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3 CONTENTS INTRODUCTION... 5 COLLEGE MISSION STATEMENT... 6 INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM (IBMYP) OVERVIEW... 7 The International Baccalaureate Mission... 7 Learner Profile... 7 IB Middle Years Programme Curriculum Model... 9 Community and Service ASSESSMENT IN THE MYP Reporting via Knowledge Community IB MYP 1-7 Grade Rubric LEARNING SUPPORT CURRICULUM OVERVIEW MYP Courses Course Explanations YEAR 6 (MYP 1) Christian Studies Arts Individuals and Societies (Humanities) Language and Literature (English) Language Acquisition (German and Japanese) Mathematics Physical and Health Education Science Design (Technology) ASSESSMENT CRITERIA & GRADE BOUNDARIES Good Shepherd Lutheran College Page 3

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5 INTRODUCTION The Good Shepherd Lutheran College Year 6 Curriculum and Assessment Handbook provides students and parents with an overview of the curriculum implemented in Year 6 at the College. Curriculum in any school is always dynamic. Changes are made as the result of a number of factors that include student, parent and teacher reflections, school evaluations and government accountability requirements. Thus the information in the Year 6 Curriculum Handbook is correct at the time of printing, but changes and adjustments may be made as teachers review courses. These will be communicated to students and parents at the commencement of the new school year. Any questions about the curriculum in general can be directed to the people listed below. More detailed information about particular subjects is available from subject teachers and Learning Area Coordinators, a list of these names can be found on the last page of this handbook. Mrs Rachel Boyce Ms Elsabe Bott Ms Laura England Head of Middle School Head of Studies MYP Coordinator Good Shepherd Lutheran College Page 5

6 COLLEGE MISSION STATEMENT (Years 6 to 9) Good Shepherd Lutheran College is a Christ-centred community providing educational excellence in a nurturing environment, developing active, knowledgeable and compassionate students, encouraging them to enrich our world through selfless service. Good Shepherd aims to: Develop family and community partnerships, reaching out to students and their families with the love of Christ. Provide opportunities for students to develop a relationship with God through Christ. Model servant leadership through a Gospel centred approach. Empower students to be caring, resilient individuals who value social justice and who seek to create a better world through intercultural understanding and respect. Promote a passion for life-long learning. Provide a broad range of educational opportunities and pathways that develop students intellectual, interpersonal and physical skills and knowledge. Provide a safe environment where all individuals are valued. Cater for individual differences; fostering individuality that develops self-confidence for the present and the future. Emphasize the importance of caring personal relationships built on mutual respect in all aspects of life. We believe that the time students spend at school is an important time for building positive relationships with peers and adults as young people seek to define their identity, beliefs and place within the broader community. We strongly believe that children in this age bracket need learning experiences that are integrated, relevant, challenging and rewarding, and include practical activities that empower them to take responsibility for their own learning. We appreciate that each child is a unique gift from God and we commit to helping parents nurture their children s growth and development. To fulfil this commitment, we provide a Pastoral Care program that emphasises the partnership between God, parents, our staff and the children entrusted to our care. Good Shepherd Lutheran College Page 6

7 INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM (IBMYP) OVERVIEW The International Baccalaureate Mission The IB is motivated by a mission to create a better world through education. This aim is to promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century. This is captured in the mission statement of the IB. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. MYP: From Principles to Practice, 2008, p7 Learner Profile The aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. To achieve this, students become familiar with the IB Learner Profile. Similar to values, these attributes encompass that which the students and teachers strive for. The Learner Profile is referred to everyday in our classrooms as students work across all subject areas. It gives students guidelines as to how they should relate to others and approach their learning. Inquirers They acquire the skills necessary to conduct constructive inquiry and research and become independent, active and life-long learners. Knowledgeable They explore concepts, ideas and issues which have global relevance and importance and, in so doing, acquire and are able to make use of a significant body of knowledge across a range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions. Good Shepherd Lutheran College Page 7

8 Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Principled They develop a sound grasp of the principles of moral reasoning, incorporating integrity, honesty and a sense of fairness and justice and respect for the dignity of the individual. Open Minded They gain an understanding and appreciation of their own culture, are open to the perspectives, values and traditions of other individuals and cultures, and are accustomed to seeking and considering a range of points of view. Caring They show empathy, compassion and respect towards the needs and feelings of others, and have personal commitment to action and service to make a positive difference to the environment and the lives of others. Risk Takers They approach familiar and unfamiliar situations with confidence and independence of spirit to explore new roles, ideas and strategies, and are courageous and articulate in defending those things in which they believe. Balanced They understand the importance of physical and mental balance and personal well-being for themselves and others, and they demonstrate perseverance and self-discipline. Reflective They give thoughtful consideration to their own learning and personal development by analysing their personal strengths and weaknesses in a constructive manner. Good Shepherd Lutheran College Page 8

