Year 3 - Year 6 Subjects

Mathematics

In Maths at 3-6, the curriculum is broken into 6 strands. They are Number, Algebra, Measurement, Space, Statistics and Probability. 

Number: In Year 3, students develop their ability to recognise, represent and order numbers to 10 000. They also recognise odd and even numbers and use their properties to support addition and subtraction knowledge. They explore a variety of strategies to add and subtract two and three digit numbers including in situations involving money, and use mathematical modelling to solve practical problems involving multiplication and division. Students represent unit fractions and their multiples using a variety of models, and combine fractions to make wholes. 

Algebra: Students recognise and explain the connection between addition and subtraction, develop their fluency for addition facts to 20 and related subtraction facts, and develop a bank of mental strategies to support mental calculation. Students recall and demonstrate proficiency with multiplication facts of 3, 4, 5 and 10. 

Measurement: In Measurement, students learn about formal metric units of length, mass and capacity and learn to read instruments with scales. They tell and make time to the minute, investigate the relationship between different units of time and identify angles as measures of a turn, and use right angles as a reference to compare angles in everyday situations. 

Space: In Space, they will make compare and classify 2D shapes and 3D objects and identify their key properties. They create Birdseye view maps of familiar locations and identify the relative positions of key aspects of their maps. 

Statistics: In Statistics, students collect categorical and numerical data and represent this data using pictographs and simple column graphs. 

Probability: In Probability, students familiarise themselves with the language of chance such as certain, likely, unlikely and impossible. They use this vocabularly to discuss the outcomes of repeated trials of a chance experiment and discuss why their results varied from trial to trial.

English

In Reading, students explore a range of text genres and authors and form a positive classroom reading culture. The Persuasive Reading unit provides opportunities for students to identify the language and structural features that authors use to persuade their audience. Students also develop the comprehension skills of predicting, summarising, making connections and inferring as they explore and analyse a range of text types. In Writing, students use short, narrative texts as inspiration for their own descriptive writing, and generate ideas to create engaging stories and to develop complex characters. They explore the writing style of the author Aaron Blabey and write their own 'Pig the Pug' style narrative text. Additionally, students create detailed informative texts that include subheadings and labelled diagrams. During the poetry unit, students examine a range of narrative poems by various authors and identify rhyming patterns and words. Throughout the visual text unit, students watch a range of animations and create their own comic strips.

Health

Throughout the year, students learn about their school environment, classroom expectations and routines. They explore different emotions to understand their feelings and tools to regulate these emotions, using the Zones of Regulation program. Students learn how to solve problems inside and outside of the classroom using different strategies from the Wheel of Choice. Students use the classroom Behaviour Matrix from our School Wide Positive Behaviour initiative to support their understanding of our school values of Respect, Responsibility, Honesty and Acceptance. The Resilience, Rights and Respectful Relationships program covers the topics of Emotional Literacy, Personal and Cultural Strengths, Positive Coping and Problem Solving throughout semester one. The Semester 1 Health Curriculum focuses on identifying strategies to promote health, safety and wellbeing within the school, home and in the community. They investigate the influence that families and friends have in developing their own identities. Students explore how to express emotions appropriately in social situations and identify how persistence and positivity can help them cope when faced with challenging circumstances. Students also develop their understanding that problems are a normal part of life and identified a range of problem-solving strategies. The Semester 2 Health Curriculum focuses on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or housing, cultural celebrations and language.

Students use their experiences of family, school and wider community to reflect on cultural diversity within Australia. Students develop the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. The Resilience, Rights and Respectful Relationships program covers the topics of stress management, help-seeking, gender norms and stereotypes and positive gender relations.

Humanities

In Year 3, students build upon their investigation and collaboration skills. In the Civics and Citizenship unit, students identify the key features of democracy and the 3 levels of government. They explore why rules are necessary in society. Students describe different social, cultural and/or religious groups they belong to. In the History unit, students explore the significance of Country and Place to Aboriginal and Torres Strait Islander peoples. They investigate timelines and practise the skill of placing key historical events in chronological order. Students locate Australian states, territories and capital cities, as well as natural landmarks in Australia. They describe various biomes and research their climate, natural vegetation and animals that reside in those biomes. Students identify where to locate Australia's neighbouring countries (New Zealand, Papua New Guinea and Indonesia). Students describe the role of inventors and entrepreneurs in design and technology jobs and the impact on the design of solutions to meet community needs. They design a product idea by planning, sequencing and using materials.  

