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

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

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

AusVELS English curriculum are also included.

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

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

Lesson 1.......................................................................................................................................................................................................4Lesson 2.......................................................................................................................................................................................................4Lesson 3.......................................................................................................................................................................................................4

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

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

VELS Learning Focus Humanities Level 2 (Geography & Economics only)........................................................................................9VELS Learning Focus Thinking Processes Level 2...............................................................................................................................9VELS Learning Focus Personal Learning Level 2.................................................................................................................................9VELS Learning Focus Interpersonal Learning Level 2.......................................................................................................................10

AusVELS HISTORY LEVEL DESCRIPTION: Years 1 & 2...................................................................10AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 1 & 2 11

Historical Knowledge and Understanding.............................................................................................................................................11Historical Skills...........................................................................................................................................................................................12

AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2....................................................................14AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2.............15

READING AND VIEWING.......................................................................................................................................................................15WRITING....................................................................................................................................................................................................19SPEAKING AND LISTENING.................................................................................................................................................................22

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

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

VELS Humanities Years 1 &2 (Geography and Economics only).....................................................................................................29VELS Thinking Processes Standards Years 1 & 2..............................................................................................................................29VELS Personal Learning Standards Years 1 & 2................................................................................................................................29VELS Interpersonal Learning Standards Foundation Years 1 & 2....................................................................................................29

AusVELS ACHIEVEMENT STANDARDS – HISTORY.........................................................................30AUSTRALIAN CURRICULUM HISTORY Years 1 & 2........................................................................................................................30

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

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

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

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

Act

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Cue in by talking aboutReadExplainStudents listen and contribute to discussion about...Review e.g. taking turns & sharing.Model taskTable task: make/build/test/etcUse thinking tool....Share Time:

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Lesson 1 Lesson 2 Lesson 3 Lesson 4D

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Lesson 5 Lesson 6 Lesson 7 Lesson 8

Act

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Cue in by talking aboutReadExplainStudents listen and contribute to discussion about...Review e.g. taking turns & sharing.Model taskTable task: make/build/test/etcUse thinking tool....Share Time:

Res

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Lesson 5 Lesson 6 Lesson 7 Lesson 8D

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Lesson 9 Lesson 10 Lesson 11A

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Cue in by talking aboutReadExplainStudents listen and contribute to discussion about...Review e.g. taking turns & sharing.Model taskTable task: make/build/test/etcUse thinking tool....Share Time:

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Key Understandings for Assessment Focus Questions

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

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VELS Learning

Focus Humanities

Level 2 (Geography &

Economics only)

As students work towards the achievement of Level 3 standards in the Humanities,History content deleted here, replaced by AusVELS History below.Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map. They recognise the globe as a model representation of Earth and can locate Australia and other places with which they have links. Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour. Through observation, they investigate and describe elements of the natural and built environments in their local area.By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence. History content deleted here, replaced by AusVELS History below. By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist. They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities. History content deleted here, replaced by AusVELS History below.Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects community interdependence and economic sustainability. They begin to understand how local resources are used to make products which meet local people's needs and the needs of people in other places. They also begin to understand that resources from other places may be used to make products locally to meet their needs.

VELS Learning

Focus Thinking

Processes Level 2

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

VELS Learning

Focus Personal Learning Level 2

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

VELS Learning

As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to

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Focus Interpersona

l Learning Level 2

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

AusVELS HISTORY LEVEL DESCRIPTION: Years 1 & 2The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.Australian Curriculum History Level Description Year 1 Australian Curriculum History Level Description Year 2Present and Past Family LifeThe Level 1 curriculum provides a study of present and past family life within the context of the students’ own world. Students learn about similarities and differences in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time.

The Past in the PresentThe Level 2 curriculum provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.

Key inquiry questions Key inquiry questionsA framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: How has family life changed or remained the same over time? How can we show that the present is different from or similar to the

past? How do we describe the sequence of time?

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are: What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life?

