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Pialba State School

Year Level PlansAustralian Curriculum V8

Year 5Curriculum into the classroom (C2C), MathematicsYear level plan, Year 5State SchoolsUpdated: January 2019

Year level plan Mathematics Year level Year 5

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Year level description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.At this year level:Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetryFluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure anglesProblem Solving includes formulating and solving authentic problems using whole numbers and measurements and creating financial plansReasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.

Achievement standard

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. 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 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 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.

Curriculum into the classroom (C2C), MathematicsYear Level plan, Year 5State Schools of 40

Unit Overview SEMESTER 1 SEMESTER 2Se

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Unit 1 Unit 2 Unit 3 Unit 4

Students develop understandings of: Number and place value — make

connections between factors and multiples, identify numbers that have 2, 3, 5 or 10 as factors, represent multiplication using the split and compensate strategy, choose appropriate procedures to represent the split and compensate strategy of multiplication, use a written strategy for addition and subtraction, round and estimate to check the reasonableness of answers, explore mental computation strategies for division, solve problems using mental computation strategies and informal recording methods, compare and evaluate strategies and make generalisations

Fractions and decimals — use models to represent fractions, count on and count back using unit fractions, identify and compare unit fractions and solve problems using unit fractions, add and subtract simple fractions with the same denominator

Using units of measurement — investigate time concepts and the measurement of time, read & represent 24-hour time, measure dimensions, estimate and measure the perimeters of rectangles, investigate area metric units of measurement, estimate and calculate area of rectangles

Students develop understandings of: Number and place value — round

and estimate to check the reasonableness of answers, explore and apply mental computation strategies for multiplication and division, solve multiplication and division problems with no remainders, solve problems using mental computation strategies and informal recording methods, compare and evaluate strategies that are appropriate to different problems and explore and identify factors and multiples

Fractions and decimals — make connections between fractional numbers and the place value system and represent, compare and order decimals

Patterns and algebra — create and continue patterns involving whole numbers, fractions and decimals, explore strategies to find unknown quantities

Shape — apply the properties of 3D objects to make connections with a variety of two-dimensional representations of 3D objects, represent 3D objects with 2D representations

Location and transformation — investigate and create reflection and rotation symmetry, describe and create transformations using symmetry, transform shapes through enlargement and describe the features of transformed shapes

Students develop understandings of: Number and place value — round

and estimate to check if an answer is reasonable, use written strategies to add and subtract, use an array to multiply one- and two-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems, adds and subtracts using metal and written strategies including the right-to-left strategy, multiplies whole numbers and divides by a one-digit whole number with and without remainders

Fractions and decimals — makes connections between fractions and decimals, compares and orders decimals

Money and financial mathematics — investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plans

Patterns and algebra — creates, continues and identifies the rule for patterns involving the addition and subtraction of fractions, use number sentences to find unknown quantities involving multiplication and division

Using units of measurement — chooses appropriate units for length, area, capacity and mass, measures length, area, capacity and mass, problem solves and reasons when applying measurement to answer a question

Students develop understandings of: Number and place value — apply

mental and written strategies to solve addition, subtraction, multiplication and division problems, identify and use factors and multiples, apply computation skills, use estimation and rounding to check reasonableness, solve problems involving addition, subtraction, multiplication and division, use efficient mental and written strategies to solve problems

Fractions and decimals — apply decimal skills, recognise that the place value system can be extended beyond hundredths, compare order and represent decimals, locate decimals on a number line, extend the number system to thousandths and beyond

Money and financial mathematics — create simple budgets, calculate with money, identify the GST component of invoices and receipts, make financial decisions

Using units of measurement — read and represent 24-hour time, convert between 12- and 24-hour time

Location and transformation — explore maps and grids, use a grid to describe locations, describe positions using landmarks and directional language

Geometric reasoning — estimate and measure angles, construct angles using a protractor


Chance — identify and describe possible outcomes, describe equally likely outcomes, represent probabilities of outcomes using fractions, conduct a chance experiment and investigate the fairness of a game

Data representation and interpretation — build an understanding of data, develop the skill of defining numerical & categorical data, generate sample questions, explain why data is either numerical or categorical, develop an understanding of why data is collected, choose appropriate methods to record data, interpret data, generalise by composing summary statements about data.

Geometric reasoning — identify the components of angles, compare & estimate the size of angles to establish benchmarks, construct & measure angles

Data representation and interpretation — explore methods of data representations to construct & interpret data displays, reason with data.

