prep year 6 - windsorss.eq.edu.au

WINDSOR STATE SCHOOL

Whole-school Curriculum, Assessment and Reporting Plan

2015

Prep – Year 6

The Planning Process at WSS

Step 1

Identify Curriculum

• Identify elements of the achievement standard to be assessed in the unit

• Identify content descriptors to be assessed in the unit

• Refer to: Content Descriptor Mapping and Achievement Standard Mapping in Yearly Overviews

Step 2

Refine Assessment

• Evaluate available assessment tasks against the curriculum intent, purpose and context

• Modify existing tasks or develop new assessment tasks including development of specific Guide to Making Judgements for summative assessment tasks to be used consistently across the year level

• Identify opportunities for for formative assessment

• Refer to: relevant Achievement Standard, Content Descriptors and QCAA Standard Elaborations (if available)

Step 3

Focus on core concepts and skills

• Backward mapping from the assessment tasks and Guides to Making Judgements, identify the core concepts and skills do be explicitly taught withing the unit

• Consider key facts, concepts, skills and vocabulary

• Refer to: Unit Unpacking Table, Assessment Tasks and GTMJs

Step 4

Sequence Teaching and Learning

• Consult the school calendar for key events and changes to routine

• Identify implementation timelines for assessment tasks

• Develop the sequence of teaching and learning for the unit

• Refer to: relevant C2C units, Windsor State School Unit Planner, School Calendar

Step 5

Differentiate

• Develop and record differentiation strategies and techniques for support and extension

• Confer with SWLD teachers, Enrichment Co-Ordinator and STLaN as required to further differentiate

• Refer to: WSS Curriculum Provisions Document, Class Differentation Surfboard

Step 6 Monitor and Modify

• As required, adjust the sequence of teaching in response to students' existing and developing understandings and skills

Time Allocations

Australian Curriculum Subject Areas

Minimum time allocations for English, Mathematics, Science, History and Geography at

Windsor State School:

Prep− Year 3 Yrs. 4−6

English and literacy 7 hours/week 6 hours/week

Mathematics and numeracy 5 hours/week 5 hours/week

Science 1 hour/week 1 hour/week

2 hours/week

History & Geography

P-2 (1/2 hour/week)

(20 hours/week)

Year 3 (1 hour/week)

(40 hours/year)

1 hour/week (40

hours/year)

See Recommended curriculum time allocations for Queensland state schools 2014-2016 and QCAA:

Time allocations and entitlement – Advice on implementing the Australian Curriculum F(P)-10 for

further information.

Benchmarks

WINDSOR STATE SCHOOL READING BENCHMARKS

A MC WW BA E

PREP

Term 1

PM 6+ PM 3-5 PM 1-2 Dictated Text Dictated Text

Term 2

PM 8+ PM 6-7 PM 3-5 PM 1-2 Dictated Text

Term 3

PM 11+ PM 8-10 PM 6-7 PM 3-5 PM <2

Term 4

PM 14+ PM 11-13 PM 8-10 PM 6-7 PM <5

VHA HA S D SR

Year 1

Term 1

PM 14+ PM 11-13 PM 8-10 PM 6-9 PM ≤5

Term 2

PM 17+ PM 14-16 PM 11-13 PM 9-13 PM ≤8

Term 3

PM 20+ PM 17-19 PM 14-16 PM 11-13 PM ≤10

Term 4

PM 21+ PM 19-20 PM 17-18 PM 14-16 PM ≤13

Year 2

Term 1

PM 21+ PM 19-20 PM 17-18 PM 14-16 PM ≤13

Term 2

PM 22+ PM 21 PM 19-20 PM 17-18 PM ≤16

Term 3

PM 23+ PM 22 PM 21 PM 19-20 PM ≤18

Term 4

PM 24+ PM 23 PM 22 PM 20-21 PM ≤19

A B C D E

Year 3

Term 1

PM 25+ or PROBE Set 8

PM 24 or PROBE Set 7


PM 22 or PROBE Set 4 or 5

PM ≤21 or PROBE Set ≤3

Term 2

PM 26 PM 25 PM 24 PM 22-23 PM ≤21

Term 3

PM 27 PM 26 PM 25 PM 23-24 PM ≤22

Term 4

PM 28+ or PROBE Set 9



PM 24-25 or PROBE Set 5 or 6

PM ≤23 PROBE Set ≤4

Year 4

Sem. 1 PROBE Set 11+

Fiction PROBE Set 9-10



Fiction PROBE Set ≤4

Fiction


Non-Fiction PROBE Set 10-11



Non-Fiction PROBE Set ≤5 Non-Fiction

Year 5






Fiction






Year 6






Fiction






Standardised Assessment Schedule

Prep Year

Term 1 Term 2 Term 3 Term 4

1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Earl

y St

art

Lit

&

Nu

m

PM

Ru

nn

ing

Rec

ord

Earl

y St

art

Lit

&

Nu

m

PM

Ru

nn

ing

Rec

ord

Year 1


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

PM

Ru

nn

ing

Rec

ord

Pat

R

Spel

ling

Pat

R

Mat

hs

PM

Ru

nn

ing

Rec

ord

Year 2


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

Pat

R

Vo

cab

PM

Ru

nn

ing

Rec

ord

Pat

R

Spel

ling

Pat

R

Gra

m&

Pu

nct

Pat

R

Mat

hs

PM

Ru

nn

ing

Rec

ord

Year 3


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

NA

PLA

N

Pat

R

Vo

cab

PM

Ru

nn

ing

Rec

ord

Pat

R

Spel

ling

Pat

R

Gra

m&

Pu

nct

Pat

R

Mat

hs

PR

OB

E

Year 4


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

Pat

R V

oca

b

PR

OB

E

Pat

R

Spel

ling

Pat

R

Gra

m&

Pu

nct

Pat

R

Mat

hs

PR

OB

E

Year 5


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

NA

PLA

N

Pat

R V

oca

b

PR

OB

E

Pat

R

Spel

ling

Pat

R

Gra

m&

Pu

nct

Pat

R

Mat

hs

PR

OB

E

Year 6


1 2 3 4 5 6 7 8 9 1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

Pat

R

Rea

din

g

Pat

R V

oca

b

PR

OB

E

Pat

R

Spel

ling

Pat

R

Gra

m &

Pu

nct

Pat

R

Mat

hs

PR

OB

E

English

At Windsor State School, English is taught through a variety of structures. The content descriptor

mapping document outlines which content descriptors are taught, assessed and reviewed each term.

Assessment occurs throughout the year across a variety of genres.

In addition to the content descriptors addressed in the yearly overview, the Windsor State School

Reading Program is used to teach and assess the reading and comprehension strategy-based content

descriptors. The program specifically outlines the strategies, and associated language, to be taught in

each year level. It also outlines the structure of reading sessions at Windsor State School, which follow

the Explicit Instruction framework.

The 7 Steps for Writing Success serves enhances the teaching of writing at Windsor State School. The

approach is to be embedded within the appropriate genres across all year levels and reinforced

through the consistent use of the language of 7 Steps.

Explicit Instruction is the core pedagogy at Windsor State School. Modelled, joint and independent

practice should be clearly evident within and across English lessons, with lesson intent and success

criteria clearly communicated to students.

In the Australian Curriculum: English, the three strands of Language, Literature and Literacy are

interrelated and inform and support each other. While the amount of time devoted to each strand

may vary, each strand is of equal importance and each focuses on developing skills in listening,

speaking, reading, viewing, writing and creating. Teachers combine aspects of the strands in

different ways to provide students with learning experiences that meet their needs and interests…

…While content descriptions do not repeat key skills, it should be noted that many aspects of the

English curriculum are recursive, and teachers need to provide ample opportunity for revision,

ongoing practice and consolidation of previously introduced knowledge and skills. [The Australian

Curriculum: English]

English Prep Year T1 T2 T3 T4

Lan

guag

e

Language variation and change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) ● ● ●

Language for interaction

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) ● ● ●

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429) ● A

Text structure and organisation

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have

different purposes (ACELA1430) M ● ● M

Understand that some language in written texts is unlike everyday spoken language (ACELA1431) ● ●

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of

sentences (ACELA1432) A ● A

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) ● ● A

Expressing and developing ideas

Recognise that sentences are key units for expressing ideas (ACELA1435) A ● A

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434) ● M M

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) ● M M ●

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) ● M M M

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high- frequency sight words and known words (ACELA1758) ● A A ●

Know how to use onset and rime to spell words (ACELA1438) ● M

Sound and Letter Knowledge

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) ● M A ●

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440) ● ● M ●

Lite

ratu

re

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) ● A M M

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) ● M ●

Share feelings and thoughts about the events and characters in texts (ACELT1783) A ● A M

Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578) A A A A

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785) M ●

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579) ● A

Creating literature Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) A

Lite

racy

Texts in context Identify some familiar texts and the contexts in which they are used (ACELY1645) ●

Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) ● ● M M

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) ● A M

Deliver short oral presentations to peers (ACELY1647) ● A M M

Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts (ACELY1648) ● ● M M

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) M M A A

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) M A M A

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) ● A A A

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) ● ● A

Produce some lower case and upper case letters using learned letter formations (ACELY1653) M M

Construct texts using software including word processing programs (ACELY1654) ● M

PREP YEAR ENGLISH OVERVIEW


Summative

Summative

Retell a Story (ACELA1432, ACELA1435,

ACELA1758, ACELT1575, ACELT1578, ACELT1580, ACELY1647, ACELY1650, ACELY1651)

Summative

Task 1: Book based around “In Prep” at Windsor

Task 2: Creates a rhyming sentence

Task 3: Retell from Father’s Day

Task 4: Responds to a familiar story and identifies the rhyme within it

Task 5: Reflection on Nudgee Beach Excursion

Summative

Task 1 - Create and recite a rhyme

Task 2 - Responding to a rhyming story

Reading and comprehension assessment

Formative

Speaking: Talk about a favourite story

CAFÉ Reading Strategy groups and

conferencing

Formative


conferencing

Student work samples and observations

Formative

Sight Words Checklist

CAFÉ Reading groups and conferencing


Formative

Sight Words Checklist

CAFÉ Reading groups and conferencing


Standardised:

PM Benchmark

Early Start Literacy

Standardised:

PM Benchmark

Standardised:

PM Benchmark

Standardised:

PM Benchmark


Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year Prep, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

By the end of Year Prep, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper and lower-case letters

By the end of the Year Prep, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

By the end of the Year Prep, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

English Year 1 T1

T2

T3

T4

Lan

guag

e Language variation

and change Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443) ●


Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) ● A A

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) A A

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) ● ●


Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) A ● ● A

Understand patterns of repetition and contrast in simple texts (ACELA1448) ● A A

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

A A A

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

● M A


Identify the parts of a simple sentence that represent ‘What’s happening?’ ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451) M ● M M

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

(ACELA1452) M A A A

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) ● ● ● A

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) ● A

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) M A A M

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455) M ● A M


Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) ● ● A ●

Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) ● A A ●

Understand the variability of sound — letter matches (ACELA1459) ● ● A ●

Lite

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re


Discuss how authors create characters using language and images (ACELT1581) ● A A ●


Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) A A

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) ● A ●


Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) A A ● ●

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) A

Creating literature Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) A A A

Lite

racy

Texts in context Respond to texts drawn from a range of cultures and experiences (ACELY1655) M M


Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) ● ● A M

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) ● ● A M

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) A ● A


Describe some differences between imaginative informative and persuasive texts (ACELY1658) ● ● M A

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning

and rereading (ACELY1659) M A A A

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text

structures and language features (ACELY1660) A A A A

Creating texts

Create short imaginative and informative text that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for

example illustration and diagrams (ACELY1661) ● A A A

Reread student's own texts and discus possible changes to improve meaning, spelling and punctuation (ACELY1662) ● M M

Write using unjoined lower case and upper case letters (ACELY1663) M A A M

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) A A A

YEAR 1 ENGLISH OVERVIEW


Summative

Responses to picture books

Summative

Reading Comprehension

Character Description

Summative

Create a character

Retell

Summative

Procedure

Formative

Spoken presentation about character emotions

CAFÉ Reading Strategy groups and conferencing


Formative



Formative



Formative

Digital Innovation

Persuasive text



Standardised:

PM Benchmark

PAT-R

Comprehension

Standardised:

PM Benchmark

Standardised:

PM Benchmark

Standardised:

PM Benchmark


Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

By the end of Year 1, students understand the

different purposes of texts. They make connections to

personal experience when explaining characters and

main events in short texts. They identify the language

features, images and vocabulary used to describe

characters and events. Students read aloud - with

developing fluency and intonation - short texts with

some unfamiliar vocabulary, simple and compound

sentences and supportive images. When reading, they

use knowledge of sounds and letters, high-frequency

words, sentence- boundary punctuation and

directionality to make meaning. They recall key ideas

and recognise literal and implied meaning in texts.

They listen to others when taking part in

conversations, using appropriate language features.

They listen for and reproduce letter patterns and

letter clusters

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lowercase letters.

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lowercase letters.

English Year 2 T1

T2

T3

T4

Lan

guag

e


Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

● ●


Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461) ●

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) A A ●


Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) A ● A A

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) ● ● ●

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) M M M

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) M M M


Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467) ● M M

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded

using articles and adjectives (ACELA1468) M M A M

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying

words (ACELA1469) ● A M

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) A M A A

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words

(ACELA1471) M M M A

Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) M M M


Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound– letter combinations (ACELA1474) ● ● ● M

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Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) ● ● ● M


Compare opinions about characters, events and settings in and between texts (ACELT1589) ● ● A M

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) A ● ● ●


Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) A A A A

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) A

Creating literature Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) A A M A

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Texts in context Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) M A M


Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) A M M A

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

(ACELY1789) A M M

Rehearse and deliver short presentations on familiar and new topics (ACELY1667) A A M M


Identify the audience of imaginative, informative and persuasive texts (ACELY1668) A M M M

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting,

rereading and self- correcting (ACELY1669) M A M A

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text

structures (ACELY1670) A A A A

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal

elements appropriate to the audience and purpose (ACELY1671) A A A A

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) M M M M

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673) M M M A

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674) ● M



Summative

Playing with verse

Summative

Listening Comprehension

Imaginative Retell

Reading Comprehension

Persuasive Text

Summative

Reading comprehension

Exploring an informative text

Narrative

Summative

Procedural Text

Formative

Reading comprehension task



Formative



Formative



Formative



Standardised:

PM Benchmark

PAT-R

Comprehension

Standardised:

PM Benchmark

Standardised:

PM Benchmark

Standardised:

PM Benchmark


Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

English Year 3 T1

T2

T3

T4

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Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) A ●


Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in

social situations (ACELA1476) ● A

Examine how evaluative language can be varied to be more or less forceful (ACELA1477) M A A


Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) A A A A

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) A ● A A

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) ● M

Identify the features of online texts that enhance navigation (ACELA1790) A ●


Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) ● A M A

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) A A A M

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) ● A

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) A A A A

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) M M M M

Recognise high frequency sight words (ACELA1486) M M M A

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Literature and context Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) A ● A


Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) ● A ● A

Develop criteria for establishing personal preferences for literature (ACELT1598) ● ● A


Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) ● ● A A

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) ● A

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) ● A A A

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) A ● A

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Texts in context Identify the point of view in a text and suggest alternative points of view (ACELY1675) M M M


Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) M M A

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

(ACELY1792) ● A A A

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) A A A


Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) M M M A

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting,

confirming, rereading, reading on and self-correcting (ACELY1679)

M A ● A

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) A A A A

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements

appropriate to the audience and purpose (ACELY1682) A A A A

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) M M A A

Write using joined letters that are clearly formed and consistent in size (ACELY1684) M M M A

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685) M M A M



Summative

Persuasive text

Summative

Narrative text

Reading Comprehension (Peasant Prince)

Dialogue Presentation

Summative


Retelling a story from a different perspective

Creating a multimodal text (narrative)

Summative

Writing and presenting poetry

Comprehending poetry

Formative

Persuasive text



Formative

Narrative text



Formative



Comprehending traditional stories

Formative


conferencing


Standardised:

PAT-R Comprehension

Standardised:

PROBE

NAPLAN

PAT-R Vocabulary

Standardised:

PAT-R Grammar and Punctuation

PAT-R Spelling

Standardised:

PROBE

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately. Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately.

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high-frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately. Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately. Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

English Year 4 T1 T2 T3 T4

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Language variation

& change Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) ● ●


Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

● A ●

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) A A


Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) A A A

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) A A A

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) A A A

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) ● M


Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) A A A A

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) M A

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) A A M

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) A

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) A A

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letter(ACELA1779) M A A M

Recognise homophones and know how to use context to identify correct spelling (ACELA1780) M M

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Literature and context Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) A A A


Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) A A A M

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) A M A A


Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques e.g. character development and plot tension (ACELT1605) A M A

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, e.g. nonsense words, spoonerisms, neologisms, and puns (ACELT1606) A

Creating literature Create literary texts that explore students’ own experiences and imagining (ACELT1607) ● A ●

Create literary texts by developing storylines, characters and settings (ACELT1794) ● A

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Texts in context Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) A A


Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) M

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch

and volume to speak clearly and coherently (ACELY1688) A A M

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) A A M


Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) A M A M

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing

(ACELY1691) ● M A

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) A M A A

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

● A A M

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) A A A M

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696) M M M M

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) M M ● M



Summative

Write a new chapter

Summative

Write a traditional story

Present a traditional story

Comprehension task

Summative


Written Response (Quest Novel)

Summative

Listening and viewing comprehension (analysis)


Formative




Formative

Comprehension Task



Formative

Online discussion posts

Comprehending recounts



Formative



Panel discussion

Standardised:

PAT-R Comprehension

Standardised:

PROBE

PAT-R Vocabulary

Standardised:


PAT-R Spelling

Standardised:

PROBE

Product design

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others' viewpoints. They listen for key points in discussions. Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others' viewpoints. They listen for key points in discussions.

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others' viewpoints. They listen for key points in discussions. Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others' viewpoints. They listen for key points in discussions. Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

English Year 5 T1 T2 T3 T4

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Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) ● ●


Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) ● A

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) ● A A


Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) ● A A A

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) ● A ● A

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) M M A

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub-pages for online texts and according to chronology or topic can be used to predict content and assist

navigation (ACELA1797) A


Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) M A M

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) A M A

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) ● A ● ●

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) A A A M

Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513) A M M M

Recognise uncommon plurals, for example ‘foci’ (ACELA1514) ● ● ● ●

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Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) A A ●


Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) M ● M A

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) ● A A A


Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) A ● A

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) ● A

Creating literature

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced. (ACELT1612) A A

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) A

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Texts in context Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to

context (ACELY1698) A M


Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) ● A

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) M A

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY170) A A


Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) A A A M

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) ● A ● M

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) M A M M

Creating texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

(ACELY1704) A A A A

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705) ● A M M

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706) M M M M

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) A A M



Summative

Character analysis

Written imaginative text

Summative

Comprehending a feature article

Create a multimodal feature article

Summative

Anthem writing and presentation

Poetry analysis folio

Transform poem into a narrative

Summative

Written comparison between novel and film

Formative



Formative



Formative



Formative



Film review

Standardised:

PAT-R Comprehension

Standardised:

PROBE

PAT-R Vocabulary

NAPLAN – Writing, Reading, Language Conv.

Standardised:


PAT-R Spelling

Standardised:

PROBE

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

English Year 6 T1 T2 T3 T4 La

ngu

age


Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515) ●


Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516) A A

Understand the uses of objective and subjective language and bias (ACELA1517) A A A


Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) A ● A A

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) ● A M ●

Understand the uses of commas to separate clauses (ACELA1521) M M A A


Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) A A A

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) A M A A

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) ● A

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) A A A A

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical

words and words adopted from other languages (ACELA1526) A M M M

Lite

ratu

re


Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) ● M


Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) A A A A

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) A A A A


Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616) ● A A

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) A A

Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) A ● A

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) A A A M

Lite

racy

Texts in context Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) A A


Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) ● A M

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

A

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

A ●


Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) A A A A

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

● M M

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) M A M A

Analyse strategies authors use to influence readers (ACELY1801) A A A A

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

A A A A

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715) A M M

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716) ● M M M

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) ● M M M

A

A



Summative

Short Story Comprehension Task

Writing a short story

Summative

Comprehension Task

Multimodal Advertisement and response

Summative

A letter to the future

Written response to a news report

Summative

Panel discussions

Formative



Formative



Formative



Formative



Write a book for a younger student

Standardised:

PAT-R Comprehension

Standardised:

PROBE

PAT-R Vocabulary

Standardised:


PAT-R Spelling

Standardised:

PROBE

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others ideas'. Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

By the end of Year 6, students understand how the

use of text structures can achieve particular effects.

They analyse and explain how language features,

images and vocabulary are used by different

authors to represent ideas, characters and events.

Students compare and analyse information in

different texts, explaining literal and implied

meaning. They select and use evidence from a text

to explain their response to it. They listen to

discussions, clarifying content and challenging

others' ideas.

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity, and make and explain editorial choices.

