Baralaba Sta hool Whole-s Mu - e q School Unit Overview.pdf · ear 3/4 UNIT 1 C),Whole-school cur explore ... iterary texts and write xpressing a preferen haracter, giving reas

�

Curriculum inWhole-schooState SchoolsUpdated: Dec

��

�nto the classroom (C2ol curriculum plan — Ps cember 2017

Ali

2C) P–6

Who

ligned

Baraole-s

Muto vers

alabaschooulti-lesion 8

a Staol cu

evel Pof the

ate ScurricuP–6 2e Austr

chooulum2018 ralian C

ol m plan

Curricu

n

ulum

�

Curriculum inState SchoolsPage 2 of 36

English – Pr

Enjoying ou

Students listepredictable tepatterns in a including fictitexts. They eabout languacontexts of lelearning, PlayRoutines and

English – Ye

Reading, wrperforming p

Students rearange of poeminnovation. Spoem or rhymaudience andpreference fo

��English – Ye

nto the classroom (C2s

rep UNIT 1

r new world

en to and read texts toext structures and comrange of literary and on and non-fiction bongage in multiple opp

age, literature and literearning — Focused tey, Real-life situations,d transitions.

ear 1/2 UNIT 1

iting and poetry

d and listen to a ms to create a poetry

Students present their me to a familiar d explain their or aspects of poems.

ear 3/4 UNIT 1

2C),Whole-school cur

o explore mmon visual non-literary texts,

ooks and everyday portunities to learn racy within the five eaching and , Investigations and

UNIStories of familie

y Students explore how stories conveabout issues that and friends. Studeimaginative new nfamily relationshipfriendships for a fcharacter.

UNI

rriculum plan — P–6

Enjoying and retel

Students listen to aand non-literary textlanguage is used toevents. They engaglearn about languagthe five contexts of and learning, Play, Investigations, and Students sequence including stories froStrait Islander peopto retell to a small gprepare for their spoin sequence and wr

IT 2 es and friends E

texts to analyse ey a message relate to families

ents write an narrative about ps and/or familiar animal

Sahpidtclec

IT 2

UNIT 2 lling stories

nd engage with a rants with a focus on exp

o entertain through retge in multiple opportuge, literature and literalearning — Focused Real-life situations, Routines and transitio events from a range

om Aboriginal peoplesples, and select a favogroup of classmates. Token retelling by drawriting simple sentence

UNIT 3Exploring characters

Students read, view aa variety of literary texhow characters are reprint and images. Studdentify character quaexts. They compare h

characters are depicteiterary texts and writeexpressing a preferencharacter, giving reas

UNIT 3

Inter

ge of literary ploring how telling nities to acy within teaching

ons. of texts,

s and Torres ourite story They wing events es.

StudemultimdeveknowengalangucontelearnRoutiversewhileknowthat t

s Explo

and listen to xts to explore epresented in dents lities in how similar ed in two e a text nce for one ons.

Studea rantexts strucfeatutext. and pof the

UNacting with others

ents listen to, view anmodal texts, includinglop an understanding

wledge and a range ofge in multiple opportu

uage, literature and litexts of learning — Focing, Play, Real-life sitines and transitions. Se and recite it to a fame others present their wledge of rhyme by idethey have used.

UNIT 4 oring procedural tex

ents listen to, read annge of literary imagina

that contain certain tural elements and lares that reflect an infoStudents create, rehepresent a procedure ieir peers.

UNIT 4

NIT 3

nd interpret a range ofg poetry and rhymes, g of sound and letter f language features. Tunities to learn about teracy within the five cused teaching and tuations, InvestigationStudents create a rhy

miliar audience. They rhyme and show entifying the rhyming

xt Exploring

nd view ative

nguage ormative earse n front

Students a range oand compand languimaginativStudents text with a

Respondin

f to

They

ns and yming listen

words

Students haexamine anstructure animaginative They engaglanguage, licontexts of learning, PlaRoutines an

UNIT 5 g informative texts

read, view and listen of texts to comprehendpare the text structureuage features of ve and informative texcreate an informative

a supporting image.

UNIT 5

UNIT 4 ng to text

ave multiple opportunnd respond to literaturnd organisation. Stude

multimodal text that ge in multiple opportuterature and literacy wlearning — Focused ay, Real-life situationnd transitions.

Exploring plocharacterisat

to d es

xts. e

Students explstories in pictuother culturesstories use plocharacterisatioengage an aucreate a writteto be added towith appropriamatch the text

ities to read, re and explore tents create a shincludes illustranities to learn awithin the five teaching and s, Investigation

UNIT 6 ot and tion in stories

ore a variety ofure books and f

s to explore howot and on to entertain

udience. Studenen imaginative eo a familiar narrate images thatt.

UNIT 6

�


Analysing anpersuasive t

Students reapersuasive tedemonstrate of persuasiveways persuasfeatures are uaudience. Thto create theitexts.

�


nd creating texts

d, view and analyse exts. Students their understanding

e texts by examining sive language used to influence an

hey use this languageir own persuasive


Investigating ch

Students listen toa novel to exploreuse of descriptiveconstruction of chcomplete a readinanalyses charactenovel. Students refrom the novel anquestions using cstrategies to buildinferred meaning write a short imagbased on a familia

�


aracters Ei

o, view and read e the authors’ e language in the haracters. They ng log that ers from the ead an extract

nd answer comprehension d literal and of the text. They

ginative narrative ar theme.

SatscadtSt

Exploring character n texts

Students listen to, reaanalyse informative anexts. They create and

spoken procedure in tcharacter. They makeabout characters and draw connections betwext and their own exp

Studentswrite a persuhat links to the literary

and setting Examdiffe

ad, view and nd literary d present a the role of a e inferences

settings and ween the periences. uasive letter y text.

Studecompfocussamestorieretellpersp

mining stories from rent perspectives

ents listen to, view, repare a range of stories on different versionse story. They comprehes and create a spokeing of a story from a dpective.

Examinin

ead and s, with a s of the hend en different

Students interpret idifferent ccomprehethe text stchoices ato suit conaudiencemultimoda

ng imaginative texts

listen to, read, view aimaginative texts fromcultures. They end the texts and exptructure, language

and visual features usntext, purpose and . They create a al imaginative text.

s Reading, reswriting Austrpeople’s stor

and m

plore

sed

Students listeadapt Australianalyse texts context, purpoand how langulanguage devto create new write and presaudience, an poem, using askills. Studenttext and explolanguage featcan be highligthrough the ustone, volume

ponding to anralian poetry aries

n to, read, viewian poems. Theby exploring th

ose and audienuage features aices can be adameaning. Stud

sent to a familiaadaptation of a

appropriate spets read a rhymiore ways in whictures and devicghted in performse of pace, pitcand gesture.

�


English – Ye

Examining atexts

Students listeinterpret a nogenre showincharacter devto plot and sedemonstrate the developmcharacter throresponse. Thchapter of a fdepicting concharacters inand plot.


ear 5/6 UNIT 1

and creating fantasy

en to, read and ovel from the fantasy ng understanding of velopment in relation etting. They the ability to analyse

ment of a main ough a written

hey create the first fantasy novel, ntrasting fantasy relation to setting


UNIy Examining medi

Students listen tointerpret a range and reports from jnewspapers to reviewpoints portraytexts. Students apcomprehension sfocusing on particportrayed in a rantexts. They createmultimodal featurincluding written aelements, from a viewpoint.


IT 2 a texts E

a

o, read, view and of news articles journals and

espond to yed in media pply trategies,

cular viewpoints nge of media e a digital, re article, and visual particular

Sitadewd

UNIT 3Examining characteranimated film

Students listen to, reanterpret a range of mexts including comics

and animations. Theydigital multimodal shoexploring a character’when faced with an etdilemma.

rs in Appr

ad, view and ultimodal

s, cartoons y produce a ort story s behaviour thical

Studea rananthepoemTheypoemstruchave poet,effec

UNIT 4 reciating poetry

ents listen to, read annge of poetry, includinems, odes and other l

ms from different contey interpret and evaluatms, analysing how textures and language febeen constructed by for specific purposests.

Respond

nd view ng lyric exts. te

xt eatures

y the s and

Students a range onarrative transformpoem to anarrative.

UNIT 5 ding to poetry

listen to, read and vieof poetry, including poems, to create a

mation of a narrative a digital multimodal

Exploring nanovels and fi

ew Students listefilms and novecharacters anflashbacks or demonstrate udepiction of chand events in create a writtenovel and the Students listenarrative filmsand digital filma written film rfilm. Studentsopinions abounovels and filmdiscussions.

UNIT 6 rrative througilm

n to, read and vels with a ranged involving shifts in time. T

understanding oharacters, settina chosen film.

en comparison film adaptationn to and view

s and spoken, wm reviews, to crreview of a cho express and ju

ut aspects of thems during grou

�


Health and P

I can do it!

Students expthem unique They participStudents:

understaunique q

identify active

describe recognis

experien understa

emotion practise

success

All units are d

�


Physical Education: UNIT 1

plore information abouand their strengths aate in play.

and that they are an iqualities different settings whe

e actions that help kese and name emotionnce in different situatiand reasons for varyi

nal responses in similae using strategies to ss when faced with cha

developed using the A


Personal, social an

ut what makes nd achievements.

ndividual with

ere they can be

ep them safe ns people may ons ng individual ar situations upport trying and

allenges.

Australian Curriculum

�


d community health

I am Growing and

Students explore hodeveloping, and idehealthy such as dieStudents:

explore how boidentifying the characteristics

identify and exbodies

investigate theafter our body

identify who he

m: Health and Physica

h – Year Prep UNIT 2

changing

ow their bodies are grentify the actions that t, hygiene and physic

odies grow and changbody parts and indivi

s

xplore how we look a

e importance of activit

elps me keep healthy

l Education Prep con

Look

rowing and keep them

cal activity.

ge by dual

after our

ty to look

and active.

Studepeopto intStude

tent descriptions and

UNking out for others

ents identify and descle experience. They eeract with others in a ents:

explore different wayemotions including faexpressions

understand how emodiffer between people

understand the persocan be used to intera

practise working coopothers in group situat

achievement standa

NIT 3

cribe different emotionexplore and practice wvariety of settings.

ys of communicating acial, physical and ver

otional responses maye and in different situa

onal and social skills tact with others

peratively and includitions.

rd.

I am safe

ns ways

rbal

y ations

that

ng

Students idethat keep ththey may enfires. Students:

understhemse

understhings

underschildre

undersmedici

undersdiffereand ar

undersin fire e

describbehavisafe in

This unit incMorcombe

UNIT 4

entify actions and prohem safe and healthy ncounter medicines, p

stand what children shelves safe in differentstand the dangers of din a household

stand how following ruen safe at home stand the safe behaviines and around poisostand the hazards assnt water areas and ho

round water stand how fires start aemergencies be and demonstrate piours and actions that

n various situations. corporates concepts fChild Safety Curriculu

otective behavioin situations w

poisons, water

hould do to keet situations different places

ules can keep

ours to follow wons sociated with ow to stay safe

and how to be s

protective t help keep the

from the Danielum.

�


Health and P

Let’s get mo

Students devof running, hoactive participmovement chStudents:

exploractivit

explor

develorunnin

test anchalle

All units are d

�



oving

velop the fundamentaopping, jumping and gpation in activities, gahallenges.

re and apply safety ruies.

re concepts of movem

op the fundamental mng, jumping, hopping

nd trial ideas to solveenges.

developed using the A


Movement and phy

l movement skills galloping through ames and

ules during physical

ment.

movement skills of and galloping.

movement

Australian Curriculum

�


ysical activity – Year

Catch that bean

Students develop thwhile completing bewithin groups of varStudents:

develop the twand dynamic b

identify and departner.

test and trial sochallenges.

m: Health and Physica

r Prep UNIT 2

heir fundamental moveanbag activities and rying sizes.

wo-handed catch, undbalance techniques.

evelop the attributes o

olutions to solve mov

l Education Prep con

Who

vement skills challenges

erarm throw

of a good

ement

StudeincludparticStude

tent descriptions and

UNwants to play?

ents demonstrate perde others and describcipating in a range of ents:

develop personal andothers in active game

understand different wparticipating in active

achievement standa

NIT 3

rsonal and social skillsbe their feelings after active games.

d social skills to includes.

ways of feeling after e games.

rd.

Animal gro

s to

de

Students exlevel and shto music. Thresponds toStudents:

develo(gallop

exploreperform

combinapply tmovem

UNIT 4

ove

xplore the elements ohape) and perform mohey also describe howo movement.

op fundamental moveping, leaping, rolling a

e shape, direction, levming fundamental mo

ne fundamental movethe elements of movement sequences.

of movement (spovement in respw their body

ment skills and balancing).

vel and time whovement skills.

ement skills andement to perform

�


�Health and P

My classroo

Students inveand the foodsThey exploreenvironment be implementhey can apphealthy and sStudents: understa understa

healthy understa

keep theand outs

All units are �



om is healthy, safe a

estigate the concept os and activities that m

e opportunities in the cwhere healthy and sated. Students identifyly to keep themselves

safe in and outside th

and what health meanand what makes the cand safe environmenand the actions that cemselves and others side the classroom.

e developed using t


Personal, social an

nd fun

of what health is make them healthy. classroom afe practices can y the actions that s and others’ eir classroom.

ns classroom a

nt can be taken to healthy and safe in

the Australian Curri

�


d community health

Our culture

Students explore whand classroom’s ideand differences in ininclude others to maStudents explore hoachievements are reStudents: recognise the

family and clas examine how d

people, familie recognise simi

individuals and identify the fee

included in gro recognise that

and achieveme recognise way

similarities and

iculum: Health and

h – Year 1/2 UNIT 2

hat shapes their own,entity. They examine sndividual and groups ake them feel that theow different strengthsecognised and celebr

influences that shapessroom identities different characteristices and classrooms unilarities and differenced within a group elings people experienoups and excluded frot people have differenents

ys to show respect towd differences.