Location and transformation — explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs & enlarge shapes.

Chance — list possible outcomes of chance experiments, describe and order chance events, express probability on a numerical continuum, compare predictions with actual data, apply probability to games of chance, make predictions in chance experiments

Data representation and interpretation — explore types of data, investigate an issue (design data-collection questions and tools, collect data, represent as a column graph or dot plot, interpret and describe data to draw a conclusion).

General capabilities and cross-curriculum priorities

Opportunities to engage with:




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracy

Information and CommunicationTechnology (ICT) Capability

Personal and Social CapabilityEthical Understanding

Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait IslanderHistories and CulturesAsia and Australia’s Engagement with Asia

Sustainability


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Assessment Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.

Semester 1 Semester 2

Unit 1: Interpreting data and posing questions to collect dataWrittenStudents classify and interpret data and pose questions to gather data.

Unit 2: Applying shape, angle and transformation conceptsWrittenStudents measure and construct angles, make connections between three-dimensional objects and their two-dimensional representation. Students describe the symmetry and transformation of two-dimensional shapes and identify line and rotational symmetry.

Unit 3: Continuing patterns, calculating with money and numbersShort answer questionsStudents continue patterns by adding and subtracting fractions and decimals and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They apply a range of computation strategies to solve money problems and to plan and calculate simple budgets.

Unit 4: Describing chance and probabilityShort answer questionsStudents mathematically describe chance experiments involving equally likely outcomes and represent those outcomes.

Assessment Due Term 1 Week 3 Term 2 Week 4 Term 3 Week 3 Term 4 Week 2

Unit 1: Solving simple multiplication, division and fraction problemsShort answer questionsStudents solve multiplication and division problems by efficiently and accurately applying a range of strategies, checking the reasonableness of answers using estimation and rounding. They locate, represent, compare and order fractions and add and subtract fractions with the same denominator.

Unit 2: Investigating data and constructing data displays (optional)Assignment/ProjectStudents use simple strategies to reason and solve a data inquiry question.

Unit 3: Calculating measurementsShort answer questionsStudents choose appropriate units of measurement for length, area, volume, capacity and mass. They calculate perimeter and area of rectangles.

Unit 4: Calculating time and identifying factors and multiplesShort answer questionsStudents convert between 12 and 24-hour time. They identify and describe factors and multiples of whole numbers.

Assessment Due Term 1 Week 6 Term 2 Week 7 & 8 Term 3 Week 6& 7 Term 4 Week 5

Unit 1: Investigating chance experiments (optional)Assignment/ProjectStudents use simple strategies to reason and solve a chance inquiry question.

Unit 3: Investigating the size of an object (optional)Assignment/ProjectStudents use simple strategies to reason and solve a measurement inquiry question.

Unit 4: Investigating with measurement and mapping (optional)Assignment/ProjectStudents mathematically describe chance experiments involving equally likely outcomes and represent those outcomes.


Assessment Due Term 1 Week 4 Term 3 Week 9 Term 4 Week 7

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teacher judgmentsTeachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.


Content descriptions for Year 5 MathematicsReview for balance and coverage of content descriptions

Number and AlgebraSemester 1 Semester 2


Number and place value

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

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

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

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

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

Fractions and decimals

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

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

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

Compare order and represent decimals (ACMNA105) Money and financial mathematics

Create simple financial plans (ACMNA106) Patterns and algebra

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

Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)

Measurement and GeometrySemester 1 Semester 2


Using units of measurement

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

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

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

Shape

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

Location and transformation

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

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

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

Geometric reasoningCurriculum into the classroom (C2C), EnglishYear level plan, Year 5State SchoolsUpdated: January 2019

Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Statistics and ProbabilitySemester 1 Semester 2


Chance

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

Recognise that probabilities range from 0 to 1 (ACMSP117) Data representation and interpretation

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

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

Describe and interpret different data sets in context (ACMSP120)

Curriculum into the classroom (C2C), MathematicsYear level plan, Year 5State Schools of 40

Year level plan English Year level Year 5C

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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.


Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. 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.Productive modes (speaking, writing and creating)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 imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Curriculum into the classroom (C2C), EnglishYear level plan, Year 5State SchoolsUpdated: January 2019

Unit overview SEMESTER 1 SEMESTER 2Se

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Unit 1: Examining and creating fantasy texts

Unit 2: Examining media texts

Unit 3: Examining characters in animated film

Unit 4: Appreciating poetry

Unit 5: Responding to poetry

Unit 6: Exploring narrative through novels and film

Students listen to, read and interpret a novel from the fantasy genre showing understanding of character development in relation to plot and setting. They demonstrate the ability to analyse the development of a main character through a written response. They create the first chapter of a fantasy novel, depicting contrasting fantasy characters in relation to setting and plot.

Students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital, multimodal feature article, including written and visual elements, from a particular viewpoint.

Students listen to, read, view and interpret a range of multimodal texts including comics, cartoons and animations. They produce a digital multimodal short story exploring a character’s behaviour when faced with an ethical dilemma.

Students listen to, read and view a range of poetry, including anthems, odes and other lyric poems from different contexts. They will interpret and evaluate poems, analysing how text structures and language features have been constructed by the poet, for specific purposes and effects.

Students listen to, read and view a range of poetry, including narrative poems, to create a transformation of a narrative poem to a digital multimodal narrative.

Students listen to, read and view films and novels with a range of characters and involving flashbacks or shifts in time. They demonstrate understanding of the depiction of characters, setting and events in a chosen film. They create a written comparison of a novel and the film adaptation. Students listen to and view narrative films and spoken, written and digital film reviews, to create a written film review of a chosen film. Students express and justify opinions about aspects of the novels and films during group discussions.









Information and communicationtechnology (ICT) capability

Personal and social capabilityEthical understanding

Intercultural understanding

Critical and creative thinking

Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with Asia

Sustainability


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Assessment

Assessment Due:

Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over the reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.


Unit 1: Imaginative responseImaginative response – writtenStudents write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting.

Unit 2: Comprehend a feature articleExam/TestStudents interpret and analyse information from a feature article.

Unit 3: Digital multimodal short storyPoster/multimodal presentationStudents create a digital multimodal short story that focuses on the behaviours of two main characters when faced with an ethical dilemma.

Unit 4: Poetry analysisInformative response – writtenStudents write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.

Unit 5: Digital multimodal narrativePoster/multimodal presentationStudents create a digital multimodal transformation of a narrative poem.

Unit 6: Written comparisonWrittenStudents write a comparison of a novel and its film adaptation and state a preference.

Term 1 Week 8 Term 2 Week 2 Term 2 Week 8 Term 3 Week 5 Term 3 Week 10 Term 4 Week 6

Unit 2: Multimodal feature articlePoster/multimodal presentationStudents select information and create a multimodal feature article that presents a particular point of view about an issue.

Assessment Due: Term 2 Week 4-5

Naplan 14 – 16 May 2019 NAPLAN

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Content descriptions for Year 5 EnglishReview for balance and coverage of content descriptions

LanguageSemester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Language variation and change

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

Language for interaction

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)

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

Text structure and organisation

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

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)

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

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)

Expressing and developing ideas

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

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)

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)

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

Phonics and word knowledge

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)

Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514)

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829)

LiteratureSemester 1 Semester 2


Literature and context

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

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 5 State SchoolsUpdated: July 2017

Responding to literaturePresent a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

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

Examining literature

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

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

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

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

LiteracySemester 1 Semester 2


Texts in contextShow 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)

Interacting with othersClarify 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)

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, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Interpreting, analysing, evaluatingIdentify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

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)

Creating textsPlan, 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)

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

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

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)

Curriculum into the classroom (C2C), .Year level plan Year 5 State Schools of 40

Year level plan Humanities and Social Sciences (HASS) Year level Year 5

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Australian communities – their past, present and possible futuresThe Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship between humans and their environment. Students’ geographical knowledge of Australia and the world is expanded as they explore the continents of Europe and North America, and study Australia’s colonisation, migration and democracy in the 1800s. Students investigate how the characteristics of environments are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces within them. They also investigate how environments influence the characteristics of places where humans live and human activity in those places. Students explore how communities, past and present, have worked together based on shared beliefs and values. The curriculum introduces studies about Australia’s democratic values, its electoral system and law enforcement. In studying human desire and need for resources, students make connections to economics and business concepts around decisions and choices, gaining opportunities to consider their own and others’ financial, economic, environmental and social responsibilities and decision-making, past, present and future.The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.� How have individuals and groups in the past and present contributed to the development of Australia?� What is the relationship between environments and my roles as a consumer and citizen?� How have people enacted their values and perceptions about their community, other people and places, past and present?

