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This unit combines compatible content and skills from the Australian History Curriculum and the three Priorities with the Victorian Essential Learning Standards for Humanities AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, Thinking Processes. Some aspects of VELS and Australian English curriculum are also included.

This unit was developed by (insert names of contributing teachers and date.)

ContentsLESSON SEQUENCES................................................................................................................................4

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Lesson 1.......................................................................................................................................................................................................4Lesson 2.......................................................................................................................................................................................................4Lesson 3.......................................................................................................................................................................................................4Lesson 4.......................................................................................................................................................................................................4Lesson 5.......................................................................................................................................................................................................5Lesson 6.......................................................................................................................................................................................................5Lesson 7.......................................................................................................................................................................................................5Lesson 8.......................................................................................................................................................................................................5Lesson 9.......................................................................................................................................................................................................7Lesson 10.....................................................................................................................................................................................................7Lesson 11.....................................................................................................................................................................................................7

Key Understandings for Assessment.........................................................................................................8Focus Questions............................................................................................................................................8LEARNING FOCUS............................................................................................................................................................................................9VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.........................................9

VELS Learning Focus Humanities Level 1............................................................................................................................................9VELS Learning Focus English Level 1...................................................................................................................................................9VELS Learning Focus Thinking Processes Level 1.............................................................................................................................10VELS Learning Focus Personal Learning Level 1...............................................................................................................................10VELS Learning Focus Interpersonal Development Level 1...............................................................................................................10

AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Foundation (Prep)....................10Key inquiry questions................................................................................................................................................................................11

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY – Foundation (Prep) 11Historical Knowledge and Understanding.............................................................................................................................................11Historical Skills...........................................................................................................................................................................................12

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep).....................13AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2 13

READING AND VIEWING.......................................................................................................................................................................13WRITING....................................................................................................................................................................................................15

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SPEAKING AND LISTENING.................................................................................................................................................................17AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................20

Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................20Asia and Australia’s Engagement with Asia.........................................................................................................................................20Sustainability..............................................................................................................................................................................................20

ACHIEVEMENT STANDARDS.......................................................................................................................................................................22VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......22

VELS Humanities Foundation (Prep).....................................................................................................................................................22VELS English Standards Foundation (Prep)........................................................................................................................................23

Speaking and listening Standard Foundation (Prep).......................................................................................................................23Reading Standard Foundation (Prep)................................................................................................................................................23Writing Standard Foundation (Prep)..................................................................................................................................................23

VELS Thinking Processes Standards Foundation (Prep)...................................................................................................................24VELS Personal Learning Standards Foundation (Prep).....................................................................................................................24VELS Interpersonal Learning Standards Foundation (Prep).............................................................................................................24

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY – Foundation (Prep) 24AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep).25

AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep)............................................................................................................25Foundation (Prep) Reading and Viewing achievement standard..................................................................................................25Foundation (Prep) Writing achievement standard...........................................................................................................................25Foundation (Prep) Speaking and listening achievement standard...............................................................................................25

PoLT (Principles of Learning and Teaching)...........................................................................................26PoLT focus to be embedded in this unit................................................................................................................................................26

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

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Key Understandings for Assessment Focus Questions

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

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VELS Learn

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As students work towards the achievement of Level 3 standards in the Humanities, they draw on their own experience to help them understand the world around them. Through activities such as developing personal and family timelines, examining photographs and buildings, and visits from community members, they learn about the concepts of time - chronology and sequencing, and change and continuity.Through reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures and histories that have contributed to Australian society and by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own.Students develop an awareness of spatial concepts through structured experiences within their immediate environment. They investigate the relative location, direction and distance of their home, school, classroom, local parks, shops and other significant features of their environment and begin to understand the geography of their local area. They learn to give and follow simple directions, and describe location relative to other people and places using everyday spatial terms such as front/back, up/down, right/left, near/far, above/below. They draw simple pictorial maps from their developing mental maps of familiar environments.Students explore how and why natural factors (for example, changes in the weather) and human activities (for example, the closing of a park) affect their lives. They develop basic narratives that link events in their own experience. Participating in activities such as wearing protection from the sun, saving energy, saving water, and recycling, they develop their awareness of environmental issues.