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

Historical Knowledge and UnderstandingYear 1 Content Year 2 ContentPresent and Past Family Life Elaborations The Past in the

Present Elaborations

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Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)

comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure (for example the different types of family such as nuclear, single parent, blended)

discussing kinship as an important part of relationships and family structures in Aboriginal and Torres Strait Islander societies (for example the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other)

examining and commenting on the roles of family members over time (for example listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example work outside the home, washing, cooking, cleaning, gardening, child care)

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community

suggesting reasons for the location of a local landmark before searching for resources that provide an explanation

investigating the history of a chosen person, building, site or landmark in the local community using sources (for example books, newspapers, oral histories, audio visual material, digital sources, letters, photographs) and relating a story which these reveal about the past

How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)

discussing, for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’

discussing how some cultures, for example the Chinese, describe a child as being one level old on the day they are born

identifying dates and changes that have personal significance (for example birthdays, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds

examining Aboriginal and Torres Strait Islander seasonal calendars (for example the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

discussing why a particular site has heritage significance/cultural value for present generations (for example it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)

identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people (for example engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains)

identifying and designing a local historical tour of a site (for example one related to a particular cultural group)

Differences and examining and commenting on photographs The impact of examining changes in technology over several

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similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

and oral histories (for example talking to parents, grandparents and other elders) to find out how daily lives have changed

changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example changes to land, air and sea transport; the move from wood fired stoves to gas/electrical appliances; the introduction of television, transistors, FM radio and digital technologies)

identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example Arrernte children learn to play string games so they can remember stories they have been told)

creating models of toys used by children who lived when electricity was not available

Historical SkillsYear 1 Skills Year 2 SkillsChronology, terms and concepts

Elaborations Chronology, terms and concepts

Elaborations

Sequence familiar objects and events (ACHHS031)

using visual sequences of time such as a ‘days of the week’ chart, a class timetable or a calendar and marking significant dates on them

creating a timeline, slideshow or story using photos

Sequence familiar objects and events (ACHHS047)

ordering key events in the history of the local community using photographs and annotations

Distinguish between the past, present and future (ACHHS032)

identifying vocabulary of the past (for example words for objects from childhood games and leisure such as jacks, elastics, record player, transistor) when making then/now comparisons

using terms to denote time (for example ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘generations’)

Distinguish between the past, present and future (ACHHS048)

using terms to denote the passing of time in speech and writing (for example ‘in the past’, ‘levels ago’, ‘the olden days’, ‘in the future’)

identifying signs of the past in photographs and other visual representations and using the correct term for these features – for example ‘war memorial’, ‘museum’

Historical questions and research

Elaborations Historical questions and research

Elaborations

Pose questions about the past using sources provided (ACHHS033)

inquiring from parents and members of older generations about past and present families (for example number of children,

Pose questions about the past using sources provided (ACHHS049)

developing inquiry questions about a site (for example ‘What does it look like now?’ ‘What condition is it in?’ ‘How might its use have

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number of people living in the household, roles of the parents and children)

discussing what life was like for their parents and grandparents by examining everyday objects (for example telephone, radio, cooking utensils, toys), photos and stories from the past, using ‘What’? How’? ‘When’? ‘Why?’ questions

changed?’ ‘What was its purpose?’ ‘How was it built/created?’ ‘How was it paid for?’ ‘What is its use and importance in the present?’)

structuring questions using appropriate verb tenses (for example in the question: ‘What games did children play before electricity?’, the helping verb ‘did’ is in the past

Analysis and use of sources

Elaborations Analysis and use of sources

Elaborations

Explore a range of sources about the past (ACHHS034)

discussing with parents and grandparents about life in the past

exploring stories from and about the past (for example letters, diaries, radio or television programs)

Explore a range of sources about the past. (ACHHS050)

locating historical evidence of the local community including signs of the past in the present (for example place and street names, monuments, built and non-built historical landmarks)

examining sources such as photographs, newspapers, stories and maps to learn about the past (some of these may be online and can be located through state and local library websites)

Identify and compare features of objects from the past and present (ACHHS035)

comparing objects from the past with the present to identify similarities and differences (for example toys, whitegoods, televisions, radios)

Identify and compare features of objects from the past and present (ACHHS051)

identifying place and street names in the local community and discovering their origin and meaning (for example names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures)

identifying features of a site (such as dates, decorations and plaques on buildings) that reveal its past

Perspectives and interpretations

Elaborations Perspectives and interpretations

Elaborations

Explore a point of view (ACHHS036)

representing similarities and differences between students’ daily lives and those of their parents and grandparents in graphic form (for example Venn diagram, y-chart)

Explore a point of view (ACHHS052)

examining a point of view about changes to the built and natural environment and to daily lives over time

