Ac Year Level Icu Scope and Sequence Term 4 Final

PrepLearning Area’s Scope and Sequence

Term 1 Term 2 Term 3 Term 4

Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com

English (AC) Fun with Nursery Rhymes Australian Indigenous Traditions& Stories How does my garden grow? The Literacy Lounge

Students create a range of imaginative, informative and

persuasive texts including

pictorial representations,

short statements,

performances, recounts and

poetry.

Role play: Exploring how language is used differently

Pictorial: Sequencing of events from a shared text

Observations: Literacy block routines

Oral retell: recount of a shared text

Pictorial: Main event from a shared text


Persuasive: Analysing images / stories in texts to express an opinion, responding through drawing, oral language pattern – I like / don’t like …. Because….


Pictorial/Written: Life cycle

Written: Factual sentences



Written: Reading responses


Persuasive: Analysing images / stories in texts to express an opinion, responding through drawing, oral language pattern – I like / don’t like …. Because….

Literary Study

Nursery Rhymes /Fairy Tales(Traditional & Modern)

Dreamtime stories Non-fiction texts about Indigenous Peoples(e-books)

Non-fiction texts about life cycles / insectsJeannie BakerThe Very Hungry Caterpillar: Eric Carle

Variety of Pamela Allen / Mem Fox / Ronal Harvey texts

History (AC)

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?

Key assessment tasks:Retell : Oral retell of key history activities - family past and present

Key assessment tasks:Retell : Oral retell of key history activities - personal history orPictorial/Written: recount of key history activities - personal history

Key assessment tasks:Retell : Oral retell of key history activities - family structures orPictorial/Written: recount of key history activities - family structures

Key assessment tasks:Retell : Oral retell of key history activities – personal autobiographyorPictorial/Written: recount of key history activities - personal autobiography

Science (AC)

Geog (AC)

Civics & C’ship (AC)

Early Years Framework

Social and Personal Learning Health and Physical Learning Active Learning Processes

Religion(New RE

Curriculum)

God’s Presence: Sounds and SilencePrayer

Showing Friendship Morality

RitualsWe Belong to Many Groups

Sacraments

God Created a Wonderful WorldBeliefs

NB: New Religion Curriculum to be trialled in Prep – Year 2 2013. Please discuss RE units to be covered with APREwww.newreligioncurriculum.com (RockyReligion)

NB: RE units are discrete units however aspects may be connected to other learning areas

http://www.newreligioncurriculum.com/

http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=create

http://www.stjosephscurriculumdirections.com/

Year 1Learning Area’s Scope and Sequence



English (AC)

Families around us Families, including Asian

peoples, Aboriginal peoples and Torres Strait Islander peoples.

Poetry: Alliteration and rhyme

My Favourite Book: Rascal the Dragon

Examine the difference between real and imagined contexts.

Visual images and vocabulary persuade us to read a particular book

Characters in books Author study: Paul

Jennings Poetry: Jingles, songs and

rhymes

Ahoy There! Pirates and Under the Sea Adventures

Investigating the fantasy world of pirates

Explore life under the sea including fiction and non-fiction experiences

Poetry: simple topic related poems

Celebrations around the world

Embark on an imaginary trip around the world to learn about how other cultures traditions and celebrations.

Poetry: rhyming verse

Students create a variety of imaginative,

informative and persuasive types

of texts including recounts,

procedures, performances,

literary retellings and poetry.

Written Personal Recount: Special celebration or event.

Multimodal Presentation: Create a photo story about members in our school using child taken photos and voice recordings.

Multimodal performance: Children write a “Who/What am I?” on a plant or animal based on features and habitat. Presentation should include words and images. Children may dress up as their chosen animal for their performance.

Journal writing: Inclusive of structure/language features of recounts

Procedure/Explanation:Science Investigations (S, W)

Oral Multimodal Presentation: Favourite Rascal book. Presentation should include words and images.

Written Description: Rascal the Dragon or other character from the series.

Performance/Retell: Favourite scene from Rascal text that has a beginning/middle/end, plot and a setting.


