Australian Curriculum General Capabilities Cross-curriculum priorities

ENGLISH

Productive and Receptive

MATHEMATICS SCIENCE HASS THE ARTS HPE TECHNOLOGIES

Health & Physical Education History, Geography, Civics and Citizenship, Economics and

Business)

Visual Arts, Media Arts, Drama, Music, Dance

Measurement and Geometry

Number and Algebra, Statistics and Probability

Biological Sciences, Chemical Sciences, Earth & Space

Sciences, Physical Sciences

LANGUAGES

Italian

P-12 Curriculum, Assessment and Reporting Framework

Dimensions of Teaching & Learning

State Schools Strategy 2019-2023

2019 Whole School Curriculum Plan

Every student succeeding State Schools Strategy 2019—2023

Every student with disability succeeding

Inclusive education policy

Drawing upon the State Schooling Strategy (2019-2023), North Coast Region way of working, our school’s Annual Implementation Plan, Currimundi State School is focussed on every student succeeding.

Digital Technology Design Technology

At Currimundi State School, it is our priority to develop, maintain and effectively implement high quality curriculum programs for all students. The school is committed to developing teacher practices through professional development focusing on aspects of curriculum implementation, pedagogy and assessment and the incorporation of a proactive approach to planning and teaching.

Our Pedagogical Frame-work creates the structure around the philosophy of teaching and learning at Currimundi State School. It is a set of guide-lines relating to quality teaching practice and rep-resents the way we teach at Currimundi State School so that all students can achieve success

Our Vision/Purpose:

Currimundi State School’s vision, ‘Riding the Waves to Success’, tells all students that they can have success with practice and effort. We need to be confident to have a go and accept that we will fall off from time to time. Our

teachers build the necessary knowledge and skills in all students to ensure that they develop confidence and competence to ride those waves to success.

Our school is a place where every day, in every classroom, every child strives to achieve their personal best. We aspire to provide a rich learning environment that is innovative, supportive and progressive and one that meets

the high expectations of the school and the wider community for optimal student learning. We believe wellbeing of our young people is central to their success as confident lifelong learners.

School-based priorities

Our top priorities for 2019 are:

• Teacher Teams to power school-wide improvement: Continue development of Teacher Teams (with co-pilot support) to power school-wide improvement - based on the current Hattie #1 Visible Learning Strategy of Collective Teacher Efficacy.

Key foci for Teacher Teams: To align classroom teaching to the AC through direct line of sight from achievement standards to learning goals and success criteria (including Personal and Social General Capability and Critical and Creative Thinking).

• Reading: Lift student’s literacy skills and motivation to read

• Learning and Thriving (including 21st Century Skills) Increase student and staff wellbeing

• STEM (including 21st Century Skills) Upskill teachers to prepare students for 21st century

These will involve collegial visits to build capacity and skills of all teachers in such practices

Intended Curriculum:

Currimundi State School is focused on providing quality teaching and learning experiences that allow our students to experience, engage and attain the standards described by

The Australian Curriculum.

At Currimundi State School, we plan, teach, assess and report on the Australian Curriculum Prep to Year 6. http://www.australiancurriculum.edu.au

• English

• Mathematics

• Science

• Humanities and Social Science (HASS)

• Health and Physical Education (HPE)

• The Arts (Music, Dance, Drama, Media Arts, Visual Arts)

• Technology (Digital Technology & Design Technology)

• Languages Other Than English (LOTE) – Italian (Years 5 & 6)

A number of specialist teachers provide lessons in the areas of:

• Physical Education

• Music

• Digital Technology

• Languages Other Than English (Italian)

The leadership team acknowledges the need to continually build teacher knowledge and understanding of the AC and develop their capability to construct and adapt curriculum units and assessment tasks across all learning areas that closely align

to the achievement standards and content descriptions of the AC.

Opportunities for teachers to meet in their cohort ‘Teacher Teams’ has been factored into the staff meeting agenda, giving them the opportunity to discuss matters relating to curriculum, teaching and learning. These meetings provide

opportunities for teachers to engage in in-depth professional conversations leading to improved curriculum delivery, data analysis and more consistent teaching practices. These scheduled opportunities for professional collaboration are supporting

capability development and are developing processes for improving student outcomes.

Our expert teaching teams engage in a planning process every term with the Head of Curriculum, to develop a shared understanding of the alignment between the curriculum intent, assessment, teaching and learning sequence, and reporting.

Curriculum Overview Curriculum, Reporting and Assessment Plan, in alignment with the P-12 Curriculum, Assessment and Reporting Framework, (P-12 CARF), consists of the following aspects to achieve the goals of improved student outcomes:

• School Curriculum Plan o Provision of whole curriculum, moderation processes and assessment o Year and/or band plans and related summative assessment o Unit Plans with opportunities for moderation at multiple junctures o

• School Assessment Schedule o Formative Assessment o Summative Assessment o Moderation o

• School Reporting Plan

Currimundi State School uses the three levels of planning to:

• align (vertically and horizontally) curriculum, pedagogy, assessment and reporting of the Australian Curriculum; • monitor progress towards school improvement priorities; • quality assure the curriculum provision for all students; • ensure resource allocation supports the stated vision and priorities; and • share the school’s plan for curriculum delivery with parents/carers and the wider school community.

Effective systematic curriculum delivery at Currimundi involves school leaders and teachers using whole school moderation processes to align curriculum pedagogy, assessment and reporting; and to ensure consistency of teacher judgements and accuracy of reported results against the Australian Curriculum (AC) achievement standards. Our teachers align the teaching, assessing and reporting of the Australian Curriculum using Curriculum into the Classroom (C2C) materials as a resource.

Sequencing Teaching and Learning

Our Whole School Curriculum, Assessment and Reporting Plan ensures a cohesive progression and sequence of learning. Our students are exposed to a wide variety of learning opportunities through each of the learning areas across all year levels.

We also provide many opportunities for students to be involved in a range of additional curriculum offerings to ignite their spark.

Our signature, research evidenced instruction is guided by High Impact Teaching, which involves teachers employing the gradual release of responsibility when explicitly teaching core knowledge, understanding and skills. The key selection and

balanced use of effective teaching strategies provides students with the opportunity to learn in diverse ways.

All Currimundi’s decisions about the provision of the curriculum have been recorded in OneSchool, Primary reporting plan, at the beginning of each academic year.

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

Semester S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2

English

C2C U2

C2C U4

C2C U2, U3

C2C U4, U5

C2C U1, U2, U3

C2C U4, U5, U6

C2C U1, U2, U3

C2C U4, U5, U6

C2C U1, U2, U3

C2C U4, U5, U6

C2C U1, U2, U3

C2C U4, U5, U6

C2C U1, U2, U3

C2C U4, U5, U6

Mathematics

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

Science

C2C U3, U2

C2C U1, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

U1, U2 Integrated Unit SOS

U3, U4 Integrated Unit: TQ

C2C U2, U1

C2C U3, U4

C2C U3, U1

C2C U2, U4

Humanities and Social Sciences C2C U1

C2C U2

C2C U1

C2C U2

C2C U1

C2C U2

C2C U1

C2C U2

U1 Integrated

Unit

U2 Integrated Unit: TQ

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4,U5

Health (Specialist) C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

C2C U1, U2

C2C U3, U4

Physical Education (Specialist) √ √ √ √ √ √ √ √ √ √ √ √ √ √

The Arts

Music (Specialist) √ √ √ √ √ √ √

Dance (Specialist) √

√ √ √ √ √ √

Drama

C2C U1 C2C

U3 C2C U4 C2C

U2 Integrated Unit: SOS C2C

U1 C2C U1

Media Arts

C2C U1 C2C

U2 C2C U2

C2C U2 C2C

U3 C2C U2 C2C

U3

Visual Arts C2C U2 C2C

U1 C2C U1 C2C

U1 Integrated Unit: TQ C2C

U1 C2C U3

Technologies

Design and Technologies

Grow, grow, grow It’s

Showtime Spin It! What’s for Lunch Pinball

Paradise Design for Nature Hands Off

Digital Technologies Handy

Helpers Part A

Handy

Helpers Part B

Handy

Helpers Part C

Digital Systems Waste

Footprint A-maze--ing

Digital Design A

A-maze--ing

Digital Design B

Languages Italian (Specialist)

√ √ √ √

Curriculum hours provided each semester

Curriculum hours provided each year

Recommended hours for approximately 80% of school time each year of 1000 hours 800 800 800 800 800 800 800

Yearly Overviews and Band Plans can be found on SharePoint

Currimundi State School explicitly teaches, assesses and reports on the Australian Curriculum Learning Areas of English, Maths, Science, History, Health, Digital Technologies, Visual Arts, Music, Physical Education & LOTE – Italian through the

Curriculum into the Classroom (C2C) resources. Every year level has a Year Level Overview, which includes Term Assessment Overviews along with C2C Year Level Plans to explicitly show what is being taught, assessed and reported on for that year

available to them on our SharePoint that can be accessed from home as well as from school. https://qedu.sharepoint.com/sites/1868/

Currimundi State School adopts and adapts all C2C assessment tasks. Staff have the flexibility to adjust the lesson plans, 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.