VELS Learn

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Level 1

As students work towards the achievement of Level 1 standards in English, they draw on a range of experiences and skills with texts and language used at home and in the community when speaking, listening, reading and writing to establish a foundation for English learning in the school context.Students learn to read simple, predictable texts that have familiar content. Texts at this level have simple sentences and predominantly oral language patterns, and include repetition of phrases and illustrations that represent the main ideas such as picture books. Students learn that print text maintains a constant message, and they use title, illustrations and knowledge of a text topic to predict meaning in texts. They explore the purpose, formation and conventions of print and develop a working understanding of how sounds are represented alphabetically. To make meaning they use context and information

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about words, letters, combinations of letters and the sounds associated with them. They expand their vocabulary and use illustrations to extend meaning. With support they select their own reading material from a small range of familiar texts.Students begin to compose simple texts about personally significant topics for their own purposes and audiences. When writing words and simple sentences they draw on their knowledge of the alphabet and its relationship with the sound system, conventional letters, groups of letters and some simple punctuation such as full stops and capital letters to communicate meaning. They begin to recognise that writing is used to convey ideas, feelings and information, and they discuss the purposes of their writing and the sources of their ideas. They learn to form letters correctly and to use a range of writing implements.Students regularly make brief presentations on a specified topic to small groups or the whole class, learning to speak at an appropriate volume and pace for listeners’ needs. They practise sequencing main events and ideas coherently and self-correct by rephrasing when meaning is not clear. They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.

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VELS Learn

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As students work towards the achievement of Level 3 standards in Thinking Processes, they explore a wide variety of familiar contexts. With encouragement and support, they wonder, question and become adventurous in their thinking about these contexts. Students practise using all of their senses to develop skills in making observations which they share and record.Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences. In integrating information from their own observations, information from peers, teachers and other adults, and information from print and non-print texts, they begin to develop simple explanations for the phenomena they observe. These explanations – not necessarily complete – are the starting point for further questions and exploration. When students consider the explanations of others, they begin to ask, ‘How do you know?’ and ‘What makes you think that?’ and consider a range of possible responses.Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding.

VELS Learn

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Learning

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Students experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding. Individually and in pairs, students begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as ‘I’m proud of this because…’, and using visual aids that illustrate their responses to learning, such as happy and unhappy faces. They also reflect on their own learning by responding to prompts such as ‘What do you know now, that you didn’t know before?’Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that mistakes can be a vehicle for further learning.Students begin to take initiative as learners by asking questions when needed and attempting small projects. They begin to solve problems and complete work using their initiative as a first step and asking for teacher assistance as required. With support, students manage their time and resources to complete short tasks.

VELS As students work towards the achievement of Level 1 standards in

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Learning

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Interperso

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Interpersonal Development, they interact with their peers, teachers and other adults in a range of contexts. They learn to play constructively together and are encouraged to develop friendships with peers.Students learn to manage their impulses by developing habits and routines that help them to be a cooperative class member. They develop a vocabulary to describe the emotions they experience when interacting with others.With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources. Through supported reflection on their own experiences of working with a partner, in small-group and whole-class situations, students share their thoughts on group collaboration and learn to describe and practise skills that contribute to the formation of positive relationships, and explain why these skills are desirable.While playing games and participating in classroom activities, students practise listening to others and recording or retelling what others have said. With teacher support, they practise using these skills with their peers in a variety of contexts and begin to identify when it would be useful to apply these skills in other situations.Students are supported to develop appropriate language to explain what happens and how they feel when experiencing conflict and/or bullying. They begin to understand how their actions affect others. Students learn that some people have special needs and to respect the rights, feelings and efforts of others.

AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Foundation (Prep)Australian Curriculum History Level Description Foundation (Prep)Personal and Family HistoriesThe Foundation curriculum provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present.The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.The history content at this level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions. The key inquiry questions at this level are:

Key inquiry questions

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What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared?

