Sustainability V8 · Curriculum Plan Prep Year 1 Year 1/2 Year 2 Year 3 Year 4 Year 5 Year 5/6 Year...

Cranbrook State School Curriculum Plan

Prep Year 1 Year 1/2 Year 2 Year 3 Year 4 Year 5 Year 5/6 Year 6

V8

• English

• Science

• HASS

• Health

• Digital & DesignTechnologies

• Dance, Drama, Visual Arts, Media & Music

The Australian Curriculum (V8)http://www.australiancurriculum.edu.au/

Achievement Standards(the learning expected of the students at each year level/band)

Content Descriptions

Scope & Sequence(what is to be taught and what students are expected to learn)

Elaborations

(examples only)

General Capabilities•Literacy

•Numeracy

•Information and Communication Technology (ICT) Capability

•Critial and Creative Thinking

•Social and Personal Capability

•Ethical Understanding

•Intercultural Understanding

Cross-curriculum Priorities•Aboriginal and Torres Strait Islander Histories and Cultures

•Asia and Australia's Engagement With Asia

• Sustainability

English Mathematics Science Health

Physical Education

History

Geography

Civics & Citizenship

Economics & Business

Visual Arts

Dance

Drama

Media

Music

Design & Technologies

Digital Technologies

Languages

Japanese

•Year Level Plans - English, Maths, Science, History, Geography, Health

•Band Plans (junctures) - Digital Technologies, Design & Technologies, Visual Arts, Media, Dance, Drama, Economics & Business, Civics & Citizenship

Year Overview

•Unit Plans

•Assessment Tasks

•Guides to Making Judgements (GTMJ)

•Topic Outlines

Unit Level•Lesson Sequence

•Resources - The Learning Place

•School Distance Education (SDE)

•English as a Second Language (ESL)

Teaching Level

Contents Australian Curriculum & Curriculum Into The Classroom (C2C) Prep Overview Year 1 Overview Year 2 Overview Year 3 Overview Year 4 Overview Year 5 Overview Year 6 Overview Whole School Assessment Plan General Capabilities & Cross Curriculum Priorities Coverage Pedagogical Framework Teacher Expectations Physical Education Overview Music Overview LOTE - Japanese Overview Early Years Curriculum Guidelines Planning Process On-balance Judgment N Comment Cranbrook’s Moderation Policy Time Allocation and Subject Implementation Assessment & Reporting Framework Data Collection Schedule

Professional Knowledge Standard 1 Know students and how they learn Focus area 1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the

full range of abilities

Standard 2 Know the content and how to teach it Focus area 2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)

Standard 5 Assess, provide feedback and report on student

learning Focus area 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

State Schools Strategy 2017-2021

P-12 Curriculum, Assessment and Reporting Framework

Dimensions of Teaching & Learning

http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-curriculum-assessment-reporting-framework.pdf

http://www.aitsl.edu.au/australian-professional-standards-for-teachers



Year Prep NON-CONTACT

English V8 7hr/wk

Year Prep Achievement Standard Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Productive modes (speaking, writing and creating) Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They id entify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters. Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (11 wks) Term 3 (10 wks) Term 4 (10 wks) S

umm

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e Enjoying Our New World There is no summative assessment of student learning in this unit. Monitor student learning through the unit.

Assessment Task

☐ Unit 2: Retell a story (RS)

Informative response — oral Students demonstrate comprehension of, and personal connection to, a familiar story through retelling events to peers.

Assessment Task

☐ Unit 3: Create and recite a rhyme (CRR)

Imaginative response — oral Students listen and demonstrate knowledge of rhyme through written and spoken communication.

☐ Unit 3: Responding to a rhyming story (RRS)

Informative response — oral Students communicate an opinion about a familiar rhyming story and identify the use of rhyme.

Assessment Task

☐ Unit 4: Reading and comprehension (RC)

Short answer questions Students read aloud and respond orally to comprehension questions.

☐ Unit 4: Writing and creating a response to a story (WCRS)

Imaginative response – written Students write a letter to a main character from a familiar story and create a supporting image or illustration.

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☐ Continua ☐ Continua

☐ Running Record - PM (fiction) (wk 4)

☐ Writing – cold sample (wk 1)

☐ Writing – warm sample (wk 6)

☐ Continua




☐ Spelling WTW Test Version 2 (wk 7)

☐ Pat – Reading (Comprehension) (end of term)

☐ Pat – Spelling (end of term)

☐ Continua




Mathematics V8 5hr/wk

Year Prep Achievement Standard By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information. Year 1 Achievement Standard

Term 1 (10 wks) Term 2 (11 wks) Term 3 (10 wks) Term 4 (10 wks)

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☐ Benchmark Test A (wk 1)


☐ Benchmark Test B (wk 9)

☐ Pat – Maths (wk 9)

Assessment Task




Assessment Task





Assessment Task


☐ Benchmark Test A (wk 5 - end of year test)

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Assessment Task MEASUREMENT

☐ Investigation 8 – Animal Rescue Checklist

Formative – Investigation 8 - pg 39, 60, 87, 89, 90

☐ End of term test


☐ Investigation 4 – Goldilocks Checklist

☐ Investigation 1 & 3 – Goodnight, sleep tight & Happy Birthday Humpty Checklist

Formative – Investigation 4 - pg 83, 92 Formative – Investigation 1 & 3 - pg 73, 71 - oral


Assessment Task CHANCE & DATA/GEOMETRY

☐ Investigation 9 – Sandcastles Checklist

☐ Investigation 5 – Hopscotch Checklist

Formative – Investigation 9 - pg 79, 80, 81, 85 Formative – Investigation 5 - pg 75, 76, 77, 78


Assessment Task NUMBER, MEASUREMENT, CHANCE & DATA

☐ C2C - Numerals

☐ Investigation 7 – The Wheels on the Bus Checklist

Formative – Investigation 7 – pg 97, 98


Science V8 1hr/wk PB – Sam S

Year Prep Achievement Standard By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events. Year 1 Achievement Standard


Our Living World Assessment Task

☐ Collection of Work: Exploring Our Living World

Our material world Assessment Task

☐ Project- Making a wind ornament

Weather Watch Assessment Task

☐ Supervised assessment- Examining the weather

Move it, move it Assessment Task

☐ Collection of work- Investigating movement

HASS V8 1hr/wk PA, PB, PC - Keira

Year Prep HASS Achievement Standard By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them. Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places. Year 1 Achievement Standard

Semester 1 Semester 2

My Family History Assessment Task

☐ My Family History

My Special Places Assessment Task

☐ My Special Places

Health V8 30min/wk PA, PB, PC - Keira & Physical Education 30min/wk

Years Prep Achievement Standard - HPE By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement. Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.Year 1 Achievement Standard


Unit 1: I Can Do It! Assessment Task

☐ Collection of Work: I Can Do It! (Respectful Relationships Education)

Unit 3: Looking Out For Others Assessment Task

☐ Collection of Work: Looking Out For Others (Respectful Relationships Education & Daniel Morcombe Curriculum)


TBA

The Arts (Dance & Music) 30min/wk

Prep to Yr 2 Achievement Standard – Dance By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice. Prep to Yr 2 Achievement Standard – Music By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

Semester 1 Term 3 Term 4

Dance Unit 2

☐ Dancing Shapes (Orally respond to dance examples, perform a dance that represents shapes, choreograph a dance to represent shapes for an audience) Music

☐ Individually perform known song/rhyme with beat actions

☐ Art music Discussion

Music

☐ Improvise words or actions in a known song

☐ Identify speaking and singing voices

Languages (Japanese) 30min/wk

Prep to Yr 2 Achievement Standard – Japanese

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも.

They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいてください。みてくださ

い。, and respond to questions, for example, だれなにどこ with single words and set phrases and by selecting images or objects, for example, いぬですか。ねこですか。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape

and size, for example, あかいりんご、おおきい、まるい. They indicate ownership by using, for example, だれのですか。わたし/ぼくのです。 They mimic Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single kanji, such as 人, 木, 山、川、月、日、一、ニ、三, the 46 hiragana symbols, and some hiragana words such

as くち、ねこ、あお、しかく. They demonstrate understanding of hiragana as well as kanji by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours.

Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words

and phrases and make comparisons between Japanese and English, for example, the word order in greetings, such as Smith せんせい、and in simple sentences, such as おりがみがすきです。ぞうはおおきいです。. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as わたし/ぼく, and titles/suffixes, such as ～せんせい/

～さん/～くん, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as ピンク、テレビ、パン. They identify similarities and differences between Japanese and their own languages and cultures.

Semester 2

TBA

http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level1

http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1

http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1

http://v7-5.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

Year 1 NON-CONTACT

English V8 7hr/wk

Year 1 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature. Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills. Productive modes (speaking, writing and creating) Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly. Prep Achievement Standard & Year 2 Achievement Standard


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Assessment Task

☐ Unit 3: Poem recitation (PR)

Oral Students perform a recitation or reading of a poem for a familiar audience.

Assessment Task

☐ Unit 2: Character description (CD)

Informative response — Written Students create a character description using writing and images.

☐ Unit 5: Retell of a cultural story (RCS)

Poster/multimodal presentation Students create and present a retelling of a traditional or cultural story. Add ACELA1450

Assessment Task

☐ Unit 4: Create and present a character (CPC)

Informative response — oral Students create a new character for a familiar story and discuss choices in an interview. Remove oral component

Assessment Task

☐ Unit 6: Reading and comprehension (RC)

Short answer questions Students demonstrate reading accuracy, fluency and understanding of the different purposes of texts. Add ACELA1458

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Year 1 Achievement Standard By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences. Prep Achievement Standard & Year 2 Achievement Standard


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☐ Investigation 1 – All About Birthdays

Formative – Investigation 1 - pg 111, 112



☐ Investigation 12 – Go. Go Breakfast Champ

☐ Investigation 5 – Ramp Champ

☐ Investigation 3 – Biggest Drink

Formative – Investigation 12 - pg 86, 88 Formative – Investigation 5 - pg 96, 98 Formative – Investigation 3 – pg 100, 132, 133



☐ Investigation 9 – Fruit Cup Morning Tea

☐ Investigation 10 – It’s My Town

☐ Investigation 11 – How Does Your Garden Grow?

