We are pleased that you have joined our College community and trust that your own

learning, faith and life will be blessed as you sow into the lives of others.

#wearecoct

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OUR CREST AND MOTTO

‘All things through Christ’

The College's crest is based around a traditional coat of arms pattern that incorporates four

elements, each with particular significance.

THE SHIELD The shield is symbolic of our Christian faith (Ephesians 6:16) and is white to signify the purity

and integrity that faith brings. The hands, in the shape of the continent of Australia, grasp the

Cross like a sword, lifting all that we do in prayer. The sword is symbolic of the Spirit, the

word of God (Ephesians 6:16) while the Cross encapsulates the centrality of salvation

through Christ's sacrifice and the shedding of his blood for the remission of our sins (hence

the colour red).

THE HELM The helm or helmet in our crest is a crown that incorporates a cross. This represents

Christ's kingship; for He is the anointed Messiah.

THE MANTLE AND THE WREATH The laurel garland across the top and sides speak of victory; namely the victory we have in

Christ Jesus (1 Corinthians 15:57-58).

THE MOTTO The motto is a phrase which incorporates the basic philosophy of the College. All things

through Christ, originates from Philippians 4:13 "I can do all things through Christ who

strengths me", signifying that the College exists because of Christ and for Christ, who

provides us with daily wisdom, guidance and strength.

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THE AUSTRALIAN CURRICULUM

In 2012, a national curriculum was introduced to align key learning content and skills across

all Australian schools. The initial timeline for implementation included …

2012 2013 2014 2016 – Towards Full Implementation

English

Mathematics

Science

History Geography Languages

The Arts

HPE

Civics & Citizenship

Economics & Business

Technologies

Since the last election, the roll out of additional curriculum areas has become unclear,

however, as a College we continue to work towards aligning our classroom programs with

the National Curriculum as each subject is ratified for implementation. In the interim, our

programs are also guided by the Queensland Curriculum Guidelines.

The focus of each Australian Curriculum area as they are currently endorsed includes …

ENGLISH – develop student knowledge, understanding and skills in receiving information

(receptive modes) through listening, reading, viewing, as well as producing texts (productive

modes) through speaking, writing and creating. Students explore the connection between language, literature and literacy as they interact with a range of texts including traditional

Asian, Aboriginal and Torres Strait Islander stories, classic and contemporary literature,

imaginative, informative and persuasive texts, poetry, films, multimodal texts and dramatic

performances. Through these, students develop understandings about vocabulary, spelling

patterns, grammar rules, language features and text structures.

MATHEMATICS – develop the understanding, language and application of mathematical

skills and knowledge essential to personal, work and civic life. Students engage in activities to

cultivate logical reasoning, analytical thought and problem solving in the areas of Number,

Algebra, Measurement, Geometry, Statistics and Probability.

SCIENCE - develop scientific understandings and processes by using observations to reveal

patterns, make predictions and explore possibilities. Students explore how science is used in

daily lives, pose questions, conduct investigations, and record, analyse and communicate

observations.

HISTORY – promote the understanding of societies, events, movements and developments

that have shaped humanity from earliest times. Students develop historical terms and

concepts, ask questions, locate information from a range of sources, identify points of view

and communicate their understanding in a variety of ways.

GEOGRAPHY – explain the characteristics of diverse places both local and global and the

interconnection between people and places. Students learn to make observations, collect

data, read and construct maps, identify patterns, trends and infer relationships to draw

conclusions.

Australian Curriculum content can be found at www.australiancurriculum.edu.au

http://www.australiancurriculum.edu.au/

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CHRISTIAN STUDIES

We believe being a Christian isn’t something we do; rather it’s who we are, and as such,

influences ways of thinking, being and doing. Our Christian Studies program is designed to

help students develop their knowledge of the Bible including its structure, key figures and

themes, and to promote Christ-like character through understanding foundational Christian

principles and their application to life.

The Primary Christian Studies program is developed around 4 key themes:

Knowing God – His character and attributes as shown through the Bible

People of the Bible – knowing key people and events recorded in the Bible

Life of Jesus – understanding who Jesus is

Aspects of Christian Faith – learning elements of

Course Outline

The table below outlines the key topics covered by each year level and shows the

development of each theme across the grades. Teachers will sequence their year level topics

across the school year as it fits best with their curriculum program. Student learning

culminates in two broad units in Year 6.

Knowing God People of

the Bible

Life of Jesus Aspects of

Christian Faith

PREP

GOD IS WONDERFUL

‘Wondering’ about God’s nature by looking at the

world.

JOSEPH God has created us to live in

families and to be in his family.

CHRISTMAS Our Christmas symbols and

traditions can point to Jesus

GOD IS LOVE

What does it mean to ‘love one another’? (Jn 13:34)

Year 1 GOD CARES FOR HIS

PEOPLE

Moses and Israel – From the

Red Sea to the Promised Land

MOSES

Moses’ Birth - life in Midian

PEOPLE JESUS MET

Jesus met with all sorts of

people and wants to meet us.

FRIENDSHIP - COC5

Being friends with others

Being friends with God

Year 2

GOD WORKS WITH

PEOPLE

Heroes of the Bible – Moses,

David, Esther, Gideon, Daniel

KING DAVID

A timeline of David’s life from

childhood through to death

LIFE OF JESUS

The Gospel of Matthew -

events in the life of Christ

ARMOUR OF GOD

How can we be strong in our

faith? Ephesians 6:10-20

Year 3

PROMISES OF GOD Remembering God’s promises can help us at different times.

DANIEL What is courage and how can courageous people impact our

world?

SOME PARABLES OF JESUS

Life lessons from some of

the Parables Jesus told.

KINDNESS How can I develop the habit and character of kindness?

Year 4

GOD THE CREATOR

God likes order. He had a detailed plan for the creation

of the World.

INTRODUCING THE

BIBLE Looking at the structure

authors and purposes of the Bible.

THE MIRACULOUS

CHRIST Compare different accounts

of miracles across the Gospels

RESPONSIBILITY

What is responsibility and how can I develop a habit of

being responsible?

Year 5

KINGDOM OF GOD Concept of a ‘Kingdom’

compared to a ‘democracy’.

KING SOLOMON 6 Lessons from the

Life of Solomon

JESUS – THE ‘I AM’ The 7 ‘I AM’ statements of

Jesus from the Gospel of John

THE HOLY SPIRIT Who is the Holy Spirit and

what does he do?

Year 6 WHO IS GOD What are the attributes of God as shown in the Bible?

(E.g. eternal, creative, wise, holy, faithful, righteous)

WHO ‘I AM’ IN CHRIST God says I am significant, his workmanship, his child created

with a unique personality and way of being ‘smart’

CHAPEL Family and friends are always welcome to join us at our weekly Chapel services where classes have

an opportunity each week to lead the Primary School in worship and take time to reflect on an

aspect of God’s character. We also take time to celebrate student achievements.

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Parent Volunteer listens to reading

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Good fit books I – I choose my books. P – Purpose: Why do I want or

need to read this book? I – Interest: Does it interest

me? C – Comprehend: Do I

understand the words? K – Know: Can I read most of

the words?

READING

Across the Primary classes we have been implementing strategies from The Daily 5 - Café

designed by Gail Boushey and Jan Moser (2006). We believe students improve in their

reading skills by engaging in more frequent reading time with rich, quality texts.

