Year 3 Cannonvale Curriculum

Transcription

2015
CANNONVALE STATE SCHOOL CURRICULUM – Year 3
AUSTRALIAN CURRICULUM LINK CLICK HERE
Whole School
Drivers
ENGLISH
Term 1 - Where In The World
Am I?
Persuasive Advertisement
Analysing and Creating a
Persuasive Text.
As part of the Term theme of
“Where in the World am I?”
students explore persuasive
language by examining texts
used to promote products ( such
as media and television
advertisements). They identify
persuasive, generic structures,
techniques, such as rhetorical
questions, and vocabulary. They
also engage with the 7 Steps
Persuasive Writing program.
Students then plan and present a
90 second television
advertisement for Cannonvale or
Airlie Beach.
GEOGRAPHY
Home And Away
Students explore similarities and
differences in places near and
far. They ccorrectly label the
Term 2 - From Little Things
Big Things Grow!
Stolen Generation Indigenous Australia
Book study
Exploring Imaginative Texts
through different perspectives.
Students study the text ‘Stolen
Girl’ by Trina Soffioti. They
investigate the use of text and
illustrations to create meaning.
Students study language choices
in the text. They make
connections to the text, create
their own illustrations and
complete comprehension
questions from the text.
http://www.australiancurriculum.edu.au/home
Term 3 - Oh The Places You
Can Go When You Read!
I Dream Of Daydream
Term 4 - Food Glorious Food!
Let’s Cook
Exploring and Creating
Informative texts
Exploring And Creating
Procedural Texts.
Students explore the elements of
informative texts including
purpose, generic structure,
language choices and
publication layout.
Following an excursion to
Daydream Island they create
and publish an information
brochure about the island and
what it offers to visitors.
Students investigate various
procedural texts to determine their
purpose, generic structure,
language choices, subject matter
and mode of presentation.
They create a play script and
PowerPoint presentation to be used
in their presentation of the Ready,
Steady Cooking Show.
Students study a series of four
pictures and use the series of
pictures to create a sequential
narrative incorporating dialogue.
The narrative incorporates an
indigenous perspective and
employs the ‘7 Steps to Writing
Success’ in its constructions.
This piece is published using
ICTs.
Dreaming of Daydream
Student enjoy an excursion to
Daydream Island. They identify
geographical features of the
(this is linked with Health, Arts
and Technology)
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main features on a map of
Australia. They also label
Australia’s neighbouring
countries. Students construct an
infographic using ICTs. They
cconstruct a map which shows
the different climates in Australia.
They must also identify and label
one place in each type of
climate. Next they write a
paragraph about what it would
be like to live in a climate unlike
their own. As a class students
create inquiry questions to use
while Investigating 2 countries.
They
interpret a climate
graph and a map of the Asia
Pacific region to answer these
questions. Finally students
create a Venn diagram and a
table to represent the similarities
and differences between
countries.
HISTORY
island and the purposes of these
features. As a class they develop
and answer inquiry questions
about the island. Students gather
and record geographical data
and use it to create a map of
Daydream conforming to
cartographic conventions,
including legend, title and north
point.
Celebrate And Remember
Students investigate
celebrations, commemorations
and community diversity. As a
class they develop inquiry
questions such as:
•
How and why do people
choose to remember
Continuity & Change In Our
Local Community
Following their excursion to
Daydream Island, students plan
and conduct a guided inquiry
about the history of the island.
Questions include:
• Who lived here first and how
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significant events of the
past?
•
What does ANZAC day
mean to Australians?
•
What symbolism is
associated with it?
They discuss the significance of
ANZAC day, exploring different
aspects of it. Students read about
Jack Simpson Kirkpatrick and pose
questions about his background and
his involvement at Gallipoli in WW1.
They construct a timeline of Jack
Simpson Kirkpatrick’s life with a
focus on the Gallipoli campaign.
Finally students create an invitation
to someone to attend the school’s
ANZAC commemoration ceremony.
DRAFT – NOT
INTRODUCED IN
2015.
Civics and
Citizenship
do we know?
How has the island
changed? What features
have been lost and what
have stayed the same.
Students identify sources, gather
data and present their findings in
a digital graphic organiser.
