2015 Curriculum framework

Transcription

WINDSOR STATE SCHOOL
Whole-school Curriculum, Assessment and Reporting Plan
2015
Prep – Year 6
The Planning Process at WSS
Step 1
• 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
Identify Curriculum
Step 2
Refine Assessment
Step 3
Focus on core
concepts and skills
Step 4
Sequence Teaching
and Learning
Step 5
• 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)
• 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
• 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
• 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
Differentiate
• As required, adjust the sequence of teaching in response to students' existing and developing
understandings and skills
Step 6
Monitor and Modify
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
P-2 (1/2 hour/week)
(20 hours/week)
History & Geography
Year 3 (1 hour/week)
1 hour/week (40
hours/year)
(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
PREP
Year
1
Year
2
A
MC
WW
BA
E
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
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
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
PM 25+ or
PROBE Set 8
PM 24 or
PROBE Set 7
PM 23 or
PROBE Set 6
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 27 or
PROBE Set 8
PM 26 or
PROBE Set 7
PM 24-25 or
PROBE Set 5 or 6
PM ≤23
PROBE Set ≤4
Sem. 1
PROBE Set 11+
Fiction
PROBE Set 9-10
Fiction
PROBE Set 7-8
Fiction
PROBE Set 5-6
Fiction
PROBE Set ≤4
Fiction
Sem. 2
PROBE Set 12+
Non-Fiction
PROBE Set 10-11
Non-Fiction
PROBE Set 8-9
Non-Fiction
PROBE Set 6-7
Non-Fiction
PROBE Set ≤5
Non-Fiction
Sem. 1
PROBE Set 13+
Fiction
PROBE Set 11-12
Fiction
PROBE Set 9-10
Fiction
PROBE Set 7-8
Fiction
PROBE Set ≤6
Fiction
Sem. 2
PROBE Set 14+
Non-Fiction
PROBE Set 12-13
Non-Fiction
PROBE Set 10-11
Non-Fiction
PROBE Set 8-9
Non-Fiction
PROBE Set ≤7
Non-Fiction
Sem. 1
PROBE Set 15+
Fiction
PROBE Set 13-15
Fiction
PROBE Set 11-12
Fiction
PROBE Set 9-10
Fiction
PROBE Set ≤6
Fiction
Sem. 2
PROBE Set 16+
Non-Fiction
PROBE Set 14-15
Non-Fiction
PROBE Set 12-13
Non-Fiction
PROBE Set 10-11
Non-Fiction
PROBE Set ≤7
Non-Fiction
Term
1
Year
3
Year
4
Year
5
Year
6
Standardised Assessment Schedule
Prep Year
3
4
5
6
7
8
9
1
2
3
4
5
Term 3
6
7
8
1
0
1
2
3
4
5
1
2
3
4
5
6
7
8
9
7
8
9
1
0
8
9
1
0
1
2
8
9
1
0
1
2
8
9
1
0
1
2
8
9
1
0
1
2
9
1
0
1
2
3
1
2
3
PM Running
Record
9
Term 4
1
0
4
5
6
7
8
9
7
8
9
7
8
9
7
8
9
7
8
9
7
8
9
7
8
9
1
0
PM Running
Record
2
1
0
Early Start Lit &
Num
1
Term 2
Early Start Lit &
Num
Term 1
Year 1
5
6
7
8
9
1
0
1
2
3
4
5
Term 3
6
7
8
1
0
9
6
Term 4
4
5
6
1
0
PM Running
Record
4
Pat R
Spelling
3
PM Running
Record
2
Pat R
Reading
1
Term 2
Pat R
Maths
Term 1
Year 2
6
7
8
9
1
2
3
4
5
7
8
Pat R
Vocab
6
9
1
2
3
1
2
3
4
5
6
7
3
4
5
6
1
0
PM Running
Record
5
Pat R
Maths
4
Term 4
Pat R
Gram& Punct
3
Term 3
1
0
Pat R
Spelling
2
1
0
Pat R
Reading
1
Term 2
PM Running
Record
Term 1
Year 3
8
9
1
0
1
2
3
4
Term 3
5
6
7
8
1
0
9
4
5
6
Term 4
7
3
4
5
6
1
0
PROBE
7
Pat R
Maths
6
Pat R
Gram& Punct
5
Pat R
Spelling
4
PM Running
Record
3
Pat R
Vocab
2
Pat R
Reading
1
Term 2
NAPLAN
Term 1
Year 4
7
8
9
1
0
1
2
3
4
5
Term 3
6
7
8
1
0
9
1
2
3
4
5
Term 4
6
7
3
4
5
6
1
0
PROBE
6
Pat R
Maths
5
Pat R
Gram& Punct
4
PROBE
3
Pat R Vocab
2
Pat R
Reading
1
Term 2
Pat R
Spelling
Term 1
Year 5
8
9
1
0
1
2
3
4
Term 3
5
6
7
8
1
0
9
1
2
3
4
5
6
Term 4
7
3
4
5
6
1
0
PROBE
7
Pat R
Maths
6
Pat R
Gram&Punct
5
Pat R
Spelling
4
PROBE
3
Pat R Vocab
2
Pat R
Reading
1
Term 2
NAPLAN
Term 1
Year 6
7
8
9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
1
2
3
4
5
6
PROBE
6
Pat R
Maths
5
Term 4
Pat R
Gram &Punct
4
Term 3
1
0
Pat R
Spelling
3
1
0
PROBE
2
Pat R
Reading
1
Term 2
Pat R Vocab
Term 1
1
0
English
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]
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.
English
Language variation
and change
Language for
interaction
Language
Text structure and
organisation
Literature
Expressing and
developing ideas
Sound and Letter
Knowledge
Literature and
context
Responding to
literature
Examining
literature
Creating literature
Texts in context
Literacy
Interacting
with others
Interpreting,
analysing,
evaluating
Creating texts
Prep Year
T1
T2
T3
T4
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
●
●
●
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)
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)
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)
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)
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
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)
Know how to use onset and rime to spell words (ACELA1438)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
●
●
●
●
A
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
M
●
●
●
●
M
●
A
A
●
●
M
M
M
A
A
A
M
A
●
●
●
M
●
M
●
A
●
M
●
●
M
●
M
●
A
M
●
●
●
A
M
M
●
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
●
Share feelings and thoughts about the events and characters in texts (ACELT1783)
A
●
A
M
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
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)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
A
A
A
M
A
A
●
●
M
M
M
A
M
M
A
M
M
M
M
A
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
●
●
●
A
●
●
●
●
●
A
M
A
M
A
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
●
A
A
●
●
A
A
M
Construct texts using software including word processing programs (ACELY1654)
●
M
M
M
PREP YEAR ENGLISH OVERVIEW
Term 1
Summative
Term 2
Summative
 Retell a Story (ACELA1432, ACELA1435,
ACELA1758, ACELT1575, ACELT1578, ACELT1580,
ACELY1647, ACELY1650, ACELY1651)
Formative
 Speaking: Talk about a favourite story

CAFÉ Reading Strategy groups and
conferencing
Standardised:
 PM Benchmark
 Early Start Literacy
Formative
 CAFÉ Reading Strategy groups and
conferencing
 Student work samples and observations
Standardised:
 PM Benchmark
Term 3
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
Formative
 Sight Words Checklist
 CAFÉ Reading groups and conferencing

Student work samples and observations
Standardised:
 PM Benchmark
Term 4
Summative
 Task 1 - Create and recite a rhyme
 Task 2 - Responding to a rhyming story
 Reading and comprehension assessment
Formative
 Sight Words Checklist
 CAFÉ Reading groups and conferencing

Standardised:
 PM Benchmark
 Early Start Literacy
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 upperand lower-case letters.
By the end of Year Prep, students use predicting and
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.
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
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.
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.
known upper- and lower-case letters.
English
Language variation
and change
Year 1
Language
Text structure and
organisation
Expressing and
developing ideas
●
Literature
Literature and
context
Responding to
literature
Examining
literature
Creating literature
Texts in context
Literacy
Interacting
with others
Interpreting,
analysing,
evaluating
Creating texts
A
Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
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
●
Understand patterns of repetition and contrast in simple texts (ACELA1448)
●
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)
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)
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)
T
3
T
4
●
A
A
A
●
A
●
A
A
A
A
●
M
A
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
●
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)
Sound and Letter
Knowledge
T
2
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)
Language for
interaction
T
1
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
●
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
●
A
●
●
A
A
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
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
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
A
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
M
A
A
A
A
A
A
A
●
A
A
A
●
M
M
A
A
M
A
A
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)
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)
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)
Reread student's own texts and discus possible changes to improve meaning, spelling and punctuation (ACELY1662)
Write using unjoined lower case and upper case letters (ACELY1663)
Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
M
YEAR 1 ENGLISH OVERVIEW
Term 1
Term 2
Summative
 Responses to picture books
Summative
 Reading Comprehension
 Character Description
Formative
 Spoken presentation about character emotions
 CAFÉ Reading Strategy groups and conferencing
Formative


Term 3
Summative
 Create a character
 Retell
Formative
Term 4
Summative
 Procedure
Formative
 Digital Innovation
 Persuasive text

Standardised:
 PM Benchmark

PAT-R
Comprehension
Standardised:
 PM Benchmark
Standardised:
 PM Benchmark
Standardised:
 PM Benchmark

Early Start Literacy
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.
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.
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.
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
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.
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
Language variation
and change
Language for
interaction
Year 2
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)
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Language
Text structure and
organisation
Expressing and
developing ideas
Sound and Letter
Knowledge
Literacy
Literature and
context
Responding to
literature
Examining
literature
Creating literature
Texts in context
Literature
Interacting
with others
Interpreting,
analysing,
evaluating
Creating texts
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)
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
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)
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)
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)
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)
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)
Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)
T
1
●
T
2
T
3
T
4
A
A
●
●
A
A
A
●
●
●
●
M
M
M
M
M
M
A
M
M
●
●
M
M
M
●
A
A
M
A
A
M
M
M
A
M
M
Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound– letter combinations (ACELA1474)
●
●
●
M
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)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
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
A
A
A
A
A
A
M
A M
M
A
M
A
M
A
A
M
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
A
A
M
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
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 selfcorrecting (ACELY1669)
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)
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)
Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
A
M
M M
M
A
M
A
A
A
A
A
A
A
A A
M
M
M
M
M M
M A
M
●
M
M
M
M
Term 1
Term 2
Summative
 Playing with verse
Summative
 Listening
Comprehension
 Imaginative Retell
Formative
 Reading comprehension task
Formative


 Reading
Comprehension
 Persuasive Text
Term 3
Summative
 Reading comprehension
 Exploring an informative text
 Narrative
Formative
Term 4
Summative
 Procedural Text
Formative

Standardised:
 PM Benchmark

PAT-R
Comprehension
Standardised:
 PM Benchmark
Standardised:
 PM Benchmark
Standardised:
 PM Benchmark

Early Start Literacy
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 topicspecific 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
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.
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.
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.
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
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.
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.
English
Language variation and
change
Language
Language for
interaction
Text structure and
organisation
T
1
Literature and context
Responding to
literature
Examining
literature
Creating literature
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
Interacting
with others
Creating texts
T
4
A
●
●
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
M 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)
●
A
A
M
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
●
A
A
A
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
M
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
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
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
●
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
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
A
●
A
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
A
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)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
●
A
A
A
A
M M
A A
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
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
M M
M M
A
A
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
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
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Interpreting, analysing,
evaluating
T
3
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)
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
Texts in context
Literacy
T
2
Identify the features of online texts that enhance navigation (ACELA1790)
Expressing and
developing ideas
Literature
Year 3
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
M A
M
Term 1
Term 2
Term 3
Term 4
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
Formative
 CAFÉ Reading Strategy groups and
conferencing


 Comprehending traditional stories
Standardised:
 PAT-R Grammar and Punctuation
 PAT-R Spelling
Standardised:
 PAT-R Comprehension
Standardised:
 PROBE
 NAPLAN
 PAT-R Vocabulary

Standardised:
 PROBE
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.
appropriately.
feedback and making presentations. They
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.
appropriately.
feedback and making presentations. They
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.
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.
T2
T3
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
●
A
A
Year 4
English
Language variation
& change
Language for
interaction
Language
Text structure and
organisation
T1
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
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
A
A
M
A
A
M
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
●
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
Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Expressing and
developing ideas
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
A
Literature
Examining
literature
Creating literature
Texts in context
A
A
A
A
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
M
M
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
A
A
A
M
Literacy
Interpreting,
analysing,
evaluating
Creating texts
M
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
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
●
Create literary texts by developing storylines, characters and settings (ACELT1794)
●
A
●
A
A
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
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)
Interacting
with others
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)
Responding to
literature
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)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Literature and
context
T4
A
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
M
A
M
●
M
A
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
A
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)
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
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
Term 1
Summative
 Write a new chapter
Term 2
Formative
Summative
 Write a traditional story
 Present a traditional story
 Comprehension task
Formative
 Comprehension Task


