Beaumaris North PS

01 August 2017
Year Six Specialist News - 2017
Term 1, 2017 
Term 2, 2017 
Term 3, 2017 
Beaumaris North Primary School
(03) 9589 5449
Wood Street
Beaumaris, Victoria, 3193
AU

Term 1, 2017 

Library

 

Year 6 students are encouraged to borrow books from the Library. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library program also supports and extends the Units of Inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term 1 Unit of Inquiry is called ‘Humanitarian Leaders’ which integrates with ‘How We Express Ourselves’. The unit focuses on the qualities of a humanitarian leader and a symbolic animal to empathise the qualities of their chosen leader. The artists they will explore are a variety of Surrealist artists.

  • Using the photo of a Humanitarian Leader, of your choice, you will illustrate an animal portrait
    using illustration skills, applying knowledge of tone, scale, composition and detail.
  • Printmaking - creating a print plate design with a pattern that links to the cultural heritage of the
    Humanitarian leader or animal.
  • The overall effect of their final piece - coloured pencil detail and enhancement of background print and positioning of the portrait.

Physical Education

Team Building Activities. Striking Games – Softball/Golf

 

Focus: Working together as a group showing empathy for others. Demonstrating open-mindedness and caring for each other.

 

Refine the basic and complex motor skills of throwing, catching, fielding and striking in a selection of games. Consolidating the evaluation of the performance of a partner during games and providing constructive feedback based on performance criteria to assist skill development.

 

Concepts: Responsibility - looking after each other and the sporting equipment needed in team
games. Safety on the sports field.

Attitudes: Respect and enthusiasm.

Learner Profile: Discussion with the children about Learner Profiles demonstrated during the
lesson. Children identify peers that demonstrated a particular Learner Profile.

Japanese

Themes/activities

  • Essential agreement in Japanese room.
  • Hiragana characters.
  • SETSUBUN (Bean- Throwing festival).
  • Greetings and classroom words (revision).
  • Self-introduction (name, age, grade, what I like, nice to meet you!).
  • Japanese style YOGA.
  • Skype with Japanese students (to be determined).
  • HINAMATSURI (Dolls festival).

Concepts

  • Form (pattern)
  • Perspective (point of view of others)
  • Connection (relationship, network)
  • Responsibility (socially responsible action)

Music

 

Who We Are 

 

Focus: Harmony not only exists in relationships between people but also in the relationship between two or more notes that are blended together.

 

The students will:

 

Sing songs promoting respect and a positive attitude

  • Be True, Bravehearts as well as songs that require vocal harmony: ‘Doo Doo Canon’ and ‘I Need Some Music’.

Make use of music as a language of expression

  • Learn about the function of chords built on the major scale of 1/3/5 blend together to form a harmony.
  • Experience singing in harmony.
  • Listen to various compositions. Note the change to the mood when more irregular harmonies are used.
  • Composition using poem.

Explore body movement as a means of expression

  • Create moves for classroom songs.

Become familiar with the tone colour and playing techniques for tuned and untuned percussion instruments

  • I Need Some Music: untuned percussion accompaniment.

 

 

Term 2, 2017 

Library

Year 6 students are encouraged to borrow books from the Library. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library program also supports and extends the Units of Inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term Two Unit of Inquiry is called “Contemporary Aboriginal Art” which integrates with “Where we are in place and time”. The Unit focuses on present day Aboriginal culture through contemporary art and reflecting on the traditional past. The artists to explore are Michael Cook, Freddy Timms and Minnie Pwerle.


Activities include:

  • Ceramic carving work inspired by contemporary Indigenous painters.
  • Wire sculpture camp dogs exploring form and texture.
  • Aerial mapping pattern, inspired by contemporary Australian aboriginal art.

Physical Education

 

Focus: Gymnastics: The aspects of Gymnastics being covered will be balance (handstands/pyramids), rotations (cartwheels/round-offs) and flight (mini-tramp/vault).

 

The children will work in a variety of groups and perform sequences of movement, with and without equipment, individually and as a group.

 

Invasion Games- AFL and Touch Football
Continue to refine basic and complex motor skills with attacking and defensive strategies in game situations. The children will continue to refine the skills of punt kick, handball, marking, passing and various ball manipulations. They will then be incorporated into team games and activities. They will consolidate evaluating the performance of a partner and provide constructive feedback based on performance criteria to assist skill development.
 

Concepts: Causation – the way they respond to others influences how they respond to us.

Attitudes: Cooperation, empathy, tolerance and integrity.

Learner Profile: Discussions amongst the class after each lesson and the demonstration of specific Learner Profile attributes identified.

Japanese

Themes/activities

  • Numbers (1-10000) - pronunciation and spelling in Kanji characters.
  • Self-introduction (name, age, grade, family, pet, what they like and nice to meet you, etc.).
  • Perform a Japanese skit (Self-introduction).
  • Japanese board games - let’s play OTHELLO; a Japanese board game with Makoto Sensei! OTHELLO will be one of the Lunch Club activities in Term 3.