Auslan

In Year 3, students continue to develop their knowledge of Auslan (Australian Sign Language). They consolidate their knowledge of the Auslan alphabet and practise using signs associated with countries, school routines, everyday words, common items and items around the home. They also use their dominant hand to sign their name. 

This learning is introduced through explicit sign teaching videos, games, stories and group activities.

PE

In Year 3 students engaged in a soccer unit where they refined their ability to control their body and ball while dribbling the soccer ball in modified games. Students prepared for the athletics carnival by participating in a range of track and field events. Students also developed their skills within a variety of net and wall games. During our net and wall unit, students practised striking a ball using different techniques and equipment within a competitive rally. They then began to apply strategy by identifying and hitting into open spaces within the court to gain an attacking advantage. Students worked on creating space and movement during invasion sports such as basketball and netball. Students then were introduced to their hockey unit, learning the fundamentals and then performing them in game scenarios. Students ended the year continuing their speed, agility and quickness development. 

Visual Arts

This year in Visual Arts, Year 3 students will explore a range of artistic styles, techniques, and cultural influences across the four terms.

In Term One, they will study the work of Austrian artist Friedrich Hundertwasser, learning how he used contour lines, bold shapes, and vibrant colours to express his ideas.

Building on these concepts, Term Two will focus on developing painting techniques, including the use of palette knives. Students will apply these new skills to create their own Sidney Nolan-inspired landscapes, with an emphasis on line, shape, and colour.

In Term Three, the focus will shift to abstract art. Students will examine different forms of abstraction, reflecting on how the artworks make them feel and what they are reminded of. They will then create their own abstract pieces using watercolours, crayons, and markers, allowing for individual expression and creativity.

For their final project in Term Four, students will explore the rich cultural history and intricate designs of mandalas. They will study the use of symmetry, line, and pattern, and apply these elements in creating their own unique mandala artworks.

Science

The Year 3 students are engaged in a chemical unit of work, investigating solids and liquids. Students make predictions about the effect temperature can have in changing the state of objects, conduct a wide range of experiments, and write scientific reports on the outcomes of their experiments. They compare living and non-living things by identifying their observable features. Students use tables to represent data by recording patterns and trends, as well as using branching keys to classify animals. They explore how Earth's rotation on its axis causes regular changes, such as day and night and how it affects the seasons. Students investigate how the position of the sun affects their shadows. They model the relative sizes and movement of the Sun, Earth and Moon. Students identify a range of heat sources and discover that heat can be produced in a number of ways. They investigate that heat moves from one object to another and apply their understanding of this to everyday observations. Students draw diagrams and used arrows to show how heat is transferred between objects of different temperatures. They recognise that we can feel heat and measure its effects using a thermometer. 

Mathematics

In Maths at 3 -6, the curriculum is broken into 6 strands. They are Number, Algebra, Measurement, Space, Statistics and Probability. 

Number: In Year 4, students develop their understanding of place value, including reading, writing and representing numbers. They explore different mental and written strategies to solve problems using addition, subtraction, multiplication and division. They use shape, length and collection models to represent fractions and make connections with decimals and solve problems involving the calculation of change to the nearest 5 cents. 

Algebra: Students create and explain number patterns involving multiplication and division and find unknown values in number sentences using the properties of numbers and operations. 

Measurement: In Measurement, students explore using different tools to measure length and calculate perimeter and area of rectangles and squares. They use instruments to measure mass, capacity, time and temperature. Students also solve problems involving the duration of time and practise converting between units of time. They also estimate and compare the size of angles using the correct angle names. 

Space: Students learn about the properties of 2D shapes and 3D objects. They create and interpret maps using grid references and directions to locate and describe positions and recognise line and rotational symmetry of shapes. 

Statistics: Students collect, analyse, interpret, and represent data using pictographs and column graphs. 

