Eagle Junction State School 2021 - Whole-school curriculum, assessment and reporting plan: P-6
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A great place to grow, a greater place to learn
Eagle Junction State School 2021
Whole-school curriculum, assessment and
reporting plan: P–6
Our whole school Curriculum, Assessment and Reporting Plan ensures a cohesive progression and sequence of
learning from Prep to Year 6. This plan is audited and monitored to ensure both horizontal (within
year level) and vertical (spiraling curriculum from year to year level) alignment. The Dimensions of
Teaching and Learning provide the foundation for our pedagogical framework; our overarching guide. The
dimensions are used to inform our planning, assessment and teaching and learning to meet the learning needs
of the diverse range of students in our classrooms.
Intended Curriculum
At Eagle Junction State School, we plan, teach, assess and report on the:
Australian Curriculum Prep to Year 6 http://www.australiancurriculum.edu.au
o English
o Mathematics
o Science
o History and Social Sciences (HASS)
o Health and Physical Education (HPE)
o Languages – Japanese (Year 3 - Year 6)
o Technologies - Digital Technologies, Design and Technologies
o The Arts - Music, Dance, Visual Arts, Media, Drama
A number of specialist teachers provide lessons in the areas of:
▪ Physical Education
▪ Languages (Japanese) for Years 3- 6
▪ Resource and Information Centre Specialists
▪ Intensive Teaching
Our teachers engage in a rigorous planning process each term to develop a shared understanding of the alignment between the curriculum intent,
assessment, teaching and learning sequence, and reporting.
Page 2 of 82
Assessment and monitoring
At Eagle Junction State School, our teachers use a variety of standardised and diagnostic assessments to diagnose learning needs, determine achievement and
inform teaching. Assessment is consistent across year levels and is front-ended at the beginning of 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).
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.
Making Judgements
Our teachers work in year level-teams to ensure consistency of expectations. 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 and
portfolios are moderated across year levels and across the City Cluster to ensure consistency of assessment and judgements.
Page 3 of 82Quality Feedback Processes - Reporting
Written report cards are issued twice yearly, using a five-point scale to report student achievement. Parent-teacher interviews are offered twice yearly. A
variety of assessment pieces are used to demonstrate student learning and inform end of semester reporting. Reporting on student learning reflects the
content of what has been taught and assessed in class.
Our report comments reflect:
o the content and achievement standards of the Australian Curriculum: English, Mathematics, Science, History and Social Sciences (HASS),
Technologies, Health and Physical Education, The Arts and Languages.
Teachers provide feedback to students both formally and informally through a variety of modes, including; conferencing, written feedback and verbal
feedback.
Information Communication Technology
▪ Students and teachers at EJ have access to a range of information, communication technologies including; laptop banks, iPads, and a range of other devices and
software. Teachers and students use information, communication technologies to inquire, communicate and create.
Page 4 of 82Page 5 of 82
The Arts (including Music)
EJ hours 25
2021 Time Allocations
Assembly 30 min
Religion (Year 1- 6) 30 minWhole-school curriculum and assessment overview
AUSTRALIAN CURRICULUM: ENGLISH P – 6 teaching and learning unit overview
ENGLISH Term 1 Unit 1 Term 2 Unit 2 Term 3 Unit 3 Term 4 Unit 4
Receptive modes (listening, reading and viewing)
Achievement Standard
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, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding
and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read
high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and 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, and orally blend and
segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing
behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Enjoying our new world Enjoying and retelling stories Interacting with others Responding to text
Students listen to and read texts to Students listen to and engage with a range of Students listen to, view and interpret a range of Students have multiple opportunities to
explore predictable text structures and literary and non-literary texts with a focus on multimodal texts, including poetry and rhymes, to read, examine and respond to literature
common visual patterns in a range of exploring how language is used to entertain develop an understanding of sound and letter and explore text structure and
literary and non-literary texts, including through retelling events. They engage in knowledge and a range of language features. They organisation. Students create a short
fiction and non-fiction books and multiple opportunities to learn about language, engage in multiple opportunities to learn about imaginative multimodal text that includes
PREP
Context
everyday texts. They engage in multiple literature and literacy within the five contexts of language, literature and literacy within the five illustrations. They engage in multiple
opportunities to learn about language, learning — Focused teaching and learning, contexts of learning — Focused teaching and opportunities to learn about language,
literature and literacy within the five Play, Real-life situations, Investigations and learning, Play, Real-life situations, Investigations and literature and literacy within the five
contexts of learning — Focused teaching Routines and transitions. Students sequence Routines and transitions. Students listen to alliteration contexts of learning — Focused teaching
and learning, Play, Real-life situations, events from a range of texts, including stories and rhyme and respond to questions to demonstrate and learning, Play, Real-life situations,
Investigations and Routines and from Aboriginal peoples and Torres Strait their understanding of letter patterns and rhyme. They Investigations and Routines and
transitions. Islander peoples, and select a favourite story to create a simple rhyme and recite it to a familiar transitions.