Explanation and communication

Elaborations Explanation and communication

Elaborations

Develop a narrative about the past. (ACHHS037)

relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)

describing their families or an event that

Develop a narrative about the past (ACHHS053)

composing stories to compare past and present daily life (for example by using software to create a soundscape of the local area and a digital camera to take photographs of this area

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has personal significance in the present and by using photographs to show images of the past)

describing a significant person or place from their community’s past (for example a short report on a building of significance describing when, where, why, who built it, and why it is valued; or a biography on a significant individual)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

representing ideas and creating imaginative responses through writing, role-play, speaking, drawing

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

representing ideas and creating imaginative responses through visual images as well as written and spoken descriptions and narratives

AusVELS ENGLISH LEVEL DESCRIPTION Years 1 & 2The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. See http://www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts for advice on selection of literary texts.

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

In Level 1, students communicate with peers, teachers, known adults and students from other classes.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.Literary texts that support and extend Level 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and

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

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sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

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

READING AND VIEWING

Year 1 Content Year 2 ContentLanguage Elaborations Language ElaborationsUnderstand that the purposes texts serve shape their structure in predictable ways (ACELA1447

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

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

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

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

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

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

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is doing or receiving the action?’ and the circumstances surrounding the action (ACELA1451)

knowing that, in terms of meaning, a basic clause represents: what is happening (verb); who or what is participating (noun group); and the surrounding circumstances (adverbial)

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

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

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

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

Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how

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

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

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

learning how to express ideas using compound sentences

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

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(adverbs) (ACELA1452)Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

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

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

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

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

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

Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives (ACELA1468)

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

exploring illustrations and noun groups in picture books to identify how the noun groups have been represented by an illustrator

exploring names of people and places and how to write them using capital letters

using selected nouns as a basis for building extended noun groups that provide a clear description of an item

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

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

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

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

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

Understand the variability of sound --- letter matches

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

Recognise common prefixes and suffixes and how

joining discussion about how a prefix or suffix affects meaning, for example uncomfortable,

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(ACELA1459) recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

they change a word’s meaning (ACELA1472)

older, and division

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

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

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

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

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

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)

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

learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

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Literature Elaborations Literature ElaborationsIn AusVELS Year 1 AC Literature content and elaborations were moved out of Literature and into Language and Literacy.

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

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

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

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

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

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

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

exploring some of the meanings and teachings embedded in Dreaming stories

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

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

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

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

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

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

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

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

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

Read supportive texts using developing phrasing, fluency, contextual, semantic,

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

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

recognising most high frequency sight words

Read less predictable texts with phrasing and fluency by combining contextual,

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

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

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grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

when reading text self-correcting when reading does not make

sense, using pictures, context, meaning, phonics and grammatical knowledge

reading aloud with developing fluency and intonation

semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

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

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

using grammar and meaning to read aloud with fluency and intonation

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

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

making connections between the text and students’ own experiences, and between information in print and images

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

and motives building knowledge about the topic of the text

and learning new vocabulary before and during reading

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

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

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

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

making connections between information in print and images

building on and using prior knowledge and vocabulary

making valid inferences using information in a text and students’ own prior knowledge

predicting, asking and answering questions as they read, and summarising and reviewing meaning

WRITING

Year 1 Content Year 2 ContentLanguage Elaborations Language ElaborationsUnderstand patterns of repetition and contrast in simple texts (ACELA1448)

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

discussing different types of texts and identifying some characteristic features and elements (for example language patterns and

Understand how texts are made cohesive through resources, for example word associations, synonyms, and

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

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

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repetition) in stories and poetry antonyms (ACELA1464)

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

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

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

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

talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a Tasmanian tiger, a dinosaur and two snakes’

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

using intonation and pauses in response to punctuation when reading

reading texts and identifying different sentence-level punctuation

writing different types of sentences, for example statements and questions, and discussing appropriate punctuation

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

drawing on knowledge of high frequency sight words

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

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

Literature Elaborations Literature ElaborationsRecreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

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

writing character descriptions drawn from illustrations in stories

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

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

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

telling known stories from a different point of view

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

Literacy Elaborations Literacy ElaborationsCreate short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and

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

applying new vocabulary appropriately in creating text

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

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

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar

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

sequencing content according to text structure using appropriate simple and compound

sentence to express and combine ideas using vocabulary, including technical

vocabulary, appropriate to text type and purpose

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appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