Physical Education

Stay

, their family similarities and ways to

ey belong. s and rated.

e personal,

cs make ique

es between

nce when om groups nt strengths

wards others’

Studethey Theysituatrespoconsithey Stude

This Morc

n Years1 and 2 con

UNsafe

ents explore safe andunderstand their resp

y examine the safety ctions and explore the onse to safe and unsaider different aspects can promote their heaents: understand their persstaying safe understand how to stcommunity recognise the clues trecognise safe and uunderstand the emotto safe and unsafe siidentify strategies anby students to keep tfor help if necessary examine sun safe strown health, safety anunit incorporates con

combe Child Safety C

ntent descriptions a

NIT 3

d unsafe situations soponsibility in staying sclues that can be usedemotions they feel in

afe situations. Studenof sun safety and how

alth, safety and wellb

sonal responsibility in

tay safe in the wider

hat can be used to unsafe situations ions they feel in respotuations d actions that can be themselves safe and a

rategies to promote thnd wellbeing. cepts from the Danieurriculum.

and achievement st

Message ta

o that safe. d in

n nts w eing.

onse

used ask

heir

l

Students extechniques health messcan be usedand others Students: unders

purpos interpr

influen unders

promo recogn

their ow use the

messa

tandard.

UNIT 4

argets

xamine the purpose oused to engage childsages seen in advertid to make good decishealth and wellbeing.

stand advertising techse of advertising ret health messages ance people’s decisionsstand how advertisem

ote healthy behavioursnise how to make decwn health and wellbeeir knowledge of adve

ages to create a healt

of advertising anren. They explosing and how t

sions about thei.

hniques and the

and how they s and behaviou

ments are used s cisions that promeing ertising and heah promoting po

�


Health and P

Swim and gy

Swim: TadpoIn this contexswimming stra sequence tmovement. Students: follow ru

pool develop

strokes refine aq

through OR Gym: iMoveIn this contexbalances, loclandings. Theas a continuoincorporates through the aStudents: follow ru

gymnas develop

rotations springs refine th

incorpor

All units are



ym

ole tales xt, students develop arokes. Students perfothat incorporates the e

ules and safe practice

p aquatic skills and theof freestyle and backquatic and swimming exploring the elemen

e iJump iLand xt, students develop acomotion skills, rotatioey also perform theseous movement sequethe elements of unde

air.

ules and safe practicestics setting p static balances, locos and landings.

he gymnastic skills serating elements of mo

e developed using t


Movement and phy

aquatic skills and orm aquatic skills in elements of

es required at the

e recognised kstroke

skills sequences nts of movement.

and perform static ons, springs and e gymnastic skills nce that

er, over and

es required in the

omotion skills,

equences by ovement.




They keep me rolli

Students demonstraduring activities usinStudents: develop scoote

practices develop movem

scooter board apply scooter b

games develop perso

interact positivgames

apply and refinboard challeng

apply personainteract positivchallenges.

iculum: Health and

r 1/2 UNIT 2

ing

ate fundamental moveng scooter boards.

er board safety rules

ment skills to manoeuin different situations board skills in collabo

nal and social skills revely with others in coll

ne scooter board skillsges l and social skills requ

vely with others in par

Physical Education

What

ement skills

and

uvre a

orative

equired to aborative

s in scooter

uired to rtner

Studeskills and uapplyrules Stude

n Years1 and 2 con

UNt’s your target?

ents perform the refin(instep pass, punt kic

use them to solve moy strategies for workin

fairly. ents: develop the fundameinstep passing, punt striking apply and adjust fundto test and trial solutichallenges.


NIT 4

ned fundamental moveck and one hand strikvement challenges. T

ng cooperatively and a

ental movement skills kicking and one hand

damental movement sons to movement

and achievement st

Ropes and

ement ke) They apply

of d

skills

Students perhymes. Thephysical actStudents: develo

sequen investi

activity

tandard.

UNIT 3

rhymes

erform long rope skippey identify how their btivity.

op and refine skippingnces gate the heart’s reacty.

ping sequencesbody responds

g skills and

tion to physical

�


��Health and P

Making heal

Students idenimprove fitneHealthy Eatinunderstand thhow health mcreate meal pStudents: review w identify

and wel identify understa understa recognis

healthy explore understa

choices promote

All units are



thy choices

ntify strategies to keess. They explore the

ng and the five food ghe importance of a ba

messages influence foplans that reflect heal

what is meant by beinstrategies that help kl the five food groups. and the health benefitand the benefits of hese strategies that assfood choices healthy breakfast choand how health mess

e healthy food/meal ch

e developed using t


Personal, social an

ep healthy and Australian Guide to roups. Students

alanced diet and ood choices. They lth messages.

ng healthy eep people healthy

ts of food ealthy food choices ist in making

oices sages influence

hoices.



d community health

Culture in Australi

Students investigatecontribute to identityresponses vary andactivities. They explrespect and empathinteractions. Students: explore how cu investigate ow understand ho

with failure con identify relation

their identity understand tha

in different way explore how em

cultures and in investigate wa

empathy identify varying

situations.

iculum: Health and


ia – Positive interact

e how heritage and cuy. They investigate ho

d participate in partnelore the communicatiohy and how they supp

ultures are similar andwn heritage and cultureow meeting challengesntribute to success nships and roles that

at feelings can be comys motional responses vndividuals ys to demonstrate res

g emotional response

Physical Education

tions Healt

ulture ow emotional r and group on skills of

port positive

d different e s and coping

contribute to

mmunicated

vary between

spect and

es to

Studeinformaccurmethat smchanskills Stude

n Years3 and 4 con

UNth channels

ents examine differenmation and how to intracy. They identify heods they use to influe

moking as a case studge over time. Studentto different health sc

ents: identify and interpret assess the accuracy different sources investigate the methoand how they influenrecognise how healthcan change over timeidentify information suse when making de


NIT 3

nt sources of health terpret them with regaealth messages and thence decisions. They dy of how health messts apply decision-mak

cenarios.

health messages of health messages f

ods used to sell produce people’s choices

h messages in the mee ources and strategiescisions about their he

and achievement st

Netiquette

ard to he look

sages king

from

ucts

edia

s to ealth.

Students exabout cyberdescribe ancyberbullyinuncomfortaimportance online relatiuse of digitaand identifyStudents: examin

using e recogn

interac examin

shared review

about explore

affect t examin

use onmanne

This unit incMorcombe

tandard.

UNIT 4

and online protocol

xamine and interpret hrsafety and online prond apply strategies thang situations that makble or unsafe. They eof demonstrating res

ionships. They reflectal technologies and oy local resources to su

ne the need to balancelectronic devices andnise the health benefitcting in online commune how personal inford online

w websites and interprcybersafety e how their online behtheir digital footprint ne different types of cn the internet and howers towards others. corporates concepts fChild Safety Curriculu

ls

health informatotocols. They at can be used ke them feel explore the spect and empat on young peopnline communit

upport their safe

ce the time sped playing outdots and risks of

unities rmation is used

ret health mess

haviours and ac

communication w to display goo

from the Danielum.

�


Health and P

Superstars

Splish SplasIn this contexfundamental swimming strbreaststroke challenges. Tfit and physicswimming. Students: combine

with the swimmin

refine boconceptswimmin

examine

All units are

nto the classroom (C2s 6


sh xt, students practise amovement skills to pe

rokes of freestyle, bacand solve safety andThey also examine th

cally active and how th

e arm, leg and breath elements of movemeng strokes ody movements and ats to perform aquatic sng strokes in a sequee the benefits of swim

e developed using t


Movement and phy

and refine erform the ckstroke, and survival

he benefits of being hey relate to

ing movements ent to develop

apply movement skills and

ence mming.




Athletic spectacle

Students create an fundamental movemmovement. They pethrowing sequencesStudents: develop and co

skills to form a become familia

and their use i create and pra

sequences thaskills and apply

develop athletic-morunning, jumping an

iculum: Health and

r 3/4 UNIT 2

athletic themed sequment skills and elemeerform running, jumpins in authentic situation

ombine fundamental athletic sequences ar with the elements on athletic sequences.

actise athletic-themedat link fundamental moy the elements of mo

ovement sequences innd throwing situations

Physical Education

Havin

uence using nts of ng and ns.

movement

of movement . movement ovement vement n authentic s.

Studeskills pass)challecoopStude

n Years3 and 4 con

UNng a ball!

ents perform the refinof throwing (overarm

) and catching and usenges. They apply steratively and apply ruents: develop and refine thskills of throwing andexplore and develop strategies of Fast 4 ndevelop strategies foand applying rules fasolve movement cha


NIT 3

ned fundamental movem shoulder pass and cse them to solve movetrategies for working ules fairly.

he fundamental moved catching

the concepts and newcombe or working cooperativeairly llenges.

and achievement st

Let me ente

ement chest ement

ment

ely

Students prskills to perfjuggling, Students: develo

skills inand cadevelo

apply static balancing c

tandard.

UNIT 4

ertain you

ractise and refine fundform the circus skills

op and combine thrownto juggling sequenceatching skills in jugglinop static and dynamic

and dynamic balancichallenges.

damental moveof balancing an

wing and catchines apply throwinng challenges c balancing skilling skills in

�


Health and P

Who influen

Students expon identities. their lives andbehaviour. Sbehaviour anpeers. Students:

explore examine investiga understa

hero and investiga

and roleexplore are com

investigapeople a

recognisfor differ

consideare com

All units are



ces me?

plain the influence of pThey explore how im

d the media can influeStudents examine infl

nd construct a health m

how personal qualitiee how place shapes iate membership of grand the meaning of thd role model ate the influence of ce

e models on identity different health mess

mmunicated ate the use and influeas health messengersse that there are different life stages r the different ways h

mmunicated.

e developed using t


Personal, social an

people and place mportant people in

ence health luences on health message for their

es shape identity identity roups he terms celebrity,

elebrities, heroes

sages and how they

ence of high profile s

erent health issues

ealth messages



d community health

Lets all be active

Students investigateopportunities for diffStudents identify hoindividual and comminformation on physschool setting and esupport participationStudents:

review their phreasons for pa

explore differethose from Abopeople’s and A

discuss selecteparticipation fo

determine metinformation on

discuss how foin physical act

identify the benactivity for all t

discuss how pconnections to

review informa consider factor

of a physical a investigate tec

activity.

iculum: Health and


e how physical activitferent groups to workow physical activity comunity wellbeing. Studsical activity participatexplore how technolon in physical activity.

hysical activity choicesarticipation nt physical activities ioriginal and Torres StAsian cultures ed findings about phy

or young Australiansthods to gather and re physical activity part

ood choices support pivity nefits of participating the dimensions of heahysical activity create

o the natural environmation on physical activrs that contribute to th

activity chnologies that suppo

Physical Education

What

ty creates k together. ontributes to dents collect tion in their gy can

s and

including trait Islander

ysical activity

ecord icipation.

participation

in physical alth es ment vity he creation

ort physical

Studehealtvarietdrinkthe bvarioStude

n Years 5 and6 co

UNt am I drinking?

ents explore drink proh and wellbeing. Thety of drink options incs and fruit juice, and tody. Students examinus drink options. ents:

understand how drinkwellbeing

examine drink labels alternatives

understand how prevcontribute to promotisafety and wellbeing

apply preventative heand maintain the heaindividuals and their c

ontent descriptions

NIT 3

oducts that contribute ey focus on investigatcluding soft drinks, enthe effects they have ne available alternativ

k choices affect healt

and consider drink

ventative health practing and maintaining h

ealth strategies to proalth, safety and wellbecommunities.

and achievement s

Transitioni

to ting a ergy on

ves to

h and

ices ealth,

omote eing of

Students exissues assosecondary sthem in makStudents:

explorewith ne

discuspeople

reflect examin

positiv explore

primar examin

during discus

individ

standard.

UNIT 4

ng

xplore the feelings, chociated with making thschool. They devise sking a smooth transiti

e the feelings and emew situations and cops the knowledge and

e adapt to new situatioon the way they adap

ne how communicatiove relationships e the similarities and ry and secondary schone how students expetheir transition to secs how diversity has puals and communities

hallenges, and he transition to strategies to assion.

motions associaping with chang

skills that help ons pt to change on skills suppor

differences betool erience diversitcondary school positive influencs.

�


Health and P

Surf or turf

Junior LifesIn this contexmovement sksurvival strokand combinesituations. Students:

develop recoverysurvival s

apply swrefine pe

develop and stratsurvival a

All units are



aver xt students practice spkills including: swimmkes and rescue situati the above skills in di

above water and undy strokes, rescue techskills

wimming concepts anerformance of swimmi

understanding of lifestegies and apply themand rescue situations

e developed using t


Movement and phy

pecialised ing strokes, ons. They apply fferent rescue

derwater arm niques and

d strategies to ing strokes

saving concepts m in practical s.


