PACIFIC PARADISE

Whole-school curriculum, assessment and reporting 2016

Prep Year 1 Year1/2 Year 2 Year 3 Year3/4 Year 4 Year 5 Year 5/6 Year 6 Year 7 Useful resources Our pedagogy

All classroom download resources for C2C

This Framework is informed by the P–12 curriculum, assessment and reporting framework which specifies the requirements for Queensland state schools for delivering the curriculum for Prep to Year 12 from 2013.

Curriculum into the classroom (C2C), Whole-school curriculum, assessment and reporting plan — P–10Education Queensland Version 10, September 2013

The framework is based on the assumption that every student can learn and that responding to the particular learning needs of students is central to teaching.

In implementing the P–12 curriculum, assessment and reporting framework Queensland state schools:provide students with the required curriculumassess, monitor and capture student achievementset high expectations for each student and respond effectively to their current levels of achievement and differing rates of learningprepare students to exit schooling with the foundation for successful lifelong learning and participation in the communitykeep parents and students informed of the student’s achievement throughout their schooling.

h tt p : //ed u ca t i on . qld . go v . au / cu r r i c ul u m / f r a m e w o r k / p - 1 2 / i n d e x . h t m l

The Australian CurriculumT h e A u s t r a li an C u r r ic u l u m sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.

E n g lis h , M a th e m a t ic s , S ci e n c e , H is to r y and G e o g r a ph y . G e n e r al C a p a b ili t i e s C r o ss - C u rr ic u l u m P r i o r i t i e s

Curriculum ImplementationIn 2014 Pacific Paradise State School will continue to follow the EQ Implementation Schedule in implementing The Australian Curriculum in English, Mathematics, Science and History, and begin implementing Geography.

All Queensland teachers are also required to plan, teach and assess the remaining KLAs – SOSE, The Arts, HPE and Technology, as part of our mandated Queensland curriculum, utilising the Essential Learnings and Ways of Working from QCAR.

All Queensland teachers are also required to plan, teach and assess the remaining KLAs – SOSE, The Arts, HPE and Technology, as part of our mandated Queensland curriculum, utilising the Essential Learnings and Ways of Working from QCAR.

http: // edu c a t i on . q l d .g o v . a u /c u rr ic u l u m / f r a m e w o r k / p - 1 2 / d o cs / p o lic y - i m p l e m e nt a t i on . pd f

In 2014, Pacific Paradise State School will: (as outlined in D E T E P – 1 2 c u r r i c u l u m, a sses s m e n t an d r e po r t i n g f r a m e w o r k ):

Our Priorities Continue implementation of the Australian Curriculum for English, Mathematics, Science and History and commence Geography, for all

students P - 10. Implementation involves teaching, assessment and reporting.

Implement the Queensland curriculum for Prep to Year 10, as listed below:

~ Queensland Early Years Curriculum Guidelines (Queensland Studies Authority) in relation to Social and personal learning, Health and physical learning, and Active learning processes in Prep.

~ Queensland Curriculum, Assessment and Reporting (QCAR) Framework Essential Learnings in Years 1 to 9 for Technology, Health and Physical Education and the Arts.

~ QCAR Framework Essential Learnings for Languages mandated in Year 6, 7 and 8 as specified in Mandatory Languages in Years 6, 7 and 8. Languages in year levels other than Years 6−8 are provided based on the needs of the students and the local community.

Implement the Minimum curriculum time requirements for Queensland state schools: 2014 - 2016. For students on a highly individualised learning plan requiring high intensity support, schools may need to adjust these time allocations — as documented in the student’s Individual Learning Plan.

Provide a curriculum for students with disability under the conditions specified in P o lic y s t a t e m e nt : C u r r i cul u m p r o v i s i on t o s t ud e n t s w i t h d i s ab ili t y . These units have had their unit outlines, achievement standards, assessment and content descriptors differentiated to Foundation, Yr 1, Yr 2 and Yr 3 level. See links English Differentiated Units Ed Studio Maths Differentiated Units Ed Studio Science Differentiated units Ed studio

Teach Queensland modern cursive script in implementing the Australian Curriculum: English content descriptions relating to Handwriting in Prep to Year 7.

Use information and communication technologies to enhance student learning in the required curriculum.

Use Standard Australian English as the basis for teaching, including the teaching of spelling.

Provide school curriculum informed by student performance data to support the continuous improvement of student achievement.

Develop Aboriginal and Torres Strait Islander perspectives:~ through embedding the cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures in all learning areas, with a strong

but varying presence depending on the relevance to the learning area~ by taking a localised approach in line with Embedding Aboriginal & Torres Strait Islander Perspectives in Schools.

Develop a school homework policy in consultation with the school community — as specified in Pacific Paradise Homework Policy

Curriculum Provision to Students with Diverse Learning NeedsAs specified in the policy: C u rr i cu l u m p r o v i s i on t o s t u d e n t s w i t h di v er s e l e a r n i ng n e e ds , we will:

Differentiate teaching to enable students to achieve the learning specified for their year

Collaboratively develop Individual Learning Plans for the small percentage of students who are identified as requiring a different year-level curriculum in some or all learning areas for the reporting period

Provide for students with learning support needs Advancement Plan.doc

Provide for gifted and talented students Advancement Plan.doc

Provide for students learning English as an additional language or dialect (EAL/D) by:~ identifying and monitoring their development of English language proficiency using the Queensland Bandscales for EAL/D Learners

~ supporting their learning — as specified in Policy statement: Curriculum provision to students with diverse learning needsThe Queensland Studies Authority (QSA): Ti m e a ll o c a t i on s a n d e nt i t l e m e n t — A d v i c e o n i m p l e m e nt i n g th e A u s t r a l i an Curriculum Teachers have the flexibility to adjust lesson times, build in appropriate revision and extension time to assist with the range of student needs and adjust weekly hours to factor in blocks of teaching, special events, such as carnivals, excursions and public holidays. At Pacific Paradise State School staff have also committed to adding the explicit teaching of reading through Guided Reading and Literacy Rotations in 4 x 40 minutes sessions per week.

Table 1: EQ Minimum Yearly Requirements.

Learning Area Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7English 280 280 280 280 240 240 240 Up to 240Mathematics 200 200 200 200 200 200 200 Up to 200Science 40 40 40 70 70 70 70 100History 20 20 20 40 40 40 40 50Total hours per year 520 520 520 590 550 550 550 590HPE School-based decision — up to 80 hours

Table 2: Minimum Time Requirements broken down into a Weekly Hours (QSA)

Learning Area Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7English 7 7 7 7 6 6 6 6Mathematics 5 5 5 5 5 5 5 5Science 1 1 1 1.75 1.75 1.75 1.75 2.5History 0.5 0.5 0.5 1 1 1 1 1.25Geography 0.5 0.5 0.5 1 1 1 1 1.25Economics andbusiness 0.5 0.5 0.5

Civics and citizenship 0.5 0.5 0.5 0.5 0.5Design andTechnology 0.5 0.5 0.5 1 1 1.5 1.5 2

Languages 1.25 1.25 1.25 1.25 1.25 1.25 1.5 1.5The Arts 1 1 1 1.25 1.25 1.25 1.25 2HPE 2 2 2 2 2 2 2 2Total/per week 18.75 18.75 18.75 21.75 20.75 21.75 22 24.5

Curriculum into the Classroom (C2C)The Curriculum into the Classroom (C2C) project is a set of planning resources to help teachers implement the Australian Curriculum in Queensland state schools. Use of C2C materials is not mandated by the department.

The C2C materials provide a starting point for curriculum planning and teachers can adopt or adapt them to meet student needs. Unit plans, lesson overviews, and lesson plans for C2C units are available on O n e S c hoo l .

Resources for Curriculum Planning can be found on G Drive and One Portal

Implementation of the Australian Curriculum at Pacific ParadiseAt Pacific Paradise, teachers… To ensure all students in a year level have access to the same curriculum entitlements.

Plan collaboratively Collaborate with year level colleagues and the HOC, Numeracy coach, STLaN and SEC teachers to explore, dissect and discuss this document to package learning area/units into coherent classroom programs that are rigorous and engaging.

Example: where is it possible to teach SOSE,The Arts or Technology, in the context of other units without losing the integrity of the unit or the Learning Area?

Follow the PPSS Year LevelOverviews

As a set of planning resources to help implement the Australian Curriculum As starting point for curriculum planning, adapted to meet student needs.

Adopt and Adapt C2C Units ~ Curriculum intent~ Assessment Tasks~ Sequence of Teaching and Learning

Develop and Maintain Teaching and Learning Programs:

Operational Information~ Class Timetables(refer to minimum Time Requirements~ Class List: including student needs (special needs, behaviour), contact details~ School Calendar~ Evacuation Procedures~ Behaviour Management Plan~ Playground Duty Roster

Long Term Plans~ Yearly Overview (PPSS Year Level Overviews; C2C Year Level Overviews)

Medium Term Plans~ Class Term Overview~ Class Differentiation Planner~ Units of Work/Assessment Tasks and GTMJ

Short Term Plans~ Weekly Plan/Day Book

Assessment Tools~ Recording tools, e.g. Checklists.~ Assessment strategies, e.g. self-assessment, rubrics

Reporting To Parents Tools~ PPSS Reporting Policy

Differentiate Teachers will:

“Teach students notunits”

Conduct formative assessment at beginning of each unit, Analyse this information and compare it with existing data (internal and external) Set targets for students/whole class develop a class Differentiation Plan Make informed decisions about the content and sequence of the unit and the differentiation required for the unit

Make LearningExplicit“Let students intothe secret”

Teachers will: Provide a visual/written outline of the unit Establish and communicate Learning Goals for units/lessons, Make the purpose of the learning explicit; Use the ASOT learning goals and reflective scales Provide and explain Task Sheets and Criteria Sheets at the beginning of a unit. Criteria sheets should use language appropriate to the

age/stage of the student;Use effectiveInstructional Design “I do, We Do, You Do”

Teachers will refer to the following documents in planning for instruction: PPSS Pedagogical Framework; Instructional Design, based on the Gradual Release of Responsibility model and Standards of Practice

Provide QualityAssessment

Teachers will: Identify and minimise barriers that prevent students demonstrating what they know, understand and can do. Align assessment with content descriptors/essential learnings.

Administer diagnostic assessments and record student achievement in One School as per The Pacific Paradise Literacy, Numeracy, KLA Assessment - Tools, Standards and

Targets

Maintain Student Assessment Folios

Teachers will: Collect and maintain evidence of student knowledge, understanding and skills in all Learning Areas Record diagnostic assessment data in OneSchool

Ensure Consistencyof Teacher Judgment

Teachers will: Meet and moderate, maintaining the assessment schedule as indicated in the Assessment Plan.

PACIFIC PARADISE INSTRUCTIONAL DESIGN

One way teachers can provide more targeted, individualised instruction is to use the gradual release of responsibility model (Pearson & Gallagher, 1983). This instructional model requires that the teacher, by design, transition from assuming “all the responsibility for performing a task … to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002) The optimal learning model takes Vygotsky’s ideas and puts theory into practice. In this research-based model, the responsibility for task completion shifts gradually over time from the teacher to the student. The following steps describe this shift:

Teacher Modelling: Explain the strategy, demonstrate how to use it, and think aloud while demonstrating. Guided Practice: Practice using the strategy with students during shared lessons Allow students to share their thinking processes. Give feedback and

support. Gradually release responsibility to students. Independent Practice: Students try to apply the strategy on their own, receiving feedback from teacher and other students. Application of the Strategy: Students apply the strategy in a new format or more difficult text.

We need to enter into dialogue with a learner in such a way that "hints and prompts" are provided to move him/her through the zone of proximal development. Learning is about support, help and encouragement to reach new levels of understanding and skill. This gradual release may occur over a day, a week, or an entire unit. However, Warm- Up and Closure is part of every lesson.

Two new online coaching modules are now available to support teachers to increase their knowledge, build practice and make decisions in teaching writing and mathematics.

Following a pilot and review period, How to teach writing and How to teach mathematics join How to teach reading on the Learning Place and Scootle.Warm-Up I DO WE DO YOU DO ReflectionEstablishing a focus- activating prior knowledge and vocabulary

Modeled Teaching(Focus Lessons)

Shared learning- collaborative

Guided Learning Applied/independent learning

Teacher Explains Student Listens

Teacher Does Student Watches

Teacher Does Student Helps

Students Do Together Teacher Helps

Student Does Teacher Watches Teacher Questions

Gradual release of responsibilityUsually brief in nature, focus lessons establish purposes for learning and clue students into important learning objectives.

Teachers model their own metacognitive processes as active learners. Modelled strategies focus on increasing understanding of content-area and skills.

During guided instruction, teachers prompt, question, facilitate, or lead students through tasks that increase understanding

During the collaborative learning component students consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers.

This component addresses the most important goal of good instruction—to provide students with practice in applying skills and information in new ways. As students transfer their learning to subsequent tasks, they synthesize information, transform ideas, and solidify their understanding. They become active and capable learners.

Student Reflects & Responds

TEACHER ROLE• Routines and

procedures• Engage• State the Purpose/• Learning Goal• Establish relevance• Activate prior

knowledge• Transition

Explicitly teachknowledge

• explain• model skills• model thinking

– think aloud• demonstrate

• Scaffold Tasks• Provide visual,

verbal, physicalprompts

• Require frequentresponses

• Gradually fadescaffolding

• Check forunderstanding sostudents aresuccessful

• Provide GuidedPractice

• Verbal and VisualPrompts and cues

• Active Monitoring(High TeacherMovement)

Feedback andQuestions

• Misconceptionanalysis

• Formativeassessment

• Engage students inindependentlearning task

• Clarify and verifystudentunderstanding of thetask

• Differentiate• Active Monitoring

(High TeacherMovement)

• Strong Questions• Provide immediate

affirmative andcorrective feedback

• ReinforceLearning

• EvaluateEffectiveness

• Feed Back FeedForwards

• Involve allstudents

• Refocus on thePurpose

• MakeConnections

• Review andreflect oncritical content

STUDENTS’ ROLEListen Attentively Identify

Learning GoalMakes connections to previous

learning

Look, listen and learn Contribute to group or class learning Seek feedbackListen, Interact, Questions, Collaborate, Respond, Try out

Approximates, Practice, Participate

Complete tasks Show high standards of work

Seek feedback Self-monitor, Apply, problem solve, self-

evaluate

Reflect on learning Link new learning with prior

knowledge

Art and Science of TeachingEstablish learning goal Interact with new knowledge Practice and deepen Generate and test hypothesis

about new knowledgeReflect

The teaching strategies outlined on the L e a r n i n g P l a c e (see table below), move students' learning from fully supported instruction through to independent learning. Teachers may use any number of strategies to scaffold student learning.

Teachingstrategies

D i r e c t I n d i r e ct I nt e r a c t i v e E x pe r i e n ti a l

Examples ofteaching methods

E x p lici t t e a c h i n g

I nt e n si ve t e a c h i n g

S t r u c tu r e d o v e r v i e w

Dr il l a n d p r a c t ic e

I nqu i r y - b a s e d l e a r n i n g

I ndu c t i ve t e a c h i n g

P r ob l e m - b a s e d l e a r n i n g

W ho l e - cl a s s d isc u ssi o n

C oop e r a t i ve l e a r n i n g

P ee r p a r tn e r l e a r n i n g / r e ci p r o c al t e a c h i n g

F i e l d ex p e r i e n c e

S i m u l a t i on s

R o l e p l ay

P r o c e s s d r a m a

C2C Lesson Plan Framework

LESSON OBJECTIVES Students will:

Teaching strategies used:OPENING THE LESSONWARM UP

Direct teaching: t e a c h i n g Dr il l a n d

Interactive teaching: W ho l e - cl a s s d isc u ssi o n

BODY OF THE LESSON

I do We do You Do

Direct teaching: E x p lici t t e a c h i n g Dr il l a n d

Interactive teaching: W ho l e - cl a s s d isc u ssi o n

Indirect teaching: P ee r p a r tn e r l e a r n i n g / r e ci p r o c al t e a c h i n g

Indirect teaching: I nqu i r y - b a s e d l e a r n i n g

CLOSING THE LESSON

Reflect on learning

Interactive teaching: W ho l e - cl a s s d isc u ssi o n

Indirect teaching: Independent learning

USEFUL RESOURCES- Teaching quality- Professional Knowledge, Professional Practice, Professional Engagement ENGLISH C2C: English - find it fast (PDF, 208 KB) A fast finder for C2C documents and links relating to English

English resources - Differentiation C2C Spelling P–10 English/reading resourcesC2C Handwriting Print and electronic texts used in English units for 2013, phase 2 aligned to version 3.0 of the Australian Curriculum:Units 1-2 (PDF, 401 KB) | Units 3-4 (PDF, 607 KB) | Units 5-6 (PDF, 290 KB) | Units 7-8(PDF, 137 KB) Independent Learning Materials- English ILMS- Spelling C2C Spelling library,

MATHS C 2 C : M a th e m a t ic s - f i n d i t f a s t ( PD F , 1 5 7 K B) M a th e m a t ic s r e s ou r c e s - D i ffe r e nt i a t i o n

N o r t h C o as t R e g i o n M a t h e m a t i cs Studio key S48616983 Project U2B Numeracy North Coast Metropolitan U2B Ed Studio 20 q u e s t i o n s Problem Solving Strategies Studio key S64146223 20 days Independent Learning Materials- Maths

N a ti o n a l L i b r a ry o f V i r t u a l M a n i pu l a t iv e s Virtual tools that can be manipulated and demonstrated on screen, supporting your students in understanding mathematical concepts (and correcting misconceptions). New in 2015 C2C Mathematics library.

SCIENCE C 2 C : S ci e n c e - f i n d i t f a s t ( PD F , 1 8 3 K B) A fast finder for C2C documents and links relating to Science Independent Learning Materials- Science(to hyperlink)See Science Ed studios by Dani Taylor The Multi-Level Digital Guide - P-6 Science has been developed as a part of the C2C suite of resources to help teachers to plan Science for multi-level classes. Multi-Level Digital Guide - P-6 Science C 2 C S ci e n c e m a t e r i a l s a n d e qu i p m e n t lis t s D D S W S C I E N C E B A N K - R E S O U R C E S Studio key S35844167 New in 2015 C2C Science library Primary Connections ed studio S E R Studio key S82174221 About this studio

HISTORY C 2 C : H is to r y - f i n d i t f a s t ( PD F , 1 5 7 K B) A fast finder for C2C documents and links relating toHistory Independent Learning Materials- History (to hyperlink) New in 2015 C2C History libraryC 2 C f o r H is to r y i n f o r m a t i o n s h ee t - F r e qu e nt l y as k e d qu e s t i on s ( PD F , 1 3 4 K B)

GEOGRAPHY C 2 C : G e o g r a ph y - f i n d i t f a s t ( PD F , 5 25 K B) C 2 C f o r G e o g r a ph y i n f o r m a t i o n s h ee t - F r e qu e nt l y a sk e d qu e s t i on s ( PD F , 11 6 K B)

21ST Century learning LE A RN I N G @ S E R Studio key S48347004 This EdStudio provides teachers with a range of Smart Classrooms resources and 21st century tools that will transform practice. Contemporary Practice Resource

GENERAL/Differentiation C 2 C D i ffe r e nt i a t i o n S a m p l e s Contemporary Practice Resource C2C materials

C 2 C : A b o r i g i n al p e op l e s & T o r r e s S t r a i t I s l a nd e r p e op l e s C r o s s C u rr ic u l u m P r i o r i t y s uppo r t M e t r opo li t an E n g lis h as an a dd i t i on al l a n g u a g e o r d i a l e c t ( E AL/D) P r o g r a m PowerPoint “Warm-UpsP o w e r P o i n t I n t e r a c t i v e R e s o u r c e Studio key S3176951 Term 1

These units have had their unit outlines, achievement standards, assessment and content descriptors differentiated to Foundation, Yr 1, Yr 2 and Yr 3 level. See links English Differentiated Units Ed Studio Maths Differentiated Units Ed Studio Science Differentiated units Ed stud

Whole-school curriculum plan: P–10 overviewTeaching and learning unit overview across P–10

Engl

ish

Term 1 Term 2 Term 3 Term 4PREP Overview

Achievement StandardsBy the end of the Foundation year, students use predicting and questioning strategies to make meaning from They recall one or two events from t e x t s with familiar topics. They understand that there are different ty p es o f t e x t s and that these can have similar characteristics. They identify connections between t e x t s and their personal experience. They re a d short, predictable t e x t s with familiar vocabulary and supportive images, drawing on their developing knowledge of c on c e p t s a b o u t p ri n t and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They li s t en to and use appropriate l a n g u a g e f e a t u res to respond to others in a familiar environment. They li s t en for rhyme, letter patterns and sounds in words. Students understand that their t e x t s can reflect their own experiences. They identify and describe likes and dislikes about familiar t e x t s , objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and ph r a s es and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.Students engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions. Daily warm-ups are included to support student learning.