retell to a small group of classmates. They audience.
prepare for their spoken retelling by drawing
events and writing familiar words.
There is no summative assessment of Retell a story Create and recite a rhyme Responding to and creating an
student learning in this unit. Informative response – oral Imaginative response – oral imaginative story
Students listen to, innovate on and create a rhyme Imaginative response – written
Monitor student learning through the unit. Students demonstrate comprehension of a using written and spoken communication. Students listen to and innovate on a
familiar story through retelling events to peers. familiar imaginative story to create a new
Assessment
Responding to a rhyming story story for a favourite character.
Monitoring task Oral presentation - Informative response – oral
Students draw a picture about a story, Students communicate an opinion about a familiar Reading and comprehending
and describe it to a small informal group rhyming story and identify the use of rhyme. Short answer questions
setting. Students read aloud and respond orally
to comprehension questions.
Monitoring – Early Start
Monitoring task– Early Start
Refer to Internal Monitoring and
Assessment Schedule for diagnostic /
formative assessment
Page 7 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 3 Unit 6 Unit 5
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
Achievement
that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.
Standard
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.
Exploring how a story works Exploring Engaging with Creating digital procedural texts Retelling cultural stories
In this unit students listen to, read and view a characters in poetry Students listen to, read, view and interpret Students listen to, read, view and interpret
YEAR ONE
range of written picture books, including stories Students listen to, traditional and digital multimodal texts to picture books and stories from different
stories from Aboriginal cultures and Torres explore the language features and text
Students listen to, read and view a cultures. They write, present and read a
Strait Islander cultures. They retell events of a read, view and variety of poems to structures of procedural texts in imaginative retelling of their favourite story to an audience
Context
familiar story using text structure and interpret spoken, explore sound and informative contexts. They create a digital of peers.
repetition. Students respond to imaginative multimodal procedure from a literary context.
written and patterns and features .
stories making connections between personal multimodal literary of plot, character and Students explore a series of picture books
experiences and the text. texts to identify some setting. Students with persuasive features and create a digital
multimodal innovation of an imaginative text
features of recite a poem to the
characters in these class. that includes persuasion.
texts and to create
character
descriptions.
Responding to imaginative texts Character Poem recitation Multimodal procedure
Written description Oral Poster/multi-modal presentation Retelling of a cultural story
Informative response Students perform a Students create a digital multimodal Poster/multi-modal presentation
Students comprehend and respond to – written recitation or reading procedure, combining and connecting written, Students create and present a retelling of a
imaginative texts. Students create a of a poem of choice visual and spoken elements. traditional or cultural story.
character description for a familiar
using writing and audience.
Assessment
images.
Reading and
comprehension Reading and comprehension
Interview Short answer questions
Students Students demonstrate reading accuracy,
demonstrate reading fluency and understanding of the different
accuracy, fluency purposes of texts.(Stanislaus)
and comprehension
Also refer to Internal Monitoring and of character
Assessment Schedule for diagnostic / development. (Pam
formative assessment. and Lily)
Page 8 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 2 Unit 1 Unit 3 Unit 4 Unit 5 Unit 6
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
Achievement 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
Standard 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.
Stories of families Reading, writing and Exploring Characters Exploring procedural Exploring and Exploring plot and characterisation in
and friends performing poetry Students read, view and listen to a variety of texts creating informative stories
Students will explore Students read and literary texts to explore how characters are Students listen to, read texts Students explore a variety of stories in
picture books and from other cultures to
YEAR TWO
texts to analyse how listen to a range of represented in print and images. Students and view a range of Students read, view
stories convey a poems to create a identify character qualities in texts. They literary imaginative and listen to a range explore how stories use plot and
message about issues poetry innovation. compare how similar characters are texts that contain of texts to characterisation to entertain and engage an
audience. Students create a written
Context
that relate to families Students present their depicted in two literary texts and write a text certain structural comprehend and
and friends. Students poem or rhyme to a expressing a preference for one character, elements and compare the text imaginative event to be added to a familiar
will write an familiar audience and language features that structures and narrative, with appropriate images that
giving reasons.
match the text.
imaginative new explain their reflect an informative language features of
narrative about family preference for aspects text. Students create, imaginative and
relationships and/or of poems. rehearse and present a informative texts.
friendships for a procedure in front of Students create an
familiar animal their peers. informative text with a
character. supporting image.