Like a pair of shoes that fit well, different books are made to ‘fit’

different readers. Many of our students experience reading

problems when they attempt books that just aren’t a ‘good fit’ for

them. Students learn the ‘I-PICK’ strategy which enables them to

choose books that are appropriate for their needs, interests and

reading ability. They also focus on building ‘reading stamina’

which is the ability to sit independently and engage in reading.

The ‘reading C.A.F. É. menu’ provides students with strategies

to help them in their reading. Using the analogy of a café menu,

students learn the importance of selecting appropriate strategies

that will help them decode unfamiliar parts of the text. The

C.A.F.É. acronym also provides a framework for establishing

reading goals and targets to help students in developing as a

reader.

What skills does the C.A.F.É. menu focus on?

C = Comprehension - developing literary skills to check for understanding, make

inferences, recall information, draw conclusions, develop opinions

A = Accuracy in what students are reading

F = Fluency in the way students read

E = Expanding vocabulary - building student language and understanding of words

by identifying new words from their reading text.

We also want to promote reading enjoyment across a wide range of text types. In the lower

grades, it’s helpful to have the levelled take-home readers for homework, however, these

books tend to have controlled texts using simple words and predicable ideas that help

children to practise and build reading skills. Quality texts found at the library or bookstore,

provide a greater richness of ideas, language and information that help students develop their

comprehension, creativity, awareness of cultural ideas and develop their opinions. The

Australian Curriculum places an emphasis on students developing their understandings about

our world through

Multicultural stories

Texts sharing Aboriginal, Islander and global views

digital books and websites

popular narratives, factual texts and poetry

texts to broaden students’ understanding and critical thinking skills

http://www.thedailycafe.com/public/main.cfm

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What if I don’t like the content of a book?

As a Christian school, we acknowledge there are certain types of texts or themes which may

not be considered the best forms of literature for our students to read. However, we are

also mindful that we cannot and do not want to ‘shelter’ our children from the world.

Rather, we believe it is our mandate to teach our students, within a safe environment, how

to engage with and think through the issues that are prevalent in today’s society.

Children need to understand that authors write books from their own point of view.

Sometimes these ideas may conflict with the reader’s own knowledge or worldview,

therefore, a simple framework to help children to think about and discuss these ideas is:

Celebrate. Critique. Confront.

Celebrate = What were the good points in the book? What did you like?

Critique = Were there any challenging elements which conflict with your own

knowledge, understanding or beliefs? How does this contrast with my family’s beliefs

or values? What does the Bible have to say about those things?

Confront = How do I respond to that information? What do I think or believe?

What do I do now? How would I respond to someone who had that belief or idea?

WRITING

Writing is so much more than ‘spelling’ words correctly. We are using the ‘6+1 Writing

Traits’ model by Ruth Culham to help students understand the different elements that work

together to make ‘good writing,’ focus their learning on specific strategies to improve each

trait and assess student progress. In addition, the model also identifies ‘Presentation’ as an

essential trait of professional writing.

IDEAS Ideas are the ‘main message’ of your

writing. Choose a topic that is

interesting. Add details that help the

reader to focus on what matters.

ORGANIZATION Organization related to the structure

of your writing as well as the logical

order of your ideas.

WORD CHOICE Use rich, precise language that helps

the reader to understand your

message.

VOICE Make your writing sound like you.

Show that you care about the topic.

Let the reader know the ‘person’

behind the words.

CONVENTIONS Spelling, grammar and punctuation

rules help guide the reader in

making sense of the text.

SENTENCE FLUENCY The structure and sequence of

sentences helps makes the writing

flow together and easier to read.

PRESENTATION The overall neatness and appearance of the writing makes it pleasing to the eye and enjoyable to read.

The Australian Curriculum also outlines key language and literary concepts students need to

learn at each year level and apply in their written compositions.

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WORD STUDY (Spelling)

Words Their Way is a developmental spelling approach in which

students work through word sorts in order to improve their

understanding of how words ‘work’. Word sorts are simply a set of

words which are based on a common spelling pattern, sound or rule.

Students sort the words according to their observable patterns.

Within your child’s class, students may be working with several different word sort lists. At

times, the word lists may appear ‘too easy’, however, students are tested to determine their

prior knowledge of spelling patterns and rules before word sorts are assigned.

Words are only useful when understood within the context of reading, writing or speaking.

Therefore, word study is to be linked with other literacy tasks. For example, your child

should be able to identify words in their home reader that follow a particular spelling pattern

or rule. This will help them to become more automatic in seeing and using spelling patterns

to decode unfamiliar words when reading.

Reflecting with students on their writing will help them develop ways of thinking about their

spelling choices and provide the opportunity to come to understand themselves as a

‘speller’. Similarly, understanding the definitions, synonyms and antonyms related to words

will help increase student vocabulary.

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LEARNING ENRICHMENT

Student Support Staff (who we affectionately name SSS) are assigned to each year level

to assist teachers with catering for special needs, enrichment, extension and ESL learning

within the classroom. This helps to minimise the disruption and withdrawal of students from

their class peers.

Gifted & Talented

We endeavour to provide further opportunities for students who demonstrate abilities that

are significantly greater than that of most of their peers. After a formal identification

process, provision will be organised on a case-by-case basis, depending on a range of factors

including individual student needs, learning styles, strengths and weaknesses. These may

include:

differentiation & in-class extension

enrichment groups

acceleration through the year levels

external courses and competitions

Additional Support

Additional assistance may be sought from the Learning Enrichment teacher to help identify

how individual learning needs may best be met. This may include

monitoring progress in mainstream classes

adjustment of subjects being studied

a modified or alternate program for students with diagnosed learning disabilities

support for assignments, homework and other course work

opportunity to work in a small group setting to develop specific academic, social or

organisational skills.

investigating the suitability of private tuition

referral for Specialist assessment

EAL (English as an Additional Language)

With close to twenty different nationalities and cultures represented in our College, we

value the rich diversity this brings to our classrooms. Teachers seek to support students in

learning English as an additional language to their own mother-tongue. In-class support is

given through the Student Support Staff (SSS), focusing on learning the English alphabet,

reading words, constructing and writing grammatically appropriate texts, pronunciation and

oral communication. EAL students also have access to the computer-based Lexia program

which enables students to practice their English skills at a developmentally appropriate rate.

Please see your child’s classroom teacher for further details.

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INTEGRATING TECHNOLOGIES

As a College we continue to move toward eLearning where students have the knowledge,

skills and capacity to work one-on-one with their own technological devices. Teachers

already integrate Information Communication Technologies (ICT) into classroom lessons

and continue to find new ways to use technological platforms to support learning and

develop skills. Key areas of understanding and skill include

Inquiring with ICT - locate, access and retrieve information and data.

Creating with ICT - create a range of innovative ICT solutions using a variety of

software packages and online environments.

Communicating with ICT - share, interact and develop relationships to present

information and data, engage with audiences and collaborate in meaningful ways.

Ethics, issues and ICT - develop an appreciation of the roles and responsibilities of

people working with ICT and become discriminating, ethical, legal, responsible and safe

cyber-citizens.

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STUDENT ACHIEVEMENT & REPORTING

Students have many opportunities each term to demonstrate both the depth of their knowledge and

the sophistication of their skills as they apply learned information in familiar and unfamiliar contexts.

