Curriculum information of Carey Baptist Grammar School

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Year 6 Integrated Studies

Integrated Studies

Year Level Description

Integrated curriculum and inquiry develop the Year 6 student's skills across a number of subject areas – Geography, Health Education, History and Science – and are closely linked to the Year 6 Learning Journey.

By the end of the year students are expected to:

  • pose focus questions to guide research;
  • use information management when note-taking;
  • consider possible outcomes before selecting options.


In Year 6 the students investigate some of the significant natural processes that operate across Australia (e.g. rainfall, flood, drought, bushfire) and how people react to them. Students learn about environmentally sensitive areas, including the area around the Gippsland Lakes (part of our Outdoor Education program), and explore ways of protecting these unique environments in a sustainable way for future generations.

Students develop mapping skills and use conventional geographic language to locate places, including scale, compass points for direction, grid references and legends. They learn about and interpret their location relative to other places. They begin to identify features on maps, satellite images and oblique photographs, and use maps at different scales, utilising the data to locate places and find their way around. Technology is employed to enhance the presentation of data.

By the end of the year students are expected to:

  • identify and describe Australia’s significant natural processes, including people’s reaction to and management of these processes;
  • use geographical tools, for example, a globe, wall map or digital application such as Google Earth;
  • explore the diversity of environments;
  • compare the ways humans have used and affected the Australian environment, and recommend ways of protecting environmentally sensitive areas in a sustainable way;
  • investigate the differences in the population size, density, life expectancy and per capita income between countries across the world;
  • describe the location of places in absolute terms using latitude and longitude;
  • research the population size and density of a selection of countries around the world;
  • present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate;
  • use mapping skills to read, interpret and construct maps;
  • research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.

Health Education

This area of study is designed to equip students for the challenging world of the 21st century to ensure that they develop as people who take increasing responsibility for their own physical wellbeing, learning, relationships with others and their role within the local, national and global community. Students participate in the Life Education Program, which aims to empower children to make informed choices for a safe and healthy life.

By the end of the year students are expected to:

  • identify the physical, emotional and social changes that occur during puberty;
  • explain significant transitions in human development and ways in which people deal with them;
  • describe actions that students can take if they feel unsafe;
  • interact with a variety of individuals and groups;
  • identify and use effective strategies to resolve conflicts;
  • work collaboratively and co-operatively in teams;
  • identify their preferred learning style and describe factors that promote learning;
  • work independently and respond to and act upon constructive criticism;
  • negotiate learning goals and have implemented plans to achieve them;
  • understand themselves as leaders, identify their own leadership qualities and set goals to develop their leadership;
  • describe what is in a cigarette and the effects of smoking;
  • describe some of the myths and facts about smoking;
  • explain some strategies to reduce the harmful effects of smoking.


The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900, and explores Australia’s Westminster system of government.

By the end of the year students are expected to:

  • examine the various forms and purposes, techniques and influences of leaders in the community;
  • demonstrate knowledge of democratic processes and structures within all three levels of government;
  • compare the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government;
  • understand and explain how rules and laws are made;
  • understand Australia’s path to Federation through an examination of key people e.g. Henry Parkes, Edmund Barton and events such as the referendum held in the colonies from 1898 to 1900;
  • compare stories of groups of people who migrated to Australia and the reasons they migrated, such as WW11 and Australian migration programs since the war;
  • identify the contributions of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society;
  • identify change and continuity and describe the causes and effects of changes on society.


Science covers the areas of Science Knowledge and Understanding and Science at Work. Through investigation, students learn about the important features of science experiments and encouraged to form questions that guide their investigations. They identify the type of evidence needed to answer particular scientific questions.

By the end of the year students are expected to:

  • describe the relevance of science to their own and others’ lives;
  • understand that scientific discoveries are a result of the human need to question and explore;
  • explain cause and effect relationships;
  • understand that changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting;
  • understand that electrical circuits provide a means of transferring and transforming electricity;
  • understand that energy from a variety of sources can be used to generate electricity.