Imaginative narrative Innovation of a poem Reading and comprehension Multimodal Writing an Reading comprehension
Imaginative response Imaginative response procedure informative text Short answer questions
Written
– written – oral Poster/ multimodal Informative response Students read aloud and respond to
Students create a new Students create and Students demonstrate reading accuracy and presentation comprehension questions with oral
respond orally to comprehension questions. – written
Assessment
narrative about family present an innovation Students create, responses focusing on literal and inferred
relationships and/or of a known poem to a Expressing a preference for a character rehearse and present a Students create an meaning.
friendships for a familiar audience. Informative response – written multimodal procedure. informative text with a
familiar animal supporting image. Create a digital multimodal text
Students compare characters in two
character. Poster/multi-modal presentation
versions of the same story and express a
Students write an imaginative narrative to
preference for a character.
Also refer to Internal add to a familiar narrative and support the
Monitoring and event with appropriate images that match
Assessment Schedule the text.
for diagnostic /
formative assessment
Page 9 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 5 Unit 6
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,
Achievement 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
Standard 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.
Analysing and creating a persuasive Investigating characters Examining imaginative texts Reading, writing and performing poetry
text Students listen to, view, read and explore short Students listen to, read, view and interpret Students listen to, read, view and adapt
Students read, view and analyse narratives, simple chapter books or digital imaginative texts from different cultures. They Australian poems. They analyse texts by
YEAR THREE
exploring the context, purpose and audience
persuasive texts. Students demonstrate stories to explore the use of descriptive comprehend the texts and explore the text
their understanding of persuasive texts language in the construction of character. structure, language choices and visual and how language features and language
Context
by examining ways persuasive language features used to suit context, devices can be adapted to create new
Students read an extract from a text and meaning. Students write and present to a
language features are used to influence purpose and audience. They create a
an audience. They use this language to answer questions using comprehension multimodal imaginative text. familiar audience, an adaptation of a poem,
create their own persuasive texts. strategies to build literal and inferred meaning using appropriate speaking skills. Students
of the text. They write a short imaginative read a rhyming text and explore ways in which
narrative based on a familiar theme. the language features and devices can be
highlighted in performance through the use of
pace, pitch, tone, volume and gesture.
Persuasive texts Reading comprehension Reading comprehension: Kumiko and the Writing and presenting poetry
Exam/Test Dragon Imaginative response – oral
Persuasive response – written Students write and present an adaptation of a
Students examine ways persuasive Students comprehend literal and implied Short answer questions
poem.
language features are used to influence meaning in a text and identify and explain the Students comprehend a story, drawing on
an audience. (letter to Mr Mathewson author’s use of language. knowledge of context, text structure and
Assessment
about a school-based issue). Imaginative narrative language features, and evaluate language Reading comprehension: Poetry language
Imaginative response – written and images in the text. features and devices.
Students write an imaginative narrative in
response to a stimulus that develops Creating a multimodal text
characters. Multimodal presentation
Oral Students create a multimodal imaginative text
(links with Science- Spinning Earth) about overcoming a fear, using software.
Also refer to Internal Monitoring and
Assessment Schedule for diagnostic /
formative assessment.
Page 10 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 3 Unit 5 Unit 6
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
Achievement engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts
Standard 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.
Investigating author’s language in Examining humour in poetry Examining traditional stories Exploring a quest novel Examining persuasion in advertisements and
a familiar narrative Students read and listen to a Students read and analyse product packaging
Students read and analyse a quest
range of humorous poems by traditional stories from Asia and Students recognise and analyse characteristic
Students read a narrative and novel. They write a letter from a
different authors. They identify from Aboriginal peoples’ and ideas and persuasive techniques including
examine and analyse the language character showing how they have faced
structural features and poetic Torres Strait Islander peoples’ language features and devices, audio effects
features and techniques used by the a challenge.
language devices in humorous histories and cultures. They and visual composition in advertisements and
author. They create a new humorous
poetry. They use this knowledge demonstrate understanding of their impact on the target audience. Students
story based on the narrative for an
to innovate on poems and the stories by identifying use appropriate metalanguage to describe the
audience of their peers.
