AC Science planning template · Web viewdrawing, writing and using digital technologies to...

INSTRUCTIONS: SAVE AS Year Level name of unit odd/even year (Year 1 & 2 ODD/EVEN YEARS) & semester e.g. Year 1 & 2 Water Odd Years Sem 1.

NB If it is an updated version of a previous unit, add the version number e.g. Year 1 & 2 Water Odd Years Sem 1 V2.

KEEP ALL FONT AND SIZE AS IS i.e. Ariel 10 so that it can be cut and pasted straight into work program template as a column. Insert Unit name, select odd/even/all years, insert year level

For each lesson insert activities including Assessment For, As or Of Learning. Delete skills and or content not applicable

Select and paste in just one outcome/elaboration to focus on from VELS and AusVELS

Insert resources and where they are located Insert what students do/what teacher does

Insert special needs Insert Deep Thinking Focus (if not applicable, insert your own school’s professional development focus if desired).

Learning Focus, Content descriptors & elaborations & Standards instructions +PoLTDelete all aspects not applicable in this unit from VELS and AusVELS sections & PoLT.

FormattingUpdate Table of Contents (right click to do this & select Update Entire Table) or delete table of contents if preferred.

Adjust line breaks if printingDELETE TABLE OF CONTENTS IF PREFERRED

Delete all these yellow instructions once done.

INSERT NAME OF SCHOOL INSERT NAME OF UNIT Odd/Even/All Years – year level

This unit combines compatible content and skills from the AusVELS Science Curriculum and the three Priorities AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, Thinking Processes. Some aspects of the

AusVELS 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 3.......................................................................................................................................................................................................4Lesson 4.......................................................................................................................................................................................................4Lesson 5.......................................................................................................................................................................................................5Lesson 6.......................................................................................................................................................................................................5Lesson 7.......................................................................................................................................................................................................5Lesson 8.......................................................................................................................................................................................................5Lesson 9.......................................................................................................................................................................................................8Lesson 10.....................................................................................................................................................................................................8Lesson 11.....................................................................................................................................................................................................8

Key Understandings for Assessment.........................................................................................................9Focus Questions............................................................................................................................................9LEARNING FOCUS..........................................................................................................................................................................................10VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.......................................10

VELS Learning Focus Thinking Processes Level 2.............................................................................................................................10VELS Learning Focus Personal Learning Level 2...............................................................................................................................10VELS Learning Focus Interpersonal Learning Level 2.......................................................................................................................10

AusVELS SCIENCE LEVEL DESCRIPTION Years 1 & 2....................................................................11AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE: Years 1 & 2............11

SCIENCE UNDERSTANDING................................................................................................................................................................11SCIENCE AS A HUMAN ENDEAVOUR...............................................................................................................................................13SCIENCE ENQUIRY SKILLS..................................................................................................................................................................13

AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2....................................................................15AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2.............16AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................27

Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................27Asia and Australia’s Engagement with Asia.........................................................................................................................................27Sustainability..............................................................................................................................................................................................27

ACHIEVEMENT STANDARDS.......................................................................................................................................................................29VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......29

VELS Thinking Processes Standards Years 1 & 2..............................................................................................................................29

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VELS Personal Learning Standards Years 1 & 2................................................................................................................................29VELS Interpersonal Learning Standards Foundation Years 1 & 2....................................................................................................29

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE.....................................29AUSTRALIAN CURRICULUM SCIENCE Years 1 & 2........................................................................................................................29

AusVELS ACHIEVEMENT STANDARDS – ENGLISH.........................................................................30AusVELS ENGLISH Years 1 & 2............................................................................................................................................................30

PoLT (Principles of Learning and Teaching)...........................................................................................33PoLT focus to be embedded in this unit................................................................................................................................................33

CHECKLIST FOR PLANNING A UNIT OF WORK USING e5.................................................................34

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

VELS Learning

Focus Thinking

Processes Level 2

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of other people’s explanations. They begin to understand that people are more likely to believe an explanation if evidence or reasons are provided. They develop their skills in using a range of sources of information when investigating selected questions.Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and objects.When presented with simple problems, students work with peers to develop a range of creative solutions and test their effectiveness against given criteria. Prompted by questions, they begin to reflect on their thinking processes.