Term 3
Term 4
Summative
 Written Response (Quest Novel)
Summative
 Listening and viewing comprehension (analysis)
Formative
 Online discussion posts
 Comprehending recounts
Formative


Panel discussion
Standardised:
Standardised:
 PROBE
Standardised:
 PAT-R Spelling
Standardised:
 PROBE
 Product design
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.
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.
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.
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.
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.
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.
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
vocabulary from a range of resources and use
accurate spelling and punctuation, editing their
work to improve meaning.
English
Language variation
and change
Language for
interaction
Language
Text structure and
organisation
T2
T3
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)
●
Year 5
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
Literature
Examining
literature
Creating literature
A
●
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
M
M
A
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
Literacy
Interacting
with others
Interpreting,
analysing,
evaluating
Creating texts
A
A
M
A
M
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)
●
●
●
●
A
A
●
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
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
●
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
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
●
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)
Texts in context
A
●
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)
Literature and
context
Responding to
literature
T4
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
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)
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)
Expressing and
developing ideas
T1
A
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)
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
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
A
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
●
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
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
M
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY170)
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
M
●
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)
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)
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
A
A
M
A
●
M
A
M
M
A
A
A
A
●
A
M
M
M
M
M
M
A
A
M
Term 1
Term 2
Summative
 Character analysis
 Written imaginative text
Summative
 Comprehending a feature article
 Create a multimodal feature article
Formative
Formative


Term 3
Summative
 Anthem writing and presentation
 Poetry analysis folio
 Transform poem into a narrative
Formative
Term 4
Summative
 Written comparison between novel and film
Formative


Standardised:
Standardised:
 PROBE
 NAPLAN – Writing, Reading, Language Conv.
Standardised:
 PAT-R Spelling
Film review
Standardised:
 PROBE
By the end of Year 5, students explain how text
structures assist in understanding the text. They
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.
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
clarify content.
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
clarify content.
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
work to provide structure and meaning.
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
specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure
and meaning.
English
Language variation
and change
Language
Language for
interaction
Text structure and
organisation
Literature
Expressing and
developing ideas
Literature and
context
Responding to
literature
Examining
literature
Creating literature
Texts in context
Interacting
with others
Year 6
Creating texts
Literacy
T2
T3
T4
●
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)
Understand the uses of objective and subjective language and bias (ACELA1517)
A
A A
A
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
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
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)
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
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
●
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
A
A
A
M
M
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
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
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
A
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
●
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)
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)
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
Interpreting,
analysing,
evaluating
T1
A
A
A
M
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)
A
●
A
A
A
●
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
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
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
M
Term 1
Term 2
Term 3
Term 4
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




