CURRICULUM, ASSESSMENT AND REPORTING …...the Pedagogical Framework, Improvement Plan and year level plans in each of the ACARA KLAs. In following our school motto, “Strive to Excel”,

Mackay Central

CENTRAL

State

School

CURRICULUM, ASSESSMENT AND REPORTING PLAN

P – 7

Updated: 2014

Mackay Central State School Whole School Curriculum and Assessment Plan 2014

This Mackay Central State School Curriculum, Assessment and Reporting Plan outline how

the school addresses curriculum, pedagogy, assessment and reporting. It provides links

between the Australian Curriculum (ACARA), Education Queensland documents and school-

based documents.

Curriculum at Mackay Central is developed from the Australian Curriculum (ACARA) in

English, Mathematics, Science, History and Geography from P-7; as well as the EYCG in

Prep, and the Essential Learnings in Technology, The Arts, SOSE, HPE from years P-7 and

LOTE in years 6 and 7.

The C2C curriculum materials developed by Education Queensland are used at Mackay

Central as a valuable resource in the implementation of the Australian Curriculum.

The school is committed to developing teacher practices through professional development

and coaching focusing on aspects of curriculum implementation, pedagogy and assessment.

Explicit Instruction (High Impact Teaching) forms the centre of the pedagogical approach at

Mackay Central State School and this is supported by the incorporation of a variety of

additional pedagogical approaches within quality programs.

The continued implementation of the Mackay Central State School Curriculum, Assessment

and Reporting Plan is aimed at further enhancing teacher proficiency in assessment,

moderation and reporting practices and developing a common understanding of quality

assessment.

Mackay Central State School’s Curriculum, Assessment and Reporting Plan is updated

regularly to reflect the current direction of curriculum, pedagogy, assessment and reporting.

The document complements other existing Mackay Central curriculum documents including

the Pedagogical Framework, Improvement Plan and year level plans in each of the ACARA

KLAs.

In following our school motto, “Strive to Excel”, at Mackay Central State School, we work

together to make a difference, ensuring that every child is achieving their full potential

“TOGETHER, WE MAKE THE DIFFERENCE”

RATIONALE


At Mackay Central, we believe that teachers can make a significant difference to the

lives of our students. We do this through structuring rigorous learning experiences

that assist every student to reach their full potential. At Mackay Central we are

committed to:

Ensuring that every day, in every classroom, every student is learning and

achieving to the best of their ability.

In 2014 and beyond, our priority is to focus on the implementation of the Australian

Curriculum. This encompasses English, Mathematics, Science, History and Geography.

Other learning areas are essential for the balanced development of the child, and are

refined and reworked to take up a lesser emphasis. Children will be given opportunities

to demonstrate their knowledge, understandings and skills in ways that suit their learning

styles and strengths. Teachers will continue to differentiate for the range of students in

their classrooms.

In 2014, our School Improvement Plan is focused on Reading. Specifically this

encompasses:

Improving the students ability to comprehend when reading, specifically utilising the

skills of locating and interpreting

Implementing consistent reading strategies and processes in all classes

PROFESSIONAL LEARNING AT MACKAY CENTRAL

Ongoing professional development is essential in maintaining a skilled and confident

teaching team. Throughout 2014 teachers at Mackay Central will be involved in

targeted, ongoing professional development (including professional conversations,

professional readings, mentoring, coaching, workshops and presentations) around key

areas. A major focus for 2014 will be consolidating the implementation of explicit Instruction

(High Impact Teaching) in every class across the school. By the end of 2014, we aim to

have further enhanced our skills in using Explicit Instruction as the predominant pedagogical

approach in every classroom.

CURRICULUM PRIORITIES

2014 Curriculum Priorities

The core priorities at Mackay Central State School are…

READING – “We are a Reading School”

CONSISTENT CLASSROOM AND

PEDAGOGICAL PRACTICES

EFFECTIVE USE OF ACHIEVEMENT

DATA

HIGH LEVELS OF ATTENDANCE

VALUES

At Mackay Central State School, we value…

the uniqueness of each

individual

the cultural diversity of

our students

every students right to

learn

the safety of the entire

school community

respect between students,

teachers and the

community

a positive and supportive

environment where every

student feels worthwhile

and valued

high academic

achievement

high rate of attendance

model behaviour

BELIEFS

At Mackay Central State School, we believe…

every student can make a

difference to the world

in improving every child,

enabling them to reach their full

potential

in a culture of high expectations

(School Motto: “Strive to Excel”)

o academic achievement

o student behaviour and

attendance

o dress code and bookwork

reliable, current achievement

data is crucial to improving

performance

staff share accountability for

student outcomes and wellbeing

in expanding our students

knowledge of the world through

cultural experiences

positive student – teacher

relationships lead to positive

outcomes

Explicit Instruction is a powerful

pedagogy and must be used as

part of a balanced pedagogical

approach

Information and Communication

Technologies (ICT) play a vital

role in education and later life

OR

IEN

TATI

ON

Warm Ups

Learning Intent

(WALT)

Success Criteria

(WILF)

Stimulate/Engage?

Commence Lesson

Activate and assess prior

knowledge

Have clear learning goals

Establish success criteria

Review crucial information and

skills

Check for Understanding

ENG

AG

EMEN

T

Introduce new content / skill

Apply and practice content/

skill

Guide and support practice

Apply and practice content /

skill

Students work independently

Check for Understanding

DEB

RIE

F

Plough Back

Check for misunderstanding

Correct misconceptions

Review learning goal and

success critieria

I Do

We Do

You Do

RRR (Rapid Recall Rountines)

1. Activate and build on prior knowledge

2. Short term to long term memory

3. Recall core knowledge automatically

4. Build confidence, concentration and skill

MICRO SKILLS 1. Focus instruction on Core

Content and Skills

2. Sequence skills logically

3. Break complex skills and

strategies into smaller parts

4. Plan organised and focused

lessons

5. Begin lessons with a clear

statement of the lesson’s

goals and your expectations

6. Review prior skills and

knowledge before beginning

instruction

7. Provide step by step

demonstrations

8. Use clear and concise

language

9. Provide / model a range of

examples

10. Provide sufficient guided

practice

11. Require frequent responses

from all students

12. Monitor student

understanding closely

13. Provide immediate

affirmative and corrective

feedback

14. Deliver the lesson at a brisk

pace

15. Help students organise

knowledge

16. Provide distributive (over

time) and cumulative

(previous + new skills)

practice


DIRECT INSTRUCTION The teacher is actively directing all students in highly structured learning activities. Ensuring all students achieve and consolidate the learning

objectives. Our schools methods include:

Warm Ups Lesson Sequence Guided reading Explicit Instruction Rote learning Modelled teaching/learning Demonstrated W.I.L.F Targets & goals

INTERACTIVE INSTRUCTION The teacher activates and facilitates student learning collaboratively and productively. Our schools methods include:

• Learning objects from C2C and other sources * Mathletics * Group work * Interactive White Boards * Technology * Shared reading * Guided reading * Small group focus eg. Writing * Group work, peer and buddy * Differentiation

INDIRECT INSTRUCTION The teacher activates and facilitates learner centred activities. The learners are given real choices and decisions about what and how they are learning. Our schools methods include:

• Differentiation of individuals • Science experiments • Pairs, groups, buddies, peer groups • Learning centres & rotations • Investigations • Independent reading • Demand writing • Choice of topics in research/assignments

EXPERIENTIAL INSTRUCTION The teacher activates and facilitates learners

participation in experiences that are real, simulated or dramatisations relevant to their

current learning. Our schools methods include:

Oral assignments presented to class Reader’s Theatre and Poetry

Role playing and acting Reflection on learning and topics

Goal setting Hands on learning experiences

Goal setting including knowing when you are there.

SEQ

UEN

CED

TEA

CH

ING

AN

D L

EAR

NIN

G

O

UR

STU

DEN

TS

ENSURE THAT EVERY DAY, IN EVERY CLASSROOM EVERY STUDENT IS LEARNING AND ACHIEVING MAKING JUDGEMENTS ASSESSMENT

CURRICULUM INTENT OUR STUDENTS ASSESSMENT MAKING JUDGEMENTS FEEDBACK SEQUENCED TEACHING

PEDAGOGY AT MACKAY CENTRAL STATE SCHOOL

AN

D LEA

RN

ING

LEAR

NER

AN

D TEA

CH

ERS W

OR

KIN

G TO

GETH

ER TO

TOGETHER, WE MAKE THE DIFFERENCE

Imperatives Teachers:

1. Must have high expectations for every child

2. Must continually build bridges with every student.

3. Must know the next steps for learning for every child.

Imperatives Students:

1. Must have at least one teacher they believe cares for and supports them.

2. Must believe the work they are requested to do is at their level.

3. Must have friends at school, they must feel included.


Table 3: 2012 and 2013 example of the distribution of minimum curriculum time requirements over a school week

Mackay Central State School - 2014 Updated September, 2013

Australian Curriculum Time Allocations (per Week)

P-2 3-4 5-6 7

English 7 7 (Yr3) 6 (Yr 4) 6 6

Math 5 5 5 5

History 0.5 1 1 1.25

Geography 0.5 1 1 1.25

SOSE (not including History and Geography)

0 0.5 1 1

The Arts 1 1.25 1.25 2

Science 1 1.75 1.75 2.5

H & PE 2 2 2 2

Technology 0.5 1 1.5 2

Languages 1.5 (Yr 6) 1.5

Nominal Total 17.5 20.5/19.5 20.5/22 24.5

Learning

area Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

English 7 hrs 7 hrs 7 hrs 7 hrs 6 hrs 6 hrs 6 hrs 6 hrs

Mathematics 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs

Science 1 hr 1 hr 1 hr 1.75 hrs 1.75 hrs 1.75 hrs 1.75 hrs 2.5 hrs

History

(2013)

0.5 hrs 0.5 hrs 0.5 hrs 1 hr 1 hr 1 hr 1 hr 1.25 hrs

Languages 1.5 hrs 1.5 hrs


MCSS curriculum plan: P–7 overview ENGLISH Teaching and learning unit overview across P–7

Term 1 Term 2 Term 3 Term 4

Unit 1 Unit 2 Unit 3 Unit 4

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Pre

p

Enjoying our new world

Students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused teaching and learning, play, real-life situations, investigations and routines and transitions.

Enjoying and retelling stories

Students will listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions. Students will sequence events from a range of texts and select a favourite story to retell to a small group of classmates. Students will prepare for their spoken retelling by drawing events in sequence and writing simple sentences.

Interacting with others

Students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. Students identify common visual patterns.

They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.

Students will create and recite a rhyming verse to a familiar audience. They will listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.

Responding to text

Students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text which includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — focused teaching and learning, play, real life situations, investigations and routines and transitions.



Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Year

1

Exploring emotion in picture books

Students listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content and justify their interpretations of the stories.

Explaining how a story works

Students listen to, read and view a range of picture books in order to analyse and explain a familiar story.

Exploring characters in stories

Students listen to, read, view and interpret spoken, written and multimodal literary texts to identify some features of characters in these texts and to create character descriptions.

Engaging with poetry

Students listen to, read and view a variety of poems to explore sound patterns and features of plot, character and setting. Students recite a poem to the class.

.

Examining language of communication — questioning

Students listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities. Students create an animal character to be included in a literary text, and discuss their choices in an interview.

Retelling cultural stories

Students listen to, read, view and interpret picture books and stories from different cultures. They write, present and read a retell of their favourite story to an audience of peers.

Creating digital procedural texts

Students listen to, read, view and interpret traditional and digital multimodal texts, to explore the language and text structures of procedure in imaginative and informative contexts. Students create a digital presentation of a procedure from a literary context.

Creating digital texts

Students listen to, read, view and interpret a series of narrative texts to create a digital innovation.




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Year

2

Reading, writing and performing poetry

Students read and listen to a range of poems to create an imaginative poetry reconstruction. Students present their poem or rhyme to a familiar audience.

Stories of families and friends

Students will explore texts to analyse how stories convey a message about issues that relate to families and friends. Students will write a biography about a character from a book and present it in multimodal digital form.

Identifying stereotypes

Students read, view and listen to a variety of texts to explore how depictions of characters in print, sound and images create stereotypes. Students identify stereotypical characters in texts and create an alternative character description to present to an audience of peers.

Responding persuasively to narratives

Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students compare how the visual representations of a character are depicted differently in two publications of the same story and write a persuasive response giving reasons for a particular preference.

Exploring procedural texts

Students listen to, read and view a range of literary imaginative texts that contain certain structural elements and language features that reflect an informative text. Students create, rehearse and present a procedure in front of their peers.

Exploring informative texts

Students read, view and listen to a range of stories to create an informative text about an event in a literary text.

Exploring plot and characterisation in stories

Students explore a variety of stories including dreaming stories, pictures books, traditional tales and digital text to explore how stories use plot and characterisation to entertain and engage an audience. Students create a written imaginative event to be added to a familiar narrative with appropriate images that match the text. Students present their written event to their peers.

Exploring narrative texts

Students read, view and listen to a range of stories from other cultures. They create a written retell of an event in the life of a person or character from one of the stories studied and then present a performance of the retell to an audience of peers.




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Year

3

Analysing and creating a persuasive text

Students read, view and analyse digital and written persuasive texts. They complete a running record and reading comprehension and write short persuasive texts.

Investigating characters

Students listen to, view, read and explore short narratives, simple chapter books or digital stories to explore the use of descriptive language in the construction of character. Students read an extract from a novel and build literal and inferred meaning from the text. They express a point of view about the thoughts, feelings and actions of the main characters in a novel.

Exploring personal experiences through events

Students read and listen to imaginative, informative and persuasive texts to identify the way authors portray experiences of an event. Students use comprehension strategies to build literal and inferred meaning about a literary text. Students write a letter to persuade the school principal that an event should be celebrated at school.

Exploring procedure

Students listen to, read and view and analyse informative and literary texts and create a spoken procedure between two characters.

Examining stories from different perspectives

Students listen to, view, read and compare a range of stories, with a focus on different versions of the same story. They comprehend stories and create spoken retells of stories from alternative perspectives.

Examining imaginative texts

Students listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual language features used to suit context, purpose and audience. They create a multimodal imaginative text.

Engaging with poetry

Students listen to, read, view and adapt poems featuring an Australian setting. They analyse texts by exploring the context, purpose and audience and how language features and devices can be adapted to create new meaning. They write and present a poem.

Reading, responding to and writing people’s stories

Students listen to, read, view, write and create a range of informative and imaginative texts set in the past about people and their experiences. They complete a running record about a famous Australian and write a series of letters demonstrating use of text structure and language features of letters.




En

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Year

4

Investigating author’s language in a familiar narrative

Students read a narrative and examine and analyse the language features and techniques used by the author. They create a new chapter for the narrative for an audience of their peers.

Examining humour in poetry

Students will read and listen to a range of humorous poems by different authors. They will identify structural features and poetic language devices in humorous poetry. They will use this knowledge to innovate on poems and evaluate the poems by expressing personal viewpoint using evidence from the poem. The assessment is a reading comprehension task in which students will identify structural features and poetic language devices in a humorous poem. They will interpret and evaluate how effective these are in creating a humorous poem.

Examining traditional stories from Asia

Students read and analyse traditional stories from Asia. They demonstrate understanding by identifying structural and language features, finding literal and inferring meaning and explaining the message or moral in traditional stories from Asia. For the assessment task, students write a traditional story with a moral or message for a younger audience.

Understanding Aboriginal peoples’ and Torres Strait Islander peoples’ stories

Students listen to, read and view information and stories from Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They demonstrate an understanding of the stories by responding in speaking and writing identifying language features, ideas, relationships and messages in the stories. The Holistic Planning and Teaching Framework is used to support the understanding of the stories.

Exploring recounts set in the past

Students listen to, read and explore a variety of historical texts including historical and literary recounts written from different peoples’ perspectives. There are two monitoring tasks: a reading comprehension and a spoken presentation. In the reading comprehension task, students answer questions about different historical texts. In the spoken presentation, students will present an account of events in the role of a person, who was around at the time of January, 1788. This unit complements Year 4 History Unit 1.

Exploring a quest novel

Students read and analyse a quest novel. In the first assessment task, students post comments and respond to others’ comments in a discussion board to demonstrate understanding of the quest novel. In the second assessment task, students write a short response explaining how the author represents the main character in an important event in the quest novel.

Examining persuasion in advertisements

Students listen to, read and view a range of still and moving image advertisements from different times which target children. These advertisements are predominantly toy advertisements from magazines, television and websites. Students will demonstrate an understanding of the use of language features and techniques, visual elements in composition and audio effects in the advertisements to persuade the target audience.

Examining persuasion in product packaging

Students read and view a range of product packaging. Students demonstrate an understanding of the persuasive language and visual techniques used in breakfast cereal packaging, by responding to the Assessment task — Reading and viewing. In the Monitoring task, students design a breakfast cereal package digitally, write a persuasive text to promote the breakfast cereal and present it to peers.




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Year

5

Examining literary texts — fantasy novel

Students listen to, read and interpret a novel from the fantasy genre showing understanding of character development in relation to plot and setting. They demonstrate the ability to analyse the development of a main character through a written response.

Creating fantasy characters

Students continue to read and interpret a novel from the fantasy genre showing understanding of character development. In role as the author, they deliver a spoken presentation to explain the text structures and language features used to create one ‘good’ character and one ‘evil’ character.

Examining media texts

Students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital multimodal feature article, including written and visual elements, from a particular viewpoint.

Examining characters in animated film

Students listen to, read, view and interpret a range of animations including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by fantasy characters through a panel discussion. They produce an animated story exploring a character’s behaviour when faced with an ethical dilemma.

Appreciating poetry

Students listen to, read and view a range of poetry, songs, anthems and odes from different times, to create a folio of responses analysing authors’ use of language and its impact on the message and ideas of text.

Responding to poetry

Students listen to, read and view a range of poetry, including narrative poems, to create a transformation of a narrative poem to a digital multimodal narrative.

Exploring narrative through novels and film

Students listen to, read and view films and novels with a range of characters involving flashbacks or shifts in time. They demonstrate understanding of positioning of characters in a chosen film through a viewing comprehension. They create a written comparison of a novel and the film version of the novel.

Reviewing narrative film

Students listen to and view narrative films, and spoken, written and digital film reviews, to create a written film review of a chosen film. Students express and justify opinions about the film during a panel discussion.




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Year

6

Short stories

Students listen to and read a range of short stories by different authors. They investigate and compare similarities and differences in the ways authors use text structure, language features and strategies to create humorous effects. Students complete a comprehension task about a particular short story and other short stories they have read.

Writing a short story

Students read and view short stories, and write a short story about a character that faces a conflict. Students will also reflect on the writing process when making and explaining editorial choices.

Examining advertising in the media

Students read, view and listen to advertisements in print and digital media. They understand how text features and language combine to persuasive effect. They demonstrate their understanding of advertising texts’ persuasive features through written responses to comprehension questions, the creation of their own digital multimodal advertisement and an explanation of creative choices.

Exploring news reports in the media

Students listen to, read and view a variety of news reports from television, radio and internet. Students identify and analyse bias and the effectiveness of language devices that represent ideas and events and influence an audience. They create an analytical response to a news report.

Interpreting literary texts

Students listen to, read and view extracts from literary texts set in earlier times. They demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that establishes time and place for the reader and explores personal experiences.

Exploring literary texts by the same author

Students listen to and read novels by the same author to identify language choices and author strategies used to influence the reader. They will compare two novels by the same author to identify aspects of author style. Students will prepare a response analysing author style in the novel, and participate in a panel discussion.

Comparing texts

Students listen to, read, view and analyse literary and informative texts on the same topic. Students explore and evaluate how topics and messages are conveyed through both literary (imaginative) and informative texts, including digital texts.