Currimundi State School is moving towards creating contextualised, sequential integrated units of work to engage students.

Any cohorts who choose to make changes (eg: merge units, remove assessment tasks, rearrange the order of assessment tasks etc) must negotiate with the Head of Curriculum (HOC) to ensure all of the Achievement Standard is being assessed, all

of the content descriptions are being taught and it is in the best interest of the students and student results.

Modifying C2C Units of work

Whole School Planning and Sequence of units. The C2C Year Level Plan provides the CSS sequence of intended learning across all year levels, in each learning area. Year level plans include the scope, sequence and organisation of curriculum, teaching, learning and assessment for each year level. Year level plans inform classroom planning. Levels of Planning

Assessment and Monitoring At Currimundi State School, we believe that it is important to gather student achievement data on a regular basis. Such data helps inform the teaching and learning cycle. We also believe that it is important to set aspirational targets for our students

based on this data. Our teachers use a variety of standardised, diagnostic, formative, monitoring and summative assessments to diagnose learning needs, determine achievement and inform teaching. Assessment is consistent across year levels

and is front-ended at planning sessions before beginning a unit of work. Students are assessed throughout and at the end of a unit of work to determine their overall understanding. Students in Years 3 and 5 participate in NAPLAN (National

Assessment Program in Literacy and Numeracy). Currimundi Data Collection Points and Targets

Specific school-wide practices and tools are used to conduct assessment for, as, and of learning (see below). The use of these is essential to understanding the needs of each learner and for the provision of meaningful and targeted feedback and intervention. This not only includes the use of summative and formative assessment within units of work but the application of a school-wide diagnostic assessment schedule.

Throughout units of work, assessment is ongoing and embedded and students are provided with multiple opportunities to demonstrate their skills, knowledge and understanding. This includes assessment for, as and of learning (diagnostic, formative and summative assessment) as recorded in the Currimundi State School Whole School Curriculum and Assessment Overview. All summative assessment tasks are aligned with the relevant Australian Curriculum achievement standards for each curriculum area. Barriers are minimised through the use and recording of reasonable adjustments to Assessment. Judgements around student achievement in all curriculum areas are made using school-based unit criteria sheets. Student work is collected at specified junctures to allow teachers to make an informed and on-balance judgement on student’s level of achievement. Student folios of work are moderated regularly to ensure consistency in judgement across cohorts, as well as the Caloundra Coalition of State Schools.

At Currimundi State School, high priority is given to the

school-wide analysis and discussion of systematically

collected data on student outcomes, including

academic, attendance and behavioural outcomes and

student wellbeing. Data analyses consider overall

school performance as well as the performances of

students from identified priority groups; evidence of

improvement / regression over time; performances in

comparison with similar schools; and in the case of data

from standardised tests, measures of growth across the

years of school.

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Making Judgements - Moderation Currimundi State School students are graded against the Achievement Standards within the Australian Curriculum.

Our teachers work in year level teams, engaging in professional conversations, to analyse student evidence of learning to ensure consistency of judgements against the Australian Curriculum Year Level Achievement Standard. Consistent teaching and learning practices are

defined through our Pedagogical Framework. We prioritise teacher professional development to ensure best practice and improved outcomes for all students. Student assessment pieces are moderated across year levels and across a cluster of schools to ensure consistency of

assessment and judgements. In 2019 the focus will be on moderating folios of work.

At Currimundi State School, all assessment is moderated to ensure that teachers’ judgements of standards achieved by students are comparable within and between schools.

Pre Moderation – Teachers engage in Pre Moderation during planning days each term to gain consensus around tasks, conditions and expectations.

1. What is being assessed?

2. How does the task align to the curriculum (Achievement Standards / Content Descriptions)?

3. What does an A, B, C look like? (GTMJ)

4. How are we differentiating for students to enable them to meet expectations?

5. Where do the general capabilities fit?

Post Moderation – Teachers engage in post moderation to ensure that teachers’ judgements of standards achieved by students are comparable within and across schools.

1. To review, sort and compare relevant evidence from student work

2. To make judgments based on agreed criteria and come to a consensus about each sample i.e. make judgments that are comparable and reliable

3. To be a ‘critical friend’ to colleagues in a supportive manner

4. To assist in developing future assessment tasks and criteria sheets aligned to curriculum expectations

To ensure that reported judgments of student achievement are defensible and comparable they must be based on sound evidence and a shared understanding of the desired standards demonstrated in student work.

MODERATION TIMELINE Terms 1 & 3 – Week 9-10 Terms 2 & 4 – Week 7-8 Coalition Moderation occurs twice a year where teachers engage in moderation activities with cluster schools, to ensure consistency of judgements across schools.

Reporting Student Achievement The purpose of reporting is to provide parents and carers with information about where students are up to in their learning, what progress they have made over time and what they might do to support their children’s further learning.

At Currimundi State School, student achievement in the aspects of an achievement standard that have been taught and assessed during the reporting period. This on-balance judgement is based on the evidence of student performance in their assessment folio.

At the end of the semester in which the achievement standard is completed, the teacher makes an on-balance judgement about the student’s overall level of achievement for the achievement standard. This judgement is based on the evidence of student performance in the

assessment folio. It takes into consideration the most recent evidence. Written report cards are issued twice yearly, using a five-point scale to report student achievement. Parent teacher interviews are offered twice yearly. A range and balance of assessment tasks are used

to demonstrate student learning and inform end of semester reporting.

Reporting on student learning reflects the content, skills and application of knowledge of what has been taught and assessed in class.

Our reporting comments reflect the achievement standards of the Australian Curriculum: English, Mathematics, Science, Humanity and Social Science, Technology, LOTE, HPE and The ARTS.

Reporting for diverse students

Students who receive highly focused and intensive teaching on a particular aspect of a learning area/subject are still assessed and reported against their year-level achievement standard for that learning area/subject.

Students provided a different year-level curriculum than their age cohort for an entire learning area/subject are assessed and reported against the achievement standards for the year-level curriculum they are taught.

Reporting for these students taught and assessed at a different year level than their age cohort uses the five-point scale specified for their age rather than the scale related to the year level of the curriculum they have been taught. Students on a highly individualised

curriculum are assessed and reported against the learning expectation identified in their Individual Curriculum Plan..

Students learning English as an additional language or dialect (EAL/D) in their first 12 months of Australian schooling can be exempt from 5-point-scale reporting if necessary. For these students, reports contain a written statement about the student’s:

• English language proficiency against the Bandscales State Schools (Queensland)

• Achievement in the learning areas/subjects of the curriculum if appropriate.

Reporting is based on evidence and reflect

• Judgments about the quality of student learning, based on evidence collected during the reporting period

• The student’s most consistent level of achievement with consideration to more recent evidence.