�



Fitness fun

Students develop sdifferent fitness conphysical activities ddiscuss the impact health and wellbeinStudents:

participate in h experience a h

explore circuit explore how m

elements of moin health-relate

develop underfitness circuits

iculum: Health and

r 5/6 UNIT 2

pecialised movementntexts. They pparticipaesigned to enhance fregular participation cg

health-related fitness ahealth-related fitness purposes and princip

manipulating or modifyovement impacts on ed fitness activities rstanding of the organ

Physical Education

‘All c

t skills within ate in fitness, and can have on

activities circuit to

ples ying the performance

nisation of

StudepropostratecodeStude

n Years 5 and6 co

UNcodes’ football

ents perform specialisose and combine movegies to achieve moves” football. ents:

apply and refine the sskills of ‘all codes’ foo

propose and combinestrategies in ‘all code

ontent descriptions

NIT 3

sed movement skills avement concepts andement outcomes in “A

specialised movemenotball

e movement conceptses’ football.

and achievement s

Over the ne

and d All

nt

s and

Students pecombine anopen up spahand within work collaborelated activStudents:

becometennis pand etiq

developskills (fo

combinopen up

standard.

UNIT 4

et

erform specialised tennd perform specialisedace on the court to wi gameplay. They demoratively and play fairvities and games.

e familiar with the resplayers in regard to foquette

p, practise and refine orehand and backhan

ne and perform speciap space on the court

nnis skills. Theyd tennis skills toin or gain the u

monstrate skills rly during tennis

sponsibilities of ollowing game r

specialised tennd strokes)

alised tennis skto win the point

�


Humanities

My family hi

Inquiry questWhat is my h

Students: explore identify examin investi recogn

past ev presen

Humanities

Present con

Inquiry questHow are peopStudents: draw recog

direct identif

scale, under

Asia adistan

repres exam

Strait respo

prese

Humanities


and Social Sciences

story

tions: history and how do I k

e the nature and strucy their own personal hne diversity within thegate familiar ways fam

nise how stories of famvents nt stories about perso

and Social Sciences

nections to places

tions: ple connected to their

on representations ofnise that each place ion and location of onfy examples of places, regional scale, natiorstand that people areand other places acronce and accessibility sent connections betwine geographical infoIslander people, are

ond with ideas about werve them.

and Social Sciences


s: HASS – Prep UNI

know?

cture of families history, particularly their family and others mily and friends commmilies and the past ca

onal and family events

s: HASS – Year 1/2 UNI

r place and other plac

f the world as geograhas a location on the

ne place from anothers that are defined at d

onal scale or region-ofe connected to their poss the world, and tha

ween places by constrmation and data to idconnected to places a

why significant places

s: HASS – Year 3/4


IT 1

eir own family backgr

memorate past eventsan be communicated

s in the past that are c

IT 1

ces?

phical divisions and tsurface of the Earth,

r different levels or scalf-the-world scale

place and other placesat these connections a

tructing maps and usidentify ways people, and factors that influe

s should be preserved

rounds and relationsh

s that are important tothrough sources that

commemorated.

he location of Austral which can be expres

les, such as, persona

s in Australia, the couare influenced by purp

ing symbols including Aboriginal aence those connectiond and how people can

My s

hips

o them represent

InquiWhat

Stude

Impa

ia ssed using

al scale, local

untries of pose,

and Torres ns

n act to

InquiHow Stude

pecial places

ry questions: t are places like and w

ents: draw on studies at tto them understand that a ‘precognise that whatobserve and represexamine sources todescribe special plareflect on learning to

acts of technology o

ry questions: have changes in techents:

investigate continuproducts compare and contrsequence key devepose questions abodescribe ways techprevious generatiouse information ga

what makes them spe

the personal scale, in

place’ has features ant makes a 'place' specsent the location and fo identify ways that peaces and the reasons o suggest ways they

over time

hnology shaped our d

uity and change in tec

rast features of objectelopments in the use out objects from the phnology has impacted

ons athered for an investig

UNIT 2

ecial?

cluding places where

nd a boundary that cacial depends on how features of places usieople care for special

they are special to pecould contribute to th

UNIT 2

daily life?

chnology used in the h

ts from the past and pof a particular object

past and present d on peoples’ lives ma

gation to develop a na

e they live or other pla

an be represented on people view the placng pictorial maps andplaces eople

he caring of a special

home, for example, in

present in daily life over time

aking them different fr

arrative about the pas

aces that are fa

maps or globesce or use the plad models

place.

n toys or househ

rom those of

t.

�


Our unique c

Inquiry questHow do peop

Students: iden iden

time exp iden

diffe pose

que seq com

disc


communities

tions: ple contribute to their

ntify individuals, eventntify and describe aspe lain how and why peontify a point of view aberent groups e questions and locatstions and draw simpuence information ab

mmunicate their ideascipline-specific terms.


UNI

unique communities?

ts and aspects of the pects of their commun

ople participate in andbout the importance o

te and collect informaple conclusions out events and the liv, findings and conclus


IT 1

?

past that have signifinity that have changed

d contribute to their coof different celebration

ation from sources, inc

ves of individuals in csions in visual and wr

cance in the presentd and remained the s

ommunities ns and commemoratio

cluding observations

hronological order ritten forms using sim

Explo

ame over

ons to

to answer

ple

InquiHow

Stude

oring places near an

ry questions: and why are places s

ents: identify connectio describe the dive

and differences b interpret data to i record and repre

conventions. explain the role o describe the impo

response to a de communicate the

discipline-specific

nd far

similar and different?

ons between people aerse characteristics ofbetween the characteidentify and describe sent data in different

of rules in their commortance of making de

emocratic issue eir ideas, findings andc terms.

UNIT 2

and the characteristicf different places at thristics of these placessimple distributions aformats, including lab

unity and share their cisions democraticall

d conclusions in oral, v

cs of places he local scale and exps and draw simple concbelled maps using bas

views on an issue rely and propose individ

visual and written form

plain the similar

clusions sic cartographic

lated to rule-madual action in

ms using simple

�


�Humanities

People and t

Inquiry questHow do peopinfluence one

Students inve

the characand Norththeir majoAustralia

the humanthat influeplaces andbetween p

the impactenvironmeplaces in tNorth Ame

how to comcartograph

the languarelative locscale

how to repidentify simdistributiondraw conc


and Social SciencesUNIT 1

the environment

tions: ple and environments e another?

estigate: cteristics of places in America and the locar countries in relation

n and environmental fnce the characteristicd the interconnectionspeople and environmet of human actions onental characteristics otwo countries in Euroerica mplete maps using hic conventions age used to describe cation of places at a n

present and interpret mple patterns, trendsn, infer relationships aclusions.


s: HASS – Year 5/6

Managing

Europe ation of

n to

factors cs of s ents n the of pe and

the national

data to , spatial and

Inquiry quHow are pmanaged

Students i

how plaintercoplaces

the inflcharachow thorganis

how lawin the p

the wapeoplepeopleand res

environof natu

ways ingeograpossib


UNIT 2

g Australian commu

uestions: people and environmein Australian commu

investigate: aces are affected by

onnection between peand environments uence of people on th

cteristics of places, ince use of space withinsed ws impact on the livepresent ys of living of Aborigi

es and Torres Strait Ises, particularly in relatsource managementnmental challenges inural hazards n which people respoaphical challenge andle effects of actions.

unities Comm(1800’s

ents nities?

the eople,

he human cluding

n a place is

s of people

nal slander ion to land

n the form

ond to a the

InquiryHow hacoloniadevelo

Studen

key of B180

the reasAus

aspof pAus

the livesenv

signthatcolorush

the grouesp

UNIT 3

munities in colonial As)

y questions: ave individuals and gal past contributed to opment of Australia?

nts investigate: events related to the

British colonies in Aus00 economic, political ansons for colonial devestralia after 1800 pects of daily life for dipeople during the colostralia effects that colonisats of Aboriginal people

vironment nificant developmentst impacted on the devonial Australia, includihes and inland explorsignificance of individups in shaping the co

pecially through inland

Australia ParCom

groups in the the

e development stralia after

nd social elopments in

ifferent groups onial period in

ion had on the es and on the

s and events velopment of ing the gold ration duals and olonies, d exploration.

InquHowandothepres

Stu

tdpe

siodE

rp

hp

UNIT 4rticipating in Australmmunities

uiry questions: w have people enacted perceptions about ther people and places,sent?

dents investigate: the key values of Ausdemocratic system ofparticularly the valuesequality, fairness andsignificant past develondividuals and groupon the development lademocracy in AustraliEureka Stockade andrepresentative democprocesses in Australiahow laws impacted onpeople in the past.

4

lian A(

ed their values heir community, , past and

stralia’s liberal f government, s of freedom, justice opments, events,

ps that impacted aw and ia, particularly the

d Peter Lalor cracy and voting a n the lives of

ec

S

UNIAustralian commun(discretionary)

Inquiry questions: What is the relationshenvironments and myconsumer?

Students investigate:

a familiar personaeconomics or busiexperience in their

how to distinguish wants, and recognneed to be made aresources are use

how different typesused by societies twants of present agenerations

how a variety of faconsumer choicesstrategies can be uinformed personal financial choices.

IT 5 ities of the fut

hip between y role as a

l or community ness issue theyr everyday life between need

nise why choiceabout how limited s of resources ato satisfy needs

and future

actors influences, and that differused to help ma consumer and

�


��Mathematics

Languages: UNIT

What’s in a n

Students expconcept of nathe meaningsin Japan. Stulanguage to communicaterelating to napersonal idenculturally-appmanner. Students:

discuss nicknamsurname

analyse organiseinformatkey ideasupporti

create teself-iden

recognisunderstablendedand excphoneticwhen sp

participaintercultexperiennotice, cand reflelanguagculture.


s – Prep

Japanese – Year 5-6T 1

name? What i

plore the ames and s they hold udents use

e ideas ames and ntity in a propriate

names, mes and es

and e tion into as and ing details

exts about ntity

se and and

d sounds ceptions to c rules peaking ate in tural nces to compare ect on

ge and

Studento comrelatingof famStuden

inthom

inama

idathrevaJa

du‘idwJae‘s


6 UNIT 2

is a family?

nts use language mmunicate ideas

g to the concept ily and identity. nts:

ntroduce hemselves and ther family

members

nteract with peers bout family

members and ctivities

dentify language nd behaviours

hat reflect elationships and alues in apanese society

evelop nderstanding of dentity’ and

whether learning apanese has an ffect on sense of

self’.


UNIT 3

What are personal spaces?

Students explore theconcept of personal spaces within their home environment athe target country. Students:

engage with language in textabout children’sfavourite placesspend time

listen to childrentalk about the places in which they feel comfortable

create texts abopersonal spaces

participate in intercultural experiences to notice, compareand reflect on language and culture.

UNIT

How do we pl

nd

ts s s to

n

out s

e

Students expconcept of puniversality acultures.

Students:

discuss gactivities

plan and demonstrgames

translate rules

reflect onvalues exthrough g

4

lay? What is

plore the lay and its across

group play

rate group

game

n cultural xpressed game play.

Studentconceptreflectedtraits anreal peoimaginain JapanStudent

usedispe

enautin aspotexvarimacha

resimaanquimacha

unapadjfeadeof cha

refinteexpnotanvalby ima

UNIT 5

s character? W

ts explore the t of character as d in personality

nd qualities of ople and ative characters n and Australia. ts:

e Japanese to scuss qualities of ople they admire

counter thentic language a range of oken and written xts about a riety of aginary aracters

spond to aginative texts d identify alities in aginative aracters

derstand and ply knowledge of jectives and text

atures to scribe attributes imaginative aracters

flect on ercultural periences ticing similarities d differences in lues portrayed characters in aginative texts.

ScufeinS

UNIT 6

What is change?

Students explore the concept of change anduse language to descreelings in situations nvolving change. Students:

engage with a ranof spoken and written imaginativand informative tedescribing the emotional experience of dealing with chansuch as establishoneself in a new place, encounteria new situation

convey the experience of moving from a familiar to an unfamiliar situatiousing expressive language to convfeelings

create a children’story book in whicharacter journeyfrom a familiar to unfamiliar situatio

participate in intercultural experience to notcompare and reflon language and culture.

UNIT

What is scho

d ribe

nge

ve exts

nge hing

ing

on

vey

’s ch a ys an

on

tice, ect

Students useto explore thof school lifeand make cowith own schexperiencesStudents:

engage wof texts ain Japan

use a ranlanguageschool ex

participaintercultuexperiencompareon languculture.

T 7

ool life? Whatsay a

e language he concept e in Japan onnections hool .

with a range about school

nge of e to discuss xperiences

te in an ural ce to notice,

e and reflect age and

Studeconceidentthrouindivi Stude

dai

gcaJ

cpi

iwd

UNIT 8

t do my interesabout me?

ents explore theepts of group tity and belongiugh their own idual interests.

ents:

discuss leisure activities and interests

gather, classifycompare informabout interests Japanese child

create bilingualprofiles based ointerests

identify borrowewords used to discuss interest

�


Engage in aclearning — foinvestigationsroutines & traStudents havunderstandin

Number anones, identrepresent qcounting sefive, matchand backwcompare qidentify numsequence,

Patterns ansimilar or dfeatures, idquestions, copy and dpatterns w

Using unitswithin an ausing time objects, de

Location ato describeand repres


UNIT 1

ctivities across the fiveocused teaching & leas, active learning, reaansitions. ve opportunities to devngs of: nd place value — recatify numbers in the enquantities, compare nequences, visualise a

h numerals to quantitiewards from different stquantities using ‘morembers before, after aorder quantities and

nd algebra — identifydifferent, sort objects dentify a rule for a ‘soidentify patterns in th

describe simple patterithin counting sequens of measurement — activity, compare dura

language, directly coescribe the objects. nd direction — use poe location, identify possent locations with mo


e contexts of arning, al life situations,

velop

all counting in nvironment, numbers, recall arrangements to es, count forwards tarting points, ’, ‘less’, ‘same’, nd next in a numerals.

y how objects are based on similar

ort’, identify he environment, rns, identify

nces. sequence stages

ation of events ompare the size of

ositional language sitional opposites, odels and images.