Students identify the author's purpose and analyse similarities and differences in texts. They compare and analyse the effectiveness of each text in its ability to deliver a message. They write arguments persuading others to a particular point of view using specific structural and language features studied during the unit.

Transforming a text

Students read and compare literary and informative texts such as websites or information books that deal with a sustainability issue. Students transform an informative text into a literary text for younger audiences.




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Year

7

Analysing persuasion in media texts

Students understand how text structures and language features combine in media texts to influence audiences. Students analyse an advertisement and identify text and language features which persuade. They create a multimodal response to inform their peers about persuasive elements and how these combine to influence emotions and opinions.

Persuading through motivational speaking

Students will examine how language is used to persuade in motivational speeches from different historical, social and cultural contexts. The text structures and language features, including persuasive devices, will be examined. Students will deliver a recording of a persuasive motivational speech to promote a point of view or enable a new way of seeing.

Reading and creating life writing: biographies

Students read biographies to identify the text structures and language features. They demonstrate their knowledge of the language features of a biography in a reading comprehension. Students gather information to create a written biography about a person who has displayed courage.

Reading and creating life writing: literary memoirs

Students continue their study of life writing by reading and analysing autobiographical narratives including pictures books. They identify the narrative structure of the texts and the language features used to imaginatively re-create a significant life event. Students create a literary memoir inspired by an abstract noun, adapting stylistic features of literary texts.

Reading and interpreting literature about Australia and Australians

Students listen to, read and view literature about Australia and Australians, including the close study of a literary text. Students demonstrate their understanding of the literary text by responding to comprehension questions. They also explore ideas and viewpoints about events, issues and characters represented in the text. Students examine the ways language is used by the author to create characters and to influence the emotions and opinions of the readers. They create an imaginative recount to convey a particular point of view, adapting stylistic features such as narrative viewpoint, contrast and juxtaposition.

Examining representations of Australia and Australians in literature

Students examine the ways events, issues and characters have been represented in texts. They identify and use language choices which influence a reader to form opinions or judments. Students write and share a point of view and justify it using evidence from the text as well as a variety of textual sources. They write an argument to persuade the reader to accept their point of view about a character in the text.

Exploring perspectives in poetry and songs

Students listen to and read a variety of poems and songs that put forward different perspectives on a variety of issues. They create and present a persuasive response to a poem to promote a point of view and participate in a panel discussion to evaluate the effectiveness of a particular song in making a comment on a social issue.

Re-imagining poetry

Students read and interpret a variety of poems. They analyse the text structure and language devices used in the poem to create particular effects and meaning. In groups, students select a poem and transform it into a multimodal presentation to promote a new way of seeing the issues and images conveyed in the poem.


MCSS curriculum plan: P–7 overview MATHS Teaching and learning unit overview across P–7



Ma

the

mati

cs

Pre

p

Prep students will engage in activities across the five contexts of learning — focused teaching and learning, investigations, active learning, real life situations, routines and transitions. When opportunities arise in the classroom, the appropriate strand of mathematics — Number and algebra, Measurement and geometry, Statistics and probability — may be addressed.

In this unit through the Proficiency strands — Understanding, Fluency, Problem solving and Reasoning — students have opportunities to develop understandings of:

Number and place value — explore principles of counting, explore numbers in the environment, represent and subitise quantities, connect numerals to quantities, compare quantities, order numerals and quantities, record representations of quantities

Patterns and algebra — sort and classify objects, sequence of numbers to 20, describe and create patterns

Using units of measurement — sequence routines and events, compare the duration of events, explore size

Location — identify language of location, represent locations

Data — ask questions to gather information.



- Using units of measurement — exploring the duration of a day, sequencing events within a day, directly and indirectly comparing the duration of events, directly compare the length width and height of objects and distances

Patterns and algebra —identifying pattern and non-pattern, copying, continuing and describing simple repeating patterns

Number and place value — recalling counting in ones, identifying numbers in the environment, representing quantities, comparing numbers, recalling counting sequences, visualising arrangements to five, matching number names, numerals and quantities, counting forwards and backwards from different starting points, identifying parts within a whole

Location and direction — describing, representing and generating simple movement paths

Shape— sort describe and arrange three-dimensional objects, connect two dimensional shapes to the faces of three dimensional objects, arrange two-dimensional shapes to represent familiar objects



Using units of measurement — explore the duration of a week, sequence events within a week, directly and indirectly comparing the duration of events, connect the days of the week to familiar events and actions, directly compare the mass of objects

Number and place value—represent quantities, compare numbers, visualise arrangements to five, matching number names, numerals and quantities, identify parts within a whole, combine collections, make equal groups, describe the joining process

Patterns and algebra —identify pattern and non-pattern, identify constant change, copy, continue and describe simple growing patterns

Data representation and interpretation— generate yes/no questions, identify and interpret data collected



Number and place value—represent quantities, compare numbers, match number names, numerals and quantities, identify parts within a whole, combine collections, making equal groups, describing the joining process

Using units of measurement — directly and indirectly compare the duration of events, directly and indirectly compare the mass, length and capacity of objects

Location and transformation— describe position, describe direction

Shape—describe, name and compare shapes

Data representation and interpretation— generating yes/no questions, identifying and interpreting data collected




Ma

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mati

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Year

1

Students develop understandings of:

Number and place value — sequence numbers, investigate the twos number sequence, represent 2-digit numbers, investigate parts and whole of quantities, show standard partitioning of ‘teen’ numbers, investigate subtraction, represent and solve simple addition and subtraction problems

Using units of measurement — sequence days of the week and months of the year, investigate the features and function of calendars, record significant events, compare time durations, sequence events according to durations, investigate length, compare lengths using direct comparisons, investigate indirect comparison, informally measure lengths using uniform informal units.


Number and place value — sequence numbers, represent and record the twos number sequence, investigate doubles, partition and create representations for ten, show partitioning and standard partitioning of ‘teen’ numbers, represent, position and locate ‘teen’ numbers, represent and solve simple addition and subtraction problems, investigate commutativity

Data representation and interpretation — gather data (by asking suitable questions), record data in a list and table, display data (sorting, stacking or by pictorial representation), describe displays

Chance — identify outcomes of familiar events that involve chance, describe events as ‘will happen’, ‘won’t happen’ or ‘might happen’.


Patterns and algebra — investigate repeating and growing patterns, connect counting sequences to growing patterns, represent the tens number sequence

Location and transformation — explore and identify location, investigate position, direction and movement, interpret directions

Number and place value — represent and record the tens number sequence, represent two-digit numbers, standard partitioning of two-digit numbers, investigate equality, represent, record and solve simple addition and subtraction problems

Fractions — investigating wholes and halves

Using units of measurement — exploring and telling time to the hour.


Shape — explore the geometric features of 2D shapes and 3D objects

Number and place value — represent, record and solve simple addition and subtraction problems, count collections, represent and record two-digit numbers including multiples of ten, identify and describe number relationships, standard and flexible partitioning of two-digit numbers

Fractions and decimals — explore, represent and record sharing situations

Patterns and algebra — recall the ones, twos and tens counting sequences, explore number patterns

Money and financial mathematics — describe, compare, sort and order Australian coins


Number and place value — represent and record the fives number sequence, counting collections, represent and record two-digit numbers, identify and describe number relationships, flexibly partition of two-digit numbers, partition numbers in more than two parts, represent, record and solve simple addition and subtraction problems

Fractions and decimals — investigate wholes and halves

Patterns and algebra — recall the ones, twos and tens counting sequences, explore number patterns, represent the fives number sequence

Using units of measurement — compare, measure and record lengths and capacity.


Using units of measurement — compare and sequence time durations, tell time to the hour and half hour

Number and place value — recall, represent and record the ones, twos, fives (to 50) and tens number sequence, identify number patterns, count collections, represent and record two-digit numbers, standard place value partitioning of two-digit numbers, identifying digit values, exploring doubling and halving, positioning and locating numbers on linear representations, representing, recording and solving simple subtraction problems

Money and financial mathematics — recognise, describe, and ordering Australian coins according to their value.

Location and transformation — give and follow directions, investigate position, direction and movement.


Fractions and decimals – halve collections

Number and place value — use standard and nonstandard partitioning of two-digit numbers, count in number patterns, add single digit numbers to two digit numbers, subtract multiples of ten, represent part unknown

Chance — identify chance events

Data representation and interpretation — gather and represent data


Patterns and algebra — investigate growing patterns, connect counting sequences to growing patterns, represent addition and subtraction number patterns

Fractions and decimals – halving and doubling collections/quantities

Number and Place value — use standard and nonstandard partitioning of two-digit numbers, count in number patterns, model numbers with a range of materials, develop and refine mental strategies for addition and subtraction problems, represent part unknown

Using units of measurement — compare and sequence familiar events in time order/length

Chance ― identify chance events.




Ma

the

mati

cs

Year

2


Number and place value — recall the ones counting sequence, investigate the 2s, 5s and 10s number sequences, represent two-digit numbers, show standard and non-standard place value partitioning, represent addition and subtraction, use part-part-whole reasoning to solve problems, add and subtract 2-digit numbers (without bridging)

Using units of measurement — order days of the week and months of the year, use calendars to record and plan significant events, connect seasons to the months of the year, compare lengths using direct comparison, compare lengths using indirect comparison, Measure lengths using informal units


Number and place value — representing 2-digit numbers, partitioning 2-digit numbers, rounding numbers to the nearest ten, adding strings of single-digit numbers, adding and subtracting 2-digit numbers, representing multiplication and division, solving simple multiplication and division problems

Data representation and interpretation — collecting simple data e.g. sorting and counting, observing events, asking questions, recording data in lists and tables, displaying data in a picture graph, describing outcomes of data investigations

Chance — identify every day events that involve chance, describe chance outcomes, describe events as likely, unlikely, certain, impossible


Shape — recognise, name, describe and draw 2-D shapes, identify and describe the features of familiar 3D objects

Number and place value — represent,

read and write 2-digit numbers. partition 2-digit numbers into place value parts, partition smaller numbers, consolidate familiar counting sequences, and explore the 3s counting sequence

Patterns and algebra — infer pattern rules from familiar number patterns, identify missing elements in counting patterns, and solve simple number pattern problems

Fractions and decimals —describe fractions as equal portions or shares, represent halves and quarters of shapes and collections, represent eighths of shapes and collections, describe the connection between halves, fourths and eighths, and solve simple number problems involving halves, fourths and eighths

Location and transformation — interpret simple maps of familiar locations, describe ‘bird’s eye view’, use appropriate language to describe locations and give directions


Number and place value — recall addition number facts, identify related subtraction number facts, describe part-part-whole relationships, solve addition and subtraction problems, add and subtract 2-digit numbers, represent multiplication, represent division, solve simple grouping and sharing problems

Money — describe the features of Australian coins, count coin collections, identify equivalent combinations, identify $5 and $10 notes, count small collections of coins and notes

Measurement — use a calendar, identify the number of days in each month, relate months to seasons, tell time to the quarter hour, cover surfaces to represent area, compare area of shapes and surfaces, measure area with informal units


Number and place value — count beyond 100, represent 3-digit numbers, compare and order 3-digit numbers, partition 3-digit numbers, read and write 3-digiti numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with 2-digit numbers

Fractions — divide shapes and collections into halves, quarters and eighths, solve simple fraction problems

Using units of measurement — compare and order objects, measure length, area and capacity using informal units

Location and transformation — describe the effect of single-step transformations, including turns, flips and slides, identify turns, flips and slides in real world situations


Number and place value — count to and from 1000, represent 3-digit numbers, compare and order 3-digit numbers, partition 3-digit numbers, read and write 3-digit numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with 2-digit numbers, count large collections

Money and financial mathematics — count collections of coins and notes, make money amounts, read and write money amounts, compare money amounts

Shape — identify and describe polygons, identify and describe 2D shapes with curved sides, draw 2D shapes, describe the features of 3-dimensional objects, identify 3-dimensional objects in the environment

Using units of measurement — identify purposes for calendars, explore seasons and calendars of indigenous people.


Patterns and algebra — describe number patterns, identify missing elements in number patterns identify and describe patterns created by skip counting, investigate features of number patterns resulting from adding twos, fives and 10s, solve problems using number sentences for addition and subtraction

Number and place value — recall addition number facts, identify related addition and subtraction facts, add and subtract with 2-digit and 3-digit numbers, use place value to solve addition and subtraction problems, represent multiplication and division, connect multiplication and division

Data representation and interpretation — identify questions of interest based on one categorical variable, gather data relevant to a question, organise and represent data, interpret data displays

Chance — explore the language of chance, make predictions based on data displays

Using units of measurement — directly compare mass of objects, use informal units to measure mass, length, area and capacity of objects and shapes, compare and order objects and shapes based on a single attribute.


Shape — draw two-dimensional shapes, describe there-dimensional objects

Fractions and decimals — identify halves, quarter and eights of shapes

and collections

Using units of measurement — directly compare mass of objects, use informal units to measure mass, length, area and capacity of objects and shapes, compare and order objects and shapes based on a single attribute

Location and transformation — identify half and quarter turns, represent flips and slides

Number and place value— recall addition number facts, identify related addition and subtraction facts, add and subtract with 2-digit and 3-digit numbers, use place value to solve addition and subtraction problems, represent multiplication and division, connect multiplication and division.




Ma

the

mati

cs

Year

3


Number and place value — counting to 1000 and beyond, investigating the 2s, 3s, 5s and 10s number sequences, identifying odd and even numbers, representing 3-digit numbers, comparing and ordering 3-digit numbers, partitioning numbers (standard and non-standard), matching number representations, adding and subtracting 2-digit and 3-digit numbers

Using units of measurement — interpreting and using a calendar, telling time to 5 minute intervals, measuring length with non-standard units, representing a metre, measuring with metres


Number and place value — recalling multiplication number facts and related division facts, representing multiplication and division, doubling 2-digit numbers, solving simple multiplication and division problems, recalling addition number facts and related subtraction facts, adding and subtracting 2-digit and 3-digit numbers

Data representation and interpretation — collecting data (by observing events, asking questions, conducting experiments), recording data in lists and tables, displaying data as a picture or simple column graph, describing outcomes of data investigations

Chance — identifying every day events that involve chance, conducting chance experiments, describing the outcomes of chance experiments, identifying variations in the results of chance experiments

Measurement — identifying the need for standard units, representing one metre, measuring in metres


Shape — identify and describe the features of 3D objects, make models of 3D objects

Number and place value — represent 3-digit numbers, compare and order 3-didigt numbers, read and write 3-digit numbers, partition 3-digit numbers into place value parts, consolidate familiar counting sequences, identify odd and even numbers, recall multiplication facts, represent multiplication and division

Patterns and algebra ― infer pattern rules from familiar number patterns, identify missing elements in counting patterns

Fractions and decimals — describe fractions as equal portions or shares, represent halves, quarters and eighths of shapes and collections, represent thirds of shapes and collections, describe the connection between halves, fourths and eighths, solve simple number problems involving fractions


Number and place value — represent 3-digit numbers, partition 3-digit numbers, investigate 1000, count to and beyond 1000, add and subtract 2-digit and 3-digit numbers, solve addition and subtraction word problems

Location — represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key features, represent movement and pathways on a simple grid map

Geometric reasoning — identify angles in real situations, construct angles with materials, compare the size of familiar angles in everyday situations

Money — count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problems involving money


Number and place value — count in sequences beyond 1000, represent and partition 4-digit numbers, use place value to add (written strategy), represent multiplication as arrays and repeated addition, identify part-part-whole relationships in multiplication situations, recall multiplication number facts, identify related division number facts

Money and financial mathematics — represent money amounts in different ways, count collections of coins and notes, choose appropriate coins and notes for shopping situations, calculate change and simple totals

Fractions and decimals — represent unit fractions of shapes and collections, represent familiar unit fractions symbolically, solve simple problems involving, halves, thirds, quarters and eighths

Location and transformation — identify examples of symmetry in the environment, fold shapes and images to show symmetry, classify shapes as symmetrical and non-symmetrical


Using units of measurement — measure using metres, compare, order and measure the mass of objects, measure the mass of familiar objects using kilograms, say, read, write and show times (to 5 minute intervals), tell time to the minute

Patterns and algebra — identify and describe number patterns involving 3-digit numbers, identify and continue patterns resulting from addition and subtraction

Number and place value— recall addition and subtraction number facts, add and subtract with multiples of 10 and 100, add and subtract 2-digit and 3-digit numbers, add 2-digit numbers using a written strategy


Shape — identify 3D objects, describe the features of familiar 3D objects, make models of 3D objects

Number and place value — represent 3-digit numbers, compare and order 3-didigt numbers, read and write 3-digit numbers, partition 3-digit numbers into place value parts, consolidate familiar counting sequences, identify odd and even numbers, recall multiplication facts, represent multiplication and division

Patterns and algebra ― infer pattern rules from familiar number patterns, identify missing elements in counting patterns

Fractions and decimals — describe fractions as equal portions or shares, represent halves, quarters and eighths of shapes and collections, represent thirds of shapes and collections, describe the connection


Number and place value— recall addition and related subtraction number facts, use number facts to add and subtract larger numbers, use ‘part-part-whole’ thinking to interpret and solve addition and subtraction word problems, add and subtract using a written place value strategy, recall multiplication and related division facts

Money and financial mathematics—representing money values in multiple ways, counting the change required for simple transactions to the nearest five cents

Using units of measurement—measure, order and compare objects using familiar metric units of length, mass and capacity, tell time to the minute and investigate the relationship between units of time

Location and transformation —create and interpret simple grid maps to show position and pathways, Identify symmetry in the environment

Geometric reasoning—Identify angles as measures of turn and compare angle sizes in everyday situations

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Multiple

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Angle




Ma

the

mati

cs

Year

4

Students develop

understandings of:

Number and place value

— making connections

between representations

of numbers, partitioning

and combining numbers

flexibly, recalling

multiplication tables,

formulating, modelling

and recording authentic

situations involving

operations, comparing

large numbers with each

other, generalising from

number properties and

results of calculations

and deriving strategies

for unfamiliar

multiplication and

division tasks

Fractions and decimals

— communicating

sequences of simple

fractions

Using units of

measurement — using

appropriate language to

communicate times,

comparing time

durations and using

instruments to accurately

measure lengths.