YEAR FOUR
structural and language effects of persuasive techniques used on a
Context
evaluate the poems by expressing
a personal viewpoint using features, finding literal and product package and report these to peers.
evidence from the poem. inferred meaning and explaining Students use word processing software tools to
the message or moral. Students manipulate text and images to create an
plan a traditional story which effective composition for a product. They write
includes a moral for a younger and present a persuasive speech to promote
audience. their product.
AT: Write a new humorous story AT: Reading comprehension AT: Reading AT: Written response: Letter – AT: Reading comprehension
Written Exam/Test comprehension written Students identify and interpret the persuasive
Students create a new humorous Interpret and evaluate a
Students comprehend a Students demonstrate how the author language features and visual elements of a
story based on a familiar narrative humorous poem. traditional Asian story. of a quest novel represents a product’s packaging.
text. Students interpret and evaluate character in an important event.
a humorous poem for its AT: Write a promotional script
Assessment
characteristic features. AT: Create and present a Students create and present a promotional
MT: Reading comprehension traditional story AT: Oral presentation of a character and persuasive script for a product.
Students use comprehension from Rowan of Rin
Students write a traditional Students present to audience their
strategies to understand language story which includes a moral character from Rowan of Rin.
and visual features in a familiar for a younger audience.
narrative.
AT: Reading comprehension
Students complete a series of “Fact or
Fib” questions to demonstrate literal
Also refer to Internal Monitoring and implied meaning in text.
and Assessment Schedule for
diagnostic / formative assessment.
Page 11 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
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
Achievement characters, settings and events.
Standard
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.
Examining and creating narrative texts Examining media texts Examining characters Appreciating poetry Responding to Exploring narrative through novels and film
In this unit, students listen to, read and Students listen to, read, in animated film Students listen to, poetry Students listen to, read and view films and
interpret narratives showing view and interpret a Students listen to, read, read and view a Students listen to, novels with a range of characters and involving
range of news articles view and interpret a range of poetry, read and view a
YEAR FIVE
understanding of character development flashbacks or shifts in time. They demonstrate
and reports from journals range of multimodal texts including anthems, range of poetry,
in relation to plot and setting. They and newspapers to understanding of the depiction of characters,
including comics, odes and other lyric including narrative
demonstrate an understanding of respond to viewpoints cartoons and animations. setting and events in a chosen film. They
Context
narrative plot structure and create a portrayed in media texts. poems from different poems, to create a create a written comparison of a novel and the
They produce a digital
cohesive narrative that develops Students apply multimodal short story contexts. They will transformation of a film adaptation. Students listen to and view
character and setting. comprehension exploring a character’s interpret and evaluate narrative poem to a narrative films and spoken, written and digital
strategies, focusing on behaviour when faced poems, analysing digital multimodal film reviews, to create a written film review of a
particular viewpoints with an ethical dilemma. how text structures narrative. chosen film. Students express and justify
portrayed in a range of and language
media texts. They create opinions about aspects of the novels and films
features have been during group discussions.
a digital, multimodal
feature article, including constructed by the
written and visual poet, for specific
elements, from a purposes and effects.
particular viewpoint.
AT: Narrative- written AT: Comprehend a AT: Digital AT: Poetry analysis AT: Digital AT: Written comparison
Students write a narrative that develops feature article multimodal short Informative response multimodal narrative Written
character and setting. Exam/Test story – written Multimodal Students write a comparison of Storm Boy and
Students interpret and Multi-modal Students write a presentation its film adaptation and state a preference.
analyse information presentation poetry analysis, Students create a AT: Comprehend a text
from a feature article. Students create a explaining the topic, digital multimodal Exam/Test
AT: Multimodal digital multimodal purpose and transformation of a
short story that audience of the narrative poem. Students interpret and analyse an excerpt from
Assessment
feature article
focuses on the poem; the tone and Storm Boy
Multimodal
presentation behaviours of two mood of the poem;
main characters when and a personal
Students select faced with an ethical response to the AT: Speaking and
information and dilemma. poem. Listening
create a multimodal Poem Recital
feature article that AT: Speaking and
listening
presents a particular
point of view about an Students create an
issue. informative
Refer to Internal Monitoring multimodal
and Assessment Schedule for presentation.