Standardised:
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.
Standardised:
 PROBE
Standardised:
 PAT-R Spelling
By the end of Year 6, students understand how the By the end of Year 6, students understand how the
use of text structures can achieve particular effects. use of text structures can achieve particular effects.
They analyse and explain how language features,
images and vocabulary are used by different
images and vocabulary are used by different authors to represent ideas, characters and events.
authors to represent ideas, characters and events. Students compare and analyse information in
Students compare and analyse information in different texts, explaining literal and implied
different texts, explaining literal and implied meaning. They select and use evidence from a text
meaning. They select and use evidence from a text to explain their response to it. They listen to
discussions, clarifying content and challenging
to explain their response to it. They listen to others' ideas.
discussions, clarifying content and challenging
others' ideas.
Students understand how language features and show how specific details can be used to support a
language patterns can be used for emphasis. They point of view. They explain how their choices of
show how specific details can be used to support a language features and images are used. Students
point of view. They explain how their choices of create detailed texts elaborating on key ideas for a
language features and images are used. Students range of purposes and audiences. They make
create detailed texts elaborating on key ideas for a presentations and contribute actively to class and
range of purposes and audiences. They make group discussions, using a variety of strategies for
presentations and contribute actively to class and effect. They demonstrate understanding of
group discussions, using a variety of strategies for grammar, make considered choices from an
effect. They demonstrate understanding of expanding vocabulary, use accurate spelling and
grammar make considered choices from an punctuation for clarity and make and explain
expanding vocabulary, use accurate spelling and editorial choices.
punctuation for clarity, and make and explain
editorial choices.
Write a book for a younger student
Standardised:
 PROBE
By the end of Year 6, students understand how the
use of text structures can achieve particular effects.
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.
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
Language for Interaction
Text Structure and Organisation
Language
Language Variation
and Change
Strands
SubStrands
Prep
(Foundation Year)
Understand that English
is one of many languages
spoken in Australia and that
different languages may be
spoken by family,
classmates and community
Explore how language is
used differently at home
and school depending on
the relationships between
people
Understand that language
can be used to explore ways
of expressing needs,
likes and dislikes
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 some
language in written texts is
unlike everyday spoken
language
Year 1
Year 2
Year 3
Year 4
Year 5
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 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
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
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
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
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 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
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 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
Explore different ways of
expressing emotions,
including verbal, visual,
body language and facial
expressions
Year 6
Expressing and Developing Ideas
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
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
Prep
Year 1
Year 2
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
Understand the use of
vocabulary in familiar
contexts related to
everyday experiences,
personal interests and
topics being taught at
school
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
Know that regular onesyllable 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’
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
vocabulary about familiar
and
new topics and experiment
with
and begin to make
conscious
choices of vocabulary to suit
audience and purpose
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
Sound and Letter Knowledge
Know that spoken sounds
and words can be written
down using
letters of the alphabet and
how to write some highfrequency sight
words and known words
Know how to use onset and
rime to spell words
Recognise rhymes, syllables
and sounds (phonemes) in
spoken
words
Manipulate sounds in
spoken words including
phoneme deletion and
substitution
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
Recognise most sound–
letter matches including
silent letters,
vowel/consonant digraphs
and many less common
sound–letter combinations
Year 3
Year 4
Year 5
Year 6
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
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
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
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
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
banks of known words, as
well as word origins,
prefixes and suffixes, to
learn and spell new words
Recognise uncommon
plurals, for example ‘foci’
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
Literature and
Context
Expressing Preferences and Evaluating
Texts
Examining Literature
Literature
Prep
Year 1
Year 2
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
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
Share feelings and thoughts
about the events and
characters
in texts
Year 3
Year 4
Year 5
Year 6
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
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
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
Present a point of view
about
particular literary texts using
appropriate metalanguage,
and
reflecting on the viewpoints
of
others
Use metalanguage to
describe
the effects of ideas, text
structures and language
features on particular
audiences
Make connections
between
and
those of characters and
events
represented in texts drawn
from different historical,
social
and cultural contexts
Analyse and evaluate
similarities and differences
in
texts on similar topics,
themes
or plots
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
Identify and explain how
choices in language, for
example modality,
emphasis,
repetition and metaphor,
influence personal
response to
different texts
Creating Literature
Texts in Context
Interacting with Others
Literacy
Prep
Year 1
Year 2
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
This sequence starts at Year 3
Year 3
Year 4
Year 5
Year 6
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
adapt
or combine aspects of
texts
students have experienced
in
innovative ways
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
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
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
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
including turn-taking,
recognising the
contributions of others,
speaking clearly and using
appropriate volume and
pace
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
Interpreting, Analysing, Evaluating
Prep
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
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
presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal elements
presentations selecting
and sequencing
appropriate content
and multimodal elements
for defined audiences and
purposes, making
appropriate choices for
modality and emphasis
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,
texts
Identify characteristic
features used in
imaginative,
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,
phonic knowledge using
text processing strategies,
for example monitoring
meaning, predicting,
rereading and selfcorrecting
Read an increasing range of
different types of texts by
combining contextual,
phonic knowledge, using
for example monitoring,
predicting, confirming,
rereading, reading on and
self correcting
Read different types of texts
by combining contextual,
phonic knowledge using
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
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
and inferred meaning and
begin to evaluate texts by
drawing on growing
knowledge of context, text
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
Analyse strategies authors
use to influence readers
Creating Texts
Prep
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
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,
texts using growing
knowledge of text
features for familiar and
some less familiar
audiences, selecting print
appropriate to the audience
and purpose
Plan, draft and publish
and
persuasive texts
demonstrating
increasing control over text
features and selecting print,
appropriate to the audience
and purpose
and persuasive texts
containing key information
and supporting
details for a widening range
of audiences,
demonstrating
increasing control over text
features
imaginative, informative and
persuasive print and
multimodal texts, choosing
text structures, language
features, images and sound
appropriate to purpose and
audience
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
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,
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
programs to construct, edit
and publish written text,
and select, edit and place
visual, Print and audio
elements
Use a range of software
programs with fluency to
construct, edit and publish
written text, and select, edit
and place visual, print and
audio elements
Develop a handwriting
style that is legible, fluent
and automatic and varies
according
to audience and purpose
Use a range of software,
programs, learning new
functions as required to
create
texts
Mathematics
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]
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
Maths
Measurement and Geometry
Number and Algebra
Number and place
value
T1
T2
T3
T4
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)
●
●
Represent practical situations to model addition and sharing (ACMNA004)
Fractions and decimals
Money and financial
mathematics
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)
Linear and non-linear
relationships
Using units of
measurement
Location and
transformation
Chance
Data representation
and interpretation
A
●
●
M
A
A
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
●
●
A
●
Connect days of the week to familiar events and actions (ACMMG008)
Shape
M
Real numbers
Geometric reasoning
Statistics and
Probability
PREP YEAR CONTENT DESCRIPTOR MAPPING
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)
Describe position and movement (ACMMG010)
●
A
●
A
M
Answer yes/no questions to collect information (ACMSP011)
M
A
●
PREP YEAR MATHS OVERVIEW
Term 1
Summative
 Bag Sort (ACMNA005)
Formative
 Number Watch (ACMNA001, ACMNA003)
 Life in Prep (ACMM007)
 Questions (ACMSP011)
Standardised:
 Nil
Term 2
Summative
 Location (ACMMG010)
 Hopscotch Investigation – Shape (ACMMG009)
 Hopscotch Investigation – Number
(ACMNA001, ACMNA002, ACMNA003)
 Pattern Frame (ACMNA005)
 Length (ACMMG006) (ACMMG007)
Formative
 Super me (ACMMG006)
Standardised:
 Nil
Term 3
Summative
 Yes or No (ACMSP001)
 A Week of Events (ACMMG008)
 Seating Plan (ACMNA001, ACMNA003,
ACMNA289)
Term 4
Summative
 Measurement (Guided Inquiry)
(ACMMG006, ACMMG011)
Formative
 Exploring equivalence (ACMNA289)
 Beads (ACMNA289)
 School Bag (ACMMG006)
Formative
 Where to go (ACMMG010)
 Addition and Sharing (ACMNA004)
Standardised:
 Nil
Standardised:
 Nil
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.
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
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.
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
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.
information.
information.
information.
Maths
Number and Algebra
Number and
place value
Fractions and
decimals
Real numbers
Year 1
T1
T2
T3
T4
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
●
●
M
M
●
●
●
●
A
Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
Money and
financial
mathematics
Recognise, describe and order Australian coins according to their value (ACMNA017)
Patterns and
algebra
Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)
Linear and nonlinear
relationships
Location and
transformation
Statistics and
Probability
Geometric
reasoning
Chance
Data
representation
and
interpretation
M
A
Tell time to the half-hour (ACMMG020)
Describe duration using months, weeks, days and hours (ACMMG021)
Shape
●
Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
Using units of
measurement
●
●
A
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
●
●
●
●
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
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
Term 1
Summative
 My favourite 'teen' number (ACMNA013)
 Exploring data representation (ACMSP263)
Formative
 Addition Problems (ACMNA015)
 Spill and count (ACMNA014)
 Longer and Shorter (ACMMG019)
 Describing outcomes (ACMSP024)
Standardised:
 Nil
Term 2
Summative
 Red Riding Hood Location Assessment
(ACMMG023)
 Shape Assessment (ACMMG022)
 Pool Problems (ACMNA015)
 Open Ended Place Value Task (ACMNA013)
Formative
 Exploring money (ACMNA017)
Term 3
Summative
 Book Display (ACMMG019)
 Capacity Assessment (ACMMG019)
 Counting Counts
 On time (ACMMG020, ACMMG021)
Term 4
Summative
 Will it? Won't it? Might it? (ACMSP024)
 Cool calculations (ACMNA015)
Formative
Formative
 Half a strip of paper (ACMNA016)
throughout unit
Standardised:
 Nil
Standardised:
 Nil
Standardised:
 PAT-M
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 threedimensional objects. Students describe data
displays.
displays.
They recognise Australian coins according to
their value. Students explain time durations.
They describe two-dimensional shapes and threedimensional objects. Students describe data
displays.
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.
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
Number and Algebra
Number and place
value
Year 2
T1
T2
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)
●
●
Linear relationships
●
M
A
M
●
●
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
Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
●
●
A
A
M
A
●
●
A
●
A
A
M
A
A
Solve problems by using number sentences for addition or subtraction (ACMNA036)
●
●
A
●
●
A
Compare masses of objects using balance scales (ACMMG038)
●
●
Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
M
Name and order months and seasons (ACMMG040)
●
Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
●
●
A
A
●
A
●
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
●
●
A
Describe the features of three- dimensional objects (ACMMG043)
●
●
A
Shape
Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
Location and
transformation
Geometric reasoning
Chance
Statistics and
Probability
●
Describe patterns with numbers and identify missing elements (ACMNA035)
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)
Using units of
measurement
T4
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
Fractions and
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
decimals
Real numbers
Money and financial
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
mathematics
Patterns and
algebra
T3
Data representation
and interpretation
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
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
Term 1
Summative
 Number patterns assessment
 Chance assessment
(ACMNA026, ACMNA035)
Formative
 Counting capers
 Describing outcomes of everyday events
(Guided Inquiry) (ACMSP047)
Standardised: Nil
Term 2
Summative
 Adding and subtracting numbers
 Adding and subtracting numbers
 In the toyshop window
(ACMSP048, ACMSP049, ACMSP050)
 Identifying and describing patterns
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)
Standardised: Nil
Term 3
Summative
 Partitioning into equal groups
 Compare them! Order them! (ACMMG037)
 Secret number (ACMNA027, ACMNA028)
 Money and calendars
(ACMNA034, ACMMG040, ACMMG041)
Term 4
Summative
 Solving number problems
(ACMNA029, ACMNA030, ACMNA031,
ACMNA032, ACMNA035, ACMNA036)
 Time, slides and flips(ACMMG039,
ACMMG045)
Formative
Formative
throughout unit
Standardised: Nil
throughout unit
Standardised: PAT-M
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.
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
explain the effects of one-step transformations.
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
graphs.
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.
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
explain the effects of one-step transformations*.
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
graphs.
* taught/assessed through Geography
Maths
Number and Algebra
Number and place
value
T1
T2
T3
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
Recognise and explain the connection between addition and subtraction (ACMNA054)
●
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)
●
A
A
●
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
●
●
A
●
A
●
A
●
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
Real numbers
Money and financial
mathematics
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
relationships
Using units of
measurement
Shape
Location and
transformation
Chance
Data representation
and interpretation
M
T4
●
Fractions and
decimals
Geometric reasoning
Statistics and Probability
Year 3
●
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
●
Tell time to the minute and investigate the relationship between units of time (ACMMG062)
A
A
A
M
A
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)
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
●
A
A
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
●
Term 1
Summative
 Time and Problem Solving Assessment
(ACMNA053, ACMMG062)
 Conduct a Chance Experiment
(ACMSP067, ACMSP068, ACMSP069,
ACMSP070)
Formative
 Number Detective
Standardised
 Nil
Term 2
Summative
 Count, Compare, Partition Numbers
 Number patterns
 (ACMNA051, ACMNA060
 Addition & Subtraction Problems(ACMNA054)
 Where is it? (ACMMG065)
 What’s in 1000 words? Investigation
Formative
throughout unit
Standardised
 NAPLAN - Numeracy
Term 3
Summative
 Money e-Assessment (ACMNA059)
 Measurement scavenger hunt (ACMMG061)
 Additive thinking, patterns & problem solving
ACMNA060)
 Telling time (ACMMG062, ACMNA055)
Term 4
Summative
 Multiplication and Fractions
 Making 3D Models and Recognising Angles
Formative
 Investigating the relationship between
units of time (Guided Inquiry)
(ACMMG062)
Standardised
 Nil
Formative
throughout unit
Standardised
Task: PAT-M
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 threedimensional objects. Students conduct chance
experiments and list possible outcomes. They
carry out simple data investigations for
categorical variables.
displays.
carry out simple data investigations for categorical
variables.
displays.
variables.
connection between addition and subtraction and
solve problems using efficient strategies for
environment. They match positions on maps
with given information. Students recognise
angles in real situations. They interpret and
compare data displays.
variables.
T1
Year 4
Maths
Investigate and use the properties of odd and even numbers (ACMNA071)
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Number and Algebra
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
Investigate equivalent fractions used in contexts (ACMNA077)
Fractions and
decimals
Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)
Linear relationships
Using units of
measurement
A
M
A
M
A
M
A
M
A
A
Location and
transformation
Geometric reasoning
Chance
Data representation
and interpretation
●
●
●
M
●
●
M
●
●
A
●
●
●
A
A
●
●
A
A
●
●
●
A
A
A
●
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
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
●
●
●
Compare objects using familiar metric units of area and volume (ACMMG290)
M
M
A
A
A
●
Convert between units of time (ACMMG085)
●
A
Use am and pm notation and solve simple time problems (ACMMG086)
●
A
Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Shape
T4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
●
M
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
Real numbers
Money and financial
mathematics
T3
A
Recognise, represent and order numbers to at least tens of thousands (ACMNA072)
Number and place
value
T2
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
Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
●*
Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)
●
A
A*
A
Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)
A
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*
●
A*
●
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)
Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
*content descriptor taught/assessed through Geography
Term 1
Term 2
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)
Formative
 Place value, fractions and operations
ACMNA075, ACMNA076)
 How much is 10 000?(ACMNA075, ACMNA076)
Formative
Standardised: Nil
 Monitoring: Patterns and Algebra (ACMNA081,
ACMNA083)
 Monitoring: Angles (ACMMG089)
 Monitoring: Shape (ACMMG088)
Standardised: Nil
Term 3
Summative
 Marvellous measurement
(ACMMG084, ACMMG090, ACMMG087)
 Problem Solving with Costings (included with
Marvellous Measurement Task) (ACMNA080)
Term 4
Summative
 Deadly decimals (ACMNA079)
 Time and Chance Assessment
(ACMSP092, ACMSP093, ACMSP094,
Formative
Formative
form monitoring tasks throughout unit
Standardised: Nil
form monitoring tasks throughout unit
Standardised: PAT-M
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.
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.
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.
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.
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.
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.*
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.*
Year 5
Maths
Number and Algebra
Number and place
value
Fractions and
decimals
Real numbers
Money and financial
mathematics
T1
T2
Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
A
●
T3
T4
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
●
M
A
Create simple financial plans (ACMNA106)
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
●
relationships
Using units of
measurement
Shape
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
M
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
Location and
transformation
A
M
A
M
A
Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)
Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
Geometric reasoning
M
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
●
Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)
A
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
A*
●
A
M
Chance
Recognise that probabilities range from 0 to 1 (ACMSP117)
Data representation
and interpretation
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
Term 1
Summative
 Digging into data (ACMSP118, ACMSP119,
ACMSP120)
 Number Crunch ( ACMNA098, ACMNA099,
ACMNA100, ACMNA101, ACMNA102,
ACMNA103)
Formative
 Accent on area (ACMMG108, ACMMG109)
 Perfecting perimeter (ACMMG108, ACMMG109)
 Ticking away time (ACMMG108)
 Conducting a chance experiment(ACMSP116)
Standardised: Nil
Term 2
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)
Formative
 Shaping up (ACMMG111)
Standardised: NAPLAN Numeracy
Term 3
Summative
 George and Janelle's 'Eggs-cellent' idea
(ACMNA099, ACMNA100, ACMNA101, ACMNA291)
 Year 5's great garden (ACMG108, ACMG109)
 Perfecting patterns (ACMNA107, ACMNA121)
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)
Standardised: Nil
Term 4
Summative
 What is the chance? (ACMSP116, ACMSP117)
 Number and Operations Assessment
Formative
 12- and 24-hour time (ACMMG110)
Standardised: PAT-M
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.
objects with their two-dimensional representations.
continue patterns by adding and subtracting fractions
and decimals. They find unknown quantities in
number sentences. They use appropriate units of
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.
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.
continue patterns by adding and subtracting fractions
and decimals. They find unknown quantities in
number sentences. They use appropriate units of
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.
T1
T2
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)
●
Year 6
Maths
Number and place
value
Number and Algebra
Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124)
Fractions and
decimals
Money and financial
mathematics
T4
A
A
A
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)
Real numbers
T3
M
A
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
●
M
A
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
●
●
Explore the use of brackets and order of operations to write number sentences (ACMNA134)
●
A
M
Linear lrelationships
Using units of
measurement
Geometric reasoning
Statistics and
Probability
Connect decimal representations to the metric system (ACMMG135)
●
A
Convert between common metric units of length, mass and capacity (ACMMG136)
A
A
●
A
A
A
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
Interpret and use timetables (ACMMG139)
Location and
transformation
Chance
●
A
●
A
Construct simple prisms and pyramids (ACMMG140)
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
●
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
●
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
●
A
●
A
M
Compare observed frequencies across experiments with expected frequencies (ACMSP146)
Data representation
and interpretation
A
Connect volume and capacity and their units of measurement (ACMMG138)
Shape
●
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
A
Interpret secondary data presented in digital media and elsewhere (ACMSP148)
A
M
Term 1
Summative
 Data decoder (ACMSP147)
 Rodeo round-up (ACMMG139)
Term 2
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)
Formative
 Connecting fractions, decimals and
percentages (ACMNA131)
 Find a fraction of them (ACMNA127)
Standardised: Nil
 Decimals A’ment (ACMNA128, ACMNA129,ACMNA130)
Formative
 Below Zero (ACMNA124)
Standardised: Nil
Term 3
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)
Formative
 Student work samples and observations form
monitoring tasks throughout unit
 Percentage discounts (ACMNA132)
Standardised: Nil
Term 4
Summative
 Solving Measurement Problems
(ACMMG135, ACMMG136, ACMMG137,
ACMMG138)
 Number properties, patterns and
computation (ACMNA123, ACMNA134)
Formative
 Manipulating data (ACMSP147, ACMSP148)
 Uncle Charles's dilemma (ACMNA133)
 Create a logo (ACMMG142)
Standardised: PAT-M
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.
timetables.
Students
describe
combinations
