Downlands College - Years Years 4-64-6 Curriculum Handbook
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Years 4-6
2022
Curriculum Handbook
Downlands College
Updated July 2021
TOOWOOMBA QUEENSLAND AUSTRALIA
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FThis page is intentionally blank.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
36 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FYears 4-6
Curriculum Handbook 2022
Principal Mr Stephen Koch
Deputy Principal Mr Chris Oakes
Assistant Principal - Pastoral Care Mr Dan Fraser
Assistant Principal - Teaching and Learning Ms Sue Weir
Assistant Principal - Mission Ms Andrea Collins
Head of Boarding Mr Ian Bulkin
Business Manager Mr Ian Mendes
Enquiries
The Principal
Downlands College
PO Box 250
TOOWOOMBA QLD 4350
Telephone: (07) 4690 9500
Fax: (07) 4690 9610
E-mail: enrolments@downlands.qld.edu.au
Website: www.downlands.qld.edu.au
May we be the Heart of Jesus throughout each day.
The Downlands Prayer
Lord, be with us in our studies that we may master the difficulties and be formed by wisdom and knowledge.
Be with us in our sport, that we may win without boasting, lose without begrudging.
Be with us in our leisure time, that our pleasures bring us no shame, but rest to our bodies, peace to our minds.
Be with us with our friends, that we may be ready to help whatever the cost, bring happiness wherever we go.
Be with us in the Chapel, that we pray and listen and worship and let you guide our lives.
Lord, make us strong in faith, courageous to follow your call, true to you, to Downlands, to ourselves.
Amen.Contents
General Information
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Years 4-6 Curriculum Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Learning Areas
Religious Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Health and Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Humanities and Social Science (HaSS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Languages (LOTE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Digital and and Design Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Correct at the time of publication, but subject to change - 29 July 2021
At Downlands there is a niche for every student.
Our goal is to have happy students who perform
to their personal best in all situations and who take responsibility for their learning and relationships. We
journey with each individual student academically and pastorally to provide the best possible school and
post-school pathway.
Stephen Koch, Principal
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FGeneral Information
Downlands College is a Catholic school • nurture the powers of reasoning and critical thinking in
students;
owned and conducted by the Missionaries of
the Sacred Heart. It first opened in 1931 as a • create a climate of trust and freedom, openness and
co-operation, which will foster the affective and moral
boarding school for boys. Today, Downlands growth of students;
is a vibrant, coeducational day and boarding
• promote a spirit of reverence and respect for sacred
school for students in Years 4 to 12. things and for one another in a way that leads to gentle
Downlands nurtures a strong religious spirit marked by social relationships;
the gospel values of faith and community. The College • create a family atmosphere conducive to a sense of
motto is Fortes in Fide, Strong in Faith. Our faith is based peace and belonging;
on a belief in, and a commitment to, a loving God, while
• encourage a sense of personal integrity, responsibility,
community is that sense of identity which unites students, initiative and perseverance;
families and staff in Christ. We value truth, learning and
• foster a sense of care and compassion for one another,
respect for the individual as essential features of the
especially for the less advantaged, in both the College
education process. In the search for truth, Downlands
and the wider community;
encourages students to integrate faith with life. (Extract
• equip students for leadership in public and private life.
from: MSC Philosophy of Education)
“Christ is the foundation of the whole educational “… the Catholic school is particularly sensitive to
enterprise in a Catholic school” the call from every part of the world for a more just
society…” The Catholic School #58
The Catholic School #34
As teachers in an MSC school, we are committed to:
“The community aspect of the Catholic school is • being diligent and committed to the life-long
necessary because of the nature of faith and not development of our professional practice;
simply because of the nature of the person and the • maintaining currency and expertise in subject area,
nature of the educational process which is common contemporary pedagogy and technological advances;
to every school.”
• recognising that good teaching is about the creation of
The Catholic School #54 a web of relationships that includes our own lives, the
lives of our students and their families and the lives of
our colleagues;
Our Mission • recognising that when we create relational learning
An MSC school holds teaching through communities we contribute to the formation of the
relationships as a core value. hearts of our students;
• offering hope to our students by drawing deeper
The heart is our code word and draws us to our meaning from the events of the world in which we
Mission. live, thus incorporating faith with life. (Extract from:
In the light of our philosophy, our mission as teachers in an Principles of MSC Education, 2017)
MSC school is to draw our students into the pursuit of truth • creating an environment where students can become
and excellence by fully embracing and engaging with the reflective, heart-centred people with an understanding
world in which we live. The College aims to: of God’s love for them.
• nurture a strong religious spirit by providing
opportunities for students to grow in a real relationship “Beloved, let us love one another, because love is
with Christ, in an understanding of the tenets of the from God. Whoever does not love does not know
Catholic faith, and in commitment to service of others; God, for God is love.” 1 John 4:7-8
• form the hearts of students in Spirituality of the
Heart so that they can live hopeful, meaningful and Curriculum Policy
purposeful lives; Curriculum at Downlands College encompasses all
• help every student strive for the highest level of the learning experiences that are planned, guided and
supported by the school. The needs, talents, abilities,
achievement in learning of which they are capable;
and interests of the individual student form the centre
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 1We want to be like Jesus who loved with a human heart.
MSC Constitutions #10
around which our curriculum is developed. The “It must never be forgotten that the purpose of
whole environment of the school, with its many varied instruction at school is education, that is, the
experiences, as well as the valuable traditions of the past, development of person from within, freeing him/
contributes to the total growth of each student. At the her from that conditioning which would prevent him
same time, each student should contribute something to
from becoming a fully integrated human being.”
the development of the curriculum in its widest sense.