Written Description: Pirate and/or Mermaid

Spoken: Sea Creature Information Report Oral Presentation (own choice)

Written Informative Report: Sea Creature Information Report (teacher chosen)

Written/Oral Retell: Pirate story or Rainbow Fish

Written Informative T-Bar Comparison: Sea Creature Comparison (Science Assessment

Written/Oral Poetry: Construct simple topic related poems on pirates, mermaids and sea creatures. (e.g. question and answer poems).


Written Recount: Children will write about a chosen cultural celebration studied within this unit. This can be written in the form of a journal entry or letter.

Performance: Present a dramatic poetry performance from a different culture.

Written Poem: Rhyming verse

Collaborative culminating task: Write/create one of the following for class celebration using words and images:

lists invitations recipes

Photo story: Sequence of events from class celebration


Literary Study Variety of texts about families, feelings and animal families

Rascal series: Paul JenningsVariety of texts about pirates and sea creatures (fiction/non-fiction)

Variety of texts about celebrations around the world

History (AC)

How has family life changed or remained the same over time?

Key assessment tasks:Annotated Timeline: My Life Past and Present (images and text)Inquiry: Then and Now Household Artefacts

How can we show that the present is different from or similar to the past?

Key assessment tasks:Inquiry/Sequencing: Family life then and now

How do we describe the sequence of time?

Key assessment tasks:Family events: My favourite day

Science (AC)

Geog (AC)

http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts




Other Learning Areas

(ELS: SOSE, HPE,Arts, Tech

Health: Healthy eatingTech process: Dragon puppet

The Arts (Drama)

Tech process: diorama/treasure chest

SOSE: MappingThe Arts (Drama)Health: Safety

Religion(Outcomes)

God’s CreationsL 1.2, 1.3

What Is The Bible?S 1.1, 1.2, 1.3

Stories of JesusM 1.1, 1.2

Who Is Jesus?B 1.2







English (AC)

Stories of My Community Stories to learn about

school history and the history of local ATSI traditions of oral narratives that convey family connections and moral teachings.

Book Club Investigating the ‘what to

do’ of texts: The Key Roles of Authors

& Illustrators Me as an Author Editing Buddy

Animals Grow & Change Explore multimodal texts

that inform and explain aspects of life stages of animals.

Let’s Watch How are texts different? ‘I Can See!’

Big & Bad or just Misunderstood—persuading people about

Fairytales Compare persuasive texts

and analyse the features of persuasive texts.

Use this genre to influence others about the purpose and intent of characters within fairytale stories.

What do YOU think? Listening for Bias Comprehending texts Book Talks: Editing Buddy:

Stories Alive Explore poetry, chants,

rhymes, songs and plays of interest that develop an appreciation of how words entertain

Multimodal dramatic performance of a poem or play

Rhyme Time Compound Comedies Look, Listen, Feel Hot Seat Around the Radio Act It Out

Students create a range of

imaginative, informative and

persuasive types of texts

including imaginative retellings, reports,

performances, poetry and expositions

Informative:Venn diagram: Comparison of different cultures

Written Imaginative Narrative: Dreamtime stories

Imaginative:Multimodal Presentation: Dreamtime Story

Performance: Role play dreamtime story


Informative Written Description: An insect (eg butterfly, ant, ladybug)

Multimodal Presentation: Create photo captions and slide show of an insect life cycle

Informative Report: Create an information report presented as a poster on an insect studied throughout the term.


Persuasive Written Report: Book report to persuade about personal choice of fairy tale

Persuasive Written Letter: Fairy tale character point of view


Oral presentation: Poetry performance (Video recording of performance

Written Imaginative: Poetry Portfolio (variety of publishing techniques)


Literary StudyFiction/NonfictionTexts: Other culturesDreamtime Stories

Fiction/NonfictionTexts: Ants, Insects, Bugs & Growing and changing

Selection of fairytales: Traditional and modernNon-fiction texts: Animals linked to fairy tales

Selection of children’s poetry

History (AC)

What aspects of the past can you see today? What do they tell us?What remains of the past are important to the local community? Why?