Formative – Investigation 12 - pg 106, 108 Formative – Investigation 5 - pg 116, 118, 120, 122, 124 Formative – Investigation 3 – pg 97, 116



☐ C2C - A Handful of Beads

☐ Investigation 6 – Hungry Spiders

Formative – Investigation 6 – pg 136, 138


Science V8 1hr/wk

Year 1 Achievement Standard By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others. Year Prep Achievement Standard & Year 2 Achievement Standard


Living Adventure Assessment Task

☐ Describing a Habitat

Material Madness Assessment Task

☐ Assignment/Project – Rocking the Boat

Changes Around Me Assessment Task

☐ Multi-Modal Presentation – Exploring Sky and Land

Exploring Light and sound

☐ Experimental Investigation – Investigating Light and Sound

HASS 1hr/wk

Year 1 HASS Achievement Standard By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for. Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location. Year Prep Achievement Standard & Year 2 Achievement Standard


Unit 1: My Changing Life Assessment Task

☐ My Changing Life

Unit 2: My Changing World Assessment Task

☐ My Changing World

Health V8 30min/wk T2 - 1A, 1B - Keira & Physical Education 30min/wk

Years 1 and 2 Achievement Standard - HPE By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements con tribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to hea lth decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. Year Prep Achievement Standard & Year 3 and 4 Achievement Standard


Unit 1: Good Choices, Healthy Me Assessment Task

☐ Collection of Work: Good Choices, Healthy Me

Unit 3: We All Belong Assessment Task

☐ Collection of Work: We All Belong (Respectful Relationships Education)


The Arts/ Sam S Technologies (Visual Arts & Design Technologies) 30min/wk

Foundation to Year 2 Achievement Standard By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes. Year 3 and 4 Achievement Standard

Foundation to Year 2 Achievement Standard By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Semester 1 – Visual Arts Semester 2 – Design Technology

New Stories Assessment Task

☐ New Stories

Unit 1: Spin it! Assessment Task

☐ Spin it!

The Arts (Music) 30min/wk

Foundation to Year 2 Achievement Standard By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

Semester 1 Term 3 Term 4

Music – Unit 4 – Music in Our New World

☐ Talk about where and why people make music, compose a body accompaniment percussion to a known song, perform a body percussion to a known song

☐ Perform a simple song, talk about your song, improvise in class

Music – Let’s Sing and Play Together

☐ Compose new lyrics to a well-known song adding dynamics and instrumentation

☐ Lead the class in performing your composition

Music – Let’s Sing and Play Together

☐ Talk about where and why people make music and about the music you compose and perform



By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも. They use visual, non-verbal and contextual support such as pictures,

gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいてください。みてください。, and respond to questions, for example, だれなにどこ with single words and set phrases and by selecting images or objects, for

example, いぬですか。ねこですか。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, あかいりんご、おおきい、まるい. They indicate ownership by using, for example, だれのですか。わたし/ぼくのです。 They mimic Japanese pronunciation,

intonation and rhythm through shared reading and singing. Students recognise and begin to write single kanji, such as 人, 木, 山、川、月、日、一、ニ、三, the 46 hiragana symbols, and some hiragana words such as くち、ねこ、あお、しかく. They demonstrate understanding of hiragana as well as kanji by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of

greetings or thanks, terms of address and some formulaic expressions and behaviours. Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and English, for

example, the word order in greetings, such as Smith せんせい、and in simple sentences, such as おりがみがすきです。ぞうはおおきいです。. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as わたし/ぼく, and titles/suffixes, such as ～せんせい/～さん/～くん, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’,

‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as ピンク、テレビ、パン. They identify similarities and differences between Japanese and their own languages and cultures.

Unit 1 Unit 2 Semester 2

Unit 1

☐ A Package From Japan: Participating in Classroom Routines

Unit 2

☐ Who Am I? Composition: Speaking

TBA

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Understand

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Identify

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Describe

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Recall

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Recognise






http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Respond

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Record




http://v7-5.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

Year 1/2 NON-CONTACT

English V8 7hr/wk

Year 2 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. Productive modes (speaking, writing and creating) When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters. Year 1 Achievement Standard & Year 3 Achievement Standard


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Assessment Task

☐ Unit 1: Innovation of a poem (IP) Yr 1

☐ Unit 1: Innovation of a poem (IP) Yr 2

Oral Students create and present an innovation of a known poem to a familiar audience.

Assessment Task

☐ Unit 3: Expressing a preference for a character (EPC)

Informative response – written Students compare characters in two versions of the same story and express a preference for a character.

Assessment Task Unit 6: Reading comprehension (RC) Add in Probe style questioning

Short answer questions Students read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

Assessment Task Unit 6: Create a Digital Multi-Modal Text (CDMT)

Poster/multi-modal presentation Students write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text Change to Narrative (prep for NAPLAN)

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☐ Pat – Reading (end of term)


☐ Continua




☐ Continua

☐ Running Record - Probe (fiction) (wk 4)






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☐ Running Record - Probe (non-fiction) (wk 4)




Year 2 Achievement Standard By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs. Year 1 Achievement Standard & Year 3 Achievement Standard


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Assessment Task MEASUREMENT & GEOMETRY (SHAPE)

☐ Investigation 1 – All About Birthdays (add 1 question for Yr 2’s)

Formative – Investigation 1 - pg 111, 112


Assessment Task STATISTICS & PROBABILITY

Assessment Task MEASUREMENT & GEOMETRY (MEASUREMENT)

Assessment Task NUMBER & ALGEBRA

Science V8 Peter 1hr/wk

Year 2 Achievement Standard By the end of Year 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. Year 1 Achievement Standard & Year 3 Achievement Standard


Mix, Make and Use Yr 2 Assessment Task

☐ Experimental Investigation – Combining Materials for a Purpose

Material Madness Yr 1 Assessment Task

☐ Experimental Investigation – Rocking the Boat

Toy Factory Yr 1 & 2 Assessment Task

☐ Assignment/Project – Toy Design

☐ Assignment/Project – Toy Design modify to yr 1 (no K & U)

How does it grow? Yr 2 Assessment Task

☐ Assignment/project- Exploring Growth

Living Adventure Yr 1 Assessment Task

☐ Assignment/project- Exploring Growth

Save planet Earth Yr 1 & 2

☐ Report- Using Earth’s resources

☐ Report- Using Earth’s resources modify to yr 1 (no K & U)

HASS V8 Peter 1hr/wk

Year 2 HASS Achievement Standard By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. Year 1 Achievement Standard & Year 3 Achievement Standard

Term 1 Semester 2

Present Connections to Places Assessment Task

☐ Present Connections to Places

Impacts of Technology Over Time Assessment Task

☐ Impacts of Technology Over Time

Technologies (Digital) V8 Peter 30min/wk

Foundation to Year 2 Achievement Standard By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments. Year 3 and 4 Achievement Standard

Term 2

Computers: Handy Helpers (Digital Technologies) Assessment Task

☐ Computers: Handy Helpers – Collection of Work

Health V8 Keira 30min/wk & Physical Education 30min/wk

Years 1 and 2 Achievement Standard - HPE By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. Year Prep Achievement Standard & Year 3 and 4 Achievement Standard

Term 2 Semester 2

Unit 3: Stay Safe Assessment Task

☐ Collection of Work: Stay Safe (Respectful Relationships Education & Daniel Morcombe Curriculum)

Unit 4: Message Targets Assessment Task

☐ Collection of Work: Message Targets (Respectful Relationships Education)


The Arts/ Sam Technologies (Visual Arts & Design Technologies) 30min/wk



Term 2 – Visual Arts Semester 2 – Design Technology

New Stories Assessment Task

☐ New Stories

Grow, grow, grow (Design Technologies) Assessment Task

☐ Portfolio – Grow, grow, grow

The Arts V8 (Drama & Music) 30mins/wk

Foundation to Year 2 Achievement Standard (Drama) By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Foundation to Year 2 Achievement Standard (Music) By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.


Music – Unit 4 – Music in Our New World

☐ Talk about where and why people make music, compose a body accompaniment percussion to a known song, perform a body percussion to a known song

☐ Perform a simple song, talk about your song, improvise in class

Music – Save Our World

☐ Discuss where and why people make music about saving the environment, compose a song about the environment

☐ Perform a song about the environment, describe and discuss the music you have composed and performed



By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも. They use visual, non-verbal and contextual support such as pictures,

gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいてください。みてください。, and respond to questions, for example, だれなにどこ with single words and set phrases and by selecting images or objects,

for example, いぬですか。ねこですか。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, あかいりんご、おおきい、まるい. They indicate ownership by using, for example, だれのですか。わたし/ぼくのです。 They mimic Japanese

pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single kanji, such as 人, 木, 山、川、月、日、一、ニ、三, the 46 hiragana symbols, and some hiragana words such as くち、ねこ、あお、しかく. They demonstrate understanding of hiragana as well as kanji by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the

exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours. Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and

English, for example, the word order in greetings, such as Smith せんせい、and in simple sentences, such as おりがみがすきです。ぞうはおおきいです。. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as わたし/ぼく, and titles/suffixes, such as ～せんせい/～さん/～くん, to address different people. They identify Japanese words that are often used in English-speaking contexts, for

example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as ピンク、テレビ、パン. They identify similarities and differences between Japanese and their own languages and cultures.


Unit 1


Unit 2







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Year 2 NON-CONTACT

English V8 7hr/wk

Year 2 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. Productive modes (speaking, writing and creating) When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters. Year 1 Achievement Standard & Year 3 Achievement Standard


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Assessment Task

☐ Unit 1: Innovation of a poem (IP)

Oral Students create and present an innovation of a known poem to a familiar audience.

Assessment Task

☐ Unit 3: Expressing a preference for a character (EPC)

Informative response – written Students compare characters in two versions of the same story and express a preference for a character.

Assessment Task

☐ Unit 6: Reading comprehension (RC)

Short answer questions Students read aloud and respond to comprehension questions with oral responses focusing on literal and inferred meaning.

Assessment Task

☐ Unit 6: Create a Digital Multi-Modal Text (CDMT) integrated with Media

Poster/multi-modal presentation Students write an imaginative event to add to a familiar narrative and support the event with appropriate images that match the text Change to Narrative (prep for NAPLAN)

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☐ Continua







☐ Continua




☐ Continua







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Year 2 Achievement Standard By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. They draw two- dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and picture graphs. Italics = not summatively assessed Year 1 Achievement Standard & Year 3 Achievement Standard


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☐ Investigation 5 – Once Upon a Castle

Formative – Investigation 5 – pg 115, 117, 119, 121, 131, 134



☐ Investigation 1 – Marble Ramp

☐ Investigation 7 – Up, Up and Away

Formative – Investigation 1 - pg 92, 95, 112, 116, 122, 124, 135, 137 Formative – Investigation 7 - pg 93, 96, 135, 136



☐ Investigation 10 – The Big Squeeze

☐ Investigation 11 – Dog Tales

☐ Investigation 12 – Paint It!