Downlands College curriculum policy reflects gospel The Catholic School #28
values, particularly those stressed in the statement of the Teaching programs for various subjects should include,
College’s philosophy: faith, respect for the individual, truth where possible, the study of issues, texts and ideas which
and learning, and community. allow discussion of topics connected with the gospel
values that are integral to College life. Thus, respect for
“Its (i.e. the Catholic school) is fundamentally a the individual will be fostered through the understanding
synthesis of culture and faith, and a synthesis of of issues connected with justice and peace and with the
faith and life: the first is reached by integrating all needs of all in the community. Faith and community will
be enhanced by class activities which express those values.
the different aspects of human knowledge through
Downlands recognises that curriculum needs regular
subjects taught, in the light of the Gospel; the second
evaluation to ensure it is relevant to the changing situations
in the growth of the virtues characteristic of the and times in which members of the College community
Christian.” The Catholic School #87 find themselves.
Care for the individual in the curriculum will be shown in Education is not given for the purpose of gaining
many ways: power but as an aid towards a fuller understanding
of, and communion with people, events and things.
• encouraging students to take responsibility for their
Knowledge is not to be considered as a means of
own learning through the setting of daily goals and
material prosperity and success, but as a call to serve
term goals
and to be responsible for others.”
• implementing teaching practices and attitudes that
The Catholic School #56
promote mutual respect and positive relationships
between teachers and students
• establishing a learning culture that utilises learning
intentions and success criteria
• identifying the needs of individual students and
offering the required learning support
• implementing effective formative and summative
assessment that informs the teaching and learning
• promoting an outreaching culture that acknowledges
the challenges faced by the less advantaged
• acknowledging achievement at whatever level in all
activities
• providing extra-curricular opportunities to meet the
interests of as many students as possible
• Continuing to improve on best teaching practices
through rich profession development opportunities.
• Downlands College education policies and procedures
adheres to the Alice Springs (Mparntwe) Education
Declaration (2019).
In emphasising truth and learning, Downlands College aims
to help students strive for the highest level of achievement
in learning of which they are capable. While excellence
can be seen as an absolute, there is a relative level at which
individuals should be challenged to perform excellently with
their respective talents. We encourage all students to attain
this level. Serious study is stressed, as well as critical thinking
and an openness to religious values are also encouraged.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
2 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FDownlands has an outstanding record of academic success through expecting the best from
its pupils. We also want them to enjoy their learning and to take responsibility for it.
Stephen Koch, Principal
The Years 4-6 Curriculum The Years 4-6 curriculum program aims to:
• implement the Australian Curriculum;
Program • infuse teaching and learning with our MSC Pedagogy
of the Heart;
Downlands College aims to provide all students with a
quality curriculum which is brought to life in classrooms • promote and acknowledge academic excellence;
and beyond by contemporary approaches to learning and • encourage all students to achieve to the very best of
teaching. their ability;
Encouraging students to develop a love of learning, as well • continuously improve assessment and reporting
as promoting student success at learning are central to the processes;
Years 4-6 curriculum program. At Downlands College, the
• embed Information Communication and Technologies
concept of success is recognised in broad terms and in such
a way as to build the academic strengths of all students. (ICTs) in all learning areas;
In essence, our aim is to engage students in learning • regularly monitor and report on individual student
processes which will help them to strengthen their learning academic progress;
gifts, talents and abilities. • to provide scaffolding and differentiation where and
The Downlands College Years 4-6 curriculum is aligned
when needs arise.
to state and national developments in curriculum and it
is therefore both relevant and current to today’s young • adequately prepare students for transition into Year 7
learners. Our 4-6 curriculum reflects both a breadth and
depth of learning and it prepares students well for study in
Years 7 to 12 and beyond. All students will study:
Year 4 Year 5 Year 6
Learning Area Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2
Religious Education a a a a a a
English a a a a a a
Mathematics a a a a a a
Science a a a a a a
The Arts a a a a a a
Health and Physical Education a a a a a a
Humanities and Social Science a a a a a a
Design Technologies a a a a a a
Digital Technologies a a a a a a
French a a a
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 3Religious Education - Year 4
Religious Education - Year 4
Achievement Standard 4. Identify the particular community for the Creation
stories and/or the story of Joseph and how these are
By the end of Year 4, students use the Bible’s referencing reflected in the stories
system to locate books, people, places and things in the 5. Identify words, images and symbols in the Creation
Bible. They identify a variety of books and text types in stories that show the story is a sacred myth
the Old Testament and New Testament and explain how 6. Identify words, images, symbols in the story of Joseph
a reader uses this knowledge to better understand God’s that shows it is a narrative
Word. They recognise the Christian belief that God, as
7. Explain how the context, textual features and audience
Trinity, is relational in nature by identifying and explaining
make meaning of the stories of Creation and/or
some Scriptural passages that express God as Father, Son
Joseph for communities across time and place.
and Holy Spirit.