The evidence of each student’s achievement is collected using a range of assessments aligned to the curriculum. This assessment folio provides the basis for reporting judgments about the student’s overall level of achievement in the learning area/subject.

PLANNING - ‘Every Student Succeeding’…Our whole school approach to Differentiation

Currimundi State School provides an inclusive, caring and rigorous learning environment that engages our students and challenges them to grow academically, socially, emotionally, physically and creatively to their full potential. Students are

encouraged to develop a social conscience, which enables them to contribute to their family, school and the wider community.

All staff have a mindset that ‘every student has strengths’ and we are key people to draw these out and support them. We believe that young people have fires within waiting to be lit! We acknowledge that students develop at differing rates and

that we need to make adjustments. Currimundi’s data collection is driven by the knowledge that for schools to foster successful learners a key enabler of this is to “Know your learners”. There are many paths that enable this understanding, for

example attendance history, family context and academic ability & understanding as well as unit based assessment. Targeted Data collection and analysis both informs and enables us to not only know our students but also to meet their learning

needs.

Differentiated learning for all students – It is our goal that every student experiences success, is challenged and extended, in every lesson, every day.

Through differentiated planning and programming, teachers can consider students’ varying abilities, learning styles, interests and needs.

Objectives for our school in providing for the learning needs of students who have high intellectual potential

Ensuring all staff members are aware of the characteristics of giftedness and the specific learning needs of gifted students.

Actively identifying students who are gifted regardless of their ethnicity, location, (dis)ability, gender or economic status.

Improving their learning outcomes through innovative curriculum delivery.

Fostering collaborative partnerships between home and school.

When curriculum is differentiated, the level of expectation is altered in respect of content, process, product and learning environment - based on an assessment of student readiness, interest and learning profile - in an effort to meet the learning

needs of all students within the class.

Our school places a high priority on ensuring that, in their day to day teaching, classroom teachers identify and address the learning needs of individual students, including high achieving students. Teachers are encouraged and supported to monitor

closely the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.

It encompasses a blend of whole-class, group and individual instruction and challenges teachers to draw on their best knowledge of the teaching and learning process to provide appropriate challenge to learners at their differing levels of

development.

Currimundi State School facilitates collaborative planning sessions each term. In planning time, prior units of work are reviewed and discussed using the Inquiry Cycle model that enables teachers to review and reflect on the learning and consider the next steps required to improve teaching and learning. Planning discussions involve looking at whole cohort and whole class data sets as well as teaching practice to inform teaching and learning.

A Whole School Approach to Support Student Learning caters for the learning needs of all students. Currimundi responds to the diverse learning needs of their students by identifying differentiated teaching and learning in all three levels of planning. This ensures that every student is supported to access and participate in the curriculum leading to continuous improvement in student achievement. Particular learning needs for individual students are identified through fortnightly special needs meetings as well as the process for ICPs and ISPs.

At Currimundi State School aim to provide differentiated teaching in the classrooms as well as small group and individual support based on student need. Our Student Services Flowchart of Action provides teachers with a process for identifying d h i f h d i i l b h i l O ICP Fl h d Ti li h d I di id l C i l Pl i d d l i d i i d i l d

Documentation

Currimundi’s Curriculum, Assessment and Reporting Plan is updated annually to reflect the current direction of our school priorities, curriculum, pedagogy, assessment and reporting.

The documentation supporting Currimundi’s Curriculum, Assessment and Reporting plan is electronically available and accessible for all staff. Additional documents, including Pedagogical Framework, Student Learning and Wellbeing Framework, Parent and Community Engagement Framework and other policy statements aligned with the P-12 CARF, can also be located on the school’s SharePoint, which is accessible on all school devices and is a constantly growing and widely used resource that is widely accessed by all teachers both on and off site. https://qedu.sharepoint.com/sites/1868

Currimundi students are provided with the opportunity to engage in appropriate water safety and learn to swim programs.

Portfolio / Assessment Retention

Each portfolio demonstrates student learning in relation to the achievement standard.

The portfolios comprise authentic samples of student work and may contain errors such as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the student. The portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts.

Teachers create student assessment folios that collect evidence of student achievement, specifically summative assessment that provides evidence of student learning against the relevant achievement standard for each learning area and/or subject for reporting purposes. The folio correlates to the year and/or band plans for each learning area and/or subject. Assessment folio contain a: • summative assessment task for each unit • student response to each summative assessment task • related marking guide for each summative assessment task with: – annotations about evidence in the student response that demonstrate aspects of the achievement standard being assessed for each assessable element – on-balance teacher judgments about student performance for each assessable element – an overall level of achievement for reporting purposes at the end of each semester.

Portfoliios are retained for 1 year after reporting on at either year level or band level.

Homework Policy

Homework helps students by complementing and reinforcing classroom learning, fostering good lifelong learning and study habits, and providing an opportunity for students to be responsible for their own learning.

Homework is an opportunity for parents to participate in their child’s education. Parents, in partnership with the school, should encourage children to establish good homework patterns from early primary school.

Students benefit from completing homework regularly. Homework helps them develop organisational and time-management skills, self-discipline, skills in using out-of-school resources and personal responsibility for learning. We also have a Home Reading Program that starts in the Prep year.

Responsibilities of Students: • Set aside a time each day when homework can be done. • Complete homework to a satisfactory standard. • Do your best and discuss any difficulties with your teacher. • Return completed homework by the set return date. • Responsibilities of Parents / Carers • Ensure that each child sets aside some time each day to do homework. • Supervise homework and assist when necessary. • Provide an appropriate place where children can do homework. • Check whether homework has been completed and sign children’s tasks where appropriate. • Let your child’s teacher know if there is a genuine reason that homework was not completed. • Discuss the situation with your child’s teacher if your child is having difficulty completing

homework without large amounts of parental input. Responsibilities of Teachers

• Ensure students and parents / caregivers are aware of the school’s homework policy and the classroom homework expectations.

• Set varied and meaningful tasks related to class work and tasks that are appropriate to students’ learning needs.

• Provide appropriate feedback in regards to homework completion. • Help students develop the organisational and time management skills needed for them to be

responsible for their learning. • Communicate with parents / caregivers any problems concerning their children’s homework.

Unit Snapshots P-6 - ASSESSMENT PREP YEAR Prep Red Prep Green Prep Yellow Prep Blue

English V8

7hr/wk

Year Prep Achievement Standard Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Productive modes (speaking, writing and creating) Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters. Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) U

nit Exploring our new world (C2C U1)

☐ Imaginative to informative focus: Spoken book report (labels, illustrations, recounts and narratives)

Enjoying and retelling stories (C2C U2) ☐ Imaginative focus (retell of a learned story) moving to informative focus

Interacting with others(C2C U3) ☐ Imaginative focus (Rhyme and rhyming stories) moving to persuasive focus

(personal response)

Responding to text (C2C U4) ☐ Imaginative focus (story) moving to persuasive focus (text response)

Asse

ssm

ent Formative

assessment: Spoken book talk: Report Personal Response Anecdote or recount

Summative assessment: Oral re-telling of a story read in class. Assessment of written production of notes. ADD INITIALIT

Summative assessment: Assessment task 1 — Create and recite a rhyme Assessment task 2 — Responding to a rhyming story

Formative and summative assessment: Write and create a response to a story. Reading and oral comprehension

Mathematics V8

5hr/wk

Year Prep Achievement Standard By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information. Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Engage in activities across the five contexts of learning — focused

teaching & learning, investigations, active learning, real life situations, routines & transitions

C2C Unit 2 ☐ Engage in activities across the five contexts of learning — focused teaching &

learning, investigations, active learning, real life situations, routines & transitions

C2C Unit 3 ☐ Engage in activities across the five contexts of learning — focused teaching &

learning, investigations, active learning, real life situations, routines & transitions

C2C Unit 4 ☐ Engage in activities across the five contexts of learning — focused teaching &

learning, investigations, active learning, real life situations, routines & transitions

As se ss me Assessment: Bag Sort – Sort and classify a collection of objects (number

and algebra / patterns and algebra) Assessment: On my plate – assessing number and place value. Shape sort – assessment of shape knowledge.