Formative – Investigation 10 - pg 99, 100, 103 Formative – Investigation 11 - pg 98, 101/102 Formative – Investigation 12 – pg 104, 105, 106, 107



☐ C2C – Counting, Multiplying & Dividing


Science V8 1hr/wk

Year 2 Achievement Standard By the end of Year 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. Year 1 Achievement Standard & Year 3 Achievement Standard


Unit 1: Mix, Make and Use Assessment Task

☐ Experimental Investigation – Combining Materials for a Purpose

Toy Factory Assessment Task

☐ Assignment/Project – Toy Design

How does it grow?

☐ Assignment/project- Exploring Growth Save planet Earth

☐ Report- Using Earth’s resources

HASS V8 1hr/wk

Year 2 HASS Achievement Standard By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. Year 1 Achievement Standard & Year 3 Achievement Standard


Unit 1: Present Connections to Places Assessment Task

☐ Present Connections to Places

Unit 2: Impacts of Technology Over Time Assessment Task

☐ Impacts of Technology Over Time

Technologies (Digital) V8 30min/wk

Foundation to Year 2 Achievement Standard By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments. Year 3 and 4 Achievement Standard

Semester 1

Unit 1: Computers: Handy Helpers (Digital Technologies) Assessment Task

☐ Computers: Handy Helpers – Collection of Work

Health V8 - 30min/wk Keira 2B – Term 1 2A, 2C – Term 2 & Physical Education 30min/wk

Years 1 and 2 Achievement Standard - HPE By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. Year Prep Achievement Standard & Year 3 and 4 Achievement Standard


Unit 3: Stay Safe Assessment Task

☐ Collection of Work: Stay Safe (Respectful Relationships Education & Daniel Morcombe Curriculum))

Unit 4: Message Targets Assessment Task

☐ Collection of Work: Message Targets (Respectful Relationships Education)


The Arts/ Sam S 2A, 2C – Term 1 2B – Term 2 Technologies (Visual Arts & Design Technologies) 30min/wk



Semester 1 – Visual Arts Semester 2 – Design Technology

Unit 3: What are you Thinking? Assessment Task

☐ What are you thinking? – Collection of Work

Unit 2: Grow, grow, grow (Design Technologies) Assessment Task

☐ Portfolio – Grow, grow, grow

The Arts V8 (Drama & Music) 30mins/wk

Foundation to Year 2 Achievement Standard (Drama) By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Foundation to Year 2 Achievement Standard (Music) By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.


Music Unit 2 – Different Places

☐ Perform a known song, compose a phrase of music about a place

☐ Perform your composition, talk about where and why people make music including your group composition

Drama TBA



By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも. They use visual, non-verbal and contextual support such as

pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいてください。みてください。, and respond to questions, for example, だれなにどこ with single words and set phrases and by selecting images

or objects, for example, いぬですか。ねこですか。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, あかいりんご、おおきい、まるい. They indicate ownership by using, for example, だれのですか。わたし/ぼくのです。 They mimic

Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single kanji, such as 人, 木, 山、川、月、日、一、ニ、三, the 46 hiragana symbols, and some hiragana words such as くち、ねこ、あお、しかく. They demonstrate understanding of hiragana as well as kanji by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural

behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours. Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and

English, for example, the word order in greetings, such as Smith せんせい、and in simple sentences, such as おりがみがすきです。ぞうはおおきいです。. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as わたし/ぼく, and titles/suffixes, such as ～せんせい/～さん/～くん, to address different people. They identify Japanese words that are often used in English-speaking contexts,

for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as ピンク、テレビ、パン. They identify similarities and differences between Japanese and their own languages and cultures.


Unit 1


Unit 2









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Year 3 NON-CONTACT

English V8 7hr/wk

Year 3 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills. Productive modes (speaking, writing and creating) Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their wr iting. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size. Year 2 Achievement Standard & Year 4 Achievement Standard


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Assessment Task

☐ Unit 3: Persuasive letter (PL)

Persuasive response — written Students write a letter to persuade a known audience.

Assessment Task

☐ Unit 3: Procedural presentation (ICST)

Informative response –oral Students create and present a spoken procedure by a character from a story, where the character is explaining how to do something.

☐ Unit 1: Persuasive texts (PT)

Persuasive response – Written Students examine ways persuasive language features are used to influence an audience.

Assessment Task

☐ Unit 5: Creating a multimodal text (CMT)

Poster/multimodal presentation Students create a multimodal imaginative text overcoming a fear, using software.

☐ Unit 5: Reading comprehension (RC)

Short answer questions Students comprehend a story, drawing on knowledge of context, text structure and language features and to evaluate language and images in the text.

Assessment Task

☐ Unit 6: Writing and presenting poetry (WPP)

Imaginative response — Oral Students write and present an adaptation of a poem.

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Year 3 Achievement Standard By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables. Year 2 Achievement Standard & Year 4 Achievement Standard


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☐ Investigation 1 – How Do I Measure Up?

Formative – Investigation 1 - pg 102, 103, 105, 139



☐ Investigation 12 – Follow Freddy

☐ Investigation 6 – Trash & Treasure

Formative – Investigation 12 – pg 123, 127, 131 Formative – Investigation 6 - pg 89, 91, 92, 93, 95, 96/97



☐ Investigation 2 – It’s On The Cards

☐ Investigation 5 – Smarty Pants

Formative – Investigation 2 - pg 113, 114, 115, 120, 121 Formative – Investigation 5 - pg 134, 138, 140/141



☐ C2C – Patterns & Connecting Addition & Subtraction

☐ Investigation 11 – Big Spender

Formative – Investigation 11 - pg 88, 90, 94, 97


Science V8 1hr 45min/wk

Year 3 Achievement Standard By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas. Year 2 Achievement Standard & Year 4 Achievement Standard


Is It Living? Assessment Task

☐ Supervised Assessment – Investigating Living Things

Spinning Earth Assessment Task

☐ Poster/Multi-modal Presentation – The sun, Earth and Us

Hot Stuff Assessment Task

☐ Experimental Investigation – Understanding Heat

What’s the matter? Assessment Task

☐ Supervised Assessment - Solids and liquids

HASS V8 1hr 30min/wk

Year 3 HASS Achievement Standard By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities. Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms. Year 2 Achievement Standard & Year 4 Achievement Standard

Unit 1 Unit 2

Unit 1: Our Unique Communities Assessment Task

☐ Our Unique Communities

Unit 2: Exploring Places Near and Far Assessment Task

☐ Exploring Places Near and Far

Technologies (Digital) V8 30mins/wk

Year 3 and Year 4 Achievement Standard By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Unit 1

Unit 1: What Digital Systems Do You Use? (Digital Technologies) Assessment Task

☐ Assignment/Project – What Digital Systems do you use? Project Portfolio

The Arts/ Sam S Technologies V8 (Visual Arts & Design Technology) 30mins/wk

Year 3 and Year 4 Achievement Standard By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. They discuss how they and others organise the elements and processes in artworks. Students collaborate to plan and make artworks that communicate ideas. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Year 3 and Year 4 Achievement Standard By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Term 2 – Visual Arts Semester 2 – Design Technology

Unit 1: Meaning in Found Objects Assessment Task

☐ Assignment – Meaning in Found Objects

Unit 2: What’s for Lunch? Assessment Task

☐ Portfolio – What’s For Lunch?

Philosophy TBA

Health Keira V8 30min/wk & Physical Education 30min/wk

Years 3 and Year 4 Achievement Standard - HPE By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Unit 1 Unit 3

Unit 1: Good Friends Assessment Task

☐ Assignment/Project – Good Friends (Respectful Relationships Education)

Unit 3: Healthy Futures Assessment Task

☐ Research – Healthy Futures

Unit 1 Unit 2

TBA

The Arts (Music) 30mins/wk

Year 3 and Year 4 Achievement Standard By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition. Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Unit 1 Unit 2

Music Unit 1 – Let’s Celebrate

☐ Collaborate to create a two-part percussion accompaniment for a celebration song, perform your composition

☐ Perform a celebration song by singing and playing instruments together, describe and discuss the music you listen to compose and perform

Music Unit – Songs of Australia

☐ Compose a short song about an Australian place or people in Australia, perform your composition

☐ Describe and discuss music listened to, composed and performed, perform a song about Australia









Year 4 NON-CONTACT

English V8 6hr/wk

Year 4 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning. Year 3 Achievement Standard & Year 5 Achievement Standard


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Assessment Task

☐ Unit 1: A new chapter (NC)

Written Students create an imaginative new chapter for a book.

Assessment Task

☐ Unit 2: Reading comprehension: Interpret and evaluate a humorous poem (RC)

Exam/test Students interpret and evaluate a humorous poem for its characteristic features.

☐ Unit 3: Create and present a traditional story (CPTS)

Assignment/ project Students create and present a traditional story which includes a moral for a younger audience.

Assessment Task

☐ Unit 4: Comprehending historical recounts (CHR)

Exam/test Students read historical recounts, answer comprehension questions and identify language features used to engage the audience.

☐ Unit 4: Spoken presentation (SP) integrated with Media

Imaginative response – oral Students deliver a spoken recount in role as a character from a particular historical context.