Historical JournalVenn Diagram: Students complete a Venn diagram that displays the different between their lives and lives of past aboriginal children

Written Imaginative Dreamtime Story: Students create a written imaginative Dreaming story that conveys a message about how something came to be. Students plan, draft, edit and publish their written story.

How have changes in technology shaped our daily life?

Historical JournalVenn diagram: Comparison between different technology in their lives and lives of grandparents

Written persuasive letter to our grandparents as to why technology is important in our everyday lives


Science (AC)

Geog (AC)




Link to SOSE TCC: Abor & T/Strait Islander stories

SOSE: Mapping routines Water conservation

The Arts (Drama) Link: Dreamtime story role play

SOSE: Mapping routinesSOSE: P&S 2.1

Health: Safety and the environment

SOSE: Mapping routines SOSE: Mapping routines

The Arts (Drama) Link: Poetry performance

Religion(Outcomes)

God and Our LifeB 1.1, 2.

Understanding ScriptureS 2.2, 2.3

Living In PeaceM 1.3, 2.31

Learning About The Sacraments

L 1.1, 21







English (AC)

Listen to Me! Explore literary and non-

literary texts and investigate effects on natural and built environments.

Expressing a point of view Engaging with

environments I’m right! No, I’m right! Discovering Texts This is what I believe Editing buddy

This Is Where I live Investigate informative

texts Time to Celebrate! Local Area Case Study Stories are told Tell Me About It: Reporting Live

Let The Investigation Begin Imaginative narratives with a

focus on describing settings, characters and complex sequences of events.

Developing a character using sentence structures and descriptive language.

Fun with Fantasy: Tashi literature study

Plugged into Stories Character Collage Sentence at a time story Be on the look out: Me as an Author

Traditions From Around the World

Stories about children in Australia who come from all over the world.

Stories and poems from cultures around the world about special events and celebrations.

multimodal poetry/story for a performance

We Know Cinderella Tell It Again A picture is worth 1000

words Do as I say Celebrations Across the

World



persuasive types of texts

including narratives,


reports, reviews, poetry and expositions

Literacy journal: Jeannie Baker Author Study (W/S)

Persuasive: Environmental campaign poster (W)

Persuasive: Exposition of environmental issue (student negotiated) (W)

Demand Writing: Inclusive of structure/ language features of persuasive text (W)


Venn diagram comparison:Historical photo analysis (W)

Written Informative Report: Local geographical area (W)

Multimodal Poster: Local geographical area (W)

Oral presentation: Country (S)


Written imaginative narrative: Mystery story (W)

Literacy journal: Activities focusing on elements of narrative including setting, characters, plot (W/S)


Procedure: Cultural craft activity

Graphic organisers/retrieval charts: Cultural comparisons of Cinderella Stories from around the world

Graphic organisers: Cultural celebrations connecting Cinderella stories to celebrations from other countries

Oral presentation: Godly Play (connected to religion)


Literary Study

Author study: Jeannie Baker Mackay & District History texts Jack Russell Dog Detective: Darrell & Sally OdgersScooby Doo: Various authorsBugalugs Bum Thief: Tim WintonMystery stories various authors

Cinderella stories from around the world

History (AC)

Who lived here first and how do we know?

Key assessment tasks:Informative Report: Local building

Narrative: Delivering the mail

Inquiring about local history: Transport

How has our community changed? What features have been lost and what features have been retained?

Key assessment tasks:Graphic organisers/ retrieval charts: Michael’s storyVenn diagram comparison:Historical photo analysis Written Informative Report: Local geographical areaMultimodal Poster: Local geographical area

What is the nature of the contribution made by different groups and individuals in the community?

Key assessment tasks:Annotate Timeline: Photo story of diverse groups that have shaped the character of our local Mackay region (eg cattle, sugar)

How and why do people choose to remember significant events of the past?