Assessment: A week of events – assessing time and events. Yes No – assessing Data and asking yes / no questions.

Assessment: Crazy Cards – connecting number names, numerals and quantities. Measurement mathematical guided inquiry – to reason mathematically to solve an inquiry questions.

Science V8

1hr/wk

Year Prep Achievement Standard By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events. Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) C2C U2 Our material world Assessment Task ☐ Project- Making a wind ornament

C2C U1 Our Living World Assessment Task ☐ Collection of Work: Exploring Our Living World

C2C U3 Weather Watch Assessment Task ☐ Supervised assessment- Examining the weather

C2C U4 Move it, move it Assessment Task ☐ Collection of work- Investigating movement

HASS V8

1hr/wk

Year Prep HASS Achievement Standard By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them. Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places. Year 1 Achievement Standard

Semester 1 Semester 2 C2C U1 My Family History Assessment Task ☐ My Family History

C2C U2 My Special Places Assessment Task ☐ My Special Places

Digital Technology 30min/wk Design Technology 30min/wk

Semester 1 Semester 2 Digital Technologies - By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments. Design & Technologies: By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions Digital technology Computers: Handy helpers SPECIALIST DIGITAL TECH TEACHER Assessment: ☐ Students identify the purposes of common digital systems, design an algorithm to solve a problem (unplugged activities)

Design and Technology: Food and fibre production and food specialisations (C2C U2) CLASSROOM TEACHER Assessment: ☐ Grow, grow, grow portfolio Students describe needs, technologies and designed solutions for a farm and sequence steps to prepare a healthy food

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 30min/wk

Prep to Yr 2 Achievement Standard – Dance By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice. Prep to Yr 2 Achievement Standard – Music By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER ☐ Individually perform known song/rhyme with beat actions ☐ Art music Discussion

Music SPECIALIST MUSIC TEACHER ☐ Improvise words or actions in a known song ☐ Identify speaking and singing voices

Dance Unit 2 SPECIALIST MUSIC TEACHER Dancing Shapes (Orally respond to dance examples, perform a dance that represents shapes, choreograph a dance to represent shapes for an audience)

Prep to Yr 2 Achievement Standard – Media Arts By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principles, composition, sound and technologies

Prep to Yr 2 Achievement Standard – Visual Arts By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

Prep to Yr 2 Achievement Standard – Drama By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make & present drama using the elements of role, situation & focus in dramatic play & improvisation

Media Arts – Family Stories (C2C) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations and checklists ☐ Summative assessment – Digital portrait

Visual Arts – Stormy Clouds (C2C) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations and checklists ☐ Summative assessment – Displayed Artworks

Drama – Family Stories (C2C) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations and checklists ☐ Summative assessment – Performance (group and Individual)

HPE Health 30min/wk

Years Prep Achievement Standard - HPE By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement. Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Heath Unit 1: I Can Do It! Assessment Task ☐ Collection of Work: I Can Do It!

Health Unit 2: I am growing and changing Assessment Task ☐ Collection of Work: I Can Do It!

Health Unit 3: Looking Out for Others Assessment Task ☐ Collection of Work: I Can Do It!

Health Unit 4: I am Safe Assessment Task ☐ Collection of Work: I Can Do It!

Physical Education 30min/wk

TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

YEAR 1 1B, 1T, 1C English V8 7hr/wk

Year 1 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature. Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills. Productive modes (speaking, writing and creating) Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly. Prep Achievement Standard & Year 2 Achievement Standard

Term 1 (10 wks)

Term 2 (10 wks)

Term 3 (10 wks) Term 4 (10 wks)

Uni

t Exploring Characters in Stories (C2C U2)

Students 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.

Engaging with Poetry (C2C U3) Students 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.

Examining the Language of Communication — Questioning (C2C U4) Students 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.

Retelling Cultural Stories (C2C U5) Students 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.

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ent Formative assessment: Reading and Comprehension Interview

Students demonstrate reading accuracy, fluency and comprehension of character development. Informative Response — Written Character description (Rainbow Fish) Students create a character description using writing and images.

Formative and summative assessment: Text: Koala Lou • Spoken book report about a character and his/ her emotions • Report • Explanation • Anecdote Formal speech introduction and conclusion

Summative assessment: Reading and Listening Comprehension Written

Summative assessment: Students create and present a retelling for a traditional or cultural story. •Part A: Write a retelling of a traditional or cultural story •Part B: Create and explain an image using ICT Part C & D: Plan; rehearse and present the retell

Mathematics V8

5hr/wk

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

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Students develop understandings of Number & Place Value, Using

Units of Measurement, Chance and Data Representations and interpretation.

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra, Using Measurement, Shape and Location & Transformation

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Money &

Financial Matters, Patterns & Algebra, Using Measurement, Shape and Location & Transformation

C2C Unit 4 ☐ Students develop understandings of Number &Place Value, Fractions & Decimals,

Patterns & Algebra, Chance and Data Representations and interpretation.

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AT: Will it? Won’t it? Might it? - AT: My favourite teen number - Data mathematical guided inquiry (optional)

AT: Secret object - AT: Shape shakers - Money mathematical guided inquiry (optional)

AT: Measuring using informal units- AT: Students explain time durations and tell time to the half hour. AT: A handful of beads - AT: Location and direction Mathematical guided inquiries -.

AT: Addition, subtraction and finding halves AT: Dipping into data AT: Number mathematical guided inquiry (optional) AT: Cool calculations

Science V8

1hr/wk

Year 1 Achievement Standard By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others. Year Prep Achievement Standard & Year 2 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) C2C U1 Living Adventures Assessment Task ☐ Describing a Habitat (Short answer questions)

C2C U2 Material Madness Assessment Task ☐ Assignment / Project – Rocking the Boat (guided investigation)

C2C U3 Changes Around Me Assessment Task ☐ Multimodal Presentation – Exploring Sky & Land

C2C U4 Exploring Light and Sound Assessment Task ☐ Experimental Investigation – Investigating Light and Sound

HASS V8

1hr/wk

Year 1 HASS Achievement Standard By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for. Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location. Year Prep Achievement Standard & Year 2 Achievement Standard

Semester 1 Semester 2 Unit 1: My Changing Life Assessment Task ☐ My Changing Life – Students, identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over

time.

Unit 2: My Changing World Assessment Task ☐ My Changing World – Students investigate a local place to identify and describe its features, the activities that occur there, how the place changes and ways to care

for it. Digital Technology 30min/wk Design Technology 30min/wk

Semester 1 Semester 2 Digital Technologies - By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments. Design & Technologies: By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions Digital technology Computers: Handy helpers SPECIALIST DIGITAL TECH TEACHER Assessment: ☐ Students identify the purposes of common digital systems, design an algorithm to solve a problem (unplugged activities)

Design and Technology: It’s Showtime (C2C U3) CLASSROOM TEACHER Assessment: ☐ Portfolio — It's Showtime

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 30min/wk

Prep to Yr 2 Achievement Standard – Dance By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice. Prep to Yr 2 Achievement Standard – Music By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment - respond to music, compose new lyrics, add dynamics and perform a familiar song. Dance Unit 2 SPECIALIST MUSIC TEACHER Dancing Shapes (Orally respond to dance examples, perform a dance that represents shapes, choreograph a dance to represent shapes for an audience)

Prep to Yr 2 Achievement Standard – Visual Arts By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

Prep to Yr 2 Achievement Standard – Media Arts By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principles, composition, sound and technologies

Prep to Yr 2 Achievement Standard – Drama By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make & present drama using the elements of role, situation & focus in dramatic play & improvisation

Visual Arts – What are you thinking (C2CU3) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations, checklists and work samples ☐ Summative assessment – Displayed Artwork / Slideshow

Media Arts – Family Portraits (C2C3) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations, checklists and work samples ☐ Summative assessment – Displayed Artwork / Slideshow