Probability: Students describe possible everyday events using the language of probability and order their chances of occuring. They conduct chance experiments to observe the relationships between outcomes. 

English

In Reading, students use a range of comprehension strategies to explore a variety of texts, with a particular focus on predicting, questioning, inferring, visualising and summarising. They complete an author study on Anthony Browne, where they delve into his body of work and study his use of themes, characters and writing style. Additionally, students study the biographies of inspirational and successful figures and explore poems written by a range of celebrated poets. In Writing, students use a range of language features to add detailed descriptions to their writing pieces and learn about the importance of story arcs when structuring creative texts. Furthermore, students use powerful imagery to create poetry, including limericks and calligrams. In the Graphic Novels unit, students analyse a range of texts to identify conventions commonly used in graphic novels, such as narration to add detail, the use of speech bubbles, and the impact of different camera angles and panel sizes/shapes. Students then create their own graphic novel based on a short film. In Speaking and Listening, students have opportunities to share ideas, express opinions and respond to different points of view. They present various written pieces, using eye contact and appropriate volume, pace, tone, expression and gestures.

Health

Throughout the year, students learn about their school environment, classroom expectations and routines. They explore different emotions to understand their feelings and tools to regulate these emotions, using the Zones of Regulation program. Students learn how to solve problems inside and outside of the classroom using different strategies from the Wheel of Choice. Students use the classroom Behaviour Matrix from our School Wide Positive Behaviour initiative to support their understanding of our school values of Respect, Responsibility, Honesty and Acceptance. The Resilience, Rights and Respectful Relationships program covers the topics of Emotional Literacy, Personal and Cultural Strengths, Positive Coping and Problem Solving throughout semester one. In Year 4, the Semester 1 Health Curriculum focuses on learning to explain the consequences of emotional responses in a range of social situations. They practise techniques for regulating anger and reflected on how these techniques might help them to control their emotions and focused on the impact their actions can have on others. Students learn how to recognise and improve their personal strengths, and overcome challenges by adapting their approach, when first attempts are not successful. They describe the ways in which similarities and differences can affect relationships and learnt about the importance of including others in activities, groups and games. Students learn how to collaborate effectively by demonstrating skills for effective participation in group tasks, as well as identifying conflicts that may occur in peer groups and suggest possible causes and resolutions. During Term 2, students developed their knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity and learnt how to interpret health messages from different sources to take action to enhance their own health and wellbeing. The Semester 2 Health Curriculum focuses on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. The curriculum provides the opportunity for students to compare different cultures. They use their experiences of family, school and wider community to reflect on cultural diversity within Australia. Students use their experiences of family, school and wider community to reflect on cultural diversity within Australia. Students develop the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students develop an understanding that particular acts and their outcomes can be valued differently by different people, and extend their understanding of factors that may effect decision-making and actions. The Resilience, Rights and Respectful Relationships program covers the topics of stress management, help-seeking, gender norms and stereotypes and positive gender relations.

Humanities

In Year 4, students explore the origins of democracy and how the key values such as fairness, justice, freedom and majority rule have been embedded into society. They identify the 3 levels of government and the roles of political leaders who govern at each level. In History, students explore what life was like for the Aboriginal and Torres Strait Islander Peoples before European settlement. They research the life and journey of Australia's first explorers, including Captain James Cook and Captain Arthur Phillip. Students examine the reasons for European settlement and the impact it had on the Indigenous population. In Geography, students investigate the continents of Africa and South America. They research animals, vegetation, population distribution and climate and compare these to Australia. Students explored the sustainability of natural landmarks within the three continents. In the Design Technologies unit, students investigated changes in production and manufacturing of food over time, the use of specialised food equipment and a selection of preparation techniques.

Auslan

In Year 4, students continue to revise the Auslan (Australian Sign Language) alphabet. They practise using signs associated with countries, morning routines, directions, bodies of water, States and Territories, mathematical operations and Acknowledgement of Country, using their dominant hand to sign. Students also learn to sign greetings, common foods, restaurants, elements in nature, holiday planning, technology, time, school stationery, opposites, objects around the house and objects found at the beach.