VELS Learning

Focus Personal Learning Level 2

As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. They begin to recognise that learning from mistakes is an important attribute of being a good learner.With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on their achievements.

VELS Learning

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l Learning Level 2

As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to the development and maintenance of friendships. They begin to develop and exhibit appropriate behaviours for maintaining positive social relationships.Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response.Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or taking another person’s point of view into consideration.Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.

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AusVELS SCIENCE LEVEL DESCRIPTION Years 1 & 2YEAR 1 Science Level Description Year 2 Science Level DescriptionThe Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant level to ensure that these two strands are addressed over the two-level period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.From Foundation to Level 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Level 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant level to ensure that these two strands are addressed over the two-level period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.From Foundation to Level 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Level 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.

AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE: Years 1 & 2

SCIENCE UNDERSTANDINGYear 1 Content Year 2 ContentBiological Science Elaborations Biological Science ElaborationsLiving things have a variety of external features (ACSSU017)

recognising common features of animals such as head, legs and wings

describing the use of animal body parts for particular purposes such as moving and feeding

identifying common features of plants such as leaves and roots

describing the use of plant parts for particular purposes such as making food and obtaining water

Living things grow, change and have offspring similar to themselves (ACSSU030)

representing personal growth and changes from birth

recognising that living things have predictable characteristics at different stages of development

exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly

observing that all animals have offspring, usually with two parents

Living things live in different places where their needs

exploring different habitats in the local environment such as the beach, bush and backyard

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are met (ACSSU211)

recognising that different living things live in different places such as land and water

exploring what happens when habitats change and some living things can no longer have their needs met

Chemical Science Elaborations Chemical Science ElaborationsEveryday materials can be physically changed in a variety of ways (ACSSU018)

predicting and comparing how the shapes of objects made from different materials can be physically changed through actions such as bending, stretching and twisting

exploring how materials such as water, chocolate or play-dough change when warmed or cooled

Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)

exploring the local environment to observe a variety of materials, and describing ways in which materials are used

investigating the effects of mixing materials together

suggesting why different parts of everyday objects such as toys and clothes are made from different materials

identifying materials such as paper that can be changed and remade or recycled into new products

Earth and space sciences

Elaborations Earth and space sciences

Elaborations

Observable changes occur in the sky and landscape (ACSSU019)

exploring the local environment to identify and describe natural, managed and constructed features

recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons

Earth’s resources, including water, are used in a variety of ways (ACSSU032)

identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school

describing how a resource such as water is transferred from its source to its point of use

considering what might happen to humans if there were a change in a familiar available resource, such as water

identifying actions at school such as turning off dripping taps, that can conserve resources

Physical sciences Elaborations Physical sciences ElaborationsLight and sound are produced by a range of sources and can be sensed (ACSSU020)

recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations

identifying the sun as a source of light recognising that objects can be seen when light

from sources is available to illuminate them exploring different ways to produce sound

using familiar objects and actions such as striking, blowing, scraping and shaking

comparing sounds made by musical

A push or a pull affects how an object moves or changes shape (ACSSU033)

exploring ways that objects move on land, through water and in the air

exploring how different strengths of pushes and pulls affect the movement of objects

identifying toys from different cultures that use the forces of push or pull

considering the effects of objects being pulled towards the Earth

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instruments using characteristics such as loudness, pitch and actions used to make the sound

SCIENCE AS A HUMAN ENDEAVOURYear 1 Content Year 2 ContentNature and development of science