9 IB Middle Years Programme Curriculum Model Learning Areas The IB MYP curriculum is developed from the Areas of Interaction and put into practice through eight areas of learning, which include: Arts (visual & performing) Humanities Language A Language B* Mathematics Physical Education Sciences Technology We also require our students to study a ninth Learning Area, Christian Studies, which reflects our Christian ethos. * International-mindedness is fundamental to the International Baccalaureate. As a result, it is an expectation that students maintain study in a second language (Language B) for the duration of their time in the MYP. The two options for Language B that we offer include: German and Japanese. Approaches to Teaching emphasises the MYP pedagogy, including collaborative, authentic learning through inquiry. Approaches to Learning are a series of general and subject-specific skills that each student develops and applies during the programme and beyond. The focus of the Approaches to Learning is on teaching students how to learn and helping students find out about themselves as learners so that they can further develop their own skills. Concepts shows the emphasis placed on a concept-based curriculum. Areas of Interaction help develop international-mindedness as they provide a context for the units taught in each subject area. The purpose of the AOI s is to look beyond the classroom to make meaningful connections with other subjects and the world. Good Shepherd Lutheran College Page 9

10 The Areas of Interaction include: Community and Service considers how a student engages with his or her immediate family, classmates and friends in the outside world as a member of these communities. Through effective planning and teaching, students can learn about their place within communities and be motivated to act in a new context. Health and Social Education delves into the range of human issues that exist in human societies, such as social structures, relationships and health. The area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Through the area of health and social education, students can identify and develop skills that will enable them to function as effective members of societies, as well as learning about how they are changing and how to make informed decisions that may relate to their welfare. Environments considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments. This area can lead students to consider both their immediate classroom environments and global environments. Human Ingenuity deals with the way in which human minds have influenced the world, for example; the way we are, think, interact with each other, create, find solutions to and cause problems, transform ideas and rationalise thought. It also considers the consequences of human thought and action. Good Shepherd Lutheran College Page 10

11 Community and Service With the College Mission Statement in mind, we ask students to commit to service in a manner that is appropriate for each individual, taking into account family circumstances as well as the physical and emotional development of each student. Learning Outcomes Through a strong values program and by serving within different communities (local, national and global), we believe students will develop attitudes and values that focus on the rights and responsibilities of people. Through the Community and Service program at GSLC, students will: Identify personal strengths and potential areas for service Better appreciate their rights and responsibilities within and beyond the classroom Increase their awareness of the world and community Increase their sense of responsibility and commitment to the community Foster and encourage a desire to serve Gain an insight into different ways of life Collaborate and work with others Develop their awareness of the links between community service and subject areas Gain an appreciation of the positive effects of a compassionate attitude Gain an understanding and appreciation of sacrificial service and different types of service Service may include one-off projects or it could involve a long term commitment. This will depend on the level of service undertaken by the student; however, all students at Good Shepherd Lutheran College are expected to undertake and reflect upon service activities. All teachers will be responsible for supporting students as they plan for and reflect on their service projects. They will be supported by the Year level coordinators and College Pastor who will take a lead role in developing the College service programs. Definitions and Categories Community and Service at Good Shepherd Lutheran College has three levels: Awareness of Community, Involvement in Community, Service to a Community. Students must complete two Community and Service Project Reflection sheets in each year of the MYP. It is expected that by the conclusion of the MYP students will have been involved in a number of programs and activities from all three levels. Level 1: Awareness of Community * Identify and recognise different communities and their needs. * Identify an issue within a community and pose solutions to actively resolve it. * Initiate a course of action within a community. Level 2: Involvement in Community * Develop strategies for action within a community. * Investigate ways to resolve community issues. Level 3: Service to a Community * Develop a personal plan for independent action. * Suggest solutions to actively resolve global issues. * Consider ethical implications. Good Shepherd Lutheran College Page 11

