Integrated Studies

Year Level Description

Integrated curriculum and inquiry develop the Year 6 student's skills across a number of subject areas – Business and Economics, 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.

Geography

In Year 6 the curriculum focusses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places.

By the end of the year students are expected to:

• describe and explain the diverse characteristics of places in different locations from local to global scales;
• identify and describe locations and describe and explain spatial distributions and patterns;
• collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols;
• interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations, and conclusions that use geographical terminology;
• know the location of the major countries of the Asian region in relation to Australia and the geographical diversity within the region.

Health Education

The Year 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others’ health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships change over time.

Students participate in the ‘Interrelate’ program, which aims to cover issues including sexuality, gender identity, bullying awareness and respectful relationships.

By the end of the year students are expected to:

• explore how identities are influenced by people and places;
• investigate resources to manage changes and transitions associated with puberty;
• investigate community resources and strategies to seek help about health, safety and wellbeing;
• practise skills to establish and manage relationships;
• examine the influence of emotional responses on behaviour, relationships and health and wellbeing;
• investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities.

History

The Year 6 students examine significant events and people, political and economic developments, social stuctures, and settlement patterns. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.

By the end of the year students are expected to:

• explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation;
• identify and explain the causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony;
• understand and explain the different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women and children;
• understand and explain the stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated;
• understand the significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society.

Science

In Year 6 the curriculum focus is on recognising questions that can be investigated scientifically, and undertaking investigations. Students explore how changes can be classified in different ways. Students are introduced to cause-and-effect relationships that relate to form and function through an exploration of adaptions of living things. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours.

By the end of the year students are expected to:

• with guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules;
• with guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks;
• decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data;
• understand that changes to materials can be reversible, such as melting, freezing, evaporating, or irreversible, including burning and rusting;
• understand that energy from a variety of sources can be used to generate electricity;
• understand that electric circuits enable energy to be transferred to another place and then be transformed into another form of energy.

Business & Economics

The Year 5 curriculum gives students the opportunity to explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.

Students examine the choices made by consumers and businesses arising from the concept of scarcity. The limited resources available means that unlimited needs and wants cannot be met, so choices about what to purchase and how goods and services are produced and distributed must be made. Students consider factors influencing these choices and the strategies that help with these decisions, as well as the effect of consumer and financial decisions on individuals, families, the community and the environment.

Work is an essential part of society. Students consider the nature of work, and the influences on the way people work in today’s society, and potential influences in the future. Students identify particular enterprising behaviours and capabilities and why they are important in everyday life. The emphasis in Year 5 is on personal, community or regional issues or events, with opportunities for concepts to be considered in national, regional or global contexts where appropriate.

By the end of the year students are expected to:

• understand the difference between needs and wants and why choices need to be made about how limited resources are used;
• identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and wants of present and future generations;
• investigate the nature, and explain the importance, of enterprising behaviours and capabilities;
• understand influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices;
• make decisions, identify appropriate actions by considering the advantages and disadvantages, and form conclusions concerning an economic or business issue or event.