Elaborations Nature and development of science

Elaborations

Science involves asking questions about, and describing changes in, objects and events (ACSHE021)

jointly constructing questions about the events and features of the local environment with teacher guidance

recognising that descriptions of what we observe are used by people to help identify change

Science involves asking questions about, and describing changes in, objects and events (ACSHE034)

describing everyday events and experiences and changes in our environment using knowledge of science

suggesting how everyday items work, using knowledge of forces or materials

identifying and describing sources of water

Use and influence of science

Elaborations Use and influence of science

Elaborations

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for plants and animals

considering that technologies used by Aboriginal and Torres Strait Islander people require an understanding of how materials can be used to make tools and weapons, musical instruments, clothing, cosmetics and artworks

exploring how musical instruments can be used to produce different sounds

comparing how different light sources are used in daily life

identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature

finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply

exploring how different cultures have made inks, pigments and paints by mixing materials

identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies

recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources

SCIENCE ENQUIRY SKILLSYear 1 Content Year 2 ContentQuestioning and predicting

Elaborations Questioning and predicting

Elaborations

Respond to and pose questions,

thinking about "What will happen if……?" type questions about everyday objects and events

Respond to and pose questions,

using the senses to explore the local environment to pose interesting questions, make

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and make predictions about familiar objects and events (ACSIS024)

using the senses to explore the local environment to pose interesting questions and making predictions about what will happen

and make predictions about familiar objects and events (ACSIS037)

inferences and predictions thinking about ‘What will happen if...?’ type

questions about everyday objects and events

Planning and conducting

Elaborations Planning and conducting

Elaborations

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

manipulating objects and making observations of what happens

researching ideas collaboratively using big books, web pages and ICT within the classroom

exploring different ways of solving science questions through guided discussion

sorting information and classifying objects based on easily observable characteristics with teacher guidance

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038)

manipulating objects and materials and making observations of the results

researching with the use of simple information sources

sorting objects and events based on easily identified characteristics

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026)

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and record observations with teacher guidance

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Processing and analysing data and information

Elaborations Processing and analysing data and information

Elaborations

Use a range of methods to sort information, including drawings and provided tables (ACSIS027))

using matching activities, including identifying similar things, odd-one-out and opposites

exploring ways of recording and sharing information through class discussion

jointly constructing simple column graphs and picture graphs to represent class investigations

Use a range of methods to sort information, including drawings and provided tables (ACSIS040)

constructing column and picture graphs with teacher guidance to record gathered information

sorting information in provided tables or graphic organisers

Through discussion, compare observations with

discussing original predictions and, with guidance, comparing these to their observations

Through discussion, compare observations with

comparing and discussing, with guidance, whether observations were expected

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predictions (ACSIS212)

predictions (ACSIS214)

Evaluating Elaborations Evaluating ElaborationsCompare observations with those of others (ACSIS213)

discussing observations as a whole class to identify similarities and differences in their observations

Compare observations with those of others (ACSIS041)

discussing observations with other students to see similarities and differences in results

Communicating Elaborations Communicating ElaborationsRepresent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

discussing or representing what was discovered in an investigation

engaging in whole class or guided small group discussions to share observations and ideas

Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042)

presenting ideas to other students, both one-to-one and in small groups

discussing with others what was discovered from an investigation

AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2The 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 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 and strengthen these as needed.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. See http://www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts for advice on selection of literary texts.

Australian Curriculum English Level Description Year 1 Australian Curriculum English Level Description Year 2

In Level 1, 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, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.Literary texts that support and extend Level 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These

In Level 2, students communicate with peers, teachers, students from other classes, and community members.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.Literary texts that support and extend Level 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied

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texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2

Year 1 Content Year 2 ContentLanguage Elaborations Language ElaborationsUnderstand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

recognising how and where signs and symbols are used and placed in students’ school and community

learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities

recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

recognising the effect of words, symbols, gestures and body language on the way communications are received by others