Teachers use a variety of assessment techniques to gauge student progress including short answer

tests, extended written responses, in class tasks, observations and student conferences, oral

presentations and independent inquiry projects. Achievement is graded according to either a pre-

determined set of criteria or relevant aspects of the Australian Curriculum.

The end of Semester report is one of a number of strategies used by our school to communicate

with you throughout the year about your child’s achievement, effort and behaviour. Parent-teacher

interviews will also be offered to discuss your child’s progress. Your child’s overall achievement in

learning areas studied over the reporting period is recorded using a single rating on a scale ranging

from Very High Achievement to Very Limited Achievement. The Prep year uses a slightly different rating

scale (as recorded in brackets on the table below), however the intent remains the same.

VHA - Very High Achievement (Exceeding)

The student works independently, well above the standard expected at this time of year,

consistently demonstrating a very high level of knowledge, skills and understanding beyond that

which has been taught in the classroom, and applying them confidently in a range of familiar and

new contexts, with access to familiar materials, charts and supports.

HA - High Achievement (Advancing)

The student works independently, above the standard expected at this time of year, consistently

demonstrating a high level of knowledge, skills and understanding and applying them confidently in a

range of familiar contexts, with access to familiar materials, charts and supports.

SA - Sound Achievement (Demonstrating)

The student works independently, at the standard expected at this time of year, demonstrating a

sound level of knowledge, skills and understanding and applying them consistently in familiar

contexts, with access to familiar materials, charts and supports.

LA - Limited Achievement (Developing)

The student works below the standard expected at this time of year, demonstrating a limited level

of understanding, knowledge and skills and with frequent prompting and support, is beginning to

apply them in familiar contexts.

VLA - Very Limited Achievement (Emerging)

The student works well below the standard expected at this time of year, demonstrating a very

limited level of understanding, knowledge and skills, and even with explicit, step-by-step prompting

and support, is yet to apply them in familiar contexts.

NA - Not Assessed (Not Yet)

There is insufficient evidence to make a judgement or the content is yet to be sufficiently covered.

Your child’s work effort is reported by ratings ranging from Excellent to Needs Improvement.

Work Effort

Codes: Excellent Good Satisfactory Needs Improvement

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PREP

Learning through creative exploration

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PREP – WELCOME TO SCHOOL

As the first official year of schooling, the Prep year seeks to build a solid foundation of skills

and attitudes that will help establish students as life-long learners. Much of the learning in

Prep is integrated into several inquiry units that incorporate a balance of directed teaching

sessions and play-based exploration. These units develop the Australian Curriculum content

in key learning areas, such as (but not limited to) …

ENGLISH

engage with a variety of text types including stories, picture books, Indigenous and

traditional tales, poetry and rhymes, factual information, film and dramatic

performances

identify, write and use letters and their associated sounds (both upper and lower

case)

learn high-frequency sight words for reading and writing

listen to, read and retell short texts, making predictions and identifying connections

to real life experiences

create short texts using familiar words and basic punctuation

develop vocabulary and conventions for speaking

MATHEMATICS

count to and from 0-20, moving from any point in sequence

connect and sequence numerals, words, quantities up to 10

model addition and sharing strategies

sort and classify objects

time – daily and weekly events, days of the week

measurement – e.g. longer, shorter, heavier, holds more

2D and 3D shapes – sort, classify, name and describe

SCIENCE

Biology – living things have basic needs, including food and water

Chemistry – objects are made of materials with observable properties

Earth & Space – daily and seasonal changes affect everyday life

Physics – size and shape affect the way objects move

HISTORY - Personal and Family Histories

Families – their origins, activities and ways of being related

Family structures and groups

Ways families commemorate past events

Communicating family stories – photographs, artefacts, museums

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GEOGRAPHY – People live in places

Maps and globes – representation of features and places

Different types of places and their features

Indigenous areas and why they are important

Special places and how to care for them

OTHER SUBJECTS

CHRISTIAN STUDIES - Students will study 4 units developing four overarching themes …

Knowing God

God is Wonderful – Psalm 19 tells us “The heavens declare the glory of God;

the skies proclaim the work of his hands.” In this unit, students are encouraged

to ‘wonder’ about who God is by looking at the world around them.

People of

the Bible

Joseph – As students learn about the structures of their own family, they focus

on the life and events of Joseph’s family, and learn that we can also be a part of

God’s big family of believers. (Gen 37-50)

Life of Jesus Christmas – Students learn that many of the symbols and traditions we see at

Christmas time point to Jesus and celebrate his birth.

Aspects of

Christian Faith

God is Love – Jesus said “Love one another as I have loved you” (John 13:34.

How can we show ‘love’ and be a good friend to others?

TECHNOLOGY Students develop basic operating skills to access and use the computer.

VISUAL ART Children experiment with making and using different types of lines, shapes,

textures and colours.

SPECIALIST LESSONS

Prep students have the opportunity to visit our school Library once a week to borrow books. They

also participate in specialist Music and Physical Education (PE) lessons.

MUSIC In Prep, the focus is on developing children’s enjoyment of music, singing in tune

and keeping the beat.

PE

Physical Education includes a variety of games and activities to enhance student

hand-eye coordination, throwing, catching, striking and locomotive patterns.

Children will participate in a short ‘intensive’ session of swimming and dance.

SPECIAL DAYS

Prep participates in most of the special days on the Primary calendar including Athletics Day,

Swimming Carnival, No Bullying Day, Anzac Day and Book Week.

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TIPS TO HELP YOUR PREP CHILD …

1. Read with your child, either by listening to them read, or

allowing them to listen to you read. Borrow books from the

town library or other friends. This helps to expand the range

of text types children read and develops their vocabulary.

2. Play ‘I SPY’ when travelling in the car or around town – look

for letters, words, numbers, shapes, etc. in the environment.

This causes children to be observant of their world and see a

real world reason for their learning.

3. Puzzles and board games are excellent tools to develop problem-solving and thinking skills.

4. When children have a problem, consider asking a question or making a suggestion rather

than giving a solution or answer. This helps children to become ‘thinkers’ rather than waiting

for someone to solve their problems.

5. Help your child develop routines and grow in their independence in caring for their own

belongings.

6. Encourage your child to develop a ‘tripod’ pencil grip (shown below) which reduces the

pressure on the fingers and helps the flow of letters when writing.