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Australian Curriculum ENGLISH – Scope and Sequence

Strands Sub-

Strands

Prep

(Foundation Year) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Lan

guag

e

Lan

guag

e V

aria

tio

n

and

Ch

ange

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

Understand that the pronunciation, spelling and meanings of words have histories and change over time

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

Lan

guag

e f

or

Inte

ract

ion

Explore how language is used differently at home and school depending on the relationships between people

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others Understand that there are different ways of asking for information, making offers and giving commands

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

Understand that language can be used to explore ways of expressing needs, likes and dislikes

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

Identify language that can be used for appreciating texts and the qualities of people and things

Examine how evaluative language can be varied to be more or less forceful

Understand differences between the language of opinion and feeling and the language of factual reporting or recording

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

Understand the uses of objective and subjective language and bias

Text

Str

uct

ure

an

d O

rgan

isat

ion

Understand that texts can

take many forms, can be

very short (for example an

exit sign) or quite long (for

example an information

book or a film) and that

stories and informative

texts have different

purposes

Understand that the

purposes texts serve shape

their structure

in predictable ways

Understand that different

types

of texts have identifiable

text structures and language

features that help the text

serve its purpose

Understand how different

types of texts vary in use of

language choices,

depending on their purpose

and context (for example,

tense and types

of sentences)

Understand how texts

vary in complexity and

technicality depending

on the approach to the

topic, the purpose and the

intended audience

Understand how texts vary

in purpose, structure and

topic as

well as the degree of

formality

Understand how authors

often innovate on text

structures and play with

language features to

achieve particular

aesthetic, humorous and

persuasive purposes and

effects

Understand that some language in written texts is unlike everyday spoken language

Understand patterns of repetition and contrast in simple texts

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

Understand that paragraphs are a key organisational feature of written texts

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

Understand that cohesive links can be made in texts by omitting or replacing words

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

Recognise that capital letters signal proper nouns and commas are used to separate items in lists

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech

grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

Understand how the Understand the uses of commas to separate clauses

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

Identify the features of online texts that enhance navigation

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

Exp

ress

ing

and

De

velo

pin

g Id

eas

Recognise that sentences are key units for expressing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

Understand that the meaning of sentences can be enriched through the use of noun groups/ phrases and verb groups /phrases and prepositional phrases Investigate how quoted (direct) and reported (indirect) speech work in different types of text

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas

Recognise that texts are made up of words and groups of words that make meaning

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/ phrases can be expanded using articles and adjectives

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/ phrases


Explore the different contribution of words and images to meaning in stories and informative texts

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics being taught at school

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words Know how to use onset and rime to spell words

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words Recognise common prefixes and suffixes and how they change a word’s meaning

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ Recognise high frequency sight words

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters Recognise homophones and know how to use context to identify correct spelling

Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words Recognise uncommon plurals, for example ‘foci’

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages

Sou

nd

an

d L

ett

er

Kn

ow

led

ge Recognise rhymes, syllables

and sounds (phonemes) in spoken words

Manipulate sounds in spoken words including phoneme deletion and substitution

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

Recognise the letters of the alphabet and know there are lower and upper case letters

Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends Understand the variability of sound — letter matches


Lite

ratu

re

Lite

ratu

re a

nd

Co

nte

xt

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Discuss how authors create characters using language and images

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Make connections between the ways different authors may represent similar storylines, ideas and relationships

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Exp

ress

ing

Pre

fere

nce

s an

d E

valu

atin

g

Text

s

Respond to texts, identifying favourite stories, authors and illustrators

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences

Compare opinions about characters, events and settings in and between texts

Draw connections between personal experiences and the worlds of texts, and share responses with others

Discuss literary experiences with others, sharing responses and expressing a point of view

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

Share feelings and thoughts about the events and characters in texts

Express preferences for specific texts and authors and listen to the opinions of others

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

Develop criteria for establishing personal preferences for literature

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

Exam

inin

g Li

tera

ture

Identify some features of texts including events and charactersand retell events from a text Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhyme and songs

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

Cre

atin

g Li

tera

ture


Retell familiar literary texts through performance, use of illustrations and images

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

Create events and characters using different media that develop key events and characters from literary texts

Create imaginative texts based on characters, settings and events from a students’ own and other cultures using visual features, for example perspective, distance and angle

Create literary texts that explore students’ own experiences and imagining

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

This sequence starts at Year 3 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue

Create literary texts by developing storylines, characters and settings

Create literary texts that experiment with structures, ideas and stylistic features of selected authors

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

Lite

racy

Text

s in

Co

nte

xt

Identify some familiar texts and the contexts in which they are used

Respond to texts drawn from a range of cultures and experiences

Discuss different texts on a similar topic, identifying similarities and differences between the texts

Identify the point of view in a text and suggest alternative points of view

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

Inte

ract

ing

wit

h O

the

rs

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

Listen for specific purposes and information, including instructions, and extend students’ own and others ideas in discussions

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience


Deliver short oral presentations to peers

Make short presentations using some introduced text structures and language, for example opening statements

Rehearse and deliver short presentations on familiar and new topics

Plan and deliver short presentations, providing some key details in logical sequence

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

Inte

rpre

tin

g, A

nal

ysin

g, E

valu

atin

g

Identify some differences between imaginative and informative texts

Describe some differences between imaginative informative and persuasive texts

Identify the audience of imaginative, informative and persuasive texts

Identify the audience and purpose of imaginative, informative and persuasive texts

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

Analyse how text structures and language features work together to meet the purpose of a text

Read predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self correcting

Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, cross checking and reviewing

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

Select, navigate and read texts for a range of purposes applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

This sequence starts at Year 6 Analyse strategies authors use to influence readers


Cre

atin

g Te

xts

Create short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge

Create short imaginative and information texts that show emerging use of appropriate text structure, sentence level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation

Reread and edit text for spelling, sentence-boundary punctuation and text structure

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices

Produce some lower case and upper case letters using learned letter formations

Write using unjoined lower case and upper case letters

Write legibly and with growing fluency using unjoined upper case and lower case letters

Write using joined letters that are clearly formed and consistent in size

Write using clearly-formed joined letters, and develop increased fluency and automaticity

Develop a handwriting style that is becoming legible, fluent and automatic

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose

Construct texts using software including word processing programs

Construct texts that incorporate supporting images using software including word processing programs

Construct texts featuring print, visual and audio elements using software, including word processing programs

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, Print and audio elements

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Use a range of software, including word processing programs, learning new functions as required to create texts

Mathematics

At Windsor State School, Mathematics is explicitly taught, reinforced and assessed in ways to develop

students’ mathematical thinking, understanding, skills and connections to the real world. Here at

Windsor, we highlight the need for frequent consolidation and revision of concepts throughout the

year. Such reinforcement is identified through the content descriptor mapping documents, where

both assessable and non-assessable descriptors are identified for teaching each term. The yearly

overview outlines the assessment pieces and the assessable content from the Achievement Standard

has been highlighted in bold. Classroom teachers also make decisions about areas for revision,

consolidation and re-assessment though out the year.


practice should be clearly evident within and across each Maths lessons, with lesson intent and success


The Australian Curriculum: Mathematics is organised around the interaction of three content

strands and four proficiency strands. The content strands are Number and Algebra, Measurement

and Geometry, and Statistics and Probability. They describe what is to be taught and learnt.

The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe

how content is explored or developed, that is, the thinking and doing of mathematics. They provide

the language to build in the developmental aspects of the learning of mathematics and have been

incorporated into the content descriptions of the three content strands described above. This

approach has been adopted to ensure students’ proficiency in mathematical skills develops

throughout the curriculum and becomes increasingly sophisticated over the years of schooling.

In Mathematics, challenging problems can be posed using basic age-appropriate content.

Accelerating students by using content beyond their year level may not be the best way to extend

proficient mathematicians. Choosing engaging experiences as contexts for a variety of tasks assists

in making mathematics inclusive, and these tasks can be effectively differentiated both for students

experiencing difficulty and those who complete tasks easily. The proficiency strands apply

expectations of the range and nature of how mathematical content is enacted, and can help focus

teaching. [The Australian Curriculum: Mathematics]

Maths PREP YEAR CONTENT DESCRIPTOR MAPPING T1 T2 T3 T4 N

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Number and place value

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) M A A ●

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) ● A ● ●

Subitise small collections of objects (ACMNA003) M A A ●

Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) ● ● M

● A

Represent practical situations to model addition and sharing (ACMNA004) ● M

Fractions and decimals This sequence starts at Year 1

Real numbers This sequence starts at Year 7

Money and financial mathematics

This sequence starts at Year 1

Patterns and algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) A A

Linear and non-linear relationships


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Using units of measurement

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) ● A M A

Compare the order and duration of events using the everyday language of time (ACMMG007) M A ● ●

Connect days of the week to familiar events and actions (ACMMG008) A ●

Shape Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009) A ●

Location and transformation

Describe position and movement (ACMMG010) ● A M

Geometric reasoning This sequence starts at Year 3

Stat

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nd

Pro

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Chance This sequence starts at Year 1

Data representation and interpretation

Answer yes/no questions to collect information (ACMSP011) M A ●

PREP YEAR MATHS OVERVIEW


Summative

Bag Sort (ACMNA005)

Summative

Location (ACMMG010)

Hopscotch Investigation – Shape (ACMMG009)

Hopscotch Investigation – Number (ACMNA001, ACMNA002, ACMNA003)

Pattern Frame (ACMNA005)

Length (ACMMG006) (ACMMG007)

Summative

Yes or No (ACMSP001)

A Week of Events (ACMMG008)

Seating Plan (ACMNA001, ACMNA003,

ACMNA289)

Summative

Measurement (Guided Inquiry)

(ACMMG006, ACMMG011)

Formative

Number Watch (ACMNA001, ACMNA003)

Life in Prep (ACMM007)

Questions (ACMSP011)

Formative

Super me (ACMMG006)

Formative

Exploring equivalence (ACMNA289)

Beads (ACMNA289)

School Bag (ACMMG006)

Formative

Where to go (ACMMG010)

Addition and Sharing (ACMNA004)

Standardised:

Nil

Standardised:

Nil

Standardised:

Nil

Standardised:

Nil

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Foundation Year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

By the end of Foundation Year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects, using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.

Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

By the end of Foundation Year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

Maths Year 1 T1 T2 T3 T4

Nu

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Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) ● ● A ●

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) A A A ●

Count collections to 100 by partitioning numbers using place value (ACMNA014) M ● ● ●

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) M A ● A

Fractions and decimals

Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) ● ● M


Money and financial

mathematics

Recognise, describe and order Australian coins according to their value (ACMNA017) ● M ●

Patterns and algebra

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018) ● ● ●

Linear and non-linear

relationships


Me

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try Using units of

measurement

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) M ● A

Tell time to the half-hour (ACMMG020) A

Describe duration using months, weeks, days and hours (ACMMG021) ● ● A ●

Shape Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) A ●


Give and follow directions to familiar locations (ACMMG023) A ● ●

Geometric reasoning


Stat

isti

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nd

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ty Chance Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) M A

Data representation

and interpretation

Choose simple questions and gather responses (ACMSP262) A ●

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) A ●

YEAR 1 MATHS OVERVIEW


Summative

My favourite 'teen' number (ACMNA013)

Exploring data representation (ACMSP263)

Summative

Red Riding Hood Location Assessment

(ACMMG023)

Shape Assessment (ACMMG022)

Pool Problems (ACMNA015)

Open Ended Place Value Task (ACMNA013)

Summative

Book Display (ACMMG019)

Capacity Assessment (ACMMG019)

Counting Counts

(ACMNA012, ACMNA013, ACMNA018)

On time (ACMMG020, ACMMG021)

Summative

Will it? Won't it? Might it? (ACMSP024)

Cool calculations (ACMNA015)

Formative

Addition Problems (ACMNA015)

Spill and count (ACMNA014)

Longer and Shorter (ACMMG019)

Describing outcomes (ACMSP024)

Formative

Exploring money (ACMNA017)

Formative


throughout unit

Formative

Half a strip of paper (ACMNA016)

Standardised:

Nil

Standardised:

Nil

Standardised:

Nil

Standardised:

PAT-M

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.



Maths Year 2 T1 T2 T3 T4 N

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Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026) M A ●

Recognise, model, represent and order numbers to at least 1000 (ACMNA027) ● ● M

A

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) ● ● M

● A

Explore the connection between addition and subtraction (ACMNA029) ● A ● A

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) ● A ● A

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) ● M A

Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032) ● ● A A


Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033) M A ●



Count and order small collections of Australian coins and notes according to their value (ACMNA034) ● A ●


Describe patterns with numbers and identify missing elements (ACMNA035) M A A

Solve problems by using number sentences for addition or subtraction (ACMNA036) ● ● A

Linear relationships This sequence starts at Year 7

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Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) ● ● A ●

Compare masses of objects using balance scales (ACMMG038) ●

Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039) M ● A

Name and order months and seasons (ACMMG040) ● A

Use a calendar to identify the date and determine the number of days in each month (ACMMG041) ● ● A ●

Shape Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) ● ● A

Describe the features of three- dimensional objects (ACMMG043) ● ● A


Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) A*

Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045) ● A

Identify and describe half and quarter turns (ACMMG046) ● A

Geometric reasoning This sequence starts at Year 3

Stat

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Chance Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047) M

A


Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) A

Collect, check and classify data (ACMSP049) A

Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) A

*content descriptor taught/assessed through Geography

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Multiplication%20

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMNA031



Summative

Number patterns assessment


Chance assessment

(ACMNA026, ACMNA035)

Summative

Adding and subtracting numbers


Adding and subtracting numbers


In the toyshop window

(ACMSP048, ACMSP049, ACMSP050)

Identifying and describing patterns


Summative

Partitioning into equal groups


Compare them! Order them! (ACMMG037)

Secret number (ACMNA027, ACMNA028)

Money and calendars

(ACMNA034, ACMMG040, ACMMG041)

Summative

Solving number problems

(ACMNA029, ACMNA030, ACMNA031,

ACMNA032, ACMNA035, ACMNA036)

Time, slides and flips(ACMMG039,

ACMMG045)

Formative

Counting capers


Describing outcomes of everyday events

(Guided Inquiry) (ACMSP047)

Formative

Observe/collect student work to monitor:

Tell time to the quarter-hour, using the

language of 'past' and 'to' (ACMMG039)

Recognise and interpret halves, quarters and

eighths (ACMNA033)

Recognise & represent multiplication (ACMNA031)

Formative

Student work samples and observations throughout unit

Formative


Standardised: Nil Standardised: Nil Standardised: Nil Standardised: PAT-M

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations*. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.

* taught/assessed through Geography

Maths Year 3 T1 T2 T3 T4 N

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Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) ● M A

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) A A A

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) A M

● ● A

Recognise and explain the connection between addition and subtraction (ACMNA054) ● A A ●

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055) A ● A A

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056) ● ● A A

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) ● ● A A


Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) ● ● A



Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059) ● A ●

Patterns and algebra Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060) ● A ●



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Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) ● A

Tell time to the minute and investigate the relationship between units of time (ACMMG062) A M

● A

Shape Make models of three-dimensional objects and describe key features (ACMMG063) A


Create and interpret simple grid maps to show position and pathways (ACMMG065) A

Identify symmetry in the environment (ACMMG066) ● A

Geometric reasoning Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) ● A

Stat

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Chance Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) A ●


Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) A ●

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) A ●

Interpret and compare data displays (ACMSP070) A ●

YEAR 3 MATHS OVERVIEW Term 1 Term 2 Term 3 Term 4

Summative

Time and Problem Solving Assessment

(ACMNA053, ACMMG062)

Conduct a Chance Experiment

(ACMSP067, ACMSP068, ACMSP069,

ACMSP070)

Summative

Count, Compare, Partition Numbers


Number patterns

(ACMNA051, ACMNA060

Addition & Subtraction Problems(ACMNA054)

Where is it? (ACMMG065)

What’s in 1000 words? Investigation


Summative

Money e-Assessment (ACMNA059)

Measurement scavenger hunt (ACMMG061)

Additive thinking, patterns & problem solving


ACMNA060)

Telling time (ACMMG062, ACMNA055)

Summative

Multiplication and Fractions


Making 3D Models and Recognising Angles


Formative

Number Detective


Formative


Formative

Investigating the relationship between

units of time (Guided Inquiry)

(ACMMG062)

Formative


Standardised

Nil

Standardised

NAPLAN - Numeracy

Standardised

Nil

Standardised

Task: PAT-M

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables.

By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables.




Nu

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Investigate and use the properties of odd and even numbers (ACMNA071) A

Recognise, represent and order numbers to at least tens of thousands (ACMNA072) ● A ●

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) M M

● ● A A

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) M

M ● ● A

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075) M

M ● ● A

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076) M

A ● ● A


Investigate equivalent fractions used in contexts (ACMNA077) ● A A ●

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078) ● A A ●

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) ● ● A



Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080) A A ●


Explore and describe number patterns resulting from performing multiplication (ACMNA081) A M ●

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082) ● A ● ●

Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083) A M ●

Linear relationships This sequence starts at Year 7

Me

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me

try Using units of

measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) ● M

A A

Compare objects using familiar metric units of area and volume (ACMMG290) M A ●

Convert between units of time (ACMMG085) ● A

Use am and pm notation and solve simple time problems (ACMMG086) ● A

Shape Compare the areas of regular and irregular shapes by informal means (ACMMG087) A ●

Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088) M A


Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090) ●* A*

Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091) A

Geometric reasoning Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) A

Stat

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Chance

Describe possible everyday events and order their chances of occurring (ACMSP092) ● A

Identify everyday events where one cannot happen if the other happens (ACMSP093) ● A

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094) ● A


Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) ● A*

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can

represent many data values (ACMSP096) ● A*

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097) ● A*

*content descriptor taught/assessed through Geography

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Number


http://www.australiancurriculum.edu.au/Glossary?a=M&t=Volume

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMMG290



Summative

Knowing Numbers (ACMNA073, ACMNA074,

ACMNA075, ACMNA076)

Patterning (ACMNA081, ACMNA083)

Summative

Fractions Assessment(ACMNA077, ACMNA078)

A New Home (ACMNA072, ACMNA073,

ACMNA076, (ACMNA082)

Food for Thought (ACMNA080)

Summative

Marvellous measurement

(ACMMG084, ACMMG090, ACMMG087)

Problem Solving with Costings (included with Marvellous Measurement Task) (ACMNA080)

Summative

Deadly decimals (ACMNA079)

Time and Chance Assessment

(ACMSP092, ACMSP093, ACMSP094,


Formative

Place value, fractions and operations


ACMNA075, ACMNA076)

How much is 10 000?(ACMNA075, ACMNA076)

Formative

Monitoring: Patterns and Algebra (ACMNA081, ACMNA083)

Monitoring: Angles (ACMMG089)

Monitoring: Shape (ACMMG088)

Formative

Student work samples and observations form monitoring tasks throughout unit

Formative



Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperature, lengths, shapes and objects. They convert between units of time. 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 displays from given or collected data.

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperature, lengths, shapes and objects. They convert between units of time. 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 displays from given or collected data.

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. 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 displays from given or collected data.

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps.* Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.* Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. 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 displays from given or collected data.*


https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=6788&CorporateDocumentVersionId=15



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Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098) A ●

Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099) A A A ●

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100) A ● A A

Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101) A A A A

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291) ● A A A


Compare and order common unit fractions and locate and represent them on a number line (ACMNA102) A M

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103) A M

Recognise that the place value system can be extended beyond hundredths (ACMNA104) A M ●

Compare, order and represent decimals (ACMNA105) A M ●



Create simple financial plans (ACMNA106) M

A


Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107) A A ●

Use equivalent number sentences involving multiplication and division to find unknown quantities (ACMNA121) A A



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Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108) M A A

Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109) M A

Compare 12- and 24-hour time systems and convert between them (ACMMG110) M M

A

Shape Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111) M

A


Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) M A*

Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114) M

● A^

Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115) A ●

Geometric reasoning Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112) A ●

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Chance

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116) M A

Recognise that probabilities range from 0 to 1 (ACMSP117) A


Pose questions and collect categorical or numerical data by observation or survey (ACMSP118) A M ●

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119) A M ●

Describe and interpret different data sets in context (ACMSP120) A ●

^ content descriptor is also taught/assessed through Art * taught/assessed through Geography


http://www.australiancurriculum.edu.au/Glossary?a=M&t=Transformation




Summative

Digging into data (ACMSP118, ACMSP119,

ACMSP120)

Number Crunch ( ACMNA098, ACMNA099,

ACMNA100, ACMNA101, ACMNA102,

ACMNA103)

Summative

Generational Geometry (ACMMG111,

ACMMG114, ACMMG112)

Geometric Buildings (ACMMG111, ACMMG112)

Delivering decimals (ACMNA104, ACMNA105)

Sailing through symmetry (ACMMG114, ACMMG115)

Operations (ACMNA099, ACMNA0100, ACMNA291)

Patterning Assessment (ACMNA107, ACMNA121)

Summative

George and Janelle's 'Eggs-cellent' idea

(ACMNA099, ACMNA100, ACMNA101, ACMNA291)

Year 5's great garden (ACMG108, ACMG109)

Perfecting patterns (ACMNA107, ACMNA121)

Summative

What is the chance? (ACMSP116, ACMSP117)

Number and Operations Assessment


Formative

Accent on area (ACMMG108, ACMMG109)

Perfecting perimeter (ACMMG108, ACMMG109)

Ticking away time (ACMMG108)

Conducting a chance experiment(ACMSP116)

Formative

Shaping up (ACMMG111)

Formative

Look at location (ACMMG113)

Stuart's simple savings plan (ACMNA106)

Reactions to fractions (ACMNA102,

ACMNA103, ACMNA104, ACMNA105)

Investigating the size of an object

(ACMMG108, ACMSP118, ACMSP119)

Formative

12- and 24-hour time (ACMMG110)

Standardised: Nil Standardised: NAPLAN Numeracy Standardised: Nil Standardised: PAT-M

Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two- dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets. Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different data sets. Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid reference system to locate landmarks.* They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.