Students develop

understandings of:

Number and place

value — making

connections between

representations of

numbers; partitioning

and combining

numbers flexibly;

recalling multiplication

tables; formulating,

modelling and

recording authentic

situations involving

operations; comparing

large numbers with

each other;

generalising from

number properties and

results of calculations

and deriving strategies

for unfamiliar

multiplication and

division tasks

Patterns and algebra

— using properties of

numbers to continue

patterns

Chance — comparing

dependent and

independent events;

describing probabilities

of everyday events

Data representation

and interpretation —

collecting and

recording data;

communicating

information using

graphical displays and

evaluating the

appropriateness of

different displays

Students develop

understandings of:

Number & place value —

read, identify & describe

place value in 5-digit

numbers, partition numbers

using standard & non-

standard place value

partitions, make

connections between

representations of 5-digit

numbers, compare &order

5-digit numbers, identify

odd & even numbers, make

generalisations about the

properties of odd & even

numbers &make

generalisations about

adding, subtracting,

multiplying & dividing odd &

even numbers, identify

sequences created from

multiplying by 10, 100 &

1000, continue number

sequences, revise informal

recording methods &

strategies used for

calculations, investigate

sequences resulting from

multiplication & make

generalisations about the

sequences, & apply mental

& written strategies to

computation

Fractions & decimals —

revise & investigate the

fractions that can be

created through repetitive

halving &thirding, counting

& representing fractions on

number lines, represent

fractions using a range of

models, investigate

equivalent fractions, solve

fractions problems from

familiar contexts

Shape — revising

properties of 2D shapes

including polygons &

quadrilaterals, identifying

composite shapes,

exploring the properties of

shapes used in tangrams,

creating polygons & other

composite shapes using

tangrams

Students develop

understandings of:

Location and

transformation —

Investigate the features on

maps and plans, identify

the need for legends,

Investigate the language of

location, direction and

movement, find locations

using turns and everyday

directional language,

identify cardinal points of a

compass, investigate

compass directions on

maps, investigate the

purpose of scale, apply

scale to maps and plans,

explore mapping

conventions, plan and plot

routes on maps, explore

appropriate units of

measurement and

calculate distances using

scales

Geometric reasoning —

Identify angles, construct

and label right angles,

Identify and construct

angles not equal to a right

angle, mark angles not

equal to a right angle

Number and place value —

Consolidate place value

understanding of 5-digit

numbers, Compare and

order 5-digit numbers,

revise addition and

subtraction concepts, Solve

addition and subtraction

problems, consolidate

multiplication problems,

use appropriate strategies

to solve problems

Money and financial

mathematics — Read and

represent money amounts,

investigate change,

rounding to five cents,

explore strategies to

calculate change, solve

problems involving

purchases and the

calculation of change,

explore Asian currency and

calculate foreign currencies

Students develop

understandings of:

Money and financial

mathematics —

represent, calculate

and round amounts of

money required for

purchases and change

Number and place

value — model and

interpret number

representations,

sequence number

values, apply number

concepts and place

value understanding to

the calculation of

addition, subtraction,

multiplication and

division, develop

fluency with

multiplication fact

families

Fractions and

decimals — partition to

create fraction

families, identify,

model and represent

equivalent fractions,

count by fractions,

solve simple

calculations involving

fractions with like

denominators

Location and

transformation —

investigate different

types of symmetry,

analyse and create

symmetrical designs.

Students develop

understandings of:

Using units of

measurement — use

scaled instruments to

measure and compare

length, mass, capacity

and temperature,

measure areas using

informal units and

investigate standard

units of measurement

Shape — compare the

areas of regular and

irregular shapes using

informal units of area

measurement


— represent fractions as

decimals, apply mental

and written computation

strategies, recall

multiplication and

division facts and apply

place value to partition

and regroup numbers to

assist calculations

Patterns and algebra —

investigate and describe

number patterns, solve

word problems and use

equivalent addition and

subtraction number

sentences to find

unknown quantities.

Students develop

understandings of:

Fractions and decimals

— count and identify

equivalent fractions,

locate fractions on a

number line, read and

write decimals, identify

fractions and

corresponding

decimals, compare and

order decimals (to

hundredths)

Chance — describe

the likelihood of

everyday chance

events, order events on

a continuum

Data representation

and interpretation —

write questions to

collect data, collect and

record data, display

and interpret data

Number and place

value — use

properties of odd and

even numbers,

calculate addition and

subtraction using a

range of mental and

written strategies,

recall multiplication and

related division facts,

calculate multiplication

and division using a

range of mental and

written strategies, solve

problems involving the

four operations.

Students develop

understandings of:

Money and financial

mathematics — calculate

change to the nearest five

cents, solve problems

involving purchases

Shape— measure area of

shapes , compare the

areas of regular and

irregular shapes by

informal means

Using units of

measurement (volume,

time) —measure and

compare volume, use am

and pm notation, solve

simple time problems

Fractions and decimals —

investigate equivalent

fractions, make

connections between

fractions and decimal

notation


— use estimation and

rounding, apply mental

strategies, add, subtract,

multiply and divide 2 and

3 digit numbers




Ma

the

mati

cs

Year

5


Chance — identifying and describing possible outcomes, describing equally likely outcomes and representing probabilities of outcomes using fractions

Number and place value — exploring and identifying factors and multiples, revising multiplication and division facts, rounding and estimating to check the reasonableness of answers, exploring mental computation strategies (split and compensate) for multiplication and division, solving problems using mental computation strategies, comparing and evaluating strategies that are appropriate to different problems

Fractions and decimals — comparing and ordering unit fractions, creating a range of models for fractions, adding and subtracting fractions with the same denominator

Data representation and interpretation — identifying different types of data, distinguishing between numerical and categorical data, collecting primary data, organising data using tables, creating dot plots and column graphs, interpreting dot plots and column graphs, identifying and posing questions to collect different data types, using technology to create representations


Chance — identifying and describing possible outcomes, describing equally likely outcomes and representing probabilities of outcomes using fractions, conducting a chance experiment

Number and place value — rounding and estimating to check the reasonableness of answers, exploring mental computation strategies for multiplication and division, solving problems using mental computation strategies and informal recording methods, comparing and evaluating strategies that are appropriate to different problems

Fractions and decimals — comparing and ordering unit fractions, exploring hundredths, representing fractions on number lines, adding and subtracting fractions with the same denominator

Using units of measurement (time) — (Time) investigating time concepts and the measurement of time, reading and representing 24-hour time (Perimeter and area) measuring dimensions, estimating and measuring the perimeters of rectangles, investigating metric units of area measurement, estimating and calculating area of rectangles


Number and place value — rounding and estimating to check the reasonableness of answers; exploring mental computation strategies for multiplication and division; solving problems using mental computation strategies and informal recording methods; comparing and evaluating strategies that are appropriate to different problems; exploring and identifying factors and multiples

Fractions and decimals — making connections between fractional numbers and the place value system; representing, comparing and ordering decimals

Location and transformation — investigating and creating reflection, translation and rotation symmetry; transforming shapes through enlargement and describing the feature of transformed shapes

Shape — applying the properties of 3D objects to make connections with a variety of two-dimensional representations of 3D objects.


Geometric reasoning — identify the components of angles; compare and estimate to establish benchmarks; construct and measure angles

Location and transformation — describe and create transformations using symmetry

Shape — identify representations of 3D objects, link two dimensional representations with 3D objects

Number and place value — multiply and divide using a range of strategies; apply estimation and round to estimate answers and check answers; apply mental computation to multiply and divide; solve multiplication and division problems

Patterns and algebra — create and continue patterns involving whole numbers, fractions and decimals, explore strategies to find unknown quantities

Data representation and interpretation — explore methods of data representations to construct and interpret data displays; reason involving data


Money and financial mathematics — investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plans

Location and transformation — explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs and enlarge shapes

Number and place value — round and estimate to check an answer is reasonable, use written strategies to add and subtract, use an array to multiply 1- and 2-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems.


Using units of measurement — chooses appropriate units for length, area, capacity and mass, measures length, area, capacity and mass, finds perimeter, problem solves and reasons when applying measurement to answer a question

Fractions and decimals — makes connections between fractions and decimals, and compares and orders decimals

Patterns and algebra — creates, continues and identifies the rule for patterns involving the addition and subtraction of fractions

Number and place value — adds and subtracts using mental and written strategies, multiplies whole numbers and divides by a 1-digit whole number.


Chance — order chance events, express probability on a numerical continuum, apply probability to games of chance, make predictions in chance experiments

Data representation and interpretation — investigate an issue (design data collection questions and tools, collect data, represent as a column graph or dot plot, interpret and describe data to draw a conclusion)

Using units of measurement — read and represent 24-hour time, convert between 12 and 24-hour time

Number and place value — apply mental and written strategies to solve addition, subtraction, multiplication and division problems, identify and use factors and multiples.


Money and financial mathematics — create simple budgets, calculate with money, identify the GST component of invoices and receipts, make financial decisions

Geometric reasoning — estimate and measure angles, construct angles using a protractor

Location and transformation — explore maps and grids, use a grid to describe locations, describe positions using landmarks and directional language

Fractions and decimals — apply decimal skills, recognise that the place value system can be extended beyond hundredths, compare order and represent decimals, locate decimals on a number line, extend the number system to thousandths and beyond

Number and algebra — apply computation skills, use estimation and rounding to check reasonableness, solve problems involving addition subtraction multiplication and division, use efficient mental and written strategies to solve problems.




Ma

the

mati

cs

Year

6


Number and place value — identifying and describing properties of prime and composite numbers, selecting and applying mental and written strategies to problems involving whole numbers

Fractions and decimals — ordering and comparing fractions with related denominators, adding and subtracting fractions with related denominators, calculating the fraction of a given quantity and solving problems involving the addition and subtraction of fractions

Data — revising different types of data displays, interpreting data displays, investigating the similarities and differences between different data displays and identifying the purpose and use of different displays and identifying the difference between categorical and numerical data

Chance — representing the probability of outcomes as a fraction or decimal and conducting chance experiments


Using units of measurement — solve problems involving the comparison of lengths and areas, and interpret and use timetables

Number and place value — Apply efficient mental and written strategies to solve problems involving all four operations

Fractions and decimals — solve problems involving addition and subtraction of fractions with the same or related denominators, find a simple fraction of a quantity, and make connections between equivalent fractions, decimals and percentages

Money and financial mathematics — investigate and calculate percentage discounts of 10%, 25% and 50% on sale items


Fractions and decimals — apply mental and written strategies to add and subtract of decimals, solve problems involving decimal calculations, make generalisations about multiplying whole numbers and decimals by 10, 100 and 1000, apply mental and written strategies to multiply decimals by 1-digit whole numbers

Shape — apply problem solving and reasoning to create nets and construct models of simple prisms and pyramids

Number and place value — identify, describe and continue square and triangular number patterns, make generalisations about the relationship between square and triangular numbers, explore numbers below zero, and position integers on a number line


Geometric reasoning – make generalisations about angles on a straight line, angles at a point and vertically opposite angles and use these generalisations to find unknown angles

Fractions and decimals – locate, order and compare fractions with related denominators and locate them on a number line

Patterns and algebra – continue and create sequences involving whole numbers and decimals, describe the rule used to create these sequences, explore the use of order of operations to perform calculations

Number and place value – select and apply mental and written strategies and digital technologies to solve problems involving multiplication and division with whole numbers


Money and financial mathematics – connect fractions and percentage, calculate percentages, calculate discounts of 10%, 25% and 50% on sale items

Number and place value – identify and describe properties of prime, composite, square and triangular numbers, multiply and divide using written methods including a standard algorithm, solve problems involving all four operations with whole numbers, compare and order positive and negative integers

Location and transformation – identify the four quadrants on a Cartesian plane, plot and read points in all four quadrants, revise symmetry, reflection, rotation and translation, describe the effect of combinations of translations, reflections and rotations.


Fractions and decimals — add and subtract fractions with related denominators, calculate a fraction of a quantity, multiply and divide decimals by powers of ten, add and subtract decimals, multiply decimals by whole numbers, divide numbers that result in decimal remainders, make connections between fractions, decimals and percentages, and solve problems involving fractions and decimals

Using units of measurement — connect decimals to the metric system , convert between units of measure, solve problems involving length and area and connect volume and capacity

Patterns and algebra — continue and create sequences involving whole numbers, fractions and decimals, describe the rule used to create the sequence and apply the order of operations to aid calculations.


Chance — conduct chance experiments, record data in a frequency table, calculate relative frequency, write probability as a fraction, decimal or percent, explore the effect of large trials on results, compare observed and expected frequencies

Data representation and interpretation — compare primary and secondary data, source secondary data, explore data displays in the media, identify how displays can be misleading, problem solve and reason by manipulating secondary data

Patterns and algebra & Number and place value — represent number patterns in a table and graphically, write a rule to describe a pattern, apply the rule to find the value of unknown terms, solve integer problems, plot coordinates in all four quadrants, solve problems using the order of operations, solve multiplication and division problems using a written algorithm.


Using units of measurement —connect volume and capacity and their units of measurement, measure capacity and volume, problem solve and reason involving measurement and time

Fractions and decimals — add, subtract and multiply decimals, divide decimals by whole numbers, calculate a fraction of a quantity and percentage discount, compare and evaluate shopping options

Geometric reasoning — measure angles, apply generalisations about angles on a straight line, angles at a point and vertically opposite angles and apply in real-life contexts

Location and transformation — apply translations, reflections and rotations to create symmetrical shapes.




Ma

the

mati

cs

Year

7


Number and place value — investigating index notation, square roots and square numbers, applying the associative, commutative and distributive laws to aid computation

Real numbers — comparing fractions using equivalence, locating and representing fractions on a number line, solving problems involving addition and subtraction of fractions, expressing one quantity as a fraction of another

Statistics — constructing and comparing a range of data displays, calculating mean, median, mode and range, and describing and interpreting data displays

Probability — constructing sample spaces, and assigning probabilities to the outcomes of events


Real numbers — solving problems involving percentages and addition and subtraction of fractions, converting between fractions, decimals and percentages and calculating percentages of a quantity

Geometric reasoning — classifying triangles and quadrilaterals, making generalisations about the sum of angles in triangles and quadrilaterals, finding unknown angles using these generalisations

Patterns and algebra — exploring the concept of a variable, representing numbers using variables and writing simple algebraic expressions

Using units of measurement — revise prime factors, express numbers as a product of its primes using index notation, identify and use the relationship between square roots and square numbers


Linear and non-linear relationships — revise the concept of a variable, write simple algebraic expressions and substitute into an expression to calculate an answer, maintain balance in an equation, solve simple linear equations, plot points in the four quadrants on the Cartesian plane, use correct notation for coordinates, record coordinate values in a table and represent patterns as a table of values and graphically

Shape — explore the properties of regular prisms, investigate different viewpoints of regular prisms, and draw different viewpoints, identify a prism from a combination of viewpoints

Number and place value — revise prime factors, express numbers as a product of its primes using index notation, identify and use the relationship between square roots and square numbers.


Geometric reasoning — Geometric reasoning — develop geometry conventions and angle relationships, explore transversals and angles associated with parallel lines and find unknown angles using angle relationships

Real numbers — revise place value and rounding whole numbers and make connections to rounding decimals and multiply fractions

Number and place value — create generalisations about adding and subtracting integers and add and subtract integers

Linear and non-linear relationships — develop methods of isolating a variable in an equation and solve simple linear equations


Real numbers — define and represent ratios, find equivalent and simplify ratios and solve ratio word problems

Money and financial mathematics — apply the unitary and other methods to calculate ‘best buys’

Number and place value — apply the associative and distributive laws to aid mental and written computations

Patterns and algebra — extend and apply the laws and properties of arithmetic to algebraic expressions and equations and solve word problems

Linear and non-linear relationships —solve simple linear equation word problems

Location and transformation — describe and perform transformations and combinations of transformations, including translation, reflection and rotation.


Number and place value — add and subtract integers, apply Order of Operations to numerical expressions involving negative numbers and indices and compare integers expressed in different formats

Real numbers — use models to investigate the multiplication of fractions and decimals, identify generalisations and apply a range of strategies to multiply or divide fractions and decimals and find the percentage of a quantity

Using units of measurement — describe the properties of rectangles, parallelograms, triangles and rectangular prisms, apply formulas to calculate the area of triangles and parallelograms and problem solve and reason involving area.

Students develop

understandings of:

Linear and non-linear relationships — construct, interpret and analyse graphs including time graphs

Using units of measurement — calculate area of composite shapes including triangles, rectangles and parallelograms and calculate volumes of rectangular prisms

Chance — construct sample spaces, assign probabilities to events and determine probabilities of events

Data representation and interpretation — compare and analyse a range of data displays, locate and analyse primary and secondary sources of data to investigate issues and construct graphs.

Students develop

understandings of:

Data representation and interpretation — calculate mean, median and mode of sets of data and identify the most appropriate measure for sets of data and solve a problem using digital technology and an understanding of statistics.

Location and transformation — identify line and rotational symmetry and the use of symmetry in tessellations.

Real numbers — add, subtract and multiply fractions with unrelated denominators and apply order of operations to problems involving fractions, and calculate ratios using gears and scale factors.


MCSS curriculum plan: P–7 overview SCIENCE Teaching and learning unit overview across P–7



Scie

nc

e

Pre

p

Our living world

Students use their senses to investigate the needs of living things, both animals and plants, in natural and man-made environments. Students determine that the survival of all living things is reliant on basic needs being met and discuss the consequences for living things when their needs are not met. Students consider the impact of human activity and natural events on the availability of basic needs and describe some sustainable practices that they could implement to protect Earth's resources and support the provision of the needs of living things.

Our material world

Students are provided with opportunities to examine familiar objects using their senses. Through exploration, investigation and discussion, language is focused to describe the properties of the materials from which objects are made. Students observe and analyse the reciprocal connection between properties of materials, objects and purposes so that they recognise the scientific decision making in everyday life.

Weather watch

Students use sensory experiences to observe the weather and learn that we can record our observations using symbols. Students explore the daily and seasonal changes in the local environment and understand that weather conditions are not the same for everyone. They are given opportunities to reflect on the impact of these changes, in particular on clothing, shelter and activities, through various cultural perspectives. Students also learn about the impact of daily and seasonal changes on plants and animals. The unit provides several opportunities for students to formulate generalisations about the signs and signals relating to weather and how weather affects everyday life.

Move it, move it

Students engage in activities from the five contexts of learning: play, real-life situations, investigations, routines and transitions and focused learning and teaching. This unit involves students using their senses to observe the movement of objects and understand that science involves exploring and observing using the senses. Students gather different types of information about factors influencing movement through hands-on investigations. They share ideas and represent what they observe. Students have the opportunity to apply and explain knowledge of movement in a familiar situation.




Scie

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Year

1

Living adventure

Students make links between external features of living things and the environment where they are found. They explore a range of habitats, and consider the differences between healthy and unhealthy habitats. Students predict how change to habitats can affect how the needs of living things are met.

Material madness

Students investigate and describe physical changes that can be made to familiar materials. They modify an existing material by making physical changes for a given purpose and conduct a guided investigation to test their modifications. Students create a storyboard to describe the process and the resultant effects to others.

Changes around me

Students will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. Students organise observations and make inferences to link the observable changes to everyday life and the effect on living things.

Light and sound

Students explore sources of light and sound and the senses used to observe them. They manipulate materials to observe how light and sound are produced, and how changes can be made to light and sound effects. They examine how light and sound are used in everyday life and by a variety of cultures. They make predictions; share ideas and sort information about light and sound and represent and communicate their understandings in a variety of ways.




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Year

2

Mix, make and use

Students investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. Students combine materials to make an object which has a purpose in everyday life.

Toy factory

Students investigate and explain how pushes and pulls cause movement in objects used in their daily lives. They pose questions, make predictions and describe the effect on movement caused by changes to an object, or to the push or pull exerted on the object. Students use informal measurements to make and compare observations about movement They then apply this science knowledge to explain the pushes and pulls involved in moving a toy or object they create.

Good to grow

Students examine how living things grow. They investigate and compare the life stages of different living things, including similarities and differences between parents and their offspring. They describe the characteristics and needs of living things in each life stage, and consider the relevance of this knowledge to their everyday lives, including when caring for living things in the environment.

Save planet Earth

Students investigate Earth's resources, describing changes to and reflecting on how Earth's resources are used and the importance of conserving resources for the future of all living things. Students use their science knowledge of conservation to propose and explain actions that can be taken to conserve Earth's resources, and decisions they can make in their everyday lives. Students share their ideas about conservation of Earth’s resources in an oral presentation. Students will learn how Aboriginal peoples and Torres Strait Islander peoples use their knowledge of conservation in their everyday lives.




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Year

3

Is it living?

Students will justify groupings of living and non-living things according to observable features and recognize once-living things. Students will investigate the living and non-living things in their local environment and recognize the use of this science knowledge in their lives.

Spinning Earth

Students will demonstrate their knowledge of the Earth’s rotation on its axis in relation to the position of the sun to suggest explanations for everyday observations. The everyday observations include shadows, day and night and length of days. Students will make predictions using their prior experiences and collect and present data to help answer questions. Students will examine uses of these everyday observations of the relationship between the sun, Moon, Earth and time.in various cultures.