Assessment Task

☐ Unit 6: Reading and viewing comprehension (RVC)

Short answer questions Students identify and interpret the persuasive language features and visual elements of the product’s packaging

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☐ Pat – eWrite (wk 8)










☒ Pat – eWrite (wk 8)


Year 4 Achievement Standard By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data. Year 3 Achievement Standard & Year 5 Achievement Standard


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☐ Investigation 10 – It’s Only Natural

Formative – Investigation 10 - pg 104,108, 110, 124, 125, 132



☐ Investigation 1 – Ripper Rides

☐ Investigation 3 – Plenty of Pikelets

☐ Investigation 6 – iFlicks Movie Marathon

Formative – Investigation 1 – pg 125, 126,127,129, 133 Formative – Investigation 3 – pg 102/103, 111, 112/113 Formative – Investigation 6 - pg 116, 118/119, 120/121, 122/123, 144,147



☐ Investigation 12 – Nice Dice

☐ Investigation 7 – Aussie Adventure

☐ Investigation 9 – Marble Mash

Formative – Investigation 12 - pg 105,134, 138/139,140/141, 142/143, 145 Formative – Investigation 7 - pg 106/107, 130/131, 148/149 Formative – Investigation 9 - pg 114/115 ,135, 136/137



☐ C2C – Recalling & Using Multiplication & Division Facts



Year 4 Achievement Standard By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Ea rth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions. Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings. Year 3 Achievement Standard & Year 5 Achievement Standard


Here Today, Gone Tomorrow Assessment Task

☐ Assignment/Project – Investigating Soil Erosion

Ready, Set, Grow! Assessment Task

☐ Poster/Multi-modal Presentation – Mapping Life Cycles and Relationships

Material Use Assessment Task

☐ Supervised Assessment – Investigating Properties Affecting the Use of Ochre

Fast forces!

Assessment Task

☐ Experimental investigation- Investigating contact and non-contact forces

HASS V8 1hr 30min/wk

Year 4 HASS Achievement Standard By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge. Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms. Year 3 Achievement Standard & Year 5 Achievement Standard

Unit 1 Unit 2

Unit 1: Early Exploration and Settlement Assessment Task

☐ European Exploration and Settlement

Unit 2: Sustainable Use of Places Assessment Task

☐ Sustainable Use of Places

Technologies Term 2 (Digital & Design) V8 30mins/wk

Year 3 and Year 4 Achievement Standard By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used. Year 1 & 2 Achievement Standard and Year 5 & 6 Achievement Standard

Year 3 and Year 4 Achievement Standard By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Unit 2 Unit 3

Unit 2: What’s Your Waste Footprint? (Digital Technologies) Assessment Task

☐ Portfolio – What’s Your Waste Footprint?

Unit 3: Pinball Paradise (Design Technologies) Assessment Task

☐ Portfolio – Pinball Paradise

Health 4B – Term 1 - Keira 4A, 4C – Term 2 V8 30min/wk & Physical Education 30min/wk

Years 3 and Year 4 Achievement Standard - HPE By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity. Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement. Year 1 and 2 Achievement Standard & Year 5 and 6 Achievement Standard

Unit 2 Unit 4

Unit 2: Culture in Australia – Positive Interactions Assessment Task

☐ Supervised Assessment – Culture in Australia – Positive Interaction (Respectful Relationships Education)

Netiquette and Online Protocols Assessment Task

☐ Collection of Work – Netiquette and Online Protocols (Respectful Relationships Education & Daniel Morcombe Curriculum)

Unit 1 Unit 2

TBA

The Arts (Dance, Drama & Music) 1hr/wk

Year 3 and Year 4 Achievement Standard By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition. Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Year 1 & 2 Achievement Standard and Year 5 & 6 Achievement Standard

2018

Integrated Dance, Drama & Music

☐ Plan and make a Drama short performance


☐ Create a dance sequence that reflects the dramatic action and narrative of your scene

☐ Describe and discuss dance and drama that you have made and viewed (responding booklet)


☐ Perform a role in a musical





http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#level5-6



Year 5 NON-CONTACT

English V8 6hr/wk

Year 5 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Productive modes (speaking, writing and creating) Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning. Year 4 Achievement Standard & Year 6 Achievement Standard


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Assessment Task

☐ Unit 2: Multimodal feature article (MFA)

Poster/ multimodal Students select information and create a multimodal feature article that presents a particular point of view about an issue.

Assessment Task

☐ Unit 3: Digital multimodal short story (DMSS)

Poster/multi-modal presentation Students create a digital multimodal short story that focuses on the behaviours of two main characters when faced with an ethical dilemma.

Assessment Task

☐ Unit 4: Poetry analysis (PA) Informative response —written

Students write a poetry analysis, explaining the topic; purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.

☐ Unit 5: Digital multimodal narrative (DMN) Poster/multimodal presentation

Students create a digital multimodal transformation of a narrative poem.

Assessment Task

☐ Unit 6: Written comparison of a novel and film (WC)

Written Students write a comparison of a novel and its film adaptation.

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Year 5 Achievement Standard By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets. Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data. Year 4 Achievement Standard & Year 6 Achievement Standard


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☐ Investigation 1 – Race Around Australia

Formative – Investigation 10 - pg 95, 96, 98, 99,104/105,108/109,110,114



☐ Investigation 10 – Radical Renovation

☐ Investigation 3 – Down the Drain

☐ Investigation 8 – Balancing Act

Formative – Investigation 10 – pg 44, 90, 92, 106/107, 118 Formative – Investigation 3 – pg 84, 86, 88/89,130 Formative – Investigation 8 - pg 87,93, 100/101, 119



☐ Investigation 9 – Fair Weather

☐ Investigation 5 – iFlakes

☐ Investigation 11 – Score a Duck

Formative – Investigation 9 - pg 89, 124, 126, 128, 131 Formative – Investigation 5 - pg 122, 125, 127, 129 Formative – Investigation 11 - pg 91, 120, 123



☐ C2C – Solving simple multiplication, division and fraction problems and patterning

☐ Investigation 4 – Twinkle, Twinkle

Formative – Investigation 4 - pg 102/103



Year 5 Achievement Standard By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions. Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts. Year 4 Achievement Standard & Year 6 Achievement Standard


Survival In The Environment Assessment Task

☐ Poster/Multi-modal Presentation – Create A Creature

Our Place in the Solar System Assessment Task

☐ Poster/Multi-modal Presentation – Exploration of the Solar System

Now You See It Assessment Task

☐ Experimental Investigation – The aMAZEing Trick: Experimental Investigation

Matter matters Assessment Task

☐ Assignment/project-Investigating evaporation and explaining solids, liquids and gases

HASS V8 2hr/wk

Year 5 HASS Achievement Standard By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identi fy the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge. Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions. Year 4 Achievement Standard & Year 6 Achievement Standard

Unit 2 Unit 3 Unit 4 Unit 5

Managing Australian Communities Assessment Task

☐ Managing Australian Communities

Communities in Colonial Australia (1800’s) Assessment Task

☐ Communities in Colonial Australia (1800’s)

Participating in Australian Communities Assessment Task

☐ Participating in Australian Communities

Australian Communities of the Future Assessment Task

☐ Australian Communities of the Future

Technologies (Digital & Design) V8 1hr/wk

Year 5 and Year 6 Achievement Standard By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Year 5 and Year 6 Achievement Standard By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

Semester 1 – Digital Technologies Semester 1 – Design Technologies

Unit 1: A-maze-ing Digital Designs (Digital Technologies) Assessment Task

☐ Assignment/Project – Amazeing Digital Designs: Project Folio

Unit 1: Harvesting Good Health (Design Technologies) Assessment Task

☐ Portfolio – Harvesting Good Health

Health V8 30min/wk & Physical Education 30min/wk

Years 5 and Year 6 Achievement Standard - HPE By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding. Year 3 & 4 Achievement Standard and Year 7 & 8 Achievement Standard

Unit 1 Unit 2

Unit 1: Emotional Interactions Assessment Task

☐ Assignment/Project – Emotional Interactions

Unit 2: Healthy Habits Assessment Task

☐ Informative Response – Healthy Habits

Unit 1 Unit 2

TBA

The Arts Sarah (Drama, Visual Arts & Music) 1hr/wk

Year 5 and Year 6 Achievement Standard - Drama By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making. Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences. Year 5 and Year 6 Achievement Standard – Visual Arts By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Integrated Drama, Music & Visual Arts

☐ Plan and make a melodrama, complete a dramatic response sheet, perform a role in a musical

Languages (Japanese) 1hr/wk

Year 5 and Year 6 Achievement Standard - Japanese

By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow

instructions. They extend their answers by using conjunctions such as そして、それから. They show concern for and interest in others by making enquiries such as だいじょうぶ？, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, 犬いぬ, 小さい、雨あめ. Students locate specific

information and some supporting details in a range of spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, やさしい人です。. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for example, へ、で、を、がand prepositions, for example, の上うえに, and apply

the rules of punctuation when writing. They describe and recount events and experiences in time, for example, adjective です。noun です/でした。 and present/past/negative verb forms, for example, のみます、たべます、見みました、いきません. They use counter classifiers in response to questions such as いくらですか。なんびき？なんこ？. Students translate familiar texts, recognising formulaic expressions and culturally

specific textual features and language use. They comment on similarities and differences in ways of expressing values such as politeness, consideration and respect in Japanese compared to other languages and cultures.

Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as を、へ、は, and です. They understand and apply the rules and phonetic changes related to counter classifiers, such as さんぜんえん、いっこ、はっぴき. They apply their knowledge of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by

other languages and cultures. They identify words from other languages used in Japanese, such as パソコン、メール、パスタ, and how the pronunciation, form and meaning of borrowed words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for example, じょうずですね。いいえ。.

Unit 1 Unit 2

TBA






http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Explain




http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Interpret

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Locate

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Calculate


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Measure

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Construct

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=List

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Pose


http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level5

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Classify



http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Analyse

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Discuss


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Pose

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Predict




http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Compare


http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level5

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1#yl-5






http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Investigate







http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level5-6

Year 5/6 NON-CONTACT

English V8 6hr/wk

Year 6 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria. Year 5 Achievement Standard & Year 7 Achievement Standard


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Assessment Task

☐ Unit 1: Short story (SS) Yr 5

☐ Unit 1: Short story (SS) Yr 6

Written Students write an imaginative and entertaining short story about a character who faces a conflict and explain editorial choices.

Assessment Task

☐ Unit 2: Create a multimodal advertisement (CMA)

Poster/multimodal presentation Students create a multimodal advertisement and explain how it persuades the viewer.

☐ Unit 4: Letter to the Future (LF)

Written Students write a letter to a student in the future to evoke a sense of time and place.

Assessment Task

☐ Unit 5: Panel discussion (PD)

Oral Students participate in a panel discussion to analyse and evaluate the style of an individual author.

Assessment Task

☐ Unit 6: Argue a point of view (APV)

Written Students argue a point of view about the effectiveness of literary and informative texts in conveying their message.