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 5 State SchoolsUpdated: July 2017


By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.


Unit Overview Unit 1: People and the environment

Unit 2: Managing Australian communities

Unit 3: Communities in colonial Australia (1800’s)

Unit 4: Participating in Australian Communities

Unit 5: Australian communities of the future

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Inquiry questions:

How do people and environments influence one another?

In this unit, students will investigate: the characteristics of places in

Europe and North America and the location of their major countries in relation to Australia

the human and environmental factors that influence the characteristics of places and the interconnections between people and environments

the impact of human actions on the environmental characteristics of places in two countries in Europe and North America

how to complete maps using cartographic conventions

the language used to describe the relative location of places at a national scale

how to represent and interpret data to identify simple patterns, trends, spatial distribution, infer relationships and draw conclusions.

Inquiry questions:

How are people and environments managed in Australian communities?

In this unit, students will investigate: how places are affected by

the interconnection between people, places and environments

the influence of people on the human characteristics of places, including how the use of space within a place is organised

how laws impact on the lives of people in the present

the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management

environmental challenges in the form of natural hazards

ways in which people respond to a geographical challenge and the possible effects of actions.

Inquiry questions:

How have individuals and groups in the colonial past contributed to the development of Australia?

In this unit, students will investigate: key events related to the

development of British colonies in Australia after 1800

the economic, political and social reasons for colonial developments in Australia after 1800

aspects of daily life for different groups of people during the colonial period in Australia

the effects that colonisation had on the lives of Aboriginal peoples and on the environment

significant developments and events that impacted on the development of colonial Australia, including the gold rushes and inland exploration

the significance of individuals and groups in shaping the colonies, especially through inland exploration.

Inquiry questions:

How have people enacted their values and perceptions about their community, other people and places, past and present?

In this unit, students will investigate: the key values of Australia’s

liberal democratic system of government, particularly the values of freedom, equality, fairness and justice

significant past developments, events, individuals and groups that impacted on the development law and democracy in Australia, particularly the Eureka Stockade and Peter Lalor

representative democracy and voting processes in Australia

how laws impacted on the lives of people in the past.

Inquiry questions:

What is the relationship between environments and my role as a consumer?

In this unit, students will investigate: a familiar personal or

community economics or business issue they may experience in their everyday life

how to distinguish between needs and wants, and recognise why choices need to be made about how limited resources are used

how different types of resources are used by societies to satisfy needs and wants of present and future generations

how a variety of factors influence consumer choices, and that different strategies can be used to help make informed personal consumer and financial choices.

This unit is optional







Key General capabilities Cross-curriculum prioritiesLiteracyNumeracyInformation and CommunicationTechnology (ICT) Capability


Intercultural UnderstandingCritical and Creative thinking


Sustainability


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Unit 1: People and the environment

Unit 2: Managing Australian communities

Unit 3: Communities in colonial Australia (1800’s)

Unit 4: Participating in Australian Communities

Unit 5: Australian communities of the future

Assessment task To investigate the characteristics of places and use evidence to draw conclusions about a preferred place to live.The assessment will gather evidence of the student’s ability to: explain the characteristics of

places in different locations at local to national scales

identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments.

interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence

sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions

present ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Assessment task To identify how legal and environmental issues in Australian communities can be managed.The assessment will gather evidence of the student’s ability to: describe the roles of different

people in Australia’s legal system

identify the effects of these interconnections on the characteristics of places and environments

locate and collect data and information from a range of sources to answer inquiry questions.

interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships

independently propose action, describing the possible effects of their proposed action


Assessment task To describe how and why life changed and stayed the same for people in a colonial Australian community and describe the significance of an early inland explorer in bringing about change to colonial Australia. The assessment will gather evidence of the student’s ability to: describe the significance of

people and events/developments in bringing about change

identify the causes and effects of change on particular communities

describe aspects of the past that have remained the same

describe the experiences of different people in the past

examine sources to determine their purpose and to identify different viewpoints

sequence information about events and the lives of individuals in chronological order using timelines


Assessment task To investigate democratic values and processes in the school community.The assessment will gather evidence of the student’s ability to: identify the importance of

values and processes to Australia’s democracy

describe different views on how to respond to an issue or challenge

identify different viewpoints generate alternative

responses to an issue or challenge

reflect on their learning to independently propose action, describing the possible effects of their proposed action

present ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions

Assessment task To explain how people in communities make decisions about the use of resources to meet their needs and wants. The assessment will gather evidence of the student’s ability to: recognise that choices need

to be made when allocating resources.

describe factors that influence their choices as consumers

identify strategies that can be used to inform these choices



Assessment Due:

How do people and environments influence one another?