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY – Foundation (Prep)

Historical Knowledge and UnderstandingFoundation yearPersonal and Family Histories ElaborationsWho the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

identifying the different members of a family, (for example mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members

naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

The different structures of families and family groups today, and what they have in common (ACHHK002)

considering a range of family structures, (for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages

using images and stories to identify similarities and differences between students' families and those of other children (in their class and in stories about children in other places, for example the countries of Asia)

exploring family structures of Aboriginal and Torres Strait Islander Peoples (for example where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing)

How they, their family and friends commemorate past events that are important to them (ACHHK003)

making a calendar of commemorative events that students, their family and friends celebrate, (for example birthdays, religious festivals (such as Easter, Ramadan, Buddha day, feast of Passover), family reunions and community commemorations (NAIDOC week, and ANZAC day) and discussing why they are important

discussing ‘Welcome to Country’ and recognising that the country, place and traditional custodians of the land or sea are acknowledged at ceremonies and events as a mark of respect

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation

sharing the story of an object from home, describing its importance to the family (for example photographs, old toys, statues, medals, artwork, jewellery) and creating a class museum

recognising that stories of the past may differ depending on who is telling them (for example listening to stories about the same event related by two different people such as a mother and a grandmother)

Historical Skills

Chronology, terms and concepts ElaborationsSequence familiar objects and ordering significant personal events or milestones using photographs or drawings (such as walking,

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK004




events (ACHHS015) talking, the birth of a sibling, moving house, an illness, an achievement, first day at school)Distinguish between the past, present and future (ACHHS016)

using simple terms to denote time when students talk about their experiences (for example 'then', 'now', 'yesterday', 'today', 'tomorrow')

Historical questions and research ElaborationsPose questions about the past using sources provided (ACHHS017)

inquiring from members of their families where they were born and raised posing questions about family or about personal photographs, for example ‘How old was I?’ ‘Where was

I?’ ‘What was I doing?’ posing questions about artefacts, for example ‘Is it old or new?’ ‘What was it used for?’

Analysis and use of sources ElaborationsExplore a range of sources about the past (ACHHS018)

identifying relevant features of photographs of family and friends describing interesting features of objects and photographs connected to the past

Identify and compare features of objects from the past and present (ACHHS019)

distinguishing between what is old and what is new, using such clues as the condition of the object suggesting ideas about what objects from the past may have been used for comparing objects from the past with those of the present, using comparative language such as 'older',

'newer' (for example 'This toy is older'; 'That computer game is more fun than...')Perspectives and interpretations ElaborationsExplore a point of view (ACHHS020) inviting parents, grandparents and elders into the classroom to communicate about their childhoods and

comparing their favourite toys with those of children todayExplanation and communication ElaborationsDevelop a narrative about the past (ACHHS021)

relating a story about their own life or describing an event they have experienced (orally or through pictures and photographs)

retelling a story about a significant event a student’s family celebrates or commemorates such as birthdays, weddings, christenings, religious festivals

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

representing ideas and creating imaginative responses through talking, drawing and play

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep)Australian Curriculum English Level Description Foundation (Prep)

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit, strengthen and develop these as needed.In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHS022








The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2

READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or

Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.

Language ElaborationsUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

sharing experiences of different texts and discussing some differences

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

Recognise that sentences are key units for expressing ideas (ACELA1435)

learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

creating students' own written texts and reading aloud to the teacher and others

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

exploring spoken, written and multimodal texts and identifying elements, for example words and images

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

exploring how the combination of print and images in texts create meaning

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

learning about print: direction of print and return sweep, spaces between words

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

learning about front and back covers; title and author, layout and navigation of digital/screen texts

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learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and community

using familiar and common letters in handwritten and digital communications

Literature ElaborationsRecognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

recognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

recognising that there are storytellers in all cultures

viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources

comparing experiences depicted in stories with students’ own

engaging with texts that reflect the social and cultural groups to which students belong

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines

listening, responding to and joining in with rhymes, poems, chants and songs

Literacy ElaborationsIdentify some familiar texts and the contexts in which they are used (ACELY1645)

recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

Identify some differences between imaginative and informative texts (ACELY1648)

talking about what is ‘real’ and what is imagined in texts

identifying and selecting texts for information purposes and commenting on how the text might help with a task

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

reading aloud with attempts at fluency and intonation

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual,

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1648


http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1578




semantic, grammatical and phonic knowledge (ACELY1649)

reading aloud with attempts at fluency and intonation

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

talking about the meanings in texts listened to, viewed and read

visualising elements in a text (for example drawing an event or character from a text read aloud)

providing a simple, correctly-sequenced retelling of narrative texts

relating one or two key facts from informative texts

finding a key word in a text to answer a literal question

making links between events in a text and students’ own experiences

making an inference about a character's feelings

discussing and sequencing events in stories

drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

WRITING

Language ElaborationsUnderstand that some language in written texts is unlike everyday spoken language (ACELA1431)