Students explain the significance of community for Fertile Question: How can the Old Testament help us to
Christians. They connect ideas about living in community understand what God was like for communities?
from different texts (including the Decalogue and
Term 2: How can Parables challenge us in our
the wisdom of St Paul) and from the experiences of
different communities (including Jewish communities
communities today?
in first century Palestine, early Church communities By the end of this unit, students should be able to:
in Australia (c.1788 CE - c.1850 CE) and contemporary 1. Understand that there are a variety of text types in the
Church communities). They explain how free choices New Testament
result in actions that affect the individual and their
2. Identify the features of parables as a New Testament
community. They describe practices and characteristics of
text type
contemporary parishes and dioceses (including celebration
of the Sacraments of Anointing of the Sick and Penance) 3. Explain that parables reflect the world at the time of
Jesus, and particularly the features of Jewish worship
and explain how these are modelled on the mission and
in first century Palestine
ministry of Jesus. They use an appropriate structure
to create prayers of blessing, petition and intercession, 4. Engage with the world in front of the text to explore
and demonstrate understanding of the significance of how key parables can be applied to the world today.
these forms of prayer for Christian communities. They 5. Identify the features of a parables through the story of
participate respectfully in a variety of prayer experiences, the Good Samaritan and/or the Prodigal Son
including meditative prayer and prayers of blessing,
6. Present key information on the world behind the text
petition and intercession.
for the parable of the Good Samaritan and/or Prodigal
Son
Scope and Sequence 7. Make connections to the features of Jewish worship in
the world of Jesus through a particular parable
Term 1
8. Retell the story of the Good Samaritan and/or the
By the end of this unit, students should be able to: Prodigal Son for a contemporary audience.
1. Recognise that the author’s choice of text type in the 9. Share their understanding of the world in front of the
Old Testament is important in understanding what text for a particular parable.
the message was for the community of the time (the
world behind and the world of the text) Fertile Question: How can the parables challenge us in our
community today?
2. Identify the context, text type and language features
for the Creation stories and the story of Joseph (the
Term 3: What does it mean to be Community?
world behind and the world of the text)
By the end of this unit, students should be able to:
3. Explain how an understanding of the context, text type
and language features affects a reader’s understanding 1. Connect ideas about living in community from
of the message in the past and the world today (the different texts
world in front of the text) 2. Analyse a scripture text to explain how the features of
the text affect an understanding of the message (three
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
4 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FReligious Education - Year 4
Religious Education - Year 4
worlds of the text) 10. Connect ideas about living in community from
the experiences of different communities and
3. Develop an understanding of the significance of the
contemporary Church communities.
Sacraments for Church communities through an
exploration of the Sacraments of Healing 11. Explain how free choices result in actions that affect
the individual and their community.
4. Describe practices and characteristics of contemporary
parishes and dioceses. Fertile Question: How can relationships heal our world?
5. Students connect ideas from the letters of St Paul to
their own understanding of community
6. Students explain how the Sacraments of Anointing of
the Sick and Penance are modelled on the mission and
ministry of Jesus
7. Students describe how the Apostle’s Creed has
common themes to that of the MSC Ethos.
8. Students can reflect on what it means to be
‘community’ and write their own CREED.
Fertile Question: What does it mean to be community?
Term 4: How can relationships heal our world?
1. Develop their understanding of God’s Word in Scripture
as they use the Bible’s referencing system to locate
books, people, places and things in the Bible as they
engage with a variety of books and text types in the
New Testament
2. Begin to appreciate the significance of community for
Christians: of living in loving relationship with God,
others and all of creation
3. Develop their understanding of community through
an exploration of different texts and the experiences
of different communities, including contemporary
parishes and dioceses.
4. Examine how free choices result in actions that affect
the individual and their community.
5. Broaden their understanding of the significance of
the Sacraments for Church communities through an
exploration of the Sacraments of Healing, including
Anointing of the Sick and Penance.
6. Use the Bible’s referencing system to locate books,
people, places and things in the Bible.
7. Identify a variety of books and text types in the
New Testament and explain how a reader uses this
knowledge to better understand God’s Word.
8. Explain how a reader uses this knowledge to better
understand God’s Word.
9. Explain the significance of community for Christians
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 5Religious Education - Year 5
Religious Education - Year 5
Achievement Standard explore the relationship between the psalmist and
God as revealed in a variety of psalms
By the end of Year 5, students identify many ways in 6. Create a personal or communal prayer based on the
which faith is shared and strengthened in communities model of the psalms
of believers, past and present. They analyse information
7. Identify features of a synagogue and explain their
from a variety of texts, including Scriptural references to importance in Jewish worship
the Holy Spirit and the words, symbols and actions of
the Catholic Rite of Confirmation, to explain the action 8. Identify and explain practices associated with the
observation of Sabbath
of the Holy Spirit in the lives of believers. They use
features of Gospel texts to show how the Gospel writers 9. Make connections between Sabbath rituals and prayers
shaped their Gospels for particular communities. They and the faith life of believers.
describe the significance of personal and communal Fertile Question: How can believers live their faith?
prayer and worship (including the Eucharist, the Psalms,
Sabbath rituals and prayers) and the wisdom of the saints, Term 2
including St Mary of the Cross MacKillop, for communities
By the end of this unit, students should be able to:
of believers. They describe ways in which believers live
according to Jesus’ new commandment of charity (love); 1. Identify some titles and images of the Holy Spirit found
and make and act upon informed moral choices. They in Scripture, including ‘Spirit of God’ (1 Corinthians
2:9-15).
locate and record information about the contribution of
pioneering Catholics in Australia (c.1850 CE – c.1900 CE) 2. Make connections between some titles and images of
to the preservation of faith and the shaping of particular the Holy Spirit and the action of the Holy Spirit in the
communities, including Indigenous communities. They lives of believers.
examine Mary’s role as mother of Jesus and mother of the 3. Investigate and evaluate the usefulness of a range
Church. They analyse the elements and features of some of Biblical tools for deepening awareness of New
Marian prayers (including the Hail Mary, the Rosary and Testament texts.
the Litany of the Mary of Nazareth) to describe the role of
4. Describe the key parts of the Catholic Rite of
Marian prayer in the lives of believers past and present. Confirmation, identifying words, symbols, actions and
They participate respectfully in a variety of personal and significance in the lives of believers.
communal prayer experiences, including Marian prayers
5. Explain the meaning of some of the gifts of the Spirit
and meditative prayer.
and how these guide and give strength to believers
today.