Drama – Shopping Fun (C2C U3) CLASSROOM TEACHER ☐ Formative assessment – Collection of work-respond to, make & perform drama ☐ Summative assessment – Performance (group and Individual)

HPE Health 30min/wk

Years 1 and 2 Achievement Standard - HPE By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. Year Prep Achievement Standard & Year 3 and 4 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) HEALTH – U1: A little Independence Assessment Task ☐ Collection of Work

HEALTH – U2: – Good healthy choices in my environment Assessment Task ☐ Collection of Work

HEALTH – U3: We are family – we all belong Assessment Task ☐ Collection of Work

HEALTH – U4: My safety, my responsibilities in different environments Assessment Task ☐ Collection of Work

Physical Education 30min/wk

TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

YEAR 2 2H, 2C, 2Z English V8 7hr/wk

Year 2 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. 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. Productive modes (speaking, writing and creating) 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 learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters. Year 1 Achievement Standard & Year 3 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

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t English C2C Unit 1: Reading, writing and performing poetry v8.0 (5 weeks) English C2C Unit 2: Stories of families and friends (4 weeks)

English C2C Unit 3: Exploring characters (8 weeks)

English C2C Unit 4: Exploring procedural text (4 weeks) English C2C Unit 5: Exploring informative texts (4 weeks)

English C2C Unit 6: Exploring plot and characterisation in stories (8 weeks)

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Formative and summative assessment: Unit 1 — Imaginative response — oral — Imaginative of a poem

— Monitoring — Reading comprehension Unit 2: — Imaginative response — written — Imaginative narrative

Formative and summative assessment: Unit 3 — Informative response — written — Expressing a preference for a character — Oral — Reading and comprehension

Formative and summative assessment: Unit 4 — Monitoring — Reading comprehension— Poster/multi—modal presentation — Multimodal procedure Unit 5 - Informative response — written — Writing an informative text

Formative and summative assessment: Unit 6: — Poster/multi—modal presentation — Create a digital multimodal text — Short answer questions — Reading comprehension

Mathematics V8

5hr/wk

Year 2 Achievement Standard By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs. Italics = not summatively assessed Year 1 Achievement Standard & Year 3 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Students develop understandings of Number & Place Value, Using

Units of Measurement, Chance and Data Representations and interpretation.

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra, Using Measurement, Shape and Location & Transformation

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Using Measurement, Shape and Location & Transformation

C2C Unit 4 ☐ Students develop understandings of Number &Place Value, Fractions & Decimals,

Money & Financial Matters, Using units of measurement, Location & Transformation

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AT: Counting and calculating AT: In the toyshop window AT: Chance mathematical guided inquiry (optional)

AT: Additive number patterns and time AT: Money and additive concepts AT: Location mathematical guided inquiry (optional)

AT: Count, multiply and divide AT: Compare them! Order them! AT: Seasons and calendars AT: Number mathematical guided inquiry (optional)

AT: Representing data and chance AT: Shapes, objects and transformations AT: Number and location mathematical guided inquiry (optional)

Science V8

1hr/wk

Year 2 Achievement Standard By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others . Year 1 Achievement Standard & Year 3 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) C2C U1 Make, ix and Use Assessment Task ☐ Experimental Investigation – Combining Materials for a Purpose

C2C U2 Toy Factory Assessment Task ☐ Assignment/Project – Toy Design

C2C U3 Exploring Growth Assessment Task ☐ Assignment/project- Exploring Growth

C2C U4 Using Earths Resources Assessment Task ☐ Report- Using Earth’s resources

HASS V8

1:30 hr/wk

Year 2 HASS Achievement Standard By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. Year 1 Achievement Standard & Year 3 Achievement Standard

Semester 1 Semester 2 C2C Unit 1: Present Connections to Places Assessment Task ☐ Present Connections to Places

C2C Unit 2: Impacts of Technology Over Time Assessment Task ☐ Impacts of Technology Over Time

Digital Technology 30min/wk Design Technology 30min/wk

Semester 1 Semester 2 Digital Technologies - By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments. Design & Technologies: By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions Digital technology Computers: Handy helpers SPECIALIST DIGITAL TECH TEACHER Assessment: ☐ Students identify the purposes of common digital systems, design an algorithm to solve a problem (unplugged activities)

Design and Technology: Spin It (C2C U3) CLASSROOM TEACHER (Integrated with Science)) Assessment:

☐ Students design and make a spinning toy for a small child

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 45 min/wk

Prep to Yr 2 Achievement Standard – Dance By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice. Prep to Yr 2 Achievement Standard – Music By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment -Respond to music, perform a song, which also involves reading and playing a rhythmic pattern. Dance Unit 2 SPECIALIST MUSIC TEACHER Dancing Shapes (Orally respond to dance examples, perform a dance that represents shapes, choreograph a dance to represent shapes for an audience)

Prep to Yr 2 Achievement Standard – Drama By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make & present drama using the elements of role, situation & focus in dramatic play & improvisation

Prep to Yr 2 Achievement Standard – Media Arts By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principles, composition, sound and technologies

Prep to Yr 2 Achievement Standard – Visual Arts By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.

Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

Drama – Poetry Alive (C2C U3) CLASSROOM TEACHER ☐Assessment - Part A: Making / Devising - Participate in role in a process Part B: Making — Performing -

Present a short scene with shadow puppets using voice, movement and focus. Part C: Responding -.

Media Arts – Family Portraits (C2C3) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations, checklists ☐ Summative assessment –Individual future media portrait presentation

Visual Arts – What are you thinking (C2CU3) CLASSROOM TEACHER ☐ Formative assessment - Teacher observations, checklists ☐ Summative assessment – Performances (group and ind)

HPE Health 30min/wk

Years 1 and 2 Achievement Standard - HPE By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. Year Prep Achievement Standard & Year 3 and 4 Achievement Standard

Term 1 (10 wks)

Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

HEALTH – U1: My classroom is healthy, safe and fun Assessment Task ☐ Collection of Work, observations and checklists

HEALTH – U2: – Our culture Assessment Task ☐ Collection of Work, observations and checklists

HEALTH – U3: Stay Safe Assessment Task ☐ Collection of Work, observations and checklists

HEALTH – U4: Message Targets Assessment Task ☐ Collection of Work, observations and checklists

Physical Education 30min/wk TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

YEAR 3 3S, 3J, 3G English V8 7hr/wk

Year 3 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills. Productive modes (speaking, writing and creating) Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

Year 2 Achievement Standard & Year 4 Achievement Standard Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

U n i English C2C Unit 1: Analysing and creating persuasive texts (4 weeks) English C2C Unit 2: Investigating characters (4 weeks)

English C2C Unit 3: Exploring character and setting in texts (8 weeks)

English C2C Unit 4: Examining stories from different perspectives (4 weeks) English C2C Unit 5: Examining imaginative texts (4 weeks)

English C2C Unit 6: Reading, writing and performing poetry (8 weeks)

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Formative and summative assessment: Unit 1 — Write a persuasive text

— Monitoring — Reading comprehension Unit 2: Reading comp: multi-choice and short answer questions • Students write an imaginative narrative

Formative and summative assessment: Unit 3 —• Write a Persuasive text about the importance of family • Reading Comprehension task

Formative and summative assessment: Unit 4 — Perform an Oral presentation • Write an informal procedure presentation — Multimodal procedure Unit 5 -Reading comprehension task Create a multi-modal presentation using visual language features Publish a short story episode in present tense

Unit 6: Formative and summative assessment: • Interpret a poem and identify the language devices used • Write and present a poem (use language devices to adapt and present a poem)

Mathematics V8

5hr/wk

Year 3 Achievement Standard By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables. Year 2 Achievement Standard & Year 4 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t

C2C Unit 1 ☐ Students develop understandings of Number & Algebra,

Measurement & Geometry, Statistics & Probability and Data Representations and Interpretation

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra, Location & Transformation and Geometric Reasoning

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Units of Measurement and Location & Transformation

C2C Unit 4 ☐ Students develop understandings of Number & Place Value, Fractions & Decimals,