This learning is introduced through explicit sign teaching videos, games, stories and group activities.

PE

In Year 4 students engaged in an AFL unit, focusing on the drop punt technique to successfully find a teammate in drills and gameplay. Students reinforced the technique of performing a drop punt from both a stationary position and when on the move. In Term 2, students were introduced to the rules and skills of volleyball and tennis. They learnt how to execute a serve and dig in volleyball, and a serve and forehand in tennis, practising these in skill drills and during game situations. Students also had the opportunity to develop their ability to perform a variety of athletic field events including shot put, discus and various jumping events. In Term 3 students continued their understanding of spatial awareness and retaining possession during invasion sports such as basketball and netball. Students ended the year by developing their understanding of striking and fielding games, emphasising on the ability to strike into open spaces away from fielders. A fitness and conditioning unit was introduced to the students, working on components of fitness such as cardiovascular and muscular endurance.

Visual Arts

This year in Visual Arts, Year Four students will deepen their understanding of key art elements, including line, colour, value, form, and texture. Through a range of engaging projects, students will explore different materials and techniques while developing their creative thinking and technical skills.

In Term One, students will be introduced to various oil pastel techniques as they create a landscape artwork using warm and cool colours. They will revise the three parts of a landscape—foreground, middle ground, and background—and learn how to apply light or heavy pressure with oil pastels to achieve different visual effects and build depth in their work.

In Term Two, students will work with clay, expanding on their prior knowledge of forming a pinch pot to create a sculptural clay monster. They will learn how to attach features such as teeth, eyes, and feet using the slip and score technique, enhancing their understanding of form and texture through hands-on experience.

In Term Three, students will be introduced to the Pop Art movement and create a mixed media donut artwork inspired by artist Andy Warhol. This unit will encourage students to explore bold colour choices, repetition, and pattern, while experimenting with a combination of drawing, painting, and collage techniques.

In Term Four, students will create an animal sculpture using wool, inspired by Indigenous Art. They will learn to wrap and manipulate wool around foil, while also developing an appreciation for texture and cultural symbolism in art.

Science

Students in Year 4 investigate how natural and human processes cause changes to Earth's surface and determine what changes occur quicker than others, with an emphasis on Weathering and Erosion. Students investigate the key stages and processes in the life-cycle of flowering plants. They observe the germination of a broad bean seed and recognise the importance of pollination for the survival of plants. Students design and conduct an investigation using the fair test method on a factor that affects plant growth. They examine the relationship that occurs during pollination that assists the survival of living things. Students collect data from experiments and place their findings into tables. They explore various contact and non-contact forces, such as gravity, magnetism and friction, and identify and describe the impact that these forces have on objects. Students investigate what makes a fair test during scientific experiments by completing investigation planners beforehand. They describe a range of materials and their uses. They investigate particular properties across a range of materials and selected materials for a specific use based on their properties. 

Mathematics

In Maths at 3-6, the curriculum is broken into 6 strands. They are Number, Algebra, Measurement, Space, Statistics and Probability. 

Number: Students apply their knowledge of place value to read, write, represent, partition and rename numbers up to one hundred thousand. They develop their understanding of addition, subtraction and multiplication using a variety of strategies to solve mathematical and real world problems.  

Algebra: In Algebra, students recognise and explain the connection between multiplication and division as inverse operations and use equivalent number sentences to find unknown quantities. 

Measurement: Students develop their understanding of metric units of measurement for length, capacity and mass. They compare 12 and 24-hour time systems to solve practical problems. Students estimate, construct and measure angles in degrees using a protractor. 

Space: In Space, students connect objects to their nets using geometric reasoning. They also construct and use grid reference systems to describe locations, referencing landmarks and directional language. Students describe and perform transformations of shapes.  

Statistics: Students collect, justify and construct data for categorical and numerical variables. They interpret line graphs representing change over time and draw conclusions from these graphs. Students are provided the opportunity to plan and conduct statistical investigations by posing questions and choosing appropriate graphs to communicate their findings. 

Probability: In Probability, students list the possible outcomes of chance experiments. They conduct chance experiments and observe and record the results so they can compare the frequency and likelihood of outcomes.  

