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YEAR 6 INFORMATION NIGHT
Justin Whelan
Melanie Carson
Michael Beirne
WELCOME….
• Walk through Year 6 Learning
Area
• Leadership Roles
• Busy start to the year: Setting Routines,
Beach Days, S...
WELLBEING
The Foundations or “Keys To Success”
Organisation
Getting Along
Confidence
Persistence
Resilience
• Kidsmatter f...
CAMP
• Where: City, Collins Street
• When: March 16th – 18th 2016
• Activities: Melbourne Museum,
Melbourne Gaol, Night Wa...
HOMEWORK
REGULAR HOMEWORK:
• Reading 15 mins per day – across a wide range of texts
• Literacy and Numeracy set Monday and...
FOSTERING INDEPENDENCE AND PREPARING
FOR YEAR 7
TRANSITION BEGINS NOW!!
- MMPS Transition Co-ordinator is Michael Beirne.
...
NUMERACY
• The Numeracy Program follows the Australian Curriculum, using the
content descriptors, achievement standards an...
NUMERACY CONT’D.
• Fluid maths groups based on student data
• Year 6 is all about broadening their skills, problem solving...
INQUIRY UNITS
• Term 1: Who are we becoming?
Focus Leadership / You Can Do It Speeches
• Term 2: Altering Aussies
Focus Ho...
Through inquiry students develop skills that allow them to:
- explore the similarities and differences in the values and b...
- negotiate learning improvement goals and justify the choices
they make about their own learning.
- actively develop, mon...
TIME
CAPSULE
Handed in late with some
sections incomplete or
missing.
Handed in on time with
all sections reasonably
attem...
Name Percentage
of work
completed by
this person.
A brief explanation of your mark for
this person.
( You first)
This colu...
Natural Disaster Project
Your task is to complete a project on a natural disaster and determine the
effects this disaster ...
1. A Survival kit with items that would help you survive your natural disaster.
2. A filmed news report or a Claymation of...
SCIENCE UNITS
o Term 1: Physical sciences
Focus Electrical circuits
o Term 2: Biological sciences
Focus The growth and sur...
YEAR 6 BLOG AND WEEKLY NEWS
• http://mrbeirne.global2.vic.edu.au
• http://carson.global2.vic.edu.au
• http://justinwhelan....
LITERACY
• Built around the three interrelated strands of Language, Literature and Literacy.
• Various types of media text...
LITERACY YEAR SIX MMPS 2016
BIG WRITE
Big Write and VCOP is an initiative to encourage children to become
independent and expert writers.
V—Vocabulary...
HOW YOU CAN HELP WITH BIG WRITE
Video Example
Wednesday morning
Big Write Session
What the room looks like;
-Quiet, candle...
ISSIE AND TIA’S EXPERIENCE IN GRADE SIX
LITERACY IN 2016….
This year we have been introduced to new learning styles in Lit...
• Talk positively about school and learning
• Try to support your child with their learning at home
• Please communicate a...
• Any questions please stay behind or see home group
teacher at a later date.
THANK-YOU
Year 6 information night
Year 6 information night
Year 6 information night
Year 6 information night
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Year 6 information night

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Year 6 information night

  1. 1. YEAR 6 INFORMATION NIGHT Justin Whelan Melanie Carson Michael Beirne
  2. 2. WELCOME…. • Walk through Year 6 Learning Area • Leadership Roles • Busy start to the year: Setting Routines, Beach Days, Swim Sports and Summer Lightning Premiership selections • Students have done a great job getting to know their teacher and homegroups.
  3. 3. WELLBEING The Foundations or “Keys To Success” Organisation Getting Along Confidence Persistence Resilience • Kidsmatter framework for mental health and wellbeing with a focus on building positive relationships between all members of the school community • Explicit instruction through the You Can Do It Program • Classroom rules and expectations negotiated KidsMatter
  4. 4. CAMP • Where: City, Collins Street • When: March 16th – 18th 2016 • Activities: Melbourne Museum, Melbourne Gaol, Night Walk, Ice Skating, Etihad Stadium tour, Starflight, Melbourne Aquarium.