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Year 6 Achievement Standard By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media. Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages. Year 5 Achievement Standard & Year 7 Achievement Standard


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☐ Investigation 1 – Race Around Australia Yr 5

Formative – Investigation 10 - pg 95, 96, 98, 99,104/105,108/109,110,114

☐ Investigation 6 – Weird or Wonderful Weather Yr 6

Formative – Investigation 6 - pg 118/119, 122/123, 130/131

☐ Investigation 7 – Fantasy Flight Yr 6

Formative – Investigation 7 - pg 90/91, 92,96/97, 106/107,112/113





Year 6 Achievement Standard By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings. Year 5 Achievement Standard & Year 7 Achievement Standard


Making Changes Assessment Task

☐ Experimental Investigation – Testing Change: Reversible or Irreversible? Yr 6

☐ Experimental Investigation – Testing Change: Reversible or Irreversible? Yr 5

Energy and Electricity Assessment Task

☐ Supervised Assessment – Analysing Energy and Electricity

Our Changing World Assessment Task

☐ Exam – Explaining Natural Events and Change

Life on Earth Assessment Task

☐ Experimental investigation- Investigating Mouldy bread

HASS V8 2hr/wk

Year 6 HASS Achievement Standard By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge. Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms. Year 5 Achievement Standard & Year 7 Achievement Standard


Australia in the Past Assessment Task

☐ Australia in the Past Yr 5

☐ Australia in the Past Yr 6

Australians as Citizens Assessment Task

☐ Australians as Citizens

Australia in a Diverse World Assessment Task

☐ Australia in a Diverse World

Making Decisions to Benefit My Community Assessment Task

☐ Making Decisions to Benefit My Community



Unit 2 Unit 3

Let’s All Be Active Assessment Task

☐ Assignment/Project – Let’s All Be Active

What Am I Drinking? Assessment Task

☐ Supervised Assessment – What Am I Drinking?

Unit 1 Unit 2

TBA

Digital Technologies V8 1hr/wk

Year 5 and Year 6 Achievement Standard By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols. Year 3 & 4 Achievement Standard and Year 7 & 8 Achievement Standard

Unit 2 Unit 2

Unit 2: Data Changing our World (Digital Technologies) Assessment Task

☐ Portfolio – Data Changing Our World

Unit 2: Hands Off (Design Technologies) Assessment Task

☐ Portfolio – Hands Off


Year 5 and Year 6 Achievement Standard - Music By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places. Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.

Integrated Drama, Music & Visual Arts

☐ Plan and make a melodrama, complete a dramatic response sheet, perform a role in a musical



By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow

instructions. They extend their answers by using conjunctions such as そして、それから. They show concern for and interest in others by making enquiries such as だいじょうぶ？, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, 犬いぬ, 小さい、雨あめ. Students locate specific

information and some supporting details in a range of spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, やさしい人です。. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for example, へ、で、を、がand prepositions, for example, の上うえに, and apply

the rules of punctuation when writing. They describe and recount events and experiences in time, for example, adjective です。noun です/でした。 and present/past/negative verb forms, for example, のみます、たべます、見みました、いきません. They use counter classifiers in response to questions such as いくらですか。なんびき？なんこ？. Students translate familiar texts, recognising formulaic expressions and culturally

specific textual features and language use. They comment on similarities and differences in ways of expressing values such as politeness, consideration and respect in Japanese compared to other languages and cultures.

Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as を、へ、は, and です. They understand and apply the rules and phonetic changes related to counter classifiers, such as さんぜんえん、いっこ、はっぴき. They apply their knowledge of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by

other languages and cultures. They identify words from other languages used in Japanese, such as パソコン、メール、パスタ, and how the pronunciation, form and meaning of borrowed words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for example, じょうずですね。いいえ。.

Unit 1 Unit 2

TBA












































http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Develop
























Year 6 NON-CONTACT

English V8 6hr/wk

Year 6 Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. Productive modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria. Year 5 Achievement Standard & Year 7 Achievement Standard


Sum

mat

ive

Assessment Task

☐ Unit 1: Short story (SS)

Written Students write an imaginative and entertaining short story about a character who faces a conflict and explain editorial choices.

Assessment Task

☐ Unit 2: Create a multimodal advertisement (CMA) integrated with Media

Poster/multimodal presentation Students create a multimodal advertisement and explain how it persuades the viewer.

☐ Unit 4: Letter to the Future (LF)

Written Students write a letter to a student in the future to evoke a sense of time and place.

Assessment Task

☐ Unit 5: Panel discussion (PD)

Oral Students participate in a panel discussion to analyse and evaluate the style of an individual author.

Assessment Task

☐ Unit 6: Argue a point of view (APV)

Written Students argue a point of view about the effectiveness of literary and informative texts in conveying their message.

Dia

gnos

tic























Year 6 Achievement Standard By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media. Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages. Year 5 Achievement Standard & Year 7 Achievement Standard


Gua

rant

ee/

Dia

gnos

tic Assessment Task





Assessment Task




Assessment Task





Assessment Task



Via

ble


☐ Investigation 5 – My Personal Profile

☐ Investigation 6 – Weird or Wonderful Weather

Formative – Investigation 5 - pg 80, 105 Q2,3, 120/121, 124 Formative – Investigation 6 - pg 118/119, 122/123, 130/131



☐ Investigation 1 – Rhyme to Riches

☐ Investigation 2 – Happy Hippos

☐ Investigation 8 – Pyramids & Pharaohs

Formative – Investigation 1 – pg 32/33, 34/35 Formative – Investigation 2 – pg 81, 84, 86, 108 Formative – Investigation 8 - pg 87, 95, 98, 100/101, 105 (ski),109



☐ Investigation 7 – Fantasy Flight

☐ Investigation 4 – Practice Makes Perfect

☐ Investigation 11 – Octi-Origami

Formative – Investigation 7 - pg 90/91, 92,96/97, 106/107,112/113 Formative – Investigation 4 - pg 114/115, 117, Formative – Investigation 11 - pg 102, 111



☐ C2C – Calculating Fractions & Decimals

☐ Investigation 12 – Clever Containers

Formative – Investigation 12 - pg 76/77, 78/79, 82/83, 85, 88/89 Non-assessable - Investigation 10 – I Found a Million Dollars



Year 6 Achievement Standard By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings. Year 5 Achievement Standard & Year 7 Achievement Standard


Making Changes Assessment Task

☐ Experimental Investigation – Testing Change: Reversible or Irreversible?

Energy and Electricity Assessment Task

☐ Supervised Assessment – Analysing Energy and Electricity

Our Changing World Assessment Task

☐ Exam – Explaining Natural Events and Change

Life on Earth Assessment Task

☐ Experimental investigation- Investigating Mouldy bread

HASS V8 2hr/wk

Year 6 HASS Achievement Standard By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge. Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms. Year 5 Achievement Standard & Year 7 Achievement Standard


Australia in the Past Assessment Task

☐ Australia in the Past

Australians as Citizens Assessment Task

☐ Australians as Citizens

Australia in a Diverse World Assessment Task

☐ Australia in a Diverse World

Making Decisions to Benefit My Community Assessment Task

☐ Making Decisions to Benefit My Community

Technologies (Digital & Design) V8 1hr/wk

Year 5 and Year 6 Achievement Standard By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols. Year 3 & 4 Achievement Standard and Year 7 & 8 Achievement Standard

Unit 2 Unit 2

Unit 2: Data Changing our World (Digital Technologies) Assessment Task

☐ Portfolio – Data Changing Our World

Unit 2: Hands Off (Design Technologies) Assessment Task

☐ Portfolio – Hands Off



Unit 1 Unit 4

Let’s All Be Active Assessment Task

☐ Assignment/Project – Let’s All Be Active

Transitioning Assessment Task

☐ Research - Transitioning

Unit 1 Unit 2

TBA


Year 5 and Year 6 Achievement Standard - Music By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places. Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.


Music Unit 2 - Music From Around the World

Assessment Task ☐ Perform music from other cultures, compose music using excerpts of known music from around the world, explain how your own music from other cultures communicate meaning

Music – Going to the Movies

Assessment Task ☐ Compose a score for a film soundtrack that conveys a particular mood, atmosphere or feeling, perform music individually or in an ensemble by singling, describe how music from other cultures, times and places has influenced your composition

and performances. Explain how the elements of music create meaning in music written for film, perform music individually or in an ensemble by playing tuned and or percussion instruments.



By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow instructions. They extend their answers

by using conjunctions such as そして、それから. They show concern for and interest in others by making enquiries such as だいじょうぶ？, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, 犬いぬ, 小さい、雨あめ. Students locate specific information and some supporting details in a range of spoken, written and multimodal

texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, やさしい人です。. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure sentences using particles, for example, へ、で、を、がand prepositions, for example, の上うえに, and apply the rules of punctuation when writing. They describe and recount events and experiences in time, for example, adjective です

。noun です/でした。 and present/past/negative verb forms, for example, のみます、たべます、見みました、いきません. They use counter classifiers in response to questions such as いくらですか。なんびき？なんこ？. Students translate familiar texts, recognising formulaic expressions and culturally specific textual features and language use. They comment on similarities and differences in ways of expressing values such as politeness, consideration and respect in

Japanese compared to other languages and cultures.

Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules, such as を、へ、は, and です. They understand and apply the rules and phonetic changes related to counter classifiers, such as さんぜんえん、いっこ、はっぴき. They apply their knowledge of stroke order to form characters. They give examples of ways in which languages both change over time and are influenced by other languages and cultures. They identify

words from other languages used in Japanese, such as パソコン、メール、パスタ, and how the pronunciation, form and meaning of borrowed words can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate these into their own language use, such as ways of deflecting praise, for example, じょうずですね。いいえ。.

Unit 1 Unit 2

TBA












































http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Develop
























General Capabilities and Cross Curriculum Priorities

Balance and coverage of general capabilities and cross-curriculum priorities across P–10

Key

Term 1 Term 2 Term 3 Term 4

Year

ENGLISH

P

1

2

3

4

5

6

MATHEMATICS

P

1

2

3

4

5

6

SCIENCE

P

1

2

3

4

5

6

HISTORY

P

1

2

3

4

5

6

HEALTH AND PHYSICAL EDUCATION

P

1 – 2

3 – 4

5 – 6

LANGUAGES – JAPANESE

5 – 6

TECHNOLOGIES – DIGITAL TECHNOLOGIES

P – 2

3 – 4

5 – 6

CRANBROOK STATE SCHOOL PEDAGOGICAL FRAMEWORK

At Cranbrook State School our Pedagogical Framework is based on Anita Archer’s Explicit Instruction Model incorporating the Gradual Release of Responsibility to ensure a shift in cognitive load from the teacher to the students. We embed the Curriculum Corporation model of Assessment for, as and of Learning using the three types of assessment. Success criteria for each phase of Explicit Instruction has been collaboratively generated with staff so everyone is aware of what may be evident during this phase of a lesson when staff engage in Watching Others Work.