diagnostic / formative assessment
Page 12 of 82ENGLISH Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 and Unit 3 Unit 5 and Unit 4 Unit 6
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
Achievement 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
Standard 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 SIX
Short stories Examining and Exploring Media Texts Exploring literary texts Interpreting literary Comparing texts
Students listen to and read short Students read, view and listen to advertisements by the same author texts In this unit, students listen to, read, view and
stories by different authors. They in print and digital media. They understand how Students listen to and Students listen to, read analyse literary and informative texts on the
investigate the ways authors use text text features and language combine to persuasive
read novels by the same and view extracts from same topic. Students explore and evaluate how
structure, language features and effect. They demonstrate their understanding of author to identify literary texts set in earlier topics and messages are conveyed through
strategies to create humorous advertising texts’ persuasive features through language choices and times. They demonstrate both literary (imaginative) and informative texts,
effects. Students complete a written responses to comprehension questions,
author strategies used to their understanding of including digital texts. Students identify the
comprehension task about a the creation of their own digital multimodal
Context
influence the reader. how the events and author's purpose and analyse similarities and
particular short story and other short advertisement and an explanation of creative They will compare two characters are created differences in texts. They compare and analyse
stories they have read. They write a choices. Students listen to, read and view media
novels by the same within historical contexts. the effectiveness of each text in its ability to
short story about a character that texts including advertisement and news reports. author to identify aspects They create a literary text deliver a message. They write arguments
faces a conflict. Students also reflect Students identify and analyse bias and the of author style. Students that establishes time and persuading others to a particular point of view
on the writing process when making effectiveness of language devices that represent
will prepare a response place for the reader and using specific structural and language features
and explaining editorial choices. ideas and events to influence an audience. They analysing author style in explores personal studied during the unit.
create an analytical response to a news report. the novel, and participate experiences.
in a panel discussion.
Use Morris Gleitzman
novels
AT: Writing a short story (Unit 2) AT: Create a multimodal AT:Panel discussion AT: Letter to the Future AT: Argue a point of view
Written advertisement Oral Written Students argue a point of view about the
Students write an imaginative and Poster/multimodal presentation Students participate in a Students write a letter to effectiveness of literary and informative texts in
entertaining short story about a Students create a multimodal advertisement and panel discussion to a student at your school conveying their message.
character who faces a conflict and explain how it persuades the viewer. analyse and evaluate the in the future to evoke a
explain editorial choices. style of an individual sense of time and place.
Assessment
(Unit 3) AT: Evaluation of a news report
(interview transcript) author. AT: Reading
Written Morris Gleitzman: Once comprehension-
Interpreting Literary
Students evaluate the use of language in a
Texts
persuasive media text that influences the
audience to accept a particular point of view about Reading a historical letter
a topic. and responding
AT: Reading comprehension
Refer to Internal Monitoring
Examining advertising in the media. Arnhem land
and Assessment Schedule for
diagnostic / formative assessment
Page 13 of 82AUSTRALIAN CURRICULUM: MATHEMATICS P– 6 teaching and learning unit overview
MATHS Term 1 Unit 1 Term 2 Unit 2 Term 3 Unit 3 Term 4 Unit 4
Achievement
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
Standard
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 and make simple inferences.
Students have opportunities to develop Students have opportunities to develop Students have opportunities to develop Students have opportunities to develop
understandings of: understandings of: understandings of: understandings of:
• Number and place value — compare quantities, • Number and place value — count forwards and
• Number and place value — recall counting in • Number and place value — count to identify equalise quantities, combine small collections, backwards from different starting points,
ones, identify numbers in the environment, how many, recall forwards and backwards represent addition situations, identify parts and represent quantities, compare quantities, match
represent quantities, compare numbers, recall counting sequences, compare quantities, the whole, partition quantities flexibly, share number names, numerals and quantities,
counting sequences, visualise arrangements to connect number names, numerals and collections, identify equal parts of a whole identify parts in a collection, identify addition,
five, match numerals to quantities, count quantities, represent quantities, partition • Patterns and algebra — identify, copy, continue join collections, represent addition experiences,
forwards and backwards from different starting quantities, subitise collections to five and describe growth patterns, describe equal make equal groups
points, compare quantities using ‘more’, ‘less’, • Patterns and algebra — describe repeating quantities • Using units of measurement —directly and
‘same’, identify numbers before, after and next patterns, continue repeating patterns, describe • Using units of measurement — make direct and indirectly compare the mass, length and
in a sequence, order quantities and numerals repeating patterns using number indirect comparisons of mass, explain capacity of objects, directly and indirectly
• Patterns and algebra — identify how objects are • Using units of measurement — compare the
comparisons of mass, sequence familiar events compare the duration of events
• Location and transformation — describe
Context
similar or different, sort objects based on similar in time order, sequence the days of the week,
length of objects using direct comparison,
features, identify a rule for a ‘sort’, identify compare the height of objects, describe the
connect days of the week to familiar events position, describe direction.