Term 1 Week 6 Part A: Human and environmental characteristics of places

Term 1 Week 6 Part B: Influences of people and the environment on places

Term 1 Week 8 Part C: Decide on a place to live

Managing Australian communities

Term 2 Week 4 Part A: Describing roles

Term 2 Week 4 Part B: Sorting, recording and representing

Term 2 Week 8 Part C: Proposing action

Communities in colonial Australia (1800’s)

Term 3 Week 7 Part A and B: Posing Questions

Term 3 Week 8 Part C: - Collecting, locating, Analysing and Interpreting information

Term 3 Week 9 Part D: Presenting Findings

Participating in Australian Communities

Term 4 Week 5 Part A:Identify the importance of values to Australia’s democracy

Identify the importance of processes to Australia’s democracy

Term 4 Week 6 & 7 Part B and C: Work with others to generate alternative responses to an issue or challenge and describe different views on how to respond to an issue or challenge

Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

This unit is optional


By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past.

Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments.

They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices.

They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry

By the end of Year 5, students describe the significance of people and events/ developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past.



They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their




They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine




They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine




They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine Curriculum into the classroom (C2C), .

Year level plan Year 5 State Schools of 40

Mod

erat

ion Consistency of



Content descriptions for Year 5 Humanities and Social SciencesReview for balance and coverage of content descriptions

Knowledge and Understanding Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

History

Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106)

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 (ACHASSK107)

The impact of a significant development or event on an Australian colony (ACHASSK108)

The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)

The role that a significant individual or group played in shaping a colony (ACHASSK110)

Geography

The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)

The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)

Civics and Citizenship

The key values that underpin Australia’s democracy (ACHASSK115)

The key features of the electoral process in Australia (ACHASSK116)

Why regulations and laws are enforced and the personnel involved (ACHASSK117)

How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Economics and Business

The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)

Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120)

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Inquiry and Skills Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Researching

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 5 State SchoolsUpdated: January 2019

Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

Inquiry and Skills Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Researching

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)

Analysing

Examine primary and secondary sources to determine their origin and purpose (ACHASSI098)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101) Work in groups to generate responses to issues and challenges (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 5 State Schools of 40

Year level plan Science Year level Year 5

Cur

ricul

um in

tent


The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.Incorporating the key ideas of science Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.


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, help us solve problems and how science knowledge develops from many people’s contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. 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 in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 5State SchoolsUpdated: January 2019

Unit Overview SEMESTER 1 SEMESTER 2Se

quen

cing

teac

hing

and

lear

ning

Unit 1: Survival in the environment Unit 2: Our place in the solar system

Unit 3: Now you see it Unit 4: Matter matters

Students analyse the structural features and behavioural adaptations that assist living things to survive in their environment. They understand that science involves using evidence and comparing data to develop explanations. Students investigate the relationships between the factors that influence how plants and animals survive in their environments, including those that survive in extreme environments, and use this knowledge to design creatures with adaptations that are suitable for survival in prescribed environments.

Students describe the key features of our solar system including planets and stars. They discuss scientific developments that have affected people's lives and describe details of contributions to our knowledge of the solar system from a range of people. With guidance, students will pose questions, plan and conduct investigations to answer questions and solve problems. They decide on variables to change and measure to conduct fair tests. Students communicate their ideas in a variety of multimodal texts including recording in data sheets and as a report for popular media.

Students investigate the properties of light and the formation of shadows. They investigate reflection angles, how refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the relationship between light source distance and shadow height. They plan investigations including posing questions, making predictions, and following and developing methods. They analyse and represent data and communicate findings using a range of text types, including reports and labelled and ray diagrams. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices and affected peoples' lives.

Students broaden their classification of matter to include gases and begin to see how matter structures the world around them. They understand that solids, liquids and gases have some shared and some distinct observable properties and can behave in different ways. Students pose questions, make predictions and plan investigation methods into the observable properties and behaviours of solids, liquids and gases. They represent data and observations in tables and graphs. They identify patterns and relationships in data and compare patterns with their predictions when suggesting explanations. They suggest ways to improve fairness and accuracy of their investigation.