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.
calculate a simple fraction of a quantity. They add, subtract
and multiply decimals and divide decimals where the result is
and percentages.
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.
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
and percentages.
timetables.
Students
describe
combinations
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.
calculate a simple fraction of a quantity. They add, subtract and
multiply decimals and divide decimals where the result is
and percentages.
Australian Curriculum MATHEMATICS – Scope and Sequence
Number and Place Value
Number and Algebra
Strand
SubStrands
Prep
(Foundation Year)
Establish understanding of
the language and processes
of counting by naming
numbers in sequences,
initially to and from 20,
moving from any starting
point
Year 1
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
Connect number names,
numerals and quantities,
including zero, initially up to
10 and then beyond
Recognise, model, read,
write and order numbers to
at least 100.
Subitise small collections of
objects
Locate these numbers on a
number line
Represent practical
situations to model addition
and sharing
Count collections to 100
by partitioning numbers
using place value
Compare, order and make
correspondences between
collections, initially to 20,
and explain reasoning
Represent and solve
simple addition and
subtraction problems
using a range of strategies
including counting
on, partitioning and
rearranging parts
Year 2
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
Year 3
Year 4
Investigate the conditions
required for a number to be
odd or even and identify odd
and even numbers
Recall multiplication facts up
to 10 x 10 and related
division facts
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
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
Year 5
Year 6
Identify and describe
factors and multiples of
whole numbers and use
them to solve problems
Identify and describe
properties of prime,
composite, square and
triangular numbers
Use estimation and
rounding to check the
reasonableness of
answers to calculations
Select and apply efficient
mental and written strategies
and appropriate digital
technologies to solve
problems involving all four
operations
with whole numbers
Solve problems involving
multiplication of large
numbers by one- or twodigit numbers
using efficient mental,
written
strategies and appropriate
digital technologies
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
Investigate everyday
situations that use
integers. Locate and
represent these numbers on
a number line
Prep
Year 1
Recognise and describe
one-half as one of two
equal parts of a whole.
Year 2
Recognise and interpret
common uses of halves,
quarters and eighths of
shapes and collections
Year 3
Model and represent unit
fractions including
1/2, 1/4, 1/3, 1/5 and their
multiples to a complete
whole
Year 4
Investigate equivalent
fractions used in contexts
Count by quarters halves
and thirds, including with
mixed
numerals. Locate and
represent
these fractions on a number
line
Recognise that the place
value
system can be extended to
tenths and hundredths.
Fractions and Decimals
fractions
and decimal notation
Year 5
Year 6
Compare and order
common unit fractions and
locate and represent them
on a number
Line
Compare fractions with
related denominators
and locate and represent
them on a number
line
Investigate strategies to
solve problems involving
addition
and subtraction of fractions
with the same denominator
addition and
subtraction of fractions with
the same or
related denominators
Recognise that the place
value system can be
extended
beyond hundredths
Find a simple fraction of a
quantity where the
result is a whole number,
with and without digital
technologies
Compare, order and
represent
decimals
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 nonzero whole numbers where
the results are terminating
decimals, with and without
Money and Financial Mathematics
Multiply and divide decimals
by powers of 10
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
purchases and the
calculation
of change to the nearest five
cents with and without
Create simple financial
plans
equivalent
fractions, decimals and
percentages
Investigate and calculate
percentage
discounts of 10%, 25% and
50% on sale
items, with and without
Prep
Year 1
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
Patterns and Algebra
Solve problems by using
number
sentences for addition or
subtraction
Connect days of the week to
familiar events and actions
Using Units of Measurement
Year 3
Describe, continue, and
create number
patterns resulting from
performing
addition or subtraction
Year 4
Explore and describe
number patterns resulting
from performing
multiplication
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
Tell time to the minute and
investigate the relationship
between units of time
Year 6
Continue and create
sequences involving
whole numbers, fractions
and decimals.
Use equivalent number
sentences involving
multiplication and division
to find unknown quantities
Explore the use of brackets
and order of
operations to write number
sentences
Use scaled instruments to
measure and compare
lengths, masses, capacities
and temperatures
Choose appropriate units of
measurement for length,
area, volume,
capacity and mass
Connect decimal
representations to the
metric system
Convert between units of
time
Calculate the perimeter and
area of
rectangles using familiar
metric units
Solve word problems by
using number sentences
involving multiplication or
division where
there is no remainder
Measure, order and
compare objects using
familiar metric units of
length, mass and
Capacity
Year 5
Describe, continue and
create patterns with
fractions,
decimals and whole
numbers
resulting from addition and
subtraction
Use equivalent number
sentences involving addition
and subtraction to find
unknown quantities
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
Year 2
Describe patterns with
numbers and
identify missing elements
Use am and pm notation
and solve
simple time problems
Compare objects using
familiar metric units of area
and volume
Compare 12- and 24-hour
time
systems and convert
between them
Describe the rule used to
create the sequence
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
Prep
Year 1
Year 2
Sort, describe and name
familiar two-dimensional
shapes and
threedimensional
objects in the
environment
Recognise and
classify familiar
twodimensional
shapes and threedimensional objects using
obvious features
Describe and draw twodimensional shapes, with and
without digital
technologies
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
Year 3
Make models of
threedimensional
objects and
describe key features
Shape
Location and Transformation
Geometric Reasoning
Year 5
Year 6
Connect three-dimensional
objects
with their nets and other
twodimensional
representations
Construct simple prisms and
pyramids
Use simple scales, legends
and
directions to interpret
information
contained in basic maps
Use a grid reference system
to describe locations.
Describe routes using
landmarks and directional
language
Create symmetrical
patterns, pictures
and shapes with and without
digital
technologies
Describe translations,
reflections and rotations of
two-dimensional shapes.
Identify line and rotational
symmetries
Investigate combinations of
translations,
reflections and rotations,
with and without the
use of digital technologies
Introduce the Cartesian
coordinate system
using all four quadrants
Compare and describe two
dimensional shapes that
result from
combining and splitting
common shapes, with and
without the use of
Describe the features of
threedimensional
objects
Investigate the effect of onestep slides and flips with and
without
Identify and describe half and
quarter
turns
Year 4
Compare the areas of
regular and irregular shapes
by informal means
Create and interpret simple
grid maps to show position
and pathways
Identify symmetry in the
environment
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
Apply the enlargement
transformation
to familiar two dimensional
shapes and explore the
properties of the resulting
image compared with the
original
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
Answer yes/no questions
to collect information
Data Representation and Interpretation
Chance
Prep
Year 1
Year 2
Year 3
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.
Conduct chance
experiments,
identify and describe
possible outcomes and
recognise variation in results
Choose simple questions and
gather responses
Represent data with objects
and drawings where one
object or drawing represents
one data value. Describe the
displays
Describe outcomes
as ‘likely’ or ‘unlikely’ and
identify some events as
‘certain’ or ‘impossible’
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
Year 4
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
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
Interpret and compare data
displays
Year 5
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
Select and trial methods for
data collection, including
survey questions and
recording sheets
Pose questions and collect
categorical or
numerical data by
observation or survey
Construct suitable data
displays, with and without
the use of digital
technologies, from given or
collected
data.
Construct displays,
including column
graphs, dot plots and
tables, appropriate
for data type, with and
without the use of digital
technologies
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
Describe and interpret
different data sets
in context
Year 6
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
Interpret and compare a
range of data
displays, including side-byside column
graphs for two categorical
variables
Interpret secondary data
presented in
digital media and elsewhere
Science
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]
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
PREP SCIENCE
Term 1
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
Nature and development of science
Science involves exploring and observing the world
using the senses (ACSHE013)
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)
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.
Term 2
Term 3
Science Understanding
Chemical sciences
Earth and space sciences
Objects are made of materials that have observable
Daily and seasonal changes in our environment,
properties (ACSSU003)
including the weather, affect everyday life (ACSSU004)
 sorting and grouping materials on the basis of
 linking the changes in the daily weather to the way
observable properties such as colour, texture and
we modify our behaviour and dress for different
flexibility
conditions, including examples from different
cultures
 thinking about how the materials used in buildings
and shelters are suited to the local environment
 investigating how changes in the weather might
affect animals such as pets, animals that
 investigating different forms of clothing used for
hibernate, or migratory animals
different activities
 learning how Aboriginal and Torres Strait Islander
 comparing the traditional materials used for
concepts of time and weather patterns explain
clothing from around the world
how things happen in the world around them
Science as a Human Endeavour
Science Inquiry Skills
events (ACSIS014)
events (ACSIS014)
(ACSIS011)
(ACSIS011)
(ACSIS233)
(ACSIS233)
Communicating
Communicating
By the end of Foundation Year, students describe
By the end of Foundation Year, students describe
the properties and behaviour of familiar objects.
the properties and behaviour of familiar objects.
They suggest how the environment affects them and They suggest how the environment affects them
other living things.
and other living things.
events.
events.
Term 4
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
events (ACSIS014)
(ACSIS011)
(ACSIS233)
Communicating
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.
events
YEAR 1 SCIENCE
Term 1
Term 2
Term 3
Term 4
Observable changes occur in the sky and landscape
(ACSSU019)
Use and influence of science
People use science in their daily lives, including when caring
for their environment and living things (ACSHE021)
Science involves asking questions about, and describing
changes in, objects and events (ACSHE022)
Respond to and pose questions, and make predictions
about familiar objects and events (ACSIS024)
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)
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.
Chemical sciences
Biological sciences
Everyday materials can be physically changed in a variety Living things have a variety of external features
of ways (ACSSU018)
(ACSSU017)
People use science in their daily lives, including when
caring for their environment and living things
(ACSHE021)
(ACSHE021)
materials, testing ideas, and accessing information
sources (ACSIS025)
sources (ACSIS025)
Use informal measurements in the collection and
recording of observations, with the assistance of digital
technologies as appropriate (ACSIS026)
technologies as appropriate (ACSIS026)
Through discussion, compare observations with
predictions (ACSIS212)
predictions (ACSIS212)
Evaluating
Evaluating
Communicating
Communicating
variety of ways such as oral and written language,
variety of ways such as oral and written language,
drawing and role play (ACSIS029)
drawing and role play (ACSIS029)
By the end of Year 1, students describe objects and By the end of Year 1, students describe objects and
events that they encounter in their everyday lives, and events that they encounter in their everyday lives, and
the effects of interacting with materials and objects. the effects of interacting with materials and objects. They
They identify a range of habitats. They describe changes identify a range of habitats. They describe changes to
to things in their local environment and suggest how things in their local environment and suggest how
science helps people care for environments.
science helps people care for environments.
Students make predictions, and investigate everyday Students make predictions, and investigate everyday
phenomena. They follow instructions to record and sort phenomena. They follow instructions to record and sort
their observations and share their observations with their observations and share their observations with
others.
others.
Physical sciences
Light and sound are produced by a range of sources and can
be sensed (ACSSU020)
Respond to and pose questions, and make predictions about
familiar objects and events (ACSIS024)
(ACSIS025)
(ACSIS212)
Evaluating
Communicating
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
Term 1
Term 2
Chemical sciences
Different materials can be combined, including by mixing,
for a particular purpose (ACSSU031)
Term 3
Physical sciences
Biological sciences
A push or a pull affects how an object moves or changes
Living things grow, change and have offspring similar to
shape (ACSSU033)
themselves (ACSSU030)
Term 4
Earth’s resources, including water, are used in a variety of
ways (ACSSU032)
(ACSIS038)
(ACSIS214)
Evaluating
Communicating
(ACSIS038)
(ACSIS038)
(ACSIS214)
(ACSIS214)
Evaluating
Evaluating
Communicating
Communicating
(ACSIS038)
(ACSIS214)
Evaluating
Communicating
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.
daily lives.
daily lives.
certain materials and resources have different uses
and describe examples of where science is used in
people's daily lives.
measurements to make and compare observations.
They follow instructions to record and represent
their observations and communicate their ideas to
others.
YEAR 3 SCIENCE
Term 1
Physical sciences
Heat can be produced in many ways and can move from
one object to another (ACSSU049)
Science involves making predictions and describing
patterns and relationships (ACSHE050)
Science knowledge helps people to understand the
effect of their actions (ACSHE051)
With guidance, identify questions in familiar contexts
that can be investigated scientifically and predict what
might happen based on prior knowledge (ACSIS053)
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)
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.
Term 2
Term 3
Chemical sciences
Earth’s rotation on its axis causes regular changes,
A change of state between solid and liquid can be caused
including night and day (ACSSU048)
by adding or removing heat (ACSSU046)
(ACSIS055)
(ACSIS055)
column graphs to represent data and to identify patterns column graphs to represent data and to identify patterns
Evaluating
Evaluating
Communicating
Communicating
By the end of Year 3, students use their understanding By the end of Year 3, students use their understanding
of the movement of the Earth, materials and the of the movement of the Earth, materials and the
behaviour of heat to suggest explanations for everyday behaviour of heat to suggest explanations for everyday
observations. They describe features common to living observations. They describe features common to living
things. They describe how they can use science things. They describe how they can use science
investigations to respond to questions and identify where investigations to respond to questions and identify where
people use science knowledge in their lives.
people use science knowledge in their lives.
Students use their experiences to pose questions and Students use their experiences to pose questions and
predict the outcomes of investigations. They make formal predict the outcomes of investigations. They make
measurements and follow procedures to collect and formal measurements and follow procedures to collect
present observations in a way that helps to answer the and present observations in a way that helps to answer
investigation questions. Students suggest possible the investigation questions. Students suggest possible
reasons for their findings. They describe how safety and reasons for their findings. They describe how safety and
fairness were considered in their investigations. They fairness were considered in their investigations. They
use diagrams and other representations to use diagrams and other representations to
Term 4
Biological sciences
Living things can be grouped on the basis of observable
features and can be distinguished from non-living things
(ACSSU044)
Science knowledge helps people to understand the effect
of their actions (ACSHE051)
With guidance, identify questions in familiar contexts that
can be investigated scientifically and predict what might
happen based on prior knowledge (ACSIS053)
(ACSIS055)
column graphs to represent data and to identify patterns
Evaluating
Reflect on the investigation, including whether a test was
fair or not (ACSIS058)
Communicating
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.
YEAR 4 SCIENCE
Term 1
Term 2
Term 3
Term 4
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)
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)
and relationships (ACSHE061)
Safely use appropriate materials, tools or equipment to make
and record observations, using formal measurements and
digital technologies as appropriate (ACSIS066)
Use a range of methods including tables and simple column
graphs to represent data and to identify patterns and trends
(ACSIS068)
Evaluating
Reflect on the investigation, including whether a test was fair
or not (ACSIS069)
Communicating
Represent and communicate ideas and findings in a variety of
ways such as diagrams, physical representations and simple
reports (ACSIS071)
Safely use appropriate materials, tools or equipment to make Safely use appropriate materials, tools or equipment to make
(ACSIS068)
(ACSIS068)
Evaluating
Evaluating
or not (ACSIS069)
or not (ACSIS069)
Communicating
Communicating
Represent and communicate ideas and findings in a variety of Represent and communicate ideas and findings in a variety of
reports (ACSIS071)
reports (ACSIS071)
(ACSIS068)
Evaluating
or not (ACSIS069)
Communicating
reports (ACSIS071)
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.
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.
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
communicate their methods and findings.
They describe situations where science understanding can
influence their own and others' actions.
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
They describe situations where science understanding can
influence their own and others' actions.
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
YEAR 5 SCIENCE
Term 1
Term 2
Term 3
Term 4
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)
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)
Scientific understandings, discoveries and inventions
are used to solve problems that directly affect peoples’
lives (ACSHE081)
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)
With guidance, pose questions to clarify practical
problems or inform a scientific investigation, and
predict what the findings of an investigation might be
(ACSIS231)
With guidance, plan appropriate investigation methods
to answer questions or solve problems (ACSIS086)
Construct and use a range of representations, including
tables and graphs, to represent and describe
observations, patterns or relationships in data using
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)
lives (ACSHE081)
lives (ACSHE081)
(ACSHE082)
(ACSHE082)
(ACSIS231)
(ACSIS231)
Decide which variable should be changed and measured Decide which variable should be changed and measured
in fair tests and accurately observe, measure and record in fair tests and accurately observe, measure and record
data, using digital technologies as appropriate
data, using digital technologies as appropriate (ACSIS087)
(ACSIS087)
Use equipment and materials safely, identifying
potential risks (ACSIS088)
Evaluating
Communicating
Communicating
Scientific understandings, discoveries and inventions are
used to solve problems that directly affect peoples’ lives
(ACSHE081)
(ACSHE082)
problems or inform a scientific investigation, and predict
what the findings of an investigation might be (ACSIS231)
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
Use equipment and materials safely, identifying potential
risks (ACSIS088)
tables and graphs, to represent and describe observations,
patterns or relationships in data using digital technologies
Evaluating
Suggest improvements to the methods used to investigate
a question or solve a problem (ACSIS091)
Communicating
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.
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.
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
Chemical sciences
Changes to materials can be reversible, such as melting,
freezing, evaporating; or irreversible, such as burning
and rusting (ACSSU095)
Science involves testing predictions by gathering data
and using evidence to develop explanations of events
and phenomena (ACSHE098)
(ACSHE100)
what the findings of an investigation might be (ACSIS232)
Decide which variable should be changed and measured
in fair tests and accurately observe, measure and record
Evaluating
Communicating
Physical sciences
Electrical circuits provide a means of transferring and
Sudden geological changes or extreme weather
transforming electricity (ACSSU097)
conditions can affect Earth’s surface (ACSSU096)
Energy from a variety of sources can be used to generate
electricity (ACSSU219)
Science involves testing predictions by gathering data and
using evidence to develop explanations of events and
phenomena (ACSHE098)
(ACSHE099)
(ACSHE100)
what the findings of an investigation might be (ACSIS232) what the findings of an investigation might be (ACSIS232)
risks (ACSIS105)
risks (ACSIS105)
Communicating
Communicating
Biological sciences
The growth and survival of living things are affected by the
physical conditions of their environment (ACSSU094)
have been made by people from range cultures (ACSHE099)
Scientific u’dings, discoveries and inventions are used to
solve problems that directly affect peoples’ lives (ACSHE100)
With guidance, pose questions to clarify practical problems
or inform a scientific investigation, and predict what the
findings of an investigation might be (ACSIS232)
answer questions or solve problems (ACSIS103)
fair tests and accurately observe, measure and record data,
using digital technologies as appropriate (ACSIS104)
risks (ACSIS105)
Communicating
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.
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.
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.
questions and design investigations into simple cause and
effect relationships.
improve the data. They describe and analyse relationships
in data using graphic representations and construct
multimodal texts to communicate ideas, methods and
findings.
questions and design investigations into simple cause and
effect relationships.
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.
questions and design investigations into simple cause-andeffect 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
Chemical
sciences
Earth and space
sciences
Nature and
development of
science
Use and
influence of
science
Physical sciences
Biological sciences
Strand
SubStrands
Prep
(Foundation Year)
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
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
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
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
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
Science involves exploring
and observing the world
using the senses
changes in, objects and events
and relationships
phenomena
their actions
community decisions
Processing and
analysing data
and information
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Respond to questions
about familiar objects and
events
about familiar objects and events
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
Explore and make
observations by using the
senses
sources
technologies as appropriate
answers to questions
digital technologies as appropriate
answer questions or solve problems
fair tests and accurately observe, measure and record
data, using digital technologies as appropriate
risks
Engage in discussions
about observations and
use methods such as
drawing to represent ideas
drawings and provided tables
predictions
reasons for findings
as appropriate
developing explanations
Compare observations with those of others
or not
Suggest improvements to the methods used to investigate
a question or solve a problem
Represent and communicate observations and ideas
in a variety of ways such as oral and written language,
drawing and role play
reports
variety of ways, including multi-modal texts
Evaluating
Communicating
Planning and
conducting
Questioning
and
predicting
Prep
(Foundation Year)
Share observations and
ideas
Humanities and Social Sciences
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]
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.
PREP HUMANITIES AND SOCIAL SCIENCES
HISTORY
GEOGRAPHY
Term 1
Term 2
Exploring fabulous families
Tell me a story about the past
Term 3
Term 4
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