12 ASSESSMENT IN THE MYP Assessment of student learning is ongoing and is based on a variety of assessment types as no single type allows for assessment of all the objectives of a subject, or for individual differences in learning style. Some examples of different assessment types include: oral presentations, experiments, essays, reports, performances, tests, group work, compositions, class discussion. Assessment tasks are developed, implemented, and assessed collaboratively by teachers with reference to both the IBMYP subject guides and the Australian Curriculum. The number of assessment tasks and the criteria they assess for a subject at a particular level are determined by the teachers and Learning Area Coordinator; however, over the duration of a semester each criteria within a subject will normally be assessed at least twice. In all subject areas students are assessed against a set of criteria published by the IB. For each task, they are awarded the level of achievement that best matches the criterion descriptor. Task-specific clarifications appear next to each criterion. The task-specific clarifications are written by the teacher, or collectively by the class, and serve to make explicit to the student exactly what each criterion will assess in the task. Assessment rubrics, combining criteria, levels of achievement and task-specific clarifications, are provided for all assessment tasks. These rubrics are available to students and parents at the time of the task being set via the College online reporting system, Knowledge Community. Self-marking is a powerful way for students to reflect on their work prior to submitting it. The criteria-based approach makes each task transparent for students as they are able to judge their own level(s) of understanding demonstrated in a task. Wherever possible, students are encouraged to self-mark as part of the assessment process. This gives them an indication of what mark they might receive and provides them with the opportunity to further refine their work prior to final submission. Assessment tasks are adapted to meet the needs of students with significant learning difficulties. This is done in consultation with the learning support team. Good Shepherd Lutheran College Page 12

13 Reporting via Knowledge Community Continual Reporting Knowledge Community is the online reporting system used at Good Shepherd Lutheran College. When assessment tasks are marked, information entered into KC and parents can view this assessment data. This continual reporting process provides parents with ongoing feedback through the semester and allows them to see how their child is progressing, both individually and in comparison with the rest of the class. IB Achievement Levels indicate the student s achievement against year based levels published by the IB. GSLC Levels indicate the student s progress in the subject over the course of the Middle Years Programme, from Year 6 to Year 10. Formal Semester Reports The formal reporting cycle at Good Shepherd Lutheran College occurs at the end of each semester. Students are awarded an IB Grade from 1 to 7 for each of their subjects (including the Personal Project in Year 10). The grades are determined by applying a formula determined by the IB that considers the student s most consistent results in each criterion. All MYP grades have descriptors which are used to determine the student s overall level of success in a course. The grade indicates the descriptor that best describes the student s success. Students are encouraged to track their progress over the semester by using their College Diary. By recording their IB Achievement Levels for each task, students can predict the grade that they are likely to receive for each of their subjects in their semester report. The 1-7 grading system is not a pass-fail approach towards measuring student progress. Instead, each grade represents a measure of the level achieved by a student in each of their courses. Even a grade of 1 indicates a limited level of successful progress. Conversely, a grade of 7 represents an exceptionally high level of success, surpassing perhaps even the teacher s expectations of any student studying in that year level or in that course. A grade of 7 is not meant to be impossible to achieve in a course, though grades of 7 are awarded for exceptional levels of success. Good Shepherd Lutheran College Page 13

14 Parent support A most effective way that parents can support their children is through ongoing conversation and reflection on assessment. The information on KC is a useful tool to indicate achievement in a particular task, but it is most effective when viewed alongside the marked piece of work and corresponding criteria rubric. Reflection questions for parents/guardians to ask their children: Can you show me your (subject) task? I d like to see the teacher s feedback while I look at your results on KC. Did you self-mark your work before you handed it in to the teacher? Why/why not? After self-marking, did you make any changes to your work? Do you feel that the marks (achievement levels) given correctly reflect your understanding of the unit? Why/why not? What was the best part of completing this assessment task? What was the biggest challenge for you in this task? What area(s) do you think you could improve? Did you enjoy the task overall? Why/why not? Have you recorded your criteria achievement levels in the back of your Student Diary? Asking your children about their assessment tasks helps them to reflect on personal areas of strength/weakness, and think of ways in which they could further improve next time. Good Shepherd Lutheran College Page 14

15 IB MYP 1-7 Grade Rubric A common grade rubric, published by the IBO, is used for all areas of learning. As explained in the previous assessment section, a grade is awarded for each subject at the end of each semester. The grade indicates the descriptor that best fits the student s level of achievement in a particular subject over the course of the semester. Grade Descriptor 7 The student demonstrates consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. 6 The student demonstrates consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. 5 The student demonstrates consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. 4 The student demonstrates a good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. 3 The student has limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. 2 The student has very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. 1 Minimal achievement in terms of the objectives. Good Shepherd Lutheran College Page 15