questions, identify patterns in the environment, • Data representation and interpretation —
thickness and length of objects, compare the
copy and describe simple patterns, identify identify questions, answer yes/no questions,
length of objects using indirect comparison,
patterns within counting sequences use data displays to answer simple questions.
compare and order durations, order daily
• Using units of measurement — sequence stages events
within an activity, compare duration of events • Shape — describe lines, describe familiar two-
using time language, directly compare the size dimensional shapes, compare and sort objects
of objects, describe the objects based on shape and function, construct using
• Location and transformation — use positional familiar three-dimensional objects, explore two-
PREP
language to describe location, identify positional dimensional shapes
opposites, and represent locations with models • Location and transformation — identify
and images. positions, describe movement, give and follow
movement directions, explore locations
• Data representation and interpretation — use
questions to collect information.
AT: Bag sort (Grouping Familiar Objects) AT: Shape sort (Sorting Shapes) AT: Answering questions AT: Identifying Numerals
Students group familiar objects based on Students group objects based on common Students answer simple questions to collect Students connect number names, numerals
common characteristics characteristics and sort shapes. information and make simple inferences and quantities up to 20 and count to and from
MT: My Life in Prep AT: Bugs in a Jar (On My Plate) AT: Duration and weekly events (link to 20.
(Ordering of Events) Students connect number names, numerals weather journal)
Students order events in their lives. and quantities up to 10, count to and from 20 Students connect events and days of the
Monitoring – Early Start to be completed by and compare quantity week, and explain the order and duration of Monitoring – Early Start
Assessment
Week 5 MT: Data Observation (Observation events. (link to weather journal)
Includes: using appropriate language to
Checklist) MT: Comparing objects using mass describe position and movement
Students demonstrate identifying and Students compare the mass of two or three
responding to questions and organise items - directly and indirectly compare the mass,
answers. length and capacity of objects
MT: Comparing objects using length
Students demonstrate understanding of length
by comparing objects.
MT: Dog in a Kennel- Seesaw
Also refer to Internal Monitoring and Students use appropriate language to describe
Assessment Schedule for diagnostic / location.
formative assessment.
Page 14 of 82MATHS Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 3 Unit 4
Achievement 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
Standard 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.
Students develop understandings of: Students develop understandings of: Students develop understandings of: Students develop understandings of:
Number and place value — count numbers, Patterns and algebra - investigate and describe Number and place value - recall, represent and, Fractions and decimals - identify a half.
represent the ones counting sequence to and from repeating and growing patterns, connect counting count collections, position and locate numbers on Number and place value - count collections
100 from any starting point, represent and record sequences to growing patterns, represent the tens linear representations, represent and record two- beyond 100, skip count in ones, twos, fives and
the twos counting sequence, represent and order number sequence, represent and record counting digit numbers, identify digit values, flexibly partition tens, identify missing elements, describe patterns
'teen' numbers, show standard partitioning of teen sequences, describing number patterns. two-digit numbers, partition numbers into more than created by skip counting, model numbers with a
numbers, flexibly partition teen numbers, describe Number and place value - represent and record two parts, represent, explore doubling and halving, range of materials, use standard and non-standard
teen numbers referring to the ten and ones, counting sequences, partition two-digit numbers, record and solve simple addition and subtraction partitioning of 2-digit numbers, position and locate
describe growing patterns, represent two-digit represent and record the tens number sequence, problems. two-digit numbers on a number line, partition a
numbers, represent, record and solve simple investigate quantities and equality, represent two- Patterns and algebra - recall the ones, twos and number into more than two parts, explain how the
YEAR ONE
addition and subtraction problems, investigate parts digit numbers, standard partitioning of two-digit tens counting sequences, identify number patterns, order of join parts does not affect the total, identify
and whole of quantities, investigate subtraction and numbers, model double facts, identify and describe represent the fives number sequence. compatible numbers to 10, develop and refine
explore commutativity. addition and subtraction situations, apply addition mental strategies for addition and subtraction
Context
Using units of measurement — sequence days of Fractions and decimals - identify one half. problems, identify related addition and subtraction
strategies, solve subtraction problems, connect
the week and months of the year, investigate the addition and subtraction, represent, record and Money and financial mathematics - recognise, facts, subtract a multiple of ten from a two-digit
features and function of calendars, record significant solve simple addition problems. describe, and order Australian coins according to number, identify unknown parts in addition and
events, compare time durations, investigate length, Using units of measurement - describe the their value. subtraction, solve addition and subtraction problems
compare lengths using direct comparisons, make duration of an hour, explore and tell time to the hour. Using units of measurement - compare and Patterns and algebra - investigate growing.