What is my history and how do I know?



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)


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)

Empathy
Significance
At a personal and local scale:
Place
Key Inquiry Questions
 What are places like?
What stories do other people tell about the past?
How can stories of the past be told and shared?
Knowledge and Understanding
How they, their family and friends commemorate
 The representation of the location of places and
past events that are important to them (ACHHK003)
their features on maps and a globe (ACHGK001)
How the stories of families and the past can be
 The places people live in and belong to, their
communicated, for example through photographs,
familiar features and why they are important to
artefacts, books, oral histories, digital media, and
people (ACHGK002)
museums (ACHHK004)
 The Countries/Places that Aboriginal and Torres
Strait Islander Peoples belong to in the local area
and why they are important to them (ACHGK003)
(ACHHS016)
provided (ACHHS017)
(ACHHS018)
 Develop a narrative about the past (ACHHS021)
(ACHHS022)
Skills
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)
Space
Environment


What makes a place special?
How can we look after the places we live in?

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)



Make observations about familiar places and pose
questions about them (ACHGS001)
 Record geographical data and information collected
by observation (ACHGS002)
 Represent the location of features of a familiar place
on pictorial maps and models (ACHGS003)
 Draw conclusions based on discussions of
observations (ACHGS004)
Communicating
 Present information using everyday language to
describe location and direction (ACHGS005)

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
By the end of Year Prep, students describe the features
differences between families. They recognise how
of familiar places and recognise why some places are
important family events are commemorated.
special to people.
They recognise that places can be represented on maps
Students sequence familiar events in order. They pose
and a globe and why places are important to people.
questions about the past. Students relate a story about
their past using a range of texts.
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
Term 1
GEOGRAPHY
Term 2
Term 3
Term 4
Exploring yesterday and today – my grandparents, my
At this moment in time
How do people use places?
What are places like?
parents and me
Year Level Focus
Places have distinctive features
Present and past family life
Key Concepts
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
 What are the different features of places?
 How can spaces within a place be rearranged to
over time?
suit different purposes?
 How can we care for places?
 How can we show that the present is different from
or similar to the past?
 How the present, past and future are signified by
 Differences in family structures and roles today,
 The natural, managed and constructed features of
 The natural, managed and constructed features of
terms indicating time such as ‘a long time ago’,
and how these have changed or remained the same
places, their location, how they change and how they
places, their location, how they change and how
‘then and now’, ‘now and then’, ‘old and new’,
over time (ACHHK028)
can be cared for (ACHGK005)
they can be cared for (ACHGK005)
‘tomorrow’, as well as by dates and changes that
 Differences and similarities between students' daily
 The ways the activities located in a place create its
 The weather and seasons of places and the ways in
may have personal significance, such as birthdays,
lives and life during their parents’ and
distinctive features (ACHGK007)
which different cultural groups, including
celebrations and seasons (ACHHK029)
grandparents’ childhoods, including family
Aboriginal and Torres Strait Islander Peoples,
 The ways that space within places, such as classroom
traditions, leisure time and communications
describe them (ACHGK006)
or backyard, can be rearranged to suit different
(ACHHK030)
activities or purposes (ACHGK008)
 The ways the activities located in a place create its
distinctive features (ACHGK007)
Skills
Observing, questioning and planning
 Pose questions about familiar & unfamiliar places
 Pose questions about familiar & unfamiliar places
(ACHGS007)
(ACHGS007)
Collecting, recording, evaluating and representing
(ACHHS032)
(ACHHS032)
 Collect and record geographical data and
information, for example, by observing, by
interviewing, or from sources such as photographs,
provided (ACHHS033)
provided (ACHHS033)
plans, satellite images, story books and films
(ACHGS008)
(ACHGS008)
(ACHHS034)
(ACHHS034)
 Represent data and the location of places and their
features by constructing tables, plans and labeled
features by constructing tables, plans and labeled
maps (ACHGS009)
maps (ACHGS009)
Interpreting, analysing and concluding
 Draw conclusions based on the interpretation of
geographical information sorted into categories
 Develop a narrative about the past. (ACHHS037)
(ACHGS010)
Communicating
 Present findings in a range of communication
forms, for example, written, oral, digital and visual,

Use a range of communication forms (oral, graphic,
(ACHHS038)
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.

(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)
By the end of Year 1, students explain how some aspects By the end of Year 1, students identify and describe the
of daily life have changed over recent time while others natural, managed and constructed features of places at a
have remained the same. They describe personal and local scale and recognise that people describe the features
family events that have significance.
of places differently. They identify where features of places
are located and recognise that spaces can be arranged for
Students sequence events in order, using everyday different purposes. Students identify changes in features
terms about the passing of time. They pose questions and describe how to care for places.
about the past and examine sources (physical and
visual) to suggest answers to these questions. Students Students respond to questions about familiar and unfamiliar
relate stories about life in the past, using a range of places by collecting, recording and sorting information from
texts.
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.
and describe the direction and location of places,
using terms such as north, south, opposite, near,
far (ACHGS011)
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.
HISTORY
GEOGRAPHY
Term 1
Exploring the impact of changing technology on
people’s lives
Term 2
Term 3
Term 4
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

Cause and Effect
How have changes in technology shaped our daily
life?
Perspectives


People are connected to many places
Empathy
Key Concepts
Significance
At personal and local scale:

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?
Place
What is a place?
Space


Environment
Interconnection
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)


(ACHHS048)
provided (ACHHS049)
(ACHHS050)
(ACHHS054)
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)
(ACHHS048)
provided (ACHHS049)
(ACHHS050)
(ACHHS054)


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)
Skills
 Pose questions about familiar and unfamiliar places
(ACHGS13)
(ACHGS014)
features by constructing tables, plans and labelled
maps (ACHGS015)
(ACHGS016)
Communicating



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)
 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.
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.
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.
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.
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.
Political and Economic Systems: Communities have systems to make rules and laws, govern and manage the production
of goods and services.
HISTORY
GEOGRAPHY
Term 1
Investigating celebrations, commemorations and
community diversity
Term 2
Term 3
Term 4
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
Cause and Effect
Significance
Perspectives
Empathy
At national, world regional and global scales: Place
Change
Space
Environment
Interconnection
Sustainability


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?


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)
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 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)








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)

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)
(ACHHS067)
(ACHHS068)
 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)
(ACHGS019)
Representing
(ACHGS021)
 Identify different points of view (ACHHS069)
 Develop texts, particularly narratives (ACHHS070)
written) and digital technologies (ACHHS071)
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.

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)
 Interpret geographical data to identify distributions
and patterns and draw conclusions (ACHGS023)
Communicating
for example, written, oral, digital, graphic, tabular,
and visual, and use geographical terminology
(ACHGS024)
 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 By the end of Year 3, students describe the characteristics
changed in the past. They describe the experiences of an of different places at the local scale and identify and
individual or group. They identify events and aspects of describe similarities and differences between the
the past that have significance in the present.
characteristics of these places. They identify
Students sequence events and people (their lifetime) in interconnections between people and places. They
chronological order, with reference to key dates. They describe the location of selected countries and the
pose questions about the past and locate information distribution of features of places. Students recognise that
from sources (written, physical, visual, oral) to answer people have different perceptions of places and how this
these questions. Students develop
influences views on the protection of places. Students
texts, including narratives, using terms denoting time
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.

distance (ACHGS022)
Communicating
(ACHGS024)
proposal (ACHGS025)
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.
Political and Economic Systems: Communities have systems to make rules and laws, govern and manage the production
of goods and services.
HISTORY
GEOGRAPHY
Term 1
Term 2
Term 3
Term 4
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
Cause and Effect
Significance
Perspectives
Empathy
Change
Space
Environment
Interconnection
Sustainability


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
(ACHHS083)
(ACHHS084)
(ACHHS083)
(ACHHS084)
(ACHGS026)
Representing
(ACHGS028)
(ACHGS026)
Representing
(ACHGS028)

distance (ACHGS029)
Communicating
(ACHGS031)
proposal (ACHGS032)

distance (ACHGS029)
Communicating
(ACHGS031)
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.
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.
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 largescale 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
Term 1
Term 2
Exploring the development of British colonies Australia
Investigating the colonial period in Australia
Term 3
Term 4
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
Cause and Effect
Perspectives
Empathy
Significance
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
(ACHHS100)
(ACHHS101)
 Compare information from a range of sources (ACHHS103)

Develop geographical questions to investigate and plan
an inquiry (ACHGS033)
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)

reports (ACHGS034)

Identify points of view in the past and present
(ACHHS104)
Explanation and communication
 Develop texts, particularly narratives and descriptions,
which incorporate source materials (ACHHS105)


(ACHHS104)


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
 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
Communicating
(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.
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.
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.
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.
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.
and collect and record information from a range of
sources to answer these questions. They represent data
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
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
Term 1
Term 2
Term 3
Term 4
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
Cause and Effect
Perspectives
Empathy
Significance
Space
Environment
Interconnection
Sustainability
Change


Why and how did Australia become a nation?
How did Australian society change throughout the
twentieth century?

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)



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?