Unit 1 Unit 3 Unit 2 Unit 4Exploring our new worldStudents listen to and read texts to explore predictable text structures and common visual patterns represented in a range of literary and non-literary texts including fiction, non-fiction books and everyday texts.

Interacting with othersStudents listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. Students identify common visual patterns.Students will create and recite a rhyming verse to a familiar audience.They will listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.

Enjoying and retelling storiesStudents will listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. Students will sequence events from a range of texts and select a favourite story to retell to a small group of classmates. Students will prepare for their spoken retelling by drawing events in sequence and writing simple sentences.

Responding to textStudents will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text which includes illustrations.

AssessmentThere is no summative assessment of student learning in this unit.Monitor student learning through the unit.

Unit pre assessment

Create and recite a rhymeOral: Students listen to and demonstrate knowledge of rhyme through written and spoken communication.

Responding to a rhyming storyPoster/Multimodal presentation. Students clearly present an opinion about a familiar story and the use of rhyme within it.Unit pre assessment

Retell a storyOral: Students demonstrate comprehension of, and connection to a familiar story through retelling events.Unit 2 pre assessment

Reading and comprehension assessmentInterview: Students demonstrate reading accuracy and respond orally to comprehension questions.Writing and creating a response to a storyWritten: Students write in role as a character from a familiar story and create a supporting image or illustration.Unit pre assessment

Links to Resources to support teaching of these unitsC2C: English - find it fast (PDF, 208 KB) A fast finder for C2C documents and links relating to English Website for welcome and roll routinesEnglish resources - Differentiation C2C Spelling P–10C2C Handwriting Contemporary Practice Resource

Prep Mathematics overviewBy the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information. Prep students will engage in activities across the five contexts of learning — focused teaching and learning, investigations, active learning, real life situations, routines and transitions.Daily warm-ups are will be used to support fluency. When opportunities arise in the classroom, the appropriate strand of mathematics — Number and algebra, Measurement and geometry, Statistics and probability — may be addressed. Through the Proficiency strands — Understanding, Fluency, Problem solving and Reasoning — students have opportunities to develop understandings of

Unit 1 Unit 2 Unit 3 Unit 4

Number and place value — explore principles of counting, explore numbers in the environment, represent and subitise quantities, connect numerals to quantities, compare quantities, order numerals and quantities, record representations of quantities

Patterns and algebra — sort and classify objects, sequence of numbers to 20, describe and create patterns

Using units of measurement — sequence routines and events, compare the duration of events, explore size

Location — identify language of location, represent locations

Data — ask questions to gather information.

- Using units of measurement — exploring the duration of a day, sequencing events within a day, directly and indirectly comparing the duration of events, directly compare the length width and height of objects and distances Patterns and algebra —identifying pattern and

non-pattern, copying, continuing and describing simple repeating patterns

Number and place value — recalling counting in ones, identifying numbers in the environment, representing quantities, comparing numbers, recalling counting sequences, visualising arrangements to five, matching number names, numerals and quantities, counting forwards and backwards from different starting points, identifying parts within a whole

Location and direction — describing, representing and generating simple movement paths

Shape— sort describe and arrange three-dimensional objects, connect two dimensional shapes to the faces of three dimensional objects, arrange two-dimensional shapes to represent familiar objects

Using units of measurement — explore the duration of a week, sequence events within a week, directly and indirectly comparing the duration of events, connect the days of the week to familiar events and actions, directly compare the mass of objects

Number and place value—represent quantities, compare numbers, visualise arrangements to five, matching number names, numerals and quantities, identify parts within a whole, combine collections, make equal groups, describe the joining process

Patterns and algebra —identify pattern and non-pattern, identify constant change, copy, continue and describe simple growing patterns

Data representation and interpretation— generate yes/no questions, identify and interpret data collected

Number and place value—represent quantities, compare numbers, match number names, numerals and quantities, identify parts within a whole, combine collections, making equal groups, describing the joining process

Using units of measurement — directly and indirectly compare the duration of events, directly and indirectly compare the mass, length and capacity of objects

Location and transformation— describe position, describe direction

Shape—describe, name and compare shapes Data representation and interpretation—

generating yes/no questions, identifying and interpreting data collected

Prep Mathematics Assessment

Life in Prep MonitoringStudents compare and order events using the everyday language of time.Bag sort InterviewStudents will sort and classify familiar objects and explain the basis for these classifications.Number watch Monitoring

Students count to and from twenty

Unit pre assessment

Unit pre assessment 2

Super George MonitoringStudents use direct and indirect comparisons to decide which is heavier and explain reasoning in everyday languageData questions MonitoringStudents answer simple questions to collect information.Shape sort ObservationStudents sort, describe and name familiar two dimensional shapes.

Unit pre assessment

How heavy is your school bag? MonitoringStudents use direct and indirect comparisons to decide which is heavier and explain reasoning in everyday language.Exciting sandwich Work sample/ObservationStudents will plan an activity to complete with a toy (visitor) on every school day for a week.Plan a week of events Work sample/InterviewStudents will plan an activity to complete with a toy (visitor) on every school day for a week.Unit pre assessment

Crazy cards Work sample/Peer reviewStudents will create sets of playing cards with each student representing a number to ten or beyond in a variety of ways. Where to go MonitoringStudents give and follow directions to familiar locations.

Unit pre assessment

Prep Science overviewBy the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events. Prep students engage in activities from the five contexts of learning — play, real life situations, investigations, routines and transitions, and focused learning and teaching.

Our living worldStudents use their senses to investigate the needs of living things, both animals and plants, in natural and man-made environments. Students determine that the survival of all living things is reliant on basic needs being met and discuss the consequences for living things when their needs are not met. Students consider the impact of human activity and natural events on the availability of basic needs and describe some sustainable practices that they could implement to protect Earth's resources and support the provision of the needs of living things.

Our material worldStudents are provided with opportunities to examine familiar objects using their senses. Through exploration, investigation and discussion, language is focused to describe the properties of the materials from which objects are made. Students observe and analyse the reciprocal connection between properties of materials, objects and purposes so that they recognise the scientific decision making in everyday life.

Weather watchStudents use sensory experiences to observe the weather and learn that we can record our observations using symbols. Students explore the daily and seasonal changes in the local environment and understand that weather conditions are not the same for everyone. They are given opportunities to reflect on the impact of these changes, in particular on clothing, shelter and activities, through various cultural perspectives. Students also learn about the impact of daily and seasonal changes on plants and animals. The unit provides several opportunities for students to formulate generalisations about the signs and signals relating to weather and how weather affects everyday life.

Move it, move itStudents engage in activities from the five contexts of learning: play, real-life situations, investigations, routines and transitions and focused learning and teaching. This unit involves students using their senses to observe the movement of objects and understand that science involves exploring and observing using the senses. Students gather different types of information about factors influencing movement through hands-on investigations. They share ideas and represent what they observe. Students have the opportunity to apply and explain knowledge of movement in a familiar situation.

Prep Science AssessmentCollection of student work PortfolioStudents participate in a range of activities and discussions throughout the unit, involving learning about the needs of living things.

Collection of student work: Weather watch PortfolioStudents share observations about how weather affects living things.

Make a wind ornament Assignment/projectStudents select and describe properties of materials found in familiar objects.Collection of student work/ science journal PortfolioStudents will investigate, compare and describe the factors that affect how familiar objects move.

Prep History overview- Semester 1

By the end of the Foundation year, students identify similarities and differences between families. They recognise how important family events are commemorated.Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Inquiry question/s:

What is my history and how do I know? In this unit, students:

investigate their personal history, particularly family backgrounds and relationships

examine the nature of and structure of families

recognise similarities and differences between families

appreciate diversity within their family and others.

Prep students will develop skills and understandings by engaging in activities associated with the five contexts for learning – focused learning and teaching, investigations, real-life situations, play and routines and transitions. Historical understandings and skills will be developed through social and personal learning, language learning and communication, early mathematical understandings and active learning processes.

Inquiry question/s:

How can stories of the past be told and shared?

What stories do other people tell about the past? In this unit, students:

understand how they, and the stories of others communicate information about the past

recognise that sources help to tell stories, remember the past and signify importance

recognise that families commemorate different and similar events according to their beliefs and what is important to them

listen to and appreciate family stories, and recognise how the past is communicated

listen to and appreciate the stories of Aboriginal peoples and Torres Strait Islander peoples and recognise how the past is communicated

compare their own family commemorations to those of others

discuss, create and order pictures of significant commemorations.

Prep students will develop skills and understandings by engaging in activities associated with the five contexts for learning – focused learning and teaching, investigations, real-life situations, play and routines and transitions. Historical understandings and skills will be developed through social and personal learning, language learning and communication, early mathematical understandings and active learning processes.

Prep History AssessmentCollection of work - Oral description, spoken/signed talk on a picture of their family.The purpose of this assessment is for teachers and students to collaborate on a series of tasks related to specific steps in the process of historical inquiry. Students undertake an interview with their teacher describing people in their family and referring to a painting of their fam ily. The assessment will gather evidence of the student’s ability to:• pose questions about their family and/or their family’s history• describe their family’s make-up and history• identify similarities and differences between families.

Guided research – Presentation (multimedia)The purpose of this technique is for teachers and students to research, collect, analyse and draw conclusions about sources. Students create a drawing and a written (or scribed) recount of an important family event. The assessment will gather evidence of the student’s ability to:• identify events of significance that are commemorated in their family• relate a story about their family using a multimedia text• sequence familiar events.

Prep Geography overview

Geography: By the end Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

GEOGRAPHY UNIT 1: WHAT IS MY PLACE LIKE? Semester 2Inquiry question/s: What are places like? In this unit, students:• draw on studies at the personal scale, including places in which students live or other places of similar

size that are familiar to them or that they arecurious about

• develop questions about places they belong to• understand that a ‘place’ has features and a boundary, that can be represented on maps or globes• understand that Aboriginal peoples and Torres Strait Islander peoples use special words for the place

they live in and belong to• observe the visible elements or features of the ‘place’ they live in and belong to, and record• use maps and stories to identify the places students live in and belong to, such as, their home,

neighbourhood, or rural area, and record the features ofeach place

• represent the location and direction of visible elements or features of their place on a pictorial map and model

GEOGRAPHY UNIT2: HOW DO WE CARE FOR SPECIAL PLACES? Semester 2Inquiry questions:

Why makes a place special?

How can we look after the places we live in? In this unit, students:

draw on studies at the personal scale, including places in which students live or other places of similar size that are familiar to them or that they are curious about

understand that what makes a ‘place’ special is dependent on how people view the place or use the place

pose questions about the meaning places have for people

listen to stories about the ways Aboriginal peoples and Torres Strait Islander peoples describe their connection with a ‘place’ or ‘places’, particularly the visible elements or features of a place

describe the location of important places using geographical terms such as near and far

use sources to identify ways that people care for special places, and record

describe special places and the reasons they are special to people

reflect on learning to suggest ways they could contribute to the caring of a special place

Prep Geography AssessmentCollection of work MultimodalThe purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of geographical inquiry. Students use geographical methods to represent and describe places. The assessment will gather evidence of the student’s ability to:• describe the features of familiar places• rec o g n i s e that places can be represented on maps and a globe• represent features of a familiar place on pictorial maps and models• describe their observations of the features of familiar places

Guided Research- OralThe purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action. Students undertake a teacher guided inquiry that aligns with t he geographical inquiry and skills strand. The assessment will gather evidence of the student’s ability to:• recognise why some places are special to people

by sharing their observations on why places are important

• share observations in an oral presentation and use everyday language to d e s c r i b e the direction and location of an important place

• reflect on enquiry findings and suggest ways that a familiar place could be cared for

Prep Health overview

By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They recognise actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement. Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities.

Unit 1 Unit 2 Unit 3 Unit 4

A little independenceIn this unit students describe physical and social changes that occur as they grow. They describe their personal strengths and achievements and discuss how these are acknowledged and celebrated. Students identify similarities and differences, and recognise how diversity contributes to identities.

Students will:

• describe changes that occur as individuals grow older

• describe how family and community acknowledge changes

• recognise similarities and differences in individuals

• identify factors that influence personal identities

• discuss how differences and similarities are celebrated and respected.

Good choices, healthy meIn this unit students will examine health messages related to the health benefits of physical activity, nutritious dietary intake and maintaining good personal hygiene habits to help them stay healthy. Students will describe actions that keep themselves and others healthy in different situations.

Students will:

• understand the meaning of being healthy

• recognise situations and opportunities to promote health.

• understand the relationship between personal actions and being healthy

• identify and explain actions related to health messages

• recognise situations and opportunities to promote healthy choices

• explore actions that help make their classroom a healthy and active place

• identify and explore natural and built environments in their local community where physical activity can take place

• consider health messages when making health decisions and selecting healthy actions

• recognise situations and opportunities to make healthy decisions

• understand how to use the decision making steps to make healthy choices.

We all belongIn this unit, students explore the need for belonging and how people meet this need. Identify who helps meet the need and how to include others in activities. Identify the reasons why people are included and why they are not included and describe the social changes that occur in year 1 and develop skills to get along with other people.

Students will:

• explore our need for belonging/love and how people meet that need

• identify who meets this need for us and how can we meet this need for others

• identify what it means to include others in activities and describe how this can be achieved

• recognise differences and similarities as a reason that people may not be included

• identify reasons why people don’t want to include others and suggest ways that these reasons can be overcome

• describe social changes that are happening in year 1 – more friends, visiting friends, going to parties, playing in groups at school

• recognise the skills required for these activities to occur – describe the skills required to get along with other people.

Emot-iconsIn this unit, students identify their strengths and achievements and examine that each individual is different. Children explore their uniqueness and emotions and how to express them appropriately.

Students will:

• identify the things that each child is good at

• identify some achievements of each child and identify how these things contribute to their personal identities – that each is an individual and has different strengths

• explore individual strengths of each child by drawing an outline of each child and have them cut it out and colour it or make individual scrap books and put pictures of the children in their scrap book with some words on things they like to do.

• explore problems they may have as children or when they may need help such as crossing the road or finding their brother, tying shoe laces forgotten their lunch etc

• explore emotions and how they are expressed. identify all the different types of emotions and practice emotional responses that take into account others feelings.

Year 1 ENGLISH OverviewBy the end of Year 1, students understand the different purposes of t e x t s . They make connections to personal experience when explaining characters and main events in short t e x t s . They identify the l a n g u a g e fe a t u r e s , images and vocabulary used to describe characters and events. Students re a d aloud, with developing fluency and intonation, short t e x t s with some unfamiliar vocabulary, simple and compound s e n t e n ces and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, s e n t e n ce boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in t e x t s . They li s t en to others when taking part in conversations, using appropriate l a n g u a g e f e a t u res . They li s t en for and reproduce letter patterns and letter clusters. Students understand how characters in t e x t s are developed and give reasons for personal preferences. They cr e a t e t e x t s that show understanding of the connection between writing, speech and images. They cre a t e short t e x t s for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected s e n t e n ces on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stop s. They correctly form all upper- and lower-case letters.

Term 1 Term 2 Term 3 Term 4UNIT 1 Exploring emotion in picture booksStudents listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content and justify their interpretations of the stories.UNIT 2 Explaining how a story worksStudents listen to, read and view a range of picture books in order to analyse and explain a familiar story. UNIT 3 Exploring characters in storiesStudents listen to, read, view and interpret spoken, written and multimodal literary texts to identify some features of characters in these texts and to create character descriptions.

C2C UNIT 4 Engaging with poetryStudents listen to, read and view a variety of poems to explore sound patterns and features of plot, character and setting. Students recite a poem to the class.This content will be addressed in Guided Reading and during non-contact lessons with the teacher Librarian.C2C UNIT 5 Examining language of communication — questioningStudents listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities. Students create an animal character to be included in a literary text, and discuss their choices in an interview.

C2C UNIT 6 Retelling cultural storiesStudents listen to, read, view and interpret picture books and stories from different cultures. They write, present and read a retell of their favourite story to an audience of peers.

C2C UNIT 7 Creating digital procedural textsStudents listen to, read, view and interpret traditional and digital multimodal texts, to explore the language and text structures of procedure in imaginative and informative contexts. Students create a digital presentation of a procedure from a literary context.C2C UNIT 8 Creating digital textsStudents listen to, read, view and interpret a series of narrative texts to create a digital innovation.

There is no summative assessment inthis unit.Monitor student learning and progress throughout this unit.

The content from this unit will be combined within unit 2 and 3 during Semester 1

Unit pre assessment

Responses to picture booksShort answer questionsStudents comprehend and respondto picture books, demonstrating knowledge and understanding of text purpose, structure and elements of imaginative texts such as plot, character and setting.

Unit pre assessment

Reading and comprehensionInterviewStudents demonstrate readingaccuracy, fluency and comprehension of character development, by reading aloud and a reading record being completed.Create a character descriptionWrittenStudents create a character description using writing and images.

Unit pre assessment

Comprehending PoetryExam/TestStudents read, view or listen to apoem and identify language features and vocabulary used in poetry. Recognise literal and implied meaning in poemsPoem Recitation OralStudents perform a recitation orreading of a poem for a familiar audience.Preparation for the oral recitation will be a not negotiable element of the Term 2 homework Choice Board.

Reading and listeningcomprehensionStudents listen to sounds in words from a story. Students comprehend the story ‘Wally the wombat works it out!’.Create and present a characterFollowing modeling and sharing teacher/class examples, students create a character and discuss their choices focused Guided Reading lessons. Teachers to checklist student responses using the GTMJ

Retell of a cultural storyPoster/multimodal presentation Students write and present a retell of a traditional or cultural storyJack and the BeanstalkThe Three BearsThe Gingerbread Man

In library lessons students will be exposed to a range of stories from different cultures and will participate in oral retells of these texts.

Unit pre assessment

Reading and comprehensionInterviewStudents demonstrate reading accuracy, fluency and understanding of the different purposes of texts.Unit pre assessment

Digital Multimodal ProceduresPoster/multimodal presentationStudents create a digital multimodal procedure, combining and connecting written, visual and spoken elements.

Unit pre assessment Unit pre assessment

Exploring emotion in picture books

Imaginative texts Exploring characters in stories

Engaging with poetry

Examining the language of communication - questioning

Retelling cultural storiesCool school site

Website for welcome and roll routines

Year 1 Mathematics overviewBy the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three- dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. The y carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They u se the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number and place value — sequence numbers, investigate the twos number sequence, represent 2-digit numbers, investigate parts and whole of quantities, show standard partitioning of ‘teen’ numbers, investigate subtraction, represent and solve simple addition and subtraction problems Using units of measurement — sequence days of the week and months of the year, investigate the features and function of calendars, record significant events, compare time durations, sequence events according to durations, investigate length, compare lengths using direct comparisons, investigate indirect comparison, informally measure lengths using uniform informal units.

Number and place value — sequence numbers, represent and record the twos number sequence, investigate doubles, partition and create representations for ten, show partitioning and standard partitioning of ‘teen’ numbers, represent, position and locate ‘teen’ numbers, represent and solve simple addition and subtraction problems, investigate commutativityData representation andinterpretation — gather data (by asking suitable questions), record data in a list and table, display data (sorting, stacking or by pictorial representation), describe displays Chance — identify outcomes of familiar events that involve chance, describe events as ‘will happen’, ‘won’t happen’ or ‘might happen’

Patterns and algebra — investigate repeating and growing patterns, connect counting sequences to growing patterns, represent the tens number sequenceLocation and transformation —explore and identify location, investigate position, direction and movement, interpret directions Number and place value — represent and record the tens number sequence, represent two- digit numbers, standard partitioning of two-digit numbers, investigate equality, represent, record and solve simple addition and subtraction problemsFractions — investigate wholes andhalvesUsing units of measurement — explore and telling time to the hour.

Shape — explore the geometric features of 2D shapes and 3D objectsNumber and place value —represent, record and solve simple addition and subtraction problems, count collections, represent and record two-digit numbers including multiples of ten, identify and describe number relationships, standard and flexible partitioning of two-digit numbersFractions and decimals — explore,represent and record sharing situationsPatterns and algebra — recall the ones, twos and tens counting sequences, explore number patternsMoney and financial mathematics— describe, compare, sort and order Australian coins

Number and place value — represent and record the fives number sequence, counting collections, represent and record two-digit numbers, identify and describe number relationships, flexibly partition of two-digit numbers, partition numbers in more than two parts, represent, record and solve simple addition and subtraction problems Fractions and decimals — investigate wholes and halves Patterns and algebra — recall the ones, twos and tens counting sequences, explore number patterns, represent the fives number sequenceUsing units of measurement —compare, measure and record lengths and capacity.

Using units of measurement — compare and sequence time durations, tell time to the hour and half hourNumber and place value — recall,represent and record the ones, twos, fives (to 50) and tens number sequence, identify number patterns, count collections, represent and record two-digit numbers, standard place value partitioning of two-digit numbers, identifying digit values, exploring doubling and halving, positioning and locating numbers on linear representations, representing, recording and solving simple subtraction problemsMoney and financial mathematics— recognise, describe, and ordering Australian coins according to their valueLocation and transformation —give and follow directions, investigate position, direction and movement.