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words

knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

pointing to the letters and the punctuation in a text

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Know how to use onset and rime to spell breaking words into onset and rime, for example c/at

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words (ACELA1438)

building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot

Literature ElaborationsRetell familiar literary texts through performance, use of illustrations and images (ACELT1580)

drawing, labelling and role playing representations of characters or events

reciting rhymes with actions

using digital technologies to retell events and recreate characters from favourite print and film texts

Literacy Elaborations

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

using image-making and beginning writing to represent characters and events in written, film and web-based texts

using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts

creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts

using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

rereading collaboratively developed texts to check that they communicate what the authors intended

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

adopting correct posture and pencil grip

learning to produce simple handwriting movements

following clear demonstrations of how to construct each letter (for example where to start; which direction to write)

learning to construct lower case letters and to combine these into words

learning to construct some upper case letters

Construct texts using software including word processing programs (ACELY1654)

using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

SPEAKING AND LISTENING

Language ElaborationsUnderstand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

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recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

learning that we use a different tone and style of language with different people

learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

building vocabulary through multiple speaking and listening experiences

discussing new vocabulary found in texts

bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

listening to the sounds a student hears in the word, and writing letters to represent those sounds

identifying rhyme and syllables in spoken words

identifying and manipulating sounds (phonemes) in spoken words

identifying onset and rime in one-syllable spoken words

Literature ElaborationsRespond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

engaging with the humour in some stories and repeating favourite lines, jokes and ideas

returning to preferred texts and commenting on reasons for selection

Share feelings and thoughts about the events and characters in texts (ACELT1783)

talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories

using art forms and beginning forms of writing to express personal responses to literature and film experiences

talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a

using music and actions to enhance appreciation of rhymes, poems, chants and songs

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range of cultures (ACELT1579) reciting rhymes with actions

Literacy ElaborationsListen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

listening to, remembering and following simple instructions

sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps

listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

participating in class, group and pair discussions about shared experiences including shared texts

asking and answering questions to clarify understanding

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

learning to ask questions and provide answers that are more than one or two words

participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas

showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate

listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts

engaging in conversations with peers and adults in home language or dialect

asking and answering questions using appropriate intonation

speaking so that the student can be heard and understood

altering volume for inside and outside situations and when speaking to an audience

Deliver short oral presentations to peers (ACELY1647)

sharing a personal experience, interest or discovery with peers in a semi-formal situation

using visual cues to practise staying on topic

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AUSTRALIAN CURRICULUM PRIORITIES

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Aboriginal and Torres

Strait Islander

histories and cultures

Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait I slander communities, deep knowledge traditions and holistic world view.A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts.Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.

Asia and Australia’s

Engagement with Asia

The Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China, India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital.This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about the histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the Australian community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and humanitarian assistance and this engagement is vital to the prosperity of all Australians.The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of mathematics in Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the human understanding of number, algebra and trigonometry.Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area, students investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical concepts such as patterns and symmetry in art and architecture. Investigations involving data collection and representation can be used to examine issues pertinent to the Asia region.

Sustainability

Sustainability addresses the ongoing capacity of Earth to maintain all life.Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment.Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations.The Australian Curriculum: mathematics provides the foundation for the exploration of issues of sustainability. It equips students with

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the skills of measurement, mathematical modelling, and data collection, representation and analysis. These skills are needed to investigate data, evaluate and communicate findings and to make predictions based on those findings.Mathematical understandings and skills are necessary to monitor and quantify both the impact of human activity on ecosystems and changes to conditions in the biosphere. Actions to improve sustainability involve students in processes such as auditing, reading measures and gauges, and interpreting data on invoices and accounts. Mathematical and statistical analysis enables informed decision making about present and future action.Learning in mathematics involves the use of knowledge and skills learnt in other areas, particularly in English, science and history.The Australian National Numeracy Review Report (2008) identified numeracy as requiring an across-the-school commitment, including mathematical, strategic and contextual aspects. This across-the-school commitment can be managed by including specific references to other curriculum areas in the mathematics curriculum, and the identification of key numeracy capacities in the descriptions of other curriculum areas being developed. For example, the following are some of the numeracy perspectives that could be relevant to English, science and history.

