Term two 2021
Parent Information Presentation (Click Here)
Term Two Overview
Welcome to Year Six, Term Two, 2021!
Term two has kicked off to a flying start with all the students having one eye on camp. It is an incredibly busy term, both in and out of the classroom. Students will continue to develop their leadership skills with a comprehensive leadership program that has just begun and will continue throughout the year.
Below is an outline of Term 2. Under each heading are a number of points that will be covered in each area.
Class Novel – Coraline
- The class novel, ‘Coraline’ is now complete, but students will continue to work through a number of activities to enrich and display their knowledge of the text
Class Novel – Loyal Creatures
- Students will begin to read Loyal Creatures as their class novel once we return from Howqua camp
Summarising and Skimming and Scanning
- Identify important ideas and information and organise them in summary form in order to remember them
- Construct summaries that are concise and reflect only the important and overarching ideas and information
Analysing and examining character traits
- Analysing and examining character traits in a complex way, recognising that they are multidimensional and change over time. Noticing how and why characters change. Infer the big ideas or themes of a text and discuss how they are applicable in everyday life.
- Ask literal, evaluative and inferential questions about texts, author’s purpose, characters, themes and plot
- Understand the different purpose for each level of question
- Describe how asking questions whilst reading can heighten understanding and enjoyment
Text Structures & Features
- Identify key structure and features of different text types and paraphrasing
- Compare and contrast structure and features of different text types
Literature Circle Reading
- Students will be introduced to the roles and structure of Literature Circle Reading towards the end of term in preparation for term 3
Having worked through the ‘7 Steps to Writing Success’ program that specifically focuses on building narrative writing skills through ‘Planning for Success, Sizzling Starts, Tightening Tension, Dynamic Dialogue, Show Don’t Tell, Ban the Boring Bits, Exciting Endings’, students have the opportunity over the first 3 weeks of term to apply the knowledge of learnt skills into their own writing pieces. Students will move on to persuasive writing once their narrative work has been published. Students will also be afforded the opportunity to learn the skills of Cornell notetaking which will support their note taking in high school and beyond.
- The opinion of the writer is clearly stated.
- The introduction outlines ideas to support the writer’s opinion.
- Each reason or argument is expanded into a separate paragraph.
- The conclusion restates the writer’s opinion and sums up the reasons.
- Links paragraphs with time connectives e.g. firstly, secondly, thirdly.
- Is written in third person passive voice.
- Opinions are supported by reasons, facts and statistics
- Uses persuasive devices to convince the reader.
- Students will continue to investigate spelling rules and word origins (e.g. prefixes, suffixes, compound words, apostrophes, plural rules, homophones; Identifying and defining common English morphemes, and use them to solve words). Students will also focus on punctuation such as dialogue, simple, compound & complex sentences.
Operations: solve problems that involve all four operations with whole numbers (Completing unit from Term 1)
Fractions: locate fractions on a number line, solve problems involving the addition and subtraction of related fractions. Calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology.
In non – number, we will also be focussing on the following concepts:
Civics and Citizenship
At Level 6, students describe the nature of Australia’s democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity. They demonstrate understanding of the process of making and changing laws.
Emotional & Social Wellbeing will form part of the curriculum where we will be incorporating the Department of Education’s Respectful Relationships program into our lessons.
The Resilience, Rights and Respectful Relationships (RRRR) program covers eight topics that promotes and models respect, positive attitudes and behaviours. It teaches children how to build healthy relationships, resilience and confidence.
Topics include: Emotional Literacy, Personal Strengths, Positive Coping, Problem Solving, Stress Management, Help Seeking, Gender & Identity, and Positive Gender Relationships.
In line with the school’s Homework Policy, we hope your child can complete as many of the set tasks each fortnight. Your child will receive a Homework Matrix for the term and it will include weekly/ fortnightly activities which support the learning that is taking place in the classroom. More details will follow with your child.
We look forward to another busy and productive term!!
The Year 6 Teachers…
Year 6 Team
Bethany Johnstone (6J)
Patrick Kelly (6K)
Dean Pearce (6P)
Cathy Graham & Rachael Burgess (6GB)
Sarah Nobbs & Melissa Ziebowski (6NZ)