Scope and Sequence 6. Explain the meaning of some of the fruits of the Spirit
(Galatians 5:22-23) and how they are visible signs of
Term 1 God’s active love and work in the lives of believers.
By the end of this unit, students should be able to: 7. Locate references to the Holy Spirit (such as wind, fire,
Spirit of God) in the New Testament
1. Identify many ways in which faith is shared and
strengthened in communities of believers, past and 8. Explain how one of these images or titles of the Holy
present. Spirit shows the action of the Holy Spirit in the lives of
believers
2. Describe the significance of personal and communal
prayer and worship, including: Eucharist, Psalms and 9. Make choices about the best sources to use to find out
Sabbath rituals and prayers. information about the Holy Spirit
3. Identify ways in which people share faith in a 10. Identify the words, symbols and actions of the
community of believers Sacrament of Confirmation.
4. Communicate an understanding of how the faith of Fertile Question: How can the Holy Spirit move my world?
the community of believers is strengthened through
the experience of Eucharist Term 3
5. Identify some life experiences of the psalmists and
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
6 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FReligious Education - Year 5
Religious Education - Year 5
By the end of this unit, students should be able to: the Litany of the Mary of Nazareth)
1. Begin to understand how the Gospel writers shaped 8 Students participate respectfully in a variety of personal
their Gospels for particular communities and communal prayer experiences, including Marian
2. Develop their understanding of Christian charity and prayers and meditative prayer.
informed moral choice through an exploration of the Fertile Question: How does Mary’s story of faith continue
experiences of individuals and communities, past and
across time and place?
present
3. Recognise the obligation of Jesus’ commandment to
“love our neighbour” has an individual dimension, but
it also requires a broader social commitment to the
common good.
4. Students explain how the Beatitudes in Matthew
and Luke reflect how the Gospels were written for
particular communities
5. Students identify how conscience can be formed and
lived
6. Students make connections between the Jesus’
message and how that can be applied to the
community today.
Fertile Question: How can Jesus’ message challenge me
today?
Term 4
By the end of this unit, students should be able to:
1. Begin to appreciate the significance of community for
sharing and strengthening the faith of believers, past
and present
2. Broaden their appreciation of the significance of
personal and communal prayer and worship
3. Learn about the significance of Marian prayers
(including the Hail Mary, the Rosary and the Litany of
Mary of Nazareth) in which believers praise God and
entrust cares and petitions to Mary as mother of Jesus
and mother of the Church.
4. Students explain how some titles and images of Mary
found in New Testament texts, including Luke 1:39-45,
reveal her role as mother of Jesus and her role in the
Church community.
5. Students identify and examine Mary’s role as mother of
Jesus and mother of the Church as seen in scripture
and iconography
6. Students identify ways in which faith is Mary is shared
and strengthened in communities of believers, past
and present
7. Students analyse the elements and features of some
Marian prayers (including the Hail Mary, the Rosary and
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 7Religious Education - Year 6
Religious Education - Year 6
Achievement Standard By the end of this unit, students should be able to:
1. Identify and describe the many ways in which Faith is
By the end of Year 6, students analyse information from celebrated in the lives of believers, past and present.
a variety of texts, including Old Testament texts, New 2. Evaluate the historical links between the Jewish High
Testament texts and the diverse expressions of wisdom of Holy Day of Passover and Eucharist.
Australian Catholic Christians, to explain the action of the
3. Explore and identify different seasons of the Church’s
Holy Spirit in guiding the formation of the New Testament
liturgical year and important liturgical celebrations.
and inspiring the development of new ways of living the
Catholic faith in Australia (c. 1900CE to present). They 4. Demonstrate an understanding of the term
demonstrate an understanding of the term ‘communion ‘Communion of Saints’ and the spiritual bond that exists
of saints’; the spiritual bond between all members of the between all members of the Church, living and dead.
Church, living and dead. They select and use evidence 5. Identify different icons of saints and use them in prayer.
from Scriptural texts to show how these texts describe
Fertile Question: How is faith celebrated in the lives of
Jesus’ relationship with God the Father and with humanity,
believers?
including the proclamation of Jesus as fulfilling God’s
promises in the Old Testament.
Term 3: Messages of the Bible
Students identify and describe many ways in which faith
At the end of this unit, students should be able to:
is lived out in the lives of believers, past and present.
They analyse the key messages and contexts of some 1. Select and use evidence from scriptural texts to show
how these texts describe Jesus’ relationship with God
Old Testament prophets. They explain the significance
the Father and with humanity.
of Jesus’ New Law for the way believers live their faith
and examine the spiritual and corporal works of mercy. 2. Identify scriptural texts that highlight the proclamation of
They identify and describe many ways in which faith is Jesus as fulfilling God’s promises in the Old Testament.
celebrated in the lives of believers, past and present. They 3. Examine the Our Father and Examen to improve their
explain the significance of personal and communal prayer, understanding of the significance of personal and
including the Our Father and The Examen, and the use of communal prayer.
spiritual exercises, including reflective prayer journaling
4. Participate in reflective prayer journaling.
and praying with the icons of the Saints, for the spiritual life
of believers. 5. Explain the action of the Holy Spirit in guiding the
formation of the New Testament.