Fractions and decimals – halve collectionsNumber and place value — use standard and nonstandard partitioning of two-digit numbers, count in number patterns, add single digit numbers to two digit numbers, subtract multiples of ten, represent part unknownChance — identify chance eventsData representation and interpretation — gather and represent data

Patterns and algebra — investigate growing patterns, connect counting sequences to growing patterns, represent addition and subtraction number patternsFractions and decimals – halvingand doubling collections/quantities Number and Place value — use standard and nonstandard partitioning of two-digit numbers, count in number patterns, model numbers with a range of materials, develop and refine mental strategies for addition and subtraction problems, represent part unknownUsing units of measurement — compare and sequence familiar events in time order/length Chance ― identify chance events

Year 1 Mathematics Assessment

MonitoringThere is no summative assessment of student learning in this unit. Monitor student progress throughout this unit

Unit pre assessment

How to represent our class?(Voting Sheet)ObservationStudents choose a simple question for data collection, gather, represent and describe the collected data

Unit pre assessment

Finding a safe path to Grandma’s houseAssignment/ProjectStudents give and follow directions

Unit pre assessment

What shape or object am I?ObservationStudents identify, classify and describe the geometric features of two-dimensional shapes and three- dimensional objects

Unit pre assessment

How long is that? Assignment/Project Students will measure and compare lengths of objects usinguniform informal units Which holds more? Assignment/Project Students will measure and compare the capacities of two bottles using uniform informal units.Unit pre assessment

Time is tickingShort answer questionsStudents To describe duration using hours, days, weeks and months. To tell time to the hour and half-hour. Counting countsObservationStudents recognise, describe and order numbers in number sequences to 100

Unit pre assessment.

Will it? Won’t it? Might it?Observation/interviewStudents will classify outcomes of simple familiar events.

Unit pre assessment

MonitoringThere is no summative assessment of student learning in this unit. Monitor student progress throughout this unit

Unit pre assessment

Year 1 Science overview

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with m a t er i a ls and objects. They identify a range of habitats. They describe changes to things in their l o c a l e n v ir o n m e n t and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

Living adventureStudents make links between external features of living things and the environment where they are found. They explore a range of habitats, and consider the differences between healthy and unhealthy habitats. Students predict how change to habitats can affect how the needs of living things are met.

Material madnessStudents investigate and describe physical changes that can be made to familiar materials. They modify an existing material by making physical changes for a given purpose and conduct a guided investigation to test their modifications. Students create a storyboard to describe the process and the resultant effects to others.

Changes around meStudents will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. Students organise observations and make inferences to link the observable changes to everyday life and the effect on living things.

Light and soundStudents explore sources of light and sound and the senses used to observe them. They manipulate materials to observe how light and sounds are produced, and how changes can be made to light and sound effects. They examine how light and sounds are used in everyday life and by a variety of cultures. They make predictions; share ideas and sort information about light and sound and represent and communicate their understandings in a variety of ways.

Year 1 Science AssessmentPresentation — A Better place: Multimodal presentationStudents identify a range of habitats, and examine an unhealthy local habitat to determine changes required to make it ‘a better place’ for living things.In a modeled assessment, show students how to design a comic strip to communicate learning about littering. Students will then design their own comic strip in which one character persuaded another character to do the right thing.Aligns with Geography Unit 2

Storyboard — Don’t rock the boat Assignment/project

Students modify an existing material by making physical changes to create a plane. They conduct a guided investigation to test their modifications. Students create a storyboard to describe the process and the resultant effects.

Day and night landscapes Multimodal presentation

Students construct and present a representation of the sky and landscape during the day, and an appropriate daytime activity. They identify an observable change that may occur in this landscape at night, and identify an effect of the change on everyday lives.

Collection of work: Light and sound Portfolio

Students will investigate sources of light and sound, and changes that may be made to the light /sound produced.

Year 1 History overview By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance. Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answe rs to these questions. Students relate stories about life in the past, using a range of texts.UNIT 1 – EXPLORING THIS MOMENT IN TIME (TERM 1)Inquiry Question/s: How do we describe the sequence of time?In this unit, students:• understand concepts and terms used to describe the passing of time• understand how a timeline can order events according to past, present or possible future• recognise events that happened in the past may be memorable or have personal significance• collect and discuss sources, such as images, objects and family stories, that have personal

significance• sequence events of personal significance• describe an event of personal significance, referring to sources, and using terms to describe the

passing of time.

UNIT 2 – EXPLORING YESTERDAY AND TODAY – MY GRANDPARENTS, MY PARENTS AND ME (TERM 3) Inquiry Question/s:How has family life changed or remained the same over time?How can we show that the present is different from or similar to the past?In this unit, students:

identify elements of significance in the childhood lives of their parents and grandparents

compare and contrast the childhood of their parents and grandparents with their own recognise elements of childhoods that may have changed or remained the same pose questions about what life was like in grandparents’ childhood examine sources showing family life over generations interview grandparents or special older person to gain information to use in a

narrative about how family life has changed tell a narrative supported by images contrasting the experience of childhood from their

grandparents’ day to present day.

Year 1 History AssessmentCollection of work – Oral description and presentation of time capsule box Students will construct their time capsule as a Term 1 not negotiable Choice Board Homework activity.The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of historical inquiry. Students plan and present an oral description chronicling an event of personal significance.The assessment will gather evidence of the student’s ability to:• pose questions about personal and family events• use sources when referring to personal and family events• sequence events of personal significance• plan an oral presentation describing an event that has personal significance• present an oral description referring to sources.

Exploring this moment in time

Guided research – Interview and slideshow Students will conduct research and interview Grandparents as a Term 3 not negotiable Choice Board Homework activity.The purpose of this technique is to assess students’ abilities to research, collect and draw conclusions about sources.Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using written and non-written text- types specific to the study of history.

The assessment will gather evidence of the student’s ability to:• pose questions about the past when interviewing grandparents or special older people

during class grandparent day.• explore life in their grandparent’s day (or special older person) from their grandparent’s

point of view• gather information from interviews with grandparents• make comparisons of their grandparent’s life with their own• develop a narrative for a page of a class book.

Year 1 Health overviewBy the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems.

Unit 1 – A little independence Unit 2 – Good choices, healthy me Unit 3 – We all belong Unit 4 – Emot-icons

Collection of workStudents complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work.

Assessment may gather evidence of the students ability to: describe changes that occur as they grow

older recognise diversity and how it contributes

to identities

Collection of workStudents complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work.

The assessment will gather evidence of the student’s ability to: examine messages related to health

decisions and describe actions that help keep themselves and others healthy

Collection of workStudents complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work.

The assessment will gather evidence of the student’s ability to: recognise diversity and how it contributes

to identities recognise how emotional responses

impact on other’s feelings

Collection of workStudents complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work.

The assessment will gather evidence of the student’s ability to: recognise how emotional responses

impact on others feelings select and apply strategies to keep

themselves healthy and safe and able to ask for help with tasks and problems.

In this unit students describe physical and social changes that occur as they grow. They describe their personal strengths and achievements and discuss how these are acknowledged and celebrated. Students identify similarities and differences, and recognise how diversity contributes to identities.Students will: describe changes that occur as individuals

grow older describe how family and community

acknowledge changes recognise similarities and differences in

individuals identify factors that influence personal

identities discuss how differences and similarities are

celebrated and respected.

In this unit students will examine health messages related to the health benefits of physical activity, nutritious dietary intake and maintaining good personal hygiene habits to help them stay healthy. Students will describe actions that keep themselves and others healthy in different situations. Students will: understand the meaning of being healthy recognise situations and opportunities to

promote health. understand the relationship between personal

actions and being healthy

identify and explain actions related to health messages

recognise situations and opportunities to promote healthy choices

explore actions that help make their classroom a healthy and active place

identify and explore natural and built environments in their local community where physical activity can take place

consider health messages when making health decisions and selecting healthy actions

recognise situations and opportunities to make healthy decisions

understand how to use the decision making steps to make healthy choices.

In this unit, students explore the need for belonging and how people meet this need. Identify who helps meet the need and how to include others in activities. Identify the reasons why people are included and why they are not included and describe the social changes that occur in year 1 and develop skills to get along with other people.Students will: explore our need for belonging/love and how

people meet that need identify who meets this need for us and how

can we meet this need for others identify what it means to include others in

activities and describe how this can be achieved

recognise differences and similarities as a reason that people may not be included

identify reasons why people don’t want to include others and suggest ways that these reasons can be overcome

describe social changes that are happening in year 1 – more friends, visiting friends, going to parties, playing in groups at school

recognise the skills required for these activities to occur – describe the skills required to get along with other people

In this unit, students identify their strengths and achievements and examine that each individual is different. Children explore their uniqueness and emotions and how to express them appropriately.Students will: identify the things that each child is good at identify some achievements of each child and

identify how these things contribute to their personal identities – that each is an individual and has different strengths

explore individual strengths of each child by drawing an outline of each child and have them cut it out and colour it or make individual scrap books and put pictures of the children in their scrap book with some words on things they like to do.

explore problems they may have as children or when they may need help such as crossing the road or finding their brother, tying shoe laces forgotten their lunch etc

explore emotions and how they are expressed. identify all the different types of emotions and practice emotional responses that take into account others feelings

Year 1 Geography overview

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places.Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on pictorial maps and present findings in a range of texts and use everyday language todescribe direction and location. They reflect on their learning to suggest ways that places can be cared for.

How do people use places? In this unit, students: draw on studies at the personal scale, including familiar places, for example, the school, local park and

local shops

understand that the features of places can be natural, for example a beach, managed, for example a farm, or constructed’, for example a building

develop questions about places

collect and record geographical data and information to identify and describe the natural, constructed and managed features of places

collect and record geographical data and information to identify examples of how the features of places are used or described by people differently

observe spaces within the school that are arranged for different activities or purposes

represent and label spaces within a place on a pictorial map and describe using the language of direction and location

respond to questions about the organisation of spaces within a place, including why spaces within a place are used for particular purposes

What are places like?In this unit, students:

draw on studies at the personal scale, including familiar places for example, the school, local park and local shops

understand that weather and climate affect the visible elements or features of a place nearby or far away

ask questions using the stems of ‘what’, ‘how’ and ‘why’ to find out about the weather

observe the daily and seasonal weather (rainfall, temperatures, sunshine and wind) of a place nearby and far away

collect and record geographical data and information, such as, observations and the stories of Aboriginal peoples and Torres Strait Islander peoples, to describe the weather and seasons of a place nearby or far away

reflect on learning to respond to questions about how features of places can be cared for

Year 1 Geography AssessmentCollection of work - Multi-modal

The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of geographical inquiry.Students use geographical methods to represent and communicate the location of places.The assessment will gather evidence of the student’s ability to:

• i d e n t ify and d e s cri b e the natural, managed and constructed features of places at a local scale• rec o g n i s e that people d e s cri b e the features of places differently• i d e n t ify where features of places are located and rec o g n i s e that spaces can be arranged for

different purposes• represent the location of different places and their features on a pictorial map• use everyday language to describe direction and location.

Aligns with Science Unit 1Aligns with Maths Unit 3- find a safe path to Grandma’s house

How do people use places?

Guided research OralThe purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action.Students undertake a teacher guided inquiry that aligns with the geographical inquiry and skills strand.The assessment will gather evidence of the student’s ability to:• i d e n t ify changes in features of places• d e s cri b e how to care for places• respond to questions about f a m il i a r and un f a m ili a r places by collecting, recording and

sorting information from sources provided• present findings in an oral presentation using everyday language to d e s cri b e direction and

location• reflect on their learning to suggest ways that places can be cared for.

Possible assessment: Consider aligning with Science Unit 3- creating safe habitats for nocturnal animals ( Tawny Frogmouths in the school- make a diorama of a nocturnal animal’s habitat)

Year 1 Technology Overview

Technology as a human endeavor endeavour Information, materials and systems (resources)

By the end of Year 3Technology is part of our everyday lives and activities.• Products include artifacts, systems and environments• Designs for products are influenced by purpose, audience and availability of resources

Technology and its products impact on everyday lives in different ways

Resources are used to make products for particular purposes and contexts.Resources have characteristics that can be matched to design requirementsSimple techniques and tools are used to manipulate and process resources

Assessment: Link to Science: Unit 2Term 1: Students design and make a plane, selecting appropriate materials, tools and techniques. Students reflect on the results of their construction.

Assessment: Link to Science: Light and SoundUse simple resources and techniques to make a musical instrument that is sturdy, aesthetically pleasing, is comparable to their design and is constructed from recyclable materials. Students will reflect on their design choices and on the effectiveness of their final product.

Year 1 Arts OverviewVisual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.

• Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation.

• Line is used to suggest movement and direction.

• Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position.

• Texture is used to create variation and repetition.

•

Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events.

• Role can be established using movement, voice, performance space, cues and turn-taking

• Purpose and context are used to shape roles, language, place andspace to express ideas.

• Dramatic action is structured by being in role and building story dramas.

(Links to English)

Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes.

• Still and moving images, sounds and words are used in media text s.

• Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media texts.

• Representations in media texts can be either real or imagined, and are created for particular audiences and purposes.

• (Links to English: Creating Digital Text)

Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases.

• Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases

• Directions, levels, shapes and pathways are used to move in spacewithin movement phrases

• Fast and slow movements are used to change timing in movement phrases

• Percussive and sustained movement qualities are used to changeenergy in movement phrasesStructuring devices, including repetition

Year 1 Arts AssessmentVisual Art: using tux paint to develop Mr. Wintergarten or Willy the Wimp characters- Aligns with English Create a character description

Drama: Portray features of characters using their own expressions to create and communicate the characteristics of a new character created for a

story book-

Visual Art: ongoing artist study; Jeannie Baker; texture. Aligns with Science Unit 3

Dance: exploring emotions- covered in HPEMedia: link to Multimodal Assessment in English

Unit 7

Term 1 Term 2 Term 3 Term 4

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

Unit 1 + Unit 2 Unit 3 Unit 4 Unit 6 Unit 7 Unit 8LIBRARY FOCUSReading, writing and performing poetryStudents read and listen to a range of poems to create an imaginative poetry reconstruction. Students present their poem or rhyme to a familiar audience.

Stories of families and friendsStudents will explore texts to analyse how stories convey a message about issues that relate to families and friends. Students will write a biography about a character from a book and present it in multimodal digital form.Unit pre assessment

Identifying stereotypes Students read, view and listen to a variety of texts to explore how depictions of characters in print, sound and images create stereotypes. Students identify stereotypical characters in texts and create an alternative character description to present to an audience of peers.Paper Bag PrincessEmily and The DragonFang Fang

Unit pre assessment

Responding persuasively to narratives Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students compare how the visual representations of a character are depicted differently in two publications of the same story and write a persuasive response giving reasons for a particular preference.

Unit pre assessment

Exploring informative textsStudents read, view and listen to a range of stories to create an informative text about an event in a literary text.

HomeMake Way for Ducklings

Unit pre assessment

Exploring plot and characterisation Students explore a variety of stories including dreaming stories, pictures books, traditional tales and digital text to explore how stories use plot and characterisation to entertain and engage an audience. Spirit of HopeLittle Cat and the Big Red BusPiggybookToy BoatUnit pre assessmentLIBRARY FOCUSExploring procedural textsRead George’s Marvellous Medicine in reading groups

Exploring narrative texts Students read, view and listen to a range of stories from other cultures. They create a written retell of an event in the life of a person or character from one of the stories studied and then present a performance of the retell to an audience of peers

Unit pre assessment .

Playing with verseOralStudents create and present areconstruction of a poem to a familiar audience.

Listening comprehensionShort answer questions

Students respond to an oral readingof a story in short answer format.Imaginative biography WrittenStudents create a biography about acharacter from a familiar picture book.

Written and spoken presentationWritten/oralStudents create and present to anaudience of peers an alternative description of a stereotypical character.

Reading and comprehension InterviewStudents demonstrate readingaccuracy and respond orally to comprehension questions

There is no summative assessment of student learning in this unit. Monitor student progress and learning through the unit.

Reading comprehensionShort answer questionsStudents write responses focusing on literal and inferential meanings in a selected text.Writing an informative textWrittenStudents create an informative text from a narrative text.

Reading comprehensionInterview: Students read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning. Written narrative WrittenStudents write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text.

There is no summative assessment of student learning in this unit.

Reading, writing and performing poetry

Examine and respond to literature

Identifying stereotypes

Identifying stereotypes (2)

Exploring procedural text

Exploring informative texts

Year 2 Mathematics overview

Year 2 Mathematics Achievement Standards By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent m ultiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs.Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number and place value — recall the ones counting sequence, investigate the 2s, 5s and 10s number sequences, represent two-digit numbers, show standard and non-standard place value partitioning, represent addition and subtraction, use part-part-whole reasoning to solve problems, add and subtract 2-digit numbers (without bridging)Using units of measurement — order days of the week and months of the year, use calendars to record and plan significant events, connect seasons to the months of the year, compare lengths using direct comparison, compare lengths using indirect comparison, Measure lengths using informal units

Number and place value — representing 2-digit numbers, partitioning 2-digit numbers, rounding numbers to the nearest ten, adding strings of single-digit numbers, adding and subtracting 2-digit numbers, representing multiplication and division, solving simple multiplication and division problemsData representation and interpretation — collecting simple data e.g. sorting and counting, observing events, asking questions, recording data in lists and tables, displaying data in a picture graph, describing outcomes of data investigationsChance — identify every day events that involve chance, describe chance outcomes, describe events as likely, unlikely, certain, impossible

Shape — recognise, name, describe and draw 2-D shapes, identify and describe the features of familiar 3D objects Number and place value — represent, read and write 2-digit numbers. partition 2-digit numbers into place value parts, partition smaller numbers, consolidate familiar counting sequences, and explore the 3s counting sequencePatterns and algebra — infer pattern rules from familiar number patterns, identify missing elements in counting patterns, and solve simple number pattern problemsFractions and decimals —describe fractions as equal portions or shares, represent halves and quarters of shapes and collections, represent eighths of shapes and collections, describe the connection between halves, fourths and eighths, and solve simple number problems involving halves, fourths and eighthsLocation and transformation — interpret simple maps of familiar locations, describe ‘bird’s eye view’, use appropriate language to describe locations and give directions, use simple maps to identify locations of interest

Number and place value — recall addition number facts, identify related subtraction number facts, describe part-part-whole relationships, solve addition and subtraction problems, add and subtract 2-digit numbers, represent multiplication, represent division, solve simple grouping and sharing problemsMoney — describe the features of Australian coins, count coin collections, identify equivalent combinations, identify $5 and $10 notes, count small collections of coins and notes Measurement — use a calendar, identify the number of days in each month, relate months to seasons, tell time to the quarter hour, cover surfaces to represent area, compare area of shapes and surfaces, measure area with informal units

Number and place value — count beyond 100, represent 3-digit numbers, compare and order 3-digit numbers, partition 3-digit numbers, read and write 3-digiti numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with 2-digit numbersFractions — divide shapes and collections into halves, quarters and eighths, solve simple fraction problemsUsing units of measurement — compare and order objects, measure length, area and capacity using informal unitsLocation and transformation — describe the effect of single-step transformations, including turns, flips and slides, identify turns, flips and slides in real world situations

Number and place value — count to and from 1000, represent 3-digit numbers, compare and order 3-digit numbers, partition 3-digit numbers, read and write 3-digit numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with 2-digit numbers, count large collectionsMoney and financial mathematics — count collections of coins and notes, make money amounts, read and write money amounts, compare money amountsShape — identify and describe polygons, identify and describe 2D shapes with curved sides, draw 2D shapes, describe the features of 3-dimensional objects, identify 3-dimensional objects in the environmentUsing units of measurement — identify purposes for calendars, explore seasons and calendars of indigenous people.

Patterns and algebra — describe number patterns, identify missing elements in number patterns identify and describe patterns created by skip counting, investigate features of number patterns resulting from adding twos, fives and 10s, solve problems using number sentences for addition and subtractionNumber and place value — recall addition number facts, identify related addition and subtraction facts, add and subtract with 2-digit and 3-digit numbers, use place value to solve addition and subtraction problems, represent multiplication and division, connect multiplication and divisionData representation and interpretation — identify questions of interest based on one categorical variable, gather data relevant to a question, organise and represent data, interpret data displaysChance — explore the language of chance, make predictions based on data displaysUsing units of measurement — directly compare mass of objects, use informal units to measure mass, length, area and capacity of objects and shapes, compare and order objects and shapes based on a single attribute.

Shape — draw two-dimensional shapes, describe there-dimensional objectsFractions and decimals — identify halves, quarter and eights of shapes and collectionsUsing units of measurement — directly compare mass of objects, use informal units to measure mass, length, area and capacity of objects and shapes, compare and order objects and shapes based on a single attributeLocation and transformation — identify half and quarter turns, represent flips and slidesNumber and place value— recall addition number facts, identify related addition and subtraction facts, add and subtract with 2-digit and 3-digit numbers, use place value to solve addition and subtraction problems, represent multiplication and division, connect multiplication and division.

Following assessment, Teachers will fill the gaps and teach to address specific student learning needs.