Hot stuff

Students explore ways by which heat is produced such as the Sun, rubbing, electricity, and chemically (burning). Students will also study the behaviour of heat as it moves from one object to another. Students use thermometers to measure their observations of heat and adhere to safety practices while conducting investigations of heat. Students use knowledge of the behaviour of heat to explain everyday occurrences and consider how this knowledge impacts on everyday actions.

What’s the matter?

Students will investigate the properties of solids and liquids and the effect of adding or removing heat, including a change of state between solid and liquid. They will explore how science is involved in making decisions and how it helps people to understand the effect of their actions. Students will evaluate how adding or removing heat affects materials used in everyday life. They identify that science is involved in describing patterns and relationships in the way solids and liquids behave. They will recognise that Aboriginal peoples and Torres Strait Islander peoples traditionally used knowledge of solids and liquids in their everyday lives.




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Year

4

Here today gone tomorrow

Students explore natural processes and human activity which cause weathering and erosion of the earth’s surface. Students relate this to their local area and predict consequences of future occurrences and human activity. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.

Ready, set, grow!

Students will investigate life cycles. They will examine relationships between living things and their dependence on the environment. By considering human and natural changes to the habitats, students will predict the effect of these changes on living things including the impact on the survival of the species.

Material use

Students investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes.

Fast forces

Students will use games to investigate and demonstrate how forces affect objects through contact and non-contact forces. They will use their knowledge of forces to make predictions about games. Games will be completed safely in order to collect data so that findings can be communicated. Students will also identify situations where science is used to ask questions or to make predictions. They will identify how science knowledge of forces helps people understand the effects of their actions.




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Year

5

Survival in the Australian environment

Students will examine the structural features and adaptations that assist living things to survive in their environment. This knowledge will be used to create a creature with adaptations that are suitable for survival in a prescribed environment.

Our place in the solar system

Students will describe the key features of our solar system. They will discuss how people have contributed science knowledge to space exploration. A possible space mission to a planet will be proposed considering planetary data. Students will communicate these ideas in a magazine or webpage style format.

Now you see it

Students investigate the properties of light and the formation of shadows. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices.

Matter matters

Students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students will pose questions, make predictions and plan investigation methods into the observable properties and behaviour of solids, liquids and gases. Students will understand that scientific understandings about solids liquids and gases are used to inform decision making and solve or prevent problems.




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Year

6

Making changes

Students investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They explore the effects of reversible and irreversible changes in everyday materials and how this is used to solve problems that directly affect peoples' lives.

Energy and electricity

Students investigate electrical circuits as a means of transferring and transforming electricity. They design and construct electrical circuits to perform specific tasks, using materials and equipment safely. Students explore how energy from a variety of sources can be used to generate electricity and evaluate personal and community decisions related to use of different energy sources and their sustainability.

Our changing world

Students explore how sudden geological and extreme weather events can affect Earth’s surface. They consider the effects of earthquakes and volcanoes on the Earth’s surface and how communities are affected by these events. They gather, record and interpret data relating to weather and weather events. Students explore the ways in which scientists are assisted by the observations of people from other cultures including those throughout Asia. Students construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters. They investigate how prediction regarding the course of tropical cyclones can be improved by gathering data.

Life on Earth

Students explore the environmental conditions that affect the growth and survival of living things. They use simulations to plan and conduct fair tests and analyse the results of these tests. Students pose questions, plan and conduct investigations into the environmental factors that affect the growth of bean seeds. They gather, record and interpret observations relating to their investigations.

Students consider human impact on the environment and how science knowledge can be used to inform personal and community decisions. They recommend actions to develop environments for native plants and animals.




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Year

7

Water — waste not, want not

Students will consider the importance of water and the water cycle. They investigate pure substances, mixtures and separation techniques. Students consider everyday applications of the separation techniques and relate their use in a variety of occupations. These understandings will be applied in Unit 2 through other applications to their community.

This unit needs to precede the unit Water — Waste not, want not (continued).

The assessment of some concepts in this unit take place in Unit 2, Water — Waste not, want not (continued).

Water — waste not, want not (continued)

Students will investigate the application of filtration systems in water treatment and recycling processes. They compare and contrast artificial treatment process and the water cycle to understand how humans have impacted on and mimic natural processes.

This unit follows on from Unit 1: Water — Waste not, want not.

Moving right along — exploring motion

Students will investigate balanced and unbalanced forces and the effect these have on the motion of an object. They exploring the effects of gravity and consider the difference between mass and weight. Students investigate the impact of friction on a moving object and the forces involved in simple machines. They consider how understanding of forces and simple machines has contributed to solving problems in the community and how people use forces and simple machines in their occupations.

This unit needs to precede Unit 4, Move right along – applications in real systems

The assessment for this unit will be conducted in Unit 4.

Moving right along — applications in real systems

Builds on the concepts explored in Unit 3 and considers the application of these forces in everyday life. Students apply knowledge to construct and test a balloon powered vehicle and investigate forces acting on the vehicle. Students build on their understanding of simple machines to examine how changes to levers and pulley systems affect forces, within more complex systems. Students investigate applications of forces in transport systems and consider how scientific and technological developments have improved vehicular safety.

Heavenly bodies

Students learn about the interrelationships between the sun, Earth and moon system. They explore predictable phenomena such as eclipses, tides, phases of the moon and solar phenomena. Students examine how science and technology have contributed to the issue of solar storms and their effects on Earth. They explore and compare cultural beliefs related to phases of the moon and eclipses. Further predictable phenomena will be studied in Unit 6: Sensational seasons. This unit needs to precede Unit 6 Sensational seasons.

Sensational seasons

This unit builds on the concepts covered in Unit 5 — Heavenly bodies, which examines to the relative positions of the Earth, moon and sun. In this unit students examine the seasons, different cultural understandings of the seasons and explore how science understandings influence the development of practices within agriculture and marine and terrestrial resource management. Students examine data about weather and climate from different sources and examine the impact of seasons on animals, plants and human endeavours such as farming and fishing.

This unit needs to follow Unit 5 Heavenly bodies.

Organising organisms

Students classifying

organisms based on

their physical

characteristics. They

apply scientific

conventions to

construct and use

dichotomous keys to

assist and describe

classification.

Students analyse the

effectiveness of

dichotomous keys

and suggest

improvements. They

explore feeding

relationships between

organisms in an

environment using

food chains and food

webs and will apply

these understandings

in Unit 8: Affecting

organisms.

This unit needs to

precede Unit 8:

Affecting organisms.

Affecting organisms

Students will review

their understanding of

food webs in order to

identify how human

activity can impact

food webs in the

marine environment.

They will summarise

& analyse data &

consider how science

& technology

contribute to finding

solutions to issues

related to marine

resource

management.

Students will propose

practices which could

be put in place to

address resource

sustainability issues.

They will examine the

work of scientists in

Antarctica & explore

native food webs and

how these were

understood & used by

Indigenous

Australians.

The understandings

in this unit follow on

from Unit 7, where

students classified &

explored the

interrelationship

between organisms in

an environment

through food chains

and food webs.

This unit needs to

follow Unit 7:

Organising

organisms.


MCSS curriculum plan: P–7 overview HISTORY Teaching and learning unit overview across P–7

Term 1 Term 2

Unit 1 Unit 2

His

tory

Prep Exploring fabulous families

Inquiry question/s:

What is my history and how do I know?

In this unit students:

understand how the past is different from the present

investigate their personal history, particularly family relationships

examine the nature of and structure of families

recognise similarities and differences between families

appreciate diversity within their family and others

share information about their family with others.

Prep students will develop skills and understandings by engaging in activities associated with the five contexts for learning — focused learning and teaching, investigations, real-life situations, play and routines and transitions. Historical understandings and skills will be developed through social and personal learning, language learning and communication, early mathematical understandings and active learning processes.

Tell me a story about the past

Inquiry question/s:

How can stories of the past be told and shared?

What stories do other people tell about the past?


understand how they, and the stories of others communicate information about the past

recognise that sources help to tell stories, remember the past and signify importance

recognise that families commemorate different and similar events according to their beliefs and what is important to them

listen to and appreciate family stories, and recognise how the past is communicated

listen to and appreciate the stories of Aboriginal peoples and Torres Strait Islander peoples and recognise how the past is communicated

compare their own family commemorations to those of others

discuss, create and order pictures of significant commemorations.

Prep students will develop skills and understandings by engaging in activities associated with the five contexts for learning — focused learning and teaching, investigations, real-life situations, play and routines and transitions. Historical understandings and skills will be developed through social and personal learning, language learning and communication, early mathematical understandings and active learning processes.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

1

Exploring this moment in time

Inquiry question/s:

How do we describe the sequence of time?


understand concepts and terms used to describe the passing of time

understand how a timeline can order events according to past, present or possible future

recognise events that happened in the past may be memorable or have personal significance

collect and discuss sources, such as images, objects and family stories, that have personal significance

sequence events of personal significance

describe an event of personal significance, referring to sources, and using terms to describe the passing of time.

Exploring yesterday and today – my grandparents, my parents and me

Inquiry question/s:

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?


identify elements of significance in the childhood lives of their parents and grandparents

compare and contrast the childhood of their parents and grandparents with their own

recognise elements of childhoods that may have changed or remained the same

pose questions about what life was like in grandparents’ childhood

examine sources showing family life over generations

interview grandparents or special older person to gain information to use in a narrative about how family life has changed

tell a narrative supported by images contrasting the experience of childhood from their grandparents’ day to present day.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

2

Exploring the impact of changing technology on people’s lives

Inquiry question/s:

How have changes in technology shaped our daily life?

In this unit students;

appreciate that history involves the study of the remains of the past

investigate continuity and change in technology used in the home, for example, toys or household products

ask questions of older generations about the impact of changing technology on their lives

sequence key developments in the use of a particular technology in daily life over time

compare and contrast sources depicting use of technology in daily life now and in the past

describe ways technology has impacted on peoples’ lives making them different from those of previous generations.

Exploring my local community

Inquiry questions:

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?



examine the remains of the past in the local area through a focus on an historical site and/or a significant person

investigate a person and/or site of significance in the local community

ask questions of a historical site and/or person to appreciate its value or contribution to the community or significance to Aboriginal peoples and Torres Strait Islander peoples

sequence key events in the history of the historical site and/or person over time

discuss why a historical site and/or person has heritage value or is significant

present a report on a person and/or site of significance to the local community.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

3

Investigating celebrations, commemorations and community diversity

Inquiry question/s:

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

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


investigate the celebration and commemoration of significant events in their lives, their local community and other places around the world

use provided sources to examine the significance of these celebrations and commemorations from a range of perspectives including Aboriginal peoples and Torres Strait Islander peoples and other identified cultural groups linked to the history of the local area

pose questions about the enduring significance of these events, particularly through the use of symbols and emblems

recognise the historical features and diversity of their community

appreciate the remains of the past in the local area through a focus on events celebrated by the community and the contributions of different groups to the community.

Exploring continuity and change in local communities

Inquiry question/s:

Who lived here first and how do we know?

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


plan and conduct research about continuity and change in the region or state/territory

pose a range of questions to guide research

identify sources and locate relevant information in sources to answer questions about the past

locate information in sources to explore the importance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples who belong to a local area or region

recognise and appreciate the historical features and remains of the past in a local area

record information from sources, including oral stories from Aboriginal or Torres Strait Islander Elders

use a range of communication forms including texts to explain aspects of continuity and change over time in the region or state/territory.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

4

Investigating European exploration and the movement of peoples

Inquiry question/s:



In this unit students






Investigating the impact of colonisation

Inquiry question/s:

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

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


recognise Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians

appreciate the longevity and richness of the history of Aboriginal peoples and Torres Strait Islander peoples

investigate the histories, cultures and daily lives of Aboriginal peoples and Torres Strait Islander peoples prior to contact with others

pose questions about the effect of colonisation, particularly the arrival of early traders, explorers and settlers on Aboriginal peoples and Torres Strait Islander peoples

use provided sources to identify points of view and examine the impact of these interactions on families and the environment

describe the experiences of a group over time identifying events that brought change.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

5

Exploring the development of British colonies in Australia

Inquiry question/s:

How did an Australian colony develop over time and why?

How did colonial settlement change the environment?

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


recognise key events in Australia of the 1800s

appreciate how Australians came to live together and were governed overtime

sequence key events related to the development of British colonies in Australia.

investigate the economic, political and social motivations behind colonial developments, particularly the establishment of the Moreton Bay colony in Queensland,

use provided sources to examine and describe aspects of daily life in the early to mid-1800s

locate information in sources about the reasons for migration to the colonies by people from Europe during the mid-1800s

use provided sources to examine and describe the impacts of colonisation on the environment and Aboriginal peoples.

Investigating the colonial period in Australia

Inquiry question/s:

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

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



appreciate how Australians came to live together and were governed overtime investigate the causes and effects of significant developments or events affecting development of the Queensland colony, for example, frontier conflicts and the Gold Rush.

pose questions about the reasons people migrated to Australia from Europe and Asia

use provided sources to examine and describe the experiences of and the contributions of significant individuals or groups to life in the colonies

compose and present a description of the contribution of a significant individual or group to shaping colonial Australia.


Term 1 Term 2

Unit 1 Unit 2

His

tory

Year

6

Exploring the development of the Australian nation

Inquiry questions:

Why and how did Australia become a nation?

How did Australian society change throughout the twentieth century?


recognise key events in the development of Australia as a nation


investigate Australia’s path to Federation from the late 1800s to 1901

examine sources presenting different perspectives on Federation and preferred models of government, including British and American influences on Australia’s system of law and government

describe the experiences of Australian democracy and citizenship by a range of groups, including the status and rights of Aboriginal peoples and/or Torres Strait Islander peoples

identify continuity or change

explain the significance of individuals or groups who advocated for rights or were the beneficiaries of polices and legislation.

Investigating the development of Australia as a diverse society

Inquiry questions:

Who were the people who came to Australia? Why did they come?

What contribution have significant individuals and groups made to the development of Australian society?

How did Australian society change throughout the 20th century?

In this unit, students:

recognise key events in Australia’s economic and social development

appreciate how Australians came to live and work together

examine the growth of the Australian population in the twentieth century

appreciate how world events affected the development of Australian society during this time

compare the factors which contributed to people migrating to Australia

identify the reasons behind migration stories

explore the significance of individual narratives from oral and written histories.


Term 1 Term 2

Unit 1 Unit 2 Unit 3

His

tory

Year

7

Investigating the ancient past

Inquiry question:

How do we know about the ancient past?

Why and where did the earliest societies develop?


identify the tools, techniques and methods used by historians and archaeologists to investigate history

explore the range of sources that can be used in an historical investigation and the usefulness of these sources

investigate a historical mystery from Ancient Australia that has challenged historians or archaeologists

appreciate the importance of conserving remains of the ancient past.

The Asian world – China

Inquiry questions:

What emerged as the defining characteristics of ancient societies?

What have been legacies of ancient societies?


explore the physical features of China and how they influenced the civilisation that developed there

investigate significant beliefs, values and practices of Chinese society

identify and understand the roles of key groups in ancient Chinese society

investigate the role of a significant individual and how they have been perceived by contemporaries and later historians

examine the extent of contacts and conflicts within and/or with other societies and the resulting developments.

The Mediterranean world – Rome

Inquiry questions:




explore the physical features of ancient Rome and Italy and how they influenced the civilisation that developed there

investigate significant beliefs, values and practices of Roman society

identify and understand the roles of key groups in ancient Roman society

investigate the role of a significant individual and how they have been perceived by contemporaries and later historians

examine the extent of contacts and conflicts within and/or with other societies and the resulting developments.


MCSS curriculum plan: P–7 overview GEOGRAPHY Teaching and learning unit overview across P–7

Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Pre

p

What is my place like?

Inquiry question/s:

What are places like?


draw on studies at the personal scale, including places in which students live or other places of similar size that are familiar to them or that they are curious about

develop questions about places they belong to

understand that a ‘place’ has features and a boundary, that can be represented on maps or globes

understand that Aboriginal peoples and Torres Strait Islander peoples use special words for the place they live in and belong to

observe the visible elements or features of the ‘place’ they live in and belong to, and record

use maps and stories to identify the places students live in and belong to, such as, their home, neighbourhood, or rural area, and record the features of each place

represent the location and direction of visible elements or features of their place on a pictorial map and model

describe their observations of the features of a familiar place, its location and direction, and the reasons for living there

How do we care for special places?


draw on studies at the personal scale, including places in which students live or other places of similar size that are familiar to them or that they are curious about

understand that what makes a ‘place’ special is dependent on how people view the place or use the place

pose questions about the meaning places have for people

listen to stories about the ways Aboriginal peoples and Torres Strait Islander peoples describe their connection with a ‘place’ or ‘places’, particularly the visible elements or features of a place

describe the location of important places using geographical terms such as near and far

use sources to identify ways that people care for special places, and record

describe special places and the reasons they are special to people

reflect on learning to suggest ways they could contribute to the caring of a special place


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

1

How do people use places?

Inquiry question/s:

How can spaces with in a place be rearranged to suit different purposes?


draw on studies at the personal scale, including familiar places, for example, the school, local park and local shops

understand that the features of places can be natural, for example a beach, managed, for example a farm, or constructed’, for example a building

develop questions about places

collect and record geographical data and information to identify and describe the natural, constructed and managed features of places

collect and record geographical data and information to identify examples of how the features of places are used or described by people differently

observe spaces within the school that are arranged for different activities or purposes

represent and label spaces within a place on a pictorial map and describe using the language of direction and location

respond to questions about the organisation of spaces within a place, including why spaces within a place are used for particular purposes



draw on studies at the personal scale, including familiar places for example, the school, local park and local shops

understand that weather and climate affect the visible elements or features of a place nearby or far away

ask questions using the stems of ‘what’, ‘how’ and ‘why’ to find out about the weather

observe the daily and seasonal weather (rainfall, temperatures, sunshine and wind) of a place nearby and far away

collect and record geographical data and information, such as, observations and the stories of Aboriginal peoples and Torres Strait Islander peoples, to describe the weather and seasons of a place nearby or far away

reflect on learning to respond to questions about how features of places can be cared for


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

2

What is the story of my place?

Inquiry question:

What is a place?


draw on representations of the world as geographical divisions, and the location of Australia

understand that each place has a location on the surface of the Earth which can be expressed using direction and location of one place from another


use a globe or a maps to identify examples of places that are defined at different levels or scales, such as, personal scale (neighbourhood), local scale (town, rural area or city), regional scale, national scale, or region of the world scale

use a globe, map or other geographical tool to locate and name the continents, oceans, Equator, and North and South poles

collect and record geographical data and information, such as observations, interviews, storybooks and photographs to identify examples of how places are defined by different groups and how they change over time

represent connections between places by constructing a map and using symbols

describe the location and direction of a place

How are people and places connected?


draw on studies local places within Australia and other places throughout the world

understand that a place is connected to other places, and people are connected to their place and places throughout the world

understand connection between places throughout the world are affected by distance and accessibility

pose questions about the connections between places using the stems of ‘what do I feel’, ‘what would it be like to’ or ‘what effect’

collect and record geographical data and information, for example, a survey, to identify the ways and frequency of people’s connections to other places in Australia, the countries of Asia, and across the world, and record

collect and record geographical data and information, such as, the stories of Aboriginal peoples and Torres Strait Islander peoples, to identify reasons for people’s connection to other places and its maintenance, for example, through birth, residence, heritage, and chosen or forced movement

compare the influence of purpose, distance and accessibility on connections between people and places over time

respond with ideas on how connections with a place often enable higher levels of care for a place


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

3

Exploring similarities and differences in places near and far

Inquiry question/s:

What would it be like to live in a neighbouring country?