16 LEARNING SUPPORT Learning Support at Good Shepherd Lutheran College is defined as the provision of extra assistance, adapted programs or learning environments, special equipment or materials to support students in accessing the curriculum in a range of settings. Aim To foster and develop an inclusive learning environment in which all students, no matter their learning needs, are able to experience success and achieve their individual potential within the College community. This service is designed so that all students are enabled to: participate fully in the College community acquire the basic personal skills, social skills, literacy skills and numeracy skills needed for life develop in a supportive Christian environment in which they can enhance their individual talents experience success develop a positive self-image and self-esteem monitor their own learning and become independent learners. Selection of Students The selection process involves compiling information from parents, teachers and Learning Support staff to identify students who may qualify for the assistance of the Learning Support Teacher or an Inclusion Support Assistant. Psychologists and other support professionals may also be consulted. Parental consent is obtained prior to such consultations. Students needing Learning Support are identified using whole-school standardised screening tests administered in Term 4 each year or early in Term 1 for new students. Priority will be given to students who have fallen two years or more behind their chronological age level in the areas of literacy or numeracy, as identified in the screening tests and/or NAPLAN results. Priority will also be given to: o students identified by a psychological report as having a specific learning difficulty but who, for resource allocation purposes, fall outside the definition used by the AISNT Commonwealth Targeted Programs - Special Education; o students who have intervention programs provided by the Children s Development Team (Speech Therapist, Occupational Therapist, and Physiotherapist) or other professional agencies. Teachers and parents may also refer students for Learning Support at any time. The students will be assessed and interventions may be put in place if resourcing is available and if it is deemed advantageous to do so by the Learning Support Coordinator. Good Shepherd Lutheran College Page 16

17 CURRICULUM OVERVIEW MYP Courses YEAR 6 Students in Year 6 undertake a common course: Learning Area Subjects Length of Course CHRISTIAN STUDIES Christian Studies Full year (THE) ARTS HUMANITIES Music Visual Art Creative Art Dance Drama Integrated Humanities (History/Geography) One subject per term (Arts and/or Technology) Full year LANGUAGE A English Full year LANGUAGE B German or Japanese Full year of one Language (maintained throughout all years of the MYP) MATHEMATICS Mathematics Full year PHYSICAL EDUCATION Physical Education Health Full year SCIENCE Science Full year DESIGN (TECHNOLOGY) Electro-technology Textiles Clay-Animation Computer Technology Woodwork One subject per term (Arts and/or Technology) Good Shepherd Lutheran College Page 17

18 Course Explanations Christian Studies Christian Studies, in a Lutheran school, is the study of the Christian faith and its relevance for life today. Christian Studies is based on the Word of God as revealed in the Old and New Testaments and has the gospel of Jesus Christ as its focus. Christian Studies does not assume Christian faith in the student. It provides an opportunity for teachers and students to express their faith, but does not overtly or covertly put pressure on students to do so. How can people have faith in the Lord and ask him to save them if they have never heard about him? And how can they hear unless someone tells them? Romans 10:14 (CEV) The Arts Curiosity about oneself, others and the world is integral to the Arts. Through curiosity students become effective learners, inquirers and creative problem solvers. Each art form, performing and visual, encourages students to express themselves, take risks and use their imagination. The process involved with creating is of equal value to the finished product as both demonstrate a student s response to what they have experienced and learned. The Developmental Workbook is an ongoing record of each student s engagement, inquiry and progress in the subject. Students must use it in every subject within the Arts from years 6 10 (completion of MYP) as a tool to manage the processes of their own arts experience and development. The Developmental Workbook may be used to record experimentation, critical thinking and reflection. Design (Technology) Inquiry and problem solving are at the heart of the MYP Technology courses offered at Good Shepherd Lutheran College. The Design Cycle is used to develop thinking and to help students investigate problems in addition to designing, planning, creating and evaluating the solutions and products that they make. Technology is offered to provide students with the context to become skilful problem solvers who adopt an appreciation of the role technology plays in the world around them, responding critically and resourcefully to challenges with which they are presented. Good Shepherd Lutheran College Page 18