Scope and Sequence Fertile Question: Who do you say I am? or How do you
fulfil God’s promise in your daily lives?
Term 1: Living the Faith in Australia
Term 4: Just Leadership: What does this mean
By the end of this unit, students should be able to: for you?
1. Investigate the contribution of key Catholic Christian
people and groups, to the shaping of Australian At the end of this unit, students should be able to:
society since Federation. 1. Analyse information from a variety of texts, including
Old Testament texts.
2. Identify and describe the many ways in which faith is
lived out in the lives of believers past and present. 2. Identify and describe many ways in which Faith is lived
out in the lives of believers past and present.
3. Examine the spiritual and corporal works of mercy.
3. Analyse the key messages and contexts of some Old
4. Participate respectfully in a variety of meditative prayer
Testament prophets.
practices.
4. Explain the significance of Jesus’ New Law for the way
Fertile Question: How has the Catholic Church contributed believers live their Faith and examine the spiritual and
to the shaping of Australia? corporal works of mercy.
Term 2: Liturgical Celebrations Fertile Question: Why does justice begin with me?
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
8 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FEnglish - Year 4
Performing Arts | Music | Dance | Visual Art
Achievement Standard Voices Competition in Term 4.
• Students plan, rehearse and deliver presentations
By the end of Year 4, students understand that texts incorporating learned content and considering the
have different text structures depending on purpose and particular purposes and audiences.
audience. They explain how language features, images and • Students understand that social interactions influence
vocabulary are used to engage the interest of audiences. the way people engage with ideas and respond to
others.
They describe literal and implied meaning connecting ideas
• Explicit teaching of a range of vocal effects such as
in different texts. They express preferences for particular tone, pace, pitch and volume to speak clearly and
texts, and respond to others’ viewpoints. They listen for key coherently.
points in discussions.
Grammar and Vocabulary Instruction:
Students use language features to create coherence and
Explicit instruction of vocabulary and grammar are
add detail to their texts. They understand how to express
embedded in all Key Learning Areas and reflect the purpose
an opinion based on information in a text. They create texts
and audience of specific text types covered in each
that show understanding of how images and detail can be
curriculum. Our teachers:
used to extend key ideas.
• Use authentic examples from a range of texts.
Students create structured texts to explain ideas for
• Use grammatical terms and explain them through
different audiences. They make presentations and
examples.
contribute actively to class and group discussions,
• Encourage language play, experimentation and risk
varying language according to context. They demonstrate
taking.
understanding of grammar, select vocabulary from a range
• Encourage high-quality discussion about language and
of resources and use accurate spelling and punctuation,
effects.
editing their work to improve meaning.
Spelling Program:
Junior School Practices Teachers support Junior School writers by designing
engaging learning experiences which build on the three
Reading Programs: Spelling Knowledges.
Students participate in Modelled, Shared, Guided and • Phonological Knowledge - how the words sound, and
Independent Reading tailored to their individual learning which letter patterns make each sound.
needs. • Visual and Morphemic Knowledge - how the words
• All the components of our reading program address— change when prefixes and suffixes are added.
oral language, phonological awareness, phonics, • Etymological Knowledge - how words grow from a
vocabulary, fluency and comprehension—these are base with Latin or Greek origins.
integrated throughout reading opportunities across the • Students also read and write a large core of high
day in each Key Learning Area. frequency words.
• Students identify features used in imaginative,
Analysing and Creating Texts:
informative and persuasive texts to meet the purpose
of the text. Students participate in both formal and informal writing
• Students make connections between the ways tasks. Daily “Quick Writes” develop students’ writing
different authors may represent similar storylines, ideas stamina and fluency whilst our formal English units target
and relationships. the vocabulary, grammar and language features of one
• Students discuss literary experiences with others, particular genre each term.
sharing responses and expressing a point of view. • Incorporate new vocabulary from a range of sources
• Students describe the effects of ideas, text structures into students’ own texts.
and language features of texts. • Identify characteristic features used in imaginative,
Speaking Program: informative and persuasive texts to meet the purpose
of the text.
Junior School students have many public speaking
• Plan, draft and publish imaginative, informative and
opportunities such as group prayer, class presentations, persuasive texts demonstrating increasing control over
assemblies, class and whole school liturgies and the Junior text structures and language features.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 9English - Year 4
English - Year 4
• Re-read and edit for meaning by adding, deleting or In this unit, students will read and listen to a range of
moving words or word groups to improve content and humorous poems by different authors and create an
structure. Analytical Text which identifies structural features and
• Write using clearly formed letters, and develop poetic devices in humorous poetry. They will also use
increased fluency and automaticity. this knowledge to interpret and evaluate the poems by
expressing a personal viewpoint using evidence from the
• Use a range of software including word processing
programs to construct, edit and publish written text, poem.
and select, edit and place visual, print and audio
elements.
Scope and Sequence
Using the Australian English Curriculum, teachers plan
authentic and purposeful units of work that reflect our
MSC school culture and effectively integrate the skills and
knowledge required for Year 4.
Term 1: Welcome to Downlands - What it means
to be a Downlander
In this unit, students plan, draft and publish a Factual Description
to explore which elements make Downlands unique. They
will research the history, symbols and ethos of the Downlands
College as the founding MSC School and share their writing
with Mr Koch and the College community on Sacred Heart Day.