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Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122) ● A

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) ● A A A

Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124) M

● ● A


Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) ● ● ●

Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) ● ● A

Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) M A ●

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128) A ● ●

Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129) A A ●

Multiply and divide decimals by powers of 10 (ACMNA130) A ● ●

Make connections between equivalent fractions, decimals and percentages (ACMNA131) M A



Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132) ● M

A

Patterns and algebra Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133) ● ● M

Explore the use of brackets and order of operations to write number sentences (ACMNA134) ● A ● A

Linear lrelationships This sequence starts at Year 7

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Connect decimal representations to the metric system (ACMMG135) ● A

Convert between common metric units of length, mass and capacity (ACMMG136) A A

Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) ● ● A

Connect volume and capacity and their units of measurement (ACMMG138) A A

Interpret and use timetables (ACMMG139) A ●

Shape Construct simple prisms and pyramids (ACMMG140) A


Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142) A M

Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) A ●

Geometric reasoning Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141) A ●

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Describe probabilities using fractions, decimals and percentages (ACMSP144) ● A ●

Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145) ● A ●

Compare observed frequencies across experiments with expected frequencies (ACMSP146) A ●


Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) A A M

Interpret secondary data presented in digital media and elsewhere (ACMSP148) A M

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Capacity




Summative

Data decoder (ACMSP147)

Rodeo round-up (ACMMG139)

Summative

Guided inquiry: Designing the biggest pyramid

(ACMMG136, ACMMG138, ACMMG140)

Investigating Angles (ACMMG141)

Order of operations (ACMNA123, ACMNA134)

Division Assessment (ACMNA123)

Mystery Number Investigation (ACMNA122,

ACMNA123)

Decimals A’ment (ACMNA128, ACMNA129,ACMNA130)

Summative

Division and Fractions/Decimals/Percentages

and Discounts Assessment (AMNA126,

AMNA127, ACMNA131, ACMNA132,

ACMNA123, ACMNA129)

Location and Transformation Assessment


Is the game 'Dice difference' fair? (ACMSP144,

ACMSP145, ACMSP146, ACMSP147)

Summative

Solving Measurement Problems

(ACMMG135, ACMMG136, ACMMG137,

ACMMG138)

Number properties, patterns and

computation (ACMNA123, ACMNA134)

Formative

Connecting fractions, decimals and

percentages (ACMNA131)

Find a fraction of them (ACMNA127)

Formative

Below Zero (ACMNA124)

Formative


Percentage discounts (ACMNA132)

Formative

Manipulating data (ACMSP147, ACMSP148)

Uncle Charles's dilemma (ACMNA133)

Create a logo (ACMMG142)


Achievement Standard Achievement Standard Achievement Standard Achievement Standard By the end of Year 6, students recognise the properties of

prime, composite, square and triangular numbers. They

describe the use of integers in everyday contexts. They solve

problems involving all four operations with whole numbers.

Students connect fractions, decimals and percentages as

different representations of the same number. They solve

problems involving the addition and subtraction of related

fractions. Students make connections between the powers of

10 and the multiplication and division of decimals. They

describe rules used in sequences involving whole numbers,

fractions and decimals. Students connect decimal

representations to the metric system and choose appropriate

units of measurement to perform a calculation. They make

connections between capacity and volume. They solve

problems involving length and area. They interpret

timetables. Students describe combinations of

transformations. They solve problems using the properties of

angles. Students compare observed and expected frequencies.

They interpret and compare a variety of data displays

including those displays for two categorical variables. They

evaluate secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages.

By the end of Year 6, students recognise the properties of

















angles. Students compare observed and expected frequencies.

They interpret and compare a variety of data displays including

those displays for two categorical variables. They evaluate

secondary data displayed in the media.
















problems involving length and area. They interpret timetables.

Students describe combinations of transformations. They

solve problems using the properties of angles. Students

compare observed and expected frequencies. They interpret

and compare a variety of data displays including those displays

for two categorical variables. They evaluate secondary data

displayed in the media.



















angles. Students compare observed and expected

frequencies. They interpret and compare a variety of data

displays including those displays for two categorical variables.

They evaluate secondary data displayed in the media.





Australian Curriculum MATHEMATICS – Scope and Sequence

Strand Sub-

Strands

Prep


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Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Subitise small collections of objects Represent practical situations to model addition and sharing Compare, order and make correspondences between collections, initially to 20, and explain reasoning

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Count collections to 100 by partitioning numbers using place value Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any startingpoint, then moving to other sequences. Recognise, model, represent and order numbers to at least 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting Explore the connection between addition and subtraction Solve simple addition and subtraction problems using a range of efficient mental and written strategies Recognise and represent multiplication as repeated addition, groups and arrays Recognise and represent division as grouping into equal sets and solve simple problems using these

representations

Investigate the conditions required for a number to be odd or even and identify odd and even numbers Recognise, model, represent and order numbers to at least 10 000 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems Recognise and explain the connection between addition and subtraction Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation Recall multiplication facts of two, three, five and ten and related division facts Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies

Recall multiplication facts up to 10 x 10 and related division facts Investigate and use the properties of odd and even numbers Recognise, represent and order numbers to at least tens of Thousands Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

Identify and describe factors and multiples of whole numbers and use them to solve problems Use estimation and rounding to check the reasonableness of answers to calculations Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies Solve problems involving division by a one digit number, including those that result in a remainder Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

Identify and describe properties of prime, composite, square and triangular numbers Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers Investigate everyday situations that use integers. Locate and represent these numbers on a number line


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Recognise and describe one-half as one of two equal parts of a whole.

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

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

Compare and order common unit fractions and locate and represent them on a number Line Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator Recognise that the place value system can be extended beyond hundredths Compare, order and represent decimals

Compare fractions with related denominators and locate and represent them on a number line Solve problems involving addition and subtraction of fractions with the same or related denominators Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies Multiply and divide decimals by powers of 10 Make connections between equivalent fractions, decimals and percentages

Mo

ne

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cial

Mat

he

mat

ics Recognise, describe and

order Australian coins according to their value

Count and order small collections of Australian coins and notes according to their value

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies

Create simple financial plans

Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies


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Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

Investigate and describe number patterns formed by skip counting and patterns with objects

Describe patterns with numbers and identify missing elements Solve problems by using number sentences for addition or subtraction

Describe, continue, and create number patterns resulting from performing addition or subtraction

Explore and describe number patterns resulting from performing multiplication Solve word problems by using number sentences involving multiplication or division where there is no remainder Use equivalent number sentences involving addition and subtraction to find unknown quantities

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction Use equivalent number sentences involving multiplication and division to find unknown quantities

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence Explore the use of brackets and order of operations to write number sentences

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Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions

Measure and compare the lengths and capacities of pairs of objects using uniform informal units Tell time to the halfhour Describe duration using months, weeks, days and hours

Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units Compare masses of objects using balance scales Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ Name and order months and seasons Use a calendar to identify the date and determine the number of days in each month

Measure, order and compare objects using familiar metric units of length, mass and Capacity Tell time to the minute and investigate the relationship between units of time

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Convert between units of time Use am and pm notation and solve simple time problems Compare objects using familiar metric units of area and volume

Choose appropriate units of measurement for length, area, volume, capacity and mass Calculate the perimeter and area of rectangles using familiar metric units Compare 12- and 24-hour time systems and convert between them

Connect decimal representations to the metric system Convert between common metric units of length, mass and capacity Solve problems involving the comparison of lengths and areas using appropriate units Connect volume and capacity and their units of measurement Interpret and use timetables


Shap

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Sort, describe and name familiar two-dimensional shapes and threedimensional objects in the environment

Recognise and classify familiar twodimensional shapes and three-dimensional objects using obvious features

Describe and draw two-dimensional shapes, with and without digital technologies Describe the features of threedimensional objects

Make models of threedimensional objects and describe key features

Compare the areas of regular and irregular shapes by informal means Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies

Connect three-dimensional objects with their nets and other twodimensional representations

Construct simple prisms and pyramids

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nd

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Describe position and movement

Give and follow directions to familiar locations

Interpret simple maps of familiar locations and identify the relative positions of key features Investigate the effect of one-step slides and flips with and without digital technologies Identify and describe half and quarter turns

Create and interpret simple grid maps to show position and pathways Identify symmetry in the environment

Use simple scales, legends and directions to interpret information contained in basic maps Create symmetrical patterns, pictures and shapes with and without digital technologies

Use a grid reference system to describe locations. Describe routes using landmarks and directional language Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original

Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies Introduce the Cartesian coordinate system using all four quadrants

Ge

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ic R

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ing

This sequence starts at Year 3 Identify angles as measures of turn and compare angle sizes in everyday situations

Compare angles and classify them as equal to, greater than or less than a right angle

Estimate, measure and compare angles using degrees. Construct angles using a protractor

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 St

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Ch

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Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results

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

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions Recognise that probabilities range from 0 to 1

Describe probabilities using fractions, decimals and percentages Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies Compare observed frequencies across experiments with expected frequencies

Dat

a R

epre

sen

tati

on

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d In

terp

reta

tio

n

Answer yes/no questions to collect information

Choose simple questions and gather responses Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

Identify a question of interest based on one categorical variable. Gather data relevant to the question Collect, check and classify data Create displays of data using lists, table and picture graphs and interpret them

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Interpret and compare data displays

Select and trial methods for data collection, including survey questions and recording sheets Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values Evaluate the effectiveness of different displays in illustrating data features including variability

Pose questions and collect categorical or numerical data by observation or survey Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies Describe and interpret different data sets in context

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables Interpret secondary data presented in digital media and elsewhere

Science

At Windsor State School, Science is taught through term units focused on each sub-strand of Science

Understanding. Students will be engage with, and apply, the Science Inquiry Skills throughout each

unit.

Science assessment at Windsor State School involves both formative and summative modes.

Formative assessment is used to monitor learning, provide feedback and to inform teaching.

Summative assessment is used to make reportable judgements on the students’ demonstration of the

content descriptors and the Achievement Standards. On-balanced judgements are made using Guide

to Making Judgements continua.


practice should be clearly evident within and across Science lessons, with lesson intent and success


The Science curriculum emphasises inquiry-based teaching and learning. A balanced and engaging

approach to teaching will typically involve context, exploration, explanation and application. This

requires a context or point of relevance through which students can make sense of the ideas they

are learning. Opportunities for student-led open inquiry should also be provided within each phase

of schooling.

Assessment encourages longer-term understanding and provides detailed diagnostic information. It

shows what students know, understand and can demonstrate. It also shows what they need to do

to improve. In particular, Science Inquiry Skills and Science as a Human Endeavour require a variety

of assessment approaches. [Australian Curriculum: Science]

PREP SCIENCE


Science Understanding

Biological sciences Living things have basic needs, including food and water (ACSSU002)

identifying the needs of humans such as warmth, food and water, using students’ own experiences

recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland

comparing the needs of plants and animals

Chemical sciences Objects are made of materials that have observable properties (ACSSU003)

sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility

thinking about how the materials used in buildings and shelters are suited to the local environment

investigating different forms of clothing used for different activities

comparing the traditional materials used for clothing from around the world

Earth and space sciences Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)

linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures

investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

learning how Aboriginal and Torres Strait Islander concepts of time and weather patterns explain how things happen in the world around them

Physical sciences The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

observing the way different shaped objects such as balls, blocks and tubes move

comparing the way different sized, but similar shaped, objects such as tennis balls, golf balls, marbles and basketballs roll and bounce

observing how the movement of different living things depends on their size and shape

Science as a Human Endeavour

Nature and development of science Science involves exploring and observing the world

using the senses (ACSHE013)

Nature and development of science Science involves exploring and observing the world using the senses (ACSHE013)



Science Inquiry Skills

Questioning and predicting Respond to questions about familiar objects and events (ACSIS014) Planning and Conducting Explore and make observations by using the senses (ACSIS011) Processing and analysing data and information Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233) Communicating Share observations and ideas (ACSIS012)




Achievement Standard

By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

By the end of Foundation Year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

By the end of Foundation Year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

By the end of the Foundation year students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events

YEAR 1 SCIENCE Term 1 Term 2 Term 3 Term 4


Earth and space sciences Observable changes occur in the sky and landscape (ACSSU019)

Chemical sciences Everyday materials can be physically changed in a variety of ways (ACSSU018)

Biological sciences Living things have a variety of external features (ACSSU017)

Physical sciences Light and sound are produced by a range of sources and can be sensed (ACSSU020)


Use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE021) Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE022)





Questioning and predicting Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Planning and Conducting Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025) Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026) Processing and analysing data and information Use a range of methods to sort information, including drawings and provided tables (ACSIS027) Through discussion, compare observations with predictions (ACSIS212) Evaluating Compare observations with those of others (ACSIS213) Communicating Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)





By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.



By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people to care for environments. Students make predictions and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

YEAR 2 SCIENCE



Chemical sciences Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)

Physical sciences A push or a pull affects how an object moves or changes shape (ACSSU033)

Biological sciences Living things grow, change and have offspring similar to themselves (ACSSU030)

Earth and space sciences Earth’s resources, including water, are used in a variety of ways (ACSSU032)


Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE034) Use and influence of science People use science in their daily lives, including when caring

for their environment and living things (ACSHE035)

Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE034) Use and influence of science People use science in their daily lives, including when caring

for their environment and living things (ACSHE035)

Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE034) Use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE034) Use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE035)







By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.




YEAR 3 SCIENCE



Physical sciences Heat can be produced in many ways and can move from one object to another (ACSSU049)

Earth and space sciences Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

Chemical sciences A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)

Biological sciences Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)


Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE050) Use and influence of science Science knowledge helps people to understand the effect of their actions (ACSHE051)




Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053) Planning and Conducting Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055) Processing and analysing data and information Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Evaluating Reflect on the investigation, including whether a test was fair or not (ACSIS058) Communicating Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)





By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible

reasons for their findings. They describe how safety and fairness were considered in their investigations. They

use diagrams and other representations to communicate their ideas.

By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE050) Use and influence of science Science knowledge helps people to understand the

effect of their actions (ACSHE051)

YEAR 4 SCIENCE



Earth and space sciences Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Biological sciences Living things have life cycles (ACSSU072) Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)

Chemical sciences Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)

Physical sciences Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)


Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE061 )Use and influence of science Science knowledge helps people to understand the effect of their actions (ACSHE062)


Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE061 Use and influence of science Science knowledge helps people to understand the effect of their actions (ACSHE062)

Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE061 Use and influence of science Science knowledge helps people to understand the effect of their actions (ACSHE062)







By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and noncontact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions.

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and noncontact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make



They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings

predictions. They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings.

They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings.

They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings.

YEAR 5 SCIENCE


Survival in the Australian environment Our place in the solar system Now you see it Matter matters


Biological sciences Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Earth and space sciences The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)

Physical sciences Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Chemical sciences Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)


Use and influence of science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE081) Nature and development of science Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082) Scientific knowledge is used to inform personal and community decisions (ACSHE083)





Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) Planning and Conducting With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Evaluating Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) Planning and Conducting With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) Use equipment and materials safely, identifying potential risks (ACSIS088) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) Planning and Conducting With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) Use equipment and materials safely, identifying potential risks (ACSIS088) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Evaluating Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)


http://www.australiancurriculum.edu.au/Glossary?a=S&t=System


By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.



By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings, using a range of text types.

YEAR 6 SCIENCE Term 1 Term 2 Term 3 Term 4

Making changes – comparing reactions Power up – electricity usage down Our changing world Life on Earth Science Understanding

Chemical sciences Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)

Physical sciences Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) Energy from a variety of sources can be used to generate electricity (ACSSU219)

Earth and space sciences Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

Biological sciences The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)


Nature and development of science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) Use and influence of science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)

Nature and development of science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) Use and influence of science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Nature and development of science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099) Use and influence of science Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Nature and development of science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) Important contributions to the advancement of science have been made by people from range cultures (ACSHE099) Use and influence of science Scientific u’dings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) Scientific knowledge is used to inform personal and community decisions (ACSHE220)



Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232) Planning and Conducting Use equipment and materials safely, identifying potential risks (ACSIS105) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) Compare data with predictions and use as evidence in developing explanations (ACSIS221) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232) Planning and Conducting Use equipment and materials safely, identifying potential risks (ACSIS105) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) Compare data with predictions and use as evidence in developing explanations (ACSIS221) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232) Planning and Conducting With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104) Use equipment and materials safely, identifying potential risks (ACSIS105) Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) Compare data with predictions and use as evidence in developing explanations (ACSIS221) Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

http://www.australiancurriculum.edu.au/Glossary?a=S&t=Data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=Evidence








By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and design investigations into simple cause and effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multimodal texts to communicate ideas, methods and findings.



By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multimodal texts to communicate ideas, methods and findings

Australian Curriculum SCIENCE – Scope and Sequence

Strand Sub-

Strands

Prep


Scie

nce

Un

de

rsta

nd

ing

Bio

logi

cal s

cie

nce

s Living things have basic needs, including food and water

Living things have a variety of external features Living things live in different places where their needs are met

Living things grow, change and have offspring similar to themselves

Living things can be grouped on the basis of observable features and can be distinguished from non-living things

Living things have life cycles Living things, including plants and animals, depend on each other and the environment to survive

Living things have structural features and adaptations that help them to survive in their environment

The growth and survival of living things are affected by the physical conditions of their environment

Ch

em

ical

scie

nce

s

Objects are made of materials that have observable properties

Everyday materials can be physically changed in a variety of ways

Different materials can be combined, including by mixing, for a particular purpose

A change of state between solid and liquid can be caused by adding or removing heat

Natural and processed materials have a range of physical properties; these properties can influence their use

Solids, liquids and gases have different observable properties and behave in different ways

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting

Eart

h a

nd

sp

ace

scie

nce

s

Daily and seasonal changes in our environment, including the weather, affect everyday life

Observable changes occur in the sky and landscape

Earth’s resources, including water, are used in a variety of ways

Earth’s rotation on its axis causes regular changes, including night and day

Earth’s surface changes over time as a result of natural processes and human activity

The Earth is part of a system of planets orbiting around a star (the sun)

Sudden geological changes or extreme weather conditions can affect Earth’s surface

Ph

ysic

al s

cie

nce

s

The way objects move depends on a variety of factors, including their size and shape

Light and sound are produced by a range of sources and can be sensed

A push or a pull affects how an object moves or changes shape

Heat can be produced in many ways and can move from one object to another

Forces can be exerted by one object on another through direct contact or from a distance

Light from a source forms shadows and can be absorbed, reflected and refracted

Electrical circuits provide a means of transferring and transforming electricity Energy from a variety of sources can be used to generate electricity

Scie

nce

as

a H

um

an E

nd

eav

ou

r

Nat

ure

an

d

de

velo

pm

ent

of

scie

nce

Science involves exploring and observing the world using the senses

Science involves asking questions about, and describing changes in, objects and events

Science involves making predictions and describing patterns and relationships

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

Important contributions to the advancement of science have been made by people from a range of cultures

Use

an

d

infl

ue

nce

of

scie

nce

People use science in their daily lives, including when

caring for their environment and living things

Science knowledge helps people to understand the effect of their actions

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives Scientific knowledge is used to inform personal and community decisions

Prep


Scie

nce

Inq

uir

y Sk

ills

Qu

esti

on

ing

and

pre

dic

tin

g Respond to questions about familiar objects and events

Respond to and pose questions, and make predictions about familiar objects and events

With guidance, identify questions in familiar contexts that an be investigated scientifically and predict what might happen based on prior knowledge

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

Pla

nn

ing

and

con

du

ctin

g

Explore and make observations by using the senses

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate

Suggest ways to plan and conduct investigations to find answers to questions Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

With guidance, plan appropriate investigation methods to answer questions or solve problems Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate Use equipment and materials safely, identifying potential

risks

Pro

cess

ing

and

anal

ysin

g d

ata

and

info

rmat

ion

Engage in discussions about observations and use methods such as drawing to represent ideas

Use a range of methods to sort information, including drawings and provided tables Through discussion, compare observations with predictions

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends Compare results with predictions, suggesting possible reasons for findings

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate Compare data with predictions and use as evidence in developing explanations

Eval

uat

ing

Compare observations with those of others Reflect on the investigation, including whether a test was fair or not

Suggest improvements to the methods used to investigate a question or solve a problem

Co

mm

un

icat

ing Share observations and

ideas Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts

Humanities and Social Sciences

At Windsor State School, History is taught in Semester 1 and Geography is taught in Semester 2. It is

expected that students constantly engage with, and apply, the Historical Skills and Geographical

Inquiry and Skills throughout their respective semester.

History and Geography assessment at Windsor State School involves both formative and summative

modes. Formative assessment is used to monitor learning, provide feedback and to inform teaching.

Summative assessment is used to make reportable judgements on the students’ demonstration of the

content descriptors and the Achievement Standards. On-balanced judgements are made using Guide

to Making Judgements continua.

The Australian Curriculum: History employs a skills and inquiry-based model of teaching. The skills

of historical inquiry are developed through teacher-directed and student-centred learning, enabling

students to pose and investigate questions with increasing initiative, self-direction and expertise. In

the teaching of history there should not be an artificial separation of content and process, nor a

focus on historical method at the expense of historical knowledge…

…Students’ interest in and enjoyment of history is enhanced through a range of different approaches

such as the use of artefacts, museums, historical sites, hands-on activities and archives. Historical

narrative is used so that students experience the ‘story’ in history, and this can be extended to

investigations of cause and consequence, historical significance and contestability. Connections are

made where appropriate between past and present events and circumstances to make learning

more meaningful for students and to help students make sense of key ideas. [Australian Curriculum:

History]

The Australian Curriculum: Geography emphasises inquiry-based learning and teaching.

Opportunities for student-led questioning and investigation should be provided at all stages of

schooling. The curriculum should also provide opportunities for fieldwork at all stages, as this is an

essential component of geographical learning. Fieldwork is any activity involving the observation

and recording of information outside the classroom. It could be within the school grounds, around

neighbouring areas, or in more distant locations. These teaching and learning methods should be

supported by forms of assessment that enable students to demonstrate their ability to think

geographically and apply geographical skills.