indirect comparisons of length, measure lengths measure lengths using uniform informal units, order patterns, connect counting sequences to growing
using uniform informal units. Location and transformation - explore and patterns, represent addition and subtraction number
describe location, investigate and describe position, objects based on length, explore capacity, measure
Chance — describe the outcomes of familiar capacity using uniform informal units, order objects patterns.
events. direction and movement, interpret directions. Using units of measurement - compare and
Shape - investigate the features three-dimensional based on capacity, describe duration in time, tell
Data representation and interpretation — ask a time to the half hour sequence familiar events in time.
suitable question for gathering data, gather, record objects and two-dimensional shapes, and describe Data representation and interpretation - ask
and represent data. two-dimensional shapes and three-dimensional Shape - identify and describe familiar two- suitable questions to collect data, organise and
objects. dimensional shapes, describe geometric features of represent data.
Fractions and decimals - investigate wholes and three-dimensional objects. Chance - classify events based on chance.
halves, partition to make equal parts. Location and transformation - give and follow
Money and financial mathematics - explore directions, investigate position, direction and
features of Australian coins. movement.
AT: Classifying outcomes - Will it? Won’t it? AT: Secret Object - Using the language of AT: Measuring using informal units AT: Identifying one half: Find a Half
Might it? direction (Beebot task) Practical Short answer questions
Written/Interview Observation Students measure and order objects based on Students identify representations of one half.
Students classify outcomes of simple familiar Students give and follow directions to familiar length and capacity using informal units. AT: Making inferences from collected data -
events. locations. AT: Explaining duration and telling time Dipping into Data
AT: Understanding teen numbers - My AT: Shape Shakers - Describing two- Short answer questions Short answer questions
Assessment
favourite teen number. dimensional shapes and three-dimensional Students explain time durations and tell time to Students collect data by asking questions, draw
Written objects the half hour. and describe data displays and make simple
Students recognise, model, write and order Interview AT: Understanding number sequences and inferences.
numbers to 20. Students describe two-dimensional shapes and recognising Australian coins - Bead task AT: Adding and subtracting counting
three-dimensional objects. Short answer questions strategies - Cool Calculations
AT: Pool Problems Students describe number sequences resulting Short answer questions
Short answer questions from skip counting by 2s, 5s and 10s. Count to Students carry out simple addition and
Students solve simple addition and subtraction and from 100, locate numbers on a number line subtraction.
Also refer to Internal Monitoring and Assessment problems. and recognise Australian coins according to their
Schedule for diagnostic / formative assessment. value.
Page 15 of 82MATHS Term 1 Term 2 Term 3 Term 4
Unit 1 Unit 2 Unit 3 Unit 4
Achievement 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
Standard 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, organise and represent data to make simple inferences.
Students develop understandings of: Students develop understandings of: Students develop understandings of: Students develop understandings of:
Using units of measurement - order days of the week and Shape - recognise and name familiar 2D shapes, describe Number and place value - count to and from 1000, Data representation and interpretation –
months of the year, use calendars to record and plan the features of 2D shapes, draw 2D shapes and describe the represent three-digit numbers, compare and order three-digit
Use data to answer questions, represent data.
significant events, connect seasons to the months of the features of familiar 3D objects. numbers, partition three-digit numbers, read and write three-
year, compare Number and place value - represent two-digit numbers, digit numbers, recall addition number facts, identify related Chance - explore the language of chance, make predictions
lengths using direct comparison, compare lengths using partition two-digit numbers into place value parts, represent addition and subtraction number facts, add and subtract with based on data displays.
indirect comparison, measure and compare lengths using addition situations, describe part-part-whole relationships, two-digit numbers, represent multiplication and division, use Shape – draw two-dimensional shapes, draw two-
non-standard units add and subtract single- and two-digit numbers, solve multiplication to solve problems, count large collections, dimensional shapes with straight sides and curved lines,
addition and subtraction problems, represent multiplication, Fractions - divide shapes and collections into halves, describe two-dimensional shapes, describe three-
Number and place value - count collections in groups of
represent division, solve simple grouping and sharing quarters and eighths, solve simple fraction problems.