Further details of the Australian Curriculum content and Achievement Standards for Prep

can be found at http://www.australiancurriculum.edu.au/FoundationYear#learningarea=M

http://www.australiancurriculum.edu.au/FoundationYear#learningarea=M

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YEAR 1

Visit to Jondaryan Woolshed and Historical Village

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YEAR 1 – THE JOURNEY CONTINUES

In Year 1, students continue to build on the foundational concepts and skills introduced

during Prep, with an emphasis on developing the depth of understanding and application of

their knowledge and skills. Students will continue to develop vocabulary specific to different

learning areas, strategies to gather and explore information, ask questions and communicate

their learning in oral, graphic, written and digital forms. Key learning goals as defined in the

Australian Curriculum include (but are not limited to) …

English

engage with a variety of text types including stories, picture books, Indigenous and

traditional tales, poetry and rhymes, factual information, film and dramatic

performances

recognise and discuss the structural and language features of a text

Grammar - explore different types of words (verbs, nouns, adjectives, adverbs)

correctly write high frequency words and use learned spelling patterns

build reading stamina, fluency, intonation, comprehension and recall

recall key ideas from texts, recognise literal and implied meaning, make predictions

and give reasons for ideas and preferences

create a variety of imaginative, informative and persuasive texts

use software to include images in created texts

make short oral presentations and demonstrate listening skills during discussions

use their knowledge of words, letters, sounds, spelling patterns and punctuation to

construct simple and compound sentences

Mathematics

count to and from 0-100, from any point in sequence

skip count in 2s, 5s, 10s

identify, model, locate and sequence

numerals, words, quantities up to at least

100

use place value (e.g. 98 = 90+8; 80+18)

solve simple addition and subtraction problems

fractions – half (½ )

patterns – continue and create

money – recognise, describe and order Australian coins according to value

time – o’clock, half-past, months, weeks, days, hours, calendar

measurement – informal units to measure and compare length, weight, volume

2D and 3D shapes – sort, classify, name and describe

Location – given and follow directions

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SCIENCE

Biology – living things have external features and live in different places where their

needs are met

Chemistry – everyday materials can be changed in a variety of ways

Earth & Space – changes in the sky and landscape can be observed

Physics – various ways light and sound can be produced and sensed

HISTORY - Past and Present Family Life

changes in family structures and roles over time

historical terms - past, present, future

changes in family traditions, leisure time, communication

GEOGRAPHY – Places have Distinctive Features

identify and represent features of natural or constructed places

weather, seasons and activities of places

arranging spaces to suit activity or purpose

caring for places

Other Subjects


Knowing God

GOD CARES FOR HIS PEOPLE – Following on in the life of Moses from his

encounter with God at the Burning Bush through to the Promised Land, students

learn that God always has a plan to care for his people.

People of

the Bible

MOSES – As one of the key figures in the Old Testament, what can we learn

about God from studying the life of Moses?

Life of Jesus

PEOPLE JESUS MET – Meet some of the people that Jesus encountered

during his life including the twelve disciples, his special friends Mary, Martha and

Lazarus, and some other people he met during his travels. Jesus wants to meet

you too.

Aspects of

Christian Faith

FRIENDSHIP – Good friends will spend time together, talk, share, forgive and

care for one another. By learning how to be a good friend, we can learn to be

good friends with God too.

Technology Students construct texts that incorporate supporting images using software

including word processing programs, and learn to access websites safely.

Visual Art Students explore using different art materials such as paint, oil pastels, charcoal

and pencils, and become more skilled in applying different art techniques.

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SPECIALIST LESSONS

Students have the opportunity to visit our school Library once a week to borrow books.

They also participate in specialist Japanese, Music and Physical Education (PE) lessons:

Japanese Students are introduced to the Japanese language and culture in Year 1. Where

possible, these units link with their classroom studies. Inquiry themes include

Getting Organised, I’m An Individual and Celebrating Cultural Diversity.

Music In Year 1, the focus is on developing children’s enjoyment of music, singing in

tune and keeping the beat. Students are introduced to some simple instruments

and learn to see music written on rhythm cards.

PE

Physical Education includes a variety of games and activities to enhance student

hand-eye coordination, throwing, catching, striking and locomotive patterns.

Children will participate in a short ‘intensive’ session of swimming, dance and

gymnastics.

TIPS TO HELP YOUR YEAR 1 CHILD …

1. Ask questions as you listen to your child read. This helps them

to read for understanding, recall key information, develop

mental pictures, make predictions and cultivate their own

opinions.

2. Assist your child to learn addition and subtraction facts to 10.

3. Encourage writing and drawing pictures. Most children like the

automaticity of electronic tools such as computers and iPads. Writing requires

patience and physical strength in their hand to persevere with completing tasks.

4. Borrow books from the town library or other friends. This helps to expand the

range of text types children read and develops their vocabulary.

5. Develop interest in words – build vocabulary, playing word games such as UpWords

or Junior Scrabble, find small words in larger words.

6. Develop active listening skills by asking children to repeat instructions or information.

This helps develop their attention for the speaker and what is being said.

7. Involve children in fun, outdoor activities and regular physical movement. This helps

to develop their core fitness, body strength, posture and coordination – all necessary

pathways for acquiring knowledge and skills in learning.

Further details of the Australian Curriculum content and Achievement Standards

for Year 1 can be found at http://www.australiancurriculum.edu.au/Year1

http://www.australiancurriculum.edu.au/Year1

P a g e | 23

Daily 5 – ‘Read to Someone’

YEAR 2

P a g e | 24

YEAR 2 – GOING DEEPER AND FURTHER

Year 2 seeks to foster a greater depth of understanding and complexity of skill into student

learning. Much of the Australian Curriculum content and technology skills are integrated into

several inquiry units. Students apply their learning to complete set classwork and individual

projects. Key skills and knowledge being learned include (but is not limited to) …

ENGLISH

recognise and discuss the structural and language features of a text

engage with a variety of text types including stories, picture books, Indigenous and traditional tales, poetry and rhymes, factual information, film and dramatic

performances

Grammar - explore different types of words (verbs, nouns, adjectives, adverbs,

synonyms, antonyms, cohesives) and how they contribute to our understanding of a

text

correctly write high frequency words and use learned spelling patterns

build reading stamina, fluency, intonation and recall of less predictable texts

recall key ideas from texts, comparing different versions or perspectives

comprehend literal and implied meaning, make predictions and give reasons for ideas, opinions and preferences

create, edit and publish a variety of imaginative, informative and persuasive texts

rehearse and make short oral presentations,

demonstrate listening skills during discussions

use their knowledge of words, letters, sounds, spelling patterns and punctuation to construct simple, compound and complex sentences

write legibly and fluently using unjoined upper and lower case letters

MATHEMATICS

count to and from 0-1000, from any point in sequence

skip count in 2s, 3s, 5s, 10s – increasing and decreasing

identify, model, locate and sequence

numerals, words, quantities up to at least

1000

use place value (hundreds, tens, ones)

solve simple addition and subtraction problems

solve, represent and create word problems

represent multiplication and division problems

fractions – half, quarters, eighths

patterns – continue and create, identify missing elements

money – count and order Australian coins and notes according to value

time – o’clock, half-hour, quarter-hour, months, seasons, calendar date

measurement – informal units to measure and compare length, weight, volume

2D and 3D shapes – name, draw and describe features

Location – interpret maps; flips, slides, turns

Chance & data – read and create graphs and tables to represent survey data

P a g e | 25

SCIENCE Biology – living things grow, change and have offspring similar to themselves

Chemistry – different materials can be combined for a particular purpose

Earth & Space – Earth’s resources, including water, are used in a variety of ways

Physics – a push or pull affects how an object moves or changes shape

HISTORY - The Past in the Present

Local history – historical people, landmark, memorial, site

Significant historical, spiritual or cultural sites

Impact of changing technology on people’s lives

GEOGRAPHY – People Are Connected To Many Places

Location of major geographical divisions in relation to Australia – continents, oceans,

equator, poles, tropics, hemispheres

Ways we connect with places in Australia, Asia and the world

Indigenous and Islander connections to special places

Distance, accessibility and purpose influence visiting places

OTHER SUBJECTS


Knowing God

HEROES OF THE BIBLE – While comic heroes have ‘super powers’, God

wants to add his ‘super’ to our everyday actions to create his own heroes,

showing his goodness and power on the Earth. What lessons can we learn from

Moses, David, Esther, Gideon and Daniel?