Using units of Measurement, Money & Financial Matters, Location & Transformation, Geometric Reasoning and Data Representations and Interpretations

Ass

ess

men

AT: Representing, adding and subtracting numbers AT: Conducting a simple chance experiment. AT: Investigating and measuring length

AT: Classifying numbers as odd or even and continuing number patterns AT: Adding, subtracting and partitioning numbers AT: Investigating positions on maps

AT: Investigating the relationship between units of time AT: Measuring length, mass and capacity using metric units. AT: Patterning and connecting addition and subtraction AT: Representing multiplication ) AT: Telling time to the nearest minute

AT: Interpreting grid maps, and identifying symmetry, 3D objects and angles AT: Investigating change AT: Using unit fractions and multiplication

Science V8

1hr/wk

Year 3 Achievement Standard By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas. Year 2 Achievement Standard & Year 4 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Is It Living? Assessment Task ☐ Supervised Assessment – Investigating Living Things

Spinning Earth Assessment Task ☐ Poster/Multi-modal Presentation – The sun, Earth and Us

Hot Stuff Assessment Task ☐ Experimental Investigation – Understanding Heat

What’s the matter? Assessment Task ☐ Supervised Assessment - Solids and liquids

HASS V8

1hr/wk

Year 3 HASS Achievement Standard By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities. Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms. Year 2 Achievement Standard & Year 4 Achievement Standard

Semester 1 Semester 2 C2C Unit 1: Our Unique Communities Assessment Task ☐ - Identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community

and action in response to an issue.

C2C Unit 2: Exploring Places Near and Far Assessment Task ☐ Identify, describe and interpret data about Australian places and explain the importance of making decisions democratically, the role of rules in the community and

action in response to an issue. Digital Technology 30min/wk Design Technology 30min/wk

Semester 1 Semester 2 Achievement standard: Years 3 and 4 Digital Technologies - By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Design & Technologies: Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. Digital technology What digital systems do you use? (C2C unit 1)SPECIALIST DIGITAL TECH TEACHER Assessment: Assignment/Project — What digital systems do you use?

Design and Technology: What's for lunch?(C2C) CLASSROOM TEACHER (Integrated with Science)) Assessment: What digital systems do you use? Portfolio

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 30min/wk

Year 3-4 2 Achievement Standard – Dance By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose. Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus. Year 3-4 Achievement Standard – Music By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition. Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment - sing and play a known song on glockenspiel and performing a repetitious rhythmic pattern. (ostinato) Dance Unit 2 SPECIALIST MUSIC TEACHER TBD

Year 3-4 Achievement Standard – Media Arts By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

Year 3-4 Achievement Standard – Visual Arts By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

Year 3-4 Achievement Standard – Drama By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.

Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.

Drama – Country/Place (C2C v8 U2) ) CLASSROOM TEACHER ☐Formative assessment – Teacher observations and checklists ☐Summative assessment – Performances (group and Ind)

Media Arts – Persuade to Protect (C2C v8 U1) (C2C3) CLASSROOM TEACHER ☐ Formative assessment – Checklists, teacher observations, work samples ☐ Summative assessment - Advertisement

Visual Arts – – Meaning In Found Objects (C2C v8 U1)CLASSROOM TEACHER ☐ Formative assessment – Work samples, checklists, teacher observations ☐ Summative assessment – Displayed art work

HPE Health 30min/wk

Years 3 and Year 4 Achievement Standard - HPE By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, 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. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Term 1 (10 wks)

Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

HEALTH –C2C U1: Good friends Assessment Task : Assignment/Project

HEALTH –C2C U4: – - I am healthy and active Assessment Task Supervised assessment

HEALTH – C2C U2: Feeling Safe Assessment Task - Assignment/Project

HEALTH – U4: Healthy futures Assessment Task - Research

Physical Education 30min/wk TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

YEAR 4 4B, 4C, 4M, 4F English V8 6 hr/wk

Year 4 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning. Year 3 Achievement Standard & Year 5 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

U nit English C2C Unit 1: Investigating author’s language in a familiar

narrative ( 4 weeks) English C2C Unit 2: Examining Humour in Poetry (4 weeks)

English C2C Unit 6: Examining persuasion in advertisements and product packaging (8 weeks)

English C2C Unit 3: Examining traditional stories (8 weeks)

English C2C Unit 4: Exploring recounts set in the past (4 weeks) English C2C Unit 5: Exploring a quest novel (4 weeks)

Asse

ssm

ent Formative and summative assessment:

Unit 1 — Create a new chapter for The Twits, Create an art brief Unit 2 Reading Comp , Spoken Presentation , Present a poem

Formative and summative assessment: Unit 6 Formative • Product design (monitoring task) Summative assessment: • Write a persuasive text related to the design of a cereal packet.

Unit 4 — Summative assessment: Create and present a traditional story Students create and present a traditional story, which includes a moral for a younger audience.

Unit 4: Formative assessment: Comprehension task • Performance in role as a character recounting the arrival of the first fleet Unit 5: Formative Product design (monitoring task) Summative - Write a persuasive text related to the design of a cereal packet.

Mathematics V8

5hr/wk

Year 4 Achievement Standard By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding 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. Year 3 Achievement Standard & Year 5 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Students develop understandings of Number & Place Value,

Fractions & Decimals, Patterns & Algebra, & Using Units of Measurement, Chance and Data Representations and Interpretations

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Shape, and Location Transformation

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra, Using Units of Measurement, Shape and Location and Transformation

C2C Unit 4 ☐ Students develop understandings of Number & Place Value, Fractions & Decimals,

Money & Financial Matters, Patterns & Algebra, Using Units of Measurement, Shape and Data Representation and Interpretation

Ass

ess

men

AT: Chance AT: Number AT: Place Value AT: Guided Enquiry

AT: Gnome Land AT: Numbers AT: Guided Enquirt

AT: Fraction Fit AT: Measure It. AT: Sizzling Symmetry AT: Guided Enquiry

AT: Connecting Decimals AT: Data AT: Investigating Time AT: Purchasing

Science V8

1:45 hr/wk

Year 4 Achievement Standard By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions. Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings. Year 3 Achievement Standard & Year 5 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Here Today, Gone Tomorrow (Integrated Unit with (HASS, Drama) Assessment Task ☐ Assignment/Project – Investigating Soil Erosion

Ready, Set, Grow! (Integrated Unit with HASS, Drama) Assessment Task ☐ Poster/Multi-modal Presentation – Mapping Life Cycles and Relationships

Material Use (Integrated Unit with HASS, Visual & Media Arts) Assessment Task ☐ Supervised – Investigating Properties Affecting the Use of Ochre

Fast forces! (Integrated Unit with Visual & Media Arts, HASS) Assessment Task ☐ Experimental investigation- Investigating contact and non-contact forces

HASS V8

1:30 hr/wk

Year 4 HASS Achievement Standard By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge. Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms. Year 3 Achievement Standard & Year 5 Achievement Standard

Semester 1 Semester 2 Unit 1: Using Places Sustainably (SaIntegrated with Science, Technology, Drama) Assessment Task ☐ Using Places Sustainably

Unit 2: Exploring Places Near and Far (Integrated Unit with Science, Visual & Media Arts) Assessment Task ☐ Exploring Places Near and Far

Digital Technology 30min/wk Design Technology 60min/wk

Semester 1 Semester 2 Achievement standard: Years 3 and 4 Digital Technologies - By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Design & Technologies: Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Design and Technology: Technology: Design Unit - Repurpose it! (Integrated Unit with HASS, Science, Drama) CLASSROOM TEACHER Assessment: Portfolio

Digital Technology: Design Unit 3 Pinball paradise (C2C)SPECIALIST DIGITAL TECH TEACHER SEM 1) Assessment: Potflio

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 45 min/wk

Year 3-4 2 Achievement Standard – Dance By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose. Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus. Year 3-4 Achievement Standard – Music By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition. Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment - a written test and a recorder performance. Dance Unit 2 SPECIALIST MUSIC TEACHER TBD

Year 3-4 Achievement Standard – Drama By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.

Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.

Year 3-4 Achievement Standard – Visual Arts By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

Achievement Standard – Media Arts By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.

Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

Drama – Exploring Issues Through Drama (Integrated with HASS, Science, Technology)) CLASSROOM TEACHER ☐Formative assessment – Teacher observations ☐Summative assessment – Collection of Work Performance (group or individual)

Visual Arts – Patterns in the Playground (C2C v8 U3) CLASSROOM TEACHER ☐ Formative assessment – Work samples, checklists, teacher observations ☐ Summative assessment – Displayed art work

Media Arts – On the Cover (C2C v8 U3) CLASSROOM TEACHER ☐ Summative assessment - Collection of Work

HPE Health 30min/wk

Years 3 and Year 4 Achievement Standard - HPE By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, 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. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Term 1 (10 wks)

Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

HEALTH –C2C U1: Making Healthy Choices Assessment Task : Supervised assessment

HEALTH –C2C U2: – Positive interactions Assessment Task Collection of Work

HEALTH – C2C U3: Health channels Assessment Task - Collection of work

HEALTH – U4: Netiquette and online protocols Assessment Task - Collection of work

Physical Education 30min/wk TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

YEAR 5 5D, 5F, 5H, 5T English V8 6hr/wk

Year 5 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Productive modes (speaking, writing and creating) Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning. Year 4 Achievement Standard & Year 6 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

U nit English C2C

Unit 1: Examining and creating fantasy texts (8 Weeks) English C2C Unit 2: Examining media texts U2 (4 Weeks) Unit 3: Examining characters in animated film U3 (4 Weeks)

English C2C Unit 6: Exploring narrative through novels and film U6 (8 Weeks,)

English C2C Unit 4: Appreciating poetry U4 (4 weeks) English C2C Unit 5: Responding to poetry U5 (4 weeks)

Ass

ess

men

Formative and summative assessment: Unit 1 — Imaginative response – Written Includes Diagnostic Test

Formative and summative assessment: Unit 2 Comprehension Exam/test, Persuasive Text - Written Unit 3 Digital Multimodal Short Story Poster/multi-modal presentation - Written

Unit 6 — Written Comparison of a Novel and Film Includes Diagnostic Test

Unit 4: Poetry Analysis Short Answer Questions Informative response - Written Unit 5: Digital Multimodal Narrative Poster/multimodal presentation - Written

Mathematics V8

5hr/wk

Year 5 Achievement Standard By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two- dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets. Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data. Year 4 Achievement Standard & Year 6 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Students develop understandings of Number & Place Value,

Fractions & Decimals, & Using Units of Measurement, Chance and Data Representations and Interpretations

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Patterns & Algebra, Shape, and Data Representation and Interpretation

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra, Using Units of Measurement and Location and Transformation

C2C Unit 4 ☐ Students develop understandings of Number & Place Value, Fractions & Decimals,

Money & Financial Matters, Using Units of Measurement, Geometric Reasoning, Chance and Data Representation and Interpretation

Ass

ess

men

AT: Digging into Data AT: Solving simple multiplication, division and fraction problems AT: Guided Enquiry MT: Monitoring Tasks

AT: Generation Geometry (Pat A,B) AT: Guided Enquiry

AT: Patterns, Money and Numbers AT: Year 5’s Great Garden AT: Guided Enquiry

AT: What is the Chance of that? AT: Time, Factors and Multiples AT: Guided Enquiry

Science V8

1:45 hr/wk

Year 5 Achievement Standard By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions. Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts. Year 4 Achievement Standard & Year 6 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Now You See It Assessment Task ☐ Experimental Investigation – The aMAZEing Trick: Experimental Investigation

Our Place in the Solar System Assessment Task ☐ Poster/Multi-modal Presentation – Exploration of the Solar System

Survival In The Environment Assessment Task ☐ Poster/Multi-modal Presentation – Create A Creature

Matter matters Assessment Task ☐ Project-Investigating evaporation and explaining solids, liquids and gases

HASS V8

2 hr/wk

Year 5 HASS Achievement Standard By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge. Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions. Year 4 Achievement Standard & Year 6 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Managing Australian Communities Mapping GEOGRAPHY (C2C U2) Assessment Task ☐ Managing Australian Communities – written task

Participating in Australian Communities Democracy CIVICS (C2CU4) Assessment Task ☐ Participating in Australian Communities – Short answer

People & The Environment (C2C U 1) GEOGRAPHY INVESTIGATION Assessment Task ☐ Research – Managing Australian Communities

Communities in Colonial Australia-1800s HISTORY (C2C U3) Assessment Task ☐ Life in colonial Australia visual display

Digital Technology 30min/wk Design Technology 60min/wk

Semester 1 Semester 2 Achievement standard: Years 5 and 6 Digital Technologies - by the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Design & Technologies: Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online

Digital Technology: (C2C Unit 1 Part B- Introduction) A-maze-ing digital designs v8.0)SPECIALIST DIGITAL TECH TEACHER SEM 1) Assessment: A-maze-ing digital designs Portfolio

Design and Technology: Unit 1 Design for Nature C2Cv8.0 CLASSROOM TEACHER Assessment: Portfolio Assessment- Design for nature:

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 45 min/wk

Year 5-6 2 Achievement Standard – Dance By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose. Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus. Year 5-6 Achievement Standard – Music By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places. Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment - a written test and perform a 2-chord song on the Ukulele with a partner Dance Unit 2 SPECIALIST MUSIC TEACHER TBD

Year 5-6 Achievement Standard – Drama By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.

Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.

Year 5-6 Achievement Standard – Visual Arts By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Year 5-6 Achievement Standard – Media Arts By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.

Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.

Drama – My Hero (C2C v8 U2) CLASSROOM TEACHER ☐Formative assessment – Teacher observations ☐Summative assessment – Collection of Work Performance (group or individual)

Visual Arts – Unit 2: The animal within (C2C v8 U1) CLASSROOM TEACHER ☐ Formative assessment – Work samples, checklists, teacher observations ☐ Summative assessment – Displayed art work

Media Arts – Light and Shadow (C2C v8 U2) CLASSROOM TEACHER ☐ Summative assessment - Collection of Work

HPE Health 30min/wk

Years 5 and Year 6 Achievement Standard - HPE By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding. Year 3 & 4 Achievement Standard and Year 7 & 8 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

HEALTH – Emotional Interactions (C2CU1) Assessment Task : Assignment/Project — Emotional interactions

HEALTH – U2 Healthy Habits (C2CU2) Informative response — written — Healthy habits

HEALTH –– U3 Multicultural Australia (C2CU3) Assessment Task - Collection of work

HEALTH – U4: Growing up (C2CU4) Assessment Task - Collection of work

Physical Education 30min/wk TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

LOTE 60min/wk By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di più ..., penso di sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No,non sono d’accordo! Hai ragione/torto. They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu? They understand the main points in spoken interactions consisting of familiar language in simple sentences. When speaking, they imitate pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, La musica di ... è bella, ma mi piace di più ... They write descriptions, letters, messages, summaries, invitations and narratives They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite. Students use some metalanguage to talk about both linguistic and cultural features. They discern familiar patterns and features of written and spoken language and compare them with English, understanding that language, images and other features of texts reflect culture. They demonstrate an understanding of variation in language use, adapting language forms according to audience and context. They identify linguistic and cultural differences know that Australia is a multilingual and multicultural society, and that dialects are spoken both in Italy and in Italian-speaking communities around the world. Students compare, identify and discuss their responses and reactions in intercultural exchanges.

Semester 1 Semester 2 Unit of Work

T1-2 Assessment: Written assessment, covering listening, reading, informing, socialising and translating and writing Unit of Work T3 - Written assessment/presentation of a family tree, covering reading, information, socialisation, translation, writing and oral abilities. T4 - Written assessment, covering listening, reading, informing, socialising and translating and writing.

