North Sydney Public School

Towards the highest

Telephone02 9955 2822

Emailnthsyddem-p.school@det.nsw.edu.au

Term 2 K-6 Conceptual Overview

Kindergarten

This term students will develop their knowledge and understanding of energy and movement. Through the teaching and learning program, students will explore the concept of energy and investigate it uses, sources and its links to everyday life. Students will explore the ways in which their body uses energy to move and will build on this knowledge to explain how other sources of energy create movement in the world around them. Students will engage in a series of experiments and investigations to gain an understanding of the discipline of science through discovery learning around how various forms of energy create movement of toys and other everyday objects. In addition to this, learning experiences will focus on the different sources of energy including natural and made sources. Students understanding of key concepts and skills will be demonstrated by their ability to conduct, record and reflect upon results of an experiment exploring energy and movement; articulate how a toy uses energy to move; and explain the physical phenomenon of energy and its relationship to movement.

 

Year 1

This term, our Conceptual Program has a strong focus on the new Australian Curriculum for Science and is based on the concept Transformation & Interdependence. The key learning ideas are centred around the ways that people use science in their daily lives to care for the environment and Earth's resources, with a specific focus on water.

 The activities that we have planned provide opportunities for students to develop an understanding of, and appreciation for water as a precious natural resource. Through a number of scientific investigations, students will be exploring how water is used, where water comes from and how it can be used responsibly. Our program also demonstrates important links between science skills and literacy skills.

Australia is a dry continent with an expanding population, and how we use water has become increasingly important. This idea lends itself strongly to the Real Engagement in Active Problem Solving (REAPS) framework, which we will be using to engage our students in problem-based learning activities. Throughout the term, our students will be investigating the lives of a fictional Sydney family. They will then be suggesting ideas and solutions to the ways in which this family could potentially reduce the water usage in their daily lives.

 

Year 2

Year 2 will explore the concept of Energy and Movement this term where they will investigate sound, light and motion.They will learn this content through the real life problem of researching sounds that can be made from different instruments, establishing a mix of instruments that can make music, creating instruments and performing a piece of music. They will be working in groups, learning from each other, and making informed decisions as to how they should progress once they have listened to all of the arguments. This problem-based learning will see students working scientifically and technologically by using a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.

 

Year 3

This term's conceptual unit is ‘The Little Penguin Problem'. It is a science and human society in its environment unit of work based on the concept of Interrelationships and Adaptation. It has been developed by the Year 3 teachers to specifically meet particular outcomes while engaging students through interesting content. The unit focuses on the topic of sustainability and human impact on the Earth. Students are investigating the open ended problem of the continued endangerment of the Little Penguin colony at Manly. Through carefully designed learning experiences, students will develop an appreciation of how humans affect their surroundings in both positive and negative ways. During library sessions, students are researching both man-made and natural significant sites in Australia and investigating ways we can protect them.

 

Year 4

Students will be exploring the concept of Interrelationships and Adaptation through the real life problem of dredging the Great Barrier Reef. Students will be ascertaining the benefits and negative impacts of this from different stakeholders' points of view, and finally make an informed and responsible decision as to whether they feel that this proposal should progress once they have listened to all of the arguments. Students will have deep knowledge about their responsibility to the Australian environment and how they can interact sustainable to preserve the environment into the future. Students will identify and describe structures and functions in living things and how they interact with each other and their environment. They will develop an understanding of how the Aboriginal people interacted with the environment (significance) and how we as individuals impact on the environment. Through these experiences students will understand the concept and importance of sustainability and interrelationships. Through a focus on persuasive texts students will have the opportunity to create educational materials that outline various environmental issues that Australia faces and why we should adopt a more sustainable approach.

 

Year 5

The concept that Year 5 will focus on this term is Transformation and Interdependence. Students will explore the concept in both Science and literacy sessions by exploring how communities and governments prepare for natural disasters. They will investigate and describe systems within built environments and critically considered how social and environmental factors may influence designs.

 

Year 6

Our conceptual unit for Term 2 is Transformation and Interdependence. We will be learning how the Earth has changed over millions of years and how humans respond to and manage natural disasters related to the Earth's structure. Students will investigate how science and technology have advanced in order for global communities to respond more effectively to natural disasters and minimise their impacts. Students will again use the REAPs (Real Engagement in Active Problem Solving) process within stakeholder groups to investigate and address the events and management associated with the Christchurch earthquake disaster. There will also be an incursion in Week 7, where the CSIRO will visit and the students will be engaged in hands on activities to understand the structure and movement of the Earth.

 

 

Related content