•
By the end of Year 3, students
explain how decisions can be made
democratically. They recognise the
importance of rules. They describe
how people participate in their
community as active citizens.
Students pose questions about the
society in which they live. They
share their views on an issue. They
present their ideas and opinions
using civics and citizenship terms.
My World of Maths
Growing in Mastery
Reading the Signs
Nutritional Numbers
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MATHS
Am I?
Focus concepts:
Number names and concepts,
counting, decimal numbers,
negative numbers, ordering,
addition and subtraction
including partitioning, joining and
separating, 2D and 3D shapes
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
TECHNOLOGY Climate Info-graphic
(This unit links to Geography)
DIGITAL
In this unit students learn how
to develop basic computer
skills:
• Construct a list, table or infographic (mind / bubble map)
Big Things Grow!
Focus concepts:
Counting patterns, Money,
Fractions, Multiplication and
Division including arrays and
sharing, Time, Length and
Volume
PROFICIENCY STRANDS
Reasoning
Birdlife Graph
(This unit links to Science)
In this unit students learn how
to develop basic computer
skills:
• Collect data
• Represent this data as a
column graph
This requires students to:
This requires students to:
• Explore how people safely use
common information systems
to meet information
• Recognise and explore
patterns in data and represent
data as pictures, symbols and
Focus concepts:
Larger numbers, regrouping,
formal operations, fractions,
chance and data, position and
direction
Focus concepts:
Number concepts,
Transformations, Area, Mass,
Patterns and Functions,
Geometry
PROFICIENCY STRANDS
Reasoning
PROFICIENCY STRANDS
Reasoning
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communication 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
Big Things Grow!
diagrams
• Recognise different types of
data and explore how the same
data can be represented in
different ways.
They use this learning to:
• Collect and collate birdlife data
• Create a column graph of this
data.
.
They use this learning to:
• Construct a list, table or infographic (mind / bubble map) to
represent data about
Australia’s climate
TECHNOLOGY
DESIGN
Design A Clay Sea Creature
(This unit is linked to Visual
Arts)
In this unit students:
• Explore the characteristics
Design an advertisement
(This unit is linked to English
and Visual/ MediaArts)
• Explore the characteristics
and properties of materials
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and properties of materials
and components that are
used to produce designed
solutions.
• Design a clay sea creature
which will be made as a
visual arts project
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.
and components that are
used to produce designed
solutions.
• Design and create a media
advertisement for a cooking
show.
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.
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•
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
SCIENCE
It’s a Small, Small World!
What do living things need?
Students explore a variety of
resources and representations
to investigate the relative size
of Earth, the sun and the
moon, the rotation, orbit and
tile of the Earth and how
shadows are formed and
changed.
Students study the diversity of
living things and observe
different types of animals and
different habitats in which they
live. They revise the needs of
living things and the difference
between living, non-living and
dead. Students complete a
Venn diagram comparing and
contrasting 2 animals previously
learned about.
Students investigate local bird
life using inquiry skills. They
In this unit students work
collaboratively to observe, record
and explain how the position of
the sun and shadows change
No Science in this term.
History and Geography both
taught in this unit due to the
nature of the concepts and how
they link together around the
cohort’s excursion.
Term 4 has a double load of
Science due to the nature of the
concepts in KLAs of Science,
History and Geography. No
History and Geography are
taught in Term 4. See Year
Overview for clarification.
•
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
How Do I Keep Food At The
Right Temperature?
Students explore the ways in
which substances change,
including the effects of heating
and cooling substances. They
are provided with a scenario in
which 2 children are conducting
an investigation into melting ice.
The students are asked to
decide what the investigable
question would have been and to
predict what would happen when
the children put the ice-cube on
a saucer and left it near a heater.
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THE ARTS
MEDIA
(CLASS
TEACHER)
Am I?
Big Things Grow!
throughout the day.
Students explore different
representations of the movement
of the Earth in relation to the sun,
including interactive animations
and role playing. They participate
in discussion about how day and
night occur on Earth and explore
the effects of being in different
locations on Earth.
Students complete an annotated
diagram to explain day and night.