Students’ enthusiasm for geographical learning should be stimulated by a wide variety of activities,

for example, field trips, interpretation of remotely sensed images, reading literary accounts of

places, listening to traditional accounts, statistical analysis, role plays and class debates. Learning

activities should also emphasise the ability to understand, explain, appreciate and use knowledge,

rather than simply reproduce it. The learning of skills should be made meaningful by using them to

answer questions or communicate information. This will help to connect the two strands of the

curriculum. [Australian Curriculum: Geography]

PREP HUMANITIES AND SOCIAL SCIENCES

HISTORY GEOGRAPHY


Exploring fabulous families Tell me a story about the past What is my place like? How do we care for special places?

Year Level Focus

Personal and Family Histories People Live in Places

Key Concepts

Continuity and Change Cause and Effect Perspectives Empathy Significance At a personal and local scale: Place Space Environment

Key Inquiry Questions

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

What are places like?

What makes a place special? How can we look after the places we live in?

Knowledge and Understanding

Who the people in their family are, where they

were born and raised and how they are related to

each other (ACHHK001)

The different structures of families and family

groups today, and what they have in common

(ACHHK002)

How they, their family and friends commemorate

past events that are important to them (ACHHK003)

How the stories of families and the past can be

communicated, for example through photographs,

artefacts, books, oral histories, digital media, and

museums (ACHHK004)

The representation of the location of places and

their features on maps and a globe (ACHGK001)

The places people live in and belong to, their

familiar features and why they are important to

people (ACHGK002)

The Countries/Places that Aboriginal and Torres

Strait Islander Peoples belong to in the local area

and why they are important to them (ACHGK003)

The places people live in and belong to, their

familiar features and why they are important to

people (ACHGK002)

The Countries/Places that Aboriginal and Torres

Strait Islander Peoples belong to in the local area

and why they are important to them (ACHGK003)

The reasons why some places are special to people,

and how they can be looked after (ACHGK004)

Skills

Chronology, Terms and Concepts

Sequence familiar objects and events (ACHHS015)

Distinguish between the past, present and future

(ACHHS016)

Historical Questions and Research

Pose questions about the past using sources

provided (ACHHS017)

Analysis and use of Sources

Explore a range of sources about the past

(ACHHS018)

Identify and compare features of objects from the

past and present (ACHHS019)

Perspectives and Interpretations

Explore a point of view (ACHHS020)

Explanation and Communication

Develop a narrative about the past (ACHHS021)

Use a range of communication forms (oral, graphic,

written, role play) and digital technologies

(ACHHS022)




(ACHHS016)



provided (ACHHS017)



(ACHHS018)






Develop a narrative about the past (ACHHS021)



(ACHHS022)

Observing, Questioning and Planning Make observations about familiar places and pose

questions about them (ACHGS001) Collecting, Recording, Evaluating and Representing Record geographical data and information collected

by observation (ACHGS002) Represent the location of features of a familiar place

on pictorial maps and models (ACHGS003) Interpreting, Analysing and Concluding Draw conclusions based on discussions of

observations (ACHGS004) Communicating Present information using everyday language to

describe location and direction (ACHGS005) Reflecting and Responding Reflect on their learning to suggest ways that they

can look after a familiar place (ACHGS006)

Observing, Questioning and Planning Make observations about familiar places and pose

questions about them (ACHGS001) Collecting, Recording, Evaluating and Representing Record geographical data and information collected

by observation (ACHGS002) Represent the location of features of a familiar place

on pictorial maps and models (ACHGS003) Interpreting, Analysing and Concluding Draw conclusions based on discussions of

observations (ACHGS004) Communicating Present information using everyday language to

describe location and direction (ACHGS005) Reflecting and Responding Reflect on their learning to suggest ways that they

can look after a familiar place (ACHGS006)


By the end of Year Prep, students identify similarities and differences between families. They recognise how important family events are commemorated. Students sequence familiar events in order. They pose questions about the past. Students relate a story about their past using a range of texts.

By the end of Year Prep, students identify similarities and differences between families. They recognise how important family events are commemorated. Students sequence familiar events in order. They pose questions about the past. Students relate a story about their past using a range of texts.

By the end of Year Prep, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar

place

By the end of Year Prep, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

YEAR 1 HUMANITIES AND SOCIAL SCIENCES

HISTORY GEOGRAPHY


At this moment in time Exploring yesterday and today – my grandparents, my

parents and me How do people use places? What are places like?

Year Level Focus

Present and past family life Places have distinctive features

Key Concepts

Continuity and Change Cause and Effect Perspectives Empathy Significance At a personal and local scale: Place Space Environment


How do we describe the sequence of time? How has family life changed or remained the same

over time?

How can we show that the present is different from

or similar to the past?

What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to

suit different purposes?


How the present, past and future are signified by

terms indicating time such as ‘a long time ago’,

‘then and now’, ‘now and then’, ‘old and new’,

‘tomorrow’, as well as by dates and changes that

may have personal significance, such as birthdays,

celebrations and seasons (ACHHK029)

Differences in family structures and roles today,

and how these have changed or remained the same

over time (ACHHK028)

Differences and similarities between students' daily

lives and life during their parents’ and

grandparents’ childhoods, including family

traditions, leisure time and communications

(ACHHK030)

The natural, managed and constructed features of

places, their location, how they change and how they

can be cared for (ACHGK005)

The ways the activities located in a place create its

distinctive features (ACHGK007)

The ways that space within places, such as classroom

or backyard, can be rearranged to suit different

activities or purposes (ACHGK008)

The natural, managed and constructed features of

places, their location, how they change and how

they can be cared for (ACHGK005)

The weather and seasons of places and the ways in

which different cultural groups, including

Aboriginal and Torres Strait Islander Peoples,

describe them (ACHGK006)

The ways the activities located in a place create its

distinctive features (ACHGK007)

Skills




(ACHHS032)



provided (ACHHS033)



(ACHHS034)






Develop a narrative about the past. (ACHHS037)




(ACHHS032)



provided (ACHHS033)



(ACHHS034)







Observing, questioning and planning

Pose questions about familiar & unfamiliar places

(ACHGS007)

Collecting, recording, evaluating and representing

Collect and record geographical data and

information, for example, by observing, by

interviewing, or from sources such as photographs,

plans, satellite images, story books and films

(ACHGS008)

Represent data and the location of places and their

features by constructing tables, plans and labeled

maps (ACHGS009)

Interpreting, analysing and concluding

Draw conclusions based on the interpretation of

geographical information sorted into categories

(ACHGS010)


Pose questions about familiar & unfamiliar places

(ACHGS007)






(ACHGS008)


features by constructing tables, plans and labeled

maps (ACHGS009)




Communicating

Present findings in a range of communication

forms, for example, written, oral, digital and visual,

http://www.australiancurriculum.edu.au/Glossary?a=H&t=Terms

http://www.australiancurriculum.edu.au/Glossary?a=H&t=Significance

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHK029



http://www.australiancurriculum.edu.au/Glossary?a=G&t=Features

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Change

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHGK005

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Place



http://www.australiancurriculum.edu.au/Glossary?a=G&t=Space



http://www.australiancurriculum.edu.au/Glossary?a=G&t=Change



http://www.australiancurriculum.edu.au/Glossary?a=G&t=Place



http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHS031






http://www.australiancurriculum.edu.au/Glossary?a=H&t=Narrative










http://www.australiancurriculum.edu.au/Glossary?a=G&t=Data


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHGS009

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Data


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHGS009


By the end of Year1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance. Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance. Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places. Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places. Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on pictorial maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

Embedded Essential Learnings

Culture and Identity: Local communities have different groups with shared values and interests. Political and Economic Systems: Communities have systems to make rules and laws, govern and manage the

production of goods and services.



(ACHHS038)



(ACHHS038)

Communicating

Present findings in a range of communication forms,

for example, written, oral, digital and visual, and

describe the direction and location of places, using

terms such as north, south, opposite, near, far

(ACHGS011)

Reflecting and responding

Reflect on their learning and suggest responses to

their findings (ACHGS012)

and describe the direction and location of places,

using terms such as north, south, opposite, near,

far (ACHGS011)







HISTORY GEOGRAPHY


Exploring the impact of changing technology on

people’s lives Exploring my local community What is the story of my place? How are people and places connected?

Year Level Focus

The Past in the Present People are connected to many places

Key Concepts

Continuity and Change Cause and Effect Perspectives Empathy Significance At personal and local scale: Place Space Environment Interconnection


How have changes in technology shaped our daily

life?

What aspects of the past can you see today? What

do they tell us?

What remains of the past are important to the local

community? Why?

What is a place?

How are people connected to their place and other

places?

What factors affect my connection to places?


The impact of changing technology on people’s lives

(at home and in the ways they worked, travelled,

communicated, and played in the past) (ACHHK046)

The history of a significant person, building, site or

part of the natural environment in the local

community and what it reveals about the past

(ACHHK044)

The importance today of an historical site of cultural

or spiritual significance; for example, a community

building, a landmark, a war memorial (ACHHK045)

The location of the major geographical divisions of

the world in relation to Australia (ACHGK009)

The definition of places as parts of the Earth’s

surface that have been given meaning by people,

and how places can be defined at a variety of scales

(ACHGK010)

The ways in which Aboriginal and Torres Strait

Islander Peoples maintain special connections to

particular Country/Place (ACHGK011

The connections of people in Australia to other

places in Australia, the countries of the Asia region,

and across the world (ACHGK012)

The influence of purpose, distance and accessibility

on the frequency with which people visit places

(ACHGK013)

Skills




(ACHHS048)



provided (ACHHS049)



(ACHHS050)









(ACHHS054)




(ACHHS048)



provided (ACHHS049)



(ACHHS050)









(ACHHS054)


Pose questions about familiar and unfamiliar places

(ACHGS13)






(ACHGS014)


features by constructing tables, plans and labelled

maps (ACHGS015)




(ACHGS016)

Communicating





Pose questions about familiar and unfamiliar places

(ACHGS13)






(ACHGS014)


features by constructing tables, plans and labelled

maps (ACHGS015)




(ACHGS016)

Communicating























(ACHGS017)





(ACHGS017)





By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.

By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. They describe how people in different places are connected to each other and identify factors that influence these connections. Students recognise that the world can be divided into major geographical divisions. They explain why places are important to people. Students pose questions about familiar and unfamiliar places and collect information to answer these questions. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. They describe how people in different places are connected to each other and identify factors that influence these connections. Students recognise that the world can be divided into major geographical divisions. They explain why places are important to people. Students pose questions about familiar and unfamiliar places and collect information to answer these questions. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.


Culture and Identity: Local communities have different groups with shared values and interests. Political and Economic Systems: Communities have systems to make rules and laws, govern and manage the production

of goods and services.

YEAR 3 HUMANITIES AND SOCIAL SCIENCES HISTORY GEOGRAPHY


Investigating celebrations, commemorations and

community diversity Exploring continuity and change in local communities

Exploring similarities and differences in places near and

far Protecting places near and far

Year Level Focus

Community and Remembrance Places are both similar and different

Key Concepts

Sources Continuity and Change Cause and Effect Perspectives Empathy

Significance

At national, world regional and global scales: Place Space Environment Interconnection Sustainability

Change


What is the nature of the contribution made by

different groups and individuals in the community?

How and why do people choose to remember

significant events of the past?

Who lived here first and how do we know?

How has our community changed? What features

have been lost and what features have been

retained?

How and why are places similar and different?

What would it be like to live in a neighbouring

country?

How and why are places similar and different?

How do people’s feelings about places influence

their views about the protection of places?


The role that people of diverse backgrounds have

played in the development and character of the

local community (ACHHK062)

Days and weeks celebrated or commemorated in

Australia (including Australia Day, ANZAC Day,

Harmony Week, National Reconciliation Week,

NAIDOC week and National Sorry Day) and the

importance of symbols and emblems. (ACHHK063)

Celebrations and commemorations in other places

around the world; for example, Bastille Day in

France, Independence Day in the USA, including

those that are observed in Australia such as Chinese

New Year, Christmas Day, Diwali, Easter, Hanukkah,

the Moon Festival and Ramadan (ACHHK064)

The importance of Country and Place to Aboriginal

and/or Torres Strait Islander peoples who belong to

a local area. (This is intended to be a local area study

with a focus on one Language group; however, if

information or sources are not readily available,

another representative area may be studied)

(ACHHK060)

ONE important example of change and ONE

important example of continuity over time in the

local community, region or state/territory; for

example, in relation to the areas of transport, work,

education, natural and built environments,

entertainment, daily life (ACHHK061)

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

The similarities and differences between places in

terms of their type of settlement demographic

characteristics and the lives of the people who live

there (ACHGK019)

Skills


Sequence historical people and events (ACHHS065)

Use historical terms (ACHHS066)


Pose a range of questions about the past (ACHHS067)

Identify sources (ACHHS215)

Analysis and Use of Sources

Locate relevant information from sources provided (ACHHS068)











Observing, Questioning and Planning

Develop geographical questions to investigate (ACHGS019)

Collecting, recording, evaluating and Representing

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Represent data by constructing tables and graphs (ACHGS021)






Identify different points of view (ACHHS069)


Develop texts, particularly narratives (ACHHS070)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)





written) and digital technologies (ACHHS071)

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Interpreting, Analysing and Concluding

Interpret geographical data to identify distributions

and patterns and draw conclusions (ACHGS023)

Communicating

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Reflecting and Responding

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)





Communicating



Reflect on their learning to propose individual action

in response to a contemporary geographical

challenge and identify the expected effects of the

proposal (ACHGS025)


By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present. Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present. Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time

By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.

By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs, and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.


Culture and Identity: Local communities have different groups with shared values and interests. Political and Economic Systems: Communities have systems to make rules and laws, govern and manage the production

of goods and services.


HISTORY GEOGRAPHY


Investigating European Exploration and the Movement

of People Investigating the impact of colonisation Exploring Environments and Places Using Places More Sustainably

Year Level Focus

First Contacts The Earth’s environment sustains all life

Key Concepts

Sources Continuity and Change Cause and Effect Perspectives Empathy

Significance

At national, world regional and global scales: Place Space Environment Interconnection Sustainability

Change


Why did the great journeys of exploration occur?

Why did the Europeans settle in Australia?

What was life like for Aboriginal and/or Torres Strait

Islander Peoples before the arrival of the

Europeans?

What was the nature and consequence of contact

between Aboriginal and/or Torres Strait Islander

Peoples and early traders, explorers and settlers?

How does the environment support the lives of people and other living things?

How do different views about the environment influence approaches to sustainability?

How can people use places and environments more sustainably?


Stories of the First Fleet, including reasons for the

journey, who travelled to Australia, and their

experiences following arrival. (ACHHK079)

The journey(s) of AT LEAST ONE world navigator,

explorer or trader up to the late eighteenth century,

including their contacts with other societies and any

impacts. (ACHHK078)

The diversity and longevity of Australia’s first

peoples and the ways Aboriginal and/or Torres Strait

Islander peoples are connected to Country and Place

(land, sea, waterways and skies) and the

implications for their daily lives. (ACHHK077)

The nature of contact between Aboriginal people

and/or Torres Strait Islanders and others, for

example, the Macassans and the Europeans, and the

effects of these interactions on, for example families

and the environment (ACHHK080)

The location of the major countries of Africa and

South America in relation to Australia, and their

main characteristics, including the types of natural

vegetation and native animals in at least two

countries from both continents (ACHGK020)

The types of natural vegetation and the significance

of vegetation to the environment and to people

(ACHGK021)

The importance of environments to animals and

people, and different views on how they can be

protected (ACHGK022)

The importance of environments to animals and

people, and different views on how they can be

protected (ACHGK022)

The custodial responsibility Aboriginal and Torres

Strait Islander Peoples have for Country/Place, and

how this influences their past and present views

about the use of resources (ACHGK023)

The natural resources provided by the environment,

and different views on how they could be used

sustainably (ACHGK024)

The sustainable management of waste from

production and consumption (ACHGK025)

Skills











































Communicating






proposal (ACHGS032)





Communicating






proposal (ACHGS032)


By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms

By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students investigate, and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance. Students interpret data to identify spatial distributions and simple patterns, and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.


Culture and Identity: Communities contain cultures and groups that contribute to diversity and influence cohesion. Political and Economic Systems: Communities have developed decision-making systems that include principles and values

formed over time.


HISTORY GEOGRAPHY


Exploring the development of British colonies Australia Investigating the colonial period in Australia Exploring how people and places affect one another Exploring how places are changed and managed by people

Year Level Focus

The Australian Colonies Factors that shape the human and environmental characteristics of places

Key Concepts

Sources Continuity and Change Cause and Effect Perspectives Empathy Significance At national, world regional and global scales: Place Space Environment Interconnection Sustainability Change


What do we know about the lives of people in

Australia’s colonial past and how do we know?

How did an Australian colony develop over time and

why?

How did colonial settlement change the environment?

What do we know about the lives of people in

Australia’s colonial past and how do we know?

What were the significant events and who were the

significant people that shaped Australian colonies?

How do people and environments influence one

another?

How can the impact of bushfires or floods on people

and places be reduced?

How do people influence the human characteristics of

places and the management of spaces within them?


Reasons (economic, political and social) for the

establishment of British colonies in Australia after 1800.

(ACHHK093)

The nature of convict or colonial presence, including the

factors that influenced patterns of development,

aspects of the daily life of the inhabitants (including

Aboriginal Peoples and Torres Strait Islander Peoples)

and how the environment changed. (ACHHK094)

The impact of a significant development or event on a

colony; for example, frontier conflict, the gold rushes,

the Eureka Stockade, internal exploration, the advent of

rail, the expansion of farming, drought. (ACHHK095)

The reasons people migrated to Australia from Europe

and Asia, and the experiences and contributions of a

particular migrant group within a colony. (ACHHK096)

The role that a significant individual or group played in

shaping a colony; for example, explorers, farmers,

entrepreneurs, artists, writers, humanitarians, religious

and political leaders, and Aboriginal and/or Torres Strait

Islander peoples. (ACHHK097)

The location of the major countries of Europe and North

America in relation to Australia and the influence of

people on the environmental characteristics of places in

at least two countries from both continents

(ACHGK026)

The influence of the environment on the human

characteristics of a place (ACHGK028)

The influence people have on the human characteristics

of places and the management of spaces within them

(ACHGK029)

The influence of people, including Aboriginal and Torres

Strait Islander Peoples, on the environmental

characteristics of Australian places (ACHGK027)

The influence people have on the human characteristics

of places and the management of spaces within them

(ACHGK029)

The impact of bushfires or floods on environments and

communities, and how people can respond (ACHGK030)

Skills

Chronology, terms and concepts


Use historical terms and concepts (ACHHS099) Historical questions and research

Identify questions to inform an historical inquiry (ACHHS100)

Identify and locate a range of relevant sources (ACHHS101)

Analysis and use of sources

Locate information related to inquiry questions in a range of sources (ACHHS102)

Compare information from a range of sources (ACHHS103) Perspectives and interpretations








Compare information from a range of sources (ACHHS103) Perspectives and interpretations


Develop geographical questions to investigate and plan an inquiry (ACHGS033)

Collecting, Recording, Evaluating and Representing

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035)






Identify points of view in the past and present (ACHHS104)

Explanation and communication

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)






Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)


Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Communicating

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 (ACHGS038)


Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)



Communicating



Reflect on their learning to propose individual and

collective action in response to a contemporary

geographical challenge and describe the expected

effects of their proposal on different groups of people

(ACHGS039)


By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

By the end of Year 5, students explain the characteristics of places in different locations at the national scale. They describe the interconnections between people, places and environments and identify the effect of these interconnections on the characteristics of places and environments. They describe the location of selected countries in relative terms and identify spatial distributions and simple patterns in the features of places and environments. They identify alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to investigate and collect and record information from a range of sources to answer these questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title, and north point. Students interpret geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions. They present findings using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the expected effects of their proposed action.

By the end of Year 5, students explain the characteristics of places in different locations at the national scale. They describe the interconnections between people, places and environments and identify the effect of these interconnections on the characteristics of places and environments. They describe the location of selected countries in relative terms and identify spatial distributions and simple patterns in the features of places and environments. They identify alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to investigate and collect and record information from a range of sources to answer these questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title, and north point. Students interpret geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions. They present findings using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the expected effects of their proposed action.


Culture and Identity: Communities contain cultures and groups that contribute to diversity and influence cohesion. Political and Economic Systems: Communities have developed decision-making systems that include principles and values

formed over time.


HISTORY GEOGRAPHY


Investigating the development of the Australian nation Investigating the emergence of Australia as a diverse

society Exploring a diverse world Exploring Australia’s connection with other countries

Year Level Focus

Australia as a Nation A diverse and connected world

Key Concepts

Sources Continuity and Change Cause and Effect Perspectives Empathy Significance At national, world regional and global scales: Place Space Environment Interconnection Sustainability Change


Why and how did Australia become a nation?

How did Australian society change throughout the

twentieth century?

Who were the people who came to Australia? Why did

they come?

What contribution have significant individuals and

groups made to the development of Australian society?

How do places, people and cultures differ across the

world?

What are Australia’s global connections between

people and places?

How do people’s connections to places affect their

perception of them?


Key figures and events that led to Australia’s

Federation, including British and American influences

on Australia’s system of law and government.