Engage in activitieslearning — focusedinvestigations, activroutines & transitionStudents have oppounderstandings of:

Number and placmany, recall forwsequences, compnames, numeralsquantities, partitioto five.

Patterns and algepatterns, continuerepeating pattern

Using units of melength of objects compare the heigthickness and lenlength of objects compare and ord

Shape — describdimensional shapbased on shape afamiliar three-dimdimensional shap

Location and trandescribe movemedirections, explor

Data representatiquestions to colle

UNIT 2

s across the five conte teaching & learning,

ve learning, real life sins. ortunities to develop

ce value — count to idwards and backwards pare quantities, connes and quantities, repreon quantities, subitise

ebra — describe repee repeating patterns, s using number

easurement — compausing direct comparis

ght of objects, describngth of objects, compausing indirect compaer durations, order da

be lines, describe fampes, compare and sorand function, construc

mensional objects, exppes. nsformation — identifyent, give and follow mre locations. ion and interpretationect information.

exts of

tuations,

dentify how counting ect number esent e collections

eating describe

are the son, be the are the rison, aily events.

miliar two-rt objects ct using plore two-

y positions, movement

n — use

EngalearninvesroutinStudeunde

Nueqrepwhcol

Paanqu

Usindcomtimcon

Daqudis

UN

age in activities acrossing — focused teachi

stigations, active learnnes & transitions. ents have opportunitierstandings of:

umber and place valueualise quantities, compresent addition situahole, partition quantitiellections, identify equa

atterns and algebra —d describe growing paantities.

sing units of measuremdirect comparisons of mparisons of mass, s

me order, sequence thnnect days of the wee

ata representations anestions, answer yes/n

splays to answer simp

NIT 3

s the five contexts of ing & learning, ning, real life situation

es to develop

e — compare quantitimbine small collectiontions, identify parts aes flexibly, share al parts of a whole.

— identify, copy, continatterns, describe equ

ment — make direct amass, explain

sequence familiar evehe days of the week, ek to familiar events.nd interpretation — idno questions, use datple questions.

ns,

ies, s, nd the

nue al

and

ents in

entify ta

Engage in alearning —investigatioroutines & tStudents haunderstand

Number abackwardquantitiesnames, ncollectionrepresentgroups.

Using unindirectly of objectsduration o

Location describe

UNIT 4

activities across the fifocused teaching & lens, active learning, reransitions.

ave opportunities to dings of: and place value — cods from different startis; compare quantitiesnumerals and quantitien; identify addition; jot addition experiences

its of measurement —compare the mass, l

s; directly and indirectof events. and transformation —direction.

ve contexts of earning, eal life situation

evelop

ount forwards aing points; repr, match numbees; identify part

oin collections; s; make equal

—directly and ength and capatly compare the

— describe posi

�


Mathematics

Students dev

Number arepresent from 100 frecord theorder 'teenof teen nudescribe teones, descdigit numbaddition anparts and wsubtraction

Using unitthe week afeatures asignificant investigatecomparisolength, meunits.

Chance —events.

Data represuitable qurecord and


s – Year 1 UNIT 1

velop understandings

nd place value — couthe ones counting se

from any starting poine twos counting sequen' numbers, show stanmbers, flexibly partitioeen numbers referringcribe growth patterns

bers, represent, recordnd subtraction problewhole of quantities, inn, explore commutativ

s of measurement —and months of the yeand function of calend events, compare time length, compare lenons, make indirect comeasure lengths using u

— describe the outcom

esentation and interpruestion for gathering d represent data.


of:

unt numbers, quence to and

nt, represent and ence, represent and ndard partitioning on teen numbers, g to the ten and , represent two-d and solve simple ms, investigate nvestigate vity.

— sequence days of ar, investigate the ars, record e durations,

ngths using direct mparisons of uniform informal

mes of familiar

retation — ask a data, gather,


Students develop u

Number and placcounting sequenrepresent and reinvestigate quantdigit numbers, stnumbers, model describe additionaddition strategieconnect addition record and solve

Fractions and dehalves, partition t

Money and finanfeatures of Austr

Patterns and algerepeating and grosequences to gronumber sequencsequences, desc

Using units of meduration of an hohour.

Shape — Investidimensional objedescribe two-dimdimensional obje

Location and trandescribe locationposition, directiondirections.

UNIT 2

nderstandings of:

ce value —represent ces, partition two-digcord the tens numbertities and equality, reptandard partitioning ofdouble facts, identify

n and subtraction situaes, solve subtraction pand subtraction, repr

e simple addition prob

ecimals — investigateto make equal parts

ncial mathematics — eralian coins.

ebra — investigate anowing patterns, conneowth patterns, represece, represent and recocribe number patterns

easurement — descriour, explore and tell ti

gate the features of tects & two-dimensionamensional shapes & thects.

nsformation — explorn, investigate and desn and movement, inte

and record it numbers, r sequence, present two-f two-digit and

ations, apply problems, resent,

blems.

e wholes and

explore

nd describe ect counting ent the tens ord counting s

ibe the me to the

hree-al shapes, & hree-

re and scribe erpret

Stude

Nucolindigpamonurecpro

Modethe

Patenpa

Usmeordmeorddure

Shdimof

Lodirmo

UN

ents develop understa

umber and place valuount collections; positinear representations; git numbers; identify dartition two-digit numbore than two parts; ad

umbers; represent, excord and solve simpleoblems.

oney and financial maescribe, and order Auseir value.

atterns and algebra —ns counting sequence

atterns, represent the

sing units of measureeasure lengths using der objects based on easure capacity usingder objects based on

urations in time, tell timpresent times on digit

hape — identify and dmensional shapes, dethree-dimensional ob

ocation and transformrections; investigate povement.

NIT 3

andings of:

ue — recall, represention and locate numberepresent and recorddigit values; flexibly bers; partition numberdding single and two-dxplore doubling and hae addition and subtrac

athematics - recognisstralian coins accordi

— recall the ones, twoes, identify number fives number sequen

ement — compare anduniform informal unitslength, explore capa

g uniform informal unicapacity, describe

me to the half hour; tal and analog clocks

describe familiar two-escribe geometric feabjects.

ation - give and followposition, direction and

t and, ers on two-

rs into digit alving; ction

se, ng to

os and

nce.

d s, city, its,

.

atures

w d

Students de

Number beyond 1countingmissing epartitionsand numand locatpartition explain htotal; idecompatibaddition facts to sfrom a twaddition subtractiaddition and subt

Fractions

Patterns growing a growinfrom addand subt

Chance —occurring

Data repsuitable qrepresen

UNIT 4

evelop understanding

and place value — co100; describe patterns; skip count in 1s, 2s,elements; identify stas of two-digit numbers

mber names for two-digte two-digit numbers a number into more t

how the order of partsntify compatible numb

ble numbers to ten to and subtraction proce

solve problems; subtrawo-digit number; identand subtraction; solveon problems mental sand subtraction probltraction number facts.

s and decimals — ide

and algebra - describpatterns, apply a pattg pattern, describe pa

dition and subtraction,traction number patte

— identify the chanceg, predict outcomes o

resentation and interpquestions to collect d

nt data.

s of:

ount collectionss created by sk 5s and 10s; idndard place vas; record numergit numbers; poon a number lin

than two parts; s does not affecbers to 10; use add, describe

esses; use addact a multiple otify unknown pae addition and strategies for lems; recall add.

entify one half.

be and represetern rule to contatterns resulting, represent addrns.

e of events of familiar event

pretation — askata, collect and

�


Mathematics

Students dev

Number angroups of and write tnumber renumbers, sequence,number sesubtractionsolve probunderstannumber faadd 2-digitdivision, soproblems.

Using unitweek and record andseasons tolengths ususing indirlengths us

Chance —chance, deevents as

Data represimple datdisplay daoutcomes


s – Year 2 UNIT 1


nd place value — couten, represent two-digtwo-digit numbers, co

epresentations, partitiouse the twos, fives an, investigate twos, fiveequences, represent an, use part-part-whole

blems, connect part-pding to number facts,

acts, add strings of sint numbers, represent olve simple multiplica

s of measurement —months of the year, u

d plan significant eveno the months of the yesing direct comparisonrect comparison, measing non-standard unit

— identify every day evescribe chance outcolikely, unlikely, certai

esentation and interprta, record data in liststa in a picture graph, of data investigations


of:

unt collections in git numbers, read onnect two-digit on two-digit nd tens counting es and tens addition and e relationships to art-whole recall addition

ngle-digit numbers, multiplication and

ation and division

— order days of the use calendars to nts, connect ear, compare n, compare lengths asure and compare ts.

vents that involve omes, describe n, impossible.

retation — collect s and tables,

describe s.


Students develop u

Number and plac

subtraction numnumbers, partitiovalue parts, repredescribe part-parsubtract single aaddition and submultiplication, repgrouping and sha

Fractions and dequarters and eighand quarters of cshapes and collebetween halves, simple number pquarters and eigh

Money and finanfeatures of Austrcollections, identidentify $5 & $10coins and notes the 3s counting spatterns, identify patterns, and solproblems.

Using units of menumber of days iseasons, tell timeand order area osurfaces to repreinformal units.

Shape — recognshapes, describe2D shapes and d3D objects.

Location and tranmaps of familiar view’, use approplocations, use siminterest.

UNIT 2

nderstandings of:

ce value — recall add

mber facts, represent twon two-digit numbers iesent addition situatiort-whole relationshipsnd two-digit numberstraction problems, reppresent division, solvearing problems.

ecimals — represent hhts of shapes, represcollections, represent ections, describe the cquarters and eighths

problems involving halhths.

cial mathematics — dralian coins, count coitify equivalent combin0 notes, count small cPatterns and algebra sequence, describe ny missing elements in ve simple number pa

easurement — identifn each month, relate e to the quarter hour,

of shapes and surfaceesent area, measure a

nise and name familiae the features of 2D sdescribe the features

nsformation — interprlocations, describe ‘bpriate language to demple maps to identify

dition

wo-digit into place ons, s, add & , solve present e simple

halves and ent halves eighths of

connection s, and solve lves,

describe the n

nations, ollections of — identify

umber counting

attern

fy the months to compare

es, cover area with

ar 2D hapes, draw of familiar

ret simple bird’s-eye scribe locations of

Stude

Nu10annurecadsumuso

Frcoso

Mococoam

Usordusca

Loof anrea

UN


umber and place valu000, represent three-dnd order three-digit nuumbers, read and writcall addition number f

ddition and subtractionubtract with two-digit nultiplication and divisi

olve problems, and co

ractions and decimalsollections into halves, olve simple fraction pr

oney and financial maollections of coins andompare money amounmounts, compare mon

sing units of measureder objects, measure

sing informal units, idealendars, explore seas

ocation and transformone-step transformat

nd slides, and identify al world situations.

NIT 3

andings of:

ue — count to and fromdigit numbers, compaumbers, partition threete three-digit numbersfacts, identify related n number facts, add anumbers, represent on, use multiplication

ount large collections.

s — divide shapes andquarters and eighths

roblems.

athematics — count d notes, make and nts, read and write money amounts.

ment — compare and length, area and cap

entify purposes for sons and calendars.

ation — describe the tions including turns, turns, flips and slides

m re e-digit s,

and

n to

d ,

oney

d pacity

effect flips s in

Students de

Number subtractirelationssingle-dignumbersrelated avalue to s

Fractionsand eigh

Using unmass of mass, lenshapes, based onhour.

Shape —shapes, dimensio

Location quarter tusimple m

Chance —based on

Data repdata to a

UNIT 4


and place value - recon number facts, usehip, identify compatibgit and two-digit numb

s and subtract two-digaddition and subtractiosolve addition and su

s and decimals — ideths of shapes and co

nits of measurement —objects, use informal ngth, area and capaccompare and order on a single attribute, te

— draw and describe tdescribe the features

onal objects.

and transformation —urns, represent flips a

maps.

— predict the likelihoon data.

resentation and interpanswer questions, rep

s of:

call addition ande the inverse ble numbers, adbers, add three

git numbers, ideon facts, use plubtraction proble

entify halves, qullections.

— directly compunits to measu

city of objects anbjects and shap

ell time to the qu

two-dimensionas of three-

— identify half aand slides, inter

od of an event

pretation — Uspresent data.

�


Mathematics

Students dev

Number anodd and evcompare annumbers (spartitioningsubtractionproblems, anumbers, srepresent minvolving mfacts.

Using unitsminute intemetric unit,metres.

Chance — the outcomvariations i

Data repressimple datadata in a cooutcomes o


s – Year 3 UNIT 1

velop understandings nd place value — couven numbers, represend order 3-digit numbstandard and non-stang), recall addition factsn facts, represent and add 2-digit, single-digsubtract 2-digit and 3-multiplication, solve si

multiplication, recall m

s of measurement — tervals, identify one me

represent a metre, m

conduct chance expemes of chance experim

n the results of chancsentation and interprea, record data in lists olumn graph, interpreof data investigations


of: nt to 1 000, identify

ent 3-digit numbers, bers, partition ndard place value s and related solve addition

git and 3-digit -digit numbers, imple problems ultiplication number

tell time to 5-etre as a standard measure with

eriments, describe ments, identify ce experiments. etation — collect and tables, display

et and describe .