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
(ACHHS119)
(ACHHS120)
 Compare information from a range of sources
(ACHHS122)
 Identify points of view in the past and present (ACHHS123)
(ACHHS119)
(ACHHS120)
 Compare information from a range of sources
(ACHHS122)
 Identify points of view in the past and present (ACHHS123)

reports (ACHGS041)
 Represent the location and features of places and

reports (ACHGS041)
 Represent the location and features of places and


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.
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.
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
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
different graphic forms, including large-scale and smallscale 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
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.
Communicating
(ACHGS046)
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
different graphic forms, including large-scale and smallscale 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
and describe the expected effects of their
proposal.
Australian Curriculum HISTORY – Scope and Sequence
Sub-Strands
Analysis and use
of sources
Explanation and
communication
Perspectives &
interpretations
Historical Skills
Historical
questions &
research
Chronology
terms and
concepts
Strand
Year 1
(Foundation Year)
Year 2
Sequence historical people and events
Use historical terms
Pose questions about the past using sources provided
Pose a range of questions about the past
Year 4
Identify sources
Explore a range of sources about the past
Identify and compare features of objects from the past and present
Explore a point of view
Use a range of communication forms (oral, graphic, written, role play) and digital technologies
How can stories
of the past be told
and shared?
Present and Past Family Life
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?
Year 6
Sequence historical people and events
Use historical terms and concepts
Identify questions to inform an historical inquiry
Identify and locate a range of relevant sources
Locate relevant information from sources provided
Compare information from a range of sources
Identify different points of view
Develop texts, particularly narratives
Develop texts, particularly narratives and descriptions, which
incorporate source materials
Develop a narrative about the past
Personal and Family
Histories
What is my history and how
do I know?
Year 5
Locate information related to inquiry questions in a range of sources
The Past in the Present
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?
Key
Concepts
Year 3
Sequence familiar objects and events
Distinguish between the past, present and future
What stories do other
people tell about the past?
Key Questions
Historical Knowledge and Understanding
Yr Level
Focus
Prep
The content provides opportunities to develop historical understanding through key concepts
including continuity and change, cause and effect, perspectives, empathy and significance.
Use a range of communication forms (oral, graphic ,written)
and digital technologies
Use a range of communication forms (oral, graphic, written) and
Community and
The Australian Colonies
Australia as a Nation
First Contacts
Remembrance
Who lived here first and how Why did the great journeys
What do we know about the
Why and how did Australia become a
do we know?
of exploration occur?
lives of
nation?
How has our community
What was life like for
people in Australia’s colonial
How did Australian society change
changed?
Aboriginal and/or Torres
past and how do we know?
throughout the twentieth century?
What features have been
Strait
How did an Australian
Who were the people who came to
lost and what features have
Islander Peoples before the
colony develop over time
Australia? Why did they come?
been retained?
arrival of the Europeans?
and why?
What contribution have significant
What is the nature of the
Why did the Europeans
How did colonial settlement
individuals
contribution made
settle in Australia?
change
and groups made to the development
by different groups and
What was the nature and
the environment?
of Australian society?
individuals in the
consequence of contact
What were the significant
community?
between Aboriginal and/or
events and who were the
How and why do people
Torres Strait Islander
significant people that
choose to remember
Peoples and early traders,
shaped Australian colonies?
significant events of the
explorers and settlers?
past?
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change,
cause and effect, perspectives, empathy and significance.
Prep
Who the people
in their family are,
where they were
born and raised
and how they are
related to each
other
Differences in family
structures and roles
today, and how these
have changed or
remained the same
over time
How they, their
family and friends
commemorate past events
that
are important to
them
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
How the stories
of families and
the past can be
communicated,
for example
through photographs,
artefacts, books,
oral histories, digital media,
and
museums
Differences and
similarities between
students’ daily
lives and life during
their parents’ and
grandparents’
childhoods, including
family traditions,
leisure time and
communications.
The different
structures of
families and family
groups today, and
what they have in
common
Historical Knowledge and Understanding
Year 1
Year 2
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)
Year 3
Year 4
Year 5
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.
Reasons (economic, political
and
social) for the establishment
of British colonies in
Australia after 1800.
Key figures and events that led to
Australia’s Federation, including
British and
American influences on Australia’s
system of law and government.
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.
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 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 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.
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.
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.
Year 6
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
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
INFORMATION, MATERIALS AND SYSTEMS (resources)
WAYS OF WORKING
Resources are used to make products for particular
purposes and contexts.
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.
• Resources have characteristics that can be matched to
design requirements
Students are able to:
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
• 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 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
INFORMATION, MATERIALS AND SYSTEMS (RESOURCES)
WAYS OF WORKING
Resources are used to make products for particular
purposes and contexts.
understanding. They work technologically, individually
and collaboratively to develop creative responses to
design situations.
• 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
• 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 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
INFORMATION, MATERIALS AND SYSTEMS (RESOURCES)
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 ecofriendly 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
WAYS OF WORKING
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.
• 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
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 ecofriendly 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
WAYS OF WORKING
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.
• 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
The characteristics of resources are matched
with tools and techniques to make products to
meet design challenges.
• 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
WAYS OF WORKING
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.
• 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
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
Link with English and the emotions of characters in stories
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.
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
wellbeing
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 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
wellbeing
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
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
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
wellbeing
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
Identified below are focus areas to be covered during the year.
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
wellbeing
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
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
wellbeing
Recognise how media and important people in the
community influence personal attitudes, beliefs,
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
wellbeing
Recognise how media and important people in the
community influence personal attitudes, beliefs,
Investigate and reflect on how valuing diversity positively
influences the wellbeing of the community
Link with History Units and general classroom culture
Link with English Unit 3 on Advertising
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
Understanding movement
Learning through movement
Practise fundamental movement skills and movement
sequences using different body parts and in response to
stimuli
Explore how regular physical activity keeps individuals
healthy and well
Cooperate with others when participating in physical
activities
Identify and describe how their body moves in relation to
effort, space, time, objects and people
Test possible solutions to movement challenges through
Participate in games with and without equipment
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
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

Discuss the body’s reactions to participating in physical
 Use strategies to work in group situations when participating in physical
movement situations
activities
activities
 Construct and perform imaginative and original

Incorporate elements of effort, space, time, objects and
 Propose a range of alternatives and test their effectiveness when solving
movement sequences in response to stimuli
people in performing simple movement sequences
movement challenges
 Create and participate in games
 Identify rules and play fairly when participating in physical activities
Term 1
Term 2
Term 3
Term 4
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.
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
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.
elements of movement
activities.
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
activities.
YEAR 2
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

Discuss the body’s reactions to participating in physical
 Use strategies to work in group situations when participating in physical
movement situations
activities
activities
 Construct and perform imaginative and original

Incorporate elements of effort, space, time, objects and
 Propose a range of alternatives and test their effectiveness when solving
movement sequences in response to stimuli
people in performing simple movement sequences
movement challenges
 Create and participate in games
 Identify rules and play fairly when participating in physical activities
Term 1
Term 2
Term 3
Term 4
Aquatics
Scooter Boards and Ball Games
Skipping
Aquatics
activities.
activities.
activities.
activities.
YEAR 3
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
 Examine the benefits of physical activity and physical fitness to
 Adopt inclusive practices when participating in physical activities
movement situations
health and wellbeing
 Apply innovative and creative thinking in solving movement challenges
 Perform movement sequences which link fundamental movement
 Combine the elements of effort, space, time, objects and people
 Apply basic rules and scoring systems, and demonstrate fair play when
skills
when performing movement sequences
participating
 Practise and apply movement concepts and strategies
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.
Term 1
Term 2
Term 3
Term 4
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.
movement
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.
movement.
movement.
YEAR 4
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
 Examine the benefits of physical activity and physical fitness to
 Adopt inclusive practices when participating in physical activities
movement situations
health and wellbeing
 Apply innovative and creative thinking in solving movement challenges
 Perform movement sequences which link fundamental movement
 Combine the elements of effort, space, time, objects and people
 Apply basic rules and scoring systems, and demonstrate fair play when
skills
when performing movement sequences
participating
 Practise and apply movement concepts and strategies
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.
Term 1
Term 2
Term 3
Term 4
Aquatics – Skills and Strokes
Athletics
Ball/Bat Skills
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.
movement concepts and strategies in different
physical activities and to solve movement challenges.
They create and perform movement sequences using
movement.
movement
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.
movement.
movement.
YEAR 5
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
 Participate in physical activities designed to enhance fitness, and discuss the
 Participate positively in groups and teams by encouraging
different movement situations
impact regular participation can have on health and wellbeing
others and negotiating roles and responsibilities
 Design and perform a variety of movement sequences
 Manipulate and modify the elements of effort, space, time, objects and people to
 Apply critical and creative thinking processes in order to
perform movement sequences
generate and assess solutions to movement challenges
 Propose and apply movement concepts and strategies
 Participate in physical activities from their own and other cultures and examine
 Demonstrate ethical behaviour and fair play that aligns
how involvement creates community connections and intercultural understanding
with the rules when participating in a range of physical
activities
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 decisionmaking 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.
Term 1
Term 2
Term 3
Term 4
Athletics + Throwing and Catching
Basketball
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 healthrelated 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.
sequences.
wellbeing. They perform specialised movement skills
sequences
sequences
YEAR 6
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
 Participate in physical activities designed to enhance fitness, and discuss the
 Participate positively in groups and teams by encouraging
in different movement situations
impact regular participation can have on health and wellbeing
others and negotiating roles and responsibilities
 Design and perform a variety of movement
 Manipulate and modify the elements of effort, space, time, objects and people to
 Apply critical and creative thinking processes in order to
sequences
perform movement sequences
generate and assess solutions to movement challenges
 Propose and apply movement concepts and
 Participate in physical activities from their own and other cultures and examine
 Demonstrate ethical behaviour and fair play that aligns with
strategies
how involvement creates community connections and intercultural understanding
the rules when participating in a range of physical activities
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 decisionmaking 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.
Term 1
Term 2
Term 3
Term 4
Athletics + Fitness
Ball Focus
Aquatics –Junior Lifesaver
sequences.
sequences.
sequences
sequences
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.
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:
• 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
ASSESSMENT
 Teacher directed assessment / quizzes
 Present role plays to class
 Listening comprehension
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
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・
Hobbies
Place Residence
Boku wa _____ ni sunde imasu
Q doko ni sunde imasuka
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、
Fred wa Windsor ni sunde imasu
趣味は何ですか。
趣味は折り紙です。
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

CONCEPTUAL
UNDERSTANDINGS
- language occurs as a text





SOCIALISING
EXCHANGING
INFORMATION /
EXPRESSING FEELINGS
GRAMMAR CONTINUUM






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

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






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




NEGOTIATING MEANING
PHONOLOGY AND SCRIPT
What students need to be able to do with what they know and
understand
What students need to know and understand
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
PRONOUNCIATION
Learning Japanese involves learning to pronounce new sounds
there are 5 vowel syllables in Japanese
CHARACTERS
Ommision of the pronoun if obvious from the context
The interrogative structure
Counters and numbers appropriate for age
Sentence types


です。・ですか。
simple greetings, conversations, simple introductions
ブランヂス先生、おはよう。













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
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。





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。



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
（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。






Unit Title
Time allocation
Teacher/Year Level
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 –
Japanese Birth Signs
Subject no tanjoobi wa month
date desu. (self and family)
Boku/watashi no juunishi wa object desu.
(self)
Subject wa tanjoobi ni object ga
hoshii desu.
Otoosan no juunishi wa object desu. (family
member)
Subject watanjoobi ni object ga
hoshikunai desu.
Question Form –
anata no juunishi wa nan desuka.
Question Form –
tanjoobi ni nani ga hoshii
desuka.
Learning Outcomes

CONCEPTUAL
UNDERSTANDINGS




SOCIALISING


EXCHANGING
INFORMATION /
EXPRESSING FEELINGS


NEGOTIATING MEANING






GRAMMAR CONTINUUM





The key message in simple texts (spoken and
written) and the purpose of simple texts in familiar
situations
Uses text types for comprehension
Expression and comprehension of simple texts
incorporating previous knowledge.
Congratulating a person for their birthday
Asking about presents
What students need to be able to do with what they know and understand
Use previously taught vocab in new sentences.
Express and comprehend using new sentence and question patterns.
Read simple hiragana in single words.


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
 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







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.