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ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Humanities Foundation (Prep)

No standard till Level 3

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VELS English Standards Foundation (Prep)Speaking and listening Standard Foundation (Prep)Progression Point 0.5Students use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. In recounting stories or personal experiences a small number of ideas are logically sequenced. They comprehend simple oral classroom instructions, short story scripts with supporting visual information and references to particular sentences and individual words.Standard Level 1At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.

Reading Standard Foundation (Prep)Progression Point 0.5Students ‘read’ aloud independently and respond to simple, illustrated continuous print and electronic texts about familiar events with some high frequency words, oral language patterns and repetitive phrases and sentences. They display some of the concepts of print, including one to one matching of words. They use textual features and knowledge of text topic to predict words. They display relevant phonological and phonemic knowledge, including recognising and saying the most common sound and naming the most common letters. They can suggest words that begin with familiar sounds, including the beginning letter of their name. They can give words that rhyme and can sometimes decide whether a spoken word begins with a particular sound. They can match letters based on their shape and can discriminate between similar letters.Standard Level 1At Level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound–letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.

Writing Standard Foundation (Prep)Progression Point 0.5Students are aware that speech can be written and begin to recognise that writing is used to convey ideas, feelings and information. They write about personally significant topics. They record in symbols what they say and read back their messages at the time of writing. Their writing attempts show concepts about print including left to right, top to bottom and spacing. They write approximate letters for some of the letter-sound relationships they know and may interchange upper and lower case letters. They attempt to spell words by writing one or more of the letters in the word, usually having the initial letter. They use pencil or crayon and write using a computer.Standard Level 1At Level 1, students write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.

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VELS Thinking Processes Standards Foundation (Prep)


VELS Personal Learning Standards Foundation (Prep)


VELS Interpersonal Learning Standards Foundation (Prep)Progressing towards Level 1In Interpersonal Development, there is one point (0.5) at Level 1 for assessing student progress towards the Level 1 standard.Progression point 0.5At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: that shows

awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and relaxing cooperative behaviours that help them to participate in groups, games and other forms of play

Standard: Interpersonal DevelopmentAt Level 1, students identify the qualities of a friend and demonstrate care for other students. They contribute to the development of positive social relationships in a range of contexts. They use appropriate language and actions when dealing with conflict. Students describe basic skills required to work cooperatively in groups.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY – Foundation (Prep)Foundation (Prep) History achievement standardBy the end of the Foundation level, students identify similarities and differences between families. They recognise how important family events are commemorated.Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

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AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep)AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep)

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

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PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:The learning environment is supportive and productive.In learning environments that reflect this principle the teacher:1.1 builds positive relationships through knowing and valuing each student1.2 promotes a culture of value and respect for individuals and their communities1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.The learning environment promotes independence, interdependence and self motivation.In learning environments that reflect this principle the teacher:2.1 encourages and supports students to take responsibility for their learning2.2 uses strategies that build skills of productive collaboration.Students' needs, backgrounds, perspectives and interests are reflected in the learning program.In learning environments that reflect this principle the teacher:3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students3.2 uses a range of strategies that support the different ways of thinking and learning3.3 builds on students’ prior experiences, knowledge and skills3.4 capitalises on students’ experience of a technology rich world.Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher:4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas4.2 promotes substantive discussion of ideas4.3 emphasises the quality of learning with high expectations of achievement4.4 uses strategies that challenge and support students to question and reflect4.5 uses strategies to develop investigating and problem solving skills4.6 uses strategies to foster imagination and creativity.Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher:5.1 designs assessment practices that reflect the full range of learning program objectives5.2 ensures that students receive frequent constructive feedback that supports further learning5.3 makes assessment criteria explicit5.4 uses assessment practices that encourage reflection and self assessment5.5 uses evidence from assessment to inform planning and teaching.Learning connects strongly with communities and practice beyond the classroom.In learning environments that reflect this principle the teacher:6.1 supports students to engage with contemporary knowledge and practice6.2 plans for students to interact with local and broader communities6.3 uses technologies in ways that reflect professional and community practices.

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AC History planning template Web viewNB If it is an updated version of a previous unit, add the...

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Transcript of AC History planning template Web viewNB If it is an updated version of a previous unit, add the...