How and why are places similar and different?


draw on studies at the local scale, including representations of Australia and the location of Australia’s neighbouring countries

understand the different climate types and their influence on the characteristics of places

review unit inquiry questions

recognise that a ‘place’ is a form of bounded space with each place having a location on the surface of the Earth

recognise places important to Aboriginal peoples and Torres Strait peoples and how they are represented

collect and record data and information to identify similarities and differences between the climates of different places

identify the environmental and human characteristics of schools in Australia and Australia’s neighbouring countries using sources such as photographs, stories and maps

interpret representations of places, for example, a globe, wall or atlas map, or digital application, and recognise their purpose, information provided, and use of cartographic conventions

represent the location of places and their characteristics using labelled maps conforming to cartographic conventions, including legend, title and north point

identify and describe similarities and differences in characteristics of places within Australia, and between Australia and its neighbouring countries

Protecting places near and far


draw on studies at the local scale in Australia and its neighbouring countries

recognise the connections between people and places

understand that as a visible characteristic of a place, climate is an important contributor to the identity of a place, and influences how and where people live

pose questions for investigating a place of significance in Australia and in one of Australia neighbouring countries

collect and record data and information by interviewing people about how their feelings and perceptions of places influences their views about the protection of places

collect and record data and information to identify the influence of climate, settlement and demographic characteristics on the way people live in the selected places of significance

interpret data and information to identify similarities and differences for selected places of significance

form conclusions identify how climate, settlement and demography influence how people have live in the selected places of significance

present findings, using geographical terms, identifying connections between people and places

reflect on how to care for and respect places at the local scale

suggest action to protect and improve selected places of significance


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

4

Exploring environments and places

Inquiry question/s:

How does the environment support the lives of people and other living things?


draw on studies at the national scale, including Australia and the location of major countries in South America and Africa

recognise the purpose and types of geographical questions

explore the importance of environments to animals and people and how places are characterised by their environments

collect and record geographical information from sources to identify how environments support animals and people

use geographical tools and sources to identify and compare the characteristics of places, including the types of natural vegetation and native animals

represent data by constructing tables and graphs

represent the location of places and their features by constructing a large-scale map conforming to cartographic conventions, including scale, legend, title and north point

interpret geographical information and data to identify patterns and distributions of the features of places

interpret geographical information and data to identify different views on how environments should be protected, and form conclusions

describe the location of places and their features using grid references, compass direction and distance

describe and compare the characteristics of places in different locations at the national scale, using geographical terms.

Using places more sustainably


draw on studies of Australia

develop geographical questions to investigate about the connections between resources provided by the environment and used by different groups of people

compare how people adapt to, and alter environments

recognise that sustainability is perceived in different ways by different groups, and involves careful use of resources and management of waste

collect and record geographical information from sources to explore how the knowledge and practices of Aboriginal peoples and Torres Strait Islander peoples are shared and enacted in their custodial responsibility of places and environments

collect and record information from sources to identify the perceptions of groups, including Aboriginal peoples and Torres Strait Islander peoples, on how the environment provides for people

form conclusions about caring for the environment and meeting the needs of people

present findings, using geographical terms, reflect on learning to propose individual action on the ways people seek to improve or use resources more sustainably and identify the expected effects of their proposed action.

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


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

5

Inquiry question/s:

How do people and environments influence one another?


draw on studies at the national scale, including Australia and the location of major countries in Europe and North America


collect and record relevant geographical data and information from secondary sources, to identify the influence of the environment on the human characteristics of places

collect and record relevant geographical data and information from secondary sources, to identify the influence people have had on environmental characteristics of places

collect and record relevant geographical data and information from primary and secondary sources, to identify the influence of the humans on the environmental characteristics of a place

represent in a graphic form climate data for places and interpret the effect of climate on the environmental and human characteristics of a place

describe the location of selected countries in relative terms

construct large-scale and small-scale maps conforming to cartographic conventions to locate and label places and their major environmental and human characteristics

compare geographical information to identify patterns or trends in how people have responded to climatic conditions in places

describe the influence of environmental processes on the characteristics of places, and how people can affect change, using geographical terms.

Exploring how places are changed and managed by people


draw on studies at the national scale, including Australia

identify and describe how places are affected by the interconnection between people, places and environments

develop an inquiry question about responding to the geographical challenge of bushfire or flood, and plan an inquiry

collect and record relevant geographical data and information from primary and secondary sources, to identify the influence of people on the human characteristics of places, including how the use of space within a place is organised

collect and record relevant geographical data and information from primary and secondary sources, using ethical protocols, on the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management

consider the usefulness of collected information

present findings, using geographical terms on the ways people respond to a geographical challenge

propose ways of people can respond to a geographical challenge and identify the expected effects of their proposed action.


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

6

Exploring a diverse world

Inquiry question/s:

How do places, people and cultures differ across the world?


draw on studies at different scales, including Australia and the location of the major countries in the Asia region

understand that the range environments across the world has led people to create communities characterised by diversity, for example, diversity in beliefs, economic activity and varied ways of living

use geographical tools to identify the geographical divisions of Asia, locate the major countries of Asia, and describe their relative and absolute location to Australia using direction and distance

collect and record relevant geographical data and information from secondary sources to identify the distribution of Indigenous or First peoples in selected countries in Asia and the Pacific

represent data in different forms

represent the location of places and their characteristics in different graphic forms, including constructing large-scale and small scale maps conforming to cartographic conventions

interpret data and other information to identify patterns and trends, and infer relationships between economic, demographic and social characteristics of selected countries in Asia and Australia

form conclusions about geographical diversity within Asia and that this diversity is expressed as differences in economic, demographic and social characteristics

Exploring Australia’s connections with other countries


draw on studies at different scales, including Australia major countries of Asia or a region within Asia

understand that the characteristics of places are affected by global and local influences, and becoming increasingly connected at the same scale and across scales

develop an inquiry question about the ways people in their local community are connected to Asia or a selected country of Asia, and plan an inquiry guided by this question

collect and record relevant geographical data and information from primary and secondary sources on significant events that connect people and places throughout the world and the various connections Australia has with Asia or a selected country of Asia

collect and record relevant geographical data and information, using ethical protocols, from primary and/or secondary sources, on how these connections change people and places

evaluate sources for their usefulness

present findings, using geographical terms, on how connections between Australia and Asia or a selected country of Asia are reciprocal and interdependent, and have changed places and affected people

propose action on how to increase the awareness of the effect of people’s connections to and proximity of people to places has on their awareness and opinion of places in Asia or a selected country of Asia, and describe the expected effects of their proposal

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Data


http://www.australiancurriculum.edu.au/Glossary?a=G&t=Secondary%20sources



http://www.australiancurriculum.edu.au/Glossary?a=G&t=Ethical%20protocols


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


Term 3 Term 4

Unit 1 Unit 2

Geo

gra

ph

y

Year

7

Water in the world (note Science Units 1 & 2 study water)

Inquiry question/s:

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve the availability of resources and access to services?


draw on studies at the national scale, including the geographical contexts of Australia and countries in the Asia region

discuss unit inquiry questions and useful sources, and develop geographically significant questions relevant to unit focus

classify environmental resources and recognise how use of resources changes over time

make observations and select and record geographical information from secondary source on the forms water takes and how it is used

select and record relevant geographical information from secondary sources to describe the ways water connects places and affects them

represent geographical data in a range of graphic forms to examine and compare the quantity and variability of rainfall and other water resources

represent the location of places affected by water scarcity and distribution of rainfall in large-scale and small-scale maps that conform to cartographic conventions

interpret distributions, patterns, trends and relationships in the quantity and variability of Australia’s water resources and water scarcity and compare with other countries

evaluate information for its reliability and usefulness in explaining how people value water in environmental, cultural, spiritual and aesthetic ways, including Aboriginal peoples and Torres Islander peoples and people in Asia

apply geographical concepts to draw conclusions based on the analysis of the data and information collected to explain the causes, impacts and responses to hydrological hazards

form conclusions about the nature of water scarcity and ways of overcoming it and the ways water is valued and perceived, present in an argument, using geographical terms

propose strategies to increase community awareness of the importance of a sustainable supply of water

Place and liveability


draw on studies of world region, including the geographical contexts of Australia and Europe

discuss unit inquiry questions and geographical methodologies

make observations and develop geographically significant questions in response to a geographical challenge, for example, deciding where to live

examine measures of liveability and consider perceptions on the liveability of places at national scale

collect, select and record relevant geographical data and information from primary and secondary sources to determine the influence of environmental quality and accessibility to services on the liveability of places

select and record relevant geographical data and information from primary and secondary sources to identify the influence of social connectedness, community identity and perceptions of crime and safety on the liveability of places

evaluate the information for its reliability and usefulness

interpret and analyse geographical information to form conclusions about which factors affect liveability of places

present findings using relevant geographical terminology and graphic representations in a range of communication forms on how to improve the liveability and sustainability of places drawing on examples from Australia and Europe

propose strategies to improve the liveability and sustainability of places using environmental, economic and social criteria

describe the expected effects of their proposal

reflect on the inquiry process and their learning


Mackay Central State School: P–7 overview (Learning Essentials) THE ARTS Teaching and learning unit overview across P–7

THE ARTS By the end of Year 3 By the end of Year 5 By the end of Year 7 Students use their creativity, imagination and senses to express their ideas, experiences and feelings through Dance, Drama, Music, Media and Visual Art. They begin to develop their aesthetic understandings of arts elements and languages. They create their own arts works, and present and respond to their own and others’ arts works, considering particular audiences and particular purposes. They see the place of the arts in people’s work and community lives. Students gain awareness of the diversity of Aboriginal and Torres Strait Islander artists, arts works and practices, and understand some of the protocols regarding Indigenous arts works. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their arts practice

through active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively to relate the arts to their own experiences. They develop their interpretations of arts works and reflect on the creative process that has occurred, within one or across many arts disciplines. Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, to create and present arts works, and to communicate decisions about their own arts practice and that of others. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• knowledge and understanding

• creating

• presenting

• responding

• reflecting.

Students use their creativity, imagination and senses to express their observations, values and beliefs in personal and community contexts through Dance, Drama, Music, Media and Visual Art. They develop their aesthetic understandings of arts elements and languages. They create their own arts works and present and respond to their own and others’ arts works, considering different audiences and different purposes. They are aware that people of all ages and backgrounds choose to work in arts or arts-related careers. Students recognise that past and present experiences of artists influence the ways in which Aboriginal and Torres Strait Islander knowledges, peoples, histories, cultures, protocols and relationships are represented and valued in Indigenous arts works. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their arts practice through

active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively to take risks and to interpret the arts from their own experiences and those of other artists. They develop their interpretations of arts works and reflect on the creative process that has occurred within one or across many arts disciplines. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire and solve artistic problems, to create and present arts works, and to interpret and communicate within arts contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements:


• creating

• presenting

• responding

• reflecting.

Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Dance, Drama, Music, Media and Visual Art. They extend their aesthetic understandings of arts elements and languages. They create their own arts works and present and respond to their own and others’ arts works, considering intended audiences and intended purposes. They recognise that there are many different arts disciplines and that people may choose to work as artists or use their expressive capabilities in other areas of their recreational and working lives. Students understand that Aboriginal and Torres Strait Islander arts works are expressions of knowledge, complex relationships and diverse perspectives. They use protocols relating to Aboriginal and Torres Strait Islander arts works. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They extend their understanding of arts

practice through active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists. They develop their ability to analyse meaning and they reflect on the creative process that has occurred within one or across many arts disciplines. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others. Students demonstrate evidence of their learning over time in relation to the following assessable elements:


• creating

• presenting

• responding

• reflecting.

Year 3 ‘The Arts’ Learning Essentials Overview (MS = Music Specialist; PE = PE Specialist; DS = Dance Specialist)


THE ARTS MUSIC Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 3

1. Duration, beat, time values and metre are used to create repeated rhythmic patterns e.g. using minims, crotchets, quavers, semiquavers and crotchet rests to create rhythmic ostinatos in simple time

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

2. Pitch and intervals are used to create melodic phrases and sequences e.g. using an improvised melody to accompany a known nursery rhyme.

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

3. Repetition is used to structure music e.g. using the same, similar and different phrases within a known song.

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

MS

4. Familiar sound sources, including vocal and instrumental sources, have characteristic sound qualities e.g. hearing the mellow tone of a cello, compared with the bright sound of a trumpet.

MS

MS

MS

MS

MS

MS

5. Relative softness and loudness of sounds are used to change the dynamic level of music e.g. using forte (f) to sing loudly or piano (p) to play softly.

MS

MS

MS

MS

MS

MS

MS

MS

MS


THE ARTS VISUAL ARTS Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF YEAR 3

1. Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation e.g. using cool colours to suggest calm in a paper and glue sculpture about dreams and sleep.

2. Line is used to suggest movement and direction e.g. using heavy, straight lines to suggest the swiftness of a cheetah running or soft, squiggly lines to suggest the slowness of a flowing river

3. Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position e.g. using a variety of rectangular shapes together in a painting to represent buildings in a town.

4. Texture is used to create variation and repetition e.g. using rough and smooth fabrics and paper to create different surfaces in a collage.


THE ARTS DANCE Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 3

1. Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases e.g. travelling with hops, runs and slides; staying on the spot using whole-body stretches, curls and twists.

MS

PE

MS

PE

MS

PE

2. Directions, levels, shapes and pathways are used to move in space within movement phrases e.g. using forwards direction, a low level on the ground, curved shapes and a straight pathway to move within a space

MS

PE

MS

PE

MS

PE

3. Fast and slow movements are used to change timing in movement phrases e.g. using fast movements in a traditional Aboriginal dance to express the quick actions of an animal.

MS

PE

MS

PE

MS

PE

4. Percussive and sustained movement qualities are used to change energy in movement phrases e.g. representing a robot by stop-and-start energy changes in movement.

MS

PE

MS

PE

MS

PE

5. Structuring devices, including repetition and narrative forms, are used to organise movement phrases e.g. using a nursery rhyme to structure a dance story.

MS

PE

MS

PE

MS

PE


THE ARTS DRAMA Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4


1. Role can be established using movement, voice, performance space, cues and turn-taking e.g. pretending to be someone else within a given or original story

MS

MS

MS

2. Purpose and context are used to shape roles, language, place and space to express ideas e.g. pretending to be a ringmaster within a circus scene.

3. Dramatic action is structured by being in role and building story dramas e.g. developing a beach story with different characters, such as surfers, lifeguards, swimmers, joggers and sharks

THE ARTS MEDIA Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4


1. Still and moving images, sounds and words are used in media texts e.g. using still and moving images, sounds and words in a television advertisement.

2. Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media texts e.g. cropping a digital image to create a close-up from a long shot.

3. Representations in media texts can be either real or imagined, and are created for particular audiences and purposes e.g. using animal characters in sketches and drawings for a children’s film on road safety


Assessment criteria KLA:- The Arts Dance Drama Media Music Visual Arts LEVEL 3 Juncture

Student Name:

Standards

Evi

denc

e

Inst

rum

ents

Evidence in student work typically demonstrates a

Assessable Elements VH H S D NS

Task specific Comprehensive understanding of the ways elements can be changed and explored

Thorough understanding of the ways elements can be changed and explored

Satisfactory understanding of the ways elements can be changed and explored

Variable understanding of the ways elements can be changed and explored

Minimal understanding of the ways elements can be changed and explored

Kn

ow

led

ge

& U

nd

ers

tan

din

g o

f

Demonstrates properties of elements (line, shape, colour, texture)

Experim

enta

l fo

lio

e.g. Colour-warm & cool schemes, mixed & complementary Line- short, thick, wavy, broken, hatched Shape- regular, irregular, open, enclosed, overlapped, adjacent

Texture-real, simulated,

Demonstrates concepts- contrast/variation, balance, pattern & repetition, position, movement and space

Comprehensive understanding of the ways concepts can be featured /treated by changing elements

Thorough understanding of the ways concepts can be featured /treated by changing elements

Satisfactory understanding of the ways concepts can be featured /treated by changing elements

Variable understanding of the ways concepts can be featured /treated by changing elements

Minimal understanding of the ways concepts can be featured /treated by changing elements

e.g. Line to suggest movement & direction; Colour for tone & variation; Texture to create surface variation & repetition, Shape-Categories and position

Experiments with materials, techniques and processes to generate ideas

T/O

bs C

hecklis

ts Confidently experiments

with materials, techniques, tools and processes to generate ideas

Effectively experiments with materials, techniques, tools and processes to generate ideas

Satisfactorily experiments with materials, techniques, tools and processes to generate ideas

With support, experiments with materials, techniques, tools and processes to generate ideas.

Randomly explores materials and ways to use them

e.g .2D Making marks, rubbings, mixing paint colours, pastel blending, sponging, etching, paper, card, clay, foam, ink, dye, crayon resist e.g. 3D Joining & stitching techniques, embellishments, assemblage, mould, sculpted, clay, wood, card, wire, strings, puppetry, weaving, macramé

Cre

ati

ng

Representations of feelings, moods, ideas and experiences are created using knowledge of elements & concepts

Fo

lio /A

rt C

onvers

atio

ns

Skilfully describes an experience, imaginary idea, feeling or mood through purposeful selection and application of elements & concepts.

Effectively describes an experience, imaginary idea, feeling or mood through carefully considered selection and application of elements & concepts

Satisfactorily describes an experience, imaginary idea, feeling or mood through considered selection and application of elements & concepts

Vaguely describes an experience, imaginary idea, feeling or mood through restricted selection & use of elements & concepts

Identifies an experience, imaginary idea, feeling or mood through minimal/ supported selection & use of elements & concepts.

e.g. Use wavy lines on a horse’s mane and have the horse drawn in a rearing position with upward directional stokes to show movement to convince the audience that the horse is wild and untamed/ e.g. use cool colours to suggest “calm” in a paper and glue sculpture about dreams and sleep

Representations are further created through use of materials, processes and skills

T/O

bs

Selects and applies materials and processes to enhance ideas

Selects and applies materials and processes to represent ideas

Selects and applies materials and processes to consider ideas

Selects and applies materials and processes to suggest ideas

Randomly selects and applies materials and processes

e.g. Apply broken egg shells/pasta shapes to the surface of an image and paint them to represent rock texture e.g. Fray string at the ends to create the texture of hair Pinch clay together to represent spiky look of an echidna

Mackay Central State School- Year 1-3 Visual Arts GTMJ


Pre

se

nti

ng

Ideas are visually organised within the whole composition Arts techniques, skills and processes are presented considering particular purposes and audiences

Fo

lio

Controlled organisation and presentation that considers a particular Audience Style (individual or

reproduced) Purpose

Effective organisation and presentation that considers a particular Audience Style (individual or

reproduced) Purpose

Satisfactory organisation and presentation that considers Audience Style (individual or

reproduced) Purpose

Variable presentation of art works to display skills and present a relevant image.

Minimal presentation of arts works to display skills and present an image.

Proficient hand skills Effective hand skills Satisfactory hand skills Support for hand skills Support for hand skills

Res

po

nd

ing

Discusses the feelings and ideas in their own and others’ artworks using art language.

Art

convers

atio

ns o

r T

eacher

Inte

rvie

w

Proficiently talks about particular features and sensory qualities relevant to the artistic intent in own and others’ artworks Uses a wide variety of specialised, technical and everyday art language to describe art experiences.

Comfortably talks about particular features and sensory qualities relevant to the artistic intent in own and others’ artworks Uses a variety of specialised, technical and everyday art language to describe art experiences.