Information and Communication Technology (ICT) Capability


Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with Asia

Sustainability

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 5State Schools of 40

Ass

essm

ent



Unit 1: Creating a creature Multimodal presentationStudents analyse how the form of living things enables them to function in their environments. They use environmental data when suggesting explanations for difference in structural features of creatures. Students communicate ideas using multimodal texts.

Unit 2: Exploring the solar system Multimodal presentationStudents describe key features of the solar system. They describe how science knowledge develops from many people’s contributions and explain how scientific developments have affected people's lives and solved problems. Students communicate ideas using multimodal texts.

Unit 3: Exploring the transfer of light Experimental investigationStudents plan, predict and conduct a fair investigation to explain everyday phenomena associated with the transfer of light. They discuss how scientific developments have affected people’s lives and help us solve problems. Students describe ways to improve the fairness of their investigation and communicate ideas and findings.

Unit 4: Investigating evaporation and explaining solids, liquids and gases Experimental InvestigationStudents plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the properties of solids, liquids and gases. They communicate ideas and findings using multimodal texts.

Assessment Due

Create a creatureTerm 1 Weeks 8 & 9

Exploring the solar system

Term 2 Weeks 7 & 8

Exploring the transfer of light

Term 3 Weeks 8 & 9

Investigating evaporation and explaining solids, liquids and gases

Term 2 Weeks 6 & 7

Mod

erat

ion Consistency

of teacher judgments

Teachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 5State Schools of 40

Content descriptions for Year 5 ScienceReview for balance and coverage of content descriptions

Science UnderstandingSemester 1 Semester 2


Biological sciences

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Chemical sciences

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

Earth and space sciences

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)

Physical sciences

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science as a Human EndeavourSemester 1 Semester 2


Nature and development sciences

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Science Inquiry SkillsSemester 1 Semester 2


Questioning and predicting

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Planning and conducting

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)

Processing and analysing data and information

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating

Reflect on and suggest improvements to scientific investigations (ACSIS091)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Curriculum into the classroom (C2C), .Band plan Year 5State SchoolsUpdated: January 2019

Curriculum into the classroom (C2C), Design TechnologyBand plan Year 4State Schools of 40

Band plan Design and Technologies (Year 5) Band level Years 5 and 6C

urric

ulum

inte

nt

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.

Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. Across each band from Foundation to Year 8, students will have the opportunity to produce at least three types of designed solutions (product, service and environment) through the technologies contexts identified for a band. The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.

The Design and Technologies processes and production skills strand focuses on creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

Curriculum into the classroom (C2C), SubjectBand plan Year 5State SchoolsUpdated: January 2019

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.

Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Band description Years 5 and 6Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.

In Years 5 and 6, students critically examine technologies − materials, systems, components, tools and equipment − that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.

Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.

Using a range of technologies, including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms, such as thumbnail sketches, models, drawings, diagrams and storyboards, to illustrate the development of designed solutions. They use a range of techniques, such as labelling and annotating sequenced sketches and diagrams to illustrate how products function, and recognise and use a range of drawing symbols in context to give meaning and direction.

Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.

Curriculum into the classroom (C2C), Design and TechnologiesBand plan Year 5State Schools of 40

Achievement Standards

Years 5 and 6By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.


Unit Overview Unit 1: Harvesting good health (HPE Unit) Unit 2: Hands off (Year 6) Unit 3: Design for nature (Year 5)Linked with Science Unit 1 – Survival in the Australian environment

Sequ

enci

ng te

achi

ng a

nd le

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Food specialisations and Food and fibre productionIn this unit, students will explore how competing factors and technologies influence the design of a sustainable service. This service provides a plant for the preparation of a healthy food product. Students will apply the following processes and production skills: Investigating:o healthy food choices and food preparation

techniques; o plant growth requirements and production

systems; o design needs and opportunities;

o issues, including sustainability, which affect designs; and

o the characteristics of materials, tools and techniques in relation to the design challenge.

Generating designs, criteria for success, an annotated diagram of a sustainable plant service and a production plan.

Producing a plant service to enable the preparation of a healthy food product.

Evaluating their design and production processes.

Collaborating and managing by working with others and by following the steps for the project.

Suggested partner unit: Health and Physical Education Year 5 Unit 2 —

Healthy habits, or Science: Year 6 Unit 4 — Life on Earth (Human

impact on the environment).