English

In Reading, students apply a range of comprehension strategies to both fiction and non-fiction texts. They explore a variety of persuasive texts, including persuasive speeches, newspaper articles and letters to the editor. Students also participate in an author study on Margaret Wild, critiquing and analysing the effectiveness of how the morals and themes are presented in her picture story books. During the context unit, students explore the theme of 'Jealousy' through a range of different text types and produce an Australian fable to convey the idea of 'Jealousy.' In Writing, students apply their knowledge of language features, including expert opinions and statistics, to draft, edit and publish a persuasive text responding to topical issues. They also create a narrative text and illustrate their own picture story books. Additionally, students develop their understanding of phonics through the SMART spelling program. They investigate prefixes and suffixes to identify word patterns and use the word solving strategies of etymology and morphology to clarify the meaning of unknown words. In Speaking and Listening, students have the opportunity to give and respond to feedback from their peers and participate in small group discussions where they share their opinions.

Health

Throughout the year, students learn about their school environment, classroom expectations and routines. They explore different emotions to understand their feelings and tools to regulate these emotions, using the Zones of Regulation program. Students learn how to solve problems inside and outside of the classroom using different strategies from the Wheel of Choice. Students use the classroom Behaviour Matrix from our School Wide Positive Behaviour initiative to support their understanding of our school values of Respect, Responsibility, Honesty and Acceptance. The Resilience, Rights and Respectful Relationships program covers the topics of Emotional Literacy, Personal and Cultural Strengths, Positive Coping and Problem Solving throughout semester one. In Year 5, the Semester 1 Health Curriculum focuses on exploring the link between emotions and behaviours, and investigating how to achieve and maintain respectful relationships. Students develop their understanding of physical health, identifying the likely physical and emotional changes that occur during puberty. They reflect on how personal strengths assist in achieving success at home, at school or in the community. Students explore examples of stereotypes, discrimination and prejudice and discuss how they impact individuals.

Humanities

In Year 5, students explore the meaning of Australian democratic principles such as freedom, representation, majority rule, equality and justice. They explain the roles and responsibilities of the three levels of Government in Australia. Student interview an Australian migrant to investigate the process of dual citizenship, belonging and identity. In History, students explore Australian History from 1788 to 1901, focussing on the impacts the Gold Rush had on the development of Australia. They investigate the establishment of British settlement and the impact this had on the Indigenous and Torres Strait Islander communities. Students identify the reasons why people migrate to Australia from Europe and Asia, as well as the perspectives, experiences and contributions of these peoples. In Geography, students locate major landmarks and cities in Australia, Asia and North America. They describe the difference between a constructed, natural and managed landmark. Students also create a project demonstrating their understanding of the impact bushfires and floods have on the environment and community. 

In the Economics unit students differentiated wants from needs and analysed the thought processes that take place when making financial decisions.  Students also investigated different types of families and created a budget to plan for their wants and needs, based on their socio-economic status. 

Auslan

In Year 5, students continue the Auslan (Australian Sign Language) program. Students are introduced to finger spelling and demonstrate their ability to finger spell simple words. They also learn specific topics, such as holiday activities, countries. morning routines, school items, various foods, things they might see on a nature walk and things they might find around their homes. Students use their dominant and base hands to sign a variety of addition and subtraction equations. 

This learning is introduced through explicit sign teaching videos, games, stories and group activities. Learning Auslan involves both expressive (signing) and receptive understanding skills (reading back what others sign).

PE

In Physical Education this year, students will build on their basic understanding of gameplay in invasion, striking and fielding, and net and wall games, extending their learning by applying strategies that lead to success in competitive and cooperative settings. They will also continue developing the fundamental movement and sport-specific skills introduced in earlier years. In Term 1, students will focus on defensive strategies in striking and fielding games, learning how to work effectively as a team to counter the opposition. In Term 2, they will apply and build on their soccer skills, exploring individual and team-based defensive tactics, while also reflecting on fair play and ethical behaviour to ensure inclusive and enjoyable participation. Term 3 introduces students to court sports including handball and basketball, where they will use their passing, catching, and dribbling skills in dynamic game scenarios. In Term 4, students will refine their technique in net and wall games such as volleyball, tennis, and badminton, aiming to sustain cooperative rallies and improve control, placement, and consistency during play.