EXPECTATIONS OF TEACHERS REGARDING CURRICULUM

Unpack individually and Collaboratively

• To ensure ALL teachers have the same understanding of the intent of a unit of work • To ensure any modifications are agreed to by the cohort (follow the suggestions to modifying C2C units page) before

submitting the draft proposal to the HOC • To ensure consistency of evidence against standard • To ensure ALL students in a cohort have the same access to the curriculum • Collaborative exemplar release time will be given in Week 10 (only if the whole cohort has summited unpacking)

Submission Requirements • As per the ‘unpacking success criteria’ all documentation is required to be uploaded to Gdrive week 9 • Teachers need to summit individually -

o Aligned know and able to do table o 3 x extension concepts o MSV of unit o Pre-task analysis

• Homework modifications/changes

Teaching & Learning Programs

• Follow year level plans as per Cranbrook State School Curriculum Plan including term assessment overviews • Term overviews • Weekly/daily plans (available for TRS when necessary) • Assessment Tools (GTMJs, monitoring tools etc) • Reporting to parents

Explicit Instruction • Provide a WALT and WILF for the unit of work • Provide a WALT and WILF for the lesson/series of lessons • Follow the Cranbrook State School Pedagogical Framework for Explicit Instruction • Provide explicit feedback to the WILF or GTMJ

Differentiate • Pre-task students at beginning of unit and analyse results • Differentiate lessons to ensure students are engaging in the ‘next’ learning • Provide modified WILFs where necessary • Scaffold teaching and assessment tasks for those students requiring support to achieve a ‘C’

Markbook • Record results within 8 school days of a summative assessment task being completed • Record results from diagnostic assessment by due date for analysis for data meetings • Submit D, E, N data to HOC but due date for letters to be sent home • Record comment codes for reporting after each assessment task

Student Folios (Blue folders) • Collect and maintain evidence of summative student achievement in all learning areas

Moderation • Cohort and interschool moderation as per the moderation policy

http://www.assessmentforlearning.edu.au/default.asp

Early Years Curriculum Guidelines

CRANBROOK STATE SCHOOL PLANNING PROCESS (2017)

Cranbrook State School explicitly teaches, assesses and reports on the Australian Curriculum Learning Areas of English, Maths, Science, History, Health, Digital Technologies, Visual Arts, Music, Physical Education & LOTE – Japanese through the Curriculum Into The Classroom (C2C) resources available on OneSchool. Every year level has a Year Level Overview and Term Assessment Overviews along with C2C Year Level Plans to explicitly show what is being taught, assessed and reported on for that year in their year level G drive folders G:\Coredata\Common\2017\2017 Curriculum Plan Cranbrook State School adopts and adapts all C2C assessment tasks and will this year (2017) move from Queensland Curriculum Assessment Authority (QCAA) Essential Learnings to the Australian Curriculum Technologies – Digital Technologies. Next year (2018) will see the introduction of Technologies – Design and Technologies and another strand of The Arts – Media, Dance or Drama. Any cohorts who choose to make changes (eg: merge units, remove assessment tasks, rearrange the order of assessment tasks etc) must negotiate with the Head of Curriculum (HOC) to ensure all of the Achievement Standard is being assessed, all of the content descriptions are being taught and it is in the best interest of the students and student results.

Modifying C2C Units of work

Social & Personal Learning Prep Social Learning Children sustain relationships by acknowledging and negotiating

rights, roles and responsibilities in a range of contexts.

Children sustain relationships by cooperating with others in social situations.

Children build early understandings about diversity by investigating and communicating positively about the social and cultural practices of people in their community.

Personal Learning Children build a positive sense of self by developing a sense of personal identity as a capable learner.

Children build a positive sense of self by acting with increasing independence and responsibility towards learning and personal organisation

Active Learning Processes Thinking Children think and enquire by generating and discussing ideas and

plans and solving problems.

Investigating Environments

Children think and enquire by investigating features of, and ways to sustain, environments.

Curriculum Intent

•What are the relevant Australian Curriculum achievement standard components and content descriptions?

•Have the cohort referred to the year level plan/band plan to ensure everything is covered?

•What is the curriculum intent of the unit of work?

•Reviewed relevant prior curriculum to identify gaps between unit content and student ability

Assessment

•Does the assessment item align with Australian Curriculum content descriptions?

•Can students complete the existing assessment task or do you need to modify the layout or provide more scaffolding?

•How will you differentiate the task for individual students?

•Will changes to the assessment tasks allow students to demonstrate an 'A'?

Sequence Teaching & Learning

•How will you pre-task students?

•Will you be able to implement the teaching as is or will you adapt the schedule of know and do

•What are the learning intentions (WILFs) for each lesson

•How will you differentiate the teaching for individual students?

•Which core resources will be used by all classes?

•Which resources will be used for extension?

Making Judgements

•How will your cohort ensure consistency of implementation of assessment tasks?

•How will your team ensure consistency in marking the assessment tasks against the GTMJ and the evidence required to form that judgment?

Consider

•Will any changes affect the intent of the unit?

•Do any changes still align to the Australian Curriculum?

•Is there still alignment to reporting codes etc when changes are made?

•Propose draft changes to HOC for approval and discussion

https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/default.aspx

https://oslp.eq.edu.au/OSAUTH/auth/SignOn.aspx?ReturnURL=%2foslp.mvc%2fwelcome

https://www.qcaa.qld.edu.au/

https://www.qcaa.qld.edu.au/

http://www.australiancurriculum.edu.au/

Teachers are to unpack individually and collaboratively discuss where possible with their cohort, cohort leader and support staff (SEP) to understand the intent of the unit and have clarity of the unit of work in preparation for teaching, assessing and moderation. Submission of unpacking documents are prior to day 1 of teaching the unit of work where all unpacking documents are to be placed in the necessary G drive folder ensuring they meet the CSS ‘Best Practice’ Unpacking Success Criteria for unpacking. Accountability meetings will take place with the HOC to ensure teacher clarity of the assessment task and Guide To Making Judgments (GTMJ) as well as cohort consistency in understand of what evidence will be required to meet each standard of the GTMJ. Support staff (SEP) then assist classroom teachers to adjust the curriculum program and assessment tasks to meet the individual needs of SEP students and students on ICPs at a higher and/or lower year level juncture following the CSS ICP Systems Process. The process involves teachers:-

Understanding the assessable Content Descriptions and Achievement Standards Identifying the curriculum intent (AS, CD, GTMJ, Modelled Response) Co-creating a KNOW and ABLE TO DO table with 3 extension concepts Designing, developing and revising assessment task/s Created an aligned pre-task and submitting the analysis Identifying the reading and writing demands of the task Ensuring a consensus-based approach to understanding the standard descriptors from the GTMJ/s

through the creation of an exemplar (English, Math and Science). Cohort Collaboration Meetings Purpose: Teachers look at English, Math and Science LOA percentage trends across 2014, 2015 and 2016 then set an annual target for 2017. At the end of each term they set a target for the following term. The targets are then displayed on the schools LOA data wall. The cohort , cohort leaders AND the HOC work collaboratively to engage in the process of reading, recognising, comparing and then hypothesising how this data can differentiate teaching/ learning and track the growth and achievement of students in English, Math and Science. For the whole cohort AND the HOC to engage in the process of creating an exemplar, including creating the product that students are required to make (eg: physically complete the guided inquiry – Mathematics or create the mirrored box for reflection - Science). The exemplar must meet the all standards for the ‘A’ on the GTMJ. This process may include transcripts or audio recordings to demonstrate clarity. Save ALL exemplars on G drive in your year level and unpacking folders. G:\Coredata\Common\2017\2017 Curriculum Plan 3.8.16 Conditions: Professional Engagement - Collaboration

Each term a half day release time is allocated to creating exemplars for English, Mathematics and Science

If a cohort member does not have clarity at accountability meetings the co-hort will not be given exemplar meeting time.

Cohorts will need to meet at another time to complete the exemplars with cohort leaders (if not completed in collaboration meeting).

If your cohort has a pre-approved 10 week units then exemplars must also be completed for these.

Once exemplars are completed then a cohort meeting is to be used to clarify the following: o How to implement each assessment task for consistency across the cohort? o What are the test conditions stated for this assessment task? o How much scaffolding will occur? o Which anchor charts can remain on the wall during the implementation of the assessment task? o How much time are we giving to our classes to complete the assessment task? consistency

across the cohort o Refer back to unpacking for evidence used to agreed standard – consistency across cohort

Moderation of summative student work samples will take place twice a term during cohort meetings. This requires all year level teachers to use evidence against standard to collaboratively discuss student work samples and decide upon a common standard, if necessary referring to the submitted unpacking for alignment

of what evidence was decided to be used for the standard. Please refer to the Moderation Policy 2017 for more information. On-balance Judgements Teachers award the student response an overall grade by: - identifying the evidence for each assessable element/criterion - matching that evidence to a particular descriptor for each assessable element/criterion - considering each of these judgments together to make an on-balance decision about the overall quality that

best matches the student response. At the end of a reporting period these judgments about individual assessment tasks inform the teacher’s on-balance judgment to award an overall level of achievement in the learning area. Further information is provided in Policy statement: Reporting to parents. Ensure consistency of teacher judgment Consistency of teacher judgment relies on Clarity of the unit of work, consistent interpretation of the task and an understanding of how the standard is demonstrated in student responses. Schools: - implement processes, such as moderation & validation, to support consistency of teacher judgments and comparability of reported results - ensure that there is a common understanding among all teachers about the process for developing

assessments, making judgments and determining overall levels of achievement - comply with (QCAA processes) for years 11 and 12 and meet QCAA moderation and verification

requirements. N Comment If a child has high absenteeism and misses a lot of the explicit teaching and support they are still required to attempt the assessment task (when at school instead of more lessons) to demonstrate what they can do (obviously with less scaffolding and support as the teacher will be support whole class). This will allow them to achieve a grade A to E instead of an ‘N’. If a child is leaving for holidays early and doesn’t complete the assessment task prior to leaving, complete the process below upon return to school:

1. Teacher to contact parents (if parents don’t care an ‘N’ grade is permitted) – record as contact on OneSchool

2. Send assessment task home with student to complete (they won’t receive teacher scaffolding) 3. Recommend completing in homework club until completed

If the child returns the assessment and it’s not completed it’s an E result NOT an N as ample opportunity has been provided for them. N should mean – not a surprise on report cards Special provisions in the conditions of assessment All students are entitled to show their knowledge, understanding and skills in response to assessments. Accordingly schools and teachers ensure that all students are able to participate in assessment and demonstrate the full extent and depth of their knowledge and understanding of a unit of work.