People of

the Bible

THE LIFE OF KING DAVID – Students establish a timeline of the events in

David’s life from childhood through to his death (1 Sam 8 – 2 Sam 15)

Life of Jesus

THE LIFE OF JESUS - Using the Gospel of Matthew, students reflect on some

of the main events in the life of Christ, including his birth, baptism, calling,

healings, teachings, miracles and crucifixion.

Aspects of

Christian Faith

ARMOUR OF GOD - We have an ‘enemy’ who wants to trick Christians.

How can we be strong in living out our faith? (Ephesians 6:10-20)

Technology

Students construct texts featuring print, visual and audio elements using software,

including word processing programs including Microsoft Word and PowerPoint.

They learn important ways to be safe when using the internet.

Visual Art

Students use different art materials to create movement, direction, pattern and

position in their compositions. They learn to mix warm, cool, light and dark

colours.

P a g e | 26

SPECIALIST LESSONS



Japanese

Students continue to develop in understanding Japanese language and

culture in Year 2. Where possible, these units link with their classroom

studies. Inquiry themes include Heroes; Colours; Japanese animals and

Old vs Modern Japan.

Music

In Year 2, the focus is on developing children’s enjoyment of music,

singing in tune and keeping the beat. Students are introduced to some

simple instruments and learn to read music written on rhythm cards.

PE

Physical Education includes a variety of games and activities to extend

student coordination, balance and motor skills, as well as develop

teamwork and good sportsmanship. Children will participate in a short

‘intensive’ session of swimming, dance and gymnastics.


1. Encourage children to read a range of text types beyond

their ‘favourite’ or preferred texts, such as stories,

poetry, graphic novels (comics), factual information,

myths and legends, tales or procedural texts (e.g.

recipes), as appropriate to their age and maturity.

2. Assist your child to learn addition and subtraction facts to

10 and apply those to larger numbers – e.g. 10 + 10 = 20;

100 + 100 = 200.

3. Encourage writing. Most children like the automaticity of

electronic tools such as computers and iPads. Writing requires patience and physical

strength in their hand to persevere with completing tasks.

4. Puzzles and board games are fun tools to develop visual acuity and problem-solving

skills. They can also reinforce key literacy and numeracy skills.




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Using iPads in Japanese class

YEAR 3

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YEAR 3 – BUILDING COMPLEXITY

Year 3 is the first of the NAPLAN testing years. These nationally implemented tests

endeavour to assess each student’s ability to apply the literacy and numeracy skills acquired

in their first 3 years of schooling. Key Australian Curriculum content and skills for this year

level include (but are not limited to) …

ENGLISH

Read an increasing range of different text types, using their knowledge of text

structures, language features, comprehension strategies, character development and

personal experience to understand and critically analyse what has been read

explore different types of words (verbs, nouns, adjectives, adverbs, synonyms, antonyms, cohesives, tense) and how they contribute to the development and

understanding of a text

Grammar - apply word patterns and rules to correctly spell common and unfamiliar

words including contractions, prefixes, suffixes, and less common letter combinations

such as ‘tion’

comprehend literal and implied meanings, make predictions and give reasons and

examples for personal preferences, opinions, ideas and points of view

plan, draft, edit and publish a variety of imaginative, informative and persuasive texts

showing their knowledge of audience, writer’s voice, word choice, complex

sentences, clauses, paragraphing, text connectives, spelling patterns, punctuation and

editing

use software to construct and edit texts featuring visual, print and audio elements

plan and deliver short oral presentations, demonstrating appropriate vocabulary, tone, pace, pitch, volume, eye-contact

demonstrate active listening skills and cooperative learning during group discussions

write legibly and fluently using joined cursive writing

MATHEMATICS

count, model, locate and sequence numerals words, quantities up to at least 10 000

skip count in 2s, 3s, 5s, 10s – increasing and decreasing

use place value (thousands, hundreds, tens, ones)

represent and solve addition, subtraction and multiplication problems

recognise the connection between addition and subtraction

fractions – 1/2, 1/3, 1/4, 1/5, 1/8

patterns – continue number patterns

money – represent values in multiple ways; identify ‘change’ in simple transactions

time – tell time to the minute, relationship between units of time (e.g. 60 minutes = 1

hr)

measurement – familiar metric units to measure and compare length, weight, volume

make models of 3D shapes and describe features

Location – plan routes (maps), symmetry

Chance & data – conduct surveys, identify variables, collect data, create and analyse

graphs and tables to represent survey data

P a g e | 29

SCIENCE

Biology – living and non-living – observable features for classification

Chemistry – change of state between solid and liquid

Earth & Space – Earth’s rotation causes regular changes (day, night, seasons)

Physics – Heat production and transference

HISTORY – Community and Remembrance

Importance of country and place to Aboriginal and Torres Strait Islander peoples

Change over time – e.g. transport, work, education, daily life

Role of people groups in development of community

Celebrated or commemorative days in Australia and around the world (Australia Day,

ANZAC Day, Chinese New Year, Hanukkah, Ramadan, Christmas, Thanksgiving)

GEOGRAPHY – Places Are Both Similar And Different

Representation of Australia as states and territories; major natural and human features

– settlements, demographics, employment

Aboriginal and Islander places throughout Australia – significance, stories, attachments

Australia’s neighbouring countries

World climatic zones

SOSE / CIVICS AND CITIZENSHIP

Democratic decision making

Making rules

Community participation and contribution

OTHER SUBJECTS

CHRISTIAN STUDIES - Students will study 4 units from the four overarching themes …

Knowing God PROMISES OF GOD - Remembering God’s promises can help us at different

times.

People of

the Bible

DANIEL - What is courage and how can courageous people impact our world?

Students look for opportunities to show courage in our modern context.

Life of Jesus SOME PARABLES OF JESUS – Learning life lessons from some of the

parables that Jesus told.

Aspects of

Christian Faith

KINDNESS - How can I develop the habit and character of kindness? Students

describe what kindness looks like, sounds like, feels like when they interact with

other people.

P a g e | 30

Technology

Students use software including word processing programs with growing

speed and efficiency to construct and edit texts featuring visual, print and

audio elements. They grow in their understanding of cyber safety.

Visual Art Students create a variety of two-dimensional and three-dimensional artworks,

with a specific focus on clay work and sculpture.

SPECIALIST LESSONS



Japanese

Students continue to develop in understanding Japanese language and culture.

Where possible, these units link with their classroom studies. Students learn

Japanese introductions and writing to Japanese penpals.

Music

In Year 3, students apply their prior learning about beat, rhythm and harmony

as they learn to play the Recorder. They develop their musical understanding

of recognising and reading music written on a ‘staff’.

PE

Physical Education includes a variety of games and activities to extend student

coordination, ball skills, balance and motor skills required for skipping and

team sports, as well as develop teamwork and good sportsmanship. Children

will participate in a short ‘intensive’ session of swimming, dance and

gymnastics.


1. Encourage children to read a range of text types beyond

their ‘favourite’ or preferred texts, such as stories,

poetry, graphic novels (comics), factual information,

myths and legends, tales or procedural texts (e.g.

recipes), as appropriate to their age and maturity.

2. Assist your child to learn number facts! Keep a chart of

simple addition, subtraction, multiplication or division

facts in regularly used places around the home such as on

the wall near your child’s bed, on the fridge door (or

even on the toilet wall ).