Engineering principles and systemsIn this unit, students will investigate how electrical energy can control movement, sound or light in a designed product or system. They will design a solution to an environment’s security need and make an electrical device that is part of the solution.They will examine the role of people in engineering technology occupations in developing solutions for current and future use.Students will apply the following processes and production skills: Investigating by:o the analysis of technologies applied in

security systemso the testing of circuits and devices that control

movement, sound or light Generating and documenting design ideas for

securing environments using technical terms and graphical representation techniques

Producing a functional device by safely using materials, components, tools and techniques

Evaluating design ideas, processes and solutions against negotiated criteria for success including sustainability

Collaborating as well as working individually throughout the process

Managing by developing project plans that include resources.

Suggested partner unit: Science Year 6 Unit 2 – Energy and electricity

Materials and technologies specialisationsIn this unit, students will investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate their suitability for use. They will design a product to meet an identified need or opportunity for wildlife in their local area.They will examine the role of people in a range of technologies occupations and the tools and techniques they use.Students will apply the following processes and production skills: Investigating by:o the analysis of needs and opportunities for

designingo the analysis of technologies and design

features used in wildlife managemento the testing of tools and techniques with a

range of materials Generating and documenting design ideas for a

wildlife management product Producing a wildlife management product for an

identified need Evaluating design ideas, processes and solutions

against negotiated criteria for success Collaborating as well as working individually

throughout the process Managing by developing project plans that

include resources.Suggested partner unit: Science Year 5 Unit 1 – Survival in the Australian

environment











Sustainability


Ass

essm

ent


Unit 1: Harvesting good health (HPE Unit)Unit 2: Hands off (Year 6 Unit) Linked to Science Unit 2 Energy and Electricity

Unit 3: Design for nature (Year 5)Linked with Science Unit 1 – Survival in the Australian environment

PortfolioStudents will design a service that provides a plant that can be used to create a healthy food product.

The service will involve the design of the plant’s: Packaging Care label Fact sheet

Assessment will gather evidence of student’s ability to: Describe competing factors in the design of a

plant service taking into account sustainability.

Describe how a plant service is designed to meet present and future needs.

Explain how designed services use technologies to produce, package and distribute plants.

Create a plant service that meets identified needs.

Select and use appropriate tools, components and techniques, and record a production plan, to safely produce a plant service.

Generate and communicate design ideas for a plant service, including graphical representations.

Suggest and use criteria for success, including sustainability, to evaluate a design.

PortfolioStudents design a solution to an environment’s security need and make an electrical device that is part of the solution. Assessment will gather evidence of student’s ability to: Describe competing factors in the design of

electrical devices Explain how electrical systems are designed to

meet present and future needs. Explain how electrical energy controls

movement, sound or light in a designed solution

Explain how needs can be met with a designed solution.

Generate and refine ideas. Select and use appropriate technologies and

techniques to safely produce a working device. Record project plans including production

processes. Establish and use criteria for success to

evaluate a design.

PortfolioStudents design and make a product that supports wildlife to coexist in the school environment. Assessment will gather evidence of student’s ability to: Describe competing factors in the design of

products and environments. Describe how technologies contribute to the

future of wildlife. Explain how materials and technologies

influence designed solutions. Identify needs and opportunities. Generate and communicate ideas using

appropriate methods. Select and use appropriate resources to safely

make a product. Develop production plans identifying

technologies processes. Suggest criteria for success and use to

evaluate ideas and product.


Assessment Due:

Design for NatureTerm 3 Week 5 Part A: Set the SceneTerm 3 Week 7 Part B: Design for NatureTerm 3 Week 9 Part C: Design a wildlife support solution

Note: This unit is integrated with Science Unit 1 Survival in the Australian Environment.

Mod

erat

ion Consistency of



Content descriptions for Years 5 and 6 Design and TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Design and Technologies knowledge and understanding Unit 1 Unit 2 Unit 3

Technologies and society

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

Technologies context

Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)

Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)

Design and Technologies processes and production skills Unit 1 Unit 2 Unit 3

Investigating and defining

Critique needs or opportunities for designing and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Generating and designing

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Producing and implementing

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Collaborating and managing

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Curriculum into the classroom (C2C), TechnologiesBand plan Year 5State SchoolsUpdated: January 2019

Band plan Digital Technologies (Year 5) Band level Years 5 and 6C

urric

ulum

inte

nt

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 5 and 6State SchoolsUpdated: January 2019

Band description Years 5 and 6Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as identifying similarities in different problems, and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.In Years 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data, and are introduced to the concept of data states in digital systems and how data are transferred between systems. They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems.Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols, such as devising file naming conventions that are meaningful, and determining safe storage locations to protect data and information.