Visual Arts

This year in Visual Arts, Year Five students will focus on developing their understanding and application of the art elements line, space, colour, and form. Through a range of projects, students will explore how these elements work together to create dynamic and expressive artworks.

In Term One, students will be introduced to a variety of watercolour techniques and learn how to apply them to create a galaxy-inspired background, using a palette of cool colours. Building on this, they will explore the concept of perspective and be introduced to the technique of foreshortening. Using this technique, students will create a unique self-portrait artwork that gives the illusion of falling through space, combining imaginative thinking with technical skill.

In Term Two, students will be inspired by the work of Pablo Picasso, with a particular focus on the Cubist movement. They will explore how Picasso used geometric shapes, bold lines, and abstract forms to represent the human face in new and imaginative ways. Building on this understanding, students will create their own vibrant and expressive Cubist-style portrait, applying the techniques of multiple perspectives, and colour contrast to bring their artworks to life.

In Term Three, students will be introduced to the bold, colourful, and imaginative artworks of French artist Niki de Saint Phalle. Drawing inspiration from her playful and expressive style, students will begin by designing their own mythical creatures as two-dimensional sketches in their art books. They will then bring their designs to life by creating three-dimensional clay sculptures, further developing their skills in form, construction, and creative design. Students will also be introduced to Impressionism, with a focus on the work of Claude Monet, particularly his iconic bridge paintings. They will explore how Monet used light, colour, and brushstrokes to capture mood and atmosphere, and will create their own Impressionist-inspired artwork, applying similar techniques to depict a bridge scene.

In Term Four, students will explore the work of Indigenous artist Jimmy Pike, using his vibrant and symbolic style as inspiration to create their own echo artwork. This project will focus on the art elements of line, shape, and colour, encouraging students to experiment with pattern and repetition to reflect the storytelling traditions found in Pike’s work. Through this unit, students will also develop a deeper appreciation for Indigenous art and culture.
This year in Visual Arts, Year Five students will focus on developing their understanding and application of the art elements line, space, colour, and form. Through a range of projects, students will explore how these elements work together to create dynamic and expressive artworks.
In Term One, students will be introduced to a variety of watercolour techniques and learn how to apply them to create a galaxy-inspired background, using a palette of cool colours. Building on this, they will explore the concept of perspective and be introduced to the technique of foreshortening. Using this technique, students will create a unique self-portrait artwork that gives the illusion of falling through space, combining imaginative thinking with technical skill. 
In Term Two, students will be inspired by the work of Pablo Picasso, with a particular focus on the Cubist movement. They will explore how Picasso used geometric shapes, bold lines, and abstract forms to represent the human face in new and imaginative ways. Building on this understanding, students will create their own vibrant and expressive Cubist-style portrait, applying the techniques of multiple perspectives, and colour contrast to bring their artworks to life.
In Term Three, students will be introduced to the bold, colourful, and imaginative artworks of French artist Niki de Saint Phalle. Drawing inspiration from her playful and expressive style, students will begin by designing their own mythical creatures as two-dimensional sketches in their art books. They will then bring their designs to life by creating three-dimensional clay sculptures, further developing their skills in form, construction, and creative design. Students will also be introduced to Impressionism, with a focus on the work of Claude Monet, particularly his iconic bridge paintings. They will explore how Monet used light, colour, and brushstrokes to capture mood and atmosphere, and will create their own Impressionist-inspired artwork, applying similar techniques to depict a bridge scene.
In Term Four, students will explore the work of Indigenous artist Jimmy Pike, using his vibrant and symbolic style as inspiration to create their own echo artwork. This project will focus on the art elements of line, shape, and colour, encouraging students to experiment with pattern and repetition to reflect the storytelling traditions found in Pike’s work. Through this unit, students will also develop a deeper appreciation for Indigenous art and culture.