Year 2 Mathematics Assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unitUnit pre assessment

In the toy shop windowShort answer questionsStudents will collect, represent anddescribe simple, single-variant data

Unit pre assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit

Unit pre assessment

Adding and subtracting numbersShort answer questionsStudents solve simple addition andsubtraction problems

Unit pre assessment

Compare them! Order them!Short answer questionsStudents will compare, measure andorder several shapes and objects using uniform informal units.Unit pre assessment

Secret numberShort answer questionsStudents represent and reason about3-digit numbers.

Unit pre assessment

Solving addition and subtraction problems Short answer questions Students solve simple addition and subtraction number and word problems using a range of strategies.

Unit pre assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit

Unit pre assessment

Year 2 Science overview

By the end of Year 2, students describe changes to objects, m a t er i a ls and living things. They identify that certain m a t e ri a l s and resources have different uses and describe examples of where science is used in people’s daily lives. Students pose questions about their experiences and predict outcomes of i n v e s t i g a t i on s . They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.Mix, make and useStudents investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. Students combine materials to make an object which has a purpose in everyday life.

Toy factoryStudents investigate and explain how pushes and pulls cause movement in objects used in their daily lives. They pose questions, make predictions and describe the effect on movement caused by changes to an object, or to the push or pull exerted on the object. Students use informal measurements to make and compare observations about movement They then apply this science knowledge to explain the pushes and pulls involved in moving a toy or object they create.

Good to growStudents examine how living things grow. They investigate and compare the life stages of different living things, including similarities and differences between parents and their offspring. They describe the characteristics and needs of living things in each life stage, and consider the relevance of this knowledge to their everyday lives, including when caring for living things in the environment.

Save planet EarthStudents investigate Earth's resources, describing changes to and reflecting on how Earth's resources are used and the importance of conserving resources for the future of all living things.Students use their science knowledge of conservation to propose and explain actions that can be taken to conserve Earth's resources, and decisions they can make in their everyday lives.Students share their ideas about conservation of Earth’s resources in an oral presentation.Students will learn how Aboriginal peoples and Torres Strait Islander peoples use their knowledge of conservation in their everyday lives.

Year 2 Science AssessmentInvestigation and scientific report — Combining materials for a purpose:Assignment/project

Students investigate the combination of materials used to make an object for a particular purpose.

Presentation: Toy designAssignment/project

Students investigate and communicate an understanding of pushes andpulls.

Assessment: Good to GrowAssignment/Project - How does it

Grow? Monitoring – Animal life stagesMonitoring – Plant life stages

Monitoring – Using life stages

Assessment:Students develop a new use for recycled materials.

Year 2 History overview- to be taught in terms 1 and 3

By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community. Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past use a range of texts.Exploring the impact of changing technology on people’s livesInquiry question/s:

How have changes in technology shaped our daily life?

In this unit students;

appreciate that history involves the study of the remains of the past

investigate continuity and change in technology used in the home, for example, toys or household products

ask questions of older generations about the impact of changing technology on their lives

sequence key developments in the use of a particular technology in daily life over time

compare and contrast sources depicting use of technology in daily life now and in the past

describe ways technology has impacted on peoples’ lives making them different from those of previous generations.

Exploring my local communityInquiry questions:

What aspects of the past can you see today? What do they tell us?

What remains of the past are important to the local community? Why?

In this unit students:

appreciate that history involves the study of the remains of the past

examine the remains of the past in the local area through a focus on an historical site and/or a significant person

investigate a person and/or site of significance in the local community

ask questions of a historical site and/or person to appreciate its value or contribution to the community or significance to Aboriginal peoples and Torres Strait Islander peoples

sequence key events in the history of the historical site and/or person over time

discuss why a historical site and/or person has heritage value or is significant

present a report on a person and/or site of significance to the local community.

Year 2 History AssessmentCollection of work - Annotated timeline and description (written or digital)

The purpose of this technique is to assess student responses to a series of focussed tasks related to specific steps in the process of historical inquiry. Students create an annotated timeline of key developments in a form of technology used in daily life over time, identifying change and continuity in its lifespan.

Students :• identify a form of technology that has changed over time• pose questions about continuity and change in use of this form of technology in daily life• examine provided sources to identify the impact on daily life of changes to this form of

technology• sequence key developments in this form of technology over time• compose annotations describing change or continuity in the form of technology used in daily

life over time.

Research - Oral reportThe purpose of this technique is to assess students’ abilities to research, collect and draw conclusions about sources.Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using non -written text-types specific to the study of history.

The assessment will gather evidence of the student’s ability to:• identify a person or site of significance in the local community• pose questions about the significance of the person or site to the community• use provided sources to answer questions• sequence key events related to the person or site• develop and present an oral narrative, referring to a range of texts to support the

narrative

Year 2 HPE overviewUnit 1 – My classroom is healthy , safe

and funUnit 2 – Our culture Unit 3 – Stay safe Unit 4 – Advertising targets

In this unit, students investigate the concept of what health is and the foods and activities that make them healthy. They explore opportunities in the classroom environment where healthy and safe practices can be implemented. Students identify the actions that they can apply to keep themselves and others’ healthy and safe in their classroom.

Students will: understand what health means understand what makes the classroom a

healthy and safe environment understand the actions that can be

taken to keep themselves and others healthy and safe in the classroom.

In this unit students explore what shapes their own, their family and classroom’s identity. They will examine similarities and differences in individual and groups and ways to include others to make them feel that they belong. Students will explore the importance of celebrating who they are and respecting each other’s similarities and differences.Students will: recognise the influences that shape

personal, family and classroom identities

examine how different characteristics make people, families and classrooms unique

recognise similarities and differences between individuals and within a group

identify the feelings people experience when included in groups and excluded from groups

understand how similarities, differences and changes are celebrated by different people

recognise ways to show respect towards others’ similarities and differences.

In this unit, students identify safe and unsafe situations for children such as personal safety, taking medicines, water and sun safety. They identify people in their lives that would help to keep them safe in personal situations.Students will: identify safe and unsafe situations identify poison labels and medicine

packaging and understand to ask an adult before taking medicines

lesson 3 and 4 – body clues and private body parts

identify personal safety and explore body parts that should be kept private and the anatomically correct terminology for these parts

identify people in their lives that would help to keep them safe in personal situations, rehearse ways to keep safe in personal situations and practise emotional responses

identify water/sun safety and the water/sun rules that need to be followed to keep safe and rehearse ways to keep safe in water/sun situations

identify people in their lives that would help to keep them safe in water/sun situations

In this unit, students health messages which are targeting their age group such as advertising –sun and water safety, food. They identify the products that are being sold and how they sell the products. Students identify slogans and create their own positive health message.Students will: explore the purpose, types of, audience,

and health messages(food and sun safety) of advertising

identify how health messages can they be positive and what makes them a positive message

identify some advertisements that they have seen – food , sun safety and explore how they sell the product and to which age group

identify the slogan and the behaviours they are encouraging

identify how they can address the influences and take action

create own positive health message and share it with the class

Research

Students will complete an assignment.

They will answer a series of questions to describe actions and select strategies to keep themselves and others healthy and safe.

The assessment will gather evidence of the student’s ability to:

describe actions that help keep themselves and others healthy and safe

select and apply strategies to keep themselves and others healthy and safe.

Research

Students will complete an assignment.

They will read the personal profiles of individuals from diverse backgrounds and explore their identity to produce a picture book describing themselves and their cultural identity.

The assessment will gather evidence of the student’s ability to:

recognise diversity and how it contributes to cultures

Collection of work

Students complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work.

Students will view information about safe behaviours and be given scenarios to role play safe behaviours

The assessment will gather evidence of the student’s ability to:

describe changes that occur as they grow older

select and apply strategies to keep themselves healthy safe and bale to ask for help with a task or problems.

Research

Students will complete an assignment.

Students will examine the aspects of an advertisement to ascertain the health message and the emotional responses it evokes.

The assessment will gather evidence of the student’s ability to:

recognise how emotional responses impact on other’s feelings

examine health messages related to health decisions.

Year 2 Geography overview- to be taught in terms 2 and 4By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. They describe how people in different places are connected to each other and identify factors that influence these connections. Students identify the influence of location and distance on people’s connections to places and recognise that the world can be divided into major geographical divisions. They explain why places are important to people. Students pose questions about familiar and unfamiliar places and collect information to answer these questions. They represent data and the location of places and their features in tables, plans and labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

UNIT 1 – WHAT IS THE STORY OF MY PLACE? Inquiry question:What is a place?

In this unit, students:• draw on representations of the world as geographical divisions, and the location of Australia• understand that each place has a location on the surface of the Earth which can be

expressed using direction and location of one place from another• develop questions about places• use a globe or a maps to identify examples of places that are defined at different levels or

scales, such as, personal scale (neighbourhood), local scale (town, rural area or city), regional scale, national scale, or region of the world scale

• use a globe, map or other geographical tool to locate and name the continents, oceans, Equator, and North and South poles

• collect and record geographical data and information, such as observations, interviews, storybooks and photographs to identify examples of how places are defined by different groups and how they change over time

• represent connections between places by constructing a map and using symbols• describe the location and direction of a place

UNIT 2 – HOW ARE PEOPLE AND PLACES CONNECTED? (TERM 4) Inquiry questions:How are people connected to their place and other places? What factors affect my connection to places?

In this unit, students:

draw on studies local places within Australia and other places throughout the world

understand that a place is connected to other places, and people are connected to their place and places throughout the world

understand connection between places throughout the world are affected by distance and accessibility

pose questions about the connections between places using the stems of ‘what do I feel’, ‘what would it be like to’ or ‘what effect’

collect and record geographical data and information, for example, a survey, to identify the ways and frequency of people’s connections to other places in Australia, the countries of Asia, and across the world, and record

collect and record geographical data and information, such as, the stories of Aboriginal peoples and Torres Strait Islander peoples, to identify

reasons for people’s connection to other places and its maintenance, for example, through birth, residence, heritage, and chosen or forced movement

compare the influence of purpose, distance and accessibility on connections between people and places over time

respond with ideas on how connections with a place often enable higher levels of care for a place

Year 2 Geography Assessment

Collection of work (Multi-modal)The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of geographical inquiry. Students use geographical methods to represent and communicate the location and features of places.The assessment will gather evidence of the student’s ability to:

• identify the features that define places• recognise that places can be described at different scales• recognise that the world can be divided into major geographical division• represent data and the location of places and their features in tables, plans and on labelled

maps• interpret geographical information to draw conclusions• describe the direction and location of places

Guided research (Multimodal or oral)The purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action.Students undertake a teacher guided inquiry that aligns with the geographical inquiry and skills strand.The assessment will gather evidence of the student’s ability to:• describe how people in different places are connected to each other and identify factor s

that influence these connections• explain why places are important to people• pose questions about familiar and unfamiliar places and collect information to answer these

questions• present findings in a range of texts and use simple geographical terms• suggest action in response to the findings of their inquiry.

Year 2 Technology OverviewBy the end of Year 3Technology is part of our everyday lives and activities.

• Products include artifacts, systems and environments• Designs for products are influenced by purpose, audience and availability of resources

Technology and its products impact on everyday lives in different ways

Information, Materials and Systems (Resources)Resources are used to make products for particular purposes and contexts.Yr2Resources have characteristics that can be matched to design requirements Simple techniques and tools are used to manipulate and process resources

Assessment: Link to Science: Toy FactoryLunch box + Students design a toy that uses either pushes or pulls. Students select appropriate materials and use simple techniques and tools to make the toy. (eg: paper plane design)

Assessment: Recycled Razamatazz Students develop a new use for recycled materials to make a costume for a Melbourne Cup hat.

Aligns with Science Unit 4

Year 2 Arts OverviewDrama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events.Role can be established using movement, voice, performance space cues and turn-takingPurpose and context are used to shape roles, language, place and space to express ideas.Dramatic action is structured by being in role and building story dramas.

(Links to English)

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.Warm (red, orange, yellow) and cool (blue, green, purple) colourschemes, and mixed and complementary colours, are used to create tone and variation.Line is used to suggest movement and direction.Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position.Texture is used to create variation and repetition.

Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes.Still and moving images, sounds and words are used in media texts.Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media texts.Representations in media texts can be either real or imagined, and are created for particular audiences and purposes.(Links to English: Creating Digital Text)

Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases.Gross motor movements, including locomotor and non-locomotor, areused to create actions for movement phrasesDirections, levels, shapes and pathways are used to move in space within movement phrasesFast and slow movements are used to change timing in movement phrasesPercussive and sustained movement qualities are used to change energy in movement phrasesStructuring devices, including repetition and narrative forms, are used to organise movement phrases

Drama: students use dramatic conventions to explore ways to present a poem to the class (Links to English Unit 1)Drama: students use dramatic elements to explore stereotypes (Links to English Unit 3)

Visual Art: students select visual arts elements to express ideas thatsupport their description of a stereotypical character (links to English unit 3)

Visual Art: students explore the colours used local Indigenous art.Students work with colour mixing to recreate artworks. forms

Media: students use media languages and technologies to develop

multimodal instructions for a procedure (Link to English Unit 5)

This assessment is aligned with Physical Education and Arts/Music. Drama: students use dramatic conventions to explore characters and characterisation in stories (link to English Unit 7)

Visual Art: students explore colour through a study of an illustrator such as Jeannie Baker

Year 3 ENGLISH OverviewBy the end of Year 3, students understand how content can be organised using different t e x t s t r u c t u r e s depending on the purpose of the t e x t . They understand how l a n g u a g e f e a t u r e s , images and vocabulary choices are used for different effects. They r e ad t e x t s that contain varied s e n t e n c e structures, a range of punctuation c o n v e n t i o n s , and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a t e x t . They select information, ideas and events in t e x t s that relate to their own lives and to other t e x t s . They lis t e n to others’ views and respond appropriately. Students understand how l a n g u a g e f e a t u r e s are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their t e x t s include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students c r e a t e a range of t e x t s for familiar and unfamiliar a ud i e n c e s . They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of gr ammar and choose vocabulary and punctuation appropriate to the purpose and c o n t e x t of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They w ri t e using joined letters that are accurately formed and consistent in size.

Term 1 Term 2 Term 3 Term 4UNIT 1 Analysing and creating a persuasivetextStudents read, view and analysepersuasive texts. In a monitoring task students will write a series of short written persuasive texts.

UNIT 2 Matty ForeverStudents listen to, view, read and explore short narratives, simple chapter books or digital stories to explore the use of descriptive language in the construction of character. Students read an extract from a novel and build literal and inferred meaning from the text. They express a point of view about the thoughts, feelings and actions of the main characters in a novel.

Introduce visual literacies/ multimodal

UNIT 4 Exploring procedureStudents listen to, read and view and analyse informative and literary texts and create a spoken procedure between two characters.

Students will focus on this content and write procedures in Science and in Daily Writing.

UNIT 7 Engaging with poetryStudents listen to, read, view and adapt poems featuring an Australian setting. They analyse texts by exploring the context, purpose and audience and how language features and devices can be adapted to create new meaning. They write and present a poem.

Review assessment prior to commencing

UNIT 5 Examining stories from differentperspectivesStudents listen to, view, read and compare a range of traditional stories, with a focus on different versions of the same story. They comprehend stories and create spoken retells of stories from alternative perspectives.

UNIT 6 Examining imaginative texts

Kumiko and the DragonStudents listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual language features used to suit context, purpose and audience. They create a multimodal imaginative text.

Review comprehension

Reading, responding to and writingpeople’s storiesStudents listen to, read, view, writeand create a range of informative and imaginative texts set in the past about people and their experiences. They complete a running record about a famous Australian and write a series of letters demonstrating use of text structure and language features of letters.

text comprehension throughout this unit. See Gaynor re First Steps resources

unit assessment prior to commencing unit

There is no summative assessment of student learning in this unit. Monitor student progress and throughout this unit.

Unit pre assessment

Close reading of an extractExam/testStudents identify and explain author’s use of language and comprehend literal and implied meaning in a text excerpt.visualizing/creating ImagesIn daily writing throughout term 1 and 2 students will be required to construct short descriptive and persuasive texts

Students will write a persuasive letterWrittenStudents write a persuasive letter to their school principal requesting that celebrating the importance of family is as an annual event in the school calendar.Content from this unit to be integrated throughout unit 1 and 2

Dialogue presentationOralStudents create and present a dialogue between two characters from a story, where one character is telling another character how to do something.NAPLAN

Unit pre assessment

Writing and presenting poetryOralStudents will use language devices to write and present a poem

Unit pre assessment

Refer to EOL Monitoring Task - Tiddalik

Unit pre assessment

Reading ComprehensionShort answer question:Creating a multimodal text Poster/multimodal presentation Students create a multimodal text about overcoming a fear using images and language features.Unit pre assessment

There is no summative assessment ofstudent learning in this unit. Monitorstudent progress and throughout this unit.

Unit pre assessment

Analysing and creating a persuasive text

Examination of charactersUnit pre assessment

Exploring personal experiences through events

Exploring procedures

Examining stories from different perspectives

Examining imaginative texts

Year 3 Mathematics overview

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

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number and place value — counting to 1000 and beyond, investigating the 2s, 3s, 5s and 10s number sequences, identifying odd and even numbers, representing 3-digit numbers, comparing and ordering 3-digit numbers, partitioning numbers (standard and non-standard), matching number representations, adding and subtracting 2-digit and 3-digit numbersUsing units of measurement — interpreting and using a calendar, telling time to 5 minute intervals, measuring length with non-standard units, representing a metre, measuring with metres

Number and place value — recalling multiplication number facts and related division facts, representing multiplication and division, doubling 2-digit numbers, solving simple multiplication and division problems, recalling addition number facts and related subtraction facts, adding and subtracting 2-digit and 3-digit numbersData representation and interpretation — collecting data (by observing events, asking questions, conducting experiments), recording data in lists and tables, displaying data as a picture or simple column graph, describing outcomes of data investigationsChance — identifying every day events that involve chance, conducting chance experiments, describing the outcomes of chance experiments, identifying variations in the results of chance experimentsMeasurement — identifying the need for standard units, representing one metre, measuring in metres

Shape — identify and describe the features of 3D objects, make models of 3D objectsNumber and place value — represent 3-digit numbers, compare and order 3-didigt numbers, read and write 3-digit numbers, partition 3-digit numbers into place value parts, consolidate familiar counting sequences, identify odd and even numbers, recall multiplication facts, represent multiplication and divisionPatterns and algebra ― infer pattern rules from familiar number patterns, identify missing elements in counting patternsFractions and decimals — describe fractions as equal portions or shares, represent halves, quarters and eighths of shapes and collections, represent thirds of shapes and collections, describe the connection between halves, fourths and eighths, solve simple number problems involving fractionsTeach content from Unit 6 measurement throughout this unit to align fractions and decimals- volume

Number and place value — represent 3-digit numbers, partition 3-digit numbers, investigate 1000, count to and beyond 1000, add and subtract 2-digit and 3-digit numbers, solve addition and subtraction word problemsLocation — represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key features, represent movement and pathways on a simple grid mapGeometric reasoning — identify angles in real situations, construct angles with materials, compare the size of familiar angles in everyday situationsMoney — count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money

Number and place value — count in sequences beyond 1000, represent and partition 4-digit numbers, use place value to add (written strategy), represent multiplication as arrays and repeated addition, identify part-part-whole relationships in multiplication situations, recall multiplication number facts, identify related division number factsMoney and financial mathematics — represent money amounts in different ways, count collections of coins and notes, choose appropriate coins and notes for shopping situations, calculate change and simple totalsFractions and decimals — represent unit fractions of shapes and collections, represent familiar unit fractions symbolically, solve simple problems involving, halves, thirds, quarters and eighthsLocation and transformation — identify examples of symmetry in the environment, fold shapes and images to show symmetry, classify shapes as symmetrical and non-symmetricalTeach content from Unit 6 measurement throughout this unit to align with division- mass

Using units of measurement — measure using metres, compare, order and measure the mass of objects, measure the mass of familiar objects using kilograms, say, read, write and show times (to 5 minute intervals), tell time to the minutePatterns and algebra — identify and describe number patterns involving 3-digit numbers, identify and continue patterns resulting from addition and subtractionNumber and place value— recall addition and subtraction number facts, add and subtract with multiples of 10 and 100, add and subtract 2-digit and 3-digit numbers, add 2-digit numbers using a written strategy

Shape — identify 3D objects, describe the features of familiar 3D objects, make models of 3D objectsNumber and place value — represent 3-digit numbers, compare and order 3-didigt numbers, read and write 3-digit numbers, partition 3-digit numbers into place value parts, consolidate familiar counting sequences, identify odd and even numbers, recall multiplication facts, represent multiplication and divisionPatterns and algebra ― infer pattern rules from familiar number patterns, identify missing elements in counting patternsFractions and decimals — describe fractions as equal portions or shares, represent halves, quarters and eighths of shapes and collections, represent thirds of shapes and collections, describe the connection between halves, fourths and eighths, solve simple number problems involving fractions

Number and place value— recall addition and related subtraction number facts, use number facts to add and subtract larger numbers, use ‘part-part-whole’ thinking to interpret and solve addition and subtraction word problems, add and subtract using a written place value strategy, recall multiplication and related division factsMoney and financial mathematics—representing money values in multiple ways, counting the change required for simple transactions to the nearest five centsUsing units of measurement—measure, order and compare objects using familiar metric units of length, mass and capacity, tell time to the minute and investigate the relationship between units of time

Location and transformation —create and interpret simple grid maps to show position and pathways, Identify symmetry in the environment Geometric reasoning—Identify angles as measures of turn and compare angle sizes in everyday situations

Year 3 Mathematics Assessment

There is summative assessment of this unit. Continue to monitor progress.Pat-m

Unit pre assessmentTerm 1 and 2 Choice board homework tasks- problem solving as modelled in class in warm ups and groups.