Term 2: Why ANZAC Day should always be
remembered
In this unit, students read, view and analyse Persuasive Texts.
They examine ways persuasive language features are used to
influence an audience in the context of a School Newsletter.
Students use these language devices to create their own
persuasive texts and use digital technologies to publish their
writing using text and visual features appropriate to a Newsletter
Article. Their ‘field’ of knowledge is based on vocabulary and
concepts associated with ANZAC Day and the importance of
commemorating this day each year.
Term 3: “Bump it up” for Book Week!
In this unit, students listen to, read and interpret a range
of Narrative Texts to develop an understanding of generic
structure, language features and character development
in relation to plot and setting. In this unit, students create
an innovation of a narrative (short story), using improved
vocabulary, sentence structures and literary features to make
their text more engaging and entertaining to the audience. The
narratives will be showcased in the College Library during Book
Week.
Term 4: Poetry Posse
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
10 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FEnglish - Year 5
English - Year 5
Achievement Standard Junior School students have many public speaking
opportunities such as group prayer, class presentations,
By the end of Year 5, Students explain how text structures assemblies, class and whole school liturgies and the Junior
assist in understanding the text. They understand how Voices Competition in Term 4.
language features, images and vocabulary influence • Students plan, rehearse and deliver presentations
interpretations of characters, settings and events. When incorporating learned content and considering the
reading, they encounter and decode unfamiliar words particular purposes and audiences.
using phonic, grammatical, semantic and contextual • Students understand that social interactions influence
knowledge. They analyse and explain literal and implied the way people engage with ideas and respond to
information from a variety of texts. They describe how others.
events, characters and settings in texts are depicted and • Explicit teaching of a range of vocal effects such as
explain their own responses to them. They listen and ask tone, pace, pitch and volume to speak clearly and
questions to clarify content. coherently.
Students use language features to show how ideas can be Grammar and Vocabulary Instruction:
extended. They develop and explain a point of view about a Explicit instruction of vocabulary and grammar are
text, selecting information, ideas and images from a range embedded in all Key Learning Areas and reflect the purpose
of resources. Students create imaginative, informative and and audience of specific text types covered in each
persuasive texts for different purposes and audiences. They curriculum. Our teachers:
make presentations which include multimodal elements • Use authentic examples from a range of texts.
for defined purposes. They contribute actively to class and • Use grammatical terms and explain them through
group discussions, taking into account other perspectives. examples.
When writing, they demonstrate understanding of • Encourage language play, experimentation and risk
grammar using a variety of sentence types. They select taking.
specific vocabulary and use accurate spelling and • Encourage high-quality discussion about language and
punctuation. They edit their work for cohesive structure effects.
and meaning.
Spelling Program:
Junior School Practices Teachers support Junior School writers by designing
engaging learning experiences which build on the three
Reading Programs: Spelling Knowledges.
Students participate in Modelled, Shared, Guided and • Phonological Knowledge - how the words sound, and
which letter patterns make each sound.
Independent Reading tailored to their individual learning
• Visual and Morphemic Knowledge - how the words
needs.
change when prefixes and suffixes are added.
• All the components of our reading program address—
• Etymological Knowledge - how words grow from a
oral language, phonological awareness, phonics,
base with Latin or Greek origins.
vocabulary, fluency and comprehension—these are
integrated throughout reading opportunities across the • Students also read and write a large core of high
day in each Key Learning Area. frequency words.
• Students identify features used in imaginative, Analysing and Creating Texts:
informative and persuasive texts to meet the purpose
Students participate in both formal and informal writing
of the text.
tasks. Daily “Quick Writes” develop students’ writing
• Students make connections between the ways
stamina and fluency whilst our formal English units target
different authors may represent similar storylines, ideas
and relationships. the vocabulary, grammar and language features of one
particular genre each term.
• Students discuss literary experiences with others,
sharing responses and expressing a point of view. • Incorporate new vocabulary from a range of sources
into students’ own texts.
• Students describe the effects of ideas, text structures
and language features of texts. • Identify characteristic features used in imaginative,
informative and persuasive texts to meet the purpose
Speaking Program: of the text.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 11English - Year 5
English - Year 5
• Plan, draft and publish imaginative, informative and
persuasive texts demonstrating increasing control over
Scope and Sequence
Using the Australian English Curriculum, teachers plan
authentic and purposeful units of work that reflect our
MSC school culture and effectively integrate the skills and
knowledge required for Year 5.
Term 1: Authors Unite!
In this unit, students listen to, read and interpret Narrative Texts
showing understanding of generic structure, language features
and character development in relation to plot and setting. They
create a narrative (short story), using the hamburger model to
plan and sequence their ideas. These short stories are compiled
into a class book of published short stories to be showcased and
shared with the College community in Cuskelly Library.
Term 2: Wildlife Warriors
In this unit, students listen to, read and interpret various
Persuasive Texts showing understanding of generic structure,
language features and text features in relation to art of
persuasion. They create a multimodal feature article for the
National Geographic persuading their readers of the importance
of taking care of our Australian indigenous wildlife.
Term 3: Compare and contrast the novel and the
movie, Wonder
In this unit, students compose an Exposition which interprets
and analyses the different techniques used by authors and film
makers to bring a narrative to life. They describe the features
utilised by both art forms to convey characterisation, plot
and climax and evaluate their effectiveness in engaging and
entertaining the audience with evidence and examples.