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

exploring how terms of address are used to signal different kinds of relationships

exploring the differences between giving a presentation and talking to friends

exploring culturally specific greetings and expressions of politeness

Understand that there are different ways of asking for

learning the difference between questions and statements, requests and commands

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information, making offers and giving commands (ACELA1446)

learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

extending students’ vocabularies for the expression of feelings and emotions

considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’

exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences

exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

discussing and comparing the purposes of familiar texts drawn from local contexts and interests

becoming familiar with the typical stages of types of text including recount and procedure

using different types of texts, for example procedures (including recipes) and discussing the text structure

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images

becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

Understand patterns of repetition and contrast in simple texts (ACELA1448)

identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)

discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things

mapping examples of word associations in texts, for example words that refer to the main character

Recognise that using intonation and pauses in response to Recognise that talking about how a comma can be used to

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different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

punctuation when reading reading texts and identifying different

sentence-level punctuation writing different types of sentences, for

example statements and questions, and discussing appropriate punctuation

capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information

learning about features of screen texts including menu buttons, drop down menus, links and live connections

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)

understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

learning how to express ideas using compound sentences

learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

Explore differences in words that represent people, places and things (nouns, including pronouns),

talking about effective words that describe a place, person or event

learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

Understand that nouns represent people, places, concrete objects and abstract concepts; that there

exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas

exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented

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happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

by an illustrator exploring names of people and places and

how to write them using capital letters building extended noun groups/phrases that

provide a clear description of an item

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

interpreting new terminology drawing on prior knowledge, analogies and connections with known words

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and

writing one-syllable words containing known blends, for example ‘bl’, ‘st’

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to

drawing on knowledge of high frequency sight words

drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)

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how to use visual memory to write high-frequency words (ACELA1778)

(for example 'one', 'have', 'them', 'about') break up simple words and use visual memory to write irregular words (ACELA1471)

using known words in writing and spell unknown words using developing visual, graphophonic and morphemic knowledge

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)

building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')

using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)

joining discussion about how a prefix or suffix affects meaning, for example ‘uncomfortable’, ‘older’, and ‘division’

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word

recognising and producing rhyming words replacing sounds in spoken words (for

example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat')

saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

recognising when some letters are silent, for example ‘knife’, ‘listen’, ‘castle’, and providing the sound for less common sound–letter matches, for example ‘tion’

Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue')

saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay')

Understand the variability of sound-letter matches (ACELA1459)

recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’

recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

Literature Elaborations Literature ElaborationsDiscuss how authors create characters using

identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional

Discuss how depictions of characters in print,

exploring iconography of Aboriginal and Torres Strait Islander cultures

recognising recurring characters, settings and

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http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=write


language and images (ACELT1581)

European and Asian texts, and how spiritual beings are represented in Aboriginal and Torres Strait Islander stories

identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

discussing the characters of fictional animals and how they relate to those of humans

sound and images reflect the contexts in which they were created (ACELT1587)

themes in Dreaming stories experienced through texts, films and online sources

discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)

comparing characters and events in texts to students’ own experiences

Compare opinions about characters, events and settings in and between texts (ACELT1589)

discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

sharing favourite texts and authors and some reasons for preferences

discussing different texts and considering what is entertaining or appealing and why

using arts methods and role play to express personal responses to characters and events in stories

identifying who is telling the story in different texts

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences

connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships

drawing, writing and using digital technologies to capture and communicate favourite characters and events

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

examining different types of literature including traditional tales, humorous stories and poetry

discussing similarities and differences between texts ( for example features of main characters in different stories)

discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters

describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings

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discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)

identifying features of imaginary or fantasy texts, for example magic powers, shifts in time

investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used

comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures

listening to and performing simple haiku poems about familiar topics such as nature and the seasons