Students develop u

Number and placethree-digit numbeinto place value pand beyond 1 00subtract numbersadd and subtract subtract numbersand subtraction wmultiples of ten.

Fractions and decequal portions or quarters and eighrepresent thirds o

Money and financcollections of coinequivalent combinsimple transactionproblems involvin

Patterns and algefamiliar number padditive number pelements in numb

Location and tranon a simple grid mturns on a grid mato key features, repathways on a sim

Geometric reasonenvironment, concompare the size situations.

UNIT 2

nderstandings of: e value — compare a

ers, partition three-digparts, investigate 1 0000, use place value to, recall addition numbthree-digit numbers, a eight and nine, solve

word problems, double

cimals — describe frashares, represent ha

hths of shapes and coof shapes and collectiocial mathematics — cons and notes, make anations, calculate chans, solve a range of sg money.

ebra — infer pattern rupatterns, identify and cpatterns, identify missber patterns. sformation — represe

map, show full, half anap, describe positionsepresent movement ample grid map. ning — identify anglesstruct angles with maof familiar angles in e

and order it numbers

00, count to o add and ber facts, add and

e addition e and halve

actions as lves,

ollections, ons. ount nd match

ange from simple

ules from continue sing

ent positions nd quarter s in relation and

s in the aterials, everyday

Stude

Nubeythreplamuidemusubnumidemoprofacbetapp

Frauniof sfracinv

Momocoueffishotota

Patto 1numconfind

Unto omeminkno

Locideclasym

UNents develop understamber and place valueyond 1 000, represenee-digit and four-digitce value to add (writt

ultiplication as arrays antify part-part-whole r

ultiplication and divisiobtract two –digit numbmbers, recall multiplicntify related division n

odels and use numberoblem situations, recacts, identify and descrtween addition and supropriate mental stratactions and decimals t fractions, represent shapes and collectionctions symbolically, soolving, halves, thirds,oney and financial maoney amounts in differunt collections of coinciently, choose appro

opping situations, calcals. tterns and algebra —10 000, connect numbmber patterns, use nuntinue number patternd missing elements inits of measurement —order and compare obeasurement choices, rnute on digital and anowledge of time to reacation and transformantify examples of symssify shapes as symm

mmetrical.

NIT 3 andings of: e — count and sequet, combine and partiti

t numbers flexibly, useten strategy), represeand repeated additionrelationships in on situations, add andbers and three-digit cation number facts, number facts, make r sentences that repre

all addition and subtraibe the relationship ubtraction, choose tegies to add and sub— represent and comand compare unit fra

ns, represent familiar olve simple problems quarters and eighths

athematics — represerent ways, compare vns and notes accurateopriate coins and noteculate change and sim

— identify number patteber representations wumber properties to ns, identify pattern ruln patterns. — use familiar metric bjects, explain represent time to the

nalog clocks, transfer al-life contexts. ation — describe and mmetry in the environmmetrical and non-

nces on e nt n,

d

esent action

btract. mpare actions unit

s s. ent values, ely and es for mple

erns with

es to

units

ment,

Students de

Number arelated suwhole’ thisubtractioa written pand relatenumbers solve mul

Fractions compare (shapes, osymbolicasolve sim

Money anchange renearest fiv

Using uniand complength, ma

Shape —objects.

Location asymmetry

Geometricmeasuressituations

Data reprquestionsvariable, gorganise adisplays.

UNIT 4 evelop understandingand place value — recubtraction number facnking to interpret and

on word problems, adplace value strategy, ed division facts, multby single-digit multipltiplication and divisioand decimals — idenfamiliar unit fractions objects and collectionally, recognise key eqple problems involvin

nd financial mathematequired for simple tranve cents. ts of measurement —

pare objects using famass and capacity.

— make models of thre

and transformation —y, interpret simple mac reasoning — identifs of turn, compare angs. resentation and interps of interest based on gather data relevant tand represent data, in

s of: call addition ancts, use ‘part-pad solve additiond and subtract recall multiplica

tiply two-digit iers, interpret an word problemntify, represent and their multi

ns), record fractquivalent fractiong fractions. tics — count thnsactions to the

— measure, ordmiliar metric uni

ee-dimensional

— represent ps and plans. fy angles as gle sizes in eve

pretation — idenone categorica

to a question, nterpret data

�


Mathematics

students develo

Number andrepresentatinumbers flexmodel and roperations, cnumber propstrategies fo

Fractions ansimple fracti

Patterns andcontinue pat

Using units oto communicinstruments

Chance —codescribe pro

Data represerecord data,displays anddisplays.

Mathematics


s – Year 4 UNIT 1

op understandings of:

d place value — make coons of numbers, partitionxibly, recall multiplication

record authentic situationcompare large numbersperties and results of calor unfamiliar multiplicatio

nd decimals — communions

d algebra — use properttterns

of measurement — use cate times, compare timeto accurately measure le

ompare dependent and obabilities of everyday ev

entation and interpretatio communicate informatio

d evaluate the appropriat

s – Year 5


onnections between n and combine n facts, formulate, ns involving , generalise from lculations, derive

on and division tasks

cate sequences of

ties of numbers to

appropriate language e durations and use engths.

independent events, vents

on — collect and on using graphical teness of different


Students develop unde

Number and place vrepresent 5-digit nuvalue in five-digit nustandard and non-sand order 5-digit nunumbers, make genodd and even numbadding, subtracting,even numbers, recamultiplication and drecording methods fwritten strategies to

Fractions and decimunderstanding of prfractions in the halvrepresent fractions using a range of mofamiliar contexts.

Money and financiamoney amounts, invcents, explore strateproblems involving change, explore Ascurrencies.

Shape — explore pquadrilaterals, identproperties of shapeand combined shap

Location and transfoon maps and plans,investigate the langmovement, find locadirectional languagecompass, investigatinvestigate the purpplans, explore mappon maps, explore apcalculate distances

Geometric reasoninlabel right angles, idto a right angle, ma

UNIT 2

erstandings of:

value — recognise, readmbers, identify and desc

umbers, partition numberstandard place value partumbers, identify odd and neralisations about the pbers, make generalisatio, multiplying and dividingall of 3s, 6s, 9s facts, solivision problems, use inffor calculations, apply m

o computation.

mals — revisit and develoroportion and relationshipves family and thirds famon number lines, represe

odels, solve fraction prob

al mathematics — read avestigate change, roundegies to calculate changpurchases and the calcuian currency and calcula

roperties of polygons antify combined shapes, ins within tangrams, creat

pes using tangrams.

ormation — investigate t, identify the need for leguage of location, directioations using turns and eve, identify cardinal pointste compass directions on

pose of scale, apply scaleping conventions, plan appropriate units of measusing scales.

ng — identify angles, condentify and construct angrk angles not equal to a

d and cribe place rs using ts, compare even roperties of

ons about g odd and ve formal

mental and

op ps between ily, count and ent fractions blems in

and represent ing to five e, solve

ulation of ate foreign

nd vestigate e polygons

the features gends, on and veryday s of a n maps, e to maps and

and plot routes surement and

nstruct and gles not equal right angle.

Stude

Nurepconcaldivappmupar

Frafamfracinvrepfracseq

Moandcha

Patsub

Usmeteminv

Shasha

Locof s

UN

ents develop understand

mber and place value —presentations, sequence ncepts and place value uculation of addition, subtision, develop fluency wply mental and written coultiplication and division frtition and regroup numb

actions and decimals — milies, identify, model andctions, count by fractionsolving fractions with like

present tenths and hundrctions and decimals, couquence decimals.

oney and financial mathed round amounts of monange.

tterns and algebra — usbtraction number senten

ing units of measuremeneasure and compare lengmperature, measure areaestigate standard units o

ape — compare the areaapes using informal units

cation and transformatiosymmetry, analyse and c

NIT 3

ings of:

— interpret number number values, apply n

understanding to the traction, multiplication anith multiplication fact famomputation strategies, refacts and apply place valbers to assist calculations

partition to create fractiod represent equivalent s, solve simple calculatiodenominators, model an

redths, make links betweunt by decimals, compar

ematics — represent, calney required for purchase

se equivalent addition ances to find unknown qua

nt — use scaled instrumegth, mass, capacity and as using informal units aof measurement.

as of regular and irregulas of area measurement.

n — investigate differentcreate symmetrical desig

umber

nd milies., ecall lue to s.

on

ons nd een re and

culate es and

d antities.

ents to

nd

ar

t types gns.

Students dev

Number ansubtractionstrategies,calculate mmental andthe four opmental straand three-

Fractions afractions, lwrite decimdecimals, c

Money andthe nearespurchases

Patterns adivision nu

Using unitssolve simp

Shape — mregular and

Data repreto collect dinterpret da

UNIT 4

velop understandings of:

nd place value — calculan using a range of menta recall multiplication and

multiplication and divisiond written strategies, solvperations, use estimationategies, add, subtract, mdigit numbers.

and decimals — count aocate fractions on a num

mals, identify fractions ancompare and order deci

d financial mathematics st five cents, solve probles.

nd algebra —use equivaumber sentences to find

s of measurement — useple time problems.

measure area of shapesd irregular shapes by inf

esentation and interpretadata, collect and record data.

ate addition and al and written d related division fn using a range oe problems involv

n and rounding, amultiply and divide

nd identify equivamber line, read annd correspondingmals (to hundredt

— calculate chaems involving

alent multiplicatiounknown quantiti

e am and pm not

s , compare the arformal means.

ation — write quedata, display and

�


Students dev

Number anbetween fathat have 2multiplicatiostrategy, chrepresent tmultiplicatioand subtracreasonablecomputatiousing mentrecording mstrategies a

Fractions afractions, cfractions, idsolve problsubtract simdenominato

Using unitsconcepts arepresent 2estimate anrectangles,measuremerectangles.

Chance — outcomes, represent pconduct a cfairness of

Data represunderstandnumerical &questions, categoricalis collecteddata, interpsummary s


UNIT 1 velop understandings nd place value — makactors and multiples, id2, 3, 5 or 10 as factorson using the split andhoose appropriate prohe split and compenson, use a written stratction, round and estim

eness of answers, expon strategies for divisiotal computation stratemethods, compare anand make generalisatand decimals — use mcount on and count badentify and compare uems using unit fractiomple fractions with theor. s of measurement — nd the measurement

24-hour time, measurend measure the perim investigate area metent, estimate and calc identify and describedescribe equally likel

probabilities of outcomchance experiment ana game. sentation and interpreding of data, develop t& categorical data, geexplain why data is e, develop an understa

d, choose appropriatepret data, generalise bstatements about data


of: ke connections dentify numbers s, represent compensate ocedures to sate strategy of tegy for addition mate to check the plore mental on, solve problems

egies and informal d evaluate tions. models to represent ack using unit unit fractions and ons, add and e same

investigate time of time, read &

e dimensions, meters of tric units of culate area of

e possible y outcomes,

mes using fractions, nd investigate the

etation — build an the skill of defining enerate sample either numerical or anding of why data methods to record by composing a.


Students develop u

Number and placecheck the reasonaapply mental commultiplication anddivision problemsproblems using minformal recordingstrategies that areproblems and expmultiples.

Fractions and decbetween fractionasystem and repredecimals.

Patterns and algepatterns involvingdecimals, explorequantities.

Shape — apply thmake connectionsdimensional reprerepresent 3D obje

Location and trancreate reflection aand create transfotransform shapesdescribe the featu

Geometric reasonangles, compare establish benchmangles.

Data representatimethods of data rinterpret data disp

UNIT 2 nderstandings of: e value — round and ableness of answers,

mputation strategies fo division, solve multip with no remainders,

mental computation strg methods, compare ae appropriate to differplore and identify facto

cimals — make conneal numbers and the plesent, compare and or

ebra — create and cog whole numbers, frace strategies to find unk

he properties of 3D obs with a variety of twoesentations of 3D objeects with 2D represensformation — investig

and rotation symmetryormations using symm through enlargemen

ures of transformed shning — identify the co& estimate the size o

marks, construct & mea

on and interpretation representations to conplays, reason with dat

estimate to explore and

or plication and solve rategies and and evaluate rent ors and

ections ace value rder

ntinue ctions and known

bjects to o-ects,

ntations. gate and y, describe metry, t and hapes.

omponents of f angles to asure

— explore nstruct & ta.

Stude

Nuchestramurulecomprowritmudig

Frabetord

Moincinvand

Patideandsenmu

Usiappmaprome

Locconalppoides

UNents develop understamber and place valueeck if an answer is reaategies to add and su

ultiply one- and two-dies to divide, solve promputation and apply coblems, adds and subtten strategies includi

ultiplies whole numberit whole number with

actions and decimals tween fractions and dders decimals. oney and financial maome and expenditureestigate savings and d explain simple finantterns and algebra —ntifies the rule for patd subtraction of fractiontences to find unknoultiplication and divisioing units of measurempropriate units for lengass, measures length,oblem solves and reaseasurement to answercation and transformanventions, interpret sihanumeric grids to lonts, describe symmetsigns & enlarge shape

NIT 3 andings of: e — round and estimaasonable, use written

ubtract, use an array tgit numbers, use divis

oblems involving computation to moneybtracts using metal aning the right-to-left strrs and divides by a onand without remainde— makes connectionecimals, compares a

thematics — investige, calculate costs,

spending plans, devencial plans.