Term 4: Poet vs Poet - The Year 5 ‘Poetry Playoff’
In this unit, students analyse the context, theme and mood
of a variety of poems and evaluate their ability to entertain
the audience and convey a message. They identify poetic
devices and imagery used by poets and write a convincing
argument using evaluative and analytical language to debate
the poem’s effectiveness. Poet will compete against poet to
find the most popular poem in Year 5.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
12 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FEnglish - Year 6
English - Year 6
Achievement Standard Junior School students have many public speaking
opportunities such as group prayer, class presentations,
By the end of Year 6 Students explain how text structures assemblies, class and whole school liturgies and the Junior
assist in understanding the text. They understand how Voices Competition in Term 4.
language features, images and vocabulary influence • Students plan, rehearse and deliver presentations
interpretations of characters, settings and events. When incorporating learned content and considering the
reading, they encounter and decode unfamiliar words particular purposes and audiences.
using phonic, grammatical, semantic and contextual • Students understand that social interactions influence
knowledge. They analyse and explain literal and implied the way people engage with ideas and respond to
others.
information from a variety of texts. They describe how
events, characters and settings in texts are depicted and • Explicit teaching of a range of vocal effects such as
tone, pace, pitch and volume to speak clearly and
explain their own responses to them. They listen and ask
coherently.
questions to clarify content.
Grammar and Vocabulary Instruction:
Students use language features to show how ideas can be
extended. They develop and explain a point of view about a Explicit instruction of vocabulary and grammar are
text, selecting information, ideas and images from a range embedded in all Key Learning Areas and reflect the purpose
of resources. Students create imaginative, informative and and audience of specific text types covered in each
persuasive texts for different purposes and audiences. They curriculum. Our teachers:
make presentations which include multimodal elements • Use authentic examples from a range of texts.
for defined purposes. They contribute actively to class and • Use grammatical terms and explain them through
group discussions, taking into account other perspectives. examples.
When writing, they demonstrate understanding of • Encourage language play, experimentation and risk
grammar using a variety of sentence types. They select taking.
specific vocabulary and use accurate spelling and • Encourage high-quality discussion about language and
punctuation. They edit their work for cohesive structure effects.
and meaning. Spelling Program:
Teachers support Junior School writers by designing
Junior School Practices engaging learning experiences which build on the three
Spelling Knowledges.
Reading Programs:
• Phonological Knowledge - how the words sound, and
Students participate in Modelled, Shared, Guided and which letter patterns make each sound.
Independent Reading tailored to their individual learning
• Visual and Morphemic Knowledge - how the words
needs. change when prefixes and suffixes are added.
• All the components of our reading program address— • Etymological Knowledge - how words grow from a
oral language, phonological awareness, phonics, base with Latin or Greek origins.
vocabulary, fluency and comprehension—these are
• Students also read and write a large core of high
integrated throughout reading opportunities across the
day in each Key Learning Area. frequency words.
• Students identify features used in imaginative, Analysing and Creating Texts:
informative and persuasive texts to meet the purpose Students participate in both formal and informal writing
of the text. tasks. Daily “Quick Writes” develop students’ writing
• Students make connections between the ways stamina and fluency whilst our formal English units target
different authors may represent similar storylines, ideas
the vocabulary, grammar and language features of one
and relationships.
particular genre each term.
• Students discuss literary experiences with others,
• Incorporate new vocabulary from a range of sources
sharing responses and expressing a point of view.
into students’ own texts.
• Students describe the effects of ideas, text structures
• Identify characteristic features used in imaginative,
and language features of texts.
informative and persuasive texts to meet the purpose
Speaking Program: of the text.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 13English - Year 6
English - Year 6
• Plan, draft and publish imaginative, informative and
persuasive texts demonstrating increasing control over
Scope and Sequence
Using the Australian English Curriculum, teachers plan
authentic and purposeful units of work that reflect our
MSC school culture and effectively integrate the skills and
knowledge required for Year 6.
Term 1: Authors’ Analysis
Students listen to, read and interpret Narrative Genres showing
understanding of generic structure, language features and
character development in relation to plot and setting. They
create a narrative (short story), using the hamburger model to
plan and sequence their ideas and create an explanation about
their editing and recrafting choices and how these enhance the
reader’s response using subject specific language.
Term 2: The Junior School Gazette
Students listen to, read and interpret a variety of Persuasive
News Reports from television, radio and the internet. Students
will identify and evaluate the use of language and text features
used to represent ideas and events and influence the audience
to accept a particular point of view about a topic. Students will
be required to write their own News Report for the “Downlands
Junior Gazette” using appropriate generic and visual elements.
Term 3: Comparison of Literary and Information
Texts - Boy Overboard
Students read the novel “Boy Overboard” and informative
texts on the theme of refugees. Students evaluate and explore
how topics and messages are conveyed through literary
texts imaginative and informative texts including digital texts.
Students analyse similarities and differences in texts. They
compare and analyse the effectiveness of each text in its ability
to deliver a message. Students transform an information text
into a literary text for younger audiences.
Term 4: The Highwayman - Poetry Analysis
In this unit, students analyse the narrative poem written
by Alfred Noyes, a great English poet and playwright. Love,
courage, and sacrifice are the major themes of this poem.