Conduct a chance experimentShort answer questionsStudents collect and interpret datafrom a simple chance experimentAdditional problem solving assessment.Unit pre assessment

There is no summative assessment ofstudent learning in this unit. Monitorstudent progress throughout this unitUnit pre assessment Term 1 and 2 Choice board homework tasks- problem solving as modelled in class in warm ups and groups.

Where is it?Short answer questionsStudents will match positions onmaps with given information.Additional assessment required for number and money Unit pre assessment

Multiplication FairAssignment/ProjectStudents represent multiplicationand solve multiplication problemsusing a range of strategies.Unit pre assessment

Measurement Scavenger HuntAssignment/ProjectStudents measure objects usingfamiliar metric units of length, massand capacity.Unit pre assessment

Solving problems involvingmultiplicationAssignment/Project Students solveproblems involving multiplication in arange of situations.Pat-mUnit pre assessment

There is summative assessment of this unit. Continue to monitor progress.

Unit pre assessment

Year 3 Science overviewBy the end of Year 3, students use their understanding of the movement of the Earth, m a t e r ial s and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science i n v es t i g a t i on s to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of i n v es t i g a t i ons . They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the i n v es t i g a t i o n questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their i n v es t i g a t i on s . They use diagrams and other representations to communicate their ideas.

Exploring the Reef (QCAA Unit)Students investigate and make links between different features of the Great Barrier Reef and the specific needs of living things.Students develop an understanding of:• The Great Barrier Reef – its features and its importance• Living and non-living things on the Great Barrier Reef• Survival needs of marine life• Features of marine animals• Relationships between animals, plants and living and non-living things• Threats to the Great Barrier Reef

Spinning EarthStudents will demonstrate their knowledge of the Earth’s rotation on its axis in relation to the position of the sun to suggest explanations for everyday observations. The everyday observations include shadows, day and night and length of days. Students will make predictions using their prior experiences and collect and present data to help answer questions. Students will examine uses of these everyday observations of the relationship between the sun, Moon, Earth and time.in various cultures.

Hot stuffStudents explore ways by which heat is produced such as the Sun, rubbing, electricity, and chemically (burning). Students will also study the behaviour of heat as it moves from one object to another. Students use thermometers to measure their observations of heat and adhere to safety practices while conducting investigations of heat. Students use knowledge of the behaviour of heat to explain everyday occurrences and consider how this knowledge impacts on everyday actions.

What’s the matter?Students will investigate the properties of solids and liquids and the effect of adding or removing heat, including a change of state between solid and liquid. They will explore how science is involved in making decisions and how it helps people to understand the effect of their actions. Students will evaluate how adding or removing heat affects materials used in everyday life. They identify that science is involved in describing patterns and relationships in the way solids and liquids behave. They will recognise that Aboriginal peoples and Torres Strait Islander peoples traditionally used knowledge of solids and liquids in their everyday lives.

Year 3 Science AssessmentExploring the Reef – Assessment

Students will provide a reef diorama or drawing. Students will also provide a report based on the diorama or drawing, including reference to the symbiotic relationship, explanation of the cause and effects of a chosen threat to the animals represented and solutions to these threats.

Investigating shadowsMultimodal presentationStudents investigate changes in shadows to explain movement of the Earth and resultant regular changes.

Heat It Up: Scientific reportStudents use knowledge of materials and the behaviour of heat to explain observations and to identify that science uses investigations to answer questions. The follow investigation procedures to collect quantitative data, to represent data and consider the fairness of the investigation.

Solids and liquidsExam/testStudents investigate and explain how a solid and liquid change state by adding or removing heat.

Fair test note: chocolate and ice must be the same size.

Year 3 History overview

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present. Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.HISTORY UNIT 1: INVESTIGATING CELEBRATIONS, COMMEMORATIONS AND COMMUNITY DIVERSITY (TERM 1)Inquiry question/s:

How and why do people choose to remember significant events of the past? What is the nature of the contribution made by different groups and individuals in the

community?

In this unit, students• develop an understanding of the significance of celebrations and commemorations from

Australia and other places around the world• examine the historical origins of celebrations and commemorations• examine the contributions made by different cultural groups to the development and character of

the local community• understand the value of learning about the cultures, languages and beliefs of others

HISTORY UNIT 2: EXPLORING CONTINUITY AND CHANGE IN LOCAL COMMUNITIES (TERM 3)Who lived here first and how do we know?How has our community changed? What features have been lost and what features have been retained?In this unit students:• plan and conduct research about continuity and change in the region or state/territory• pose a range of questions to guide research• identify sources and locate relevant information in sources to answer questions about the past• locate information in sources to explore the importance of Country and Place to Aboriginal

peoples and Torres Strait Islander peoples who belong to a local area or region• recognise and appreciate the historical features and remains of the past in a local area• record information from sources, including oral stories from Aboriginal or Torres Strait Islander

Elders• use a range of communication forms including texts to explain aspects of continuity and change

over time in the region or state/territory.

Year 3 History AssessmentCollection of workThe purpose of this assessment is to explain a celebration or commemoration of the past that has significance today, and describe your experiences at the celebration or commemoration.The assessment will gather evidence of the student’s ability to:

• describe an event from the past that has significance today and personal experiences of this event

• locate information to answer questions about an event• sequence events and develop a historical narrative about an event.

Research – Historical inquiry (booklet)The purpose of this technique is to assess students’ abilities to research, collect, analyse and draw conclusions about sources. Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using written and non- written text-types specific to the study of history.The assessment will gather evidence of the student’s ability to:

• plan and conduct research about continuity and change in the region or state/territory• pose a range of questions• identify sources and locate relevant information in sources to answer questions• locate information in sources to explore the importance of Country and Place to Aboriginal

peoples and Torres Strait Islander peoples who belong to a local area or region.• use a range of communication forms including texts to explain aspects of

continuity and change over time in the region or state/territory.

Review assessment prior to commencing unit

Year 3 Health overviewBy the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active.In this unit students will explore the impact of positive social interaction on self-identity. They will investigate different types of friendships and examine the qualities we look

In this unit, students explore risk taking behaviours, their rights and responsibilities and decision making strategies. They explore bullying and strategies to reduce it and

In this unit, students explore the concept of sustainable practice and how they can contribute to the sustainability of the environment. They participate in the

In this unit, students investigate the concepts of physical activity and sedentary behaviours while searching the recommendations of physical activity for 5 to 12 year olds. They

for in a friend as well as their roles and responsibilities. Students will learn how to communicate respectfully with friends to resolve conflict and challenging issues in friendships. They will reflect on why friendships change over time and investigate strategies to assist them in establishing and maintaining respectful friendships.Students will: explore a range of emotions and factors

that influence and strengthen self-identity understand the basis of friendships examine the benefits of positive social

interaction. understand what constitutes a respectful

relationship explore roles and responsibilities within

respectful friendships examine how to communicate effectively

with friends Reflect on emotional responses

associated with conflict investigate a range of strategies to

resolve conflict and increase resilience recognise that friendships continue to

evolve and change over time investigate strategies for managing

changes in friendships.

identify people who can help them make good decisions and stay safe.Students will: determine the difference between feeling

safe and unsafe establish personal safety guidelines in

relation to private parts of the body develop the concept of children’s rights examine how rules and laws contribute to

safety develop an awareness of the

environment by recognising safety clues understand how emotional responses

vary in depth and strength in different situations

investigate strategies to reduce bullying and promote positive interaction

investigate the effects of risk taking behaviour

understand the concept of culture examine their school culture and

determine how they contribute towards a positive school culture.

This unit contains information from the Daniel Morecombe Child Safety Curriculum.

development of sustainable practice in the school environment.Students will: explore sustainable practice through

identifying examples of sustainable practice and ideas that students could put into practice at school and home

explore the messages in the media on sustainability and the reasons it is important

identify and explore strategies to promote wellbeing through sustainability and practice this strategy for the year - eg kitchen garden, a recycling project, a non-bottled water campaign, composting food scraps and grass clippings, using less power in the classroom

participate in activities to examine how participation promotes a connection between the community, natural and built environments

explore the benefits of physical activity and investigate ways to increase physical activity.Students will: investigate the concept of physical

activity and sedentary behaviour investigate the recommendations of

physical activity for children aged 5 – 12 investigate the types of physical activity

that children can be involved in identify the benefits of physical activity –

healthy bones, heart, muscles and self investigate the benefits of physical

activity to emotional health – good self-esteem, psychological wellbeing and reduction in feelings of depression and anxiety

investigate ways to increase physical activity in children and identify blockers to recommended amounts of physical activity

describe strategies to make the classroom and playground (classroom and playground is their local community) safe and active spaces and to increase the physical activity of children

ResearchStudents respond to a case study and a series of activities about changes and making new friends.

The assessment will gather evidence of the student’s ability to: understand how to interact positively with

others in different situations investigate how emotional responses

vary recognise strategies for managing

change examine influences that strengthen

identity.

ResearchStudents respond to a stimulus picture to investigate how emotional responses vary and understand how to interact positively with others. They use decision making and problem solving skills to select and demonstrate strategies to help them stay safe.The assessment will gather evidence of the student’s ability to: understand how to interact positively with

others investigate how emotional responses

vary. use decision making and problem solving

skills to select and demonstrate strategies that help them stay safe

ResearchStudents complete an assignment. They investigate sustainable practices suitable in their localised context, such as recycling food scraps, and separating recyclable waste from other waste.

The assessment will gather evidence of the student’s ability to: recognise strategies for managing

change interpret health messages and discuss

the influences on healthy and safe choices

describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity

ResearchStudents complete an assignment. They conduct a survey to collect data on play activity options in the school playground and suggest other games/ activities that match their interests.

The assessment will gather evidence of the student’s ability to: understand the benefits of being fit and

physically active use decision-making and problem-solving

skills to select and demonstrate strategies that help them stay safe, healthy and active.

apply strategies for working cooperatively.

Year 3 Geography overviewBy the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places. Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their c characteristics on labeled maps that use the cartographic conventions of legend, title, and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.Exploring similarities and differences in places near and far- Term 2. Aligns with maths unit 4In this unit, students:draw on studies at the local scale, including representations of Australia and the location of Australia’s neighbouring countriesunderstand the different climate types and their influence on the characteristics of placesreview unit inquiry questionsrecognise that a ‘place’ is a form of bounded space with each place having a location on the surface of the Earth recognise places important to Aboriginal peoples and Torres Strait peoples and how they are representedcollect and record data and information to identify similarities and differences between the climates of different places identify the environmental and human characteristics of schools in Australia and Australia’s neighbouring countries using sources such as photographs, stories and mapsinterpret representations of places, for example, a globe, wall or atlas map, or digital application, and recognise their purpose, information provided, and use of cartographic conventions represent the location of places and their characteristics using labelled maps conforming to cartographic conventions, including legend, title and north point identify and describe similarities and differences in characteristics of places within Australia, and between Australia and its neighbouring countries also aligns with Science Unit 1

Protecting places near and far (consider starting to introduce this unit during term 3)- Term 4In this unit, students:draw on studies at the local scale in Australia and its neighbouring countriesrecognise the connections between people and places understand that as a visible characteristic of a place, climate is an important contributor to the identity of a place, and influences how and where people live pose questions for investigating a place of significance in Australia and in one of Australia neighbouring countries collect and record data and information by interviewing people about how their feelings and perceptions of places influences their views about the protection of places collect and record data and information to identify the influence of climate, settlement and demographic characteristics on the way people live in the selected places of significanceinterpret data and information to identify similarities and differences for selected places of significanceform conclusions identify how climate, settlement and demography influence how people have live in the selected places of significance present findings, using geographical terms, identifying connections between people and placesreflect on how to care for and respect places at the local scalesuggest action to protect and improve selected places of significance

Year 3 Geography AssessmentCollection of work (Multimodal or written)The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of geographical inquiry.Students use geographical methods to represent and communicate data and information.The assessment will gather evidence of the student’s ability to:

• represent data in tables and simple graphs, and the location of places and their characteristics by constructing maps on labelled maps that use the cartographic conventions of legend, title, and north point

• d e s c r i b e the location and characteristics of different places at the local scale and the similarities and differences between the characteristics of these places

In guided reading rotations one of the texts studied will be atlases to support learning in Geography- term2 (multimodal texts)

Research (Written or multimodal)The purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action.Students undertake an inquiry that aligns with the geographical inquiry and skills strand.The assessment will gather evidence of the student’s ability to:

• develop geographical questions and collect sources about people’s perceptions of places and their connections to them

• collect and record data and information from sources to identify different views on perceptions of places and how this influences views on the protection of places reflect on their learning to suggest action to increase awareness of protection of places and present using geographical terms.

Year 3 Technology Overview

Information, materials and systems (resources)Resources are used to make products for particular purposes and contexts.Resources have characteristics that can be matched to design requirementsSimple techniques and tools are used to manipulate and process resources

By the end of Year 3Technology is part of our everyday lives and activities.

• Products include artifacts, systems and environments• Designs for products are influenced by purpose, audience and availability of resources

Technology and its products impact on everyday lives in different waysAssessmentLink to Science: Spinning EarthStudents explore technology and its impact on our understanding of night and day. Students use simple techniques and tools, and purposeful selection of materials to design sundial

Assessment:Link to History: Change in the CommunityStudents create a replica of an Indigenous canoe prior to settlement using mostly natural materials.

Year 3 Arts OverviewVisual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.• Warm (red, orange, yellow) and cool (blue,

green, purple) colourschemes, and mixed and complementary colours, are used to create tone and variation.

• Line is used to suggest movement and direction.

• Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position.

• Texture is used to create variation and repetition.

•

Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases.• Gross motor movements, including

locomotor and non-locomotor,are used to create actions for movement phrases

• Directions, levels, shapes and pathways are used to move in space within movement phrases

• Fast and slow movements are used to change timing in movement phrases

• Percussive and sustained movement qualities are used to change energy in movement phrases

• Structuring devices, including repetition and narrative forms, areused to organise movement phrases

•

Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events.• Role can be established using movement,

voice, performance space,cues and turn-taking

• Purpose and context are used to shape roles, language, place and space to express ideas.

• Dramatic action is structured by being in

role and building story dramas. (Links to

English)

Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes.• Still and moving images, sounds and words

are used in media texts.• Media techniques and practices, including

crop, print, record/capture and sequence images, sounds and words, are used to create media texts.

• Representations in media texts can be either real or imagined, andare created for particular audiences and purposes.

• (Links to English: Creating Digital Text)•

Year 3 Arts AssessmentVisual Arts Students explore symbolism and storytelling in Indigenous artworks. Students use visual art elements, concepts and processes to express their own stories.

Dance: Students choose a country studied in Geography and create a dance for a small group in the style of their chosen country.

Dance/Drama Students use dramatic elements to present Tiddalik rewritten from another point of view.

Media in conjunction with the geography unit students examine media representations of local areas and the impact of humans on the preservation of those places. Aligns with unit 2 Geography

Term 4 homework choice board task: choose a local community area where your family loves to go and create a multimedia text to convince others that this area should be preserved. (e.g. song, dance, poem, posters, brochure, letter)

Term 1 Term 2 Term 3 Term 4Year 4 ENGLISH Overview

By the end of Year 4, students understand that t e x t s have different t e x t s t r u c t u r e s depending on purpose and a ud i e n c e . They explain how l a n g u a g e f e a t u r e s , images and vocabulary are used to engage the interest of a ud i e n c e s . They describe literal and implied meaning connecting ideas in different t e x t s . They express preferences for particular t e x t s , and respond to others’ viewpoints. They lis t e n for key points in discussions. Students use l a n g u a g e f e a t u r e s to c r e a t e coherence and add detail to their t e x t s . They understand how to express an opinion based on information in a t e x t . They c r e a t e t e x t s that show understanding of how images and detail can be used to extend key ideas. Students c r e a t e structured t e x t s to explain ideas for different a ud i e n c e s . They make presentations and contribute actively to class and group discussions, varying language according to c o n t e x t . They demonstrate understanding of gr amma r , select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.1

Unit 1 Unit 2 Unit 3 Unit 5 Unit 6 Unit 4 Unit 7 Unit 8Investigating author’s language in a familiar narrative

Characteristic structures and features of poems

Examining traditional stories from Asia

Exploring recounts set in the past

Exploring a quest novel

Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories

Investigating author’s language in a familiar narrativeStudents read a narrative andexamine and analyse the languagefeatures and techniques used by the author. They create a new chapterfor the narrative for an audience of their peers.The Twits

Unit pre assessment

Novel Study- The Twits

Examining humour in poetryStudents will read and listen to a range of humorous poems by different authors.

Unit pre assessment2015 revision of unit

This content will be covered in Guided reading throughout the semester and in a 3 week mini-unit.Assessment to be rewritten so that assessment can be done during small group guided reading.

Examining traditional stories from AsiaStudents read and analyse traditionalstories from Asia. They demonstrateunderstanding by identifyingstructural and language features,finding literal and inferring meaningand explaining the message or moralin traditional stories from Asia. Forthe assessment task, students write atraditional story with a moral ormessage for a younger audience.

Students will be exposed to stories from other cultures in Guided reading.

Unit pre assessment

Exploring recounts set in the pastStudents listen to, read and explore avariety of historical texts includinghistorical and literary recountswritten from different peoples’ perspectives.

Texts from this unit will be read in modeled, shared and guided reading.

Content will also be addressed in term 2 and 3 History.

Unit pre assessment

Exploring a quest novelStudents read and analyse a questnovel. In the first assessment task,students post comments andrespond to others’ comments in a discussion board to demonstrate understanding of the quest novel. Inthe second assessment task, studentswrite a short response explaininghow the author represents the maincharacter in an important event in the quest novel.

Unit pre assessment

Understanding Aboriginal peoples’and Torres Strait Islander peoples’storiesSONGLINES- Understanding Aboriginal Peoples’ and Torres Strait Islander peoples’ stories through songUnit pre assessmentThis unit will be modified to align with the History unit- History of a new colony. Students will read, respond to and reflect on indigenous stories throughout Term 3 during guided reading.

Examining persuasion inadvertisements Students listen to,read and view a range of still andmoving image advertisements from different times which target children.These advertisements are predominantly toy advertisementsfrom magazines, television andWebsites. Students will demonstratean understanding of the use of language features and techniques, visual elements in composition and audio effects in the advertisements to persuade the target audience.

Unit pre assessment

Examining persuasion in productpackagingStudents read and view a range ofproduct packaging. Studentsdemonstrate an understanding of thepersuasive language and visualtechniques used in breakfast cerealpackaging, by responding to theAssessment task — Reading andviewing. In the Monitoring task,students design a breakfast cerealpackage digitally, write a persuasive text to promote the breakfast cereal and present it to peers.C2C Unit 3

Year 4 English AssessmentWrite a new chapterWrittenStudents create

Reading comprehension: Interpretand evaluate a

Write a traditional story whichincludes a lesson or message for a

Monitoring tasks: Readingcomprehension task: students

Written response: Students explainin writing how the author of a quest

Write a quest themed narrative for a younger audience.

Examining persuasion inadvertisements: Listening and

Reading and viewingcomprehension: Persuasive

an imaginative newchapter for a book.

humorous poemExam/test: Students will identify structural features and poeticlanguage devices in a humorous poem. They will analyse and evaluatehow effective these are in creating ahumorous poem

younger audienceWrittenStudents write a traditional storywhich includes a lesson or messagefor a younger audience.

answer questions about differenthistorical texts. Spoken, studentspresent an account of events in therole of a person who was around atthe time of January, 1788.

novel represents the main characterin an important event Online discussion posts: Studentswrite posts and respond to others’posts in an online discussion toanalyse and interpret a quest novel.

Informative multimodalpresentationPoster/multimodal presentationStudents create and deliver aninformative multimodal presentationabout an Aboriginal peoples’ or aTorres Strait Islander peoples’ story

viewing comprehensionExam/test: Students will interpretand evaluate the persuasive languagefeatures, visual elements and audioeffects in television advertisements..

techniques in breakfast cerealpackagingExam/test: Students demonstrateunderstanding of the persuasivelanguage and visual techniques usedin breakfast cereal packaging

Year 4 Mathematics overview

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

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number and place value — making connections between representations of numbers, partitioning and combining numbers flexibly, recalling multiplication tables, formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, generalising from number properties and results of calculations and deriving strategies for unfamiliar multiplication and division tasksFractions and decimals — communicating sequences of simple fractionsUsing units of measurement — using appropriate language to communicate times, comparing time durations and using instruments to accurately measure lengths.