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

exploring poems, chants, rhymes or songs from different cultures which class members may bring from home

learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures

writing character descriptions drawn from illustrations in stories

retelling key events in stories using oral language, arts, digital technologies and performance media

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

creating imaginative reconstructions of stories and poetry using a range of print and digital media

telling known stories from a different point of view

orally, in writing or using digital media, constructing a sequel to a known story

Literacy Elaborations Literacy ElaborationsRespond to texts drawn from a range of cultures and experiences (ACELY1655)

exploring some of the meanings and teachings embedded in Dreaming stories

using drawing and writing to depict and comment on people and places beyond their immediate experience

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia

comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences

Engage in conversations and

listening for details in spoken informative texts participating in informal and structured class,

Listen for specific purposes and

using spoken language for problem solving, and exploring ideas and concepts

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discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

group and pair discussions about content area topics, ideas and information

speaking clearly and with appropriate volume interacting confidently and appropriately with

peers, teachers, visitors and community members

learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently

formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

listening for specific information and providing two or more key facts from an informative text spoken or read aloud

listening to, remembering and responding to detailed instructions

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')

participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others

taking turns, asking and answering questions and attempting to involve others in discussions

demonstrating active listening behaviour and responding to what others say in pair, group and class discussions

experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems

attempting correct pronunciation of new vocabulary

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

discussing appropriate conventions to use in group discussions

exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities

asking relevant questions and making connections with personal experiences and the contributions of others

brainstorming topics, contributing ideas and acknowledging the ideas of others

speaking clearly and with appropriate intonation

understanding how to disagree with a point of view or offer an alternative idea courteously

experimenting with presentation strategies such as pitch, volume and intonation

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Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

reporting the results of group discussions providing simple explanations about how to

do or make something giving short oral presentations about areas of

interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

adjusting presentation for different audiences preparing and giving oral presentations,

including reports of group discussions, using more formal speech and specific vocabulary about content area topics

listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic

Describe some differences between imaginative informative and persuasive texts (ACELY1658)

comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’

selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

using contextual and semantic knowledge to make predictions about a text’s purpose and content

combining knowledge of context, meaning, grammar and phonics to decode text

recognising most high frequency sight words when reading text

self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge

reading aloud with developing fluency and intonation

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

using prior and learned knowledge and vocabulary to make and confirm predictions when reading text

using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts

using knowledge of sound–letter relationships and high frequency sight words when decoding text

monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge

using grammar and meaning to read aloud with fluency and intonation

Use comprehension strategies to build literal and inferred meaning about key events, ideas and

using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading

making connections between the text and students’ own experiences, and between

Use comprehension strategies to build literal and inferred meaning and begin

making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic

making connections between information in

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information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

information in print and images finding key information in a text making inferences about characters’ feelings

and motives building knowledge about the topic of the text

and learning new vocabulary before and during reading

making predictions from the cover, from illustrations and at points in the text before reading on

retelling the events or key information in the text orally, in writing and/or through digital or arts media

to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

print and images building on and using prior knowledge and

vocabulary making valid inferences using information in a

text and students’ own prior knowledge predicting, asking and answering questions as

they read, and summarising and reviewing meaning

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

referring to learned knowledge of text structure and grammar when creating a new text

applying new vocabulary appropriately in creating text

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

sequencing content according to text structure using appropriate simple and compound

sentence to express and combine ideas using vocabulary, including technical

vocabulary, appropriate to text type and purpose

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

checking for inclusion of capital letters and full stops

identifying words which might not be spelt

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

checking spelling using a dictionary checking for inclusion of relevant punctuation

including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

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correctly beginning to use dictionaries and classroom

charts to check and correct spelling of less familiar words

making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

Write using unjoined lower case and upper case letters (ACELY1663)

using correct posture and pencil grip learning how each letter is constructed

including where to start and the direction to follow

writing words legibly using unjoined print script of consistent size

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

using correct pencil grip and posture writing sentences legibly and fluently using

unjoined print script of consistent size

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

creating digital images and composing a story or information sequence on screen using images and captions

adding images to digital written communications such as emails with pictures of self, classmates or location