Achievement Standards

Years 5 and 6By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 5 State Schools of 40

Unit Overview Unit 1: A-maze-ing digital designs (Year 6) Linked with English Unit 6 – Comparing Texts

Unit 2: Data changing our world (Year 5)Linked with Data in Semester 2 and follows on from Maths Unit 1 – Assessment task: Interpreting and comparing data displays Interpreting and comparing data displays

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Time allocationUnit 1 – 50% of total teaching timeUnit 2 – 50% of total teaching time

In this unit students engage in a number of activities, including:� investigating the functions and interactions of digital components and

data transmission in simple networks, as they solve problems relating to digital systems

� following, modifying and designing algorithms that include branching and repetition

� developing skills in using a visual programming language within a maze game context

� working collaboratively to create a new maze game. Students will apply a range of skills and processes when creating digital solutions. They will:� define problems by identifying appropriate data and functional

requirements � design a user interface, considering design principles � follow, modify and design algorithms using simple statements, relating

particular programming language statements (steps and decisions) to actions in the game

� implement their game using visual programming � evaluate how well their solutions meet needs� plan, create and communicate ideas within a collaborative project, and

apply agreed protocols when negotiating, providing feedback, developing plans and sharing online.

Suggested partner units:� English Year 5 Unit 1 – Examining and creating fantasy texts� English Year 6 Unit 6 – Comparing texts

In this unit students will investigate how information systems meet local and community needs and will create a spreadsheet solution. Learning opportunities will include:� exploring how community organisations collect data and present information

to meet community needs� visualising data to create information that is easily understood� creating a data-driven solution that processes user input to provide

information about a reading challenge.Students will apply a range of skills and processes when creating digital solutions. They will:� explore information systems, including systems that deliver community

information, and explain how they meet needs� examine how digital information systems use whole numbers to represent all

data� collect, manage and analyse data using a range of software (such as

spreadsheets)� interpret and visualise data to create information� define problems by considering the need, the required data, the audience

and what features need to be included� implement a digital solution to solve a defined problem� apply technical protocols such as devising meaningful file naming

conventions and determining safe storage locations to protect data and represent information in ethical ways.

Suggested partner units:� Mathematics Year 6 Unit 1 — Assessment task: Interpreting and comparing

data displays









Sustainability


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Unit 1: A-maze-ing digital designs (Year 6) Unit 2: Data changing our world (Year 5)

PortfolioAssessment of student learning will be gathered from an assessment portfolio which includes a collaborative digital solution.Students will:� explain the fundamentals of digital systems� explain how digital systems are connected to form networks� define problems in terms of data and functional requirements� design a user interface and incorporate decision making and repetition

into designs � implement their digital solutions� explain how student solutions are sustainable and meet needs.

PortfolioAssessment of student learning will be gathered from short answer questions and project work.Students will:� explain how existing information systems meet local and community needs� explain how whole numbers are used to represent all data in digital

systems� define problems in terms of data� represent a variety of data types in digital systems� acquire, store and use validated data� design a user interface and incorporate decision making into designs � implement their digital solutions

Assessment Due:Data changing our world

Term 3 Week 6: Part A and B

Part A: Explain how information systems meet local and community needs. Part B: Represent a variety of data types in digital systems.

Term 4 Weeks 3-7: Part C

Part C: Design and create an interactive spreadsheet and share information ethically.

Partner Unit Integration: Year 5 Maths Unit 1 – Assessment: 'Interpreting data and posing questions to collect data'

Students will use their proficiencies in mathematics and data learning through their Maths Unit Semester 1 Term 1 to complete this Digital Technologies unit.

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Content descriptions for Years 5 and 6 Digital TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Digital Technologies knowledge and understanding Unit 1 Unit 2

Digital systems

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Representation of data

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)

Digital Technologies processes and production skills Unit 1 Unit 2

Collecting, managing and analysing data

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Investigating and defining

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Generating and designing

Design a user interface for a digital system (ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Producing and implementing

Implement digital solutions as simple visual programs involving branching, iteration (repetition) and user input (ACTDIP020)

Evaluating

Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

Collaborating and managing

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

Curriculum into the classroom (C2C), Subject Year level plan, Years 5 State Schools of 40

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