With occasional prompting, talks about features of interest and sensory qualities represented in own and others’ artworks Uses specialised, technical and everyday art language to describe art experiences

With support, uses familiar language to identify features and sensory qualities of familiar environments/ materials in own or others’ artworks and art experiences

With explicit support, comments in own words on obvious features and sensory qualities of environments/materials in own or others’ artworks and art experiences

Refl

ec

tin

g Identifies what has been

learnt about self and art through completing the artwork T

eacher

inte

rvie

w

Perceptive reflection on new learning in relation to

Media & processes

Purpose & Audience

Elements & concepts

Informed reflection on new learning in relation to

Media & processes

Purpose & Audience

Elements & concepts

Relevant reflection on

new learning in relation to

Media & processes

Purpose & Audience

Elements & concepts

Superficial reflection


Media & processes

Purpose & Audience

Elements & concepts

Simple reflection on


Media & processes

Purpose & Audience

Elements & concepts



THE ARTS MUSIC Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4


1. Duration, beat, time values and metre are used to create rhythmic patterns e.g. using dotted notes and rests to create rhythmic patterns in compound time.

MS

MS

MS

MS

MS

MS

MS

MS

2. Pitch and intervals are used to create the melodic arrangement of sound e.g. singing a melodic ostinato to accompany a song.

MS

MS

MS

MS

MS

MS

MS

MS

3. Tonalities and harmonies are used to organise music e.g. hearing and identifying major and minor songs and chords.

MS

MS

MS

MS

MS

MS

MS

MS

4. Musical forms are used to structure music e.g. a recurring theme in rondo form, ABACA; verse/chorus form.

MS

MS

MS

MS

MS

MS

MS

MS

5. Familiar and unfamiliar sound sources, including vocal, instrumental and environmental sources, have characteristic sound qualities (tone colour) e.g. hearing the hum of city traffic; the resonating bass of a didgeridoo.

MS

MS

MS

MS

6. Relative softness and loudness and articulation of sounds are used to change dynamic levels and expressions of music e.g. using crescendo — gradually get louder using staccato — play short, detached notes.

MS

MS

MS

MS

MS

MS


THE ARTS VISUAL ARTS Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4


1. Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns e.g. using light colours to bring objects forward in a painting, while using dark colours to make objects recede.

2. contrast, space and patterns e.g. using broken and hatched marks to show contrast of light and dark.

3. Continuous, broken and hatched lines are used to create balance, Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns e.g. using repeated shapes in a wax-resist painting to create a visual pattern.

4. Texture creates contrast and patterns using lines, rubbings and markings e.g. using feathery marks that contrast with smooth rubbings in clay sculptures; a pencil drawing of a tree showing smooth leaves and rough bark.


THE ARTS DANCE Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 5

1. Gross and fine motor movements, including locomotor and non-locomotor, are used to create actions for short movement sequences e.g. jumping and rotating hands at the wrist.

PE

PE

2. Group formations are used to organise dancers in short movement sequences e.g. placing dancers in a V formation within the space.

MS

PE

MS

PE

3. Simple rhythmic patterns are used for timing of movements in short movement sequences eg Moving to 2 4and 4 time signatures.

MS

PE

MS

PE

4. Swinging and collapsing movement qualities are used to alter energy in short movement sequences e.g. collapsing or falling movement to represent a leaf dropping to the ground.

MS

PE

MS

PE

5. Structuring devices, including contrast and canon forms, are used to organise short movement sequences e.g. using different levels in a group shape; repeating an arm movement one after the other down a line of dancers

MS

PE

MS

PE


THE ARTS DRAMA Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4


1. Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice e.g. moving, speaking and reacting differently as a king, compared with as a servant.

PE

PE

2. Purpose and context guide the selection of time frames, language, place and space to express ideas e.g. altering time frames by starting at the end of a story and retelling it from that perspective.

PE

PE

3. Dramatic action is structured through storytelling, improvisation and extended role plays e.g. presenting an interpretation of stories originating from the Torres Strait Islands.

PE

PE

THE ARTS MEDIA Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 5

1. Still and moving images, sounds and words are selected to construct media texts e.g. using a soundtrack to accompany a visual sequence to create a particular mood.

2. Media techniques and practices, including layout, storyboard and manipulation of images, sounds and words, are used to create media texts e.g. changing the order of frames in a traditional or non-traditional comic strip to create different versions of a narrative

3. Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes e.g. using altered digital images of the school to portray it as a different place in an audiovisual l presentation


Assessment criteria KLA:- The Arts Dance Drama Media Music Visual Arts Levels 4 & 5 Junctures

Student Name:

Standards

Evi

denc

e

Inst

rum

en

ts


Assessable Elements A B C D E

Task specific

Kn

ow

led

ge

& U

nd

erst

and

ing

of

Using line, shape, colour & texture in various ways to create balance, pattern, contrast, variation, tone, movement, direction and space

Fo

lio-

Comprehensive knowledge & understanding of

Colour wheel concepts –shades, tints, warm/cool, complementary, etc.

Continuous, broken hatched lines

Open, enclosed, curves, angular, symmetrical, asymmetrical & overlapping shapes

Texture lines, rubbing & markings

to create balance, contrast, tone, variation, pattern space, repetition, movement

Thorough knowledge & understanding of






Satisfactory knowledge & understanding of






Variable knowledge & understanding of






Minimal knowledge & understanding of





Application of media/materials and tools (safety included) T

/Ob

s media, techniques and

tools media techniques and

tools media techniques

and tools media techniques

and tools media, techniques

and tools

pastel blending; colour washes to blend; brush work; making marks, rubbings, rolling clay slabs, making coils, using templates, embellishing surfaces *safe application of media expected at all standards

Mackay Central State School Years 4-5 Visual Arts GTMJ


Cre

atin

g

Organises elements to express personal /community values, beliefs, observations

Fo

lio

Skilful organisation of elements to imaginatively and purposefully express personal/community- values/beliefs/observations.

Effective organisation of elements to express personal/community- values/beliefs/ observations.

Satisfactory organisation of elements to express personal/ community- values/beliefs/ observations.

Variable organisation of elements to identify personal/ community- values/beliefs/ observations.

Minimal organisation of arts works to document an idea/observation

e.g. using a variety of rectangular shapes together in a painting to represent buildings in a town/using light colours to being objects forward and dark colours to make them recede

Pre

sen

tin

g

Presenting artworks using arts techniques, skills and processes considering familiar(Y3)/ different(Y5) purpose and audience (change/include additions to bullet points depending on artwork context)

Fo

lio

Controlled presentation of art works and technical skills to present an image with Strong visual impact. Realism/likeness Abstraction considering purpose and audience

Effective presentation of art works and technical skills to present an image with Visual impact. Realism/likeness Abstraction considering purpose and audience

Credible presentation of art works and technical skills to present an image with Visual interest Realism/likeness Abstraction considering purpose and audience

Variable presentation of art works to display developing skills and present a relevant image

with some consideration of purpose and audience

Minimal presentation of arts works to display skills and present an image.

Proficient hand skills Effective hand skills Satisfactory hand skills Developing hand skills Support for hand skills

Res

po

nd

ing

Uses arts elements and languages to describe personal impressions interpretations of artworks(Y3) influences of the social/cultural/historical contexts (Y5)

Teacher

Convers

atio

ns

Perceptive interpretations of artworks context, using elements and arts language to skilfully communicate ideas

Informed interpretations of artworks in context, using elements and arts language to effectively communicate ideas

Relevant interpretations of artworks in context using key arts terms to communicate ideas

Describes the artwork making connections with familiar contexts

Identifies a few ideas found in the artwork making connections with familiar contexts

Ref

lect

ing

Expresses effectiveness of artwork against WILF/Criteria (Y5-and how it could be changed)

Te

acher

inte

rvie

w

Perceptive reflection on learning-shares personal criticisms and (Y5) describes valid alternative methods and solutions

Informed reflection on learning- well thought out personal criticisms and (Y5) describes relevant alternative solutions

Relevant reflection on learning- describes what is liked or not liked and (Y5) suggests alternative ideas

Superficial reflection on learning- identifies what is liked or not liked about the artwork (Y5) prompts used to suggest alternative ideas

Reflection on learning-states whether or not they enjoyed the task



THE ARTS MUSIC Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4


1. Duration, beat, time values and metre are used to create rhythm e.g. playing a polyrhythm within a small ensemble.

MS

MS

MS

MS

MS

MS

2. Pitch and intervals are used to create melody e.g. composing a short melody over a tonic and dominant chord progression

MS

MS

MS

MS

3. Tonalities and harmonies are used to organise music in vertical arrangements e.g. playing major/minor keys, chord progressions and riffs.

MS

MS

MS

MS

MS

MS

4. Contemporary and traditional musical forms are used to structure music e.g. playing music in strophic form; composing a 12-bar blues song; identifying repetitive singing in vocal sequences of Aboriginal music and songs.

MS

MS

MS

MS

5. Vocal, instrumental and electronic sound sources have characteristic sound qualities (tone colour) e.g. hearing and identifying orchestral timbres.

MS

MS

MS

MS

MS

MS

6. Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expressions of music e.g. using accents to emphasise particular beats of a song.

MS

MS

MS

MS

MS

MS


THE ARTS VISUAL ARTS Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4


1. Blended, controlled and symbolic colour is used to create depth, representation and symbolism e.g. using mixed and blended colour to add depth in abstract paintings.

2. Descriptive and emotive lines are used to create abstraction, proportion and symbolism e.g. using fluid lines to show an emotional response to a stimulus.

3. Negative space and positive shape are used to create abstraction, non-representation and proportion e.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.

4. Actual, invented and simulated textures are used to create depth, representation and non-representation e.g. using texture in a collograph print to express ideas about water without using representational imagery.


THE ARTS DANCE Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 7

1. Combinations of locomotor and non-locomotor movements are used to create actions for movement sequences e.g. combining leaping, extending arms and dropping to the ground.

PE

PE

2. Directional focus is used to draw attention in space in movement sequences e.g. extending arms to stage right to draw the audience’s attention to a focus.

PE

PE

3. Combinations of simple and compound time signatures are used to modify timing of movements in sequences

PE

PE

4. Suspending and vibrating movement qualities are used to modify energy e.g. using quick pulsating movements to represent a racing heartbeat; using slow floating movements to represent the land

PE

PE

5. Structuring devices, including transitions, motifs and improvisation forms, are used to organise movement sequences e.g. representing anger with a recurrent theme or pattern (motif) of strong fists.

PE

PE


THE ARTS DRAMA Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 7

1. Roles and characters can be presented from different perspectives and in different situations, using variations in voice, movement and focus e.g. presenting land-user, traditional owner, environmentalist and government representative roles in an environmental issues drama.

2. Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express ideas e.g. changing mood of tired and depressed shipwreck survivors when a rescue boat is sighted.

3. Dramatic action is interpreted, prepared and shaped through scenarios and scripts e.g. using a student-devised script on a school-based issue such as bullying.

THE ARTS MEDIA Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 7

1. Still and moving images, sounds and words are applied and modified, using genre conventions, to construct media texts e.g. using conventions such as studio interviews, narration, commentary and dramatic re-enactment in a radio, video or web-based documentary on Australian Indigenous land rights.

2. Media techniques and practices, including editing and publishing, are used to create media texts e.g. using digital editing techniques to produce a DVD.

3. Representations in media texts have specific purposes and are modified to maximise audience impact e.g. using eye-catching images, slogans and jingles for a marketing campaign for a new product to target a teenage audience; using appropriate media images of Aboriginal peoples in a promotional video for a local context


Assessment Criteria :- The Arts Dance Drama Media Music Visual Arts LEVEL 7 Juncture

Student Name:

Standards

Evi

denc

e

Inst

rum

ent

s


Assessable Elements A

B C D E

Task specific Comprehensive knowledge & understanding of-

Descriptive & emotive use of line

Actual, invented & simulated texture

Positive shape & negative space

Blended, controlled & symbolic colour

to create depth, proportion, representation, symbolism, abstraction, proportion & non-representation.

Thorough knowledge & understanding of-






Satisfactory knowledge & understanding of-






Variable knowledge & understanding of-






Minimal knowledge & understanding of-






Kn

ow

led

ge

& U

nd

ers

tan

din

g o

f

Demonstrates properties of elements and concepts within an _____________ style /frame of reference (e.g. Pop Art, Abstract Expressionism, Aboriginal frame)

Experim

enta

l fo

lio

Experiments with materials, techniques and processes to explore possibilities T

/Obs

Checklis

ts

Confidently experiments

with materials, techniques, tools and processes to explore new possibilities.

Effectively experiments with

materials, techniques, tools and processes to explore possibilities

Satisfactorily experiments

with materials, techniques, tools and processes to explore possibilities.

Randomly, experiments

with materials, techniques, tools and processes to explore familiar possibilities

Randomly, experiments

with materials and tools

e.g .Mixing paint colours, wet on wet, dribbling & blowing paint applications, blending inks & paints, overlay/enhance with printing applications

Informs own artworks through a process of researching and documenting drawing upon personal reflections and interpretations in response to a range of contexts

Pro

cess J

ourn

al

Comprehensively plans and

researches from a wide range of contexts to inform artwork ideas.

Thoroughly plans and

researches from a range of contexts to inform artwork ideas.

Satisfactorily plans and

researches from different contexts to inform artwork ideas.

Variably plans and

researches from familiar contexts to inform artwork ideas.

With support, plans and

gathers ideas from familiar contexts to inform artwork

Detailed and insightful

thoughts, feelings and notes & carefully executed drawings relevant to the

development of the artwork, are recorded.

Informative thoughts, feelings and notes & well executed drawings relevant to the

development of the artwork, are recorded.

Thoughts, feelings and notes & well executed drawings relevant to the development of

the artwork, are recorded

Visual and written documentation is selected and presented to document progress in the artwork

Visual and written documentation

Mackay Central State School Years 6 - 7 Visual Arts GTMJ


Cre

ati

ng

Modifies and arranges elements and concepts to create a response suited to the context of the artwork

Fo

lio /A

rt

Convers

atio

ns

Skilfully modifies elements

and concepts to create a thought-provoking response.

Effectively modifies elements

and concepts to create an imaginative response.

Satisfactorily modifies

elements and concepts to create an appealing response

Modifies some elements

and concepts to create a reasonable response.

Modifies some elements

to create a response

e.g. an abstract expressionistic response- bold energetic lines to suggest disturbance, colour to influence mood, etc.

Aesthetic responses are further created through use of materials, processes and skills

T/O

bs

Selects and applies skills, materials and processes to enhance ideas

Selects and applies skills, materials and processes to represent ideas

Selects and applies skills, materials and processes to consider ideas

Selects and applies skills, materials and processes to suggest ideas

Selects and applies skills, materials and processes to replicate ideas

e.g. Deliberately allows ink to run down a page to enhance direction & flow of line or to draw eye towards another part of the image to enhance abstract quality

Pre

se

nti

ng

Ideas are visually organised within the whole composition Arts techniques, skills and processes are presented for considered purposes and audiences

Fo

lio

Controlled organisation of

ideas and elements to present a visually imaginative response that considers an intended Audience Purpose Display context Art Style

Effective organisation and of

ideas and elements to present a visually inviting response that considers an intended Audience Purpose Display Context Art Style

Satisfactory organisation of

ideas and elements to present a visually interesting response that mostly considers an intended Audience Purpose Display Context Art Style

Variable organisation of

ideas and elements to present artworks that consider:

Audience Purpose Display Context Art Style

Minimal organisation of

ideas and elements to present artworks that consider:

Audience Purpose Display Context Art Style

Controlled technical skills

and refinement of artwork for display

Effective technical skills and

refinement of artwork for display

Satisfactory technical skills

and refinement of artwork for display.

Developing hand skills Support required for

hand skills.

Res

po

nd

ing

Uses arts elements and languages to analyse & evaluate social, cultural, historical and spiritual contexts

Proficiently analyses and

evaluates particular features and sensory qualities relevant to the artistic context in own and others’ artworks.

Comfortably analyses and

evaluates particular features and sensory qualities relevant to the artistic context in own and others’ artworks.

Satisfactorily, analyses and

explains features of interest and sensory qualities relevant to the artistic context in own and others’ artworks

With support, uses familiar language to identify features

and sensory qualities in own or others’ artworks.

With support, uses

familiar language to identify features in own artwork

Uses a wide variety of

specialised, technical and everyday art language within spoken and written art genres to describe art

experiences.

Uses a variety of specialised,

technical and everyday art language within spoken and written art genres to describe

art experiences.

Uses specialised, technical and everyday art language within spoken and written art genres to describe art

experiences

Refl

ec

tin

g Expresses

effectiveness of artwork against the intent and suggests future modifications

Perceptive personal

criticisms in relation to the intent and highly substantiated descriptions of alternative methods and solutions

Informed personal criticisms

in relation to the intent and convincing descriptions of alternative methods and solutions

Relevant personal criticisms in

relation to the intent and logical descriptions of alternative methods and solutions

Variable reflection on

learning describing what is liked or not liked about the artwork and suggests alternative methods and solutions

Superficial reflection

identifying what is liked or not liked about the artwork


The Arts Assessable elements and descriptors of quality for A–E

Assessable elements and descriptors support teacher judgments about the standard a student has achieved.

Assessable elements:

• identify the valued features of the key learning area to be assessed

• draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding

• can be used together or independently when designing assessment.

Descriptors:

• indicate the qualities evident in student work

• use an A–E scale.

ASSESSABLE

ELEMENTS

DESCRIPTORS

A B C D E

The student work demonstrates evidence of:

Knowledge and

understanding

Comprehensive knowledge and

understanding of concepts, facts

and procedures

Thorough knowledge and


and procedures

Satisfactory knowledge and


and procedures

Variable knowledge and


and procedures

Rudimentary knowledge and


and procedures

Creating Insightful and skilful creation of

arts works to express ideas by

selecting and combining arts

elements, techniques, skills and

processes

Informed and effective creation

of arts works to express ideas

by selecting and combining arts


processes

Relevant and competent

creation of arts works to express

ideas by selecting and

combining arts elements,

techniques, skills and processes

Variable creation of arts works

to express ideas using arts


processes

Minimal creation of arts works

using arts elements, techniques,

skills and processes

Presenting Controlled presentation of arts

works to display interpretive and

technical skills

Effective presentation of arts


technical skills

Credible presentation of arts


technical skills

Variable presentation of arts


technical skills

Minimal presentation of arts


technical skills

Responding Perceptive response to arts

works using arts elements and

languages

Informed response to arts works

using arts elements and

languages

Relevant response to arts works


languages

Narrow response to arts works


languages

Cursory response to arts works


languages

Reflecting Perceptive reflection on learning Informed reflection on learning Relevant reflection on learning Superficial reflection on learning Cursory reflection on learning


Health and Physical Education Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved.