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

experimenting with and combining elements of software programs to create texts

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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 Thinking Processes Standards Years 1 & 2

No standard till Level 3

VELS Personal Learning Standards Years 1 & 2

No standard till Level 3

VELS Interpersonal Learning Standards Foundation Years 1 & 2Building social relationshipsAt Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.Working in teamsAt Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCEAUSTRALIAN CURRICULUM SCIENCE Years 1 & 2

Year 1 Science achievement standardBy the end of Level 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments.Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

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

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AusVELS ACHIEVEMENT STANDARDS – ENGLISH AusVELS ENGLISH Years 1 & 2

Year 1 F0.5 Reading and Viewing Progression Point identify the parts of a simple sentence that represent ‘What’s happening?’,

‘Who or what is involved?’ and the surrounding circumstances (ACELA1451 Sentences and clause level grammar)

identify and distinguish all uppercase and lowercase letters in the alphabet (ACELA1458 Alphabet knowledge)

recognise common sound-letter correspondences (ACELA1458 Alphabet knowledge)

recognise and use common vowel blends, for example ‘ae’ in cake, and consonant blends, for example ‘tr’ in train (ACELA1458 Alphabet knowledge)

read and view supportive print and digital texts in a phrased and fluent manner, using a range of information sources and text features to develop and sustain meaning (ACELA1450 Concepts of print and screen and ACELY1659 Reading processes)

describe some differences between imaginative and informative texts (ACELY1658 Purpose and audience and ACELA1453 Visual language)

identify and describe words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELY1659 Reading processes and ACELA1452 Word level grammar)

Year 2 PP 1.5 Reading and Viewing Progression Point identify and explain the typical text structures of a range of text types, for

example simple narratives, instructions and expositions (ACELA1463 Purpose, audience and structures of different types of texts)

identify nouns that represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract (ACELA1468 Word level grammar)

recognise a wide range of letter/sound correspondences including some silent letters, vowel/consonant diagraphs and less common sound-letter combinations (ACELA1474 Sound and letter knowledge)

identify sentences that contain more than one idea (ACELA1467 Sentence and clause level grammar)

discuss language used to describe characters and settings within and across texts and how these support meaning (ACELT1591 Features of literary texts)

use some comprehension strategies to build literal and inferred meaning, for example making connections between information in print and images or building on and using prior knowledge and vocabulary (ACELY1670 Comprehension strategies)

read less predictable texts in a phrased and fluent manner, using a range of information sources and text features to monitor meaning and self-correct (ACELY1669 Reading processes)

use punctuation to support phrasing and fluency when reading aloud, for example recognition of capital letters to signal proper nouns and commas to separate items in lists (ACELY1669 Reading processes)

Year 1 Reading and viewing achievement standardBy the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Year 2 Reading and viewing achievement standardBy the end of Level 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Year 1 F0.5 Writing Progression Point use of common punctuation correctly including full stops, question marks

and exclamation marks (ACELA1449 Punctuation) recognise and use some morphemes in word families to spell unfamiliar

words, for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455 Spelling) recreate texts imaginatively using a selection of drawing, writing,

Year 2 PP 1.5 Writing Progression Point spell words correctly, using knowledge of sound–letter patterns, visual

memory and syllabification (ACELA1471 Spelling) identify and use punctuation, including full stops, question marks,

exclamation marks, commas and capital letters (ACELA1465 Punctuation) create imaginative reconstructions of stories and poetry using a range of