They develop and apply key
vocabulary to be used in this
diagram. Students consider how
being in a different location
affects the time of day the sun
rises and sets. They consider the
implications of different time
zones.
conduct research into common
birds and make predictions
(based on their experiences e.g.
birds they have seen
themselves) about the number of
each bird they will see as they
investigate the school grounds
and surrounding areas.
Students then complete a walk
through the bush to gather data.
As a class they share data and
represent it on a graph. Students
also observe feathers, using
comparisons of the 2 organisms
and draw a conclusion about
features common to living things,
measurements to represent the
size of the feathers and make
predictions about which bird the
feather might have come from.
They research their predicted
bird and present their findings.
The students are told that when
the children returned 2 hours
later, the saucers were empty.
The students then develop a
story board to explain what has
happened to the ice cube.
Students explore the ways in
which heat moves within and
between objects. They discuss
hot objects around the home and
the materials they are made of.
The language of ‘conductors’
and ‘insulators’ is introduced.
With teacher guidance and in
small groups, students complete
an investigation and record their
findings on a worksheet.
VISUAL ARTS and MEDIA
NAIDOC Celebrations
Students:
• Identify intended purposes
and meanings of media
artworks using media arts
key concepts, starting with
media artworks in Australia,
Students:
• Use media technologies to
create time and space through
the manipulation of images,
sounds and text to tell stories.
• Investigate and devise
representations of people in
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including media artworks of
Aboriginal and Torres Strait
Islander Peoples.
(These activities are linked to
English and NAIDOC week
celebrations)
•
their community, including
themselves, through settings,
ideas and story structure in
images, sounds and text.
Plan, create and present media
artworks for specific purposes
with awareness of responsible
media practice.
Students create an
advertisement for their
cooking show.
Students are required to:
• Investigate the elements and
techniques used in
advertisements
• Create their own
cooking show created in their
English unit.
• Reflect on the success of
their advertisement
( Descriptor- ACAVAM112)
This unit is linked to English and
Technology Design
THE ARTS
MUSIC
MY WORLD OF MUSIC
Students develop aural skills by
MUSIC FROM OTHER CULTURES
Students respond to music and
BE THE ENTERTAINER
Students sing and play instruments
COOK ME UP A TUNE
Students create compositions and
2015
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(Specialist
teacher)
THE ARTS
VISUAL ARTS
(CLASS
TEACHER)
Visual Arts to be
offered weekly as
one of the
activities on Friday
afternoons while
musical practice is
on.
Am I?
Big Things Grow!
exploring and imitating sounds, pitch
and rhythm patterns using voice,
movement and body percussion.
They listen to and perform a variety
of songs.
Students study the Year 3 Text
Vivace during which they develop
understanding of beat, dynamics
and pitch.
They also begin 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
consider where and why people
make music, starting with Australian
music, including music of Aboriginal
and Torres Strait Islander Peoples.
They listen to and perform a variety
of songs including those with an
indigenous perspective
and pitch.
They continue their study of
increasingly difficult songs.
to improvise, practise a repertoire of
chants, songs and rhymes,
including songs used by cultural
groups in the community. They
participate in group, individual and
unaccompanied singing
and pitch.
perform music to communicate
ideas to an audience. They continue
their study of simple beat and sing
and perform and songs.
and pitch.
SELF PORTTRAIT FOLIO
Students:
Create an Art Portfolio of selfportraits accompanied by a
reflection
•
•
•
•
Discuss portraits
View portraits to examine
features
Investigate and view digital
and other techniques
Produce their own portfolio of
NAIDOC CELEBRATIONS
During NAIDOC celebrations
students:
• Explore ideas and artworks
from different cultures and
times, including artwork by
Islander artists, to use as
inspiration for their own
representations.
• Identify purposes and
meanings of artworks using
visual arts terminology to
CLAY SEA CREATURE
Students learn basic songs,
strumming patterns and playing
techniques on ukulele.
VISUAL ARTS and MEDIA
(Visual Arts is the secondary
Students:
focus in this unit)
Create a clay sea creature
Students:
• View and develop the
technique and skills required
to work with clay.
• Choose and design the sea
creature they will create
• Create the sea creature.
• Contribute to the class
Create an advertisement for
their cooking show.