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
Omission of the pronoun if obvious from the context
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





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)






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.
Unit Title
Time allocation
Teacher/Year Level
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
ASSESSMENT
 Teacher directed assessment eg. Listening tests, quizzes, partner work, role plays.
 A short oral presentation about themselves.
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.
traditional “Zodiac” signs and expression of opinions.
ADJUSTMENTS
Use scribe or provide support for those students who find writing difficult.
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
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
Nationality
Boku wa nihon jin desu.
Expressing Interest / Lack of interest:
Adjectives - omoshiroii, tsumaranai
Anata wa nanijin desuka.
Japanese Birth Signs
Boku/watashi no juunishi wa
object desu. (self)
Watashi wa oosutoraria jin desu.
Fred wa amerika jin desu.
Otoosan no juunishi wa object
desu. (family member)
Question Form –
anata no juunishi wa nan desuka.
Learning Outcomes
CONCEPTUAL
UNDERSTANDINGS
 The key message in simple texts (spoken and written) and
the purpose of simple texts in familiar situations
 Uses text types for comprehension
 Expression and comprehension of simple texts
incorporating previous knowledge.
SOCIALISING
EXCHANGING
INFORMATION /
EXPRESSING FEELINGS




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
 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
















Watashi/boku wa igirisu jin desu.
Watashi no juunishi wa tora desu
Anata wa nanijin desuka
Boku wa neko o katte imasu
Inu o katte imasuka
watashi wa reality tv ga daikirai desu.
wakarimasu/wakarimasen
hai / iie
chigau / sekkai
omoshiroii / tsumaranai desu
Petto o katte imasuka
Anata wa nanijin desuka

PRONOUNCIATION & SCRIPT
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







Omission of the pronoun if obvious from the context
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.


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


NEGOTIATING MEANING


GRAMMAR CONTINUUM

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
Unit Title
Time allocation
Teacher/Year Level
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.
ASSESSMENT
 Teacher directed assessment eg. Listening tests, quizzes, partner work, role plays.
 A short oral presentation about themselves.
 Listening comprehension test
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.
traditional cuisine and expression of opinions.
ADJUSTMENTS
Use scribe or provide support for those students who find writing difficult.
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.
Likes / Dislikes Sentence patterns Watashi wa sushi ga suki desu.
Sue wa yasai o tabemasen. yasai wa
suki janai desu.
nasu wa mazui 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.
Customary Phrases itadakimasu
gochisosama deshita
hara ga peko peko desu.
Nodo ga kawaita.
Cultural Comparison –
nihonjin wa futsu gohan o
tabemasu.
tempura wa oishii desu ne.
oosutorariajin wa futsu pan o
tabemasu.
Expressing Preferences –
Tom wa asagohan ni tosuto o
tabemasu.
Kenji wa ramen ga daisuki desu
keredomo Tom wa ramen ga suki
janai desu.
Tom wa asagohan ni sashimi o
zenzen tabemasen.
Unit Title
Time allocation
Teacher/Year Level
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.
ASSESSMENT

Teacher directed assessment / quizzes

Listening tasks

Assessment of student’s work in Hiragana workbooks.
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
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
Learning Outcomes
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 (school and local
community)
 Understands conventions of simple procedures/ recounts
 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
 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
 Asks for repetition and assistance using appropriate register
 Uses simple responses to demonstrate understanding / lack of
understanding
 Uses simple expressions to seek clarification
 Expressing understanding / lack thereof
 Expressing interest or lack of interest / uses simple
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
SOCIALISING
EXCHANGING
INFORMATION /
EXPRESSING
FEELINGS
NEGOTIATING
MEANING
PHONOLOGY AND
SCRIPT
GRAMMAR
CONTINUUM




Counters and numbers appropriate for age
Sentence type – Subject Object Verb




simple greetings, conversations, simple introductions
use specific vocab appropriately in sentences eg numbers, colours
expresses simple desires
expresses simple opinions – like or dislike




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。






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。







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


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.
















こんばんは
いいえ
いちろ、ごめん
何をしますか。


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



（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。
Unit Title
Time allocation
Teacher/Year Level
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
ASSESSMENT
 Teacher directed assessment / quizzes
 Oral presentation to teacher
 Written assessment of hiragana script
 Listening comprehension assessment
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
ADJUSTMENTS
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.
Describing Daily Life:
Asking Information:
boku wa suiei renshuu o shimasu.
doko de IPAD o kaimasuka
kyoo wa gakkoo ni ikimasen.
itsu tomodachi ni aimasuka
Q Tom wa kami ga nan iro
desuka.
eigakan de eiga o mimasu
Multiple Sentence Descriptions
of family members, friends,
famous people – spoken and
written
Learning Outcomes

CONCEPTUAL
UNDERSTANDINGS


SOCIALISING
EXCHANGING
INFORMATION /
EXPRESSING FEELINGS


GRAMMAR CONTINUUM








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

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.

Uses simple responses to demonstrate
understanding / lack of understanding
Expressing understanding / lack thereof
Expressing interest or lack of interest


NEGOTIATING MEANING
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
PRONOUNCIATION and Script
sounds – Modified syllables using tenten and maru and
Compound syllables eg kya, kyu, kyo
Learns compound hiragana script and usage to write
words
Sentence types re: physical description, daily actions
Verbs use of present tense masu & masen forms
Particles use of ni, mo, ga, & o





分かりません・わかります
わかりますか・
はい・いいえ

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.






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.
Unit Title
Time allocation
Teacher/Year Level
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.
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.
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.
ADJUSTMENTS
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.
Expressing Ability :
Watashi wa gitaa ga dekimasu.
Natsu ni kuriketto o shimasu.
Future Occupations:
Vocab:
Common occupations as
suggested by students.
Kyo Sam wa gakko ni ikimasen. Byoki
desu.
Shorai ni watashi wa oisha ni
narimasu.
Fred wa sakkaa ga dekimasuka.
Future tense:
Ashita watashi wa kaimono o shimasu.
Raishuu boku wa kookoo ni
ikimasu.
Shorai ni boku wa ekaki ni narimasu.
Shorai ni daigaku ni ikimasu.
Boku wa dansu ga dekimasen.
Expressing Possibility :
Shorai ni watashi wa oisha san ni
narimasu.
Anata wa nani ni narimasuka.
Kayobi ni Sue wa terebi o mimasen.
Shukudai o shimasu.
Learning Outcomes
CONCEPTUAL
UNDERSTANDINGS
 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
SOCIALISING
 Making arrangements by asking simple questions
EXCHANGING
INFORMATION /
EXPRESSING FEELINGS




NEGOTIATING MEANING
GRAMMAR CONTINUUM











Expressing ability and possibility
Asking about ability and possibility
Asking about daily activities
Asking about future plans
 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
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
 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.
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.
Using appropriate questions with the correct tense eg. Nanyobi ni
eigakan e ikimasuka?
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.






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.

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.






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.
Unit Title
Time allocation
Teacher/Year Level
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.
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.
.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.
ADJUSTMENTS
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
Past Tense:
Holiday Plans Future Tense:
Expressing Preferred Activity:
Senshuu watashi wa kanbera ni
ikimashita.
rainen kazoku wa Bali ni ikimasu.
sori ga daisuki desu
hikooki de Bali ni ikimasu.
sukii ga suki janai desu. kowai desuyo.
Basu de kanbera ikimashita. kirai
deshita. tsumaranai desu
hikkoki de ikimashita.
Question Vocab:
War Memorial o mimashita.
watashi wa saafin to suiei o
shimasu.
dare, nani, doko,
dochira, itsu, naze
(doshite),
suki resoto de suki o shimashita.
takusan omiyagi o kaimsu.
mokuyoobi ni boku wa hon o kaimashita,
pen o kaimasendeshita.
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.
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:
• 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
Unit 1
Students understand how the visual
elements can be created and arranged
to express ideas.
Unit 2
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.
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
Unit 3
Unit 4
Students reflect on their selection and use
of visual elements, tools, materials and
techniques to fit their purpose and/or
audience.
Students respond to how artists in
other times and places have used
visual elements, tools, materials and
techniques.


 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
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
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
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




forms (both 2D and 3D) to express ideas, considering particular
audiences and particular purposes, through images and objects
Unit 1
to express ideas.
colour and texture
Unit 2
Unit 3
audience.
Students respond to how artists in other
times and places have used visual
elements, tools, materials and techniques.

 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’)
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 foundobjects)

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)
Line is used to suggest movement and direction
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

Investigates suitable settings to display
their work to the school community
(e.g. foyer, library, classroom)
Unit 4
Students understand how the visual elements
can be created and arranged to express ideas.
colour and texture.
Identifies ideas expressed in images
and describes how visual elements,
techniques and materials are used to
tell stories


Uses repetition to create sequence and
overlap
 Places shapes in purposeful position
 Mixes colours that are warm, cool, light, dark

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
By participating as creators and viewers, students
understand that visual art enhances the lives of
individuals and communities.

Reflects on how visual art can be used to tell
stories about their own others experiences
YEAR 3 VISUAL ARTS

forms (both 2D and 3D) to express ideas, considering particular audiences
and particular purposes, through images and objects.



Unit 1
to express ideas.
The visual elements include: line,
shape, colour and texture.





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
Unit 2
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
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.
Unit 3
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’)
Unit 4
Students respond to how artists in other times
and places have used visual elements, tools,
materials and techniques.

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
representations of dragons used in ancient
Persia, China, Turkey and Egypt
 Christopher Trotter (Qld) assembles ‘found’
materials into – animals, insects – for public
environments

By participating as creators and viewers, students
understand that visual art enhances the lives of
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.
Unit 1
to express ideas.
sculpture and mixed-media works in two
and three dimensions.

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
•
Unit 2
Encloses, fills or changes a space using
cardboard, fabric, wire
Unit 3
audience.
 Is
aware that some artworks are flat
(two-dimensional) and some are
three-dimensional; some are still
and some can move
string, boxes, desks

Investigates asymmetrical balance

Constructs an installation
communities.
Understands that visual arts provide
opportunities for people to entertain or
enjoy themselves


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)
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
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
Unit 4
Students respond to how artists in other times
and places have used visual elements, tools,
materials and techniques.
 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.
Unit 1
elements can be created and arranged to
express ideas.
colour and texture.



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
Unit 2
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.
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.
Unit 3
Unit 4
Students respond to how artists in other
times and places have used visual
elements, tools, materials and techniques.
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)
 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
 Combines ‘found object’ to create a
wearable object (e.g. a necklace of
feathers with buttons, or shells with
straws)
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:
 Makes stamp prints or rubbings with a
range of ‘found objects’. Repeats with
variation (e.g. uses a different action)

communities.

Understands that visual art can
express, record and pass on
community values and knowledge
across generations and communities




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.
Unit 1
to express ideas.
Recognises that shapes and spaces can
appear two-dimensional or 3-D
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.

 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/ 3dimensional

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


Unit 2


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
Unit 3
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
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
Unit 4
Students respond to how artists in
other times and places have used
visual elements, tools, materials and
techniques.

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)
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
By participating as creators and
viewers, students understand that
visual art enhances the lives of