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performance and digital forms of communication (ACELT1586 Creating literary texts)

write one or more sentences for an imaginative or informative purpose, and using sentence-level grammar (ACELY1661 Creating texts)

use illustrations and diagrams that support the intended meaning of writing (ACELY1661 Creating texts and ACELY1664 Computer programs)

write words legibly, using unjoined print script of consistent size, using appropriate pencil grip (ACELY1663 Handwriting)

add or delete words to improve meaning, for example adding an adjective to a noun (ACELY1662 Editing)

print and digital media (ACELT1593 Creating literary texts) sequence content according to the text structure (ACELY1671 Creating

texts) select language features, for example simple and compound sentences, to

express and combine ideas appropriate to audience and purpose (ACELY1671 Creating texts)

use vocabulary, including technical vocabulary, appropriate to text type and purpose (ACELY1671 Creating texts)

use strategies to reread, revise and edit writing for spelling, punctuation and/or text structure, for example reading aloud, use of feedback from others (ACELY1672 Editing)

Year 1 Writing achievement standardWhen writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Year 2 Writing achievement standardStudents create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Year 1 F0.5 Speaking and listening Progression Point use appropriate vocabulary to express feelings and emotions (ACELA1787

Evaluative language) identify some features of characters and how particular words and images

convey qualities of their nature, for example some characters are portrayed as shy, others adventurous (ACELT1581 How texts reflect the context of culture and situation in which they are created)

discuss how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) (ACELT1584 Features of literary texts)

consider how others might respond before expressing their views and how they might respond appropriately to others’ views (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)

take turns during group discussion (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)

apply active listening behaviours to a range of conversations and discussions (ACELY1656 Listening and speaking interactions)

provide simple explanations about how to do or make something (ACELY1657 Oral presentations)

Year 2 PP 1.5 Speaking and listening Progression Point use language appropriate to different social and classroom interactions

(ACELA1461 Language for social interactions) identify and use language for appreciating texts and the qualities of people

and things (ACELA1462 Evaluative language) discuss opinions about characters, events and/or settings in texts

(ACELT1589 Personal responses to the ideas, characters and viewpoints in texts)

discuss how characters reflect the contexts in which they were created, for example a particular situation or culture (ACELT1587 How texts reflect the context of culture and situation in which they are created)

respond appropriately to others contributions, including selecting from positive statements and voicing disagreement (ACELY1666 and ACELY1789 Listening and speaking interactions)

create spoken texts, including selecting from more formal speech and specific vocabulary to match purpose (ACELY1667 Oral presentations)

modify tone and pace of speaking when communicating with others (ACELY1789 Listening and speaking interactions)

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Year 1 Speaking and listening achievement standardThey listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Year 2 Writing achievement standardThey listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

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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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CHECKLIST FOR PLANNING A UNIT OF WORK USING e5

Engage QuestionsComponent

covered in the unit

How do we stimulate interest and curiosity in the topic?

How do we assess students’ prior knowledge?

What processes do we have in place to reinforce student understanding of what they are doing and why?

What strategies do we use to support students’ thinking?

What will be the nature and quality of assessment tasks?

How do we assist students to monitor their own learning?

explore QuestionsWhat questions will draw out students’ thinking and prior knowledge?

What are the typical misconceptions and how can we address them?

What tools and strategies can we introduce/use to support students to collect and organise information?

Are there any real world connections or applications we can incorporate?

explain QuestionsHow can we represent the content in different ways?

How can we incorporate time for the practice of new skills?

How do we model the use of English language conventions or the language of our discipline?

How do we support students to see relationships and make connections between concepts?

Have we provided opportunities to use different modes of language in our lessons?

elaborate QuestionsHave we taught skills to enable students to actively contribute to rich conversations?

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Does our feedback provide students with practical support to improve?

How do we provide opportunity for students to justify their thinking/responses?

Have we incorporated new and different experiences to enable students to transfer their understanding to an unfamiliar context?

evaluate QuestionsHow can we share evidence of learning with students?

How can we structure opportunities for self reflection and/or peer feedback?

Have we provided opportunities for students to demonstrate their understanding in a variety of ways?

How can we assist students to identify their future learning goals?

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