  5. 5. HOMEWORK REGULAR HOMEWORK: • Reading 15 mins per day – across a wide range of texts • Literacy and Numeracy set Monday and Due Friday ADDITIONAL HOMEWORK: *Literacy as required *Maths as required *BIG WRITE Talk at home (Every 2nd Tuesday) AIM OF HOMEWORK: • Help keep home / school communication ongoing • To consolidate concepts already covered in class and to allow for individual research and independent thinking • To make the students accountable & set good work habits in preparation for Year 7
  6. 6. FOSTERING INDEPENDENCE AND PREPARING FOR YEAR 7 TRANSITION BEGINS NOW!! - MMPS Transition Co-ordinator is Michael Beirne. Please contact him with any transition enquiries. - Tuesday 8th March 9:30am Brooke from Dromana SC (Student Wellbeing and Transition Co-ordinator) - Information will be given about open days as it becomes available.
  7. 7. NUMERACY • The Numeracy Program follows the Australian Curriculum, using the content descriptors, achievement standards and work samples as guides. The three strands taught are – Number and Algebra, Measurement and Geometry and Statistics and Probability. • A whole school approach to teaching Numeracy ensures that students are engaged in activities that are meaningful, stimulating and challenging. • Team planning for Numeracy occurs within year 6, allowing for consistency of content between grades and streamed maths groups. The use of hands on materials, games, open ended tasks, investigative work and problem solving activities that relate to real life occur throughout the program. Within lessons, tasks are differentiated providing opportunities for students to learn at their own level. Existing technologies support the learning and applications of mathematics, with all students having access to the online program, Mathletics, at school and at home.
  8. 8. NUMERACY CONT’D. • Fluid maths groups based on student data • Year 6 is all about broadening their skills, problem solving, investigating. We have an absolute focus on real life Maths. • Real life open ended problems • Learning intentions are clearly stated • Using correct mathematical language Curriculum Link Lesson Structure • Tuning in – maths game, mental maths • Formal lesson – differentiated for student needs • Reflection on mathematical processes and strategies as well as what students have learnt.
  9. 9. INQUIRY UNITS • Term 1: Who are we becoming? Focus Leadership / You Can Do It Speeches • Term 2: Altering Aussies Focus How has our past affected our future? • Term 3: Natural Disasters / Economics Focus Impact on communities / Year 6 Market • Term 4: Economics / Change Focus We are the same but we are different / transition
  10. 10. Through inquiry students develop skills that allow them to: - explore the similarities and differences in the values and beliefs of a range of individuals and groups. - reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. - explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others. - consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. - They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning.
  11. 11. - negotiate learning improvement goals and justify the choices they make about their own learning. - actively develop, monitor and refine protocols that create a positive learning environment in the classroom. - develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. - distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence - use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.
  12. 12. TIME CAPSULE Handed in late with some sections incomplete or missing. Handed in on time with all sections reasonably attempted. NOT HANDED IN (Parents notified. Work to be submitted on a date given by the teacher.) HANDED IN 0% ∙All content is relevant and accurate. ∙Demonstrates excellent organisation and presentation. ∙Work is very detailed and completed as per instructions. ∙Work shows a high level of originality and creativity. ∙Equal contribution from all group members ∙Most content is relevant and accurate. ∙Demonstrates good organisation and presentation. ∙Work is detailed and completed as per instructions. ∙Work shows a good level of originality and creativity. ∙Equal contribution from all group members ∙Some content is relevant and accurate. ∙Demonstrates some organisation and presentation. ∙Work is simple and mainly completed as per instructions. ∙Work shows some evidence of originality and creativity. ∙Contribution from all group members Handed in on time with some sections incomplete or missing. Handed in late with all sections reasonably attempted. ∙All content is relevant and accurate. ∙Demonstrates good organisation and presentation. ∙Work is very detailed and completed as per instructions. ∙Work shows a high level of originality and creativity. ∙Equal contribution from all group members. ∙Most content is relevant and accurate. ∙Demonstrates good organisation and presentation. ∙Work is detailed and completed as per instructions. ∙Work shows a good level of originality and creativity. ∙Equal contribution from all group members ∙Content shows little relevance and accuracy. ∙Demonstrates poor organisation and presentation. ∙Work is simple and not completed as per instructions. ∙Work shows little evidence of originality and creativity. ∙Contribution from all group members not evident Less than 30 Less than 20 Less than 10 Less than 40 More than 40 Handed in on time with many sections incomplete or missing. SPELLING,GRAMMARANDPUNCTUATIONERRORS Less than 30 Less than 20 Less than 10 Less than 40 More than 40 Less than 30 Less than 20 Less than 10 Less than 40 More than 40 Less than 30 Less than 20 Less than 10 Less than 40 More than 40 Less than 30 Less than 20 Less than 10 Less than 40 More than 40 Less than 30 Less than 20 Less than 10 Less than 40 More than 40 SPELLING,GRAMMARANDPUNCTUATIONERRORS 1 4
  13. 13. Name Percentage of work completed by this person. A brief explanation of your mark for this person. ( You first) This column must total 100% I thought our group…. Topic: __________________________ Time Capsule Project Peer and Self Assessment
  14. 14. Natural Disaster Project Your task is to complete a project on a natural disaster and determine the effects this disaster had on a country or community. Your project must include the first 4 items on the below list, as well as 4 other items of your choice from the below list. 1. A detailed model – this could be of your disaster, your country or something else. 2. Researched facts relating to the past, present and future effects of your disaster on the country or community. Researched facts about your country’s people and culture. 3. A clearly label diagram - again this could be of your disaster, your country or something else. 4. A piece of writing.