(ACHHK113)

Experiences of Australian democracy and citizenship,

including the status and rights of Aboriginal people

and/or Torres Strait Islanders, migrants, women, and

children. (ACHHK114)

Stories of groups of people who migrated to Australia

(including from ONE Asian country) and the reasons

they migrated, such as World War II and Australian

migration programs since the war. (ACHHK115)

The contribution of individuals and groups, including

Aboriginal people and/or Torres Strait Islanders and

migrants, to the development of Australian society, for

example in areas such as the economy, education,

science, the arts, sport. (ACHHK116)

The location of the major countries of the Asia region in

relation to Australia and the geographical diversity

within the region (ACHGK031)

Differences in the economic, demographic and social

characteristics between countries across the world

(ACHGK032)

The world’s cultural diversity, including that of its

indigenous peoples (ACHGK033)

Significant events that connect people and places

throughout the world (ACHGK034)

The various connections Australia has with other

countries and how these connections change people

and places (ACHGK035)

The effects that people’s connections with, and

proximity to, places throughout the world have on

shaping their awareness and opinion of those places

(ACHGK036)

Skills








Compare information from a range of sources (ACHHS122)

Perspectives and interpretations









Compare information from a range of sources (ACHHS122)

Perspectives and interpretations







Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that






Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that









conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)



Communicating







(ACHGS046)

conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)



Communicating







(ACHGS046)


By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant

sources

By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.

By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.


Culture and Identity: Cultures and identities consist of material and non-material elements and are affected by cross-cultural

impacts.

Political and Economic Systems: Societies and economies have systems and institutions based on principles and values.

Australian Curriculum HISTORY – Scope and Sequence

Strand Sub-Strands Prep


His

tori

cal S

kill

s

Ch

ron

olo

gy

term

s an

d

con

cep

ts

Sequence familiar objects and events

Distinguish between the past, present and future Sequence historical people and events Use historical terms

Sequence historical people and events Use historical terms and concepts

His

tori

cal

qu

esti

on

s &

rese

arch

Pose questions about the past using sources provided

Pose a range of questions about the past

Identify sources

Identify questions to inform an historical inquiry

Identify and locate a range of relevant sources

An

alys

is a

nd

use

of

sou

rce

s Explore a range of sources about the past

Identify and compare features of objects from the past and present Locate relevant information from sources provided

Locate information related to inquiry questions in a range of sources

Compare information from a range of sources

Per

spec

tive

s &

inte

rpre

tati

on

s

Explore a point of view Identify different points of view Identify points of view in the past and present

Exp

lan

atio

n a

nd

com

mu

nic

ati

on

Develop a narrative about the past

Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Develop texts, particularly narratives

Use a range of communication forms (oral, graphic ,written)

and digital technologies

Develop texts, particularly narratives and descriptions, which incorporate source materials

Use a range of communication forms (oral, graphic, written) and digital technologies

His

tori

cal K

no

wle

dge

an

d U

nd

ers

tan

din

g

Yr Level

Focus

Personal and Family

Histories Present and Past Family Life The Past in the Present

Community and Remembrance

First Contacts The Australian Colonies Australia as a Nation

Ke

y Q

ues

tio

ns

What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told

and shared?

How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past? How do we describe the sequence of time?

What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life?

Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past?

Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

What do we know about the lives of people in Australia’s colonial past and how do we know? How did an Australian colony develop over time and why? How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped Australian colonies?

Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society?

Key

Concepts

The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance.

The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 H

isto

rica

l Kn

ow

led

ge a

nd

Un

de

rsta

nd

ing

Kn

ow

led

ge a

nd

Un

de

rsta

nd

ing

Who the people in their family are, where they were born and raised and how they are related to each other The different structures of families and family groups today, and what they have in common How they, their family and friends commemorate past events that are important to them How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums

Differences in family structures and roles today, and how these have changed or remained the same over time How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past)

The importance of Country and Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) ONE important example of change and ONE important example of continuity over time in the local community, region or state/ territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life. The role that people of diverse backgrounds have played in the development and character of the local community. Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. Celebrations and

commemorations in other

places around the world,

including those that are

observed in Australia

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander Peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the

environment.

Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800.

The nature of a convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islanders Peoples), and how the environment changed.

The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought.

The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal

and/or Torres Strait Islander

Peoples.

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society,

for example in areas such as the

economy, education, science, the

arts, sport.

Australian Curriculum GEOGRAPHY – Scope and Sequence

Technology

Students use their imagination and creativity to make sense of the designed world as they investigate products used in everyday situations and identify how these meet needs and wants. They develop an understanding of characteristics of a range of resources (information, materials and/ or systems). They gain an awareness of local Australian resources and how these have contributed to technology processes and products, in the past and present. They see the place of technology in people’s work and community lives. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They work technologically, individually and collaboratively to develop creative responses to design situations. They explore the use of technology practice. They suggest and communicate design ideas based on their own experiences and investigations. They manipulate and process resources and consider what has worked well and what could be improved. They reflect on their learning and consider the uses and impacts of technology in familiar everyday situations. Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, create and communicate within technology contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • investigating and designing • producing • evaluating • reflecting.

The State of Queensland (Queensland Studies Authority) 2007

YEAR 2 TECHNOLOGY

TECHNOLOGY AS A HUMAN ENDEAVOUR INFORMATION, MATERIALS AND SYSTEMS (resources) WAYS OF WORKING

Technology is part of our everyday lives and activities.

• Products include artefacts, systems and environments

e.g. designing and making a greeting card; designing a lending system to keep track of books in a library; making an environment for a pet to live in

• Designs for products are influenced by purpose, audience and availability of resources

e.g. forms of transport and transportation systems have changed over time; toys and games are designed to meet the needs of particular age groups

• Technology and its products impact on everyday lives in different ways

e.g. computers, software and mobile phones have simplified everyday activities; products, including fishing boats, rods and reels, help us catch fish; shopping trolleys carry groceries

Resources are used to make products for particular purposes and contexts.

• Resources have characteristics that can be matched to design requirements

e.g. a website can be made more appealing by the use of bright colours and animations; selecting materials that will float to make a boat; characteristics of Australian plants affect the types of string and rope made by Indigenous peoples

• Simple techniques and tools are used to manipulate and process resources

e.g. cutting, pasting and presenting images and text on a poster; shaping clay to make a decoration

Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They work technologically, individually and collaboratively to develop creative responses to design situations.

Students are able to:

• identify the purpose for design ideas

• generate simple ideas for designs

• communicate major features of their designs, using 2D or 3D visual representations and words

• select resources, simple techniques and tools to make products

• plan and sequence main steps in production procedures

• make products by following production procedures to manipulate and process resources

• follow guidelines to apply safe practices

• evaluate products and processes by identifying what worked well, what did not and ways to improve

• reflect on the uses of technology and describe the impact in everyday situations

• reflect on learning to identify new understandings

YEAR 3 TECHNOLOGY

TECHNOLOGY AS A HUMAN ENDEAVOUR INFORMATION, MATERIALS AND SYSTEMS (RESOURCES) WAYS OF WORKING

Technology is part of our everyday lives and activities.

• Products include artefacts, systems and environments

e.g. designing and making a greeting card; designing a lending system to keep track of books in a library; making an environment for a pet to live in

• Designs for products are influenced by purpose, audience and availability of resources

e.g. forms of transport and transportation systems have changed over time; toys and games are designed to meet the needs of particular age groups

• Technology and its products impact on everyday lives in different ways

e.g. computers, software and mobile phones have simplified everyday activities; products, including fishing boats, rods and reels, help us catch fish; shopping trolleys carry groceries

Resources are used to make products for particular purposes and contexts.

• Resources have characteristics that can be matched to design requirements

e.g. a website can be made more appealing by the use of bright colours and animations; selecting materials that will float to make a boat; characteristics of Australian plants affect the types of string and rope made by Indigenous peoples

• Simple techniques and tools are used to manipulate and process resources

e.g. cutting, pasting and presenting images and text on a poster; shaping clay to make a decoration

Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They work technologically, individually and collaboratively to develop creative responses to design situations.

Students are able to:

• identify the purpose for design ideas

• generate simple ideas for designs

• communicate major features of their designs, using 2D or 3D visual representations and words

• select resources, simple techniques and tools to make products

• plan and sequence main steps in production procedures

• make products by following production procedures to manipulate and process resources

• follow guidelines to apply safe practices

• evaluate products and processes by identifying what worked well, what did not and ways to improve

• reflect on the uses of technology and describe the impact in everyday situations

• reflect on learning to identify new understandings

YEAR 4 TECHNOLOGY

TECHNOLOGY AS A HUMAN ENDEAVOUR INFORMATION, MATERIALS AND SYSTEMS (RESOURCES) WAYS OF WORKING

Technology influences and impacts on people, their communities and environments.

• Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments

e.g. playgrounds are designed for children

community swimming pools are designed to cater for specific needs and all age groups

community centres are designed to accommodate a range of activities

• Aspects of appropriateness influence product design and production decisions

e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product

• The products and processes of technology can have positive or negative impacts

e.g. cars are a convenient method of transportation but impact on the environment; mining for resources can contribute to a community’s economy and impact on the natural environment

The characteristics of resources are matched with tools and techniques to make products to meet design challenges.

• Resources have particular characteristics that make them more suitable for a specific purpose and context

e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system

• Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

e.g. circulating information using electronic or paper means; selecting suitable equipment that conducts heat when melting resources

Students develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes.

Students are able to: • identify and analyse the purpose and context for

design ideas

• generate design ideas that match requirements

• communicate the details of their designs using 2D or 3D visual representations

• select resources, techniques and tools to make products

• plan production procedures by identifying and sequencing steps

• make products to match design ideas by manipulating and processing resources

• identify and apply safe practices

• evaluate products and processes to identify strengths, limitations, effectiveness and improvements

• reflect on and identify the impacts of products and processes on people and their communities

• reflect on learning to identify new understandings and future applications

YEAR 5 TECHNOLOGY



• Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments

e.g. playgrounds are designed for children; community swimming pools are designed to cater for specific needs and all age groups; community centres are designed to accommodate a range of activities

• Aspects of appropriateness influence product design and production decisions

e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product

• The products and processes of technology can have positive or negative impacts

e.g. cars are a convenient method of transportation but impact on the environment; mining for resources can contribute to a community’s economy and impact on the natural environment


• Resources have particular characteristics that make them more suitable for a specific purpose and context

e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system

• Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

e.g. circulating information using electronic or paper means; selecting suitable equipment that conducts heat when melting resources

Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes.

Students are able to: • identify and analyse the purpose and context for

design ideas • generate design ideas that match requirements • communicate the details of their designs using 2D or

3D visual representations • select resources, techniques and tools to make

products • plan production procedures by identifying and

sequencing steps • make products to match design ideas by manipulating

and processing resources • identify and apply safe practices • evaluate products and processes to identify strengths,

limitations, effectiveness and improvements • reflect on and identify the impacts of products and

processes on people and their communities • reflect on learning to identify new understandings and

future applications

YEAR 6 TECHNOLOGY



• Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services

e.g. telephone technologies continue to develop as lifestyles change and demand more time-efficient practices

• Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability

e.g. menu design is influenced by type of cuisine, cultural theme and cost

• Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments

e.g. food packages can be designed and developed using recycled materials


• Resources are selected according to their characteristics, to match requirements of design challenges and suit the user

e.g. an indoor or outdoor hydroponics garden and irrigation system can be designed based on suitability of materials and characteristics

• Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications

e.g. a story can be recreated with digital media to make it more appealing

Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They analyse and respond to decisions about technology and its impact on people, their environments and their communities. They reflect on their learning and evaluate the suitability of products and processes and recommend improvements. Students are able to: • investigate and analyse the purpose, context, specifications

and constraints for design ideas • generate and evaluate design ideas and determine suitability

based on purpose, specifications and constraints • communicate the details of designs showing relative

proportion, using labelled drawings, models and/or plans • select resources, techniques and tools to make products that

meet specifications • plan and manage production procedures and modify as

necessary • make products to meet specifications by manipulating and

processing resources • identify risks and justify and apply safe practices • evaluate the suitability of products and processes for the

purpose and context, and recommend improvements • reflect on and identify the impacts of products and processes

on people, their communities and environments • reflect on learning, apply new understandings and identify

future applications

Health and Physical Education

PREP

HEALTH

PERSONAL, SOCIAL AND COMMUNITY HEALTH

Note: With the whole school adoption of the ‘You Can Do It’ Program being embedded in classrooms, pastoral care program and the general school culture, the Program covers many of the Year Level Content Descriptions for this sub-strand of Health and Physical Education.

What are identified below are focus areas that need to be covered during the year.

PREP YEAR BAND DESCRIPTION

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.

The content explores the people that are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.

Being healthy, safe and active

Name parts of the body and describe how their body is growing and changing

Identify people and demonstrate protective behaviours that help keep themselves safe and healthy

Communicating and interacting for health and wellbeing

Identify and describe emotional responses people may experience in different situations

Link with English and the emotions of characters in stories

Contributing to healthy and active communities

Participate in play that promotes engagement with outdoor settings and the natural environment

Link with Geography and general fine motor program

PREP YEAR ACHIEVEMENT STANDARD

By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They recognise actions that help them be healthy, safe and physically active.

Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities.

YEAR 1

HEALTH



What are identified below are focus areas that need to be covered during the year.

YEARS 1 AND 2 BAND DESCRIPTION

The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help.

In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence through movement settings.

Being healthy, safe and active Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these Practise strategies they can use when they need help with a task, problem or situation

Communicating and interacting for health and wellbeing Examine health messages and how they relate to health decisions and behaviours

Contributing to healthy and active communities Identify and explore natural and built environments in the local community where physical activity can take place Link with Geography

Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected Link with History

YEARS 1 AND 2 ACHIEVEMENT STANDARD By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

YEAR 2

HEALTH



What is identified below are focus areas to be covered during the year.


The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help.

In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence through movement settings.


Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these

Practise strategies they can use when they need help with a task, problem or situation


Examine health messages and how they relate to health

decisions and behaviours


Identify and explore natural and built environments in the local community where physical activity can take place Link with History Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected Link with History

YEARS 1 AND 2 ACHIEVEMENT STANDARD

By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

YEAR 3

HEALTH


Note: With the whole school adoption of the ‘You Can Do It’ Program being embedded in classrooms, pastoral care program and the general school culture, the

Program covers many of the Year Level Content Descriptions for this sub-strand of Health and Physical Education.


Years 3 and 4 Band Description

The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.


Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe


Discuss and interpret health information and messages in the media and on the Internet


Describe strategies to make the classroom and playground healthy, safe and active spaces

Link with general classroom culture

Years 3 and 4 Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity

YEAR 4

HEALTH


Note: With the whole school adoption of the ‘You Can Do It’ Program being embedded in classrooms, pastoral care program and the general school culture, this Program covers many of the Year Level Content Descriptions for this sub-strand of Health and Physical Education.

Identified below are focus areas to be covered during the year.

Years 3 and 4 Band Description

The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.


Describe strategies that can be used in situations that make them feel uncomfortable or unsafe

Apply strategies that can be used in situations that make them feel uncomfortable or unsafe


Discuss and interpret health information and messages in the media and on the Internet


Describe strategies to make the classroom and playground healthy, safe and active spaces

Link with general classroom culture

Years 3 and 4 Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.

YEAR 5

HEALTH



What is identified below are focus areas that need to be cover in the year.


The Year 5 and 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 changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. They also explore a range of factors and behaviours that can influence health, safety and wellbeing.


Investigate community resources and strategies to seek help about health, safety and wellbeing


Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours

Link with Leadership Process Term3/4


Investigate and reflect on how valuing diversity positively influences the wellbeing of the community

Link with History Units and general classroom culture


By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.

YEAR 6

HEALTH





The Year 5 and 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 changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. They also explore a range of factors and behaviours that can influence health, safety and wellbeing.


Investigate community resources and strategies to seek help about health, safety and wellbeing


Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours

Link with English Unit 3 on Advertising


Investigate and reflect on how valuing diversity positively influences the wellbeing of the community

Link with History Units and general classroom culture


By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.

PREP

MOVEMENT AND PHYSICAL ACTIVITY

PREP YEAR BAND DESCRIPTION

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives.

The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.

Moving our body

Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli

Participate in games with and without equipment

Understanding movement

Explore how regular physical activity keeps individuals healthy and well

Identify and describe how their body moves in relation to effort, space, time, objects and people

Learning through movement

Cooperate with others when participating in physical activities

Test possible solutions to movement challenges through

trial and error

Follow rules when participating in physical activities

PREP YEAR ACHIEVEMENT STANDARD

By the end of Foundation Year, students identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills to include others in a range of activities. They perform fundamental movement skills and solve movement challenges.

YEAR 1


YEARS 1 AND 2 BAND DESCRIPTION The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams. Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence through movement settings.

Moving our body

Perform fundamental movement skills in different movement situations

Construct and perform imaginative and original movement sequences in response to stimuli

Create and participate in games


Discuss the body’s reactions to participating in physical activities

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences


Use strategies to work in group situations when participating in physical activities

Propose a range of alternatives and test their effectiveness when solving movement challenges

Identify rules and play fairly when participating in physical activities


Aquatics – Skills Athletics – Ball Skills Dodging/Running/Tagging Aquatics

By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others' feelings. They examine messages related to health decisions and describe actions that help keep themselves and others' healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep them healthy and safe and are able to ask for help. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others' feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep them healthy and safe and are able to ask for help. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement

By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others' feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.


YEAR 2


YEARS 1 AND 2 BAND DESCRIPTION The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams. Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence through movement settings.

Moving our body

Perform fundamental movement skills in different movement situations

Construct and perform imaginative and original movement sequences in response to stimuli

Create and participate in games


Discuss the body’s reactions to participating in physical activities

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences


Use strategies to work in group situations when participating in physical activities

Propose a range of alternatives and test their effectiveness when solving movement challenges

Identify rules and play fairly when participating in physical activities


Aquatics Scooter Boards and Ball Games Skipping Aquatics





YEAR 3

MOVEMENT AND PHYSICAL ACTIVITY Years 3 and 4 Band Description The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity. The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.

Moving our body

Practise and refine fundamental movement skills in different movement situations

Perform movement sequences which link fundamental movement skills

Practise and apply movement concepts and strategies


Examine the benefits of physical activity and physical fitness to health and wellbeing

Combine the elements of effort, space, time, objects and people when performing movement sequences


Adopt inclusive practices when participating in physical activities

Apply innovative and creative thinking in solving movement challenges

Apply basic rules and scoring systems, and demonstrate fair play when participating

Years 3 and 4 Achievement Standard By the end of Year 4, students recognise strategies for managing change. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.


Aquatics – Skills/Strokes Athletics Ball Skills Aquatics – Skills and Lifesaving

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, physical activity and safety. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, physical activity and safety. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement



YEAR 4

MOVEMENT AND PHYSICAL ACTIVITY Years 3 and 4 Band Description The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity. The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.

Moving our body

Practise and refine fundamental movement skills in different movement situations

Perform movement sequences which link fundamental movement skills

Practise and apply movement concepts and strategies


Examine the benefits of physical activity and physical fitness to health and wellbeing

Combine the elements of effort, space, time, objects and people when performing movement sequences


Adopt inclusive practices when participating in physical activities

Apply innovative and creative thinking in solving movement challenges

Apply basic rules and scoring systems, and demonstrate fair play when participating

Years 3 and 4 Achievement Standard By the end of Year 4, students recognise strategies for managing change. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.


Aquatics – Skills and Strokes Athletics Ball/Bat Skills Aquatics – Skills and Lifesaving


By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, physical activity and safety. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement



YEAR 5

MOVEMENT AND PHYSICAL ACTIVITY YEARS 5 AND 6 BAND DESCRIPTION The Year 5 and 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 refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Year 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

Moving our body

Practise specialised movement skills and apply them in different movement situations

Design and perform a variety of movement sequences

Propose and apply movement concepts and strategies


Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences

Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding


Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities

YEARS 5 AND 6 ACHIEVEMENT STANDARD By the end of Year 6, students investigate developmental changes and transitions. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.


Aquatics – Skills and Strokes Athletics + Throwing and Catching Basketball Aquatics – Skills and Lifesaving

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others' contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others' health, safety and wellbeing. They perform specialised movement skills, and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.


By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others' contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others' health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences


YEAR 6

MOVEMENT AND PHYSICAL ACTIVITY YEARS 5 AND 6 BAND DESCRIPTION The Year 5 and 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 refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Year 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

Moving our body

Practise specialised movement skills and apply them in different movement situations

Design and perform a variety of movement sequences

Propose and apply movement concepts and strategies


Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences

Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding


Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities

YEARS 5 AND 6 ACHIEVEMENT STANDARD By the end of Year 6, students investigate developmental changes and transitions. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.


Aquatics – Skills and Strokes Athletics + Fitness Ball Focus Aquatics –Junior Lifesaver





Languages

At Windsor State School, Year 5 and 6 students are taught and assessed the language Japanese. In

2015, we continue to use the Essential Learnings: Languages other than English.

Skills in languages provide personal, social and employment benefits. For students, quality Languages

education enhances understanding of their own language and culture and assists them to reflect on

their identity and place in the world. It provides insights into the languages and cultures that shape

their own and others’ beliefs, values and attitudes. (‘Languages in Queensland State Schools’)

Students use their existing understanding of language and culture to identify how languages are inextricably linked to cultures. They develop the skills needed to communicate in the target language, and to build their repertoire of process skills and strategies for acquiring and manipulating the verbal, non-verbal and written features. They expand their understanding of their own languages, cultures and identities through engagement with and use of the target languages and cultures. They explore alternative ways of experiencing, acting in and viewing the world and understand the importance of bilingualism and multilingualism in contemporary society. Students learning Asian, European and other languages understand and appreciate the diversity expressed in languages and the influence of language on culture. Students learning Indigenous languages also understand that these languages, and their associated creoles and dialects, including Aboriginal Englishes, are important elements of Australia’s Indigenous culture to be acknowledged by the broader community. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability to interpret and construct a small range of text types, using modelled and rehearsed language, in order to meet individual and social communication needs in well-known contexts with peers and familiar adults. They reflect on their learning and language choices in familiar contexts. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning to inquire, create and communicate in the target language. Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • comprehending texts • composing texts • intercultural competence • reflecting.