— creates, continues atterns involving the adons, use number wn quantities involvin

on ment — chooses gth, area, capacity an area, capacity and msons when applying r a question. ation — explore mappmple maps, use

ocate landmarks and ptry, create symmetrices.

ate to n to sibility

y nd rategy, ne-ers.

ns nd

ate

elop

nd ddition

ng

nd mass,

ping

plot al

Students de

Number awritten strmultiplicause factoruse estimreasonabsubtractioefficient mproblems

Fractions recogniseextended representline, extenand beyo

Money anbudgets, ccomponedecisions

Using uni24-hour titime.

Location agrids, usepositions language

Geometricangles, co

Chance —experimeexpress pcompare probabilityin chance

Data reprtypes of dcollectionrepresentand descr

UNIT 4 evelop understandingand place value — aprategies to solve addition and division probrs and multiples, appl

mation and rounding toleness, solve problem

on, multiplication and mental and written stra. and decimals — app

e that the place value beyond hundredths,

t decimals, locate decnd the number systemnd.

nd financial mathematcalculate with moneynt of invoices and rec. ts of measurement —me, convert between

and transformation —e a grid to describe locusing landmarks and. c reasoning — estimaonstruct angles using

— list possible outcomnts, describe and ord

probability on a numerpredictions with actuay to games of chance

e experiments. resentation and interpdata, investigate an is questions and tools, t as a column graph oribe data to draw a co

s of: pply mental andtion, subtractio

blems, identify aly computation o check ms involving adddivision, use ategies to solve

ply decimal skilsystem can becompare order

cimals on a numm to thousandth

tics — create s, identify the GS

ceipts, make fin

— read and reprn 12- and 24-ho

— explore mapscations, describ directional

ate and measur a protractor.

mes of chance der chance everical continuumal data, apply e, make predicti

pretation — expsue (design dacollect data,

or dot plot, interonclusion).

�


Mathematics

Students dev

Number anproperties oand apply mproblems in

Fractions afractions wsubtract fracalculate thproblems infractions

Money andcalculate p50% on sal

Using unitsinvolving thinterpret an

Chance - Ra fraction oexperiment

Data represdifferent typdisplays, indifferencesidentify theand identifynumerical d


s – Year 6 UNIT 1


nd place value - Identiof prime and composmental and written strnvolving all four operaand decimals - Order aith related denominat

actions with related dehe fraction of a given nvolving the addition a

d financial mathematicercentage discounts ole items. s of measurement - sohe comparison of lengnd use timetables Represent the probabor decimal and conducts. sentation and interprepes of data displays,

nvestigate the similarits between different da purpose and use of dy the difference betwedata.


of:

ify and describe ite numbers, select rategies to ations and compare tors,add and enominators, quantity and solve and subtraction of

cs - investigate and of 10%, 25% and

olve problems gths and areas, and

ility of outcomes as ct chance

etation - Revise interpret data ties and

ata displays, different displays een categorical and


Students develop u

Number and placeand written stratesolve problems inwith whole numbecontinue square a

Fractions and decstrategies to add problems involvinabout multiplying 10, 100 and 1 000strategies to multinumbers, and locwith related denomnumber line.

Patterns and algesequences involvdescribe the rule and explore the uperform calculatio

Using units of mebetween volume a

Shape - problem and construct mopyramids.

Geometric reasonangles on a straigvertically oppositegeneralisations to

UNIT 2

nderstandings of:

e value - select and agies and Digital Tech

nvolving multiplicationers, and identify, descand triangular numbercimals - apply mental and subtract decimalsg decimals, make gewhole numbers and d

0, apply mental and wiply decimals by one-ate, order and compaminators and locate t

ebra - continue and cring whole numbers aused to create these se of order of operati

ons. easurement - make coand capacity solve and reason to cdels of simple prisms

ning - make generalisght line, angles at a poe angles, and use theo find unknown angles

apply mental hnologies to and division

cribe and rs. and written s, solve neralisations decimals by written digit whole

are fractions hem on a

reate nd decimals, sequences ons to

onnections

create nets s and

ations about oint and se s.

Stude

Nuprotriawritsolvwhneg

Frafracfracby munumsolv

Mofracandand

Patseqdesappwh

Usithemeinvcap

Locquaordtrantran

UN


mber and place valueoperties of prime, comangular numbers, multtten methods includinve problems involvingole numbers, compargative integers. actions and decimals ctions with related dection of a quantity, mupowers of ten, add an

ultiply decimals by whombers that result in teve problems involving

oney and financial mactions and percentaged discounts, calculated 50% on sale items. tterns and algebra - cquences involving fracscribe the rule used toply the order of operaen solving problems. ing units of measurem

e metric system, conveeasure, compare lengtolving length and arepacity. cation and transformaadrants on a Cartesiadered pairs in all fournsformations and desnslations, reflections a

NIT 3

andings of:

e - identify and descrimposite, square and

tiply and divide using ng a standard algorithg all four operations wre and order positive a

- add and subtract nominators, calculateultiply and divide decind subtract decimals,ole numbers, divide

enths and hundredthsg fractions and decimthematics - connect e, calculate percentag

e discounts of 10%, 25

create and complete ctions and decimals, o create the sequence

ations to aid calculatio

ment - connect decimert between units of th and solve problema and connect volum

ation - identify the fouan plane, plot and locar quadrants, apply onscribe combinations oand rotations.

be

m, with and

e a imals

s, and als.

ges 5%

e and ons

als to

s e and

r ate e-step

of

Students de

Number athe order division p

Fractions decimals,calculate discount,

Patterns ain a table patterns, the rule to

Location areflectionsshapes.

Geometricangles, apstraight linopposite a

Chance –data in a ffrequencyor percenfrequencie

Data reprprimary adata, expsolve and

UNIT 4


and place value -, solvof operations, solve mroblems using a writteand decimals - add, divide decimals by wa fraction of a quantitcompare and evaluat

and algebra – represeand graphically, use write a rule to describ

o find the value of unkand transformation - as and rotations to cre

c reasoning - measurpply generalisations ane, angles at a point aangles and apply in re

– conduct chance expfrequency table, calcuy, write probability as nt, compare observed es.

resentation and interpnd secondary data, slore data displays in t

d reason by interpretin

s of:

ve problems usmultiplication anen algorithm. subtract and m

whole numbers,ty and percentate shopping optent number patrules to continu

be a pattern, apknown terms apply translatioate symmetrica

re and describeabout angles onand vertically eal-life contextseriments, recorulate relative a fraction, deciand expected

pretation - compource secondathe media, probng secondary d

�


Science – Pr

Our living w

Students useliving things, understand thscience and tobservationsliving things ithere are conThey analysehow each proStudents connatural eventabout how thin the school

Science – Ye

Good to Gro

Students exaand animals, questions abchanges thattheir life stagpeoples and traditional lifeof animals anconduct invesand life stagerespond to qumeasuremenobservationsobservations


rep UNIT 1

world

e their senses to obseboth animals and plahat observing is an imthat scientists discuss. Students learn that ts reliant on basic nee

nsequences when neee different types of enovides for the needs onsider the impact of huts on basic needs. They can support and pgrounds.

ear 2 UNIT 3

ow

amine how living thingchange as they grow

out, investigate and ct occur to different livies. Students consideTorres Strait Islander

estyle use the knowlednd plants in their everstigations including exes of a class animal auestions, make predic

nts, sort information, c, and represent and cand ideas.


erve the needs of ants. They begin to mportant part of s and record their the survival of all

eds being met, and eds are not met. vironments and

of living things. uman activity and

hey share ideas protect living things

gs, including plants w. They ask compare the ng things during r how Aboriginal r peoples living a dge of life stages

ryday lives. They xploring the growth

and plant. Students ctions, use informal compare communicate


Our material world

Students examine fand understand thathat have observabexploration, investiglearn how to describfrom which objects science questions. Sthe reciprocal connematerials, objects arecognise the scienin everyday life. Studetermine suitabilitypurpose and share using scientific lang

Mix and Use

Students investigatematerials and give rparticular materials purpose. Students uasking questions abfamiliar objects andchanges made to mmake an object thatStudents pose quesfollow instructions toinvestigation. They observations using

UNIT 2

d

familiar objects using at objects are made ofle properties. Throughgation and discussionbe the properties of thare made and how toStudents observe andection between prope

and their uses so that tific decision making

udents conduct investy of materials for a patheir ideas and obser

guage and representa

UNIT1

e combinations of diffreasons for the selectaccording to their pro

understand that scienbout, and describing c materials. They desc

materials when combint has a purpose in evestions, make predictioo record observationsrepresent and commscientific language.

Weat

their senses f materials h

n, students he materials o pose d analyse erties of they that occurs

tigations to articular rvations ations.

Studethe wwe caStudeidentweaththe imparticvariothat weverydaily Throuweathto coweath

Save

ferent tion of operties and nce involves changes to, cribe ning them to eryday life. ons and s in a guided unicate their

Studedescrimpoall livrecorStudeconsebe tadecisStudeEarthhow Ause tevery

UNther watch

ents use their sensesweather in their local ean record our observaents observe that weaify the features that reher. They are given ompact of these changcular on clothing, sheus cultural perspectivweather conditions aryone. Students also leand seasonal changeughout the unit studeher affects living thingmmunicate their obseher.

UNe Planet Earth

ents investigate Earthribe how Earth's resortance of conserving

ving things. They use rd observations from eents use their scienceervation to propose aken to conserve Eart

sions they can make ients share their ideash’s resources in a presAboriginal and Torresheir knowledge of conyday lives.

NIT 3

s to explore and obserenvironment and learnations using symbols.ather can change andeflect a change in theopportunities to refleces on themselves, in lter and activities, thro

ves. They begin to reare not the same for earn about the impactes on plants and animnts reflect on how thegs and have opportunervations about the

NIT4

h's resources. They ources are used and thresources for the futuinformal measuremenexperiments. e knowledge of and explain actions thah's resources, and n their everyday lives

s about conservation osentation. Students les Strait Islander peopnservation in their

Move it, mo

rve n that . d e ct on

ough alise

t of mals. e nities

Students enof learning: Routines anteaching. Stexplore the They recogobserving uhands on inabout the fashare and rrepresent wopportunity movement i

Toy Factor

he ure of nts to

at can

s. of earn les

Students unan object munderstand about and dmoves or caused in theimake predican object mpushes andcomparing tuse informaobservationabout the wscience knopulls can beor object the

UNIT 4 ove it

ngage in activities fromPlay, Real-life situati

nd transitions, and Fotudents use their senproperties and movenise that science invo

using the senses. Studnvestigations and respactors that influence mreflect on observationwhat they observe. Stu

to apply and explain in a familiar situation.

UNIT2

ry

nderstand how a pushmoves or changes sha

that science involvesdescribing changes inan be moved and howr daily lives. They posctions about changes

moves, and investigated pulls cause movemetheir observations wital measurements to mns about movement anway toys move. They towledge in explaining e used to change the ey create.

m the five conteons, Investigati

ocused learningses to observe

ement of objectsolves exploring dents engage inpond to questiomovement. Thes and ideas andudents have theknowledge of

h or pull affectsape. They s asking question the way an obw this knowledgse questions an

s that can affecte and explain hoent in objects, th predictions. T

make and compnd sort informathen apply this how pushes anmovement of a

�


Science – Y

Chemical ScProperties MIn this unit, stsolids and liqremoving heaand removingStudents will familiar matetheir selectionscience is invhelps people They will conquestions anrecording andfairness, and

Science – Y

Biological SDiversity andIn this unit, stfeatures and living things tuse simulatioanalyse the rinvestigate thsurvival of livof their envirothat influenceenvironmentsunderstandinknowledge oflive sustainab


Year 3-4 Unit 2

ciences Matter tudents will investigat

quids, including the effat. Students will evalug heat affects materiainvestigate a range orials and consider hon and use. Students wvolved in making decito understand the eff

nduct investigations, ind making predictions,d analysing results, co communicating ideas

Year 5-6 Unit 1

ciences d Interaction in the Ltudents will explore thbehaviouraladaptatio

to survive in their envons to plan and conduesults of these tests.

he relationship betweeing things and the phonment. They will invee how animals survives. Students will develog of Australian Aborigf the environment thably.


te the properties of fect of adding and

uate how adding als in everyday life. of properties of w these influence will identify how sions and how it fect of their actions. ncluding posing , assessing safety, onsidering s and findings.

Living World he structural ons that assist ironment.They will

uct fair tests and Students will

en the growth and ysical conditions estigate factors e in extreme op an ginal Peoples’ t enables them to


Earth and Space SRockin’ the Earth aIn this unit studentson its axis in relatiosuggest explanationevents, including dashadows and lengthobservable and nonand describe activitthe Earth and daily Students will exploractivity which causeEarth’s surface. Thearea and predict hoactivity may affect fusituations where scinfluence their own suggest explanationcompare their findinStudents discuss wsafely use equipmeobservations.