Key assessment tasks:Inquiring about cultural celebrations: Connecting Cinderella stories to celebrations from other countries

Short answer responses: Cultural celebration’s symbols/meanings


Science (AC)

Night and Day?? (Query title change)

Heating Up(Physical Sciences)

Geog (AC)




Health: Healthy bodiesSOSE: Mapping

SOSE: MappingAspects of Our Australia: ABTSI component

Health: Healthy eatingSOSE: Mapping

SOSE: Mapping SOSE: Our Australia: CelebrationsThe Arts (Drama): Godly Play

Religion(Outcomes)

Acting JustlyM 2.1, 2.2

Who Is The Church?B 1.3

B 2.2, 2.3

Sorry isn’t the hardest word(Sacramental Unit: Reconciliation)

L 2.2, 2.3Exploring The Bible

S 2.1


Year 4 Learning Area’s Scope and Sequence



English (AC)

With a Twist How do author’s select particular literary devices to best entertain their readers? Experiment with a range of

devices in contemporary narratives based on modern and traditional fairy tales

Poetry: wordplay including the use of nonsense words, spoonerisms, neologisms and puns.

Twisted Tales: fractured fairy tales

Walk in my Shoes What was it really like to be a pioneer? What thoughts and emotions did they experience in their epic journeys? Personalise historical

information on an explorer, navigator or trader.

Totally Wild How do TV presenters choose words that engage their audience? What role does the humble question play in a spoken informative text? Use their understanding of

oral information texts to collaboratively create a simple oral report in role as a TV presenter.

Poetry: Early Australian Poems and Songs

My Place, Your Place How do I use metalanguage to describe the effects that my ideas, text structure and language features have on the viewer or reader? What comparisons, connections can be made to my own life using a variety of texts? Explore oral narrative

traditions and contemporary literature of Aboriginal cultures and Torres Strait Islander cultures

Films and picture books which reflect perspectives from other cultures.



persuasive types of texts including

narratives, procedures,

performances, reports, reviews,

poetry and expositions

Persuasive Speech/Debate: Point of view from a fairy tale character (S)

Imaginative Narrative: Innovation on a Fairy Tale (W)including aspects of poetry wordplay


Inquiry/ Informative: Explorer Profile (W)

Imaginative Narrative: Creative Memoire from perspective of an Explorer (W)


Informative Multimodal Presentation: Oral news story/report to convey details or information about animal dependence (W/S)

Imaginative Narrative: Journal entry from convict’s point of view (W)


Persuasive Oral Presentation: Book report point of view W/S)


http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts




Literary Study

Variety of fairy tales (traditional and modern)‘The Tickle Tree’Caruso’s SonRead aloud: Tales of a 4th Grade Nothing Judy Blume

Boy: Tales of a childhood – Roald Dahl

Read aloud: Herendo’s Curse: Anna Fienberg

Read aloud: Tom Appleby: Jackie FrenchCharlotte’s Web: E.B. White

Read aloud:The Golden Door (Trilogy): Emily Rhodda

History (AC)

Why did the great journeys of exploration occur?

Key assessment tasks:Inquiry Research Task: First Australians: Multimodal presentation (eg MS PPT

What was life like for Aboriginal peoples and/or Torres Strait Islander peoples before the arrival of the Europeans?

Key assessment tasks:Inquiry/ Informative: Explorer Profile (W)

Imaginative Narrative: Creative Memoire from perspective of an Explorer (W)

Why did the Europeans settle in Australia?

Key assessment tasks Imaginative Narrative: Journal entry from convict’s point of view

Model: Labelled model of Sydney Cove

What was the nature and consequence of contact between Aboriginal peoples and/or Torres Strait Islander peoples and early traders, explorers and settlers?

Key assessment tasks:Inquiry Research Task: Celebration in an Aboriginal Community

Science (AC)

Geog (AC)




SOSE: Mapping SOSE: Mapping

Health: Road Safety (?PCYC)

Technology challenge: Model of Sydney Cover

The Arts (Drama): TV Presenter

SOSE: Celebrations (C&I)

Religion(Outcomes)

What’s Right?What’s Wrong?