Assessable elements:




Descriptors:



ASSESSABLE

ELEMENTS

DESCRIPTORS

A B C D E


Knowledge and understanding

Comprehensive knowledge and understanding of concepts, facts and procedures

Thorough knowledge and understanding of concepts, facts and procedures

Satisfactory knowledge and understanding of concepts, facts and procedures

Variable knowledge and understanding of concepts, facts and procedures

Rudimentary knowledge and understanding of concepts, facts and procedures

Investigating Insightful identification of questions and issues to plan and conduct investigations

Effective identification of questions and issues to plan and conduct investigations

Competent identification of questions and issues to plan and conduct investigations

Variable identification of questions and issues to plan and conductinvestigations

Minimal identification of questions and issues to plan and conduct investigations

Insightful analysis and evaluation of information and evidence to communicate well-reasoned conclusions and decisions

Logical analysis and evaluation of information and evidence to communicate reasoned conclusions and decisions

Relevant analysis and evaluation of information and evidence to communicate credible conclusions and decisions

Variable analysis and evaluation of information and evidence to communicate obvious conclusions and decisions

Cursory analysis and evaluation of information and evidence to communicate conclusions and decisions

Planning Significant and well-justified proposals that promote movement capacities, health and wellbeing and personal development

Pertinent and justified proposals that promote movement capacities, health and wellbeing and personal development

Relevant and justified proposals that promote movement capacities, health and wellbeing and personal development

Relevant suggestions that promote movement capacities, health and wellbeing and personal development and decisions

Cursory suggestions that promote movement capacities, health and wellbeing and personal development

Implementing and applying

Insightful implementation of proposals

Effective implementation of proposals

Appropriate implementation of proposals

Variable implementation of proposals

Minimal implementation of proposals

Skilful application of concepts and skills

Proficient application of concepts and skills

Competent application of concepts and skills

Variable application of concepts and skills

Minimal application of concepts and skills

Reflecting Perceptive reflection on influencing factors, actions and learning

Informed reflection on influencing factors, actions and learning

Relevant reflection on influencing factors, actions and learning

Superficial reflection on influencing factors, actions and learning

Cursory reflection on influencing factors, actions and learning


Mackay Central State School - Year 3 HPE Essentials Overview

Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4

HEALTH

BY THE END OF YR3

1. The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings)

2. Health behaviours and choices are influenced by personal factors, people and environments

3. Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety

4. A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing

PHYSICAL EDUCATION

BY THE END OF YR3

1. Development of body and spatial awareness improves movement and confidence in a variety of physical activities

2. Development of locomotor and non-locomotor movements and manipulative skills can improve the quality of physical performance and support participation in physical activities

3. Regular participation in physical activity develops movement capacity and promotes health and wellbeing

PERSONAL DEVELOPMENT

BY THE END OF YR3

1. Identity is shaped by personal characteristics and experiences

2. Establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences

3. Everyday experiences and relationships give rise to different emotions in self and others



Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4

HEALTH

BY THE END OF YR5

1. Health includes physical, social, emotional and cognitive (relating to thought processes, reasoning and intuition) dimensions

2. Personal, social, cultural and environmental factors influence behaviours and choices including eating and physical activity

3. Individual and group action can promote health and wellbeing, including safety

4. Energy balance can be achieved by selecting a range of foods from the five food groups, in amounts that reflect personal factors, age and activity levels.

PHYSICAL

EDUCATION

BY THE END OF YR5

1. Application of appropriate techniques for fundamental and simple specialised movement skills can enhance physical performance and participation in physical activities

2. Working cooperatively, and being aware of others and fair play, can enhance the experience of physical activities for individuals and groups

3. Regular participation in physical activity can improve movement capacities, personal development and health and wellbeing.

PERSONAL DEVELOPMENT

BY THE END OF YR5

1. Identity is influenced by personality traits, responses in a variety of social contexts, responsibilities and accomplishments

2. Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves and others

3. Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in



Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

HEALTH

BY THE END OF YR7

1. Health has physical, social, emotional, cognitive and spiritual (relating to beliefs) dimensions, which are interrelated

2. Family, peers and the media influence health behaviours

3. Individuals, groups and communities act on the advice in health promotion campaigns to promote health and wellbeing, including safety, and contribute to management of health risks

4. Food groups are rich in particular nutrients, and food intake can be adapted to meet changing needs during adolescence

PHYSICAL EDUCATION

BY THE END OF YR7

1. Modifying techniques and selectively applying movement concepts can enhance physical performance and increase enjoyment in physical activities

2. Refining teamwork, tactics and strategies in a variety of contexts improves movement capacities, and physical performance, and enhances participation in physical activity

3. Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength and endurance, flexibility, and health and wellbeing

PERSONAL

DEVELOPMENT

BY THE END OF YR7

1. Identity and self-image are influenced by environmental factors, including the media, and social expectations of age, gender and culture

2. Assuming roles and responsibilities, experiencing leadership opportunities, respecting cultural protocols and differences and working well with others, develops positive identity and self-esteem

3. Life events and transitions can be dealt with through meaning-making, resilience strategies, and use of personal and community resources


Year 1: SOSE Essential Learnings By the end of Year 3

Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives.

Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • investigating • communicating • participating • reflecting.

Ways of Working T1 Hist

Unit 1

T2 Hist

Unit 2

T3 Geog

Unit 1

T4 Geog

Unit 2

• pose questions for investigations

• plan simple investigations based on questions

• identify and collect information and evidence from narratives and familiar sources

• make judgments about the usefulness of the information and evidence

• draw conclusions and give explanations, using information and evidence

• communicate social and environmental ideas, using texts and terminology to match audience and purpose

• share ideas, and plan and enact responses to group or community issues

• participate in group decision making to achieve goals

• reflect on and identify values associated with fairness, protecting the environment and behaving peacefully

• reflect on learning to identify new understandings.

Knowledge and Understanding T1 Hist

Unit 1

T2 Hist

Unit 2

T3 Geog

Unit 1

T4 Geog

Unit 2

Time, continuity and change (Covered in ACARA History)

Place and space (Covered in ACARA Geography)

Culture and Identity

Groups and communities are identified by practices, symbols and celebrations that reflect their values, beliefs and sense of belonging

Aboriginal peoples and Torres Strait Islander peoples are Australia’s Indigenous peoples and their influences are evident and valued in Australian communities

Stories about significant events and individuals reflect cultural diversity in local and other Australian communities

Citizenship involves belonging to groups and communities and valuing different contributions and behaviours such as caring for other members

Political and economic systems

Rights and responsibilities, rules and codes of behaviour are part of local communities

Democratic decision-making systems help people to live and work together in communities

Voting is used to make decisions and select leaders in democratic systems

Australians are connected to other people and places by shared interests, including travel, exchanging goods and services, and environmental issues

People and resources are involved in the production and consumption of familiar goods and services


Additions/Adjustments made in order to embed SOSE Essentials into existing units of work

Term

1

History Unit 1 Exploring this moment in time

Inquiry question/s:

How do we describe the sequence of time?


understand concepts and terms used to describe the passing of time

understand how a timeline can order events according to past, present or possible future

recognise events that happened in the past may be memorable or have personal significance

collect and discuss sources, such as images, objects and family stories, that have personal significance

sequence events of personal significance

describe an event of personal significance, referring to sources, and using terms to describe the passing of time.

Term

2

History Unit 2 Exploring yesterday and today – my grandparents, my parents and me

Inquiry question/s:

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?


identify elements of significance in the childhood lives of their parents and grandparents

compare and contrast the childhood of their parents and grandparents with their own

recognise elements of childhoods that may have changed or remained the same

pose questions about what life was like in grandparents’ childhood

examine sources showing family life over generations

interview grandparents or special older person to gain information to use in a narrative about how family life has changed

tell a narrative supported by images contrasting the experience of childhood from their grandparents’ day to present day.

Term

3

Geography Unit 1

How do people use places?

Inquiry question/s:

How can spaces with in a place be rearranged to suit different purposes?


draw on studies at the personal scale, including familiar places, for example, the school, local park and local shops

understand that the features of places can be natural, for example a beach, managed, for example a farm, or constructed’, for example a building


collect and record geographical data and information to identify and describe the natural, constructed and managed features of places

collect and record geographical data and information to identify examples of how the features of places are used or described by people differently

observe spaces within the school that are arranged for different activities or purposes

represent and label spaces within a place on a pictorial map and describe using the language of direction and location

respond to questions about the organisation of spaces within a place, including why spaces within a place are used for particular purposes

Term

4

Geography Unit 2



draw on studies at the personal scale, including familiar places for example, the school, local park and local shops

understand that weather and climate affect the visible elements or features of a place nearby or far away

ask questions using the stems of ‘what’, ‘how’ and ‘why’ to find out about the weather

observe the daily and seasonal weather (rainfall, temperatures, sunshine and wind) of a place nearby and far away

collect and record geographical data and information, such as, observations and the stories of Aboriginal peoples and Torres Strait Islander peoples, to describe the weather and seasons of a place nearby or far away

reflect on learning to respond to questions about how features of places can be cared for




Students demonstrate evidence of their learning over time in relation to the following assessable elements:


• investigating

• communicating

• participating

• reflecting.

Ways of Working T1

Hist

Unit 1

T2

Hist

Unit 2

T3

Geog

Unit 1

T4

Geog

Unit 2

T4

Science

Unit 2












Unit 1

T2 Hist

Unit 2

T3 Geog

Unit 1

T4 Geog

Unit 2





ANZAC




rules



rules






SOSE Essentials and Ways of Working embedded into the following existing units of work and standalone units

Term

1

History Unit 1: Exploring the impact of changing technology on people’s lives

Inquiry question/s:

How have changes in technology shaped our daily life? In this unit students;






describe ways technology has impacted on peoples’ lives making them different from those of previous generations

Term 1: Establishing classroom routines and rules

Term

2

History Unit 2: Exploring my local community

Inquiry questions:


What remains of the past are important to the local community? Why? In this unit students:


examine the remains of the past in the local area through a focus on an historical site and/or a significant person

investigate a person and/or site of significance in the local community

ask questions of a historical site and/or person to appreciate its value or contribution to the community or significance to Aboriginal peoples and Torres Strait Islander peoples

sequence key events in the history of the historical site and/or person over time

discuss why a historical site and/or person has heritage value or is significant

present a report on a person and/or site of significance to the local community

Term 2: ANZAC Day

Term

3

Geography Unit 1: What is the story of my place?

Inquiry question:

What is a place? In this unit, students:

draw on representations of the world as geographical divisions, and the location of Australia

understand that each place has a location on the surface of the Earth which can be expressed using direction and location of one place from another


use a globe or a maps to identify examples of places that are defined at different levels or scales, such as, personal scale (neighbourhood), local scale (town, rural area or city), regional scale, national scale, or region of the world scale

use a globe, map or other geographical tool to locate and name the continents, oceans, Equator, and North and South poles

collect and record geographical data and information, such as observations, interviews, storybooks and photographs to identify examples of how places are defined by different groups and how they change over time

represent connections between places by constructing a map and using symbols

describe the location and direction of a place

Term

4

Geography Unit 2: How are people and places connected?


draw on studies local places within Australia and other places throughout the world

understand that a place is connected to other places, and people are connected to their place and places throughout the world

understand connection between places throughout the world are affected by distance and accessibility

pose questions about the connections between places using the stems of ‘what do I feel’, ‘what would it be like to’ or ‘what effect’

collect and record geographical data and information, for example, a survey, to identify the ways and frequency of people’s connections to other places in Australia, the countries of Asia, and across the world, and record

collect and record geographical data and information, such as, the stories of Aboriginal peoples and Torres Strait Islander peoples, to identify reasons for people’s connection to other places and its maintenance, for example, through birth, residence, heritage, and chosen or forced movement

compare the influence of purpose, distance and accessibility on connections between people and places over time

respond with ideas on how connections with a place often enable higher levels of care for a place

Science Unit 4:

Save planet Earth

Students investigate Earth's resources, describing changes to and reflecting on how Earth's resources are used and the importance of conserving resources for the future of all living things. Students use their science knowledge of conservation to propose and explain actions that can be taken to conserve Earth's resources, and decisions they can make in their everyday lives. Students share their ideas about conservation of Earth’s resources in an oral presentation.

Students will learn how Aboriginal peoples and Torres Strait Islander peoples use their knowledge of conservation in their everyday lives.




Students demonstrate evidence of their learning over time in relation to the following assessable elements:


• investigating

• communicating

• participating

• reflecting.

Ways of Working T1

Hist

Unit 1

T2

Hist

Unit 2

T3

Geog

Unit 1

T4

Geog

Unit 2












Unit 1

T2 Hist

Unit 2

T3 Geog

Unit 1

T4 Geog

Unit 2
















Term

1

History Unit 1 Investigating celebrations, commemorations and community diversity

Inquiry question/s:

In this unit students: How and why do people choose to remember significant events of the past?







Additions:

Rights and responsibilities

Democratic decision making (School and class rules; Election of school and class leaders)

Voting

Term

2

History Unit 2 Exploring continuity and change in local communities

Inquiry question/s:

Who lived here first and how do we know?

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


plan and conduct research about continuity and change in the region or state/territory

pose a range of questions to guide research

identify sources and locate relevant information in sources to answer questions about the past

locate information in sources to explore the importance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples who belong to a local area or region

recognise and appreciate the historical features and remains of the past in a local area

record information from sources, including oral stories from Aboriginal or Torres Strait Islander Elders

use a range of communication forms including texts to explain aspects of continuity and change over time in the region or state/territory.

Additions:

Culture and Identity – celebrations and commemorations with Birthdays, ANZAC Day and Easter that reflect values, beliefs and a sense of belonging

Term

3

Geography Unit 1

Exploring similarities and differences in places near and far

Inquiry question/s:

What would it be like to live in a neighbouring country?

How and why are places similar and different?

Additions:

Include Aboriginal and Torres Strait Islander people are Australia’s indigenous people and their influences are evident and valued in Australian communities

Stories about significant events and individuals reflect cultural diversity and citizenship

Term

4

Geography Unit 2 Protecting places near and far In this unit, students:

draw on studies at the local scale in Australia and its neighbouring countries

recognise the connections between people and places

understand that as a characteristic of a place, climate is an important contributor to the identity of a place, and influences how and where people live

pose questions for investigating a place of significance in Australia and in one of Australia neighbouring countries

collect and record data and information by interviewing people about how their feelings and perceptions of places influences their views collect and record data and information to identify the influence of climate, settlement and demographic characteristics on the way people live in the selected places of significance

interpret data and information to identify similarities and differences for selected places of significance

form conclusions identify how climate, settlement and demography influence how people have live in the selected places of significance

present findings, using geographical terms, identifying connections between people and places

reflect on how to care for and respect places at the local scale

suggest action to protect and improve selected places of significance

Additions:

Sugar Industry people and resources are involved in the production and consumption of familiar goods and services Environmental Issues – why recycle? “Reef Guardian School”


Studies of Society and Environment Assessable elements and descriptors support teacher judgments about the standard a student has achieved.

Assessable Elements:




Descriptors:



ASSESSABLE

ELEMENTS

DESCRIPTORS

Very High HIgh Sound Developing Requires Support








Investigating Insightful identification of issues, development of questions, and use of inquiry processes

Effective identification of issues, development of questions, and use of inquiry processes

Competent identification of issues, development of questions and use of inquiry processes

Variable identification of issues, development of questions and use of inquiry processes

Minimal identification of issues, development of questions and use of inquiry processes

Discerning analysis and evaluation of evidence and information to draw well-reasoned conclusions

Logical analysis and evaluation of evidence and information to draw reasoned conclusions

Relevant analysis and evaluation of evidence and information to draw credible conclusions

Narrow analysis and evaluation of evidence and information to propose obvious conclusions

Cursory analysis and evaluation of evidence and information to propose conclusions

Communicating Clear and accurate communication conforming to the conventions of text types

Coherent and accurate communication conforming to the conventions of text types

Sound communication conforming to the conventions of text types

Disjointed communication using some conventions of text types

Unclear communication using some conventions of text types

Participating Skilful use of strategies to act on issues

Effective use of strategies to act on issues

Appropriate use of strategies to act on issues

Variable use of strategies to act on issues

Minimal use of strategies to act on issues

Reflecting Perceptive reflection on investigations, values, perspectives and learning

Informed reflection on investigations, values, perspectives and learning

Relevant reflection on investigations, values, perspectives and learning

Superficial reflection on investigations, values, perspectives and learning

Cursory reflection on investigations, values, perspectives and learning


YEAR 4: SOSE Essential Learnings By the end of Year 5

Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• knowledge and understanding;

investigating;

communicating;

participating;

reflecting.

Ways of Working T1-4

Science

T1 Hist

U1

T2 Hist

U2

T3 Geog

U1

T4 Geog

U2

• pose and refine questions for investigations

• plan investigations based on questions and inquiry models

• collect and organise information and evidence

• evaluate sources of information and evidence to determine different perspectives, and distinguish facts from opinions

• draw and justify conclusions based on information and evidence

• communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose

• share opinions, identify possibilities and propose actions to respond to findings

• apply strategies to influence decisions or behaviours and to contribute to groups

• reflect on and identify personal actions and those of others to clarify values associated with social justice, the democratic process, sustainability and peace

• reflect on learning to identify new understandings and future applications.

Knowledge and Understanding T1-4

Science

T1 Hist

U1

T2 Hist

U2

T3 Geog

U1

T4 Geog

U2




Groups in Australian communities contribute to cultural diversity by celebrating differences and commonalities

Australian society has responded to different cultures in positive and negative ways

Aboriginal people and Torres Strait Islander people have distinctive social organisation, languages and lifestyle


Australia’s government systems are based on principles of democracy, including elected representation, free speech and civic participation, that have their origins in ancient Greece, Britain and the United States

Australia’s legal system has laws to protect personal rights and responsibilities of young people, consequences for breaking laws and key personnel who ensure the functioning of the system

Citizenship involves people sharing values, and working together in communities to influence decision making, resolve conflicts and achieve consensus between diverse views of individuals and groups

Australia is connected to other countries in the Asia–Pacific region by social and economic ties, including immigration, shared populations, assistance in disasters, trading goods and services, and common media sources and outlets.

Economic systems allocate resources, and are based on the principle that while resources are limited, needs and wants are unlimited



Term

1

History Unit 1: Investigating European exploration and the movement of peoples

Inquiry question/s:



In this unit students






Term

2

History Unit 2: Investigating the impact of colonisation

Inquiry question/s:

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

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


recognise Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians

appreciate the longevity and richness of the history of Aboriginal peoples and Torres Strait Islander peoples

investigate the histories, cultures and daily lives of Aboriginal peoples and Torres Strait Islander peoples prior to contact with others

pose questions about the effect of colonisation, particularly the arrival of early traders, explorers and settlers on Aboriginal peoples and Torres Strait Islander peoples

use provided sources to identify points of view and examine the impact of these interactions on families and the environment

Describe the experiences of a group over time identifying events that brought change.

Term

3

Geography Unit 1:

Exploring environments and places

Inquiry question/s:

How does the environment support the lives of people and other living things?


draw on studies at the national scale, including Australia and the location of major countries in South America and Africa


explore the importance of environments to animals and people and how places are characterised by their environments

collect and record geographical information from sources to identify how environments support animals and people

use geographical tools and sources to identify and compare the characteristics of places, including the types of natural vegetation and native animals

represent data by constructing tables and graphs

represent the location of places and their features by constructing a large-scale map conforming to cartographic conventions, including scale, legend, title and north point

interpret geographical information and data to identify patterns and distributions of the features of places

interpret geographical information and data to identify different views on how environments should be protected, and form conclusions

describe the location of places and their features using grid references, compass direction and distance

describe and compare the characteristics of places in different locations at the national scale, using geographical terms.

Term

4

Geography Unit 2

Using places more sustainably


draw on studies of Australia

develop geographical questions to investigate about the connections between resources provided by the environment and used by different groups of people

compare how people adapt to, and alter environments

recognise that sustainability is perceived in different ways by different groups, and involves careful use of resources and management of waste

collect and record geographical information from sources to explore how the knowledge and practices of Aboriginal peoples and Torres Strait Islander peoples are shared and enacted in their custodial responsibility of places and environments

collect and record information from sources to identify the perceptions of groups, including Aboriginal peoples and Torres Strait Islander peoples, on how the environment provides for people

form conclusions about caring for the environment and meeting the needs of people

present findings, using geographical terms, reflect on learning to propose individual action on the ways people seek to improve or use resources more sustainably and identify the expected effects of their proposed action.

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


YEAR 5: SOSE Essential Learnings By the end of Year 5

Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• knowledge and understanding;

investigating;

communicating;

participating;

reflecting.