19 YEAR 6 (MYP 1) Christian Studies Overview Students investigate values and how they come to affect our beliefs. They are encouraged to develop their knowledge of influences on a person s values and beliefs (for example: Past experience, up-bringing and influence, media influence, school influence). Students investigate the influence that Christ can have on the individual and the how Gods Word can play a part in this. Students analyse the Bible and what it means to different individuals today. They look at specific books such as Psalms and Proverbs to gain meaning from God s Word. The movie Star Wars is used to develop the concept of The Force and this is linked to the force of the Holy Spirit. Through the film students analyse the concepts of grace, forgiveness and a higher being. Year 6 students also examine the responsibility individuals have to care for our planet and ensure we seek to achieve a sustainable future. Assessment Grid TASK A: KNOWLEDGE and UNDERSTANDING B: INVESTIGATION & APPLICATION CRITERIA C: ANALYSIS & REFLECTION D: COMMUNICATION Task 1 It s a Dilemma! (Week 5, Term 1) Task 2 What did Jesus do Graphic Organiser (Week 10, Term 1) Task 3 How did sin enter the world? (Week 5, Term 2) SEMESTER TWO Task 4 Caring for God s Creation (Week 5, Term 3) Task 5 Organisation Investigation (Week 10, Term 3) Task 6 Worship (Week 6, Term 4) Good Shepherd Lutheran College Page 19

20 Arts Overviews Music Students explore music from around the world through the unit question: Is music important? This unit focusses on the musical elements that contribute to the diversity of music from different cultures (rhythm, beat, melody and timbre). In the practical component of the unit, students have the opportunity to learn and develop their skill and technique on a chosen instrument through regular individual and group rehearsal tasks. Assessment Grid TASK A: KNOWLEDGE and UNDERSTANDING B: PRACTICAL APPLICATION CRITERIA C: REFLECTION and EVALUATION D: PERSONAL ENGAGEMENT Task 1 World Music Task 2 Group Performance Visual Art Students develop skills in generating ideas, technical art-making technique and responding to art. The focus of this unit is on how mathematics and geometry link to art and nature. Students explore the work and background of Mondrian and Miro to inspire their own painting. This also involves an introduction to colour theory and a focus on developing skills with mixed media, masking and flat colours. The processes involved in responding to and creating art are recorded in the Developmental Workbook. Assessment Grid TASK Task 1 Seeing in Colour Task 2 Mondrian Shoes A: KNOWLEDGE and UNDERSTANDING B: PRACTICAL APPLICATION CRITERIA C: REFLECTION and EVALUATION D: PERSONAL ENGAGEMENT Good Shepherd Lutheran College Page 20

21 Creative Art Students view and discuss iconic Australian and Immigrant artworks. A study of the work and context of artists such as Albert Tucker, Lin Onus, Fredrick McCubbin, Dorothea Lange and Tom Roberts leads into the completion of an acrylic painting based on a famous art work. The processes involved in responding to and creating art, including experimentation and critical reflection, are recorded in the Developmental Workbook. Assessment Grid TASK Task 1 Aussie Appropriation Task 2 Art Responding A: KNOWLEDGE and UNDERSTANDING B: PRACTICAL APPLICATION CRITERIA C: REFLECTION and EVALUATION D: PERSONAL ENGAGEMENT Dance- New course in 2014 (under development) Students explore the basic elements of dance in groups acquiring skills and confidence in their own body and movement. Using technologies students explore the creative way of approaching the performance of a dance. Regular peer and self-assessment occurs throughout the unit and is recorded in the Developmental Workbook. Assessment Grid TASK Task 1 Creative Choreography & Performance A: KNOWLEDGE and UNDERSTANDING B: PRACTICAL APPLICATION CRITERIA C: REFLECTION and EVALUATION D: PERSONAL ENGAGEMENT Task 2 Dance elements Drama New course in 2014 (under development) Students explore the basic elements of drama and learn about basic characterisation and stage etiquette. Regular practical tasks encourage students to develop their confidence in performing and understanding the elements. Regular peer and self-assessment occurs throughout the unit and is recorded in the Developmental Workbook. Good Shepherd Lutheran College Page 21

22 Assessment Grid TASK Task 1 Elements quiz Task 2 Fairy-tale Performance A: KNOWLEDGE and UNDERSTANDING B: PRACTICAL APPLICATION CRITERIA C: REFLECTION and EVALUATION D: PERSONAL ENGAGEMENT Good Shepherd Lutheran College Page 22

23 Individuals and Societies (Humanities) Overview Students investigate the concepts of change, time/place/space, global interactions and systems. Humanities at Year 6 is divided into History and Geography units which focus student investigation on the creation of a federated nation and the environmental, human characteristics and development of Australia and neighbouring countries. History - The development of modern governance in Australia is explored in the unit The Making of Australia and Federation and the way in which Australia is currently governed is explored in the unit Ways to Lead. This unit compliments the Year 6 camp to Canberra. Geography The units Passport to Asia and Kaboom investigate environmental risks, opportunities and ingenious human activity across a range of environments, especially those from the Asia-Pacific region. Assessment Grid TASK Task 1 My Place Source Analysis Week 6, Term 1 Task 2 Research Report Week 10, Term 1 Task 3 Knowledge and Source Analysis Test Week 4, Term 1 Task 4 Excursion Booklet and Reflection Week 8, Term 1 A: KNOWING and UNDERSTANDING CRITERIA B: INVESTIGATING C: THINKING CRITICALLY D: COMMUNICATING Good Shepherd Lutheran College Page 23