YEAR TWO
ten, represent two-digit numbers, read and write two-digit dimensional objects.
problems. Using units of measurement - compare and order objects,
numbers, connect two-digit number representations, partition Number and place value - recall addition and subtraction
Patterns and algebra - identify the 3s counting sequence, measure length, area and capacity using informal units,
two-digit numbers, use the twos, fives and number facts, identify related addition and subtraction facts,
describe number patterns, identify missing elements in identify purposes for calendars, explore seasons and
tens counting sequence, investigate twos, fives and tens counting patterns, and solve simple number pattern calendars add and subtract with single, 2-digit and 3-digit numbers, use
Context
number sequences, representing addition and subtraction, problems. Location and transformation - describe the effect of single- place value to solve addition and subtraction problems,
use part-part-whole relationships to solve problems, connect Fractions and decimals - represent halves, quarters and step transformations, including turns, flips and slides, identify represent multiplication and division, connect multiplication
part part-whole understanding to number facts, recall eighths of shapes and collections, describe the connection turns, flips and slides in real-world situations and division.
addition number facts, add strings of single-digit numbers, between halves, quarters and eighths, and solve simple Money and financial mathematics — count collections of Using units of measurement - directly compare mass of
add 2-digit numbers, represent multiplication and division, number problems involving halves, quarters and eighths. coins and notes, make and compare money amounts, read objects, use informal units to measure mass, length, area
solve simple multiplication and division problems and write money amounts and capacity of objects and shapes, compare and order
Using units of measurement - identify the number of days
Data representation and interpretation - Collect simple in each month, relate months to seasons, tell time to the objects and shapes based on a single attribute, tell time to
data, record data in lists and tables, display data in a picture quarter hour; compare and order area of shapes and the quarter hour.
graph, describe outcomes of data investigations. surfaces, cover surfaces to represent area, measure area Location and transformation - identify half and quarter
Chance - Identify everyday events that involve chance, with informal units. turns, represent flips and slides, interpret simple maps
describe chance outcomes, describe events as likely, Location and transformation - interpret simple maps of Fractions and decimals - identify halves, quarter and eights
unlikely, certain, impossible. familiar locations, describe 'bird's-eye view', use appropriate of shapes and collections
language to describe locations, use simple maps to identify
locations of interest.
Money and financial mathematics - describe the features
of Australian coins, count coin collections, identify equivalent
combinations, identify $5 and $10 notes, count small
collections of coins and notes.
AT: Counting and calculating - Students count AT: Additive number patterns and time. AT: Count, multiply and divide AT: Representing data and chance
to and from 1000 and perform addition and Students recognise and continue describe Students count to and from 1000, represent Students describe outcomes for everyday events,
subtraction problems using a range of strategies. additive number patterns. They tell time to the multiplication by grouping into sets and divide collect, organise, represent and make sense of
quarter hour. collections and shapes into halves, quarters and collected data and make simple inferences.
AT: In the toyshop window - Students collect, eighths. AT: Shapes, objects and transformations
represent and describe simple, single-variant AT: Money and additive concepts – Students AT: Compare them! Order them! Students draw two-dimensional shapes,
Assessment
data. associate collections of Australian notes and Students measure, compare and order several recognise the features of three-dinensional
coins with their values. To solve simple addition objects using uniform informal units. objects and explain the effects of one-step
and subtraction problems using a range of AT: Seasons and calendars - Students use a transformations.
strategies. calendar to identify dates and the months AT: Recognising two-dimensional shapes and
included in seasons. three-dimensional objects
Students draw two-dimensional shapes,
recognise the features of three-dimensional
objects.
Also refer to Internal Monitoring and Assessment MT: Number Check-Up
Schedule for diagnostic/formative assessment Students demonstrate number understanding to
support assessment of the end of year monitoring
audit.
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