Number and place value — making connections between representations of numbers; partitioning and combining numbers flexibly; recalling multiplication tables; formulating, modelling and recording authentic situations involving operations; comparing large numbers with each other; generalising from number properties and results of calculations and deriving strategies for unfamiliar multiplication and division tasksPatterns and algebra — using properties of numbers to continue patternsChance — comparing dependent and independent events; describing probabilities of everyday eventsData representation and interpretation — collecting and recording data; communicating information using graphical displays and evaluating the appropriateness of different displays

Number & place value — read, identify & describe place value in 5-digit numbers, partition numbers using standard & non-standard place value partitions, make connections between representations of 5-digit numbers, compare &order 5-digit numbers, identify odd & even numbers, make generalisations about the properties of odd & even numbers &make generalisations about adding, subtracting, multiplying & dividing odd & even numbers, identify sequences created from multiplying by 10, 100 & 1000, continue number sequences, revise informal recording methods & strategies used for calculations, investigate sequences resulting from multiplication & make generalisations about the sequences, & apply mental & written strategies to computationFractions & decimals — revise & investigate the fractions that can be created through repetitive halving &thirding, counting & representing fractions on number lines, represent fractions using a range of models, investigate equivalent fractions, solve fractions problems from familiar contextsShape — revising properties of 2D and 3D shapes including polygons & quadrilaterals, identifying composite shapes, exploring the properties of shapes used in tangrams, creating polygons & other composite shapes using tangrams

Location and transformation — Investigate the features on maps and plans, identify the need for legends, Investigate the language of location, direction and movement, find locations using turns and everyday directional language, identify cardinal points of a compass, investigate compass directions on maps, investigate the purpose of scale, apply scale to maps and plans, explore mapping conventions, plan and plot routes on maps, explore appropriate units of measurement and calculate distances using scalesGeometric reasoning — Identify angles, construct and label right angles, Identify and construct angles not equal to a right angle, mark angles not equal to a right angle Number and place value — Consolidate place value understanding of 5-digit numbers, Compare and order 5-digit numbers, revise addition and subtraction concepts, Solve addition and subtraction problems, consolidate multiplication problems, use appropriate strategies to solve problemsMoney and financial mathematics — Read and represent money amounts, investigate change, rounding to five cents, explore strategies to calculate change, solve problems involving purchases and the calculation of change, explore Asian currency and calculate foreign currencies

Money and financial mathematics — represent, calculate and round amounts of money required for purchases and changeNumber and place value — model and interpret number representations, sequence number values, apply number concepts and place value understanding to the calculation of addition, subtraction, multiplication and division, develop fluency with multiplication fact familiesFractions and decimals — partition to create fraction families, identify, model and represent equivalent fractions, count by fractions, solve simple calculations involving fractions with like denominatorsLocation and transformation — investigate different types of symmetry, analyse and create symmetrical designs.Some content from unit 8 here- money

Provide opportunities to introduce written strategies for multiplication and division facts here- content from unit 7

Using units of measurement — use scaled instruments to measure and compare length, mass, capacity and volume and temperature, measure areas using informal units and investigate standard units of measurement Shape — compare the areas of regular and irregular shapes using informal units of area measurementNumber and place value — represent fractions as decimals, apply mental and written computation strategies, recall multiplication and division facts and apply place value to partition and regroup numbers to assist calculationsPatterns and algebra — investigate and describe number patterns, solve word problems and use equivalent addition and subtraction number sentences to find unknown quantities.

Some content from unit 8 here- volume

Fractions and decimals — count and identify equivalent fractions, locate fractions on a number line, read and write decimals, identify fractions and corresponding decimals, compare and order decimals (to hundredths)Chance — describe the likelihood of everyday chance events, order events on a continuumData representation and interpretation — write questions to collect data, collect and record data, display and interpret dataNumber and place value — use properties of odd and even numbers, calculate addition and subtraction using a range of mental and written strategies, recall multiplication and related division facts, calculate multiplication and division using a range of mental and written strategies, solve problems involving the four operations.

Money and financial mathematics — calculate change to the nearest five cents, solve problems involving purchasesShape— measure area of shapes , compare the areas of regular and irregular shapes by informal meansUsing units of measurement (volume, time) —measure and compare volume, use am and pm notation, solve simple time problemsFractions and decimals — investigate equivalent fractions, make connections between fractions and decimal notationNumber and place value — use estimation and rounding, apply mental strategies, add, subtract, multiply and divide 2 and 3 digit numbers- these concepts to be revised in conjunction with teaching to identified student learning needs

Year 4 Mathematics Assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit.PAT-m

Unit pre assessment

Knowing numbers Written Students describe and complete number patterns, find unknown quantities, recall multiplication and division facts and complete calculations What are the chances? Written Students identify dependent and independent events and explain the chance of everyday events occurring Unit pre assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit.

Unit pre assessment

Legend landShort answer questionsStudents interpret, create and describe information contained in simple maps

Unit pre assessment

Fraction fitShort answer questionsStudents apply fraction understanding to represent fraction families and equivalent fractions and to solve simple fraction problems.

Unit pre assessment

Marvellous MeasurementShort answer questionsStudents compare areas of regular and irregular shape using informal units and to use scaled instruments to measure temperature, length, shape and objects

Unit pre assessment

Deadly decimals Short answer Students demonstrate and explain the connections between fractions and decimals (to hundredths).Data analysers WrittenStudents define different methods for data collection & representation, and evaluate their effectiveness. They construct data displays

PAT-m

Unit pre assessment

There is no summative assessment of student learning in this unit. Monitor student progress throughout this unit.

Unit pre assessment

Year 4 Science overviewBy the end of Year 4, students apply the o b s erv a b le p r o p er t ies of m a t er i a ls to explain how objects and m a t e r i a l s can be used. They use contact and non-contact f o rces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth’s surface. They describe rel a t i on s h ip s that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others’ actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from i n v e s t i g a t i on s . They discuss ways to conduct i n v e s t i g a t i on s and safely use equipment to make and record observations. They use provided t a b les and simple column g r a ph s to organise their d a ta and identify p a tt er n s in d a t a . Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple re p o r t s to communicate their methods and findings.

Here today gone tomorrowStudents explore natural processes and human activity which cause weathering and erosion of the earth’s surface. Students relate this to their local area and predict consequences of future occurrences and human activity. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.

Endangered Species- Marine Turtles

Students investigate the impact of coastal development and climate change on marine turtles.

Material useStudents investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes.

Fast forcesStudents will use games to investigate and demonstrate how forces affect objects through contact and non-contact forces. They will use their knowledge of forces to make predictions about games. Games will be completed safely in order to collect data so that findings can be communicated. Students will also identify situations where science is used to ask questions or to make predictions. They will identify how science knowledge of forces helps people understand the effects of their actions.

Year 4 Science AssessmentBeing a soil scientistAssignment/projectStudents will represent, investigate and explain how natural processes and human activity change the Earth’s surface.

Link to Geography Unit 1

Mapping lifecyclesAssessment: science report on an endangered species on the Great Barrier Reef

Collection of work - ForcesPortfolioStudents will investigate how forces can be exerted on an object by either contact or non-contact forces and to communicate findings based on data collected.

Properties affecting the use of ochreWrittenStudents plan, conduct, evaluate and report on an investigation into the properties of ochre and apply this knowledge to real life situations.

Year 4 History overviewBy the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.

Unit 1 – Investigating European exploration and the movement of peoples (Term 2)Inquiry question/s:Why did the great journeys of exploration occur?Why did the Europeans settle in Australia?In this unit, students:recognise connections between world history events and the history of Australiaappreciate the remains of the past can reveal aspects of what life was like theninvestigate the journeys of the great explorers from the 1400s to the late 1700s and how these resulted in colonisation and the building of empires around the globe pose questions about the reasons for the colonisation of Australia by the British use provided sources to examine the journeys that led to Australia’s colonisation by the English through the arrival of the First Fleet, the establishment of the first settlement in Sydney Cove and the early days of the colony sequence key events related to the colonisation of Australiadescribe the experiences of a convict who travelled on the First Fleet and identify how life changed.

Unit 2 – Investigating the impact of colonisation (Term 3)Inquiry question/s:What was life like for Aboriginal people and/or Torres Strait Islander peoples before the arrival of the Europeans?What was the nature and consequence of contact between Aboriginal people and/or Torres Strait Islander peoples and early trad ers, explorers and settlers?In this unit, students:recognise Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians appreciate the longevity and richness of the history of Aboriginal peoples and Torres Strait Islander peoples investigate the histories, cultures and daily lives of Aboriginal peoples and Torres Strait Islander peoples prior to contact with otherspose questions about the effect of colonisation, particularly the arrival of early traders, explorers and settlers on Aboriginal peoples and Torres Strait Islander peoples use provided sources to identify points of view and examine the impact of these interactions on families and the environmentdescribe the experiences of a group over time identifying events that brought change.

Year 4 History AssessmentCollection of work — Life of a convict The purpose of this assessment task is to explain how and why life changed for a convict of the First Fleet. The assessment will gather evidence of the student’s ability to:explain how and why life changed for a convict of the First Fleetpose a range of questions about a convict’s lifelocate information to answer questionsdevelop a historical narrative in role as a convict, using historical terms.

Research – Historical inquiryThis technique is used to assess students’ abilities to research, collect, analyse and draw conclusions about sources.Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using written text-types specific to the study of history.The assessment will gather evidence of the student’s ability to:pose a range of questions about daily lives of Aboriginal peoples and Torres Strait Islander peoples prior to contact with others identify sources and locate information in provided sources in response to questions develop a text describing continuity and change in the lives of Aboriginal peoples or a group of Torres Strait Islander people before and after contact with other culturesidentify and explain different points of view in sources.Possible alternative assessment: Ration Shed Museum excursion and completion of Historical site student workbook and research

Year 4 HPE overviewBy the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.

Unit 1 – Making healthy choices Unit 2 – Culture in Australia – Positive interactions

Unit 3 – Health channels Unit 4 – Netiquette and online protocols

In this unit students will identify strategies to keep healthy and improve fitness. They will explore the Australian Guide to Healthy Eating and the five food groups. Students will understand the importance of a balanced diet and how health messages influence food choices. They will create meal plans that reflect health messages.Students will: review what is meant by being healthy identify strategies that help keep people

healthy and well identify the five food groups. understand the health benefits of food understand the benefits of healthy food

choices recognise strategies that assist in making

healthy food choices explore healthy breakfast choices understand how health messages

influence choices promote healthy food/meal choices.

In this unit students participate in partner and group activities to explore the communication skills of respect and empathy and how they support positive interactions. They investigate how heritage and culture contribute to identity. Students will: explore how cultures are similar and

different investigate own heritage and culture understand how meeting challenges and

coping with failure contribute to success identify relationships and roles that

contribute to their identity understand that feelings can be

communicated in different ways explore how emotional responses vary

between cultures and individuals investigate ways to demonstrate respect

and empathy identify varying emotional responses to

situations.

In this unit, students examine different sources of health information and how to interpret them with regard to credibility, relevance and inescapable truths. Identify health messages directed at children and the influences they have on them. They explore strategies to assist children interpreting the messages to make better choices.Students will: examine the different sources of health

information including media – social media, tv, newspapers, magazines, government, internet , and supermarkets

investigate how to interpret the health messages in the media/internet using the criteria credibility, relevance, inescapable truths,

explore the ultimate goal of the health messages – behavioural change, attitudinal change, brand awareness and message recall

identify specific health information and messages aimed at children and explore the information that children are exposed to – e.g. ads targeting children, placement of goods in supermarkets

recall foods that are sometimes and often foods and explore the Australian guide to healthy eating to locate the foods advertised and the recommendations on their consumption

Identify a strategy to assist children to interpret the messages in the media/internet and make better choices with regard to consumption of these foods

In this unit, students explore and implement strategies to interpret health information and messages on the internet. They describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe using the net. They explore respect and empathy and how important it is in relationships on the net.Students will: investigate what is meant by netiquette

and online safety identify the facts about cyberbullying ,

unwanted contact, offensive content, mobile phones, digital footprint

explore the correct netiquette to use with social networking and online friends

explore how important it is to stay legal online

describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe

discuss and interpret the messages on the cyber(smart) website and decide on the usefulness of the messages

Daniel Morcombe lesson 8 – online and mobile phone safety

Year 4 Geography overviewBy the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features u sing simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

Exploring environments and places (Term 1 )In this unit, students:

draw on studies at the national scale, including Australia and the location of major countries in South America and Africa

recognise the purpose and types of geographical questions

explore the importance of environments to animals and people and how places are characterised by their environments

collect and record geographical information from sources to identify how environments support animals and people

use geographical tools and sources to identify and compare the characteristics of places, including the types of natural vegetation and native animals

represent data by constructing tables and graphs

represent the location of places and their features by constructing a large-scale map conforming to cartographic conventions, including scale, legend, title and north point

interpret geographical information and data to identify patterns and distributions of the features of places

interpret geographical information and data to identify different views on how environments should be protected, and form conclusions

describe the location of places and their features using grid references, compass direction and distance

describe and compare the characteristics of places in different locations at the national scale, using geographical terms.

In guided reading students will read and comprehend atlases and other geography texts as one of the texts studied.

Using places more sustainably (Term 4)In this unit, students:

draw on studies of Australia

develop geographical questions to investigate about the connections between resources provided by the environment and used by different groups of people

compare how people adapt to, and alter environments

recognise that sustainability is perceived in different ways by different groups, and involves careful use of resources and management of waste

collect and record geographical information from sources to explore how the knowledge and practices of Aboriginal peoples and Torres Strait Islander peoples are shared and enacted in their custodial responsibility of places and environments

collect and record information from sources to identify the perceptions of groups, including Aboriginal peoples and Torres Strait Islander peoples, on how the environment provides for people

form conclusions about caring for the environment and meeting the needs of people

present findings, using geographical terms, reflect on learning to propose individual action on the ways people seek to improve or use resources more sustainably and identify the expected effects of their proposed action.

Year 4 Geography Assessment

Collection of work (Multimodal or written)The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific step s in the process of geographical inquiry.Students use geographical methods to represent, interpret and communicate data and information.The assessment will gather evidence of the student’s ability to:• re p re s e n t data and the location of places and their characteristics in simple graphic forms,

including large-scale maps that use the cartographic conventions of scale, legend, title and north point

• d e s cri b e the location of places and their features using simple grid references, compass direction and distance

• interpret data to i d e n t ify spatial distributions and simple patterns and draw conclusions• describe the characteristics of places in different locations at the national scale• d e s cri b e the location of selected countries in relative terms and i d e n t ify simple patterns in the

distribution of features of places

Research (Oral)The purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action.Students undertake an inquiry that aligns with the geographical inquiry and skills strand.The assessment will gather evidence of the student’s ability to:• develop geographical question to guide an inquiry into a local geographical challenge• collect and record information and data from different sources to respond to geographical

question/s• i d e n t ify and d e s cri b e the interconnections between people and the environment• rec o g n i s e the importance of the environment and i d e n t ify different views on how to

respond to a geographical challenge• present findings using geographical terminology in a range of texts• propose individual action in response to a local geographical challenge and i d e n t ify the

expected effects of their proposed action

Year 4 Technology OverviewInformation, materials and systems (resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges. (Term 2)Resources have particular characteristics that make them more suitable for a specific purpose and context Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

Technology influences and impacts on people, their communities and environments.(Term 3)Different ideas for designs and products are developed to meet needs and wants of people, their communities and environmentsAspects of appropriateness influence product design and production decisionsThe products and processes of technology can have positive or negative impacts

Assessment Students will use natural and recycled materials to conduct the process of making paper. Students record this process and reflect on the effectiveness of the outcome.

Assessment Students design and build, selecting suitable materials, a replica of plausible living ‘quarters’ of Indigenous Australians prior to settlement.

Year 4 Arts OverviewVisual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.• Colour shades (adding black to a colour) and

tints (adding colour to white) are used to create balance, contrast and patterns.

• Continuous, broken and hatched lines are used to create balance, contrast, space and patterns.

• Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns.

Texture creates contrast and patterns using lines, rubbings and markings

Media involves selecting media languages and technologies to create representations and construct meaning, considering different audiences and different purposes.• Still and moving images, sounds and words

are selected to construct media texts.• Media techniques and practices, including

layout, storyboard and manipulation of images, sounds and words, are used to create media texts.

• Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes.

Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences.• Gross and fine motor movements, including

locomotor and non-locomotor, are used to create actions for short movement sequences.

• Group formations are used to organise dancers in short movement sequences

• Simple rhythmic patterns are used for timing of movements in short movement sequences.

• Swinging and collapsing movement qualities are used to alter energy in short movement sequences.

Structuring devices, including contrast and canon forms, are used to organise short movement sequences

Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events.• Role and status of relationships can be

maintained using movement,including posture, gesture and body position, and expression of voice.

• Purpose and context guide the selection of time frames, language, place and space to express ideas.

• Dramatic action is structured through storytelling, improvisation and extended role-plays.

Visual Art: Throughout the yearStudents use curved, angular, symmetrical,

Media:Links to English and Technology units

Dance:Students use dance to express

Drama:

asymmetrical and overlapping shapes to create balance, contrast and patterns in a design.(Links to English and History) Joseph Banks artists, character studies, sketches of Mr Twit, Historic places, indigenous traditional stories, NAIDOC week, Rowan of Rin visualising, creating models. Relate to choice board activities.

Term 2Students use the languages and technologies of media to conduct the process of making paper using natural and recycled materials. Students record this process and reflect on the effectiveness of the outcome.

dramatic response to events within traditional narrative.Smart moves: Funkercise.

Students will choose a contemporary piece of music and plan a small group dance ,incorporating dance moves and steps introduced during smart moves lessons.

Students select dramatic elements and conventions to perform freeze frame dramatisations. This aligns with Term 3 Rowan of Rin English unit.

Term 1 Term 2 Term 3 Term 4

Year 5 ENGLISH OverviewBy the end of Year 5, students explain how t e x t s t r u c t u res assist in understanding the t e x t . They understand how l a n g u a g e f e a t u re s , images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of t e x t s . They describe how events, characters and settings in t e x t s are depicted and explain their own responses to them. They li s t en and ask questions to clarify content. Students use l a n g u a g e f e a t u res to show how ideas can be extended. They develop and explain a p o i n t o f v iew about a t e x t , selecting information, ideas and images from a range of resources. Students cre a t e a variety of sequenced t e x t s for different purposes and a ud ie n ce s . They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of g r a m m a r , select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.Term 1

Unit 3 Unit 1 Unit 2 Unit 4 Term 3- unit 5 and 6 combined Unit 7 Unit 8Examining media texts 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.

Examining literary texts — fantasy novelStudents 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.

Teachers will commence reading and reflecting on this novel in term 1. In shared reading, writing lessons and homework tasks students will have opportunities to analyse characters and their descriptions and to create written character descriptions.

Creating fantasy characters Students continue to read and interpret a novel from the fantasy genre showing understanding of character development. In role as the author, they deliver a spoken presentation to explain the text structures and language features used to create one ‘good’ character and one ‘evil’ character.

Unit pre assessment

Examining characters in animated film Students listen to, read, view and interpret a range of animations including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by fantasy characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma.Students will be exposed to the assessment early in term 2. As a term 2 Homework Choice Board task, they will be required to create a short story involving characters experiencing an ethical dilemma. They will present their response as a dramatization, as a cartoon using digital resources such as Toon-do or Power point OR as a cartoon strip. Students will have the opportunity to plan, develop and refine their writing during daily in-class writing activities.

Appreciating poetryStudents listen to, read and view a range of poetry, songs, anthems and odes from different times, to create a folio of responses analysing authors’ use of language and its impact on the message and ideas of text.

The content of and assessment for this unit will be taught throughout term 3 in the context of Guided reading and independent reading lessons.

Responding to poetryStudents 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.

Exploring narrative through novels and film Students listen to, read and view films and novels with a range of characters involving flashbacks or shifts in time. They demonstrate understanding of positioning of characters in a chosen film through a viewing comprehension. They create a written comparison of a novel and the film version of the novel.

Reviewing narrative filmStudents 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 the film during a panel discussion.

Year 5 English assessment

Comprehend a feature articleExam/TestStudents interpret and analyse information from a feature article. Create a multimodal feature article Poster/multimodal presentation Students select information and create a multimodal feature article that presents a particular point of view about an issue

Unit pre assessment

There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.

Unit pre assessment

Spoken presentationOralStudents will adopt the role of an author, to explain to an audience how their choice of text structures and language features create contrasting fantasy characters.- link to dramaStudents will create a written innovation to change a character or a setting.

Short story animationMultimedia Students create a shortStory animation that focuses on two main characters’ behaviours when faced with an ethical dilemma. Engage viewers through a combination of visual images, spoken and written text, music and sound effects.N A P L A N Unit pre assessment

There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.

Unit pre assessment

Digital multimodal narrative Poster/multimodal presentation Students write a digital multimodal narrative that includes ideas from the poem ‘Fur and Feathers’ by A.B Paterson.Unit pre assessment

Written comparisonWrittenStudents write a comparison of the novel and film versions of Storm Boy.