Science

Year 5 students explore the properties of light and how light travels. They learn about the colour spectrum and why objects appear as certain colours. Students examine different light sources and how light forms shadows. They explore the use of mirrors to demonstrate the reflection of light and recognise that refraction occurs when light passes through a prism (for example, air to water). They also classify and compare solids, liquids, and gases on the basis of their observable features and properties. They determine that substances behave in different ways, such as when oobleck changes state depending on how it is manipulated. Students identify how some substances can be classed as both a solid and a liquid, also known as a colloids. They use models to describe the key features of our Solar System, and demonstrate the relative distance and size between each planet. Students discuss how particular adaptations aid survival by describing and listing adaptations of living things suited to particular Australian and world environments. They classifiy structural and behavioural adaptations of plants and animals. Students examine the adaptations that developed over many generations from surviving in particular environments.

Mathematics

In Maths at 3-6, the curriculum is broken into 6 strands. They are Number, Algebra, Measurement, Space, Statistics and Probability. 

Number: Students continued to develop their understanding of Place Value by exploring prime, composite and square numbers. They also applied the mathematics proficiencies when solving problems involving addition, subtraction, multiplication and division. Students evaluate the efficiency of their mental and written calculation strategies and justify the choice they have made. During their study of Fractions, students compare, order and represent common fractions as well as solve addition and subtraction problems of equivalent fractions.

Algebra: In Algebra, students recognise and use rules to describe number patterns. They also find the unknown values in numerical equations  involving a combination of arithmetic operations. 

Measurement: Students convert between common metric units of length, mass and capacity. They use decimal representations of metric measurements. Students solve problems involving the volume and capacity of right prisms. They use the formula for the area of a rectangle to solve practical problmes. 

Space: In Space, students compare the parallel cross-sections of objects. They locate the points in the 4 quadrants of the Cartesian plane and describe changes to coordinates that have changed position in the plane. Students recognise and use combinations of transformations to create geometric patterns. 

Statistics: Students interpret and compare sets of data and discuss and critique representations of data. They plan and conduct statistical investigations, collect relevant data, analyse and interpret that data.  

Probability: In Probability, students describe probabilities using fractions, decimals and percentages. The identify that probabilities lie on a numerical scale between 0-1 or 0% - 100%. 

English

In English, students begin the year studying the art of persuasion. They identify the contention, main arguments and persuasive devices used in a variety of texts and put them into context when writing and presenting their own speeches. Students complete a text study on the novel 'Can You See Me' analysing the themes of relationships and empathy, as well as character perspectives. Additionally, students participate in a Shaun Tan author study. They analyse a range of texts and use these as inspiration to create their own picture story book, using symbolism and morals to convey their message. Furthermore, students explore the concepts of identity and belonging through poetry, advertisements and comic books. They create a poem inspired by personal experiences and include a variety of structural components such as rhythm, rhyme and figurative language. 

Health

Throughout the year, students learn about their school environment, classroom expectations and routines. They explore different emotions to understand their feelings and tools to regulate these emotions, using the Zones of Regulation program. Students learn how to solve problems inside and outside of the classroom using different strategies from the Wheel of Choice. Students use the classroom Behaviour Matrix from our School Wide Positive Behaviour initiative to support their understanding of our school values of Respect, Responsibility, Honesty and Acceptance. The Resilience, Rights and Respectful Relationships program covers the topics of Emotional Literacy, Personal and Cultural Strengths, Positive Coping and Problem Solving throughout semester one. In Year 6, the Semester 1 Health Curriculum focuses on, students explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences. They describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations. Students also describe the various causes of conflict and evaluate possible strategies to address conflict. During our Personal, Social and Community Health unit, students examine how to be physically healthy through diet and exercise. Students explore a range of personal hygiene items and products and learnt about a range of health services and information. They how learn to compare product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals.

Humanities

In Year 6, students examine democracy through the Australian government system and explored the meaning of what it is to be a global citizen. Students create their own government and ministers to respond to an issue within a new developing country. In our Australian Colonies unit, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1901. Students develop their understanding of the early settlement of Australia and the significance of Federation. They explore the significant events and perspectives of people in Australia’s history that have influenced the way we live today. In Geography, students developed a greater understanding of countries within Europe by comparing their features to those in Australia. During our Business and Economics unit, students are encouraged to think like an entrepreneur. They analysed the workplace and business environment to form a business proposal that addressed a need in the community and was financially viable.