The poem celebrates the true love of its central characters
Bess and the highwayman. Both try to keep their promise,
but cruel fate separates them, and they are killed, however,
their souls reunite after death. Students write a Poetry
Analysis examining the historical context, themes, poetic
devices, imagery and narrative elements of this iconic lyrical
poem.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
14 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FMathematics - Year 4
Mathematics - Year 4
Achievement Standard rules that will empower students in the future and match
students’ instructional needs.
By the end of Year 4, students choose appropriate strategies Daily Drills in Number Facts:
for calculations involving multiplication and division. They
Number fact (tables) strategies are explicitly taught and
recognise common equivalent fractions in familiar contexts
prioritised. We consolidate students’ recall of these in the
and make connections between fraction and decimal daily drills such as the “Mad Minute Race”. This is a daily
notations up to two decimal places. Students solve simple learning routine where students practise tables to gain
purchasing problems. They identify unknown quantities speed and automaticity of their number fact recall.
in number sentences. They describe number patterns
Collaborative Learning
resulting from multiplication. Students compare areas of
regular and irregular shapes using informal units. They Group work routinely takes place in pairs or in small groups
where students are set tasks to provide purposeful learning
solve problems involving time duration. They interpret
experiences which lead to the completion of a goal-
information contained in maps.
orientated tasks.
Students identify dependent and independent events.
They describe different methods for data collection and
Maths Resources
representation, and evaluate their effectiveness. Multiple opportunities for guided practice are a key
component of the Maths programs at Downlands Junior.
Students use the properties of odd and even numbers.
Students all have an online subscription to ‘Maths Online’
They recall multiplication facts to 10 x 10 and related
which offers a digital platform with which to consolidate
division facts. Students locate familiar fractions on a
and extend their skills and knowledge on each Maths
number line. They continue number sequences involving
Strand. Teachers also use a wide range of texts and
multiples of single digit numbers. Students use scaled resources to support the best delivery of curriculum. These
instruments to measure temperatures, lengths, shapes vary according to the content and individual learning styles
and objects. They convert between units of time. and abilities of the students.
Students create symmetrical shapes and patterns. They
classify angles in relation to a right angle. Students list
the probabilities of everyday events. They construct data
Scope and Sequence
displays from given or collected data. Term 1 - Whole Number and Place Value
• Investigate and use the properties of odd and even
Junior School Practices numbers.
• Recognise, represent and order numbers to at least tens
Planned Support and Extension
of thousands.
A real point of difference at Downlands Junior is that • Apply place value to partition, rearrange and regroup
Mathematical support and extension are ‘built in’ to the numbers to at least tens of thousands to assist
Junior School timetable with Numeracy blocks called “Fluid calculations and solve problems.
Groups” scheduled each week. All students from 4-6 are • Investigate number sequences involving multiples of 3,
diagnostically assessed and then are be placed into maths 4, 6, 7, 8, and 9.
ability groups. (Novice, Apprentice, Practitioner or Expert). • Explore and describe number patterns resulting from
Teachers are assigned one of these groups to design rich, performing multiplication.
individual learning experiences throughout the year. This • Select and trial methods for data collection, including
structure of learning is excellent as it provides tailored survey questions and recording sheets.
maths learning for all our students. • Construct suitable data displays from given or collected
Explicit Teaching of New Mathematical data. Include tables, column graphs and picture graphs
Concepts: where one picture can represent many data values.
• Compare and describe two dimensional shapes that
“I do”, “We do” and “You Do”- Explicit Teaching involves
result from combining and splitting common shapes.
step-by-step demonstrations allowing teachers to model
• Create symmetrical patterns, pictures and shapes with
new skills and clarify the decision-making processes
and without digital technologies.
needed to complete a task or procedure by thinking aloud
as you perform the skill. Junior School academic staff teach Term 2 - Fractions and Decimals
skills, strategies, vocabulary, concepts and mathematical
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
15 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494F 15Mathematics - Year 4
Mathematics - Year 4
• Investigate equivalent fractions used in contexts.
• Count by quarters halves and thirds, including with mixed
numerals. Locate and represent these fractions on a
number line.
• Recognise that the place value system can be extended
to tenths and hundredths. Make connections between
fractions and decimal notation.
• Find unknown quantities in number sentences involving
addition and subtraction and identify equivalent number
sentences involving addition and subtraction.
• Use scaled instruments to measure and compare lengths,
masses, capacities and temperatures.
• Compare objects using familiar metric units of area and
volume.
• Compare the areas of regular and irregular shapes.
Term 3 - Calculations involving Fractions and
Money
• Develop efficient mental and written strategies and use
appropriate digital technologies for multiplication and
for division where there is no remainder.
• Solve problems involving purchases and the calculation
of change to the nearest five cents with and without
digital technologies.
• Solve word problems by using number sentences
involving multiplication or division where there is no
remainder.
• Convert between units of time.
• Use ‘am’ and ‘pm’ notation and solve simple time
problems.
• Compare angles and classify them as equal to, greater
than, or less than, a right angle.
• Investigate angles on a straight line, angles at a point
and vertically opposite angles.
Term 4 - Consolidation of Number and Algebra
and Problem Solving
• Use simple scales, legends and directions to interpret
information contained in basic maps.
• Describe possible everyday events and order their
chances of occurring.
• Identify everyday events where one cannot happen if
the other happens.
• Identify events where the chance of one will not be
affected by the occurrence of the other.
Downlands College Ltd Years 4-6 Curriculum Handbook 2022
16 72 Ruthven St PO Box 250 Toowoomba Queensland Australia Tel. +61 7 4690 9500 ABN 96 071 878 478 RTO 30039 CRICOS Pro.No.00494FYou can also read