Unit pre assessment

There is no summative assessment in this unit. Monitor student learning and progress throughout this unit.

Unit pre assessment

Examining media texts

Examining characters in animated film

Appreciating poetry Responding to poetry

Year 5 Mathematics overviewBy 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 r o und i n g . Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare and interpret different d a t a sets. Students order decimals and unit fractions and locate them on nu m b er lines. They add and subtract fractions with the same d e n om i n a tor . Students continue patterns by adding and subtracting fractions and decimals. They find unknown quantities in nu m b er sentences. They use appropriate units of measurement for length, area, vo l u m e , c a p a ci t y and mass, and calculate p eri m e t e r 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 e qu a lly li k ely o u t c o m es and assign probabilities between 0 and 1. Students pose questions to gather d a t a , and construct d a t a displays appropriate for the d a t a . Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Chance :identify and describe possible outcomes, describe equally likely outcomes and represent probabilities of outcomes using fractionsNumber and place value :explore and identify factors and multiples, revise multiplication and division facts, round and estimate to check the reasonableness of answers, explore mental computation strategies (split and compensate) for multiplication and division, solve problems using mental computation strategies, compare and evaluate strategies that are appropriate to different problems Fractions and decimals :compare and order unit fractions, create a range of models for fractions, add and subtract fractions with the same denominator Data representation and interpretation :identify different types of data, distinguish between numerical and categorical data, collect primary data, organise data using tables, create dot plots and column graphs, interpret dot plots and column graphs, identify and pose questions to collect different data types, use technology to create representations

Chance :identify and describe possible outcomes, describe equally likely outcomes and representing probabilities of outcomes using fractions, conduct a chance experiment Number and place value :round and estimating to check the reasonableness of answers, explore mental computation strategies for multiplication and division, solve problems use mental computation strategies and informal recording methods, compare and evaluate strategies that are appropriate to different problemsFractions and decimals :compare and ordering unit fractions, explore hundredths, represent fractions on number lines, add and subtract fractions with the same denominator Using units of measurement: investigate time concepts, read and represent 24-hour time, measure dimensions, estimate and measure the perimeters of rectangles, investigate metric units of area measurement, estimate and calculate area of rectangles

Number and place value :rounding and estimating to check the reasonableness of answers; exploring mental computation strategies for multiplication and division; solving problems using mental computation strategies and informal recording methods; comparing and evaluating strategies that are appropriate to different problems; exploring and identifying factors and multiples Fractions and decimals :making connections between fractional numbers and the place value system; representing, comparing and ordering decimalsLocation andtransformation :investigating and creating reflection, translation and rotation symmetry; transforming shapes through enlargement and describing the feature of transformed shapesShape: applying the properties of 3D objects to make connections with a variety of two-dimensional representations of 3D objects.

Geometric reasoning :identify the components of angles; compare and estimate to establish benchmarks; construct and measure angles Location and transformation: describe and create transformations using symmetryShape: identify representations of 3D objects, link two dimensional representations with 3D objects Number and place value: multiply and divide using a range of strategies; apply estimation and round to estimate answers and check answers; apply mental computation to multiply and divide; solve multiplication and division problemsPatterns and algebra — create and continue patterns involving whole numbers, fractions and decimals, explore strategies to find unknown quantitiesData representation and interpretation — explore methods of data representations to construct and interpret data displays; reason involving data

Money and financial mathematics — investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plansLocation and transformation —explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs and enlarge shapesNumber and place value — round and estimate to check an answer is reasonable, use written strategies to add and subtract, use an array to multiply 1- and 2-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems.

Using units of measurement — chooses appropriate units for length, area, capacity and mass, measures length, area, capacity and mass, finds perimeter, problem solves and reasons when applying measurement to answer a questionFractions and decimals — makes connections between fractions and decimals, and compares and orders decimalsPatterns and algebra — creates, continues and identifies the rule for patterns involving the addition and subtraction of fractionsNumber and place value :adds and subtracts using mental and written strategies, multiplies whole numbers and divides by a 1-digit whole number.

Chance :order chance events, express probability on a numerical continuum, apply probability to games of chance, make predictions in chance experimentsData representation and interpretation :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) Using units of measurement :read and represent 24-hour time, convert between 12 and 24-hour timeNumber and place value :apply mental and written strategies to solve addition, subtraction, multiplication and division problems, identify and use factors and multiples.

Money and financialmathematics :create simple budgets, calculate with money, identify the GST component of invoices and receipts, make financial decisionsGeometric reasoning :estimate and measure angles, construct angles using a protractorLocation and transformation :exploremaps and grids, use a grid to describe locations, describe positions using landmarks and directional language 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 Number and algebra :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.

Year 5 Mathematics Assessment

Digging through dataShort answer questionsStudents classify, organise and interpret data, pose questions about data and to construct data displaysUnit pre assessment

Number crunchShort answer questionsStudents apply a range of strategies to complete calculations, check for reasonableness of answers and identify and sequence unit fractionsUnit pre assessment

There is no summative assessment ofstudent learning in this unit. Monitor student progress throughout this unit

N A P L A N Unit pre assessment

Generation GeometryShort answer questionsStudents estimate, measure and construct angles to make connections between three-dimensional objects and their two-dimensional representations, to describe the symmetry and transformation of two-dimensional shapes and designs.Unit pre assessment

George and Janelle’s “Eggs-cellent”IdeaShort answer questionsStudents apply a range of computation strategies to solve money problems and to plan and calculate simple budgets.

This assessment very difficult for students with

language/literacy difficulties- Rewrite

this assessmentUnit pre assessment

Year 5’s Great Garden Short answerquestions: Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.Perfecting Patterns Short answer questions: Students describe, continue and create patterns and use equivalent number sentences to find unknown quantities.Unit pre assessment

What is the chance of that?Short answer questionsStudents mathematically describe chance experiments involving equally likely outcomes and to represent those outcomes on a continuum.Fantastic factors and magnificent multiples Short answer questions Students identify and describe factors and multiples of whole numbers.Unit pre assessment

There is no summative assessment ofstudent learning in this unit. Monitor student progress throughout this unit.

Unit pre assessment

Year 5 Science overviewBy the end of Year 5, students c la ss i f y substances according to their ob s e r v a b l e p rop e r t i es and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar s y s t e m . They a n al y se how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives and how science knowledge develops from many people’s contributions. Students follow instructions to pose questions for i n v es t i g a t i o n , predict what might happen when v a r ia b l es are changed, and plan i n v es t i g a t i o n methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct t a b l es and g r a ph s to organise d a t a and identify p a tt e rns . They use p a tt e rn s in their d a t a to suggest explanations and refer to d a t a when they r e p or t findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types

Survival in the Australian environmentStudents will examine the structural features and adaptations that assist living things to survive in their environment. This knowledge will be used to create a creature with adaptations that are suitable for survival in a prescribed environment.

Now you see itStudents investigate the properties of light and the formation of shadows. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices.

Our place in the solar systemStudents will describe the key features of our solar system. They will discuss how people have contributed science knowledge to space exploration. A possible space mission to a planet will be proposed considering planetary data. Students will communicate these ideas in a magazine or webpage style format.

Matter mattersStudents will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students will pose questions, make predictions and plan investigation methods into the observable properties and behaviour of solids, liquids and gases. Students will understand that scientific understandings about solids liquids and gases are used to inform decision making and solve or prevent problems.

Year 5 Science AssessmentCreate a creatureMultimodal presentationStudents are required to create a fictional creature and describe the relationship between structural and behavioural adaptations needed to survive in an environment

The aMAZEing trickAssignment/ projectStudents will demonstrate their knowledge of the properties of light by investigating and explaining how the transfer of light can be changed. They will also solve a problem relating to properties and sources of light.This assessment will be set as a non-negotiable Choice Board homework activity for term 2. Students will complete and present a reflection on the effectiveness of their construction.

Planet ExplorationAssignment/projectStudents are required to write a report for popular media such as a magazine or website. The report will be about a proposed space mission to a planet within our solar system and will contain relevant data about planets within the solar system and past space missions.

Investigating evaporation and explaining solids, liquids and gasesAssignment/projectStudents plan, conduct, evaluate and report on an investigation into rates of evaporation and apply knowledge of solids, liquids and gases to real life contexts.

Students conduct at home experiments and present their findings in class as part of their term 4 homework choice board assignment.

Year 5 History overviewBy the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of t he past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descript ions, using historical terms and concepts.Unit 1 – Exploring the development of British colonies in Australia TERM 1Inquiry Question/s:

• How did an Australian colony develop over time and why?• How did colonial settlement change the environment?• What do we know about the lives of people in

Australia’s colonial past and how do we know? In this unit, students:

• recognise key events and people in Australia during the 1800s• sequence key events related to the development of British colonies in Australia• investigate the economic, political and social motivations behind colonial developments,

particularly the establishment of the Van Diemen’s Land and Moreton Bay colonies• use provided sources to examine and describe continuities and changes to a British colony in

Australia during the 1800s• locate information in sources about the factors that influenced patterns of development in

colonial Australia during the 1800s• use provided sources to examine and describe the impacts of colonisation on the environment

and Aboriginal peoples.

•

2Unit 2 – Investigating the colonial period in Australia TERM 3

Inquiry Question/s: What were the significant events and who were the significant people that shaped

Australian colonies? What do we know about the lives of people in Australia’s colonial past and how do we

know?

In this unit, students: recognise key events in Australia of the 1800s appreciate how Australians came to live together and were governed overtime investigate the causes and effects of significant developments or events affecting

development of the Queensland colony, for example, frontier conflicts and the Gold Rush.

pose questions about the reasons people migrated to Australia from Europe and Asia use provided sources to examine and describe the experiences of and the

contributions of significant individuals or groups to life in the colonies compose and present a description of the contribution of a significant individual or

group to shaping colonial Australia.

Year 5 History AssessmentCollection of work — Colonial life in Moreton BayThe purpose of this assessment is to identify the cause and effect of changes and continuities in a colony and develop a narrative in role as a free settler to describe their experiences.

The assessment will gather evidence of the student’s ability to: identify and describe the cause and effect of colonisation and describe the experiences of

people in the past identify a range of sources and locate and record information about the colony of

Queensland develop and organise a diary entry using historical terms and concepts.

? Homework choice board

Research - oral presentationThis technique is used to assess students’ abilities to research, collect, analyse and draw conclusions about sources.Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using non-written text-types specific to the study of history.The assessment will gather evidence of the student’s ability to:

plan research develop questions to frame an historical inquiry identify a range of sources related to inquiry questions locate and record relevant information from sources in response to inquiry questions sequence the lives of people in chronological order describe the significance of people and events in bringing about change develop, organise and present an oral presentation (description), using historical

terms and concepts

Year 5 HPE overviewUnit 1 Unit 2 Unit 3 Unit 4Emotional interactionsIn this unit students review the information they know about establishing and keeping friendships and relationships. They identify the skills needed to establish and maintain relationships. Students use prior knowledge to discuss the differences between friendships and relationship and also interpret the differences between friendships and their peers. Students discuss the factors that influence theirs and others behaviours through discussion and brainstorming activities. They investigate how feelings, emotions and mood can affect their own and others behaviours and responses. Students develop an understanding of different points of view and how differing opinions can influence relationships and friendships. They develop an understanding of bullying and harassment and who to go to for help if they are a victim or witness such behaviours. Finally students discuss their overall emotional health, safety and wellbeing.

Healthy habits In this unit students explore the concepts of health and wellbeing and the importance of healthy habits as a preventative measure. They identify good habits and how they contribute to overall health and wellbeing

Growing upIn this unit students explore developmental changes and transitions that occur as they grow older. They investigate resources and strategies available to assist them with the transition and evaluate their reliability.

Multicultural Australia In this unit, students identify the cultural groups in Australia and their habits, celebrations, cultural foods, and how these foods comply to the Australian guide to healthy eating.

Year 5 Geography overviewBy the end of Year 5, students explain the characteristics of places in different locations at the national scale. They describe the interconnections between people, places and environments and identify the effect of these interconnections on the characteristics of places and environments. They describe the location of selected countries in relative terms and identify spatial distributions and simple patterns in the features of places and environments. They identify alternative views on how to respond to a geographical challenge and propose a response.Students develop geographical questions to investigate and collect and record information from a range of sources to answer these questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title, and north point. Students interpret geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions. They present findings u sing geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the expected effects of their proposed action.Unit 1 – Exploring how people and places affect one another Inquiry question/s: TERM 2- aligns maths unit 1How do people and environments influence one another? In this unit students,

• draw on studies at the national scale, including Australia and the location of major countries in Europe and North America

• recognise the purpose and types of geographical questions• collect and record relevant geographical data and information from secondary sources, to

identify the influence of the environment on the human characteristics of places• collect and record relevant geographical data and information from secondary sources, to identify

the influence people have had on environmental characteristics of places• collect and record relevant geographical data and information from primary and secondary

sources, to identify the influence of the humans on the environmental characteristics of a place• represent in a graphic form climate data for places and interpret the effect of climate on the

environmental and human characteristics of a place• describe the location of selected countries in relative terms• construct large-scale and small-scale maps conforming to cartographic conventions to locate

and label places and their major environmental and human characteristics• compare geographical information to identify patterns or trends in how people have responded to

climatic conditions in places• describe the influence of environmental processes on the characteristics of places, and how people

can affect change, using geographical terms.

Unit 2 – Exploring how places are changed and managed by people Inquiry questions: TERM 4How do people influence the human characteristics of places and the management of spaces within them? How can the impact of bushfires or floods on people and places be reduced? In this unit, students:

• draw on studies at the national scale, including Australia• identify and describe how places are affected by the interconnection between people, places

and environments• develop an inquiry question about responding to the geographical challenge of bushfire or

flood, and plan an inquiry• collect and record relevant geographical data and information from primary and secondary

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

• collect and record relevant geographical data and information from primary and secondary sources, using ethical protocols, on the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management

• consider the usefulness of collected information• present findings, using geographical terms on the ways people respond to a geographical

challenge• propose ways of people can respond to a geographical challenge and identify the expected

effects of their proposed action.

Year 5 Geography Assessment

Collection of work (Multimodal or written)The purpose of this assessment is to make judgments about student responses to a series of focused tasks related to specific steps in the process of geographical inquiry. Students use geographical methods to represent, interpret and analyse data. The assessment will gather evidence of the student’s ability to:

• r e p r e s e n t data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title, and north point.

• interpret geographical data to i d e n t i f y spatial distributions, simple patterns and trends, infer relationships and draw conclusions

• e x p l a i n the characteristics of places in different locations at the national scale• d e s c ri b e the location of selected countries in relative terms and i d e n t i f y spatial distributions and simple

patterns in the features of places and environmentsIn guided reading groups students will use atlases as one of the texts to read and comprehend. This unit aligns with Maths Unit 1

Research (Oral)The purpose of this technique is to assess students’ abilities to ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action. Students undertake an inquiry that aligns with the geographical inquiry and skills strand. The assessment will gather evidence of the student’s ability to:

• d e v e l o p • geographical questions to i n v e s t ig a t e and collect and record information from a range of sources to answer

these questions• d e s c ri b e the interconnections between people, places and environments and i d e n t i f y the effect of these

interconnections on the characteristics ofplaces and environments

• identify alternative views on how to respond to a geographical challenge and propose a response• present findings using geographical terminology in a range of communication forms• propose action in response to a geographical challenge and identify the expected effects of their proposed

action

Year 5 Technology OverviewThe characteristics of resources are matched with tools and techniques to make products to Resources have particular characteristics that make them more suitable for a specific meet design challenges. Resources have particular characteristics that make them more suitable for a specific purpose and context Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

Technology influences and impacts on people, their communities and environments.Different ideas for designs and products are developed to meet needs and wants of people,

their communities and environments

environmentsAspects of appropriateness influence product design and production decisionsThe products and processes of technology can have positive or negative impacts

Students explore the role of technology in our understanding of the properties of light (Link to Science Unit 2). Students design and construct a Shadow Puppet.

Students design a vehicle for their Space Journey (Science Unit 3) to meet the needs of a space crew traveling through the solar system.

Year 5 Arts OverviewMedia involves selecting media languages and technologies to create representations and construct meaning, considering different audiences and different purposes.• Still and moving images, sounds and words

are selected to construct media texts.• Media techniques and practices, including

layout, storyboard and manipulation of images, sounds and words, are used to create media texts.

• Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes.

Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events.• Role and status of relationships can be

maintained using movement, including posture, gesture and body position, and expression of voice.

• Purpose and context guide the selection of time frames, language, place and space to express ideas.

• Dramatic action is structured through storytelling, improvisation andextended role-plays.

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects.• Colour shades (adding black to a colour) and

tints (adding colourto white) are used to create balance, contrast and patterns.

• Continuous, broken and hatched lines are used to create balance, contrast, space and patterns.

• Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns.

• Texture creates contrast and patterns using lines, rubbings and markings.

Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences.• Gross and fine motor movements,

including locomotor and non- locomotor, are used to create actions for short movement sequences.

• Group formations are used to organise dancers in short movement sequences

• Simple rhythmic patterns are used for timing of movements in shortmovement sequences.

• Swinging and collapsing movement qualities are used to alter energy in short movement sequences.

Structuring devices, including contrast and canon forms, are used

to organise short movement sequences.

Media: In English students will create a digital multimodal feature article, including written and visual elements, from a particular viewpoint. Term 1 Also aligns with term 2 English- students will plan and design comic strips and cartoons

Drama: explore dramatic action through the development of scripts and dramatizing scenes from texts studied in class or from self- composed short stories Aligns with English Unit 4- term 2

Visual Art: select visual art elements to artistic responses to poetry studied in English Units 5 and 6. In addition, students will create artistic responses to poetry studied as part of their Term 3 choice board homework activities.Students will reflect on their responses.

Dance: This content will be covered and integrated with Phys Ed in term 4.

Year 6 ENGLISH Overview

Unit 1- Term 1 Unit 2 Unit 3 Unit 4 Unit 5 and Unit 6 Unit 7 Unit 8Short storiesStudents listen to and read a range of short stories by different authors. They investigate and compare similarities and differences in the ways authors use text structure, language features and strategies to create humorous effects. Students complete a comprehension task about a particular short story and other short stories they have read.

Writing a short storyStudents listen to and read a range of short stories by different authors. They investigate and compare similarities and differences in the ways authors use text structure, language features and strategies to create humorous effects. Students complete a comprehension task about a particular short story and other short stories they have read.

Examining advertising in the media- Holiday Brochure + Video Campaign. Students read, view and listen to advertisements in print and digital media.

Exploring news reports in the mediaStudents listen to, read and view a variety of news reports from television, radio and internet. Students identify and analyse bias and the effectiveness of language devices that represent ideas and events and influence an audience. They create an analytical response to a news report.In Guided Reading …

Interpreting literary textsStudents listen to, read and view extracts from literary texts set in earlier times. They demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that establishes time and place for the reader and explores personal experiences.This unit will be integrated with History Unit 2Exploring literary texts by the same authorStudents listen to and read novels by the same author to identify language choices and author strategies used to influence the reader. They will compare two novels by the same author to identify aspects of author style. Students will prepare a response analysing author style in the novel, and participate in a panel discussion. Interpreting literary texts + Exploring literary texts by the same author-Letter to the future and Book Trailer Differentiated text choices (See Sue T)

Bridge to Terebithia, Black snake, Red Dog, Boss of the Pool, I Hate Books, Riddle of the Trumpalar, Blue Back, Cool Hunter, Holes

Comparing textsStudents listen to, read, view and analyse literary and informative texts on the same topic. Students explore and evaluate how topics and messages are conveyed through both literary (imaginative) and informative texts, including digital texts.Students identify the author's purpose and analyse similarities and differences in texts. They compare and analyse the effectiveness of each text in its ability to deliver a message. They write arguments persuading others to a particular point of view using specific structural and language features studied during the unit.

Transforming a textStudents read and compare literary and informative texts such as websites or information books that deal with a sustainability issue. Students transform an informative text into a literary text for younger audiences.

Reading comprehension Exam/Test Students view, read and comprehend two advertisements about tourist

There is no summative assessment in this unit. Monitor student learning and progress throughout the

Short storyWrittenStudents write a short story about a character that faces a conflict. Students reflect on the writing process and

Analytical response to a news reportWrittenStudents will create an analytical response that examines and

Letter to the FutureWrittenStudents write a letter to a student at your school in the future to evoke a sense of time and

Panel discussionOralStudents participate in a panel discussion to analyse and evaluate the style of an individual author.

Argue a point of viewWrittenWrite an argument to persuade the reader:Proposition 1: “That a good

There is no summative assessment in this unit.

destinations. They analyse and interpret the way language features and text structures combine for persuasive effect and make comparisons between the two texts.Multimodal advertisementStudents plan and create a multimodal advertisement to persuade viewers to promote a holiday destination

unit.

During term 1 students will read, examine and respond to short stories in guided reading lessons. Students will write short reviews of texts they have read as a Term 2 Choice Board homework task.

editorial choices.