24 Task 6 Geography Skills and Source Analysis Test Week 4, Term 3 Task 7 Infographic Week 10, Term 3 Task 8 Research Booklet Week 4, Term 4 Task 8: Keynote Presentation Week 7, Term 4 SEMESTER TWO Good Shepherd Lutheran College Page 24

25 Language and Literature (English) Overview Students explore connections between their own experiences and those of characters in a variety of contexts in literature. Students are exposed to a range of perspectives through literary and non-literary sources. During Year 6 students read from Just Doomed as their humour genre study and participate in a Wider Reading programme throughout the year. Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. Year 6 students have opportunities to create narrative, poetic, informational and persuasive texts with a focus on audience and purpose. Students organise longer written texts by using paragraphs on particular aspects of the topic. They clarify and explain how choices of language and literary features were designed to influence the meaning communicated in their texts. They plan and deliver presentations, considering the needs and interests of intended audiences and purposes. Assessment Grid TASK Task 1: Infograph Term 1, Week 6 Task 2: Report Term 1, Week 10 Task 3: Oral Presentation Term 2, Week 4 Task 4: Persuasive Letter Term 2, Week 8 Task 5 Wider Reading ongoing Task 6 Description Term 3, Week6 Task 7 Narrative Term 3, Week 10 Task 8 Comprehension Term 4, Week 3 Task 9 Essay Term 4, Week 5 Task 10 Original Poem Term 4, Week 7 CRITERIA A: CONTENT B: ORGANISATION C: STYLE and LANGUAGE MECHANICS SEMESTER TWO Task 11 Wider Reading - ongoing Good Shepherd Lutheran College Page 25

26 Language Acquisition (German and Japanese) Overview For many students, Year 6 is their first formal year of learning a second language. Students are introduced to their chosen language through a variety of units which celebrate traditions and encourage students to learn and use basic vocabulary and sentence structures. Emphasis is on learning the alphabet(s) and recognising different sounds as well as how these look in written form. Constant collaboration and inquiry into new words and phrases becomes part of the language learning process and students are encouraged to take risks in their learning so as to become increasingly confident with their communication in this language. Students communicate in different ways and are assessed by the four Assessment Criteria below. Language Acquisition Assessment Grid Semester 1 Year 6 Phase 1 and Phase 2 TASK Task 1: Poster Presentation Due Date: Week 3 Task 2: Student Profile Due Date: Week 7 Task 3: Oral Interview Due Date: Week 9 Task 1: Timetable Due Date: Week 3 Task 2: Due Date: Week 6 Task 3: Role Play Due Date: Week 7 A: ORAL COMMUNICATION B: VISUAL INTERPRETATION C: READING COMPREHENSION D: WRITING Good Shepherd Lutheran College Page 26

27 Language Acquisition Assessment Grid Semester 2 Year 6 Phase 1 and Phase 2 TASK Task 1: Picture Diary Due Date: Week 3 Task 2: Reading Comprehension Test Due Date: Week 7 Task 3: Show and Tell Due Date: Week 9 Task 1: Food Comparison Due Date: Week 3 Task 2: Food Diary and Presentation Due Date: Week 6 Task 3: Follow the Recipe Due Date: Week 7 A: ORAL COMMUNICATION B: VISUAL INTERPRETATION C: READING COMPREHENSION D: WRITING Good Shepherd Lutheran College Page 27