Unit Title Time allocation Teacher/Year Level

SELF INTRODUCTION TERM 1 YEAR 5

MACRO-ORGANISE - MYSELF

KNOWLEDGE AND UNDERSTANDING

In this unit, students will investigate

How verbal and non-verbal language are adapted according to purpose and

context. For example, saying goodbye to classmates or teachers.

Build knowledge of basic vocabulary eg. Student’s name, age, hobbies, numbers,

colours, greetings/farewells, polite Japanese (everyday lang.), family members,

place of residence, likes & dislikes.

Introduce simple sentence patterns with target vocabulary using Subject Object

Verb sentence construction.

Cross cultural investigations to notice and compare similarities and difference in

hobbies, likes and dislikes at schools in Australia and Japan

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to ask their friends about their families, hobbies, likes and dislikes etc

Construct simple role plays between students.

Use language games to reinforce basic vocabulary.reflect and compare their own culture with respect to Japanese manners - bowing

- using さん、ちゃん、先生 after names

ASSESSMENT

Teacher directed assessment / quizzes

Present role plays to class

Listening comprehension

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide

support for those who find writing difficult. Explicit modelling.

TARGET LANGUAGE

Greetings / Farewells

おはようございます

こんにちは

こんばんは

さようなら

じゃまた

ありがとう

すみません

Colours - aka, ao, kuro, shiro, kiiro, midori, chairo, murasaki, haiiro, pinku, orenji,

Counting – up to 20

一、二、三、四、五、六、七、

八、九、十 Age

何歳ですか。

＿＿＿＿歳です。

＿＿＿＿歳です。 Name

お名前は何ですか

私は＿＿＿＿です。

ぼくは＿＿＿＿です。

Likes / Dislikes

＿＿＿が好きです。

＿が好きじゃないです。

何が好きですか・ Place Residence Boku wa _____ ni sunde imasu Q doko ni sunde imasuka Fred wa Windsor ni sunde imasu

Hobbies

趣味は何ですか。

趣味は折り紙です。

おりがみ、からて、まんが、い

けばな、ぼんざい、すどく、り

ょうり、けんだま、スポオツ、

けんど、おんがく、どくしょ、

かいもの、

Friends/Family Vocab: otoosan, okaasan, ojiisan, obaasan, oniisan, oneesan, imooto, otooto, akachan Sentence patterns: Kazoku wa gonin desu. Okaasan wa Sue desu.

私の友達は＿＿です。

＿＿＿さんは１０歳です。

ブリスベンに住んでいます。

趣味はいけばなです。

いけばなが好き・好きじゃないで

す。

Learning Outcomes What students need to know and understand What students need to be able to do with what they know and

understand

CONCEPTUAL UNDERSTANDINGS - language occurs as a text

The key message in simple texts (spoken and written) and the purpose of simple texts in familiar situations

Uses text types for comprehension

Simple greetings with appropriate register

です。・ですか。 simple greetings, conversations, simple introductions

ブランヂス先生、おはよう。

SOCIALISING

Asks and gives names of others

Attracting attention

Understands common expressions used to attract attention in the classroom

Uses simple greetings as a form of welcome

名前は何ですか

ひろこさんです。

ブランヂス先生、すみません

みんなさん、（こくばんを）見て下さい。立ってくださ

い。

こんばんは

EXCHANGING INFORMATION / EXPRESSING FEELINGS

Identifying people and things Refers to people or things previously mentioned Describing people, places and things Asks questions about likes/ dislikes Using simple responses to express likes / dislikes Asking for and giving directions

私の友達です。

友達の名前はひろこです。

なんさいですか。

何が好きですか。すもうが好きです。

私はロビンです。９さいです。

ブリスベンにすんでいます。

はい・いいえ。

どこにすんでいますか。

NEGOTIATING MEANING

Asks for assistance using appropriate title

Understands simple questions regarding ability e.g.

Expressing understanding / lack thereof

Expressing interest or lack of interest / uses simple responses to provide reasons

先生、すみません

テニスが好きですか。

わかりますか・わかりません

はい・いいえ

面白い・つまらないです。

PHONOLOGY AND SCRIPT

PRONOUNCIATION Learning Japanese involves learning to pronounce new sounds there are 5 vowel syllables in Japanese

CHARACTERS

Ah, We Soon Get Old

あ、い、う、え、お Understands Japanese is written using 3 different scripts,

kanji, hiragana and katakana

High frequency kanji – 一、二、十 (numbers 1 -10)

カタカナ names from name chart

GRAMMAR CONTINUUM

Ommision of the pronoun if obvious from the context The interrogative structure Counters and numbers appropriate for age Sentence types

（ぼく・わたしは）トムです。９歳です。ブリスベンに

すんでいます。

n ですか。/ 9 さいですか。

n はつまらないです。

（私は）すもうが好きです。


IT’S ALL ABOUT ME TERM 2 YEAR 5

MACRO-ORGANISERS – Myself & People Around Me



Vocabulary and sentence/question patterns for expressing personal information

about their birthdays, family members’ birthdays and Japanese birth signs of

themselves and family members.

Simple sentence pattern for expression of desires - Saying what they want/don’t

want for their birthday and asking others.

Begin to learn basic Japanese Hiragana script – first 20 kana.

Cross cultural investigations to notice and compare similarities and differences

between Australia and Japan regarding traditional “Zodiac” systems.

Extended vocabulary and sentence patterns expressing a wider range of opinions

– likes and dislikes.

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to express info about their birthdays, Japanese birth signs, family members birthdays & Japanese birth signs, their birthday wish list and expressing a wider range of vocabulary re: likes and dislikes.

Construct simple cohesive, spoken and written, texts describing their knowledge of the topics to communicate with classmates in Japanese.

Critically reflect and compare their own culture with respect to Japanese traditional “Zodiac” signs and expression of opinions.

ASSESSMENT

Teacher directed assessment / quizzes.

Formal assessment of hiragana script (students can use hiragana work book).

A short oral presentation about a family member.

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those who find writing difficult. Explicit modelling of pronunciation, sentence patterns, vocab usage and hiragana script. Use Japanese sign language for non-verbal student

TARGET LANGUAGE

NEW VOCABULARY: Months, counters for dates birthday – tanjoobi when – itsu birthsign – juunishi animal names of signs verb Want Object – hoshii desu hoshii kunai desu daisuki desu kirai desu daikirai desu pronoun – anata (you) particle – no (possessive)

BACKGROUND VOCAB: family members vocab numbers 1 – 31 verb forms - suki desu suki janai desu question – nan/nani

Likes / Dislikes Extension Verbs forms – daisuki desu kirai desu daikirai desu

Expressing Interest / Lack of interest: Adjectives - omoshiroii, tsumaranai

Birthdays Sentence patterns –

Subject no tanjoobi wa month date desu. (self and family)

Subject wa tanjoobi ni object ga hoshii desu.

Subject watanjoobi ni object ga hoshikunai desu.

Question Form – tanjoobi ni nani ga hoshii desuka.

Japanese Birth Signs Sentence patterns –

Boku/watashi no juunishi wa object desu. (self)

Otoosan no juunishi wa object desu. (family member)

Question Form – anata no juunishi wa nan desuka.

Learning Outcomes What students need to know and understand What students need to be able to do with what they know and understand




Expression and comprehension of simple texts incorporating previous knowledge.

Use previously taught vocab in new sentences. Express and comprehend using new sentence and question patterns. Read simple hiragana in single words.

SOCIALISING Congratulating a person for their birthday Asking about presents

Vocab – otanjoobi omedetoo puresento wa nan desuka


Expressing own/family birthdays and asking other people Expressing own/family Japanese birth sign and asking other

people Expressing own wish for birthday present and asking about

other people’s wishes Expressing more comprehensive opinions of likes and

dislikes

Watashi/boku no tanjoobi wa juunigatsu hatsuka desu. Okaasan no juunishi wa tora desu Anata no tanjoobi wa nan desuka Anata no juunishi wa nan desuka boku wa tanjoobi ni X-Box ga hoshii desu. tanjoobi ni nani ga hoshii desuka watashi wa reality tv ga daikirai desu.

NEGOTIATING MEANING

Asks for assistance using appropriate title

Understands simple questions regarding ability e.g.



sensei, sumimasen. Homework ga kirai desu. wakarimasu/wakarimasen hai / iie chigau / sekkai omoshiroii / tsumaranai desu


PRONOUNCIATION & SCRIPT Learning Japanese involves learning to pronounce new

sounds there are 5 vowel syllables in Japanese and 46 basic

sounds written in hiragana Recognise hiragana is a phonetic script

Understands Japanese is written using 3 different scripts Can correctly pronounce Vowels, K group, S group and T group Can correctly write and recognize vowels, K, S and T group hiragana. High frequency kanji – (numbers 1 -31)


GRAMMAR CONTINUUM

Omission of the pronoun if obvious from the context The interrogative structure Counters and numbers appropriate for months and

dates Sentence types Use of particle - NI Use of possessive - NO Use of pronoun ANATA Use of questions – ITSU and NAN / NANI

Boku no juunishi wa uma desu. Juunishi wa nan desuka. Okaasan no tanjoobi wa month date desu Tanjoobi ni nani ga hoshii desuka. anata no tanjoobi wa nan desuka. tanjoobi wa itsu desuka.


IT’S ALL ABOUT ME - Pt 2 TERM 3 YEAR 5




Sentence pattern for expressing nationality and asking others about nationality.

Sentence patterns for expressing pet ownership and asking others about owning pets.

Begin to learn basic Japanese Hiragana script – continue to R group sounds

Cross cultural investigations to notice and compare similarities and differences between

Australia and Japan regarding traditional “Zodiac” systems.

Extended vocabulary and sentence patterns expressing a wider range of opinions – likes

and dislikes

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to express their nationality and that of other friends/students.

Express their ownership of pets and interest in animals in both spoken and written Japanese.


Critically reflect and compare their own culture with respect to Japanese traditional “Zodiac” signs and expression of opinions.

ASSESSMENT

Teacher directed assessment eg. Listening tests, quizzes, partner work, role plays.


A short oral presentation about themselves.

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those students who find writing difficult. Explicit modelling of pronunciation, sentence patterns, vocab usage and hiragana script. Use Japanese sign language for non-verbal student

TARGET LANGUAGE

NEW VOCABULARY:

Country names Suffix nationality – jin general vocab person - nin What – nani/nan birthsign – juunishi animal names of signs Verb - katte imasu Verb – katte imasen Verb – tabemasu & nomimasu Vocab - common pets Pet foods as relevant Pet - petto daisuki desu kirai desu daikirai desu pronoun – anata (you) particle – no (possessive)

Pet Ownership Sentence patterns – Boku wa pet o katte imasu. Watashi wa pet o katte imasen. Anata wa pet o katte imasuka. Short form: Q Inu o katte imasuka. A hai, katte imasu. A iie, katte imasen. Boku no inu wa PAL o tabemasu. Inu wa yasai o tabemasen. Watashi no pette wa koohii o nomimasen.

Likes / Dislikes Extension Verbs forms – daisuki desu kirai desu daikirai desu Expressing Interest / Lack of interest: Adjectives - omoshiroii, tsumaranai

Nationality Sentence patterns – Boku wa nihon jin desu. Watashi wa oosutoraria jin desu. Anata wa nanijin desuka. Fred wa amerika jin desu.

Japanese Birth Signs Sentence patterns – Boku/watashi no juunishi wa object desu. (self) Otoosan no juunishi wa object desu. (family member) Question Form – anata no juunishi wa nan desuka.

Learning Outcomes

What students need to know and understand What students need to be able to do with what they know and understand




Expression and comprehension of simple texts incorporating previous knowledge.

Use previously taught vocab in new sentences. Express and comprehend using new sentence and question patterns. Read and write basic hiragana in single words. Introduce students to Eng/Jap dictionary usage

SOCIALISING The key vocab and verb forms used in questions about

pets, nationality and Japanese birth signs Respond appropriately using the specific vocab and or verb form in

response to questions


Expressing own/others nationality Expressing own/family Japanese birth sign and asking other

people Expressing own/asking about pet ownership Expressing more comprehensive opinions of likes and

dislikes

Watashi/boku wa igirisu jin desu. Watashi no juunishi wa tora desu Anata wa nanijin desuka Anata no juunishi wa nan desuka Boku wa neko o katte imasu Inu o katte imasuka watashi wa reality tv ga daikirai desu.

NEGOTIATING MEANING

Asks for information regarding others’ nationality, pets and Japanese birth signs

Expressing information regarding own nationality, Japanese birthsign and pets.

Expressing interest or lack of interest/ uses simple responses to provide reasons

wakarimasu/wakarimasen hai / iie chigau / sekkai omoshiroii / tsumaranai desu Petto o katte imasuka Anata wa nanijin desuka Anata no juunishi wa nan desuka


PRONOUNCIATION & SCRIPT Learning Japanese involves learning to pronounce new

sounds there are 5 vowel syllables in Japanese and 46 basic

sounds written in hiragana Recognise hiragana is a phonetic script

Understands Japanese is written using 3 different scripts Can correctly pronounce all basic syllable groups to R Can correctly write and recognize all basic kana to R group Recognise and write high frequency kanji – month, day Recognise and write new kanji - person


GRAMMAR CONTINUUM

Omission of the pronoun if obvious from the context The interrogative structure Sentence types Use of particle - NI Use of possessive - NO Use of pronoun ANATA Use of questions – ITSU and NAN / NANI

Boku no juunishi wa uma desu. Juunishi wa nan desuka. Watashi wa tori o katte imasu. Petto wa nan desuka. Boku wa nihonjin desu. Anata wa nanijin desuka.


I’M HUNGRY! TERM 4 YEAR 5




Sentence patterns for expressing eating and drinking re: pets, animals and people.

Sentence patterns for expressing food and drink consumption in Japan and Aust.

Begin to learn basic Japanese Hiragana script – continue to R group sounds using

Hiragana Workbooks

Cross cultural investigations to notice and compare similarities and differences

between Australia and Japan regarding traditional cuisines.

Extended vocabulary (adjectives) and sentence patterns expressing a wider range of

opinions – likes and dislikes.

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to express their diet and of other people & pets.

Express their dietary habits in both spoken and written Japanese.


Critically reflect and compare their own culture with respect to Japanese traditional cuisine and expression of opinions.

ASSESSMENT

Teacher directed assessment eg. Listening tests, quizzes, partner work, role plays.


A short oral presentation about themselves.

Listening comprehension test

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those students who find writing difficult. Explicit modelling of pronunciation, sentence patterns, vocab usage and hiragana script. Use Japanese sign lang. if able to do so and applicable to learning .

TARGET LANGUAGE

NEW VOCABULARY: Japanese Food – tabemono, sashimi, sushi, yakitori, gohan, ramen, misoshiro, tempura, pan, hamubaagaa, keeki, chokoretto, kudamono, yasai. Japanese Drinks – Nomimono, ocha, kooraa, koohii, juusu, mizu, miruku Verb – tabemasu & nomimasu (+/-)Adjectives – mazui, oishii Descriptors - daisuki desu, suki desu, suki janai desu kirai desu daikirai desu Meals Voc – asagohan, hirugohan,bangohan Adverbs – futsu, tokidoki, zenzen.

Eating and Drinking - Sentence patterns – boku wa pizza o tabemasu.

Sue wa yasai o tabemasen. yasai wa suki janai desu.

nihonjin wa sashimi o tabemasu. demo oosutoraria jin wa sashimi o tabemasen.

kodomo wa koohii o nomimasen. fanta o nomimasu.

boku no inu wa PAL o tabemasu. inu wa yasai o tabemasen. watashi no petto wa koohii o nomimasen.

Likes / Dislikes - Sentence patterns - Watashi wa sushi ga suki desu. nasu wa mazui desu. tempura wa oishii desu ne. Expressing Preferences – Kenji wa ramen ga daisuki desu keredomo Tom wa ramen ga suki janai desu.

Customary Phrases - itadakimasu gochisosama deshita hara ga peko peko desu. Nodo ga kawaita.

Cultural Comparison – nihonjin wa futsu gohan o tabemasu. oosutorariajin wa futsu pan o tabemasu. Tom wa asagohan ni tosuto o tabemasu. Tom wa asagohan ni sashimi o zenzen tabemasen.


What I like and what I want TERM 1 YEAR 6

MACRO-ORGANISER – Myself



SOV sentence patterns can be applied in new contexts, for example: using texts to

express desires

Revise basic vocab and usage of colours, numbers and counting to 10000 using

appropriate kanji, expressing likes/dislikes (more advanced verb forms), expressing

“want/don’t want” using simple sentence patterns

Familiar vocab and sentence patterns are used to generate original texts and construct

simple, cohesive spoken and written texts to express desires and wants

Listening for and locating known words to help make meanings: e.g., listening to others

Writing hiragana script using modified sound groups – G, Z, D, B & P syllable groups.

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to ask their friends about what they what for birthday, likes and dislikes

Construct simple cohesive, spoken and written texts as above

Plan and adjust written language to suit the audience.

Cross cultural investigations to notice and compare different sports and

weekend activities in Japan and Australia

ASSESSMENT


Listening tasks

Assessment of student’s work in Hiragana workbooks.

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those who find writing difficult. Explicit modelling. Limited Japanese signing for non-verbal student

TARGET LANGUAGE

REVISION: Greetings / Farewells

おはようございます

こんにちは

こんばんは

さようなら

じゃまた

ありがとう

すみません

先生、分かりません、も

う一同お願いします。

Polite expressions and vocab

REVISION: Counting

一、二、三、四、五、六、

七、八、九、十 Age

何歳ですか。

＿＿＿＿歳です。

＿＿＿＿歳です。 Name

お名前は何ですか

私は＿＿＿＿です。

ぼくは＿＿＿＿です。

さん・先生 Colours - noun and adjective form

Likes / Dislikes

＿＿＿が好きです。

＿が好きじゃないです。

何が好きですか・ …daisuki desu kirai desu daikirai desu Expressing Interest / Lack of interest

面白い・つまらない

いい・わるい

楽し・（そして・とても・ちょ

っと）

Verb – to want / don’t want (noun) Teach sentence pattern - subject wa object ga hoshii desu subject wa object ga hoshikunai desu. Add time – tanjoobi (birthday) kurisumasu (Xmas) sotsugyoo (graduation) Sent patt. – tanjoobi ni boku wa kuruma ga hoshii desu Q. kurisumasu ni nani ga hoshii desuka

Kanji Writing and reading kanji to 10,000 decoding numbers from numerals to kanji and reverse



The key message in simple texts (spoken and written) and the purpose of simple texts in familiar situations (school and local community)

Understands conventions of simple procedures/ recounts

simple greetings, conversations, simple introductions use specific vocab appropriately in sentences eg numbers, colours expresses simple desires expresses simple opinions – like or dislike

SOCIALISING

Asks and gives names of others Attracting attention Understands common expressions used to attract attention in

the classroom Uses simple greetings as a form of welcome Gives simple responses to expression Simple expressions of apology with appropriate register

名前は何ですか

ひろこさんです。

ブランヂス先生、すみません

みんなさん、（こくばんを）

見て下さい。立ってくださ

い。

こんばんは

いいえ

いちろ、ごめん

何をしますか。


Refers to people or things previously mentioned Describing things that are desired/ not desired Asks questions about likes/ dislikes and makes statements about

preferred activities. Using simple responses to express likes / dislikes Uses simple linking words Expresses degrees of interest / lack of interest

友達の名前はひろこです。

なんさいですか。

何が好きですか。すもうが好きで

す。私はじゅうどうが好きです。

私はロビンです。９さいです。

ブリスベンにすんでいます。

はい・いいえ。

どこにすんでいますか。

おすもうさんはおきいです。そし

て強いです。

面白い・つまらない

何をしますか

私の友達です

NEGOTIATING MEANING

Asks for repetition and assistance using appropriate register

Uses simple responses to demonstrate understanding / lack of understanding

Uses simple expressions to seek clarification



先生、分かりません、もう一同お願いします。

分かりません・わかります

何・すみません


わかりますか・わかりません

はい・いいえ



PRONOUNCIATION Pronounces basic 46 hiragana and 23 modified syllables. Know difference between 5 basic vowel sounds and 16

consonant sounds. Understands that Japanese words are written phonetically and

pronounced as written

Ah, We Soon Get Old あ、い、う、え、お Understands Japanese is written using 3 different scripts, kanji,

hiragana and katakana

High frequency kanji – 一、二、十 (numbers 1 -10000) Can write words using basic and modified hiragana with use of chart or

Hiragana workbook.

GRAMMAR CONTINUUM

Ommision of the pronoun if obvious from the context The interrogative structure Counters and numbers appropriate for age Sentence type – Subject Object Verb

（ぼく・わたしは）トムです。９歳です。ブリスベンにすんでいます。

n ですか。/ 9 さいですか。

n はつまらないです。

（私は）すもうが好きです。

ひろこさんはクリケットをします・しません。

スポ−ツは何をしますか。

クリッケットがすきですか。はい・いいえ

クリッケトが好きです。

スポーツは何が好きですか

おもしろい・つまらないです。そしていいです。


It Takes All Types TERM 2 YEAR 6

MACRO-ORGANISER – People Around Me



New sentence patterns using nouns and adjectives to physically

describe self and others

New verbs and vocabulary can be applied to previously taught

sentence patterns to create new spoken/written texts describing actions

Familiar linguistic features are used to generate original texts and

construct simple, cohesive spoken and written texts to present a

description of another person

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to describe their

activities, interests and daily life.

Construct simple cohesive, spoken and written texts in hiragana.

Plan and adjust written language to suit the audience.