• Investigate the elements and
techniques used in
advertisements
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•
•
self portraits
Use materials, techniques
and processes to explore
visual conventions when
making artworks
Present artworks and
describe how they have used
visual conventions to
represent their ideas
Big Things Grow!
compare artworks,
starting with visual artworks from
Australia, including visual
artworks of
Islander Peoples.
(These activities are linked to
English. They are taught but not
assessed)
•
•
display
Use materials, techniques and
processes to explore visual
conventions when making
artworks
Present artworks and describe
how they have used visual
conventions to represent their
ideas
(This unit is linked to English,
History, Geography &Technology)
(This unit is linked to Health )
THE ARTS
DRAMA
(class teacher)
Students create and perform a
self-scripted role play based on
their book study of ‘Stolen Girl’
by Trina Saffioti
• Develop and apply the skills
necessary to write a script in
a small group
• Develop skills of movement,
use of space, voice
expression and projection,
facial expression, taking on a
character.
• Develop confidence to
perform for a peer audience.
• Explore ideas and narrative
structures through roles and
situations and use empathy
in their own improvisations
and devised drama.
•
•
Create their own
cooking show created in their
English unit.
Reflect on the success of
their advertisement
( Descriptor- ACAVAM112)
(This unit is linked to English and
Technology Design).
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THE ARTS
DANCE
(Specialist)
Am I?
RAW ENERGY DANCE
EDUCATION
Students participate in the REDed
Raw Energy Dance Education
program
• Complete simple movement
sequences that show an
understanding of dynamics,
spatial awareness,
relationships, timing and rhythm
Big Things Grow!
•
Use voice, body, movement
and language to sustain role
and relationships and create
dramatic action with a sense
of time and place.
•
Shape and perform dramatic
action using narrative
structures and tension in
devised and scripted drama,
including exploration of
Islander drama.
•
Identify intended purposes
and meaning of drama,
starting with Australian
drama, including drama of
Islander Peoples, using the
elements of drama to make
comparisons.
RAW ENERGY DANCE
EDUCATION
program
• Complete simple movement
sequences that show an
understanding of dynamics,
spatial awareness,
relationships, timing and rhythm
RAW ENERGY DANCE
EDUCATION
program
Students apply movement skills in
dance, gymnastics, games and
sports, and practise manipulative
skills in a range of minor games.
• Students are required to:
Perform movement sequences
RAW ENERGY DANCE
EDUCATION
program
Students apply movement skills in
dance, gymnastics, games and
sports, and practise manipulative
skills in a range of minor games.
• Students are required to:
Perform movement sequences
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of movement.
•
Demonstrate fair play and
cooperation in small groups.
• They participate in physical
activities that promote
enjoyment and recognise the
importance of these for health
and lifestyle balance.
of movement.
•
Demonstrate fair play and
cooperation in small groups.
• They participate in physical
activities that promote
enjoyment and recognise the
importance of these for health
and lifestyle balance.
Creative Arts
Students perform dances with
some understanding of body
movement and expression,
exploring a range of movements
to make choices in order to
convey ideas, feelings and
moods. They describe the ideas,
feelings and moods conveyed by
dances.
Creative Arts
Students perform dances with
some understanding of body
movement and expression,
exploring a range of movements
to make choices in order to
convey ideas, feelings and
moods. They describe the ideas,
feelings and moods conveyed by
dances.
In this term students also:
Perform dances using
expressive skills to communicate
ideas, including telling cultural or
community stories.
Identify how the elements of
dance and production elements
express ideas in dance they
make, perform and experience
as audience, including
exploration of Aboriginal and
Torres Strait Islander dance.
•
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
•
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
2015
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HPE
HEALTH
Fun Friends
Safe and Happy
Personal Plan
Healthy Lifestyle Plan
Self-identity and beliefs.
Making Safe Choices
Rest and Relaxation
Healthy Eating & Physical
Activity
• Explore self-identity - what
makes us who we are
• Reflect on and develop their
own self-identity
• Develop respect for the
identity and beliefs of others
• Examine how success,
failure and challenge develop
identity.
• Discuss safe and unsafe
behaviours
• Consider the consequences
of these choices
• Develop problem solving
skills
• Reflect on emotions and
what makes students feel
happy, sad, safe and unsafe.
• Identify what rest and
relaxation are.
• Consider the part they play in
a healthy lifestyle.