28 Mathematics Overview Students recognise the properties of special numbers. They use basic strategies to solve simple problems in familiar situations such as connecting fractions, decimals and percentages as different representations of the same number and solve associated problems. They also write correct number sentences. Students attempt to solve problems set in unfamiliar situations including those in real-life context and begin to apply basic rules correctly to solve simple problems including those in real-life contexts. They apply basic inquiry and mathematical problem-solving techniques to predict and communicate probabilities using simple fractions, decimals and percentages and construct and interpret a range of data displays recognising and describing simple patterns in words and/or diagrams. Students connect decimal representations to the metric system and choose appropriate units of measurement to solve problems and begin to develop the skill of considering the reasonableness of their results in the context of the problem. They interpret and use timetables to demonstrate a simple appreciation of the difference between degrees of error in measuring and mistakes in counting, measuring and calculating. Students investigate angles and combinations of transformations and apply the enlargement transformation. They use appropriate basic mathematical language and forms of representation in both oral and written communications, with guidance from the teacher. Assessment Grid TASK Task 1 Operation Problem Solving Task 2 Number Test Task 3 Angles of a Polygon Investigation Task 4 Euler s Rule Task 5 Shape Dictionary A: KNOWLEDGE and UNDERSTANDING B: INVESTIGATING PATTERNS CRITERIA C: COMMUNICATION in MATHEMATICS D: REFLECTION in MATHEMATICS Good Shepherd Lutheran College Page 28

29 Task 6 Measurement Investigation (Solar Car Design) Task 7 Number Test A (Decimals and Fractions) Task 8 Number Test B (Percentages and Decimals) Task 9 Chances are... (Data) SEMESTER TWO Good Shepherd Lutheran College Page 29

30 Physical and Health Education Overview Students investigate the key concepts of two separate units, Health and Physical Education. The Health focus is on fitness and well-being, healthy eating, relationships, drug education, health and human development. Students investigate and develop their knowledge of health and fitness, including the fitness components and the importance of both to their overall well-being. They explore the fundamentals of nutrition and its link to healthy living, the foundations of relationships and the development of values and good communication skills. Students are introduced to drug education, different types of drugs and the potential impact drugs can have on one s health and well-being. They also consider the physical development that occurs during adolescence and changes associated with puberty. The Physical Education units encompass a range of individual and team activities which aim to develop each student s fitness and skill base, awareness and application of these skills, movement composition, game sense strategies, co-ordination and communication skills within a team environment. Activities include the development of fundamental motor skills, fitness testing, skipping, athletics, T-ball, cricket, dance, basketball and minor games. Assessment Grid TASK Task 1 Skipping Routine Task 2 Basketball Task 3 Drug Education Role Play Task 4 Eating For Living Food Diary Task 5 Striking Games Task 6 Puberty Written Test Task 7 Hip Hop Routine Task 8 Relationships Advertisement A: USE OF KNOWLEDGE B: MOVEMENT COMPOSITION CRITERIA C: PERFORMANCE D: SOCIAL SKILLS and PERSONAL ENGAGEMENT SEMESTER TWO Good Shepherd Lutheran College Page 30

31 Science Overview Students plan investigations to answer questions relating to simple cause-and-effect relationships (for example; why do some powders dissolve in water and others don t?) When carrying out investigations, they collect relevant data and apply the concept of a fair test. Students reflect on the processes they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. Students identify requirements for the transfer of electricity and describe one way that electricity can be generated as seen in the solar car project. They describe how developments in science have affected peoples lives and identify examples where scientific knowledge is used in decision making. Assessment Grid TASK Task 1 Kaboom Information Report Task 2 Oral Presentation Task 3 Source Analysis Task 4 Mystery Powders Reflection Task 5 Effects of Water and Heating Task 6 Test Due Date Term 1 Week 5 Term 1 Week 6 Term 1 Week 8 Term 2 Week 3 Term 2 Week 4 Term 2 Week 5 A: ONE WORLD B: COMMUNIC ATION in SCIENCE C: KNOWLEDGE and UNDERSTAND ING CRITERIA D: SCIENTIFIC INQUIRY E: PROCESSIN G DATA F: ATTITUDES in SCIENCE Good Shepherd Lutheran College Page 31

32 Task 7 Series and Parallel Circuits Task 8 Solar Car Investigation Task 9 Designing Cars Task 10 Creating and Evaluating Cars Task 11 Solar Car Reflection Task 12 Investigation: Plant Survival SEMESTER TWO Term 3 Week 3 Term 3 Week 6 Term 3 Week 9 Term 4 Week 2 Term 4 Week 3 Term 4 Week 6 Task 13 Test Term 4 Week 7 Good Shepherd Lutheran College Page 32