Unit pre assessment

evaluates the language features that represent ideas and events and influence an audience in a news report

Unit pre assessment

place.

Unit pre assessment

In a Flipped classroom/reciprocal reading task, students will read chapters at home in preparation for chapter studies and guided reading responding in class time.

Unit pre assessment

literary textcan deliver a more powerful message than a good informative text”,or: Proposition 2: “That a good informative text can deliver a more powerful message than a good literary text”.

Unit pre assessment

Unit pre assessment

Short stories Unit pre assessment

Examining advertising in the media Unit pre assessment

Writing a short story Exploring news reports in the media

Interpreting literary texts

Exploring literary texts by the same author

Year 6 Mathematics overview

By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They evaluate secondary data displayed in the media. Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages.

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number and place value : identifyand describe properties of prime and composite numbers, select and apply mental and written strategies to problems involving whole numbers Fractions and decimals : order and compare fractions with related denominators, add and subtract fractions with related denominators, calculate the fraction of a given quantity and solve problems involving the addition and subtraction of fractionsData : revise different types of data displays, interpret data displays, investigate the similarities and differences between different data displays and identify the purpose and use of different displays and identify the difference between categorical and numerical data Chance : represent the probability of outcomes as a fraction or decimal and conduct chance experiments

Using units of measurement : solveproblems involving the comparison of lengths and areas, and interpret and use timetablesNumber and place value : applyefficient mental and written strategies to solve problems involving all four operations Fractions and decimals : solve problems involving addition and subtraction of fractions with the same or related denominators, find a simple fraction of a quantity, and make connections between equivalent fractions, decimals and percentagesMoney and financial mathematics : investigate and calculate percentage discounts of 10%, 25% and 50% on sale items

Fractions and decimals : applymental and written strategies to add and subtract of decimals, solve problems involving decimal calculations, make generalisations about multiplying whole numbers and decimals by 10, 100 and 1000, apply mental and written strategies to multiply decimals by 1-digit whole numbersShape : apply problem solving andreasoning to create nets and construct models of simple prisms and pyramidsNumber and place value : identify,describe and continue square and triangular number patterns, make generalisations about the relationship between square and triangular numbers, explore numbers below zero, and position integers on a number line

Geometric reasoning: makegeneralizations about angles on a straight line, angles at a point and vertically opposite angles and use these generalisations to find unknown anglesFractions and decimals: locate, orderand compare fractions with related denominators and locate them on a number linePatterns and algebra: continue andcreate sequences involving whole numbers and decimals, describe the rule used to create these sequences, explore the use of order of operations to perform calculations Number and place value: select and apply mental and written strategies and digital technologies to solve problems involving multiplication and division with whole numbers

Money and financial mathematics:connect fractions and percentage, calculate percentages, calculate discounts of 10%, 25% and 50% on sale itemsNumber and place value: identify and describe properties of prime, composite, square and triangular numbers, multiply and divide using written methods including a standard algorithm, solve problems involving all four operations with whole numbers, compare and order positive and negative integers Location and transformation: identify the four quadrants on a Cartesian plane, plot and read points in all four quadrants, revise symmetry, reflection, rotation and translation, describe the effect of combinations of translations, reflections and rotations.

Fractions and decimals : add andsubtract fractions with related denominators, calculate a fraction of a quantity, multiply and divide decimals by powers of ten, add and subtract decimals, multiply decimals by whole numbers, divide numbers that result in decimal remainders, make connections between fractions, decimals and percentages, and solve problems involving fractions and decimalsUsing units of measurement :connect decimals to the metric system , convert between units of measure, solve problems involving length and area and connect volume and capacityPatterns and algebra : continue and create sequences involving whole numbers, fractions and decimals, describe the rule used to create the sequence and apply the order of operations to aid calculations.

Chance: conduct chanceexperiments, record data in a frequency table, calculate relative frequency, write probability as a fraction, decimal or percent, explore the effect of large trials on results, compare observed and expected frequenciesData representation andinterpretation :compare primary and secondary data, source secondary data, explore data displays in the media, identify how displays can be misleading, problem solve and reason by manipulating secondary dataPatterns and algebra & Number and place value: represent number patterns in a table and graphically, write a rule to describe a pattern, apply the rule to find the value of unknown terms, solve integer problems, plot coordinates in all four quadrants, solve problems using the order of operations, solve multiplication and division problems using a written algorithm

.

Using units of measurement: connectvolume and capacity and their units of measurement, measure capacity and volume, problem solve and reason involving measurement and time Fractions and decimals : add, subtract and multiply decimals, divide decimals by whole numbers, calculate a fraction of a quantity and percentage discount, compare and evaluate shopping optionsGeometric reasoning : measure angles, apply generalisations about angles on a straight line, angles at a point and vertically opposite angles and apply in real-life contexts Location and transformation: apply translations, reflections and rotations to create symmetrical shapes.

Year 6 Mathematics Assessment

Data DecoderShort answer questionsStudents interpret and compare dataDisplaysPat-m

During term 1 students will be exposed to daily problem solving tasks in modeled and shared mathematics tasks. They will complete weekly problems as one of their term 1 and term 2 homework choice board activities. (see link to 20 problems Ed Studio)Unit pre assessment

Rodeo Round-upShort answer questionsStudents interpret and usetimetables and cost information todetermine a travel schedule

Unit pre assessment

There is no summative assessment ofstudent learning in this unit. Monitorstudent progress throughout thisunit.

During term 1, students will be exposed to daily problem solving tasks in modeled and shared mathematics tasks. They will complete weekly problems as one of their term 1 and term 2 homework choice board activities.

Unit pre assessment

Investigating anglesShort answer questionsStudents find unknown angles usingthe relationships between angles ona straight line, vertically oppositeangles and angles at a point

Unit pre assessment

Number properties, patterns andcomputationShort answer questions Studentsidentify, describe and sequencewhole numbers according to theirproperties and solve problems

Unit pre assessment

Solving measurement problemsShort answer questionsPurpose: To convert use units ofmeasure, connect volume andcapacity and solve problemsinvolving perimeter and area.

Unit pre assessment

Is the game “Dice difference” fair?WrittenTo apply knowledge of chanceevents, expected and observedfrequencies to develop argumentsand improve game fairness.

Pat-m

Unit pre assessment

There is no summative assessment ofstudent learning in this unit.

Unit pre assessment

Year 6 Science overview

By the end of Year 6, students compare and c l a ss ify different types of o b s er v a b le changes to m a t eri a l s . They a n a ly s e requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students e xplain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and d e s i g n i n v e s t i g a t i on s into simple cause-and-effect re l a t i on s h i p s . They identify v a r i a b les to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their d a t a , identifying where improvements to their methods or re s e a rch could improve the d a t a . They describe and a n a l y s e re l a t i on s h i p s in d a t a using graphic representations and construct m u l t i- mo d a l t e x t s to communicate ideas, methods and findings.Unit 3: Our changing worldStudents explore how sudden geological and extreme weather events can affect Earth's surface. They consider the effects of earthquakes and volcanoes on the Earth's surface and how communities are affected by these events. They gather, record and interpret data relating to weather and weather events. Students explore the ways in which scientists are assisted by the observations of people from other cultures including those throughout Asia. Students construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters. They investigate how predictions regarding the course of tropical cyclones can be improved by gathering data.

Unit 2: Energy and electricityStudents investigate electrical circuits as a means of transferring and transforming electricity. They design and construct electrical circuits to perform specific tasks, using materials and equipment safely. Students explore how energy from a variety of sources can be used to generate electricity and evaluate personal and community decisions related to use of different energy sources and their sustainability.

Unit 1: Making changesStudents investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They plan investigation methods using fair testing to answer questions. Students identify and assess risks, make observations and accurately record data and develop explanations. They suggest improvements which can be made to their method to improve the investigation. Students explore the effects of reversible and irreversible changes in everyday materials and how this is used to solve problems that directly affect peoples' lives.

QCAA Unit- Let’s Go Fishing- Reef Guardians

Students investigate the growth and survival of different fish species and make links between human impacts and fish survival.Students develop an understanding of:• Different kinds of fish, their characteristics and breeding cycles• The survival needs of fish• Fish survival is affected by the health of their habitat• Personal and community decisions affect fish habitats• Sustainable fishing practices

Year 6 Science Assessment

Natural events and change Exam/testStudents explain how natural events cause rapid changes to the Earth’s surface, identify contributions to the development of science by people from a range of cultures, and identify how research can improve data.

Energy and electricity Assignment/projectStudents identify the requirements for the transfer of electricity in a circuit and to describe transformations in the generation and use of electricity.Students may choose to construct circuits at home as one of their term 2 Choice Board electives.

Reversible or irreversible? Assignment/projectStudents apply knowledge of reversible and irreversible changes of materials to investigate a claim.Students will conduct experiments examining reversible/irreversible changes at home as well as at school as one of their Term 3 Choice Board Homework tasks. They will reflect on the outcomes using reflection/response sheets.

Science Report Purpose of assessment: Students will write a report on the health and sustainability of their local fishing area using knowledge from science lessons, research and the data gathered from their Fishing Day. They will propose ways they can fish sustainably.

Year 6 HistoryBy the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the s i g n ifi c a n ce of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an h i s to ric a l i n qu ir y . They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical t er m s and c on ce p t s and incorporate relevant sources.Unit 1 – Investigating the development of the Australian nation (Term 1) (Links to SOSE Political and Economic Systems) Inquiry questions:• Why and how did Australia become a nation?• How did Australian

society change throughout the 20th century?• recognise key events in the development of Australia as a nation• appreciate how Australians came to live together and were governed overtime• investigate Australia’s path to Federation from the late 1800s to 1901• examine sources presenting different perspectives on Federation and preferred models of

government, including British and American influences on Australia’s system of law and government

• describe the experiences of Australian democracy and citizenship by a range of groups, including the status and rights of Aboriginal people and/or Torres Strait Islander peoples

• identify continuity or change• explain the significance of individuals or groups who advocated for rights or were the beneficiaries of

polices and legislation.

Year 6 History/Civics and Citizenship AssessmentCollection of workThe purpose of this assessment is to explain the significance of Henry Parkes’ contribution leading to Federation, to identify continuity and change and describe cause and effects of change in the status and rights of women after Federation.

The assessment will gather evidence of the student’s ability to:• identify change and continuity and describe the causes and effects of change on society• explain the significance of and individual• examine sources to identify and describe points of view

• develop a description using historical terms and concepts.

Research – Historical inquiryThis technique is used to assess students’ abilities to research, collect, analyse and draw conclusions about sources. Students follow an inquiry approach that aligns with the historical skills strand and communicate their findings, using written and non-written text-types specific to the study of history.The assessment will gather evidence of the student’s ability to:• develop questions to guide research• identify a range of sources• locate and compare information to answer inquiry questions• identify and describe points of view or experiences of individuals or groups of people• represent a sequence of key events or personal milestones on a timeline• develop a narrative, incorporating relevant sources and using historical terms and

concepts, to explain the significant experiences or contributions of an individual or group.

Year 6 HPE overview

Year 6 Geography overviewBy the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.Comparing G20 Countries (Term 3 and 4)Students interpret graphical data to compare Australia with other G20 countries in the Asian region. They present findings, and reflect on which country they would most like to live in.

Year 6 Geography AssessmentStudents interpret graphical data to compare Australia with other G20 countries in the Asian region. They present findings, and reflect on which country they would most like to live in.

Students: identify locations and features of selected G20 countries in the Asian region

collect, record and represent data from the QCAA G20 interactive map

interpret, analyse and draw conclusions about the spatial patterns and distributions in data

present findings in an infographic

reflect on which of the G20 countries studied you would most like to live in.

Year 6 Civics and Citizenship overview- align Canberra tripAchievement standard: Year 6By the end of Year 6, students explain the purpose of key institutions and levels of government in Australia’s democracy. They describe the role of parliaments in creating law. Students explain what it means to be an Australian citizen and how people can participate as global citizens.

When researching, students develop questions and gather and analyse information from different sources to investigate the society in which they live. When planning for action, they identify different points of view and solutions to an issue. Students develop and present their ideas and viewpoints using appropriate texts and civics and citizenship terms and concepts. They identify the ways they can participate as citizens in the school.

Unit 2 – Exploring the roles and responsibilities of governments and citizens in Australia (Term 2)Key questions: What are the roles and responsibilities of the different levels of government in Australia? How are laws developed in Australia? What does it mean to be Australian citizen?

Students develop civic knowledge and understanding, and apply citizenship skills to investigate political and legal systems, and the nature of citizenship, diversity and identity in contemporary society. They explore ways they can actively shape their lives, value their belonging in a diverse and dynamic society, and contribute locally, nationally, regionally and globally.In this unit, students study of the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn how state/territory and federal laws are made in a parliamentary system. Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen entails. They also explore the obligations that people may have as global citizens.Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens.

Year 6 Arts OverviewDrama involves modifying dramatic elements and conventions to express ideas, considering intended audiences and intended purposes, through dramatic action based on real or imagined events.•Roles and characters can be presented from different perspectives andin different situations, using variations in voice, movement and focus•Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express ideas•Dramatic action is interpreted, prepared and shaped through scenariosand scripts

Media involves constructing meaning, considering intended audiences and intended purposes, by modifying media languages and technologies to create representations.•Still and moving images, sounds and words are applied and modified,using genre conventions, to construct media texts•Media techniques and practices, including editing and publishing, are used to create media texts•Representations in media texts have specific purposes and aremodified to maximise audience impact

Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.•Blended, controlled and symbolic colour is used to create depth,representation and symbolism•Descriptive and emotive lines are used to create abstraction, proportion and symbolism•Negative space and positive shape are used to create abstraction, non-representation and proportion•Actual, invented and simulated textures are used to create depth, representation and non-representation

Dance involves using the human body to express ideas, considering intended audiences and intended purposes, by modifying dance elements in movement sequences.•Combinations of locomotor and non-locomotor movements are usedto create actions for movement sequences•Directional focus is used to draw attention in space in movement sequences•Combinations of simple and compound time signatures are used tomodify timing of movements in sequences•Suspending and vibrating movement qualities are used to modify energy•Structuring devices, including transitions, motifs and improvisation forms, are used to organise movement sequences

Drama: students present roles of different groups during Australia’s path to Federation

Students work in groups to plan and practice dramatisations in small groups as one of their term 1 optional choice board homework tasks.

(Link to History Unit 1)

Media: students will apply and modify images/text to create their multimodal brochure for English.Students will use Media techniques and practices, including editing and publishing, modifying to suit their audience.

(Link: English Units 3 and 4)

Visual Arts:Students explore descriptive and emotive lines and actual, simulated and invented texture. Students select and modify these elements to represent situations of conflict (as identified in short stories). Links to English Unit 6

Dance: Integrated with and covered in HPE lessons

Year 6 Technology OverviewTechnology as a human endeavourTechnology influences and impacts on people, their communities and environments.• Design and development of products are influenced by societies’ changing needs and wants, and

include artifacts, systems, environments and services• Product design and production decisions are influenced by specifications, constraints and aspects

of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability

• Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments

Information, materials and systems (resources)The characteristics of resources are matched with tools and techniques to make products to meet design challenges.• Resources are selected according to their characteristics, to match requirements of design

challenges and suit the user• Techniques and tools are selected to manipulate or process resources to enhance the quality of

products and to match design ideas, standards and specifications

Students explore influence and application of technology to the generation and transfer of electricity. (Links to Science Unit 2) Solar Oven

Students design a structure capable of withstanding a natural disaster.As a term 4 Homework Choice Board task, students design and create a natural disaster survival kit (including first aid kit) for an individual living on the coast in Queensland. In presenting the kit, students will ‘sell’ it to the class, justifying why the items were included.

Balance and coverage of general capabilities and cross-curriculum priorities across P–10

Key LIT  Literacy  NUM  Numeracy  ICT  ICT capability   CCT  Critical and creative thinking  EB  Ethical behaviour  PSC  Personal and social capability  IU  Intercultural understanding

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

Term 1 Term 2 Term 3 Term 4

Engl

ish

P

1

2

3

4

5

6

7

8

9

10

Mat

hem

atic

s

P

1

2

3

4

5

6

7

8

9

10

P

1

2

3

4

5

6

7

8

Sci

enc 9

10

Key LIT  Literacy  NUM  Numeracy  ICT  ICT competence  CCT  Critical and creative thinking  EB  Ethical behaviour  PSC  Personal and social competence  IU  Intercultural understanding

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

Unit 1 Unit 2 Unit 3

His

tory

P

1

2

3

4

5

6

7A

7B

7C

8A

8B

8Ci

8Cii

9A

9B

9C

10A

10B

10C

Key LIT  Literacy  NUM  Numeracy  ICT  ICT capability   CCT  Critical and creative thinking  EB  Ethical behaviour  PSC  Personal and social capability  IU  Intercultural understanding

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

Unit 1 Unit 2

Geo

grap

hy

P

1

2

3

4

5

6

7

8

9

10

Curriculum into the classroom (C2C) — 2015 Whole–school assessment plan Editable Microsoft Excel version available. See attachment.

This Whole-school summative assessment plan has been developed for the draft Australian Curriculum English, mathematics, science and history learning areas.

Type of instrument

Oral Assignment/Project

Written Short answer questions

Written/Oral Portfolio/Collection of work

Multimedia Poster/Multimodal presentation

Essay Exam/Test

Observation Reflective journal

Interview Case studies

Multiple choice Learning contract

Prep

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum English U

nit 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

Mathematics Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

Science Uni

t 1

Ongoing throughout term Uni

t 2

                      Uni

t 3

Ongoing throughout term Uni

t 4

Ongoing throughout term

History Uni

t 1

Ongoing throughout semester Uni

t 2

                                             

Geography Uni

t 1

Uni

t 2

EY

CG

Social and personal learning                                                                                                Health and physical learning                                                                                                Language learning and communication: Oral learning                                                                                                Active learning progress                                                                                                

  External                                                                                                

Year

1

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum

English Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

        Uni

t 7

          Uni

t 8

         

Science Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

Ongoing throughout term

History Uni

t 1

Ongoing throughout semester Uni

t 2

                                             

Geography Uni

t 1

Uni

t 2

QC

AR

The Arts                                                                                                HPE                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Curriculum into the classroom (C2C), Whole-school curriculum, assessment and reporting plan — P–10 Page 79 of 81 Education Queensland Version 10, September 2013

Year

2

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum

English Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Science Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

History Uni

t 1

                            Ongoing     Uni

t 2

                                             

Geography Uni

t 1

Uni

t 2

 

QC

AR

The Arts                                                                                                HPE                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Year

3

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum English U

nit 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

      Uni

t 6

          Uni

t 7

        Uni

t 8

         

Science Uni

t 1

Ongoing throughout term Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

History Uni

t 1

                                              Uni

t 2

                                             

Geography Uni

t 1

Uni

t 2

QC

AR The Arts                                                                                                

HPE                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Year

4

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum English U

nit 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4          U

nit 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Science Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

Ongoing throughout term

History Uni

t 1

                                              Uni

t 2

                      Ongoing      

Geography Uni

t 1

Uni

t 2

QC

AR

The Arts                                                                                                HPE                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Ye ar     Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Curriculum into the classroom (C2C), Whole-school curriculum, assessment and reporting plan — P–10 Page 80 of 81 Education Queensland Version 10, September 2013

5

Aus

tralia

n C

urric

ulum English U

nit 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

        Uni

t 7

          Uni

t 8

         

Science Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

History Uni

t 1

                                              Uni

t 2

                      Ongoing      

Geography Uni

t 1

Uni

t 2

QC

AR

The Arts                                                                                                HPE                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Year

6

    Term 1 Term 2 Term 3 Term 4

      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum English U

nit 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

        Uni

t 6

          Uni

t 7

        Uni

t 8

         

Science Uni

t 1

                      Uni

t 2

                      Uni

t 3

                      Uni

t 4

                     

History Uni

t 1

                                            Uni

t 2

                  Ongoing            

Geography Uni

t 1

Uni

t 2

QC

AR

The Arts                                                                                                HPE                                                                                                Languages                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

Year

7

    Term 1 Term 2 Term 3 Term 4      1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10   1 2 3 4 5   6 7 8 9 10

Aus

tralia

n C

urric

ulum

English Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

Mathematics Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4          U

nit 5

          Uni

t 6

        Uni

t 7

          Uni

t 8

         

Science Uni

t 1

          Uni

t 2

          Uni

t 3

          Uni

t 4

          Uni

t 5

          Uni

t 6

          Uni

t 7

          Uni

t 8

         

HistoryA                                                                                            B                                                                                              C                                                                                          

Geography Uni

t 1

Uni

t 2

QC

AR

The Arts                                                                                                HPE                                                                                                Languages                                                                                                SOSE                                                                                                Technology                                                                                                

  External                                                                                                

ReportingFor Years 1 to 12 complete the report formats in OneSchool to issue a written report to parents at least twice yearly and offer parent–teacher interviews every semester

Curriculum into the classroom (C2C), Whole-school curriculum, assessment and reporting plan — P–10 Page 81 of 81 Education Queensland Version 10, September 2013