M 3.2, M 3.3

We Come to Celebrate(Sacramental Unit)

LP 3.2, LP 3.3

Bible StoriesS 3.2

Our Church and the Community

B 3.3





English (AC)Figuratively Speaking

How do authors use figurative language to develop settings and characters? Short stories identifying

literary devices to create imagery

Reader’s Forum Word Study Active Comprehension Editor’s table

At the Movies – ReviewWhat are the points of view that people might hold about this film/book? recognise differing

opinions within a narrative objectively (Book/film)

structures for thinking about moral dilemmas in a balanced way

online blog, email or safe chat room with a friend.

to write a formal film/book review for a magazine/ newspaper or online forum

Untold StoriesWhose story is told in the stories of colonisation? Whose perspective is recorded and why? research relevant historical

information, and convey details of information about social, cultural and historical contexts with ethical dilemmas.

develop key inquiry questions for their research.

Creating a multimodal report and present orally

Shape poetry, anthems or odes

Image ExplorersHow are sequences of images and sounds used to convey a message to an audience for a particular social purpose? explores a real world

issue or dilemma using only images and sounds

visual literacy: navigate and view a range of digital, print and media texts

Viewer’s Forum Create a sequence of

wordless images and sounds (songs, music) that inform and position (persuade) their particular audience, in response to a particular social purpose (ethical dilemma)



persuasive types of

texts including narratives,


reports, reviews, explanations and

discussions.

Discussion/ReviewReader’s Forum (Short Stories) (S/L)

Imaginative Narrative (W)

InformativeOral presentation (morning session) (S)


DiscussionVirtual Discussion / Chat (W/S/L)

PersuasiveFormal Book/Film Review for real world audiences (e.g., newspaper, magazine etc) (W)

Informal Book/Film Review for real world audiences (e.g., email a friend or classmate, or blog, online chat). (W/S)


Informative report Historical event (W/S) (Multimodal)

ImaginativeCreative Memoire from perspective of gold prospector just prior to the Eureka Uprising

Imaginative Innovation on poetry (W)


PersuasiveMultimodal: Presentation of images and sounds that convey a clear message, for a particular social purpose (ethical dilemma) (W/S)

Discussion/ReviewViewer’s Forum (in response to presentation) (S/L)

Procedure/Explanation:Science Investigations (S, W) journal

Literary Study Australian Girl Series: Meet Grace (Sophie Laguna)

Matilda (Roald Dahl) Read aloud: My Australian Story: New Gold Mountain (Chris Cheng)

Boy Overboard (Morris Gleitzmann)

Our Australian Story: Refugee (Alan Sunderland)

History (AC)

Connected UnitWhat do we know about the lives of people in Australia’s colonial past and how do we know?

Key assessment tasks:Inquiry/Report: Life of a colonial inhabitant (eg Convict, Free Settler, Europeans, Aboriginal & Torres Strait Islander)

Poster: Interview (Q&A) an inhabitant from early colonial life identifying what life was like at the time re aspects of daily life including food, clothing, housing, work practices, language and leisure.

Discrete UnitHow did an Australian colony develop over time and why?

How did colonial settlement change the environment?

Key assessment tasks:Annotated Timeline: establishment of British colonies in Australia after 1800 (eg Moreton Bay, Swan River and expansion of colonies)

Inquiry/PMI: Impact of settlement on the environment

Connected UnitWhat were the significant events and who were the significant people that shaped Australian colonies?

Key assessment tasks:Illustrated Historical Narrative: The Eureka Stockade

Research report:: The Australian Gold Rush (report is presented orally) Written Creative Memoire : From perspective of gold prospector just prior to the Eureka Uprising (refer to English overview/unit)

Discrete UnitWhat were the significant events and who were the significant people that shaped Australian colonies?