Cross cultural investigations to compare and contrast similar / different

interests, activities and daily life between Japan and Australia

ASSESSMENT


Oral presentation to teacher

Written assessment of hiragana script

Listening comprehension assessment

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those who find writing difficult. Explicit modelling of pronunciation, script, use of texts spoken & written.

TARGET LANGUAGE

NEW VOCABULARY: Verbs –mimasu, kikimasu, tabemasu, shimasu, ikimasu, yomimasu, nomimasu, kakimasu, aimasu, norimasu, kaimasu, ga daisuki desu, ga kirai desu, ga daikirai desu Particles – ni(time), ga(emphasis), Body - vocab face & body Adjectives – ookii, chiisai, mijikai, nagai, futsu, segatakai, segahikui, takasa ga futsu, hosoi, futoi Adj Colour - akage, kuroi, chairo, burondo, etc tomodachi

BACKGROUND VOCAB: Verbs – ga suki desu ga suki janai desu Activities – hon, sampo, hirune, shukudai, terebi, geemu, eiga, kaimono, sooji, supootsu, ongaku Family members – Eg. otoosan, imooto, ane, jiijii etc

Describing People – Sent. Patt. Person wa noun ga adjective desu eg Tom wa kami ga chairo desu. Q Tom wa kami ga nan iro desuka. Multiple Sentence Descriptions of family members, friends, famous people – spoken and written

Describing Daily Life: boku wa suiei renshuu o shimasu. kyoo wa gakkoo ni ikimasen. eigakan de eiga o mimasu

Asking Information: doko de IPAD o kaimasuka itsu tomodachi ni aimasuka



The key message in simple texts (spoken and written) and the purpose of simple texts in familiar situations (school and local community)

Understands conventions of simple procedures / recounts

Uses text types for composition spoken & written and comprehension

Sentence patterns for expressing ability and inability Sentences patterns describing daily routines and daily life using vocab

re: days of week, locations and activities Asking questions re: ability, daily life, activities, locations etc

SOCIALISING Conversational description of mutual acquaintances Anata no tomodachi wa me ga midori deshoo.


Refers to people or things previously mentioned Makes statements about preferred activities. Expresses degrees of interest / lack of interest Describing and asking about habits, routine activities Providing physical description of a person Asking about another person’s description

Fred wa ashi ga nagai soretomo mijikai desuka Apple Store de IPhone o kaimasu Fred wa sakkaa ga daisuki desu George wa me ga chairo desu Anna wa segatakai desuka.

NEGOTIATING MEANING

Uses simple responses to demonstrate understanding / lack of understanding


Expressing interest or lack of interest

分かりません・わかります


わかりますか・

はい・いいえ



PRONOUNCIATION and Script Learning Japanese involves learning to pronounce new

sounds – Modified syllables using tenten and maru and Compound syllables eg kya, kyu, kyo

Learns compound hiragana script and usage to write words

Uses modified hiragana syllables tenten and maru to write and read with correct pronunciation

Uses compound syllables eg. sha in writing words and sentence patterns used with term 2 unit of work.

GRAMMAR CONTINUUM

Ommision of the pronoun if obvious from the context The interrogative structure Sentence types re: physical description, daily actions Verbs use of present tense masu & masen forms Particles use of ni, mo, ga, & o

nichiyoobi ni boku wa terebi o mimasu. Shukudai o mimasen. Kenji wa han aga nagai desu. Kami mo nagai desu. Kayoobi ni tomodachi ni aimasu. depaato de kaimomo o shimasu. Reiko wa me ga naniro desuka ? Reality tv ga kirai desu.


MY DAILY LIFE / MY FUTURE PLANS TERM 3 YEAR 6

MACRO-ORGANISER – People around me



Describing their daily activities using a variety of common verbs from a Japanese

Verb List.

Expressing their future occupation.

Expressing their actions in present and future tense (positive and negative verb

forms).

Describing their abilities and expressing possibility.

Understanding and using general expressions for time in their sentences.

WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to describe themselves, friends and family members.


Plan and adjust the Japanese sentences according to the required tense of the language.

ASSESSMENT

Teacher directed assessment eg listening tests, quizzes, partner activities, role plays.

Oral presentation to teacher describing the students’ daily activities.

Written assessment of hiragana script.

Listening comprehension assessment.

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those who find writing difficult. Explicit modelling of pronunciation, script, use of texts spoken & written. Differentiate writing tasks/assessment for students with limited exposure to hiragana script.

TARGET LANGUAGE

NEW VOCABULARY: Verbs : desu, tabemasu, nomimasu, shimasu, mimasu, kikmasu, ikimasu, yomimasu, kaimasu, norimasu, aimasu, dekimasu, asobi ni ikimasu, narimasu Particles - o, ni, ga, de Vocab : General Time - Seasons, Days of Week, Months, everyday, on the weekend Present Tense – today, tonight, this week Future Tense – tomorrow, next week, next year, in the future Occupations : Common occupations and specific to student

BACKGROUND : Vocab: Family members Sports Hobbies

Present Tense: Mainichi watashi wa ipod o kikimasu. Natsu ni kuriketto o shimasu. Kyo Sam wa gakko ni ikimasen. Byoki desu. Future tense: Ashita watashi wa kaimono o shimasu. Shorai ni boku wa ekaki ni narimasu. Kayobi ni Sue wa terebi o mimasen. Shukudai o shimasu.

Future Occupations: Vocab: Common occupations as suggested by students. Shorai ni watashi wa oisha ni narimasu. Raishuu boku wa kookoo ni ikimasu. Shorai ni daigaku ni ikimasu.

Expressing Ability : Watashi wa gitaa ga dekimasu. Boku wa dansu ga dekimasen. Fred wa sakkaa ga dekimasuka. Expressing Possibility : Shorai ni watashi wa oisha san ni narimasu. Anata wa nani ni narimasuka.

Learning Outcomes

What students need to know and understand What students need to be able to do with what they know and understand


The key message in simple texts (spoken and written) and the purpose of simple texts in different tenses

Understands the concepts & appropriate usage of present and future tense

Understands conventions of speaking and writing using the Japanese Subject Object Verb sentence structure (S O V)

Uses text types for composition spoken & written and comprehension

Sentence patterns for expressing ability and possiblity Sentences patterns for expressing present and future tense with

familiar verbs Vocabulary – understand and use general time expressions in both

present & future tense. Vocabulary – understand how to express vocab for occupations

and new verbs in sentence patterns. Understand how to express their daily activities in

positive/negative sentences using appropriate verbs.

SOCIALISING Making arrangements by asking simple questions Using appropriate questions with the correct tense eg. Nanyobi ni

eigakan e ikimasuka?


Expressing ability and possibility Asking about ability and possibility Asking about daily activities Asking about future plans

Shumatsu ni nani o shimasuka ? Rainen watashi wa cheerleader ni narimasu. Anata wa piano ga dekimasuka Otoosan wa bengoshi desu. Shorai ni Bob wa kenchikuka ni narimasu.

NEGOTIATING MEANING

Asks/understands simple questions regarding ability

Asks/ understands simple questions regarding possibility

Asks/understands simple questions regarding daily activities – familiar verbs only

Asks/understands simple questions regarding future occupations/plans.

Asks/understands simple questions re: present and future time

Hai, suiei ga dekimasu Sakkaa ga dekimasuka? Shorai ni boku wa sensei ni narimasu. Kinyobi ni golf o shimasuka? Rainen dono daigaku ni ikimasuka? Harry wa segatakai desuka.


PRONOUNCIATION and Script Learning Japanese involves learning to pronounce new

sounds – double vowel and double consonant syllables Recognizes and comprehends high frequency kanji –

numbers and kanji for day, month

Correctly writes and pronounces words using double vowel and double consonant syllables

Consolidates usage of all compound syllables eg. sha in writing words and sentence patterns used with term 3 unit of work.

GRAMMAR CONTINUUM

Correct usage of present and future tense sentence patterns & vocab for time.

The interrogative structure Sentence types re: ability/ possibility Conjunction use of soshite between two simple

sentences. Particles use of ni, o, ga, de & wa.

Ashita wa kaimono o shimasu Shorai ni bellydancer ni naritai desu. Anata wa piano ga dekimasuka? Kayobi ni shukudai o shimasu soshite terebi o mimasu. Chris wa computer animator ni narimasu.


GOING ON HOLIDAYS TERM 4 YEAR 6

MACRO-ORGANISER – WORLD AROUND ME



Describe their activities on their term trip to Canberra using past tense of verbs

(positive and negative forms).

Use vocabulary specific to past tense to express themselves in spoken and written

form.

Use a variety of present, past and future tense to describe their holiday plans and

previous experiences.

Use a wider range of descriptors to describe holiday destinations and activities in a

positive and negative ways.

Makes statements about preferred activities.

.WAYS OF WORKING

Relate their learning to their own lives by using 日本語 to describe themselves, friends and family members.


Plan and adjust the Japanese sentences according to the required tense of the language.

Describe and reflect upon personal holiday experiences.

ASSESSMENT

Teacher directed assessment eg listening tests, quizzes, partner activities, role plays.

Spoken presentation to teacher describing past and future holiday plans.

Written assessment of hiragana script.

Listening comprehension assessment.

ADJUSTMENTS Adjust language to appropriate student level / prior level of learning. Use scribe or provide support for those who find writing difficult. Explicit modelling of pronunciation, script, use of texts spoken & written. Differentiate writing tasks/assessment for students with limited exposure to hiragana script

TARGET LANGUAGE

NEW VOCABULARY: Verbs : past tense verb forms mashita(positive) and masendeshita (negative) used with all verbs in Japanese Verb List Particles - o, ni, ga, de Vocab : Past Time – Kino, yuube, senshuu, kyonen, ototoi Descriptors: daisuki desu, suki desu, suki janai, kirai desu, daikirai desu Transport : hikooki, kuruma, densha, basu, fune

BACKGROUND : Vocab: Family members Vocab – general time Vocab – present tense Vocab – future tense Question Vocab: dare, nani, doko, dochira, itsu, naze (doshite),

Past Tense: Senshuu watashi wa kanbera ni ikimashita. hikkoki de ikimashita. War Memorial o mimashita. suki resoto de suki o shimashita. mokuyoobi ni boku wa hon o kaimashita, pen o kaimasendeshita.

Holiday Plans Future Tense: rainen kazoku wa Bali ni ikimasu. hikooki de Bali ni ikimasu. watashi wa saafin to suiei o shimasu. takusan omiyagi o kaimsu.

Expressing Preferred Activity: sori ga daisuki desu sukii ga suki janai desu. kowai desuyo. Basu de kanbera ikimashita. kirai deshita. tsumaranai desu

The Arts

At Windsor State School, all students engage in a classroom music program which is planned,

implemented and assessed by a specialist music teacher. As our specialist music teacher had

previously familiarised and documented use of The Australian Curriculum: The Arts, the Australian

Curriculum has been used for Planning The Arts (Music) in 2016.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and

encouraging students to reach their creative and expressive potential. Skills and techniques developed

through participation in music learning allow students to manipulate, express and share sound as

listeners, composers and performers. Music learning has a significant impact on the cognitive,

affective, motor, social and personal competencies of students. – Australian Curriculum: The Arts –Music

For the teaching and assessing of The Arts in the classroom, a focus is placed on visual art. In 2016, we

continue to use the Essential Learnings: The Arts for visual art.

Students use their creativity, imagination and senses to express their observations, values and beliefs in personal and community contexts through Dance, Drama, Music, Media and Visual Art. They develop their aesthetic understandings of arts elements and languages. They create their own arts works and present and respond to their own and others’ arts works, considering different audiences and different purposes. They are aware that people of all ages and backgrounds choose to work in arts or arts-related careers. Students recognise that past and present experiences of artists influence the ways in which Aboriginal and Torres Strait Islander knowledges, peoples, histories, cultures, protocols and relationships are represented and valued in Indigenous arts works. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their arts practice through active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively to take risks and to interpret the arts from their own experiences and those of other artists. They develop their interpretations of arts works and reflect on the creative process that has occurred within one or across many arts disciplines. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire and solve artistic problems, to create and present arts works, and to interpret and communicate within arts contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • creating • presenting • responding • reflecting.


YEAR 1 VISUAL ARTS

Visual Art involves using visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering particular audiences and particular purposes, through images and objects

Line is used to suggest movement and direction

Regular enclosed shapes are used to create categories and position

Texture is used to create variation and repetition

Colour schemes and mixed colours are used to create variation

Unit 1 Unit 2 Unit 3 Unit 4

Students understand how the visual elements can be created and arranged to express ideas.

The visual elements include: line, shape, colour and texture.

Identifies and creates different types of lines, shapes and textures

Repeats marks to create textures (e.g. represents wool on sheep in a unit on farm animals)

Collects and classifies ‘families’ of shapes and compares their characteristics. Arranges flat shapes in a collage

Identifies the colours: red, blue, yellow, green, orange, purple, brown, black and white

Makes ‘families’ of similar colours

Students understand how visual art tools, techniques and materials can be used in drawing, painting, printmaking, sculpture and mixed-media works in two and three dimensions.

Uses materials such as paint, oil pastels, charcoal and pencils to make marks

Changes a surface (to look rough/fluffy/smooth) by twisting, stroking, pressing to make brush marks, printed marks, or indentations in clay; or by gluing on fabric and paper

Students reflect on their selection and use of visual elements, tools, materials and techniques to fit their purpose and/or audience.

Reflects on their use of visual elements and tools (e.g. says ‘the charcoal lines look soft and smudgy so I made lots of small, curly lines for how the sheep’s wool feels’)

By participating as creators and viewers, students understand that visual art enhances the lives of individuals and communities.

Enjoys the creative process and connects with others through visual art

Knows that visual images are part of daily life and express ideas

Students respond to how artists in other times and places have used visual elements, tools, materials and techniques.

Responds to others’ work by relating to their own experience and referring to visual elements, materials and techniques. (e.g. Looks at images of farm or zoo animals, pets, sea life)

Focus artists/stimulus:

Michael Johnson (marks) John Olsen (marks) Ian Fairweather (marks) William Robinson (farm animals)

YEAR 2 VISUAL ARTS

Visual Art involves using visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering particular audiences and particular purposes, through images and objects


Regular enclosed and overlapped shapes are used to create categories and position

Texture is used to create repetition

Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes are used to create tone and variation


Students understand how the visual

elements can be created and arranged

to express ideas.

The visual elements include: line, shape,

colour and texture

Uses larger brushes, crayons and paper to make fluid, sweeping lines; and smaller tools to make finer lines

Uses printmaking and mixed media (e.g. creates a relief surface to ‘ink’ and print using string, dried glue, corrugated card; or uses found-objects)

Compares results of stamping/ ‘printmaking’ on a variety of surfaces (e.g. newspaper, wallpaper, wrapping paper, sandpaper)

Uses their prints as a starting point (e.g. for a collage, draw onto prints, make patterns)

Students reflect on their selection and use

of visual elements, tools, materials and

techniques to fit their purpose and/or

audience.

Reflects on their use of visual elements and techniques (e.g. says ‘I printed lots of these for leaves on the tree; and I put the same tree behind the bird in each part of the story. When I overlapped blue and yellow ones it made green’)

Investigates suitable settings to display their work to the school community (e.g. foyer, library, classroom)

Students respond to how artists in other

times and places have used visual

elements, tools, materials and techniques.

Identifies ideas expressed in images and describes how visual elements, techniques and materials are used to tell stories

Focus artists/stimulus:

Jeannie Baker

Artists from Torres Strait islands eg. Dennis Nona

art styles used for storytelling drawn from myths and legends across cultures



Creates lines to suggest movement and direction, experimenting with fast and slow actions in different directions

Uses repetition to create sequence and overlap

Places shapes in purposeful position Mixes colours that are warm, cool, light, dark


Reflects on how visual art can be used to tell stories about their own others experiences

YEAR 3 VISUAL ARTS

Visual Art involves using visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering particular audiences

and particular purposes, through images and objects.

Warm and cool colour schemes, and mixed and complementary colours, are used to create tone and variation.

Line is used to suggest movement and direction.

Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position.

Texture is used to create variation and repetition.




Draws or paints lines to suggest force or energy, using strong/ weak movements of their hand and whole arm. Identifies and describes closed and open shapes

Creates closed and open shapes. Draws the shape and draws the shape of the space inside it

Collects, creates and describes regular

and irregular shapes and notices how it feels to be balanced with their weight evenly distributed

Uses variations of colour including:

- warm colours to suggest energy and cool colours to suggest calmness - strong colours with little water added, and weak colours with lots of water added

Creates sculptures (e.g. dragons, insects) that are lively and energetic or calm and at rest

Students understand how visual art

tools, techniques and materials can be

used in drawing, painting, printmaking,

sculpture and mixed-media works in

two and three dimensions.

Starts by rolling clay into a solid ball/cylinder for a stable base to model

Experiments with squashing, pulling, pushing clay

Makes stable joins by pressing pieces of clay together and blending clay over the join

Makes open shapes that enclose space by pinching, combining or coils, joining slabs

Embellishes the surface with textures, or paints on smooth clay when dry

Students reflect on their selection and use of visual elements, tools, materials and techniques to fit their purpose and/or audience.

Describes feel of material, what they did with it and the results. (e.g. says ‘When I squeezed it between my fingers bits stuck out like spikes. I pinched the clay to make a nest. I draped a piece over a rock, so it dried like a tired, droopy hammock’)

Reflects on the benefits of particular tools (e.g. says ‘I dug out bits with a stick so my dragon is knobbly. I changed open shapes to closed ones really easily on the computer’)


Responds to visual art of different cultures including Aboriginal and Torres Strait Islander cultures

Shows sensitivity and respect when experiencing arts works

Understands some of the protocols regarding indigenous art

Focus artists/stimulus: representations of dragons used in ancient

Persia, China, Turkey and Egypt Christopher Trotter (Qld) assembles ‘found’

materials into – animals, insects – for public environments


YEAR 4 VISUAL ARTS

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences

and different purposes, through images and objects.

Continuous and broken lines are used to create balance, contrast, space and patterns

Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns

• Texture creates contrast and patterns using lines, rubbings and markings




Arranges shapes to explore proximity in space

Investigates symmetry (formal balance): identifies symmetrical structures

(e.g. formal public buildings that suggest order, stability, security, formality)

makes symmetrical patterns

Investigates asymmetrical balance

Constructs an installation


Understands that visual arts provide opportunities for people to entertain or enjoy themselves

Students understand how visual art tools, techniques and materials can be used in drawing, painting, printmaking, sculpture and mixed-media works in two and three dimensions.

Encloses, fills or changes a space using cardboard, fabric, wire

string, boxes, desks

Explores and selects suitable ways of combining, joining and changing materials (e.g. stapling, knotting, braiding, stitching, slotting, stacking, bridging, balancing)

Considers stability, safety, size (e.g. moving parts, entries/ exits, transparency & interplay of light and colour)

Decorates with organic and manufactured materials (e.g. bark, leaves, textiles, paper, paint, balloons)




audience.

Is aware that some artworks are flat (two-dimensional) and some are three-dimensional; some are still and some can move

Decides on a suitable setting to

display their constructions (e.g. school foyer, community centre, council library) by considering who they would like to see the work and the amount of space required


Examines and describes structures made to fit a particular space or environment

Describes the ways artists have used materials to express ideas

Focus artist/stimulus:

visual artists who use environmental spaces e.g. Christo, Andy Goldsworthy

Alexander Calder Reggio Emelio Michael Doolan Hindu iconography in sculptures such as

Nataraja

YEAR 5 VISUAL ARTS

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences

and different purposes, through images and objects.

Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns.

Continuous, broken and hatched lines are used to create balance, contrast, space and patterns.

Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns.

• Texture creates contrast and patterns using lines, rubbings and markings.




Identifies contrasts in environment and art works

Creates contrasting texture and tone by drawing continuous, broken and hatched lines; and with rubbings or prints

Explores similar and contrasting tones by adding black to a colour to create shades and by adding colour to white to create tints

Represents contrasting conditions and

uses contrast to draw attention to the most important part of their image

Uses contrast to communicate a

message in a poster, advertisement, or art work

Students understand how visual art tools,

techniques and materials can be used in

drawing, painting, printmaking, sculpture

and mixed-media works in two and three

dimensions.

Selects and combines contrasting materials to help suggest contrasting ideas e.g. stiff cardboard, wood, polystyrene foam, plastic, toothpicks and flexible florist wire, fabric, fly screen

Makes stamp prints or rubbings with a range of ‘found objects’. Repeats with variation (e.g. uses a different action)

Combines ‘found object’ to create a wearable object (e.g. a necklace of feathers with buttons, or shells with straws)




audience.

Describes how they used contrast in their work

Explores a variety of ways of presenting their art works (e.g. as part of a performance)


Understands that visual art can express, record and pass on community values and knowledge across generations and communities


Responds to several visual art works from the same time and/or place and identifies similarities

Understands some of the reasons for protocols relating to indigenous art.

Focus artist /stimulus:

Colin McCahon

Bert Flugelman

Robert MacPherson

Akio Makigawa

YEAR 6 VISUAL ARTS

Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and

intended purposes, through images and objects.

• Blended and controlled colour is used to create depth and representation Negative space and positive shape are used to create proportion Descriptive and emotive lines are used to create abstraction and proportion Actual and invented textures are used to create depth and representation




Recognises that shapes and spaces can appear two-dimensional or 3-D

Suggests depth or distance on a flat surface

Creates a likeness by accurately observing and drawing or painting the: edges or contours of shapes (positive shape)

shape of spaces in-between objects (negative space)

light & shadow, and tonal shades within shadows to suggest objects are solid/ 3-dimensional

Completes a series of works to represent the way a familiar landscape looks by accurately observing its shapes and spaces and by suggesting depth and distances

Students understand how visual art tools,

techniques and materials can be used in

drawing, painting, printmaking, sculpture

and mixed-media works in two and three

dimensions.