Auslan

In Year 6, students continue to develop their knowledge of Auslan (Australian Sign Language). They learn the signs linked to countries, morning routines and numbers, and learn how to recognise and correctly sign different types of businesses. Students explore both expressive and receptive understanding skills for vegetables and their colours. Additionally, students develop further abilities to recognise and correctly sign common stationery and classroom items.

This learning is introduced through explicit sign teaching videos, games, stories and group practice. Learning Auslan involves both expressive (signing) and receptive understanding skills (reading back what others’ sign), hence activities are designed to develop these skills.

PE

In Year 6, students will continue to build on the fundamental skills and strategies developed in previous years, with a strong focus on teamwork, sportsmanship, and game awareness. In Term 1, students will refine their understanding of striking and fielding games and enhance their performance in track and field events in preparation for upcoming carnivals. Term 2 will focus on soccer and field hockey, where students will develop spatial awareness and strategic play within invasion games. During Term 3, students will work on court-based sports such as netball and basketball, learning to identify passing options, maintain possession, and move the ball into scoring positions. In the final term, students will explore net and wall games like volleyball, tennis, and badminton, practicing how to vary force and direction during rallies. They will also participate in a fitness unit to improve their physical fitness and understand how their body responds to exercise.

Visual Arts

This year in Grade Six Visual Arts, Year 6 students will explore a variety of historical and contemporary art styles, deepening their understanding of artistic traditions and creative processes.

In Term One, students will begin by learning about the rich history of Chinese art, with a focus on the Ming Dynasty—renowned for its fine ceramics and iconic blue-and-white porcelain. Inspired by these artefacts, students will experiment with pattern illustration and sgraffito techniques, and then apply their learning by designing their own Ming vase artwork.

In Term Two, students will study the Impressionist Art movement and its importance in art history. Students will explore Impressionist techniques through hands-on practice and develop their own still life paintings over several weeks. These artworks will showcase their ability to make creative choices in colour, focusing on natural themes such as fruit and flowers.

In the second semester, students will design a detailed dragon eye and transform their design into a three-dimensional clay sculpture. Throughout this process, students will revisit key art elements—shape, texture, colour, and form—while enhancing their fine motor skills and technical clay-handling abilities, such as molding, smoothing, and refining detail.

In the Watercolour Painting Unit in Term Four, students will turn their attention to global architecture by studying images of famous landmarks from around the world. Using a combination of pen, pastel, and watercolour, students will enhance their work with repeated lines and patterns, blending technical precision with artistic expression.

Science

Students in Year 6 construct electrical circuits, explore how they work, and draw relevant circuit diagrams. They recognise that electrical circuits enable energy to be transferred and be transformed into other types of energy. Students also discover that energy from a variety of sources can be used to generate electricity. Students explore how sudden geological changes, such as earthquakes and volcanic eruptions, can affect the Earth’s surface, and how severe weather conditions can cause natural disasters, such as hurricanes and tornadoes. They consider the effect of drought on the living and non-living aspects of the environment. Students investigate reversible and irreversible changes to everyday materials and identify whether the changes were physical or chemical. They work in teams to design and carry out fair tests, and suggest improvements to their experimental methods. The students investigate how the growth and survival of living things are affected by the physical conditions of their environment. They research organisms that live in extreme environments, such as Tundra and Desert biomes, and they then use this information to deliver an oral presentation about their chosen biome. 

Food

In Year 6, students are introduced to the subject Food Technology, they begin to develop basic kitchen hygiene and safety maintenance skills to prevent hazards such as cross contamination, cuts, burns and allergic reactions. They learn to read the components of and follow procedural steps in a recipe including the ingredients and equipment list, quantities and method. Students work in teams to safely produce basic recipes, they demonstrate effective communication and task sharing skills. Students are introduced to the functions of common kitchen appliances and utensils, including safety hazards. In the design project, students explore the factors that influence food designs.