3. Encourage writing. Most children like the automaticity of electronic tools such as

computers and iPads. Writing requires patience and physical hand strength to

persevere with completing tasks.




P a g e | 31

Cycle Safety classes at PCYC

YEAR 4

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YEAR 4 – LEARNING HOW TO LEARN

In Year 4, students continue to take ownership for their learning and development,

improving their time management and study skills by completing a combination of individual

inquiry projects and set class work. Key Australian Curriculum content and skills for this

year level include (but are not limited to) …

ENGLISH

Engage in and discuss literary experiences including personal preferences, points of view and ideas, analysing the contribution of text structures and language features

Compare and contrast different author styles, themes and literary devices used in

texts

Use comprehension strategies to build literal and inferred meaning, analyse content

and evaluate texts

Grammar - explore different types of words and word groups (noun groups, verb

groups, adverbial groups, prepositional phrases, direct and indirect speech) and how

they contribute to the development and understanding of a text

understand and use new vocabulary encountered in texts

plan, draft, edit and publish a variety of imaginative, informative and persuasive texts showing their knowledge of audience, writer’s voice, word choice, complex

sentences, clauses, paragraphing, text connectives, spelling patterns, punctuation and

editing

Word study – recognising the influence of other cultures on the English languages –

applying word patterns and rules to spelling


plan and deliver short oral presentations, demonstrating appropriate vocabulary,

tone, pace, pitch, volume, eye-contact


write legibly and fluently using joined cursive writing

MATHEMATICS

count, model, locate and sequence numerals words, quantities up to 100 000

rearrange and regroup numbers using place value to tens of thousands

number sequences involving multiples of 3, 4, 6, 7, 8, 9

mental strategies to solve addition, subtraction, multiplication and division problems

fractions – equivalent fractions; count by quarters, halves, thirds, mixed numerals;

locate and represent fractions on a number line; tenths, hundredths; link fractions

and decimals

patterns – number patterns resulting from multiplication, addition, subtraction

money – represent values in multiple ways; identify ‘change’ in transactions

time – convert units of time; am / pm notion; make calculations to solve ‘time’ problems

measurement – scaled metric units to measure and compare length, weight, volume,

area, temperature

shape – calculate the area of regular and irregular shapes; combine / split 2D shapes

Location – basic map skills (scales, legends, directions), create symmetrical patterns


graphs and tables to represent survey data, evaluate effectiveness of displays

P a g e | 33

SCIENCE

Biology – life cycles; interdependence of living things and the environment for survival

Chemistry – physical properties of natural / processed materials

Earth and Space – Natural and human activity changes Earth’s surface over time

Physics – forces can be exerted by one object on another

HISTORY – First Contacts

Australia’s first people and their daily lives

Journey of one world explorer

Stories of the First Fleet – effects of first contact

GEOGRAPHY

Country study - Africa and South America

Identifying types of Vegetation, environments, natural resources and ways of protecting / sustaining them

Custodial responsibility of Aboriginal & Torres Strait Islander peoples

SOSE / CIVICS AND CITIZENSHIP

Local government

Rules and laws

OTHER SUBJECTS


Knowing God

God the Creator – As students work through the account of creation

recorded in Genesis, they discover that God created the world with a specific

structure and order, and pays particular attention to both the ‘big’ and ‘small’

details.

People of

the Bible

Introducing the Bible – As students are becoming more independent Bible

readers, they learn the Bible has a specific structure, with a variety of authors,

books, writing styles and purposes.

Life of Jesus The Miraculous Christ – Students will compare different accounts of miracles

across the Gospels and discuss their similarities and differences.

Aspects of

Christian Faith

Responsibility – Students learn how they can develop their own level of

‘responsibility’ by understanding what they are responsible for and how that can

be shown in day to day examples.

Technology

Students learn to use a range of software including word processing programs to

construct, edit and publish written text and select, edit and place visual, print and

audio elements.

Visual Art

Students investigate ways to create space, texture, symmetry and balance in their

compositions, as well as create large constructions using readily available

materials.

P a g e | 34

SPECIALIST LESSONS



Japanese

Students continue to develop in understanding Japanese language and

culture. Where possible, these units link with their classroom studies.

Inquiry themes include families, Olympics, seasons and clothing.

Music

In Year 4, students learn about different families of instruments – strings,

woodwind, percussion and brass. They read simple music written on a staff

and continue to develop rhythmic understandings.

PE

Physical Education includes a variety of games and activities to develop

foundational skills used in many team sports such as netball, cricket and

touch football, while enhancing teamwork and good sportsmanship.

Children will participate in a short ‘intensive’ session of swimming, dance

and gymnastics.

SPECIAL EVENTS

Year 4 Camp is a highlight and for many children, this is their first experience of sleeping

overnight, away from family or familiar friends. It’s always a wonderful experience for both

teachers and students. Students also participate in the PCYC Bike Safety Course and learn

important road safety rules to keep them safe as they ride or walk to and from school each

day.


1. Problem solving – children in Year 4 are travelling the

road for junior primary into middle school. It’s at this

stage that they need to move from having someone tell

them the answers or what to do, and begin to ask

questions to help solve their own problems. When your

child wants to know ‘what do I do…’ rephrase the

question back to them – ‘What do you think you could

do?’ This helps children to start solving their own

problems.

2. Being a good friend – we begin to see a range of

‘friendship’ issues arise at this phase of schooling. Help

children identify adults they trust to discuss their feelings

or problems and to find strategies to help deal with the emotions they feel. Some children may like to keep a

journal to write down and process their problems.




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Year 5 Adventure Camp

YEAR 5

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YEAR 5 – EXTEND AND DISCOVER

With growing skills and confidence, Year 5 students continue on their journey of personal,

academic, spiritual and social improvement and discovery. As the second of the NAPLAN

testing years, students are developing in their ability to reflect on understanding, ask relevant

questions, hypothesize possibilities, solve problems and work with their peers. Key

Australian Curriculum content and skills for this year level include (but are not limited to) …

ENGLISH

Engage in and discuss literary and multimodal texts including personal preferences, points of view and ideas, analysing the contribution of text structures and language

features to the development of texts and using metalanguage to describe their effects

Compare and contrast different author styles, themes and literary devices used in

texts

Use comprehension strategies to build literal and inferred meaning, analyse content and evaluate texts

Grammar – main and subordinate clauses, word groups, enhanced vocabulary choices

plan, draft, edit and publish a variety of imaginative, informative, persuasive and

multimodal texts showing their knowledge of audience, writer’s voice, perspectives,

word choice, complex sentences, clauses, paragraphing, text connectives, spelling

patterns, punctuation and editing

Word study – recognising the influence of other cultures on the English languages – applying word patterns and rules to spelling; word origins; unusual plurals (e.g. foci)


plan and deliver short oral presentations, demonstrating appropriate vocabulary, tone, pace, pitch, volume, eye-contact


develop their own cursive handwriting style that is legible, fluent and automatic

MATHEMATICS

Factors and multiples of numbers

Estimation and rounding of numbers

Mental strategies for solving addition, subtraction, multiplication and division

problems

Fractions – compare common fractions and represent on a number line; add and

subtract fractions with the same denominator, place value beyond hundredths

Money – create simple financial plans

Pattern – describe, continue and create patterns with fractions, decimals, whole

numbers using addition, subtraction, multiplication and division

Time – convert units of time; am / pm notion; make calculations to solve ‘time’ problems