Key assessment tasks:Annotated Timeline: Mackay’s early history

Narrative: The influence of significant individual or group in shaping Mackay (eg John Mackay, John Greenwood Barnes)





Science (AC)

What’s the matter?(Chemical Sciences: Trialled as Solids, Liquids and Gases)

Geog (AC)Outback Adventures (aspects may link to geog eg mapping, great artesian basin)




Aust Day/Indig aspects (SOSE)

Health??

It’s Local (aspects eg laws/rules linked to expansion of colonies)

Tech?

Outback Adventures (aspects eg compare/contrast desert/rainforest environment)

Health??

Tech process links to Eng presentation design

Religion(Outcomes)

The Bible UncoveredS 3.1, 3.3

Teachings and Actions of Jesus

B 3.1, 3.2

Sacraments and CelebrationsLP 3.1

Perspectives on MoralityM3.2

(Aspects 4.2)NB: RE units are discrete units however aspects may be connected to other learning areas


Term 1 Term 2 Term 3 Term 4Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com

English (AC)Author Study: What are our personal preferences for literary texts? Children Represented in

Texts Performance Poetry

Ned Kelly: Hero or Villain? Language choices Comparative Study of an

Author Media Texts

Fantasy in Film and Fiction : Bridge to Terabithia Create fantasy text Multi-modal Texts Interacting with Others:

What book would we choose?

Media Forum: Extra Extra Read All About It: What’s your viewpoint? Kids listening, kids

seeing, kids speaking Reviews

Students createimaginative,

informative and persuasive types of texts such as


performances, reports, reviews,

explanations and discussions.

Imaginative:Diary Entry (W)

Informative:Oral presentation (S)


Informative:Author Study (W)Oral presentation: Bush Ranger (S)

Persuasive:‘State of Origin’ critical reflection (W)

Procedure/Explanations:Science Investigations (S, W)

Imaginative:Fantasy Narrative (W)

Persuasive:Online posting (W)

Review: Oral presentation: Book Review (W, S)


Persuasive:Current media topic of interest with reasoned conclusion (W)

Review:Review for an Ezine: review of educational game/s (W).

Informative: Prepared response from excerpt from Hatchet (W, S)

Informative:Factual Survival Story (S)


Literary Study Our Australian Girl: A Friend for Grace

A Friend for Grace: Surviving Sydney Cove

You, Me and Murrawee (Kerry Hashmi)

Who am I? The Diary of Mary Talence: Sydney 1937

The Black Snake and Ned Kelly’s Jerilderie Letter (Carol Wilkinson)

Ned Kelly and the Green Sash (Mark Greenwood)

Bridge to Terabithia (Katherine Peterson)

Hatchet (Gary Paulson)

History (AC)

Australia as a Nation (Federation)

Research Report: The Influence of an Australian Prime Minister crucial to the path of Federation (Henry Parkes, Edmund Barton, George Reid, John Quick)

Poster: Point of view about Federation

Short answer linked to key inquiry questions

Australian Society Changes in the 21st Century

Annotated timeline: Aboriginal rights in the 20th century

Who came to Australia?

Illustrated oral history : Migration interview

Interview and research report : A story of migration (Guest Speaker)

Contributions of Migrants to Australia

Written Diary Entry: From perspective of a Pearl Diver or Snowy Mountain River Scheme Worker

Role Play: A day in the life of a Pearl Diver or Snowy Mountain River Scheme Worker


Science (AC)

Geog (AC)




Relationships (HPE)

Tech???

Disasters (SOSE) Energy (SOSE) Antarctica (SOSE)

Food to go and grow (HPE)

Religion(Outcomes)

This is My Story:These are our Prayers

M 3.1, 4.1, 3.2, 4.2 L 4.2

Our SpiritualityL 3.3L 4.3

What’s in the Bible?S 4.1

Church: Culture and DiversityB 4.1, 4.3



Term 1 Term 2 Term 3 Term 4Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com

English (AC)Communications: Message Sticks to Memory Sticks Evaluate new and old

communication technologies

Imagination: Is truth stranger than fiction?