Chemical SciencesMatter cycles and cIn this unit students wclassification of matteto see how matter stthem. They will undeliquids and gases haproperties and behavStudentswill apply thproperties of matter tconsiderations and schanges that can be these changes can birreversible. Studentsunderstanding of revchanges to everydayrecycling materials. T

Unit 3 Sciences and Sky

s will investigate Earthn to the position of thens for everyday obseray and night, sunrise h of days. They will den-observable featuresies related to the movactivities in people’s

re natural processes ae weathering and erosey will relate this to th

ow natural processes uture erosion. They dience understanding cand others’ actions. Tns for their observationgs with their predictioays to conduct invest

ent to make and recor

Unit 2

change will broaden their er to include gases anructures the world aro

erstand that each of soave distinct observableve in different ways. eir understanding of tto evaluate safety

signage. They will invemade to materials an

be classified as reverss will apply their versible and irreversiby processes includingThey will explore the e

h’s rotation e sun to rvations and and sunset, escribe

s of Earth vement of lives. and human sion of the

heir local and human

describe can They ons and ons. tigations and d

BioloLife aIn thia livindistingroupobsethingrelatidepehumaprediincludStudeknowwherand oobselivingofferisimpl

nd begin ound olids, e

the

estigate nd how sible or

ble

effects of

Earth anEarth anIn this unof planetshow peopto space of Earth iknowledgbetween examine have chatechnologgeologicaEarth’s searthquasurface aStudents

Unogical Sciences and living s unit students will unng thing, and that livinnguished from non-livipings of living and norvable features and res. Students investigatonships between livinndence on the enviro

an andnatural changect the effect of these ding the impact on theents recognise where

wledge in their lives. Se science understandothers’ actions. They rvations and record d

g things in their local engexplanations for thle reports to commun

Unit 3 nd Space Sciences nd Beyond nit students will descris in our solar system.ple have contributed sexploration. They wil

in the solar system ange to look for patternscomponents of this show scientific unders

anged over time due tgy. Students will explal and extreme weathurface. They will cons

akes and tropical cycloand how communitiess will gather, record an

nit 1

nderstand what constng things can be ing things. They justifn-living things accordecognise once living te life cycles and exa

ng things and their onment. By considerines to the habitats, studchanges on living thine survival of the spec

e people usescience Students describesituading can influence themake predictions and

data about living and nenvironment, heir findings. They comnicate their findings.

ibe the key features . They will discuss science knowledge l explore the place nd then use this s and relationships system. They will standings of space to developments in ore how sudden

her events can affect sider the effects of ones on the Earth’s s are affected. nd interpret data

itutes

fy ding to

mine

ng dents ngs,

cies.

ations eir own d non-

mplete

Physical ScPhysics PhIn this unit sconcepts anevent. Studproduced aThey study one object tbehaviour oStudents invare affecteduse this knoforces. Studinvestigatiopredictions identify howunderstand recognise thIslander peoand forces i

Physical ScienceShow Physics In this unit studentand the formation light in everyday oimproved technolo

Students investigatransferring and trand construct elecusing materials anhow energy from agenerate electricitcommunity decisiosources and their

Students will invesforces and the effe

Unit 4 ciences

henomena students investigate pnd use their knowledgdents explore ways bynd use thermometersthe behaviour of heato another and use thof heat to explain evervestigate and demon

d by contact and non-owledge to create a gdents consider how tons of heat and forcesusing their science kn

w science knowledge the effects of their ac

hat Aboriginal peopleoples traditionally usein their everyday lives

Unit 4 es

ts investigate the propof shadows. They ex

objects and devices aogy has changed dev

ate electrical circuits aransforming electricityctrical circuits to perfond equipment safely. Sa variety of sources cy and evaluate persoons related to use of dsustainability.

stigate balanced and ect these have on the

physical sciencege to create a gy which heat is s to measure het as it moves fris knowledge oryday occurrenstrate how obje

-contact forces.ame involving

o conduct safely. They mnowledge and helps people ctions. They s and Torres S

ed knowledge os.

perties of light xplore the role ond consider hoices.

as a means of y. They design orm specific tasStudents explo

can be used to onal and different energy

unbalanced e motion of an

�


Science – Y


Year 5-6 Unit 1



change of state and changes in everydayused to solve problempeoples’ lives. Studeapplications of sciencevaporation by Indige

Students will plan invtesting to answer queassess safety risks, maccurately record daStudents will identify data and suggest imimprove fairness and

Unit 2 reversible and irrever

y materials and how thms that directly affect

ents will understand ce understandings of enous peoples of Aus

vestigation methods uestions. They will idenmake observations anta and develop explapatterns and relation

provements to method accuracy.

rsible his is t

fstralia.

using fair ntify and nd nations.

nships in ods to

relating tEarth, suevents. Speople usdisaster i

Unit 3 o space and the sola

uch as weather, climaStudents explore the wse scientific observatin Australia and throu

r system and to te and weather ways in which ions to prepare for

ughout Asia.

object. They explocentre of gravity toimpact of friction oinvolved in simple understanding of fcontributed to solvhow people use fooccupations. Studin transport systemtechnological devesafety.

Unit 4 ore the effects of gravo movement. Studenton a moving object an

machines. They consforces and simple maving problems in the corces and simple macents investigate appli

ms and consider how elopments have impro

vity and relate ts investigate thnd the forces sider how

achines has community and chines in their ications of forcescientific and

oved vehicular

�


Technologie

Spin it!

EngineeringStudents expStudents app investiga generat producin evaluati collaborSuggested pa

Science

Technologie

Grow, grow,

Food and fibStudents expand make a fStudents app investiga generat producin evaluati collaborSuggested pa Science

Science


es: Design and Tech

g principles and systplore how technologieply processes and proating spinning toys froing and developing deng a functional producng their design and prating and managing bartner unit:

e Year 2 Unit 2 – Toy

es: Design and Tech

, grow

bre production and Fplore how plants and afood product from garply processes and proating how food and fibing and developing deng a simple drawing tng their design and prating by working withartner units:

e Prep Unit 1 – Our live Year 2 Unit 3 – Goo


hnologies – Prep

tems es use forces to createoduction skills, in: om around the world,esign ideas, and comct that appeals to the

production processes by working with other

factory

hnologies – Years 1/2

Food specialisationsanimals are grown forrden produce. oduction skills, in: bre are grown to meeesign ideas for a functhat represents their dpresentation processeh others and managing

ving world d to grow


e movement in produ

and analysing how thmmunicating these usi

client

rs and by sequencing

2

s r food, clothing and sh

et human needs ctional growing envirodesign es, using personal preg by following sequen

cts. They design and

hey are made and hong simple drawings

the steps for the proj

helter and how food is

onment

eferences nced steps for the pro

UNIT 1

make a spinning toy

ow they work

ject.

UNIT 2

s selected and prepa

oject.

for a small child that

red for healthy eating

is fun and easy to us

g. They design solutio

e. Suggestions for alt

ons for a farm to enab

ternate projects are a

le successful food an

also described.

nd fibre product

�


Technologie

Pinball para

EngineeringStudents inveThey exploreStudents app investiga

o exo teso ex

generato a po a g

producin evaluati collabor managinSuggested pa Science


es: Design and Tech

dise

g principles and systestigate how forces a

e the role of people in ply processes and proating by: ploring games with msting materials, tools aploring techniques foing, developing and cpinball machine games room environmng by working safely wng design ideas and rating as well as workng by sequencing proartner unit:

e Year 4 Unit 4 – Fast


hnologies – Year 3-4

tems nd the properties of mengineering technolo

oduction skills, includi

moving parts and techniques r shaping and joining

communicating design

ment with components andprocesses for the pro

king individually througoduction steps.

t forces


materials affect the beogy occupations and hng:

materials and creatinn ideas for:

d materials to create aoduct and environmenghout the design and

ehaviour of a product how they address fac

ng mechanisms

a functioning productnt production

UNIT 3

or system. They makctors that meet client n

ke a pinball machine aneeds.

and design a games eenvironment for its usse.

�


Technologie

Harvesting g

Food speciaStudents expStudents app

Investigatino healthyo plant go designo issueso the cha

Generating

Producing

Evaluating

CollaboratSuggested pa

Health andScience: Y

�


es: Design and Tech

good health

alisations and Food plore how competing fply the following proce

ng: y food choices and fo

growth requirements an needs and opportun, including sustainabiaracteristics of mater

g designs, criteria for

a plant service to ena

g their design and prod

ing and managing by artner unit:

d Physical Education Year 6 Unit 4 — Life o


hnologies – Year 5-6

and fibre productionfactors and technologesses and production

ood preparation technand production systemities; lity, which affect desials, tools and techniq

success, an annotate

able the preparation o

duction processes.

y working with others a

Year 5 Unit 2 — Heaon Earth (Human impa

�


n gies influence the des skills:

iques; ms;

igns; and ques in relation to the

ed diagram of a susta

of a healthy food prod

and by following the s

lthy habits, or act on the environmen

ign of a sustainable s

e design challenge.

ainable plant service a

duct.

steps for the project.

nt).

UNIT 1

service. This service p

and a production plan

provides a plant for th

n.

he preparation of a heealthy food product.

�


Technologie

Computers -

Students lear

rec col des dev wo

Technologie

What digital

Students exp identify define s develop describe impleme explain developSuggested pa Any unit

For exaScience

Technologie


es: Digital Technolog

- Handy helpers

rn and apply Digital T

cognise and explore hllect, explore and sortscribe and represent velop foundational sk

ork independently and


systems do you us

plore and use a rangeand explore a range o

simple problems and ip technical skills in usie, follow and apply a sent a simple digital sohow their solutions an

p skills in computationartner units: t in Years 3-4 mple:

e Year 3 Unit 1 – Is it l



gies – Years Prep to

Technologies knowled

how digital and informt familiar data and usea sequence of steps

kills in systems and cod with others to create

gies – Year 3-4

e?

e of digital systems incof digital systems anddentify needs ing a visual programmsequence of steps an

olution that involves bnd existing informatioal and systems thinki

living?

gies – Year 5-6


o 2

dge and skills through

mation systems are use digital systems to pand decisions (algorit

omputational thinkinge and organise ideas a

cluding peripheral devd their use to meet ne

ming language to creand decisions (algorithmranching algorithms a

on systems, such as leing when solving simp

guided play and task

sed for particular purpresent the data creatithms) to solve simple, applying strategies sand information, and

vices and create a digeeds at home, in scho

ate a digital solution ms) in non-digital conand user input when cearning software, meeple problems and crea

UNIT 1

ks integrated into othe

poses in daily life ively to convey mean

e problems in non-digisuch as exploring patshare these with know

UNIT 1

gital solution (an interool and in the local co

ntexts and when usingcreating a simple gueet personal, school anating solutions.

er subject areas. They

ing ital and digital contextterns, developing logwn people in safe onl

ractive guessing gamemmunity, and use a r

g a visual programminssing game nd community needs

y:

xts ical steps and hiding line environments.

e) using a visual progrange of peripheral de

ng language

unnecessary informa

gramming language. Tevices to transmit data

ation, when solving sim

They: a

mple problems

�


Data changi

Students inve explorin visualisi creatingStudents app explore examine collect, interpret define p impleme apply teSuggested pa English English Mathem Mathem


ng our world

estigate how informatg how community orgng data to create info

g a data-driven solutioply a range of skills aninformation systems,

e how digital informatmanage and analyse t and visualise data to

problems by considerient a digital solution to

echnical protocols sucartner units: Year 5 Unit 1 — ExaYear 6 Unit 1 — Sho

matics Year 5 Unit 1 —matics Year 6 Unit 1 —


tion systems meet locganisations collect daormation that is easilyon that processes usend processes when cr including systems thion systems use whodata using a range o

o create information ng the need, the requo solve a defined pro

ch as devising meanin

mining and creating frt stories

— Assessment task: In— Assessment task: In


cal and community neata and present informy understood er input to provide inforeating digital solution

hat deliver community le numbers to represe

of software (such as s

uired data, the audienblem

ngful file naming conv

fantasy texts

nterpreting data and pnterpreting and comp

eeds and create a sprmation to meet commu

ormation about a readns. They: information, and exp

ent all data spreadsheets)

nce and what features

ventions and determin

posing questions to garing data displays

UNIT 2

readsheet solution. Leunity needs

ding challenge.

plain how they meet n

s need to be included

ning safe storage loca

ather data

earning opportunities

needs

ations to protect data

include:

and represent information in ethical ways.

�


The Arts: Da

Action storie

Students makStudents:

explore

use fun

present

respondUnit 5 develo

The Arts: Da

Dance mess


improvis

practise

perform

identify Peoples

Unit 2 develo

�The Arts: Da

Dance lands


explorelandsc

develo

perform

explainUnit 2 develo

The Arts: Dr


ance – Years Prep to

es

ke and respond to da

e, improvise and organ

damental movement

t dance sequences th

d to dances, consideroped using the Austra

ance – Year 3-4

sages


se and structure mov

e technical skills safel

m dances using expres

how the elements of s.

oped using the Austra

ance – Year 5-6

scapes


e movement and chocapes.

op technical and expre

m dance using expres

n how the elements ooped using the Austra

rama– Years Prep to


o 2

ance by exploring actio

nise ideas about actio

skills to develop tech

hat communicate idea

ring where and why palian Curriculum: Danc

ance by exploring how

vement ideas for danc

y in fundamental mov

ssive skills to commu

dance and productio

alian Curriculum: Danc

ance from Australia an

reographic devices, u

essive skills in fundam

ssive skills to commu

of dance and productioalian Curriculum: Danc

o 2


on stories as stimulus

on stories to make da

hnical skills when prac

as about action stories

eople dance, startingce Years Prep to 2 Co

w dance is used to rep

ce sequences that exp

vements

nicate a message or

n elements express id

ce Years 3 and 4 Con

nd Asian countries us

using the elements of

mental movements inc

nicate ideas about Au

on elements communce Years 5 and 6 Con

s.

ance sequences using

ctising action story da

s to an audience

with dances from Auontent Descriptions a

present traditional sto

press messages or m

a moral

deas about messages

ntent Descriptions and

ing cultures and land

dance and productio

cluding body control,

ustralian/Asian culture

nicate meaning by comntent Descriptions and

UNIT 5

g the elements of dan

ance sequences

ustralia including dancand Achievement Stan

UNIT 2

ries from a variety of

morals using the eleme

s or morals in traditio

d Achievement Stand

UNIT 2

scapes as stimulus.

on elements (props, co

accuracy, alignment,

es and landscapes

mparing dances from d Achievement Stand

ce (space, time, dyna

ces of Aboriginal Peopndard.