Measurement – scaled metric units to measure and compare length, weight, volume,

area, temperature

Shape – calculate the area of regular and irregular shapes; combine / split 2D shapes

Location – basic map skills (scales, legends, directions), create symmetrical patterns


graphs and tables to represent survey data, evaluate effectiveness of displays

P a g e | 37

SCIENCE

Biology – external features and adaptations of living things

Chemistry – solids, liquids and gases

Earth and Space – Earth and the Solar System

Physics – Sources and properties of light

HISTORY – The Australian Colonies

British colonies in Australia after 1800

Impact of colonies on Indigenous inhabitants

One significant person, group, event in Australia’s history – e.g. explorers, gold rush

Reasons for migration from Europe and Asia

GEOGRAPHY – Factors That Shape the Characteristics of a Place

Country study – Europe and North America

Influence of the environment of the human characteristics – landforms, climatic zones,

settlements, food, bushfires, floods

Influence of people on the characteristics and management of the environment – erosion,

deforestation, farming, urbanization

SOSE / CIVICS AND CITIZENSHIP / ECONOMICS

Democratic systems of government – electoral processes

Roles, responsibilities, law enforcement

Contributing to communities

Consumer choices - needs and wants

Types of resources

OTHER SUBJECTS

CHRISTIAN STUDIES - Students will study 4 units from the four overarching themes …

Knowing God

The Kingdom of God - Students discover what the Bible means when it talks

about the “Kingdom of God” and contrast that understanding with what it means

to live in another system of governance such as a democracy or dictatorship.

People of

the Bible

King Solomon – In exploring the nature of true biblical wisdom, students

compare and contrast attributes of “The Wise Man” and “The Fool” as recorded

in the book of Proverbs. Students also learn 6 valuable lessons from the wisest

man in the Bible – King Solomon.

Life of Jesus

Jesus, the great ‘I AM’ – Jesus used seven “I AM” statements in the Gospel of

John to describe the nature and purpose of his ministry on earth. Students will

explore why he did that and they mean.

Aspects of

Christian Faith

Who is the Holy Spirit? – Students explore the triune nature of God and the

role of the Holy Spirit both in the world and in the life of a Christian.

P a g e | 38

Technology

Students become more proficient in using a range of software including word

processing programs with fluency to construct, edit and publish written text, and

select, edit and place visual, print and audio elements.

Visual Art

Students identify contrasts in the environment and art works, creating texture,

tone, and identify how a ‘message’ or emotions can be communicated through

art.

SPECIALIST LESSONS

Students have the opportunity to visit our school Library once a week to borrow books. They also

participate in specialist Japanese, Music and Physical Education (PE) lessons:

Japanese


Where possible, these units link with their classroom studies. Topics studied

include Japanese sports, hobbies and life styles.

Music

Year 5 students apply learned skills and knowledge to perform folk songs in large

and small ensembles. Students consolidate their understanding of music theory,

reading notes, values and times.

PE

Physical Education includes a variety of games and activities to develop

foundational skills used in many team sports such as netball, cricket and touch

football, while enhancing teamwork and good sportsmanship. Children will

participate in a short ‘intensive’ session of swimming, dance and gymnastics.

SPECIAL EVENTS

Year 5 attend a three day / 2 night camp with a focus on building character and teamwork.

Students are often challenged to attempt activities that are beyond their natural ability and

comfort zone. They are often ‘thrilled’ when they overcome their fears and realize they can

achieve more than they thought!


1. Broaden their vocabulary – as children begin to read a

greater range of material, it’s helpful to increase their

vocabularly to use more ‘technical’ or mature words. A

dictionary or thesaurus can help children understand new

words.

2. Focus on Effort - while we want all students to have great results, more

importantly we want to see each student putting in their best effort. We are not all

created to be the same, but we can all be the best that we can be.

3. Honour Yourself – In a job interview, presentation is everything; the way you look,

the way you dress, the way you sit. As students come in to their pre-teen years, it’s a

good time to start building personal habits which show they honour themselves and

others.




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Year 6 Canberra Camp – Snow Day

YEAR 6

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YEAR 6 – RESPONSIBILITY & POSSIBILITY

The Primary School journey culminates in Year 6, students have opportunities to

demonstrate and develop their leadership skills by implementing initiatives for the benefit of

other students. There is an increase in the learning demands as students begin to prepare

for their transition into high school. Key Australian Curriculum content and skills for this

year level include (but are not limited to) …

ENGLISH

make connections between students’ own experiences and those of characters and events drawn from different historical, social and cultural contexts

explain use of language for modality, emphasis, repetition, metaphor

use a variety of comprehension strategies to access, compare and contrasts texts by same / different authors; identifying different approaches, analysing ideas and events

and develop personal opinions and preferences

plan, draft, edit and publish texts using various structures, language features, imagery,

sentence variation, accurate use of grammar, spelling patterns and punctuation,

selective word choice, images and digital resources

author study - evaluate characteristics that define an author’s individual style

plan, rehearse and deliver presentations with multimodal elements appropriate for their audience

MATHEMATICS

identify and describe properties of prime, composite, square and triangular numbers

efficient mental strategies for solving problems involving all four operations

order of operations and brackets

fractions – represent on a number line, add & subtract fractions, multiply and divide decimals, equivalent fractions, percentages

money – calculate discounts of 10%, 25%, 50%

measurement – solve problems and convert between metric units of length, mass, capacity

time – interpret timetables

shape – construct prisms and pyramids

location – Cartesian coordinates, angles, translations, reflections, rotations

chance and data – probability using fractions, decimals, percentages; frequency;

create, compare and interpret data displays

SCIENCE

Biology – physical and environmental conditions affect the growth and survival of living things

Chemistry – changes to materials – melting, freezing, evaporating, burning, rusting

Earth & Space – extreme weather or geological changes affect Earth’s surface

Physics – electrical circuits and sources of power

P a g e | 41

HISTORY – Australia as a Nation

Australia’s Federation - key figures and events, contributions of groups since to the

development of Australia as a society

Democracy & Citizenship – status and rights of Aboriginal people, migrants, women, children

Migration – stories and reasons

GEOGRAPHY – A Diverse and Connected World Australia’s connection with major countries of Asia and the world

The world’s diversity – cultural, economic, demographic, social characteristics,

indigenous peoples

SOSE / CIVICS AND CITIZENSHIP / ECONOMICS

Three levels of Government

The Westminster system

Laws, rights, responsibilities

National and global citizenship

Goods and Services

Consumerism

OTHER SUBJECTS

CHRISTIAN STUDIES - Students will study 2 units which provide the culmination of

ideas and themes covered in previous years …

Who is God?

Students study the attributes and character of God as recorded across the Bible.

They explore what it means for God to be eternal, infinite, creator,

omnipresent, omnipotent, omniscient, unchanging, sovereign, wise, holy,

righteous, faithful, true, good, merciful, gracious, love, spirit, light and triune.

Who am I

in Christ?

Students discover how and why God has gifted each person with a different

personality and ‘smarts’, and how we can better live and work together when

we understand that different personalities approach things in different ways.

Students also learn that Christians have a specific identity given to them through

their relationship in Christ.