Special provisions in the conditions of assessment reflect differentiation, or adjustments, made in teaching and learning.

Special provisions are not adjustments to the standards on which student work is judged unless they are on an endorsed ICP. They do not involve compensating for what the student does not know or cannot do.

Special provisions in the conditions of assessment are applied consistently across the school. Types of special provisions Special provisions in assessment are made through the way the assessment is presented, the way students are allowed to respond, the physical conditions and/or the time allocated for the assessment tasks.

http://education.qld.gov.au/curriculum/framework/p-12/

Special provisions in the conditions of assessment may include: presentation - changing how an assessment appears or is communicated to a student from the regular

format. For example, being read to rather than reading unless reading itself is what is being assessed (student will read for reading ability, student will be read to for the comprehension component).

response - allowing students to complete assessments in different ways such as using computer software or an assistive device to solve and organise problems when this does not compromise what is specifically being assessed

setting - changing location including the physical or social conditions in which the assessment is completed timing - allowing the student a longer time to complete the assessment, or change the way the time is

organised or when the assessment is scheduled. Policy Statement: Assessment End of Reporting - Level of Achievement Maintain a collection of evidence of student achievement (Assessment folio) The evidence of student achievement is collected using a range of assessments. This assessment folio holds a representative selection of evidence of each student’s learning in relation to the achievement standard for each learning area. This evidence is used as the basis for reporting to parents. P-12 Policy Statement: Assessment Work samples that have been used as evidence for report cards are kept for a one year period before being returned to the students. Other evidence of students' achievements will be recorded and returned to the students. Students will start a new folio each year. Other work samples including diagnostic assessments, checklists, observations and monitoring tasks are kept in a separate folder as they are used to inform teaching and learning NOT for reporting purposes. As students are responsible for their own learning, they are also responsible for their folios. Teachers provide students with their marked assessment items and written feedback on their strengths and areas to improve. Student feedback, based on the Australian Curriculum Achievement Standards and GTMJ, is also recorded in One School markbook for ease at reporting time. Students use their GTMJs to record their overall awarded grade on the profile cover sheet on the folders. Students file their assessment items in folder and take note of their next learning goals. Teachers keep these folders in a class filing cabinet. The student folios will assist students lead the conversation during three-way reporting. Interschool Validation Prior to reporting, random folios of student assessment tasks are reviewed by a cohort of teachers to form an on-balance judgment for reporting. Reporting Scales

Prep Year 1-2 Years 3-10

Level of Achievement

• Applying • Making Connections • Working With • Exploring • Becoming Aware

• Very High • High • Sounds • Developing • Support Required

• A • B • C • D • E



CRANBROOK STATE SCHOOL MODERATION POLICY (2017)

Moderation is a process that enables teachers (within and across schools) to gain consistency of their judgments against a common, external standard. The moderation process involves teachers discussing the qualities demonstrated in student work samples to reach consensus about the standard of the qualities. For example, if one teacher believes that the standard demonstrated against external criteria is an ‘A’ and another teacher believes the standard demonstrated is evidence of a ‘B’, a discussion takes place about the qualities of student work that match the standards descriptors. Discussions continue until the teachers reach consensus and agreement. If this cannot be achieved, the HOC will be invited to join the discussion. Moderation aims to ensure that standards are applied consistently across the state so that student performances of equivalent standard are recognised as being equivalent and that they are assigned the same grade. To ensure that reported judgments of student achievement are defensible and comparable they must be based on sound evidence and a shared understanding of the desired standards demonstrated in student work. Learning Area (LA) - Accountabilities and Responsibilities (part-time and non-contact teachers) All teachers who teach any Learning Area in a year level (NCT or part-time) must report results to classroom teacher to check for any discrepancies in results and moderate work samples. This process is to ensure high expectations for all students are upheld with all teachers at Cranbrook State School. Teachers can also discuss different pedagogical approaches that have worked with students and strategies they have tried. The moderation process at Cranbrook will include social moderation of common assessment tasks using a calibration approach. Social Moderation Social moderation is an extended, collaborative process. It is the culmination of a process that delivers multiple opportunities for learning through quality, equitable and well-considered educational experiences. Teachers, in year level groups, will take part in social moderation of a common assessment task for chosen LAs. These days will be held before and after a taught unit of work and will be decided by the year level Moderation Facilitator (Leadership member) and occur as part of the school’s meeting schedule. Unit Planning & Unpacking Process Social moderation also involves an ‘unpacking’ process prior to teaching a unit of work to ensure consistency and a shared understanding across the year level cohort. See Planning Process. Calibration Approach When a unit of work is complete, teachers mark (some or all) student responses individually, and then select assessment samples representative of their application for A-E standards. The following samples will be moderated for each teacher:

2 x C samples 2 x A samples 2 x D samples Any uncertain assessment items

Blind Moderation Blind moderation is a process in which teachers’ moderate unseen samples from a different year level. This is to ensure only objective evidence is being used, as well as assist teachers to understand curriculum verticality. Moderation Timeline Moderation will occur for every Learning Area within the fortnight of a units’ conclusion. Moderation procedure:

Prior to teaching a selected unit of work, Cranbrook teaching staff will work in cohorts to unpack and understand the curriculum intent and assessment items to ensure all teachers have a consistent

interpretation of the task and an understanding of how the of the standard is demonstrated in student responses. Please see Cranbrook’s Planning Process for more information.

Teachers are to bring a range of ‘C’,’A’,’D’ original or photocopied samples of the chosen common assessment task to the selected moderation time.

On the day of moderation facilitators will lead the group through the process to reach agreement on selected samples. The C (or S) sample will be moderated first, followed by the A (VH) or highest achievement in the class.

Teachers will make judgements on several criteria trading off inconsistencies to reach a holistic judgement. This is not a procedural approach, but one that involves teachers' professional knowledge in decision making. When teachers are engaging in dialogue they are not just having a conversation about the work and they are not using checklists. They are having substantive, focused conversations about the differences in the quality of performance. The decision needs to be based on evidence in the work, not teacher knowledge of the student or his/her circumstances.

When agreement cannot be reached the principal (or his delegate), as chief moderator, may make the decision.

If required the second sample will be presented if further calibration is needed. Teachers complete marking of common assessment task after moderation.

Moderation Protocols

Commit to the purpose of the moderation process Adopt a sense of responsibility in and for the group Respect and listen to others openly Accept where others are at Cooperate in good faith Aim for consensus in decision making Address problems respectfully by seeking clarification and understanding, focussing on the student work

and not the teacher who presents it Treat others as you would like to be treated Critique not criticise

Role of a Facilitator The moderation of each year level will occur with the help of a facilitator. Facilitators in the school include Lead Teachers for Quality Teaching & Learning, Lead Teacher of Mathematics, Master Teacher, Head of Curriculum, Deputy Principal, Principal., Before the moderation session the facilitator will: • Arrange the date, time and place (if necessary) During the session the role of the facilitator may include: • Establishing the moderation environment • Identifying the curriculum intent • Leading professional dialogue • Facilitating conversations that support evidence-based teacher judgement (from the marking tool) • Clarifying moderation protocols • Monitor timing After the session, the facilitator may liaise with Principal or delegate to decide on the rating of student samples that could not be agreed on in the session. It is not expected that the facilitator act as an expert, but rather assist teachers to reach consensus through a shared understanding of the curriculum intent, evidence using the criteria and standards and the rating awarded.

CRANBROOK STATE SCHOOL ASSESSMENT AND REPORTING FRAMEWORK

Cranbrook State School uses a combination of carefully selected diagnostic tools and rigorous school-developed assessment tasks to make informed decisions on student progress. These diagnostic tools also assist with triangulating student data to ensure report card judgments accurately reflect student ability in a across a range settings. Assessment is an on-going process of gathering evidence to determine what each student knows, understands, and can do so as to inform teaching and support learning of the intended curriculum. As well as linking directly to the intended curriculum, high quality assessment is valid, explicit comprehensive, challenging, and produces reliable evidence of desired learning. The purpose of assessment is to promote, assist and inform programs of teaching and learning, improve student outcomes, and to provide data that can be communicated to a range of people about the progress and achievements of individual students or groups of students. Principles of Effective Assessment At Cranbrook State School assessment will:

Be a planned and ongoing process of gathering data about students' academic, social and emotional progress

Involve the use of a range and balance of assessment tools and tasks appropriate to the students' developmental levels (including those students on ICPs)

Be utilised as an integral tool for planning, teaching, learning and reporting

Provide multiple opportunities for students to demonstrate what they know and can do in a variety of ways across all elements of the Achievement Standard

Be clearly and explicitly elaborated on with students so they are aware of how they are being assessed, the expectations of the assessments and how they can best demonstrate the goals of the assessments

Involve both teachers and students reviewing and reflecting on data gathered through assessment opportunities

Involve intra and inter school moderation and validation processes to ensure consistency of judgement

Provide important school data that informs the school community of the effectiveness of school curriculum programs and pedagogy and satisfies systemic school data requirements

Be aligned to curriculum intent (Achievement Standard and Content Descriptions) Types of Assessment – ‘for’ learning, ‘of’ learning and ‘as’ learning

Explanation Types of assessment

Examples of Assessment

Assessment for learning Diagnostic

enables teachers to monitor student knowledge, understanding and skills development so as to target their teaching to support students’ progress to meet learning goals

Diagnostic assessment Provides opportunities to use assessment to determine the nature of students’ learning difficulties as a basis for providing feedback or intervention

• standardised (designed so that the questions, conditions for administering, scoring procedures and interpretations are consistent and administered and scored in a predetermined, standard manner, e.g. NAPLAN, PAT-R • diagnostic assessment (measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning) • focused observation • discussion (recorded in teacher notations)

Assessment as learning Formative

Conducted multiple times throughout a unit to enable teachers to make changes to their pedagogy where necessary and to allow students to reflect on and monitor their own progress to inform their future learning goals

Formative assessment Focuses on monitoring to improve student learning

•C2C monitoring tasks •Teacher generated monitoring tasks •observations •annotations

Assessment of learning Summative

A ‘point-in-time’ task that assists teachers at the end of learning experiences to gather evidence of student knowledge, understanding and skills as described in the relevant achievement standards for the year level where students are awarded an achievement level

Summative assessment Can indicate standards achieved at & Provides evidence for teachers for reporting to parents

•C2C Summative Assessment Tasks

The purpose of assessment is to improve student learning.