Poet’s corner: Poetry Live

Author study: How do authors breathe life into books? Comparative study the

finely tuned craft of short story writing

Poet’s corner: Tanka

Heroes: What makes a hero? Compare personal

viewpoints about what makes a hero

Create a character Poet’s corner: Limerick

Graphic Novels: Graphic to Dramatic

Explore/innovate graphic novels

Famous Speeches: The are of persuasion

Comparison of print and digital advertising

Students create a

range of imaginative,

informative and persuasive types

of texts, for example


performances, reports and

discussions, and are beginning to

create literary analyses and

transformations of texts.

Informative Report: Literary Review: Mac Slater

Persuasive:Literary analysis of texts related to new technologies

Informative: Simple explanations - how do various forms of communication work?

ImaginativePoetry innovation


Narrative:Short Story

Informative/Discussion:Reading response journal (short stories) Reader’s forum (short stories)

Informative:Oral presentation (short story review)

ImaginativePoetry: tanka related to theme of short stories


InformativeJournal: Artemis Fowl author notes in preparation for writing a character into an ancient setting (China)

Discussions:Conferencing: Teacher feedback on participation and contribution to discussions

Report:Biography: Australian Hero

Imaginative:Oral Character Description: creation of characterShort Story Scenario: with embedded created character

ImaginativeLimerick


InformativeJournal: The Invention of Hugo CabretShort responses to graphic novels

InformativeMedia journal – comparison of media representations and techniques in print and digital forms

Narrative:Text transformation: Innovation on a text – graphic for hyper text narrative

Persuasive:Formal Persuasive Speech: refer to unit plan for topics

Persuasive:Advertisement and campaign brief for a newly designed car


Literary StudyMac Slater: Coolhunter

(Tristan Bancks)Short Stories: Best Ever

Stories (R & S Sadler Artemis Fowl (Eoin Colfer) The Invention of Hugo Cabret (Brian Selznick)

History (AC)The Ancient World

Research Assignment: Ability to research, collect, analyse and draw conclusions about historical sources.

Annotated Timeline: from when people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia and some key features and events of ancient societies

Investigating Our Ancient Past

Oral/Multimodal Response: Historical controversy or mystery that has challenged historians or archaeologists

Inquiry Research Report: Explain the purpose and significance of an artefact from ancient Australia.

The Ancient Asian World (China)

Inquiry Research Task: Written task based on inquiry questions about ‘The Silk Road’.

Short Response: Consider a range of sources about ancient Chinese civilisation including: the physical features, key

events and developments that shaped this civilisation

significant individuals from ancient China

traditional Chinese social structures,

law , religion, significant beliefs, values and practices of Chinese society

The Ancient Mediterranean World (Greece)

Descriptive Account: Inquiry questions devised on Ancient Grecians.

Short Response: Respond to a series of questions, based on a selection of historical sources (primary and secondary, visual and written, official and vernacular), about: the physical features of

ancient Greece that influenced the civilisation

the daily lives of key groups in ancient Roman society, and significant beliefs, values and practices of the ancient


Illustrated Historical Narrative: Ancient Chinese Inventions

Romans the contacts and conflict

within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire and the spread of religious beliefs

Significant figures from ancient Greece.

Science (AC)Water: Waste Not, Want Not Sensational Seasons and

Heavenly Bodies Organising Organisms Moving Right Along


(ELS: SOSE, HPE,Arts, Tech)

Australia: Then & Now ATSI contacts & arts links

Mapping (Routine)

Aust Govt (?)Tech: Integrated with enterprise

(re/sose)

Geog (AC)Civics & C’ship

(AC)

Religion(Outcomes)

Interpreting Scripture Through Historical, Social

and Cultural ContextsS 4.2, 4.3

Sacraments, Liturgy and Prayer – The Journey

with JesusL 4.1, 4.2

Enterprising – Humanity and Community Services

B 4.1, 4.2M 4.3

Enterprising – Humanity and Community Services

B 4.1, 4.2M 4.3


Ac Year Level Icu Scope and Sequence Term 4 Final

Documents

Transcript of Ac Year Level Icu Scope and Sequence Term 4 Final