Technology

Students skillfully use a range of software programs and digital tools to create

texts. They learn key cyber safety skills including strategic web browsing,

copyright, digital citizenship and privacy rules.

Visual Art

Students identify contrasts in the environment and art works, creating texture,

tone, and identify how a ‘message’ or emotions can be communicated through

art.

P a g e | 42

SPECIALIST LESSONS



Japanese


Where possible, these units link with their classroom studies. Topics studied

include Japanese animals, advertising and climatic events.

Music

Year 6 students have the choice of learning to play the keyboard, drums, guitar,

recorder and xylophone, applying their understanding of music theory, reading

notes, values and times.

PE

Physical Education includes a variety of games and activities to extend student

coordination, balance and motor skills required for team sports such as touch

football, hockey, cricket and netball, while developing an attitude of teamwork

and good sportsmanship. Children will participate in a short ‘intensive’ session

of swimming, dance and gymnastics.

SPECIAL EVENTS

All Year 6 students have the opportunity to experience leadership within the Primary

School, however some are nominated by their peers and staff to hold an official ‘badge of

office’ and perform various functions at College gatherings and events. The highlight of the

Year 6 calendar is the week-long trip to Canberra, visiting our nation’s Parliament House

and enjoying special experiences such as visiting Questacon and a ‘chilly’ day in the snow.


1. Time Management – As the demands of high school

increase, students will need to learn to create a manage a

good personal timetable to manage their responsibilities,

complete their assignments on schedule and still have free

time for fun, family and friends. Having a set time and place to

complete schoolwork at home is helpful to build good study

habits and routines.

2. Keep in touch – Education is a partnership between home and school. We need

each other . Teachers regularly email parents regarding homework needs, class

events and current projects. We also want to hear how things are going for you at

home in supporting your child’s learning. That special time to ‘debrief’ at home can

help us understand and support your child at school.

3. Build general knowledge – As students prepare for high school, it is good if they

can become more aware of key people and general events happening in our

community, nation and the world.




P a g e | 43

#COCTCommunity

Families join in “Walk Safely to School” Day

P a g e | 44

CO-CURRICULAR

Teachers give of their time and expertise to provide extra curricula activities to enrich

student learning. As such, the availability of activities varies from year to year. Some activities

will be provided during lunch times. All students will have the opportunity to participate in a

club on Wednesdays in the session after lunch. Other programs run outside of school hours.

Further details about particular activities will be provided throughout the year.

Teacher Activity Available for

Miss Fiona Creighton Origami Club Years 1-3

Calligraphy Club Years 4-7

Miss Wendy Baills Junior Choir Years 1-3

Celebration Singers Years 4-6

Recorder Group Years 3-6

Mrs Gayle Dixon Arts in Action – various programs

including dance, art and musical games

Additional notes

will be sent home

Mr Todd Martens

Various training sessions are offered

throughout the year depending on the

sporting season such as cross country

running, athletics, soccer, AFL.

Please see

additional notes

sent home

during the year.

Year 6 Leaders

Various lunchtime activities such as

sporting games, Bible study groups,

dance troop and the “COCT’s Got

Talent” competition

Various

To Be Advised

** Mrs Wennita King Saturday Netball Competition Girls from 10 y/o Depends on numbers

We have several professionals who also provide tutoring in a variety of musical instruments

such as drums, woodwind and guitar. Tennis Coaching is also available. For further details

regarding session times and costs, please see College Reception.

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JOIN US ON CAMPUS

We greatly appreciate the time and skills parents and other volunteers contribute to our College

community be it in Primary classrooms, the Tuckshop, library or our Parent Association meetings.

More information regarding our Volunteer Program is available through College Reception.

We also have a number of “Community Outreach Days” through which we raise money and

awareness for worthy events and causes such as the National Day Against Bullying, Anzac Day, Walk

Safely to School Day and Book Week. Family and friends are always welcome to come and join the

fun. Event details are communicated closer to each event.

Wearing Orange for the “National Day against Bullying”

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INTERNET RESOURCES TO USE AT HOME

Your child has a username and password through the school’s subscription for the following

internet resources. Please see your child’s class teacher for further details.

Lexia Reading has interactive games helps children with

spelling skills,

reading strategies

building vocabulary.

Webpage: http://www.lexialearning.com to download

App available for iPad and Android

Ask your child’s teacher for our COCT Customer Code

Mathletics – teachers learning activities to target goals across

Number sense and number facts

Time

Measurement

Data analysis

Problem solving

Webpage: http://www.mathletics.com.au/


Skoolbo – teachers learning activities to target goals across

Number sense and number facts

Time

Measurement

Data analysis

Problem solving

Webpage: http://www.skoolbo.com.au/


Reading Eggs – School subscription for Prep and Year 1 only,

however parents can purchase their own subscription

Letter recognition

Blending sounds

Reading

Spelling skills

Webpage: http://www.readingeggs.com.au


For helpful information on cyber safety and media productions, visit www.commonsensemedia.org

http://www.lexialearning.com/

http://www.mathletics.com.au/

http://www.skoolbo.com.au/

http://www.readingeggs.com.au/

http://www.commonsensemedia.org/

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LINES OF COMMUNICATION

We value partnering with you in the care and education of your child. To do that, clear and

open communication is vital. We have several avenues to make communication between

school and home more accessible.

The Classroom Teacher is always the first person to speak to when

there’s an issue with your child. You can visit them in person or send a

message via the Student Diary. If they are unable to help with your

concern, the teacher can help direct you further from there.

To speak with the Head of Primary School, please make an appointment by

phoning our College Reception on (07) 4617 6555. This ensures you will

have adequate time for you conversation amidst the other commitments or

appointments booked throughout the day.

Our College app provides calendar updates and important push

notifications regarding upcoming events and changes in the College

program. It also provides an easy link to our Student Absentee line and

College Facebook page. The app is available for iPhone and Android.

Like us on Facebook and follow our photo updates and notifications

celebrating College events and achievements. Find us at

www.facebook.com/christianoutreachcollege

Some student and College data will soon be available to parents through

our newly updated Information Management System “Synergetic”. Details

will be provided when available.

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=0CAgQjRw4kAE&url=http://becuo.com/male-and-female-figure-symbol&ei=w29HVIS2KY3d8AWNoYHYCw&psig=AFQjCNGFnEt7w9IYSTV5b8jDW_vw3iUp1Q&ust=1414054211747712

http://www.facebook.com/christianoutreachcollege

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=0CAgQjRw&url=https://www.facebook.com/&ei=KWtHVObWMM788QWO64LIBw&psig=AFQjCNGWhUk9damB02JCkgK9H7mYfQM3ow&ust=1414053033871142

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=0CAgQjRw&url=http://learn.coc.edu.au/technology/synergetic/synergetic/&ei=7W1HVOyrKKTBmAXOiYLIAQ&psig=AFQjCNG2B3402he0_pDNK6XJBAGKxVi7yA&ust=1414053741729644

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=0CAgQjRw4Kg&url=http://www.nidus.ca/?page_id=6159&ei=inBHVKGoCs7p8AWWmICwCA&psig=AFQjCNE7lPZaBH7L2RW1W-aPvRxldN4dKQ&ust=1414054410243420

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CONTENTS · CONTENTS Page 3 COCT ... practices to facilitate student learning and guide their development into godly men and women who can contribute in a ... grammar rules,