Assessment is used to promote learning through timely feedback that informs future teaching and learning and builds students’ confidence in their ability to learn. Systems, principals, teachers, students and parents all use assessment information to support improvements in student learning. Cranbrook State School staff use the ‘feed-up’, ‘feed-back’, ‘feed-forward’ approach in their classrooms through the Cranbrook Feedback Loop.

Feedback:

is specific to the individual student

focuses on the quality of the student response and how to improve it

is directly relevant to the learning intention

is reflective of learning goals and encourages self-regulation Diagnostic Assessment Tools and Year Level Benchmarks The purpose of the following Assessment Tools and Year Level Benchmarks document is to support teachers and administrators in developing a whole school assessment and monitoring framework. Appropriately selected, properly implemented and accurately interpreted, these assessment instruments enable teachers to:

Identify strengths and weaknesses of individual students and cohorts

Measure distance travelled within specified timeframes

Compare achievement relative to ‘norms’ and national benchmarks

Personalise learning

Track and monitor intervention programs using the teaching and learning policy continua for reading, spelling and numeracy

Clearly articulate the cycle of internal monitoring, whole school assessment practices and reporting schedules

A comprehensive range of research based, commercially available, quality assessment tools for primary English and Mathematics have been carefully selected and, for each, ‘C’ or ‘sound’ standards and expectations across all year levels have been clearly identified. These standards are:

- consistent with ‘norms’ periodically revised using Australian and/or New Zealand research data to ensure an assessment tool’s currency and validity

- reflective of relevant Queensland Curriculum Assessment and Reporting Framework curriculum documents and support

- aligned with the Achievement Standards for each year level in the draft national curriculum Adapted from Earnshaw State College & South East Region Assessment Group 2010

DATA COLLECTION SCHEDULE OVERVIEW

See Cranbrook’s Diagnostic Data Collection Schedule for benchmarks and time frames.

Assessment is the purposeful and systemic collection of evidence about students’ achievements, and has a

pivotal role in supporting student learning. An increasing body of research confirms the central role of assessment is improving learning. Earl (2003) in Building student success, QSA (2008) p. 23.

Good assessment information allows for targeted teaching. It can only serve this purpose however, if teachers

are focused on the teaching–learning relationship and how to improve it; without this focus, assessment becomes a tool for labelling. The Roadmap

REPORTING STUDENT ACHIEVEMENT The purpose of reporting is to provide parents and carers with information about where students are up to in their learning, what progress they have made over time and what they might do to support their children’s further learning.

Reporting is very closely aligned to curriculum, pedagogy and assessment. It is the quality of the evidence gained from the assessment process that enables accurate reporting. Teachers will use marking criteria based on the Assessable Elements for each KLA to make judgments about the evidence produced by the student. They will use the results from various assessment tasks to come up with a professional decision on the overall level of achievement for each KLA and report these results. The following diagram shows this process.

STUDENT ASSESSMENT FOLIOS The evidence of student achievement is collected using a range of assessments. This assessment folio (BLUE FOLDER) holds a representative selection of evidence of each student’s learning in relation to the achievement standard for each learning area or subject. This evidence is used as the basis for reporting to parents. P-12 Policy Statement: Assessment Teachers should use their professional discretion to include any relevant work samples to support the unit assessment tasks in the allocation of a standard to each student. Allocation of a standard on a report card should never relate to just one sample of work. It should also be clearly noted that standards are awarded solely for academic achievement not the effort or how hard a student tries. An opportunity to record student effort is available separately on student report cards. Work samples that have been used as evidence for report cards are kept for a one year period before being returned to the students. Other evidence of students' achievements will be recorded and returned to the students. Students will start a new folio each year. Other work samples including diagnostic assessments, checklists, observations and monitoring tasks are kept in a separate folder (RED FOLDER) as they are used to inform teaching and learning NOT for reporting purposes. As students are responsible for their own learning, they are also responsible for their folios. Teachers provide students with their marked assessment items and written feedback on their strengths and areas to improve. Student feedback, based on the Australian Curriculum Achievement Standards and GTMJ, is also recorded in One School Markbooks for ease at reporting time. Students use their GTMJs to record their overall awarded grade in the student folio cover sheet. Students file their assessment items in the folder sleeves and take note of their next learning goals. Teachers keep these folders in a class filing cabinet. The student folios will assist students lead the conversation during three-way oral reporting. ASSESSMENT PROCESS To ensure all assessment tasks directly link to student assessment folios and reporting the following process is required for each summative assessment task.

1. Mark Assessment Task 2. Moderate Assessment Task 3. Make changes to awarded grade where necessary 4. Add results & feedback (eg: strengths in comments – codes for reporting) to OneSchool Markbook 5. Students add results to cover sheet of student folio 6. Students add assessment to folio

REPORTING SCHEDULE At Cranbrook State School reporting acknowledges student progress and achievement. Compulsory Oral and Written Reporting Schedule · Term 2 (early) – Oral Reporting · Term 2 (end) – Written Reporting · Term 4 (early) –Oral Reporting · Term 4 (end) – Written Reporting

Cranbrook State School also conforms to State-Wide and National requirements for external reporting, including NAPLAN.

ORAL REPORTING - PARENT TEACHER CONFERENCES Assessment Task Below Benchmark Communication – After each unit of work is completed (every 5 weeks) Once assessment tasks are completed and marked by the classroom teacher, any parents of students who receive a D, E or N are to receive a phone call from the teacher responsible for that subject. This contact is to be recorded as a contact on OneSchool. It is vital that parents are made aware of this achievement as soon as possible to attempt to support and improve students’ results prior to reporting. A result of D, E or N on a report card should not be a surprise for parents. Formal Oral Interviews Teachers will offer a formal face to face conference with parents and carers twice during the year. This interview occurs during early Term 2 and 4. Letters will be sent home for any students achieving a D, E or N in any assessment task to invite the parents to oral reporting to discuss why and how adjustments will be made in the future. Teachers are also encouraged to contact parents and carers to personally invite them to the meeting to discuss their child's progress (academic and social). This is also an opportunity to clarify areas of concern (if necessary) and to outline future goals and strategies that will be implemented to further the child's learning development. It is expected that throughout the year, informal reporting will occur with parents and carers as the need or opportunity arises at mutually convenient times. This is to provide incidental feedback, strengthen school/community ties and to ensure that parents are well informed about their child's progress. The purpose of parent teacher interviews is to provide parents with information about where their child is up to in their learning, what progress they have made, and what parents can do to support their child’s further learning. Three-way reporting, between student, parent and teacher, is the philosophy that guides Cranbrook’s oral reporting process. The intent of three-way reporting is for the student to show ownership of their learning and be able to clearly articulate to their parents/carers, with some support from the teacher, where they are currently with their learning, and where and how they will progress. Oral reporting is Wednesday of week 2 Term 2 and Term 4 from 3.30-7.30pm in the hall. Every teacher will have a table that you share with another teacher (you will have one end) and the interviews are in 15min time allocations. There will be a bell every 15mins to keep time.

You need:

1 blue assessment folio folder per student with the student folio cover sheet filed in the front sleeve

Every C2C assessment task in that blue folder for the year to date

1 red folder diagnostic assessment folio per student with the contents sheet filed in the first sleeve - WTW tests, running records, Sight Word data etc.

Optional – laptop for data but wifi is not reliable in the hall. Download it before you go over if you wish.

Optional – student bookwork samples

WRITTEN PROGRESS REPORTS All students in Years P to 6 receive a written Progress Report twice each year, at the conclusion of each semester in June and December. Teachers use OneSchool to create a computer generated report based on student progress in the Australian Curriculum Achievement Standard using a five-point scale of A–E. Specialist Teachers (Class, Music, PE, NCT, Instrumental Music, LOTE and part-time teachers) are responsible for entering their own data on OneSchool.

MAKING JUDGEMENTS To decide on an achievement rating (five-point scale) for how well the student has demonstrated their learning, the teacher makes an on-balance judgement based on a range of rigorous and authentic assessment processes and decides on the standard that best matches the students' depth of learning. The standard therefore represents a summative judgement of achievement standards to all the collected evidence. If a teacher is monitoring student achievement throughout the unit they will know when a student is ready to conduct the assessment task. Report cards will include results from taught units of work (eg. C2C units 1 to 3) and awarded a single grade on a 5-point scale. Report Card Comments Comment banks for all Learning Areas are available on OneSchool to assist teachers in composing reports. Teachers will also report on reading and spelling goals using the provided comment bank. SWPBS behaviour comments and behaviour and effort marking matrix will also be available. Teachers are required to compose individualised general comments for each student. Comments should be professional, objective and in present tense without any predictive statements. Annotated examples are sent to staff prior to every reporting period to assist staff. Comments should be comprised of three targeted sentences highlighting curriculum successes, stating areas of improvement and concluding with a positive objective statement. All general comments must be reviewed by an admin member prior to being entered into OneSchool. See Example General Comments for support and suggestions.

Extra Curricular Activities Prep to Year 6 Implementation of the Australian Curriculum

Schools are required to implement the whole Australian Curriculum,Version 8, by the end of 2020.

Some learning areas/subjects can be implemented across a band of years; in a particular year within a band; or in a single semester.

In delivering the curriculum, all aspects of the achievement standard for each learning area and/or subject provided in a year or band of years are to be covered.

Area Responsibility

Sports Sports teachers

Sports Captains Bobbie McMinn

Other sporting events eg. swimming carnival

Bobbie McMinn

Code Club Cate West/Janelle Hayes/Ian Wilcox

Opti-minds

Music Captains Sarah Earle

Choir and other music events Sarah Earle

School Captains/Council Jeff Capell

Library Assistants Jodie Sheppard

Orchestra Caroline Llyod-Doolan

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