YEAR 6 6D, 6G, 6M English V8 6hr/wk

Year 6 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria. Year 5 Achievement Standard & Year 7 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

U nit English C2C

Unit 1: : Write a short story about a character who faces a conflict English C2C Unit 2: Write a multi-modal advertisement about a holiday destination (4 wks) Unit 3: Exploring news reports in the media (4 weeks)

English C2C Unit 4: Interpreting literary texts (4 weeks) Unit 5: Exploring literary texts by the same author) (4 weeks)

English C2C Unit 6: Arguing a point of view

A ss es

Formative and summative assessment: Unit 1 — Imaginative Short Story Written Includes Diagnostic Pre-Test

Formative and summative assessment: Unit 2 Poster/multimodal presentation - Part A Explain Choices - Part B Unit 3 Evaluation of a News Report Comprehend - Part A Analyse Written -

Formative and summative assessment: Unit 4 — Letter to the Future Written - Includes Diagnostic Test Unit 5 Panel Discussion Oral

Formative and summative assessment: Unit 6: Argue a Point of View Written - Written

Mathematics V8

5hr/wk

Year 6 Achievement Standard By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret 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 describe probabilities using simple fractions, decimals and percentages. Year 5 Achievement Standard & Year 7 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

Uni

t C2C Unit 1 ☐ Students develop understandings of Number & Place Value,

Fractions & Decimals, Money & Financial Matters, Using Units of Measurement, Chance and Data Representations and Interpretations

C2C Unit 2 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Patterns & Algebra, Using Units of Measurement and Shape

C2C Unit 3 ☐ Students develop understandings of Number & Place Value, Fractions &

Decimals, Money & Financial Matters, Patterns & Algebra and Using Units of Measurement

C2C Unit 4 ☐ Students develop understandings of Number & Place Value, Fractions & Decimals,

Patterns & Algebra, Location & Transformation, Geometric Reasoning, and Chance

Asse

ssm

ent AT: Data Decoder

AT: Rodeo Roundup AT: Guided Enquiry

AT: Investigating Angles) AT: Order Operations AT: Guided Enquiry M:T Below Zero & Patterns Rule

AT: Calculating fractions and decimals AT: Locating integers and describing transformations AT: Identifying number properties and calculating percentage discounts

AT: Investigating and interpreting secondary data AT: Investigating and solving problems involving measurement and data AT: Describing probabilities and comparing frequencies MT: Location and transformation MT: Uncle Charles’s dilemma

Science V8

1:45 hr/wk

Year 6 Achievement Standard By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings. Year 5 Achievement Standard & Year 7 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Our Changing World Assessment Task ☐ Exam – Explaining Natural Events and Change

Making Changes Assessment Task ☐ Experimental Investigation – Testing Change: Reversible or Irreversible?

Energy and Electricity Assessment Task ☐ Supervised Assessment – Analysing Energy and Electricity

Life on Earth Assessment Task ☐ Experimental investigation- Investigating Mouldy bread

HASS V8

2 hr/wk

Year 6 HASS Achievement Standard By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge. Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms. Year 5 Achievement Standard & Year 7 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks) Australia in the Past Assessment Task ☐ Australia in the Past - Research

Australians as Citizens Assessment Task ☐ Australians as Citizens - Written

Australia in a Diverse World Assessment Task ☐ Australia in a Diverse World Written & Investigation

Making Decisions to Benefit My Community Assessment Task ☐ Making Decisions to Benefit My Community - Short Answer

Digital Technology 30min/wk Design Technology 60min/wk

Semester 1 Semester 2 Achievement standard: Years 5 and 6 Digital Technologies - by the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Design & Technologies: Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online

Digital Technology: (C2C Unit 1 Part B- Introduction) A-maze-ing digital designs v8.0)SPECIALIST DIGITAL TECH TEACHER SEM 1) Assessment: A-maze-ing digital designs Portfolio

Design and Technology: Unit 2 Hands Off – Designing a secure environment C2Cv8.0 CLASSROOM TEACHER Assessment: Portfolio Assessment :

The Arts (Dance & Music) 30min/wk The Arts (Drama & Visual Arts & Media Arts) 45 min/wk

Year 5-6 Achievement Standard – Dance By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose.

Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus. Year 5-6 Achievement Standard – Music By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places. Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.

Semester 1 Semester 2 Music SPECIALIST MUSIC TEACHER

Assessment - compose a piece of music and to describe and discuss music listened to, composed and performed Dance Unit 2 SPECIALIST MUSIC TEACHER TBD

Year 5-6 Achievement Standard – Drama By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.

Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.

Year 5-6 Achievement Standard – Visual Arts By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Year 5-6 Achievement Standard – Media Arts By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.

Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.

Drama – Natural Disasters (C2C v8 U1) CLASSROOM TEACHER ☐Formative assessment – Teacher observations ☐Summative assessment – Collection of Work

Visual Arts – Unit 2: Say it with Art (C2C v8 U3) CLASSROOM TEACHER ☐ Formative assessment – Work samples, checklists, teacher observations ☐ Summative assessment – Collection of work - Displayed art work

Media Arts – Music Video (C2C v8 U2) CLASSROOM TEACHER ☐ Summative assessment – Music Video collection of work

HPE Health 30min/wk

Years 5 and Year 6 Achievement Standard - HPE By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding. Year 3 & 4 Achievement Standard and Year 7 & 8 Achievement Standard

Term 1 (10 wks) Term 2 (10 wks) Term 3 (10 wks) Term 4 (10 wks)

HEALTH – Lets all be active (C2CU1) Assessment Task : Assignment/Project

HEALTH – U2 Who Influences me? (C2CU2) Assessment Task - Project

HEALTH –– U3 What am I drinking? (C2CU3) Assessment Task - Collection of work HEALTH – U4: Transitioning (C2CU4)

Assessment Task - Research Task Physical Education 30min/wk TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER TBC SPECIALIST HPE TEACHER

LOTE 60min/wk By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, express opinions, for example, È buonissimo ...è molto bravo, mi piace di più ..., penso di sì/no, secondo me..., accept or reject ideas, agree and disagree, for example, No,non sono d’accordo! Hai ragione/torto. They ask simple questions, for example, Ti piace? Cosa prendi? Chi viene alla festa? Vieni anche tu? They understand the main points in spoken interactions consisting of familiar language in simple sentences. When speaking, they imitate pronunciation and intonation. They understand short written texts with some variation in sentence structures and some unfamiliar vocabulary. In reading independently, they begin to use context, questioning, and bilingual dictionaries to decode the meaning of unfamiliar language. They connect ideas in different informative and creative texts, expressing and extending personal meaning by giving reasons or drawing conclusions. Students create sentences with some elaboration, for example, using coordinating conjunctions and comparisons to build short coherent texts on familiar topics, for example, La musica di ... è bella, ma mi piace di più ... They write descriptions, letters, messages, summaries, invitations and narratives They use the present tense of verbs, noun and adjective agreements and some adverbs; they choose vocabulary appropriate to the purpose of the interaction, such as to describe, to plan or to invite. Students use some metalanguage to talk about both linguistic and cultural features. They discern familiar patterns and features of written and spoken language and compare them with English, understanding that language, images and other features of texts reflect culture. They demonstrate an understanding of variation in language use, adapting language forms according to audience and context. They identify linguistic and cultural differences know that Australia is a multilingual and multicultural society, and that dialects are spoken both in Italy and in Italian-speaking communities around the world. Students compare, identify and discuss their responses and reactions in intercultural exchanges.

Semester 1 Semester 2 Unit of Work

T1 Check in, as well as written assessment covering listening, reading, informing, socialising and translating and writing. Ongoing oral assessment. T2 - Check in, as well as written assessment covering listening, reading, informing, socialising and translating and writing. Oral assessment/presentation

Unit of Work T3 – Written assessment, covering listening, reading, informing, socialising and translating and writing. Check in, and ongoing oral assessment. T4 – Written assessment, covering listening, reading, informing, socialising and translating and writing. Check in, and ongoing oral assessment