Asian countries as a

ents of dance and cho

nal dance including th

dard.

ostumes, space) to ch

strength, balance an

different social, cultudard.

amics, relationships)

ples and Torres Strait

stimulus.

oreographic devices

hose of Aboriginal Pe

horeograph dances w

nd coordination

ural and historical con

t Islander Peoples an

eoples and Torres Stra

which represent ideas

texts.

nd Asian Peoples.

ait Islander Peoples a

about Australian/Asia

and Asian

an cultures and

�


Stories com


explore

use voic

present

respondUnit 5 develo

�The Arts: Dr

Country/Plac

Students expStudents:

explore i

use voic

shape an

identify iUnit 2 develo

The Arts: Dr

My hero


explore

develop

rehears(includin

explain Unit 2 develo

The Arts: Me

What can yonto the classroom (C2s 6

e to life

ke and respond to dra

role and dramatic ac

ce, facial expression,

t drama that commun

d to drama and considoped using the Austra

rama – Year 3-4

ce

plore connection to Co

ideas and narrative st

e, body, movement a

nd perform dramatic a

ntended purposes anoped using the Austra

rama – Year 5-6

ke and respond to dra

dramatic action, emp

p skills and technique

se and perform deviseng those of Europe a

how the elements of oped using the Austra

edia Arts– Years Pre

ou hear? 2C),Whole-school cur

ama by exploring way

ction in texts and stori

movement and spac

icates ideas, includin

der where and why pealian Curriculum: Dram

ountry/Place through

tructures in Dreaming

and language to susta

action using narrative

nd meaning of drama alian Curriculum: Dram

ama by exploring dra

pathy and space in im

s of voice and movem

ed and scripted dramand North America) an

drama and productioalian Curriculum: Dram

ep to 2


ys that texts and stori

es through dramatic p

ce to imagine and esta

g stories from their co

eople make drama, sma Years Prep to 2 C

Dreaming stories and

g stories and Before B

ain role and relationsh

e structures and tensio

using the elements oma Years 3 and 4 Con

ma from different cult

mprovisations, playbui

ment to create charac

a that develops narrand engage an audienc

on elements communima Years 5 and 6 Con

es can be enacted us

play, improvisation an

ablish role and situatio

ommunity, to an audie

tarting with Australianontent Descriptions a

d Before Before Time

Before Time stories th

hips and create drama

on in devised and scr

f drama to make comntent Descriptions an

tures, time and places

ilding and scripted dra

cter, mood and atmos

tive, drives dramatic tce

icate meaning by comntent Descriptions an

UNIT 5

sing voice and movem

nd process drama

on in drama based on

ence

n drama including draand Achievement Stan

UNIT 2

stories as stimulus.

hrough roles and situa

atic action with a sens

ripted drama

mparisons. d Achievement Stand

UNIT 2

s in Europe and North

ama around ideas rel

phere and focus dram

tension, and uses dra

mparing drama from dd Achievement Stand

UNIT 5

ment.

n stories

ama of Aboriginal Peondard.

ations and use empat

se of time and place

dard.

h America as stimulus

ated to the interconne

matic action

amatic symbol, perfor

different social, culturadard.

oples and Torres Stra

hy in their own improv

s.

ections between peop

rmance styles and des

al and historical conte

it Islander Peoples.

visations and devised

ple and the environme

sign elements to shar

exts in Europe and No

d drama

ent to develop charac

re community and cul

orth America.

cters and situat

ltural stories

�



explore

experim

present

describUnit 5 deve

The Arts: Me

Poetry in mo

Students creaStudents:

explore rsound in

experime

present p

describePeoples.

Unit 2 develo

The Arts: Me

Documentar

Students creaStudents:

explore th

experimen

present p

compare aartworks o

Unit 2 develo

The Arts: Mu

Musical stor


plore the existence an

soundscapes throug

ment with audio record

t soundscapes which

e and discuss sound eloped using the Aust

edia Arts – Year 3-4

otion

ate a character anima

representations of pen media delivery to en

ent with media techno

productions in digital

e and discuss intended.


edia Arts – Year 5-6

ry — what’s the stor

ate a documentary st

he use of documentar

nt with media technol

roductions in digital fo

and explain the shapof Aboriginal and Torroped using the Austra

usic– Years Prep to

ries


nd impact of sound as

gh capturing audio fro

ding and image captu

may present alternat

effects and audio in mralian Curriculum: Me

4

ation to deliver an aud

ople from their commgage an audience

ology, collaborative pr

form to share and dis

d purposes and mean

alian Curriculum: Med

ry

yle film to tell the pers

ry codes and convent

ogy and collaborative

orm to share and disc

ing of viewpoint, ideares Strait Islander Peo

alian Curriculum: Med

2


s a representation of s

m their community an

ure to draw attention to

e interpretations (eg.

media art works of othedia Arts Years Found

dio recording of a sho

munity (including self)

roduction processes (

scuss similarities and

nings of media artwor

ia Arts Years 3 and 4

sonal story of someon

ions to tell a story, de

e production processe

cuss similarities and d

s and stories in their oples. ia Arts Years 5 and 6

settings and characte

nd using media techno

o sounds in the comm

matching game; sou

her students and artisdation to 2 Content D

ort, humorous poem.

to develop animated

(script, storyboard, ph

differences in conten

rks using media arts k

4 Content Descriptions

ne known to them or

epict a character, enh

es (script, storyboard,

differences in story pr

own media artwork a


rs in the community.

ologies to communica

munity

nds with different ima

sts, starting with mediescriptions and Achie

UNIT 2

characters considerin

hotograph and edit as

nt, structure and anim

key concepts, starting

s and Achievement S

UNIT 2

researched.

ance representation a

film, photography, ed

inciples, point of view

nd that of others, exa

s and Achievement S

UNIT 5

ate ideas about where

ages)

ia from Australia, incluevement Standard.

ng animation forms, m

s a slideshow) to crea

ation approaches

g with media artworks

Standard.

and point of view

diting, lighting, sound

w, genre conventions,

amining representatio

Standard.

e and why sounds ca

uding media artworks

mouth shapes, facial e

ate a lip-synched anim

s from Australia, includ

and text) to create m

mood and lighting

n of culture, time and

n be heard

s of Aboriginal and To

expression, character

mation

ding media artworks o

mood and atmosphere

place in media artwo

orres Strait Islander P

r development, compo

of Aboriginal and Torr

e and communicate po

orks from Australia, in

eoples.

osition, text and

res Strait Island

oint of view

ncluding media

�



develo

sing a

create

respoUnit 5 develo

The Arts: Mu

Songs of Au

Students makPeoples. Students:

develop

practise

create mvolume

identify iPeoples.

Unit 2 develo

The Arts: Mu

Around the w


explore d

develop

rehearse

explain hUnit 2 develo

The Arts: Vis

Reinventing


ke and respond to mu

op aural skills by expl

and play instruments t

e compositions and pe

nd to music that tells oped using the Austra

usic – Year 3-4

ustralia

ke music and respond

aural skills by explori

singing, playing instru

music about European

ntended purposes an.


usic – Year 5-6

world with music

ke and respond to mu

dynamics and expres

technical and expres

e and perform music f

how the elements of moped using the Austra

sual Arts– Years Pre

objects


usic by exploring the w

loring and imitating so

to improvise, practise

erform music to comm

a story and consider alian Curriculum: Mus

d to music exploring s

ng, imitating and reco

uments and improvisi

n exploration and the m

nd meanings as they l

alian Curriculum: Mus

usic exploring the mu

ssion, using aural skill

sive skills in singing a

from different cultures

music communicate malian Curriculum: Mus

ep to 2


ways that music can

ounds, pitch and rhyth

a repertoire of chants

municate story ideas t

where and why peopic Years Prep to 2 Co

songs from the arriva

ognising elements of

ing music, using elem

movement of people,

isten to music using t

ic Years 3 and 4 Con

sic-making of other c

s to identify and perfo

and playing instrumen

s including music they

meaning by comparingic Years 5 and 6 Con

evoke stories, includi

hm patterns using voi

s, songs and rhymes

to an audience

ple make music, startiontent Descriptions an

l of the First Fleet, se

music including dyna

ments of music includi

perform to an audien

the elements of music

tent Descriptions and

ultures through their m

orm rhythm and pitch

nts with understanding

y have composed by

g music from differentent Descriptions and

ng soundscapes and

ice, movement and bo

, including songs use

ng with Australian mund Achievement Stan

UNIT 2

ea shanties, explorer s

amics, pitch and rhyth

ng rhythm, pitch, dyn

nce via pageant, conc

c to make comparison

d Achievement Standa

UNIT 2

music journal.

patterns of music fro

g of rhythm, pitch and

improvising, sourcing

t cultures. d Achievement Standa

UNIT 5

sound stories, progra

ody percussion in mu

ed by cultural groups i

usic, including music odard.

songs, songs about im

m patterns used in m

amics and form in a r

cert or flash mob and

ns, starting with Austr

ard.

om different cultures s

d form in a range of p

g and arranging ideas

ard.

am music and lyric sto

usic that evokes storie

n the community that

of Aboriginal Peoples

mportant Australians i

music related to the the

range of pieces

record compositions

ralian music, including

such as Japan, Korea

ieces of music from d

and making decision

ories.

es

t tell a story

s and Torres Strait Isla

including Aboriginal P

eme of European exp

by selecting and orga

g music of Aboriginal

, India, Indonesia and

different cultures

ns to engage an audie

ander Peoples.

Peoples and Torres S

ploration and the move

anising sounds, silenc

Peoples and Torres S

d China

ence

Strait Islander

ement of peopl

ce, tempo and

Strait Islander

�



exploreartwork

experim

display

describUnit 5 devel

The Arts: Vis

Tiny worlds


explor

experispatial

collabo

compacomm

Unit 2 develo

The Arts: Vis

Say it with a


exp

exp

pla

com

Unit 2 develope


plore processes of inv

e imaginative artworkks

ment with visual conv

y artworks and share

be and interpret artistsloped using the Austr

sual Arts – Year 3-4

plore the communicati

e and identify purpos

ment with visual convl devices – flattened s

orate, plan and create

are contemporary artwunicate meaning.


sual Arts – Year 5-6

art

plore recontexualisation

plore and explain the exp

periment with and use vis

n the presentation of dig

mpare recontextualisatio

ed using the Australian C


vention and imaginatio

s created from reinve

ventions (sculpture, co

ideas about visual lan

s’ use of sustainable ralian Curriculum: Vis

ion of diversity in env

e and meaning of cul

ventions and visual laspace/aerial perspect

e a collection/ exhibiti

works of Aboriginal an

alian Curriculum: Visu

of objects and non-tradi

pression of social comme

sual conventions and pra

gital art forms and/or foun

n of readymades and the

Curriculum: Visual Arts Y


on through found obje

ented found and disca

ollage, assemblage) t

nguage choices made

art materials to commual Arts Years Found

ironments through the

tural symbolism in art

anguage to depict perstive/ depth)

on of artworks to dep

nd Torres Strait Island

al Arts Years 3 and 4

tional art materials to co

entary and the influence

actices (found object mix

nd object mixed media fo

e representation of conte

Years 5 and 6 Content D

ect sculpture or collag

arded objects by artist

o create artworks dra

e in artworks to captu

municate ideas. dation to 2 Content de

e manipulation of visu

tworks by Aboriginal a

sonal responses and

pict diversity in Austra

der peoples and Aust


ommunicate ideas.

of context in artworks b

xed media forms, digital

orms to express persona

ext in artworks from diffe

Descriptions and Achieve

ge to communicate me

ts including Aborigina

awn from imaginative

re imaginative conce

escriptions and Achiev

UNIT 2

ual language.

and Torres Strait Isla

qualities of environm

alian environments an

ralian artists that com

s and Achievement S

UNIT 2

y artists including Aborig

collage, digital manipula

al view and enhance mea

erent cultures, times and

ement Standard.

eaning and represent

al and Torres Strait Isl

interpretations of rea

pts

vement standard.

nder peoples and Asi

ments (printmaking tec

d diversity in individu

mmunicate personal e

Standard.

ginal and Torres Strait Is

ation) in research and de

aning for audience with d

places and use art term

t new ideas about cha

lander peoples and A

l events and experien

ian artists to commun

chniques, colour relati

al approach

xperience with enviro

slander Peoples and Asia

evelopment of individual

description of influence a

minology to explain the co

ange and sustainabilit

Asian artists and use t

nces

nicate relationships to

ionships – warm/cool

onments and natural l

an artists and consider th

artworks which express

and context

ommunication of social c

ty.

this as inspiration to d

o environments and pl

; application of mater

andforms and use art

his in the development o

a personal view

concern.

develop their ow

laces

rials - harsh/gen

t terminology to

of their own artwo

Documents

Baralaba Sta hool Whole-s Mu - e q School Unit Overview.pdf · ear 3/4 UNIT 1 C),Whole-school cur explore ... iterary texts and write xpressing a preferen haracter, giving reas