  15. 15. 1. A Survival kit with items that would help you survive your natural disaster. 2. A filmed news report or a Claymation of your disaster 3. A detail newspaper account of your disaster 4. A tourist brochure for your country 5. A song written (recorded) by you to uplift a community through a disaster 6. A game that children with limited resources could play 7. A detailed housing design that could withstand your disaster in the future 8. A Glogster 9. Negotiated task Student/s Name: ________________________ Project Name: ___________________________
  16. 16. SCIENCE UNITS o Term 1: Physical sciences Focus Electrical circuits o Term 2: Biological sciences Focus The growth and survival of living things o Term 3: Chemical sciences Focus Reversible and irreversible changes o Term4: Earth and space sciences Focus Extreme weather / natural disasters Science Curriculum Students work in small groups of 3 and undertake units that follow the engage, explore, explain, elaborate, evaluate learning model. Each student has the role of Manager, Speaker or Director which changes each term.
  17. 17. YEAR 6 BLOG AND WEEKLY NEWS • http://mrbeirne.global2.vic.edu.au • http://carson.global2.vic.edu.au • http://justinwhelan.global2.vic.edu.au/ • Year 6 weekly news and Blog leaders will showcase Year 6 learning every week starting this week. • Please make positive comments, ask questions share your experiences, insert links, articles.
  18. 18. LITERACY • Built around the three interrelated strands of Language, Literature and Literacy. • Various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. • Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions. • We teach the programs of VCOP and Big Write, Soundwaves Spelling and CAFÉ reading. These initiatives can be found online to read more about.
  19. 19. LITERACY YEAR SIX MMPS 2016
  20. 20. BIG WRITE Big Write and VCOP is an initiative to encourage children to become independent and expert writers. V—Vocabulary C—Connectives O—Openers P—Punctuation What does VCOP stand for? V - is for vocabulary (ambitious WOW words) and children are encourage to widen their use of language to make their writing richer. In the classroom new and expressive words are shared. C - is for connectives (joining words) such as and, because, so, besides, although etc. This makes writing more cohesive and interesting. O - is for openers (opening sentences in a variety of ways). Varying the way sentences are opened makes them more engaging to read. We will focus on opening sentences using connectives, and words ending in –ly, –ing and –ed. P - is for punctuation— using punctuation appropriately for the text type. Students are taught the names and symbols for all forms of punctuation. They learn to use these different forms of punctuation to ‘uplevel’ their writing. The focus at this level is correct use of boundary punctuation. Students are explicitly taught which vocabulary, connectives, openers and punctuation are suitable for varying tasks and writing genres and how to use them within their own writing.
  21. 21. HOW YOU CAN HELP WITH BIG WRITE Video Example Wednesday morning Big Write Session What the room looks like; -Quiet, candles, calm Every second Tuesday Big Talk Homework
  22. 22. ISSIE AND TIA’S EXPERIENCE IN GRADE SIX LITERACY IN 2016…. This year we have been introduced to new learning styles in Literacy. We have really enjoyed being more confident with different learning strategies. Every Thursday morning we have our big write sessions. In big write we write for a whole hour on one topic that the year 6 teachers have chosen. Each week it is a different style of writing. We have also been taught VCOP which stands for Vocabulary, Connectives, Openers and Punctuation. One of the things we learn about in VCOP is different spelling rules. We have also been taught wow words to make our writing more engaging and interesting. One game we play in literacy is called Kung Fu Punctuation which expands our knowledge of punctuation. We play quick thinking games to get our brains active ready for our Literacy lessons. Every morning we read for 30 minutes with a book we have chosen from the library or home.
  23. 23. • Talk positively about school and learning • Try to support your child with their learning at home • Please communicate any concerns with your child’s class teacher THREE – WAY PARTNERSHIP School HomeStudent
  24. 24. • Any questions please stay behind or see home group teacher at a later date. THANK-YOU

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