Knows that visual art can offer
different perspectives and
representations of events,
experiences and relationships
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.
Year 1
The Arts (Visual Arts) Queensland Curriculum: Essential Learnings Scope and Sequence
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.
images and objects.
images and objects.
Visual Art involves selecting
different audiences and
different purposes, through
images and objects.
Visual Art involves selecting
different audiences and
different purposes, through
images and objects.
Visual Art involves modifying
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
variation
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
Line is used to suggest
movement and direction
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
Curved, angular, symmetrical,
asymmetrical and overlapping
shapes are used to create
Curved, angular, symmetrical,
asymmetrical and overlapping
shapes are used to create
Texture is used to create
variation and repetition
Texture creates contrast and
patterns using lines, rubbings
and markings
Texture creates contrast and
patterns using lines, rubbings
and markings
Negative space and positive
shape are used to create
abstraction, nonrepresentation and proportion
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
Element of
Music
© David Hooper 2015
Adapted from The Australian Curriculum: The Arts
Task
Task
No:
When
Page
No:
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
ACAMUR083
Respond to music
Identify fast/slow by listening to recorded
music
2
Term 1, Wk 6
p11
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
sing and play
ACAMUM081
and rhymes
4
Term 2, Wk
1+4
N/A
Texture
Beat + Song
sing and play
ACAMUM081
and rhymes
4
Term 2, Wk
1+4
N/A
Task
Task
No:
When
Page
No:
Sing from memory a known song in time
names (ta & te-te) while tapping beat
10
Term 3, Wk 8
N/A
9
Term 3, Wk 6
p31
7
Term 2, Wk 8
p24
Knowledge or Skill
Content Description
Beat, Beat & Rhythm
sing and play
ACAMUM081
Fast/Slow
Students communicate about the music they listen to
Pitch direction,
High/Low
Rhythm
Pitch
Element of
Music
Knowledge or Skill
Beat & Rhythm
Demonstrate aural skills by staying in tune and keeping
in time when they sing and play
ta & te-te
Students communicate about the music they listen to
Pitch
so & me
Students compose and perform music
Dynamics and
Expression
Not assessed
Form
Same & Different
Rhythm
Students communicate about the music they listen to,
make and perform
Timbre
Untuned classroom
percussion
play
Texture
Thick & Thin
Not assessed
Content Description
and imitating sounds, pitch and
ACAMUM080
rhythm patterns using voice,
movement and body percussion
ACAMUM080
rhythm patterns
Create compositions and to
ACAMUM082
communicate ideas to an audience
Three rhythm dictations using ta & te-te, each
4 beats long
Students compose and perform high/low
patterns
ACAMUR083
Respond to music
Perform song and change actions on each new
phrase with class
6
Term 2, Wk 7
N/A
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
MUSIC – YEAR 2
Element of
Music
Knowledge or Skill
za
Rhythm
Content Description
ACAMUM080
rhythm patterns
Communicate about the music they make
Task
Task
No:
When
Page
No:
Three rhythmic dictations using ta, te-te
and za, each up to 8 beats long
4
Term 2, Wk 4
p23
ACAMUM082
Create compositions to
communicate ideas to an audience
Compose short rhythmic compositions
according to the given metre
3
Term 2, Wk 3
p21
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
2 & 3 metre
Students compose and arrange music
Pitch
so, me, la
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
ACAMUR083
Respond to music
Identify widely contrasting instruments by
tone colour and describe how the sounds
are made
5
Term 2, Wk 6
p24
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
Task
Task
No:
When
Page
No:
Melody unison
Texture
Melody and
accompaniment
Element of
Music
Knowledge or Skill
Content Description
Rhythm
Too (minim)
ACAMUM080
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)
ACAMUR083
Respond to music
Identify p (soft) and f (loud) in recorded
examples
7
Term 3, Wk 5
p33
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
Students improvise and perform music
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
Form
MUSIC – YEAR 3
Element of
Music
Knowledge or Skill
Rhythm
Tika-tika
Treble clef on the staff
Pitch
do (in addition to m, s, l)
Content Description
Develop aural skills by recognising
ACAMUM084
elements of music including rhythm
patterns
Recognising elements of music
ACAMUM084
including pitch and rhythm patterns
Create and record compositions by
selecting and organising sounds
ACAMUM086
Using notation to represent sound
and record ideas
Demonstrate aural skills with accurate rhythm
Students arrange sound and silence in music that
communicates ideas
Students compose and arrange sound and silence in
music that communicates ideas
They discuss how they and others use the elements of
music in performance and composition
Not assessed
Dynamics
Form
Steps & Skips
Not assessed
Not assessed
Timbre
Percussion instruments
Students describe similarities and differences between
music they listen to
ACAMUR087
Texture
Combining 2 or more
parts
Demonstrate aural skills by playing instruments with
accurate rhythm
ACAMUM085
Element of
Music
2/4, 3/4, 4/4
Compose and arrange sound and silence in music that
communicates ideas
Tempo changes
Pitch
Task
No:
When
Page
No:
Four rhythmic dictations (ta, te-te, za, too,
tika-tika) up to 8 beats long
5
Term 2, Wk 4
p21
3
Term 2, Wk 1
p17
4
Term 2, Wk 2
p19
Identify percussion instruments by tone
colour from recording
1
Term 1, Wk 7
p13
In pairs clap an 8 beat rhythm in canon (ta,
te-te, za, too, tika-tika)
2
Term 1, Wk 8
N/A
Task
Task
No:
When
Page
No:
Identify whether recorded examples are in
3/4 or 4/4
9
Term 3, Wk 8
p39
Compose their own 'Pictures at an Exhibition'
rhythm using different metres
11
Term 4, Wk 2
p44
Sing a known song individually in solfa (d, r,
m, s, l)
7
Term 3, Wk 6
N/A
Three pitch dictations to given rhythms (d, r,
m, s, l)
10
Term 3, Wk 8
p40
Rewrite known song from stick notation to
staff notation (d, m, s, l)
Create, notate and perform a d, m, s, l
melody from given pitch and rhythm
components, then comment on their
composition
Knowledge or Skill
Describe similarities and differences between music they
listen to
Rhythm
Identify intended purposes and
meanings as they listen to music
using the elements of music to
make comparisons
Playing instruments using elements
of music including rhythm and form
Task
Content Description
ACAMUM084
elements of music including rhythm
patterns
Create, perform and record
ACAMUM086
compositions by selecting and
organising sounds and silence
Not assessed
Demonstrate aural skills by singing with accurate pitch
ACAMUM085
ACAMUM084
re (in addition to d, m, s,
l) forming do pentatonic
Practise singing using elements of
music including rhythm, pitch,
dynamics and form in a range of
pieces
elements of music including pitch
patterns
Dynamics
Not assessed
Form
Call & Response
Improvise sound, silence, and volume in music that
communicates ideas
ACAMUM086
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
Discuss how others use the elements of music in
composition
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
Texture
Not assessed
MUSIC – YEAR 4
MY MINI MUSIC BOOK 4 Recorder Version - Year 4, Semester 1 ASSESSMENT OVERVIEW
Element of Music
Knowledge or Skill
Rhythm
Ostinatos
G, A, B on recorder
Pitch
do pentatonic (d, r, m,
s, l)
Dynamics and
Expression
Smooth and Detached
Form
Binary and Ternary
Timbre
Woodwind instruments
Texture
Not assessed
accurate rhythm
composition
accurate pitch, rhythm and expression
Describe similarities and differences between music
they listen to
they listen to
performance and composition
Students describe similarities and differences between
music they compose
Students compose and arrange music that
communicates ideas
they listen to
Content Description
Practise singing and playing instruments
ACAMUM085
using elements of music including
rhythm and form
Practise playing instruments using
elements of music including rhythm,
ACAMUM085
pitch, dynamics and form in a range of
pieces
ACAMUM084
elements of music including pitch
Rhythm
Pitch
Dynamics
Form
Timbre
Texture
Knowledge or Skill
te-tika & tika-te
they listen to
Discuss how they use the elements of music in
composition
High do
Compose and arrange sound and silence in music that
communicates ideas
Discuss how they and others use the elements of
music in performance
G, A, B, C, D on recorder
Discuss how they and others use the elements of
music in performance
Low D, E, G, A, B, C, D
on recorder
pp, ff, de/crescendo,
Not assessed
Not assessed
they listen to
Related woodwind
instruments
Not assessed
Task
Task
No:
When
Page
No:
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
Individually play a known song on recorder
using notes G, A, B (Blue Star)
3
Term 1, Wk 8
p17
Four pentatonic pitch dictations (d, r, m, s, l)
4
Term 2, Wk 3
p22
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
ACAMUM086
selecting and organising sounds and
silence
Compose a rhythm composition in 4/4 in
Ternary form using ta, te-te, za, too, tikatika, dotted minim, semibreve
5
Term 2, Wk 4
p24
ACAMUR087
Identify woodwind instruments by tone
colour from recordings and describe each
sound as either "smooth" or "detached"
2
Term 1, Wk 7
p16
Task
Task
No:
When
Page
No:
MY MINI MUSIC BOOK 4 Recorder Version - Year 4, Semester 2 ASSESSMENT OVERVIEW
Element of Music
Content Description
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
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
using notes G, A, B, C, D (Green Star)
6
Term 2, Wk 8
p29
using notes low D, E, G, A, B (Red Star)
8
Term 3, Wk 8
p44
Identify related woodwind instruments by
tone colour from recordings and describe
each sound as either "smooth" or "detached"
7
Term 3, Wk 7
p43
ACAMUM085
ACAMUM085
ACAMUR087
pieces
pieces
MUSIC – YEAR 5
MY MINI MUSIC BOOK 5 Recorder & Keyboard Version - Year 5, Semester 1 ASSESSMENT OVERVIEW
Element of Music
Rhythm
Pitch
Knowledge or Skill
tam, te-te-te, ta-te &
Use rhythm symbols and terminology
zam in 6/8
Use rhythm, pitch and form symbols and terminology to
F and middle C on
perform music
recorder (giving C, D, E,
Play music in different styles, demonstrating aural, technical
F, G, A, B, C, D)
& expressive skills by playing instruments with accurate pitch,
Content Description
Use aural skills to identify rhythm
ACAMUM088
patterns
Dynamics and
Expression
Use pitch symbols and terminology
Five pitch dictations using s,l,drmsld'
3
Term 2, Wk 2
p28
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
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
Identify brass instruments by tone colour from
recordings and describe each sound as either
pp, p, f or ff
5
Term 2, Wk 4
p32
1
Term 1, Wk 7
p21
Task
Task
No:
When
Page
No:
Five rhythmic dictations using tam, te-te-te, tate, zam & tika-tika-tika
10
Term 4, Wk 4
p66
Timbre
Brass instruments
Explain how the elements of music are used to
communicate meaning in the music they listen to
ACAMUR091
Texture
Not assessed
MY MINI MUSIC BOOK 5 Recorder & Keyboard Version - Year 5, Semester 2 ASSESSMENT OVERVIEW
Pitch
C, D, E, F, G on
keyboard
Dynamics and
Expression
Staccato & Legato
Form
Phrases
Not assessed
Timbre
Keyboard instruments
and electronic sounds
Texture
Not assessed
Content Description
ACAMUM088
patterns
Use rhythm, pitch & form symbols & terms to perform music
Play music in different styles, demonstrating aural,
technical and expressive skills by playing instruments
with accurate pitch, rhythm and expression in
performances for audiences
compose music
perform music
p31
Use aural skills to identify pitch patterns
ACAMUM090
F sharp and B flat on
recorder (giving C, D, E,
F, F sharp, G, A, B flat,
B, C, D)
Term 2, Wk 3
ACAMUM088
Use rhythm symbols and terminology to compose music
4
p23
Ostinato
tika-tika-tika
Five rhythmic dictations using tam, te-te-te, tate & zam
Term 1, Wk 8
Not assessed
Rhythm
Page
No:
2
Phrases
Element of Music
When
using notes C, D, E, F, G, A, C (Silver Star)
Knowledge or Skill
Task
No:
Develop technical and expressive skills
in playing instruments with
understanding of rhythm, pitch and form
in a range of pieces
pp, p, f, ff (revise)
Form
Task
ACAMUM089
rhythm & expression in performances for audiences
low so & low la (making
extended do pentatonic)
ACAMUM089
including new notes F sharp and B flat (Gold
Star)
6
Term 2, Wk 8
p39
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
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
ACAMUR091
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
ACAMUR091
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
Element of Music
Rhythm
Pitch
Dynamics
Form
Timbre & Texture
Knowledge or Skill
Content Description
Students explain how the elements of music are used to
Compose by improvising, sourcing and
communicate meaning in the music they compose
tam-te
ACAMUM090
arranging ideas and making decisions to
Students use rhythm, pitch and form symbols and
engage an audience
terminology to compose music
syn-co-pa
ACAMUM088
patterns
la pentatonic
Students use pitch symbols and terminology
ACAMUM088
perform music
5-note patterns on
keyboard: C, D, E, F,
ACAMUM089
G D, E, F#, G, A F, G,
A, Bb, C G, A, Bb, C, D
Not assessed
Theme/Motif
ACAMUR091
Describe how their music making is influenced by music
music from different social, cultural and
and performances from different cultures, times and
historical contexts
places
Not assessed
Task
Task
No:
When
Page
No:
Compose a Binary form melody using the notes
of do extended pentatonic and including tam-te
3
Term 2, Wk 3
p28
Five rhythmic dictations using tam-te and
syncopa
2
Term 2, Wk 2
p25
Five pitch dictations using the notes of la pentatonic
5
Term 2, Wk 4
p31
(right hand only) using notes D, E, F#, G, A
(Red Star)
1
Term 1, Wk 8
p19
Identify the country of origin of five known folk
songs played by teacher
4
Term 2, Wk 4
p30
Task
Task
No:
When
Page
No:
(right & left hands separately) using tam-te
and syn-co-pa (Silver Star)
6
Term 2, Wk 8
p38
Element of Music
Rhythm
Knowledge or Skill
Content Description
All rhythms learned,
perform music
focusing on tam-te and
ACAMUM089
Play music in different styles, demonstrating aural, technical
syn-co-pa
& expressive skills by playing instruments with accurate pitch,
rhythm & expression in performances for audiences
fa & ti (making the
Major scale)
Arpeggio
Pitch
Bass clef
Students use pitch symbols and terminology
Not assessed
perform music
ACAMUM088
Five pitch dictations using the notes of the
major scale
10
Term 4, Wk 4
p72
ACAMUM089
Individually play a known song on keyboard (2
hands) using treble clef and bass clef (Gold
Star)
9
Term 3, Wk 8
p56
Dynamics
Not assessed
Form
Rondo
communicate meaning in the music they compose
Students use rhythm, pitch and form symbols and
terminology to compose music
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
Timbre
Voice types
ACAMUR091
Identify voice types (Soprano, Alto, Tenor,
Bass) from recordings
7
Term 3, Wk 5
p49
Texture
Not assessed
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
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
ICT
ICT competence
CCT
Aboriginal and Torres Strait Islander histories and cultures
ASIA
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Term 4
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Sustainability

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Intercultural understanding
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IU
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Personal and social competence
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SUST
PSC
Term 3

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Ethical behaviour
Asia and Australia’s engagement with Asia
ASIA
ASIA
English
Mathematics
Science

1
EB
Term 2
SUST
Term 1
P
Critical and creative thinking
SUST
Numeracy
ASIA
NUM
SUST
Literacy
ASIA
LIT
SUST
Key
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2015 Curriculum framework

Transcription

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