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

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

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

checking for inclusion of capital letters and full stops

identifying words which might not be spelt correctly

beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

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

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

checking spelling using a dictionary checking for inclusion of relevant punctuation

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

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

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

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

where to start and the direction to follow writing words legibly using unjoined print script

of consistent size

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

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

unjoined print script of consistent size

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

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

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

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

experimenting with and combining elements of software programs to create texts

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SPEAKING AND LISTENING

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

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

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

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

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

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

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

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

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

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

exploring the differences between giving a presentation and talking to friends

exploring culturally specific greetings and expressions of politeness

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

learning the difference between questions and statements, requests and commands

learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions

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

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

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

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

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‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

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

extending students’ vocabularies for the expression of feelings and emotions

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

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

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

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

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

Literature Elaborations Literature ElaborationsExpress preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

sharing favourite texts and authors and some reasons for preferences

discussing different texts and considering what is entertaining or appealing

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

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

identifying who is telling the story in different texts

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

exploring iconography of Aboriginal and Torres Strait Islander cultures

recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources

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

Discuss characters and events in a range of literary texts and share personal responses to these texts,

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

comparing characters and events in texts to students’ own experiences

Identify aspects of different types of literary texts that entertain, and give reasons for personal

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

connecting the feelings and behaviours of

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making connections with students' own experiences (ACELT1582)

preferences (ACELT1590)

animals in anthropomorphic stories with human emotions and relationships

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

Discuss how authors create characters using language and images (ACELT1581)

identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts, and how spiritual beings are represented in Aboriginal and Torres Strait Islander stories

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Literacy Elaborations Literacy ElaborationsEngage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

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

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

speaking clearly and with appropriate volume interacting confidently and appropriately with

peers, teachers, visitors and community members

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

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

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

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

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

listening to, remembering and responding to detailed instructions

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

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

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

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

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

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

attempting correct pronunciation of new vocabulary

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

discussing appropriate conventions to use in group discussions

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

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

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

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

brainstorming topics, contributing ideas and acknowledging the ideas of others

speaking clearly and with appropriate intonation understanding how to disagree with a point of

view or offer an alternative idea courteously experimenting with presentation strategies such

as pitch, volume and intonationMake short presentations using some introduced

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

or make something

Rehearse and deliver short presentations on

adjusting presentation for different audiences preparing and giving oral presentations,

including reports of group discussions, using

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text structures and language, for example opening statements (ACELY1657)

giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words

familiar and new topics (ACELY1667)

more formal speech and specific vocabulary about content area topics

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

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AUSTRALIAN CURRICULUM PRIORITIES

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Aboriginal and Torres

Strait Islander

histories and cultures

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

Asia and Australia’s

Engagement with Asia

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

Sustainability

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

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

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ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Humanities Years 1 &2 (Geography and Economics only)

No standard till Level 3

VELS Thinking Processes Standards Years 1 & 2

No standard till Level 3

VELS Personal Learning Standards Years 1 & 2

No standard till Level 3

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

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AusVELS ACHIEVEMENT STANDARDS – HISTORY

Lisa to insert AusVELS history Progression Points here when they have been converted to Word Doc

AUSTRALIAN CURRICULUM HISTORY Years 1 & 2Year 1 History achievement standardBy the end of Level 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance.Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

Year 2 History achievement standardBy the end of Level 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe a person, site or event of significance in the local community.Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.

AusVELS ACHIEVEMENT STANDARDS – ENGLISH AusVELS ENGLISH Years 1 & 2

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

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

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

recognise common sound-letter correspondences (ACELA1458 Alphabet knowledge)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

context of culture and situation in which they are created) respond appropriately to others contributions, including selecting from

positive statements and voicing disagreement (ACELY1666 and ACELY1789 Listening and speaking interactions)

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

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

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

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

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PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

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

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CHECKLIST FOR PLANNING A UNIT OF WORK USING e5

Engage QuestionsComponent

covered in the unit

How do we stimulate interest and curiosity in the topic?

How do we assess students’ prior knowledge?

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

What strategies do we use to support students’ thinking?

What will be the nature and quality of assessment tasks?

How do we assist students to monitor their own learning?

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

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

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

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

explain QuestionsHow can we represent the content in different ways?

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

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

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

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

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

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Does our feedback provide students with practical support to improve?

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

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

evaluate QuestionsHow can we share evidence of learning with students?

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

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

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

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