33 Design (Technology) Overviews Electro-Technology Students are introduced to the concept of working in a specialised classroom, including using new tools and equipment to inspire their own inventive minds. Students are guided through the developmental process called the Design Cycle, by designing and producing a membrane panel switch. Students cover the following content: Documenting the Design Process, Safe working practices, Introduction to electronic circuitry and equipment. Assessment Grid TASK Task 1 Membrane Development Task 2 Membrane Switch A: INQUIRY AND ANALYSING CRITERIA B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING Textiles Students are introduced to the textiles room, sewing materials and safety requirements. Students learn to use basic construction techniques to complete a set article and an article of their design. Students cover the following content: Fabric terminology, hand stitching, ironing, cutting techniques and creatively following the Design Cycle. Assessment Grid TASK Task 1 Developing Stitching Skills Task 2 Stitch Design A: INQUIRY AND ANALYSING CRITERIA B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING Good Shepherd Lutheran College Page 33

34 Clay-Animation Students are introduced to the Technology lingo through a fun practical clay-building animation task. Students discuss the meaning and application of design elements and principles, and respond by producing an animated story. This helps develop students confidence in using correct terminology in future Technology and Arts subjects. Students cover the following content: Using the Design Cycle to produce sculpted characters, creating a story line, designing a set all which is all brought together using animation software. Assessment Grid TASK Task 1 Storyboard and Character Sketch A: INQUIRY AND ANALYSING CRITERIA B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING Task 2 Clay animation Computer Technology Integrated Unit Students focus on the practical organisation and use of office-based software. Students create and evaluate the success of their filing systems and use of basic office software. Students further develop their skills in using software to present-class based information which will be integrated into their core subject areas. Students cover the following content: use of the Design Cycle and an introduction to common functions of Office software and appropriate selection and usage for specific tasks. Assessment Grid TASK Task 1 Growing Cities Investigation Task 2 Growing Cities A: INQUIRY AND ANALYSING CRITERIA B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING Good Shepherd Lutheran College Page 34

35 Woodwork Students are introduced to the operations of a specialist classroom and the concept of the Design Cycle. Students develop their creativity and basic woodwork skills through two practical projects. Students experiment with patterns, cutting, counterweights and simple joining techniques. Research, ideas and progress are recorded in the Technology Workbook. Students cover the following content: Safe working practices, an introduction to simple construction techniques, use of hand tools and the creation of a folio (Technology Workbook) that will document all steps of the Design Cycle. Assessment Grid TASK Task 1 Design Brief - Counterweights A: INQUIRY AND ANALYSING CRITERIA B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING Task 2 Counterweight Creature Good Shepherd Lutheran College Page 35

36 ASSESSMENT CRITERIA & GRADE BOUNDARIES Arts Assessment Criteria Maximum Points Criterion A Knowledge and Understanding 8 Criterion B Application 10 Criterion C Reflection and Evaluation 8 Criterion D Personal Engagement 8 TOTAL POINTS 34 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Humanities Assessment Criteria Maximum Points Criterion A Knowing and Understanding 8 Criterion B Investigating 8 Criterion C Thinking critically 8 Criterion D Communicating 8 TOTAL POINTS 32 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Good Shepherd Lutheran College Page 36

37 Language A Assessment Criteria Maximum Points Criterion A Content (receptive and productive) 10 Criterion B Organisation 10 Criterion C Style and language mechanics 10 TOTAL POINTS 30 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Language B (German/Japanese) Assessment Criteria Maximum Points Criterion A Oral communication 8 Criterion B Visual Interpretation 8 Criterion C Reading Comprehension 8 Criterion D Writing 8 TOTAL POINTS 32 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Good Shepherd Lutheran College Page 37

38 Mathematics Assessment Criteria Maximum Points Criterion A Knowledge and Understanding 8 Criterion B Investigating Patterns 8 Criterion C Communication in Mathematics 6 Criterion D Reflection in Mathematics 6 TOTAL POINTS 28 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Physical Education Assessment Criteria Maximum Points Criterion A Use of Knowledge 8 Criterion B Movement Composition 6 Criterion C Performance 10 Criterion D Social Skills and Personal Engagement 8 TOTAL POINTS 32 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Good Shepherd Lutheran College Page 38

39 Science Assessment Criteria Maximum Points Criterion A One World 6 Criterion B Communication in Science 6 Criterion C Knowledge & Understanding of Science 6 Criterion D Scientific Enquiry 6 Criterion E Processing Data 6 Criterion F Attitudes in Science 6 TOTAL POINTS 36 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Design (Technology) Assessment Criteria Maximum Points Criterion A Inquiring and Analysing 8 Criterion B Developing Ideas 8 Criterion C Creating the Solution 8 Criterion D Evaluating 8 TOTAL POINTS 32 Grade Boundaries At the end of the assessment period the criteria points are added up and the grade calculated according to the following table. MYP Grade Grade Boundaries Good Shepherd Lutheran College Page 39

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