Experiments with particular tools (e.g. pencil, charcoal, paint) and techniques to create tone and suggest depth and distance

Manipulates light in digital photographs to suggest depth

Students reflect on their selection and

use of visual elements, tools, materials

and techniques to fit their purpose

and/or audience.

Uses a visual/written diary to record and

reflect on their process of completing their landscape series

Discusses choices of particular tools

and techniques to create tone and to suggest depth and distance

Reflects on what they learned for future use


Knows that visual art can offer different perspectives and representations of events, experiences and relationships


Recognises that there are different art styles (e.g. compares different styles of landscape painting and identifies the influence of their particular time &/or place)

Focus artist /stimulus:

French impressionists: Claude Monet, Georges Seurat, Paul Cezanne

Use of space and line in traditional Chinese scroll paintings

Australian landscape artists over time: John Glover, Tom Roberts, Fred Williams, John Olsen, William Robinson, John Wolseley, Kathleen Petyarre

A local artist to visit the classroom and share ideas.

The Arts (Visual Arts) Queensland Curriculum: Essential Learnings Scope and Sequence

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Visual Art involves using visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering particular audiences and particular purposes, through images and objects.



Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.

Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.

Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation



Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns

Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns

Blended, controlled and symbolic colour is used to create depth, representation and symbolism




Continuous, broken and hatched lines are used to create balance, contrast, space and patterns

Continuous, broken and hatched lines are used to create balance, contrast, space and patterns

Descriptive and emotive lines are used to create abstraction, proportion and symbolism

Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position





Negative space and positive shape are used to create abstraction, non-representation and proportion




Texture creates contrast and patterns using lines, rubbings and markings

Texture creates contrast and patterns using lines, rubbings and markings

Actual, invented and simulated textures are used to create depth, representation and non-representation

MUSIC – YEAR 1

MY MINI MUSIC BOOK 1 - Year 1, Semester 1 ASSESSMENT OVERVIEW © David Hooper 2015

Element of

Music

Adapted from The Australian Curriculum: The Arts Task

Task

No: When

Page

No: Knowledge or Skill Achievement Standard Content Description

Rhythm

Beat, Beat & Rhythm Demonstrate aural skills by keeping in time when they

sing and play ACAMUM081

Sing a repertoire of chants, songs

and rhymes

Perform beat using body percussion while

singing known song in tune 4

Term 2, Wk

1+4 N/A

Fast/Slow Students communicate about the music they listen to ACAMUR083 Respond to music Identify fast/slow by listening to recorded

music 2 Term 1, Wk 6 p11

Pitch

Pitch direction,

High/Low Demonstrate aural skills ACAMUM080

Develop aural skills by exploring

pitch patterns

Find the 4-note high/low patterns played by

teacher 5 Term 2, Wk 3 p16

Pitch matching Demonstrate aural skills by staying in tune when they

sing ACAMUM082

Perform music to communicate

ideas to an audience

Echo sing pitch patterns sung by teacher to a

neutral syllable 3 Term 1, Wk 8 N/A

Dynamics and

Expression Loud/Soft Communicate about the music they listen to ACAMUR083 Respond to music

Identify loud/soft by listening to recorded

music 1 Term 1, Wk 4 p7

Form Patterns Not assessed

Timbre Speaking and Singing

voice

Demonstrate aural skills by keeping in time when they



and rhymes



Term 2, Wk

1+4 N/A

Texture Beat + Song Demonstrate aural skills by keeping in time when they



and rhymes



Term 2, Wk

1+4 N/A


Element of

Music


Task

No: When

Page


Rhythm

Beat & Rhythm Demonstrate aural skills by staying in tune and keeping

in time when they sing and play ACAMUM080


and imitating sounds, pitch and

rhythm patterns using voice,

movement and body percussion

Sing from memory a known song in time

names (ta & te-te) while tapping beat 10 Term 3, Wk 8 N/A

ta & te-te Students communicate about the music they listen to ACAMUM080 Develop aural skills by exploring

rhythm patterns

Three rhythm dictations using ta & te-te, each

4 beats long 9 Term 3, Wk 6 p31

Pitch so & me Students compose and perform music ACAMUM082 Create compositions and to

communicate ideas to an audience

Students compose and perform high/low

patterns 7 Term 2, Wk 8 p24

Dynamics and

Expression Not assessed

Form Same & Different Students communicate about the music they listen to,

make and perform ACAMUR083 Respond to music

Perform song and change actions on each new

phrase with class 6 Term 2, Wk 7 N/A

Timbre Untuned classroom

percussion

Demonstrate aural skills by keeping in time when they

play ACAMUM081

Play instruments to practise a

repertoire of chants, songs and

rhymes

In small groups students perform given rhythm

patterns using classroom percussion 8 Term 3, Wk 6 p30

Texture Thick & Thin Not assessed

MUSIC – YEAR 2


Element of

Music


Task

No: When

Page


Rhythm

za Demonstrate aural skills ACAMUM080 Develop aural skills by exploring

rhythm patterns

Three rhythmic dictations using ta, te-te

and za, each up to 8 beats long 4 Term 2, Wk 4 p23

2 & 3 metre

Communicate about the music they make

ACAMUM082 Create compositions to

communicate ideas to an audience

Compose short rhythmic compositions

according to the given metre 3 Term 2, Wk 3 p21

Students compose and arrange music

Pitch so, me, la Demonstrate aural skills by staying in tune when they sing ACAMUM080


and imitating pitch patterns using

voice

Echo sing a so, me, la pattern played by

teacher on piano 2 Term 1, Wk 8 N/A

Dynamics and

Expression Not assessed

Form Repitition and Echo Demonstrate aural skills by staying in tune when they sing ACAMUM080


and imitating pitch patterns using

voice

Echo sing a so, me, la pattern played by

teacher on piano 2 Term 1, Wk 8 N/A

Timbre Widely contrasting

instruments Communicate about the music they listen to ACAMUR083 Respond to music

Identify widely contrasting instruments by

tone colour and describe how the sounds

are made

5 Term 2, Wk 6 p24

Texture

Melody unison

Demonstrate aural skills by keeping in time when they sing

and play ACAMUM081

Sing and play instruments to

practise a repertoire of chants,

songs and rhymes

Perform a 4 beat ostinato using ta & te-te

as an accompaniment while the class sings

a known song

1 Term 1, Wk 6 N/A Melody and

accompaniment


Element of

Music


Task

No: When

Page


Rhythm Too (minim) Demonstrate aural skills ACAMUM080 Develop aural skills by exploring

rhythm patterns

Five rhythm dictations clapped by teacher

(ta, te-te, za, too) up to 6 beats long 9 Term 4, Wk 3 p40

Pitch so, me, la using staff

notation Students arrange music ACAMUM082 Communicate ideas to an audience

Rewrite melodic pattern from stick notation

to staff notation (me, so, la) 10 Term 4, Wk 3 p41

Dynamics and

Expression p (soft) & f (loud) Communicate about the music they listen to ACAMUR083 Respond to music

Identify p (soft) and f (loud) in recorded

examples 7 Term 3, Wk 5 p33

Form

Introduction Not assessed

Round/Canon Demonstrate aural skills by keeping in time when they play ACAMUM0

80


and imitating rhythm patterns using

movement and body percussion

In pairs clap an 8 beat rhythm in canon (ta,

te-te, za, too) 8 Term 3, Wk 8 N/A

Timbre 2 or 3 voices singing

together Not assessed

Texture Drone

Students communicate about the music they make and

perform ACAMUM081 Sing and play instruments to

improvise

Perform an improvised 4 beat rhythmic

ostinato on tuned percussion (drone) while

the class sings a known song (ta, te-te, za)

6 Term 3, Wk 4 N/A

Students improvise and perform music

MUSIC – YEAR 3


Element of

Music


Task

No: When

Page


Rhythm Tika-tika Demonstrate aural skills with accurate rhythm ACAMUM084

Develop aural skills by recognising

elements of music including rhythm

patterns

Four rhythmic dictations (ta, te-te, za, too,

tika-tika) up to 8 beats long 5 Term 2, Wk 4 p21

Pitch

Treble clef on the staff Students arrange sound and silence in music that

communicates ideas ACAMUM084

Recognising elements of music

including pitch and rhythm patterns

Rewrite known song from stick notation to

staff notation (d, m, s, l) 3 Term 2, Wk 1 p17

do (in addition to m, s, l)

Students compose and arrange sound and silence in

music that communicates ideas ACAMUM086

Create and record compositions by

selecting and organising sounds

Create, notate and perform a d, m, s, l

melody from given pitch and rhythm

components, then comment on their

composition

4 Term 2, Wk 2 p19 They discuss how they and others use the elements of

music in performance and composition

Using notation to represent sound

and record ideas

Steps & Skips Not assessed

Dynamics Not assessed

Form Not assessed

Timbre Percussion instruments Students describe similarities and differences between

music they listen to ACAMUR087

Identify intended purposes and

meanings as they listen to music

using the elements of music to

make comparisons

Identify percussion instruments by tone

colour from recording 1 Term 1, Wk 7 p13

Texture Combining 2 or more

parts

Demonstrate aural skills by playing instruments with

accurate rhythm ACAMUM085

Playing instruments using elements

of music including rhythm and form

In pairs clap an 8 beat rhythm in canon (ta,

te-te, za, too, tika-tika) 2 Term 1, Wk 8 N/A


Element of

Music


Task

No: When

Page


Rhythm 2/4, 3/4, 4/4

Describe similarities and differences between music they

listen to ACAMUM084


elements of music including rhythm

patterns

Identify whether recorded examples are in

3/4 or 4/4 9 Term 3, Wk 8 p39

Compose and arrange sound and silence in music that


Create, perform and record

compositions by selecting and

organising sounds and silence

Compose their own 'Pictures at an Exhibition'

rhythm using different metres 11 Term 4, Wk 2 p44

Tempo changes Not assessed

Pitch re (in addition to d, m, s,

l) forming do pentatonic

Demonstrate aural skills by singing with accurate pitch ACAMUM085

Practise singing using elements of

music including rhythm, pitch,

dynamics and form in a range of

pieces

Sing a known song individually in solfa (d, r,

m, s, l) 7 Term 3, Wk 6 N/A

Demonstrate aural skills ACAMUM084


elements of music including pitch

patterns

Three pitch dictations to given rhythms (d, r,

m, s, l) 10 Term 3, Wk 8 p40


Form Call & Response Improvise sound, silence, and volume in music that


Create and perform compositions

by selecting and organising sounds,

silence and volume

Clap an improvised rhythm "answer" in

response to teacher's rhythm "question" (ta,

te- te, za, too, tika-tika)

6 Term 2, Wk 6 N/A

Timbre String instruments

Describe similarities and differences between music they

listen to ACAMUR087

Identify meanings as they listen to

music using the elements of music

to make comparisons

Identify string instruments by tone colour

from recording 8 Term 3, Wk 7 p37

Discuss how others use the elements of music in

composition

Texture Not assessed

MUSIC – YEAR 4

MY MINI MUSIC BOOK 4 Recorder Version - Year 4, Semester 1 ASSESSMENT OVERVIEW © David Hooper 2015

Element of Music Adapted from The Australian Curriculum: The Arts

Task Task

No: When

Page


Rhythm Ostinatos Demonstrate aural skills by playing instruments with

accurate rhythm ACAMUM085

Practise singing and playing instruments

using elements of music including

rhythm and form

Individually perform a 4 beat ostinato while

class sings a known song (ta, te- te, za, too,

tika-tika)

1 Term 1, Wk 6 N/A

Pitch

G, A, B on recorder

Discuss how others use the elements of music in

composition ACAMUM085

Practise playing instruments using

elements of music including rhythm,

pitch, dynamics and form in a range of

pieces

Individually play a known song on recorder

using notes G, A, B (Blue Star) 3 Term 1, Wk 8 p17


accurate pitch, rhythm and expression

do pentatonic (d, r, m,

s, l)

Describe similarities and differences between music

they listen to ACAMUM084


elements of music including pitch Four pentatonic pitch dictations (d, r, m, s, l) 4 Term 2, Wk 3 p22

Dynamics and

Expression Smooth and Detached


they listen to ACAMUR087

Listen to music using the elements of

music to make comparisons

Identify woodwind instruments by tone

colour from recordings and describe each

sound as either "smooth" or "detached"

2 Term 1, Wk 7 p16 Discuss how others use the elements of music in

performance and composition

Form Binary and Ternary

Students describe similarities and differences between

music they compose ACAMUM086


selecting and organising sounds and

silence

Compose a rhythm composition in 4/4 in

Ternary form using ta, te-te, za, too, tika-

tika, dotted minim, semibreve

5 Term 2, Wk 4 p24 Students compose and arrange music that

communicates ideas

Timbre Woodwind instruments





Identify woodwind instruments by tone

colour from recordings and describe each

sound as either "smooth" or "detached"




MY MINI MUSIC BOOK 4 Recorder Version - Year 4, Semester 2 ASSESSMENT OVERVIEW © David Hooper 2015


Task Task

No: When

Page


Rhythm te-tika & tika-te Describe similarities and differences between music

they listen to ACAMUM084

Develop aural skills by recognising elements

of music including rhythm patterns

Five rhythmic dictations up to 8 beats each

(ta, te-te, za, too, tika-tika, te-tika & tika-te) 9 Term 4, Wk 1 p45

Pitch

High do

Discuss how they use the elements of music in

composition ACAMUM086


selecting and organising sounds, silence

Compose a melody using a given rhythm

then notate using staff notation (d, r, m, s, l,

d')

10 Term 4, Wk 3 p50 Compose and arrange sound and silence in music that

communicates ideas

G, A, B, C, D on recorder

Discuss how they and others use the elements of

music in performance ACAMUM085




pieces


using notes G, A, B, C, D (Green Star) 6 Term 2, Wk 8 p29



Low D, E, G, A, B, C, D

on recorder

Discuss how they and others use the elements of

music in performance ACAMUM085




pieces


using notes low D, E, G, A, B (Red Star) 8 Term 3, Wk 8 p44



Dynamics pp, ff, de/crescendo, Not assessed

Form Not assessed

Timbre Related woodwind

instruments





Identify related woodwind instruments by

tone colour from recordings and describe

each sound as either "smooth" or "detached"




MUSIC – YEAR 5

MY MINI MUSIC BOOK 5 Recorder & Keyboard Version - Year 5, Semester 1 ASSESSMENT OVERVIEW © David Hooper 2015


Task Task

No: When

Page


Rhythm tam, te-te-te, ta-te &

zam in 6/8 Use rhythm symbols and terminology ACAMUM088

Use aural skills to identify rhythm

patterns

Five rhythmic dictations using tam, te-te-te, ta-

te & zam 4 Term 2, Wk 3 p31

Pitch

F and middle C on

recorder (giving C, D, E,

F, G, A, B, C, D)

Use rhythm, pitch and form symbols and terminology to

perform music

ACAMUM089

Develop technical and expressive skills

in playing instruments with

understanding of rhythm, pitch and form

in a range of pieces


using notes C, D, E, F, G, A, C (Silver Star) 2 Term 1, Wk 8 p23 Play music in different styles, demonstrating aural, technical

& expressive skills by playing instruments with accurate pitch,

rhythm & expression in performances for audiences

low so & low la (making

extended do pentatonic) Use pitch symbols and terminology ACAMUM088 Use aural skills to identify pitch patterns Five pitch dictations using s,l,drmsld' 3 Term 2, Wk 2 p28

Dynamics and

Expression pp, p, f, ff (revise)

Explain how the elements of music are used to

communicate meaning in the music they listen to ACAMUR091

Explain how the elements of music

communicate meaning by comparing

music from different contexts

Identify brass instruments by tone colour from

recordings and describe each sound as either

pp, p, f or ff

1 Term 1, Wk 7 p21

Form

Phrases Not assessed

Ostinato Use rhythm symbols and terminology to compose music ACAMUM090

Rehearse and perform music including

music they have composed by sourcing

and arranging ideas

Compose 3 ostinatos using tam, te-te-te, ta-te,

& zam to be used to accompany a known 6/8

song

5 Term 2, Wk 4 p32

Timbre Brass instruments Explain how the elements of music are used to





Identify brass instruments by tone colour from

recordings and describe each sound as either

pp, p, f or ff

1 Term 1, Wk 7 p21


MY MINI MUSIC BOOK 5 Recorder & Keyboard Version - Year 5, Semester 2 ASSESSMENT OVERVIEW © David Hooper 2015


Task Task

No: When

Page


Rhythm tika-tika-tika Use rhythm symbols and terminology ACAMUM088 Use aural skills to identify rhythm

patterns

Five rhythmic dictations using tam, te-te-te, ta-

te, zam & tika-tika-tika 10 Term 4, Wk 4 p66

Pitch

F sharp and B flat on

recorder (giving C, D, E,

F, F sharp, G, A, B flat,

B, C, D)

Use rhythm, pitch & form symbols & terms to perform music

ACAMUM089






including new notes F sharp and B flat (Gold

Star)

6 Term 2, Wk 8 p39

Play music in different styles, demonstrating aural,

technical and expressive skills by playing instruments

with accurate pitch, rhythm and expression in

performances for audiences

C, D, E, F, G on

keyboard


compose music ACAMUM090

Compose by sourcing, arranging &

making decisions to engage audience

Compose and notate a melody using notes C,

D, E, F, G 8 Term 3, Wk 7 p55


perform music

ACAMUM089





Individually play a known song on keyboard

(right hand only) using notes C, D, E, F, G

(Blue Star)

9 Term 3, Wk 8 p57 Play music in different styles, demonstrating aural,




Dynamics and

Expression Staccato & Legato






Identify keyboard instruments by tone colour

from recordings and describe each sound as

either "staccato" or "legato" and pp, p, f or ff

7 Term 3, Wk 6 p51

Form Phrases Not assessed

Timbre Keyboard instruments

and electronic sounds






Identify keyboard instruments by tone colour

from recordings and describe each sound as

either "staccato" or "legato" and pp, p, f or ff

7 Term 3, Wk 6 p51


MUSIC – YEAR 6



Task Task

No: When

Page


Rhythm

tam-te

Students explain how the elements of music are used to

communicate meaning in the music they compose ACAMUM090

Compose by improvising, sourcing and

arranging ideas and making decisions to

engage an audience

Compose a Binary form melody using the notes

of do extended pentatonic and including tam-te 3 Term 2, Wk 3 p28

Students use rhythm, pitch and form symbols and

terminology to compose music

syn-co-pa Use rhythm symbols and terminology ACAMUM088 Use aural skills to identify rhythm

patterns

Five rhythmic dictations using tam-te and

syncopa 2 Term 2, Wk 2 p25

Pitch

la pentatonic Students use pitch symbols and terminology ACAMUM088 Use aural skills to identify pitch patterns Five pitch dictations using the notes of la pentatonic 5 Term 2, Wk 4 p31

5-note patterns on

keyboard: C, D, E, F,

G D, E, F#, G, A F, G,

A, Bb, C G, A, Bb, C, D


perform music

ACAMUM089






(right hand only) using notes D, E, F#, G, A

(Red Star)






Form Theme/Motif


communicate meaning in the music they listen to

ACAMUR091



music from different social, cultural and

historical contexts

Identify the country of origin of five known folk

songs played by teacher 4 Term 2, Wk 4 p30 Describe how their music making is influenced by music

and performances from different cultures, times and

places

Timbre & Texture Not assessed



Task Task

No: When

Page


Rhythm

All rhythms learned,

focusing on tam-te and

syn-co-pa


perform music

ACAMUM089






(right & left hands separately) using tam-te

and syn-co-pa (Silver Star)

6 Term 2, Wk 8 p38 Play music in different styles, demonstrating aural, technical

& expressive skills by playing instruments with accurate pitch,

rhythm & expression in performances for audiences

Pitch

fa & ti (making the

Major scale) Students use pitch symbols and terminology ACAMUM088 Use aural skills to identify pitch patterns

Five pitch dictations using the notes of the

major scale 10 Term 4, Wk 4 p72

Arpeggio Not assessed

Bass clef


perform music

ACAMUM089





Individually play a known song on keyboard (2

hands) using treble clef and bass clef (Gold

Star)






Form Rondo


communicate meaning in the music they compose ACAMUM090

Compose by improvising, sourcing and

arranging ideas and making decisions to

engage an audience

Compose a melody in Rondo form including

tam-te and syncopa and using the notes of the

major scale

8 Term 2, Wk 8 p52 Students use rhythm, pitch and form symbols and

terminology to compose music

Timbre Voice types Explain how the elements of music are used to





Identify voice types (Soprano, Alto, Tenor,

Bass) from recordings 7 Term 3, Wk 5 p49


The Australian Curriculum – The Arts (Music) Scope and Sequence

Thread P-Year 2 Year 3 – 4 Year 5 - 6

Exploring ideas and improvising with ways to represent ideas

Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion

Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns

Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns

Developing understanding of practices

Sing and play instruments to improvise, practice a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community

Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community

Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community

Sharing artworks through performance, presentation or display

Create compositions and perform music to communicate ideas to an audience

Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume

Rehearse and perform music, including music they have composed, by improvising, sourcing and arranging ideas and making decisions to engage an audience

Responding to and interpreting artworks

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

Identify intended purposes and meanings as they listen to music, using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

Identify intended purposes and meanings as they listen to music, using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

Balance and coverage of general capabilities and cross-curriculum priorities across P–10

Key LIT Literacy NUM Numeracy ICT ICT competence CCT Critical and creative thinking EB Ethical behaviour PSC Personal and social competence IU Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures ASIA Asia and Australia’s engagement with Asia SUST Sustainability


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prep year 6 - windsorss.eq.edu.au

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