Concepts

  • Form (pattern)
  • Perspective (point of view of others)
  • Perspective (belief)
  • Connection (relationship, network)

Attitudes

  • Communicator
  • Reflective

Music

Sharing the Planet

Different cultures are influenced by many factors

 

Concepts

  • Connection (How is it connected to other things?).
  • Perspective (What are the points of view?).

PYP Profiles

  • Knowledgeable, Risk Taker and Balanced.

Songs

  • Buku Pintu (Sing 2001 p75).
  • Malayan Hand Drill (Sing Song Saya) (CC L3 p50).

Focus: Elements of Music

  • Form: recognise the form in music: intro, verse, chorus, bridge, coda and how form can relate to student’s own compositions.

Instrumental

  • Rhythm accompaniments on tuned and untuned percussion instruments using the pentatonic scale and inspired by the Indonesian Gamelan Orchestra.

Appreciation

  • Video clips of Indonesian gamelan and songs.

Chant

  • Create a chant using Indonesian place names then add untuned percussion instruments.

Movement

  • Sing Song Saya’: circle dance.

Creative

  • Compose own melody on pentatonic scale using text from ‘Potong Bebek Angsa’ (AVDP 03 p19).

 

 

Term 3, 2017 

Library

 

Year 6 students are encouraged to borrow books from the Library. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library program also supports and extends the Units of Inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term 3 Unit of Inquiry is called “Self Portrait” which is a standalone Unit. The Unit focuses on the students’ personal qualities to create a tribute through portraiture and symbolism. Portraits are inspired by a variety of artists, from the Archibald Prize and artists Eduardo Kobra and Julie Dowling.

 

The students participate in:

  • Using a photo to guide their illustration of a Self-portrait applying the grid technique displaying an understanding of the learnt technique, application of tone and detail.
  • Designing and creating a background with a personal symbolic link, demonstrating a confident and considered choice of technique.
  • Presentation of the overall effect of the final piece including colour detail, enhancement of background and composition.
  • Creating a Ceramic Bust detailing facial features and applying their knowledge of portraiture and clay skills.

Physical Education

 

Focus: Athletics - running, hurdling, long jump, high jump, discus and shot put.

 

Create-A-Game: The children work together to create their own group game.

Invasion / Striking / Net Wall Games. Base the games on rules and concepts they have learnt in Physical Education. Concepts to include when planning: Scoring, participation, umpiring, safety and enjoyment.

  • Concepts: Function - how we use our body to perform particular movements.
  • Attitudes: Cooperation -  the ability to work together and collaborate ideas.
  • Learner Profile: Caring - showing sensitivity towards the needs and feelings of others and have a sense of personal commitment to helping others.

Japanese

Themes/activities

  • Hiroshima project - learn a SADAKO story, fold paper cranes to pray for world peace and send them to the Hiroshima Peace Memorial Museum and write a letter to Miss SADAKO.

  • Write a greeting card to Japanese children. (Akada Minami Primary School in Osaka); name, age, grade, what they like, their family and pets.

  • Calligraphy competition - organised by JLTAV (The Japanese Teachers’ Association of Victoria).

  • Accent/dialect - What are they? Accents and dialects in Japanese/ English.

Vocabularies and grammar

  • HIRAGANA, KATAKANA and KANJI characters
  •  BOK/ WATASHI (Name) DES.
  • (Age) SAI DES.
  • LOK NEN SEI DES (G rade 6),
  • (What they like) GA SKI.
  • KAZOKU WA (family members) DES.
  • PET WA (a name of animal) DES.
  • Verbs for folding paper cranes: fold along a line and flatten etc.
  • HEIWA (peace).
  • Words, phrases, greetings and classroom instructions learnt in Semester 1.

Concepts

  • Form (pattern)
  • Perspective (point of view of others)
  • Perspective (belief)
  • Connection (relationship and network)

Attitudes

  • Caring
  • Communicator

Music

How We Express Ourselves

Style and composition

 

Music-accompanies, celebrates, effects your emotions and has different styles which appeals to different groups in the community. Explore how previous music styles connect with those of today. Explore how music has changed over time as well as the elements which have not changed.

 

Make use of music as a language of expression

  • Explore the music styles: of the Baroque, Classical and Romantic Periods
  • Explore how tone colour, tempo and dynamics can change the mood of music
  • Listen to excerpts of music and discuss/write about the visual images they suggest.
  • Compose melodies which reflect the different styles of music: choose either a lullaby, a procession, an infant song

Explore how music has form

  • Listen to excerpts of music and recognise the form.
  • Look at how form can relate to student’s own compositions.
  • Compose melodies which reflect the different styles of music

Explore body movements as a means of expression

  • Create a dance sequence to a known song

Become familiar with the tone colour and playing techniques for tuned and untuned percussion instruments

  • Compose untuned percussion accompaniments (read & play). Add an intro and coda