• List benefits of them
• Play for them in theirs or
their family’s lives.
This unit requires students to:
• Participate in discussions
• Complete written work
including text and diagrams
• Participate in small groups
• Self-reflect and share these
reflections
• By the end of Year 3,
students recognise strategies
for managing change. They
examine influences that
strengthen identities.
Students demonstrate their
learning by:
Big Things Grow!
•
•
•
•
•
•
Participate in discussions
Complete written work
including a role play script
Participate in small groups
Perform in front of peers
Investigate how emotional
responses vary and
understand how to interact
positively with others in
different situations
Interpret health messages
and discuss the influences
on healthy and safe choices
• Complete written work
• Participate in small groups
• Reflect on family lifestyle
• Plan for themselves or their
family
• Describe the connections
they have to their community
and identify resources
available locally to support
their health, safety and
physical activity.
learning by:
Developing a Healthy Lifestyle
• learn the functions of the
body and the actions
required to keep them
working well
• Identify factors that influence
the function of the body
systems such as exercise
and drugs.
• Identify healthy food choices.
• Learn about second hand
smoke
This unite requires students
to:
• Visit the Life Education Van
• Complete written activities
• Participate in role plays
• Reflect on theirs and others
eating and physical activity
choices
• Understand the benefits of
being fit and physically active
•
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Create a shield/coat of arms to
represent themselves.
Big Things Grow!
•
Describe the connections
they have to their community
and identify resources available
locally to support their health,
safety and physical activity.
•
Apply strategies for working
cooperatively and apply rules
fairly. They use decisionmaking and problem-solving
skills to select and
demonstrate strategies that
help them stay safe, healthy
and active.
Plan for rest and relaxation. This
unit is tied in with an excursion to Students demonstrate their
learning by:
Daydream Island.
•
Completing a collection of
work which includes Life
Education booklet and a
Healthy Lifestyle Plan for
eating and exercise.
learning by:
Writing and performing in a role
play demonstrating strategies
that students could use to deal
with an unsafe or uncomfortable
situation.
PHYSICAL
EDUCATION
Sport to be
offered weekly as
one of the
activities on Friday
afternoons while
musical practice is
WATER AWARENESS &
LIFESAVING
• Complete a series of
swimming/lifesaving
activities.
• Apply strategies for working
fairly.
• They understand the benefits
SWIMMING AND LIFESAVING
TAKE YOUR MARK, GET SET,
GO
• Complete develop the
fundamental movement skills
of running, jumping and
throwing.
• Apply strategies for working
CRICKET
In this unit students: apply a
range of movements and tactics,
skilfully communicate and
coordinate with others and
reflect on and evaluate
gameplay, skills and teamwork
In this unit students: complete
a series of swimming/lifesaving
activities.
demonstrate skills learnt through
physical demonstration.
• They understand the benefits
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on.
of being fit and physically
active
• Refine fundamental
movement skills and
movement concepts and
strategies in different
physical activities and to
solve movement challenges.
• Create and perform
movement sequences using
and the elements of
movement.
learning by performing
physical demonstrations of :
• A Slide entry in deep water
• A Float on front and back
unassisted
• Sculling head first on back
• Swimming 15 m freestyle
with coordinated breathing
• Swimming 10m survival
backstroke
• Swimming 5 m correct
breaststroke
• Treading water in vertical
position head above water
for 30 secs
A Surface dive and recover
object from chest deep water
Big Things Grow!
•
•
•
fairly.
They understand the benefits
active
Refine fundamental
movement skills and
Create and perform
and the elements of
movement.
refine these skills in individual
based activities.
learning by: physical
demonstration through simple
games and group challenges by
refining movement concepts and
strategies
work as a team to improve their
own and others understanding
and skills.
active
• Refine fundamental
movement skills and
• Create and perform
and the elements of
movement.
demonstration
• Perform as step entry
• Demonstrate sculling
head first
• Swim 50 metres with
actions that resemble two
or more strokes
• Survival skills
• Underwater swimming –
recovering objects
• Reach rescue and
answer question about
dangers in the aquatic
environment.
Extension tasks – butterfly
(dolphin kick)
demonstration and participating
in team activities.
2015

Year 3 Cannonvale Curriculum

Transcription

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