Ways of Working T1 Hist

U1

T2 Hist

U2

T3 Geog

U1

T4 Geog

U2












U1

T2 Hist

U2

T3 Geog

U1

T4 Geog

U2




Groups in Australian communities contribute to cultural diversity by celebrating differences and commonalities

Australian society has responded to different cultures in positive and negative ways

Aboriginal people and Torres Strait Islander people have distinctive social organisation, languages and lifestyle


Australia’s government systems are based on principles of democracy, including elected representation, free speech and civic participation, that have their origins in ancient Greece, Britain and the United States

Australia’s legal system has laws to protect personal rights and responsibilities of young people, consequences for breaking laws and key personnel who ensure the functioning of the system

Citizenship involves people sharing values, and working together in communities to influence decision making, resolve conflicts and achieve consensus between diverse views of individuals and groups

Australia is connected to other countries in the Asia–Pacific region by social and economic ties, including immigration, shared populations, assistance in disasters, trading goods and services, and common media sources and outlets.

Economic systems allocate resources, and are based on the principle that while resources are limited, needs and wants are unlimited



Term

1

History Unit 1

Exploring the development of British colonies in Australia

Inquiry question/s:

How did an Australian colony develop over time and why?

How did colonial settlement change the environment?

What do we know about the lives of people in Australia’s colonial past and how do we know? In this unit students:



sequence key events related to the development of British colonies in Australia.

investigate the economic, political and social motivations behind colonial developments, particularly the establishment of the Moreton Bay colony in Queensland,

use provided sources to examine and describe aspects of daily life in the early to mid-1800s

locate information in sources about the reasons for migration to the colonies by people from Europe during the mid-1800s

use provided sources to examine and describe the impacts of colonisation on the environment and Aboriginal peoples

Additions:

AbTSI social organisation and languages

Term

2

History Unit 2

Investigating the colonial period in Australia

Inquiry question/s:

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

What do we know about the lives of people in Australia’s colonial past and how do we know? In this unit students:


appreciate how Australians came to live together and were governed overtime investigate the causes and effects of significant developments or events affecting development of the Queensland colony, for example, frontier conflicts and the Gold Rush.

pose questions about the reasons people migrated to Australia from Europe and Asia

use provided sources to examine and describe the experiences of and the contributions of significant individuals or groups to life in the colonies

compose and present a description of the contribution of a significant individual or group to shaping colonial Australia.

Additions:

Government system origins

Citizenship: Safety; Risk; Rules/Responsibilities

Term

3

Geography Unit 1 Inquiry question/s:

How do people and environments influence one another? In this unit, students:

draw on studies at the national scale, including Australia and the location of major countries in Europe and North America


collect and record relevant geographical data and information from secondary sources, to identify the influence of the environment on the human characteristics of places

collect and record relevant geographical data and information from secondary sources, to identify the influence people have had on environmental characteristics of places

collect and record relevant geographical data and information from primary and secondary sources, to identify the influence of the humans on the environmental characteristics of a place

represent in a graphic form climate data for places and interpret the effect of climate on the environmental and human characteristics of a place

describe the location of selected countries in relative terms

construct large-scale and small-scale maps conforming to cartographic conventions to locate and label places and their major environmental and human characteristics

compare geographical information to identify patterns or trends in how people have responded to climatic conditions in places

describe the influence of environmental processes on the characteristics of places, and how people can affect change, using geographical terms.

Term

4

Geography Unit 2

Exploring how places are changed and managed by people


draw on studies at the national scale, including Australia

identify and describe how places are affected by the interconnection between people, places and environments

develop an inquiry question about responding to the geographical challenge of bushfire or flood, and plan an inquiry

collect and record relevant geographical data and information from primary and secondary sources, to identify the influence of people on the human characteristics of places, including how the use of space within a place is organised

collect and record relevant geographical data and information from primary and secondary sources, using ethical protocols, on the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management

consider the usefulness of collected information

present findings, using geographical terms on the ways people respond to a geographical challenge

propose ways of people can respond to a geographical challenge and identify the expected effects of their proposed action

Additions:

Australia’s connection to the Asia/Pacific region


YEAR 6: SOSE Essential Learnings By the end of Year 7 Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

knowledge and understanding; investigating; communicating; participating; reflecting

Ways of Working T1

Hist

U1

T2

Hist

U2

T3

Geog

U1

T4

Geog

U2











Knowledge and Understanding T1

Hist

U1

T2

Hist

U2

T3

Geog

U1

T4

Geog

U2




Material and non-material elements influence personal identity and sense of belonging of groups

Perceptions of different cultures and groups are influenced by local, national and world events and by representations in the media

Aboriginal people’s and Torres Strait Islander people’s diverse social organisation, languages and lifestyles reflect the importance of “country” — land, sea and places

Contact between Indigenous and non-Indigenous cultures in Australia and in other places have had significant effects on language, culture, land ownership, health and education of Indigenous people

Accessing Indigenous knowledge involves the protocols of consultation with the local Aboriginal community and/or the Torres Strait Islander community.


Australia’s government systems are characterised by principles including civil society and representative democracy, processes including free and fair elections, institutions including parliaments and political parties, and instruments including the Australian Constitution

Australia’s legal system is founded on laws that reflect community values, including fairness and impartiality, and the courts to uphold the laws and protect rights and freedoms.

Local, state, national and Indigenous systems of government in Australia have different roles, functions, ways of operating and impacts on people and communities

Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights

Australia is connected to other nations through international agreements, the responsibilities of global citizenship, and shared commitments to security and environmental issues

Economic systems involve primary, secondary, service and knowledge industries that use resources and develop products and services for sale to consumers



Term

1

History Unit 1

Exploring the development of the Australian nation

Inquiry questions:

Why and how did Australia become a nation?

How did Australian society change throughout the twentieth century?


recognise key events in the development of Australia as a nation


investigate Australia’s path to Federation from the late 1800s to 1901

examine sources presenting different perspectives on Federation and preferred models of government, including British and American influences on Australia’s system of law and government

describe the experiences of Australian democracy and citizenship by a range of groups, including the status and rights of Aboriginal peoples and/or Torres Strait Islander peoples

identify continuity or change

explain the significance of individuals or groups who advocated for rights or were the beneficiaries of polices and legislation.

Term

2

History Unit 2

Investigating the development of Australia as a diverse society

Inquiry questions:

Who were the people who came to Australia? Why did they come?

What contribution have significant individuals and groups made to the development of Australian society?

How did Australian society change throughout the 20th century?


recognise key events in Australia’s economic and social development

appreciate how Australians came to live and work together

examine the growth of the Australian population in the twentieth century

appreciate how world events affected the development of Australian society during this time

compare the factors which contributed to people migrating to Australia

identify the reasons behind migration stories

explore the significance of individual narratives from oral and written histories.

Term

3

Geography Unit 1

Exploring a diverse world

Inquiry question/s:

How do places, people and cultures differ across the world?


draw on studies at different scales, including Australia and the location of the major countries in the Asia region

understand that the range environments across the world has led people to create communities characterised by diversity, for example, diversity in beliefs, economic activity and varied ways of living

use geographical tools to identify the geographical divisions of Asia, locate the major countries of Asia, and describe their relative and absolute location

to Australia using direction and distance

collect and record relevant geographical data and information from secondary sources to identify the distribution of Indigenous or First peoples in selected countries in Asia and the Pacific

represent data in different forms

represent the location of places and their characteristics in different graphic forms, including constructing large-scale and small scale maps conforming to

cartographic conventions

interpret data and other information to identify patterns and trends, and infer relationships between economic, demographic and social characteristics of selected countries in Asia and Australia

Term

4

Geography Unit 2

Exploring Australia’s connections with other countries


draw on studies at different scales, including Australia major countries of Asia or a region within Asia

understand that the characteristics of places are affected by global and local influences, and becoming increasingly connected at the same scale and across scales

develop an inquiry question about the ways people in their local community are connected to Asia or a selected country of Asia, and plan an inquiry guided by this question

collect and record relevant geographical data and information from primary and secondary sources on significant events that connect people and places throughout the world and the various connections Australia has with Asia or a selected country of Asia

collect and record relevant geographical data and information, using ethical protocols, from primary and/or secondary sources, on how these connections change people and places

evaluate sources for their usefulness

present findings, using geographical terms, on how connections between Australia and Asia or a selected country of Asia are reciprocal and interdependent, and have changed places and affected people

propose action on how to increase the awareness of the effect of people’s connections to and proximity of people to places has on their awareness and

opinion of places in Asia or a selected country of Asia, and describe the expected effects of their proposal





http://www.australiancurriculum.edu.au/Glossary?a=G&t=Ethical%20protocols


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


YEAR 7: SOSE Essential Learnings By the end of Year 7 Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

knowledge and understanding; investigating; communicating; participating; reflecting

Ways of Working T1

Hist

U1

T2

Hist

U2

T2

Hist

U3

T3

Geog

U1

T4

Geog

U2











Knowledge and Understanding T1

Hist

U1

T2

Hist

U2

T2

Hist

U3

T3

Geog

U1

T4

Geog

U2




Material and non-material elements influence personal identity and sense of belonging of groups

Perceptions of different cultures and groups are influenced by local, national and world events and by representations in the media

Aboriginal people’s and Torres Strait Islander people’s diverse social organisation, languages and lifestyles reflect the importance of “country” — land, sea and places

Contact between Indigenous and non-Indigenous cultures in Australia and in other places have had significant effects on language, culture, land ownership, health and education of Indigenous people

Accessing Indigenous knowledge involves the protocols of consultation with the local Aboriginal community and/or the Torres Strait Islander community.


Australia’s government systems are characterised by principles including civil society and representative democracy, processes including free and fair elections, institutions including parliaments and political parties, and instruments including the Australian Constitution

Australia’s legal system is founded on laws that reflect community values, including fairness and impartiality, and the courts to uphold the laws and protect rights and freedoms.

Local, state, national and Indigenous systems of government in Australia have different roles, functions, ways of operating and impacts on people and communities

Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights

Australia is connected to other nations through international agreements, the responsibilities of global citizenship, and shared commitments to security and environmental issues

Economic systems involve primary, secondary, service and knowledge industries that use resources and develop products and services for sale to consumers



Term

1

History Unit 1


Inquiry question:



Term

1/2

History Unit 2

The Asian world – China

Inquiry questions:



Term

2

History Unit 3

The Mediterranean world – Rome

Inquiry questions:



Term

3

Geography Unit 1

Water in the world (note Science Units 1 & 2 study water)

Inquiry question/s:

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve the availability of resources and access to services?

Term

4

Geography Unit 2

Place and liveability


draw on studies of world region, including the geographical contexts of Australia and Europe

discuss unit inquiry questions and geographical methodologies

make observations and develop geographically significant questions in response to a geographical challenge, for example, deciding where to live

examine measures of liveability and consider perceptions on the liveability of places at national scale

collect, select and record relevant geographical data and information from primary and secondary sources to determine the influence of environmental quality and accessibility to services on the liveability of places

select and record relevant geographical data and information from primary and secondary sources to identify the influence of social connectedness, community identity and perceptions of crime and safety on the liveability of places

evaluate the information for its reliability and usefulness

interpret and analyse geographical information to form conclusions about which factors affect liveability of places

present findings using relevant geographical terminology and graphic representations in a range of communication forms on how to improve the liveability and sustainability of places drawing on examples from Australia and Europe

propose strategies to improve the liveability and sustainability of places using environmental, economic and social criteria

describe the expected effects of their proposal

reflect on the inquiry process and their learning


Studies of Society and Environment Assessable elements and descriptors support teacher judgments about the standard a student has achieved.

Assessable Elements:




Descriptors:



ASSESSABLE

ELEMENTS

DESCRIPTORS

A B C D E








Investigating Insightful identification of issues, development of questions, and use of inquiry processes

Effective identification of issues, development of questions, and use of inquiry processes

Competent identification of issues, development of questions and use of inquiry processes

Variable identification of issues, development of questions and use of inquiry processes

Minimal identification of issues, development of questions and use of inquiry processes

Discerning analysis and evaluation of evidence and information to draw well-reasoned conclusions

Logical analysis and evaluation of evidence and information to draw reasoned conclusions

Relevant analysis and evaluation of evidence and information to draw credible conclusions

Narrow analysis and evaluation of evidence and information to propose obvious conclusions

Cursory analysis and evaluation of evidence and information to propose conclusions

Communicating Clear and accurate communication conforming to the conventions of text types

Coherent and accurate communication conforming to the conventions of text types

Sound communication conforming to the conventions of text types

Disjointed communication using some conventions of text types

Unclear communication using some conventions of text types

Participating Skilful use of strategies to act on issues

Effective use of strategies to act on issues

Appropriate use of strategies to act on issues

Variable use of strategies to act on issues

Minimal use of strategies to act on issues

Reflecting Perceptive reflection on investigations, values, perspectives and learning

Informed reflection on investigations, values, perspectives and learning

Relevant reflection on investigations, values, perspectives and learning

Superficial reflection on investigations, values, perspectives and learning

Cursory reflection on investigations, values, perspectives and learning


Mackay Central State School: P–7 overview (Learning Essentials) TECHNOLOGY

Mackay Central State School - Year 3 Technology Essentials Overview In Years 1-3, the following ‘Ways of Working’ will be embedded within each of the units covered across the four terms. • identify the purpose for design ideas • generate simple ideas for designs • communicate major features of their designs, using 2D or 3D visual representations and words • select resources, simple techniques and tools to make products • plan and sequence main steps in production procedures • make products by following production procedures to manipulate and process resources • follow guidelines to apply safe practices • evaluate products and processes by identifying what worked well, what did not and ways to improve • reflect on the uses of technology and describe the impact in everyday situations • reflect on learning to identify new understandings.

TECHNOLOGY TECHNOLOGY AS A HUMAN ENDEAVOUR Year 1 Year 2 Year 3

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 3

6. Products include artefacts, systems and environments e.g. designing and making a greeting card; designing a lending system to keep track of books in a library; making an environment for a pet to live in.

7. Designs for products are influenced by purpose, audience and availability of resources e.g. forms of transport and transportation systems have changed over time; toys and games are designed to meet the needs of particular age groups.

8. Technology and its products impact on everyday lives in different ways e.g. computers, software and mobile phones have simplified everyday activities; products, including fishing boats, rods and reels, help us catch fish; shopping trolleys carry groceries.

INFORMATION, MATERIALS AND SYSTEMS (RESOURCES)


5. Resources have characteristics that can be matched to design requirements e.g. a website can be made more appealing by the use of bright colours and animations; selecting materials that will float to make a boat; characteristics of Australian plants affect the types of string and rope made by Indigenous peoples.

6. Simple techniques and tools are used to manipulate and process resources e.g. cutting, pasting and presenting images and text on a poster; shaping clay to make a decoration.



Tec

hn

olo

gy

Year

1

Integrated with English Unit 1

Explaining how a story works

Students listen to, read and view a range of

picture books in order to analyse and explain

a familiar story


Exploring characters in stories

Students listen to, read, view and interpret

spoken, written and multimodal literary texts to

identify some features of characters in these

texts and to create character descriptions.

Integrated with English Unit 5 and 6

Examining language of communication — questioning

Students listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities.

Students create an animal character to be included in a literary text, and discuss their choices in an interview.

Integrated with English Units 7 and 8

Creating digital texts

Students listen to, read, view and interpret traditional and digital multimodal texts, to explore the language and text structures of procedure in imaginative and informative contexts. Students create a digital presentation of a procedure from a literary context.

Year

2

Integrated with History Unit 1

Exploring the impact of changing technology on people’s lives

Inquiry question/s:

How have changes in technology shaped our daily life?

In this unit students;





describe ways technology has impacted on peoples’ lives making them different from those of previous generations.

Integrated with Science Unit 2

Toy factory

Students investigate and explain how pushes

and pulls cause movement in objects used in

their daily lives.. Students use informal

measurements to make and compare

observations about movement They then

apply this knowledge to explain the pushes

and pulls involved in moving a toy or object

they create.

In Technology they will design, make and

evaluate a toy based on the knowledge

acquired.

Integrated with Science Unit 3 and 4

Good to Grow (3) Save planet Earth (4)

Students use their science knowledge of conservation to propose and explain actions that can be taken to conserve Earth's resources, and decisions they can make in their everyday lives. In Technology, students will study the life cycle and needs of a Sea Turtle. They will then design a new turtle species and make a model of this. They will focus on the materials and techniques used to make a model of their turtle



Mix, make and use

Students investigate combinations of different

materials and give reasons for the selection of

particular materials according to their

properties and purpose. Students combine

materials to make an object which has a

purpose in everyday life.

Year

3

Standalone Units:

Utilising Information and Communication (ICT)

Technology to support Literacy and Numeracy

Reading Eggs and Mathletics

Designing and constructing models of three

Dimensional Shapes

Creating sustainable environments: Designing

and creating a school recycling program

leading to building up a school vegetable

garden

Designing and creating a school Worm Farm

and waste composting facility

Planning and maintaining the school

vegetable garden

Using produce form the school vegetable

garden to design, create and produce a healthy

lunch


Mackay Central State School Technology - Assessment Criteria (Year 1, 2 and 3)

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TASK: NAME: CLASS:

ASSESSABLE

ELEMENTS

DESCRIPTORS

Very High HIgh Sound Developing Requires Support


Knowledge and

understanding






Investigating & Designing

Discerning interpretation and analysis of information and evidence to generate well-reasoned design ideas

Logical interpretation and analysis of information and evidence to generate convincing design ideas

Relevant interpretation and analysis of information and evidence to generate credible design ideas

Variable interpretation and analysis of information and evidence to generate design ideas

Rudimentary interpretation and analysis of information and evidence to generate design ideas

Producing Controlled and skilful implementation of production processes to make products

Purposeful and effective implementation of production processes to make products

Appropriate and credible implementation of production processes to make products

Variable implementation of production processes to make products

Minimal implementation of production processes to make products

Evaluating Perceptive evaluation of products and processes

Informed evaluation of products and processes

Relevant evaluation of products and processes

Narrow evaluation of products and processes

Cursory evaluation of products and processes

Reflecting Perceptive reflection on the impact of technology and on their learning

Informed reflection on the impact of technology and on their learning

Relevant reflection on the impact of technology and on their learning

Superficial reflection on the impact of technology and on their learning

Cursory reflection on the impact of technology and on their learning


Mackay Central State School - Year 5 Technology Essentials Overview In Years 4-5, the following ‘Ways of Working’ will be embedded within each of the units covered across the four terms.

• identify and analyse the purpose and context for design ideas • generate design ideas that match requirements • communicate the details of their designs using 2D or 3D visual representationsjjjl` ` • select resources, techniques and tools to make products • plan production procedures by identifying and sequencing steps • make products to match design ideas by manipulating and processing resources • identify and apply safe practices • evaluate products and processes to identify strengths, limitations, effectiveness and improvements • reflect on and identify the impacts of products and processes on people and their communities • reflect on learning to identify new understandings and future applications.

TECHNOLOGY TECHNOLOGY AS A HUMAN ENDEAVOUR Year 4 Year 5

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 5

1. Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments e.g. playgrounds are designed for children; community swimming pools are designed to cater for specific needs and all age groups; community centres are designed to accommodate a range of activities.

2. Aspects of appropriateness influence product design and production decisions e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product.

3. The products and processes of technology can have positive or negative impacts e.g. cars are a convenient method of transportation but impact on the environment; mining for resources can contribute to a community’s economy and impact on the natural environment.


BY THE END OF

YEAR 5

1. Resources have particular characteristics that make them more suitable for a specific purpose and context e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system

2. Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas e.g. circulating information using electronic or paper means; selecting suitable equipment that conducts heat when melting resources.



Tec

hn

olo

gy

Year

4


Here today gone tomorrow

Students explore natural processes and human activity which cause weathering and erosion of the earth’s surface. Students relate this to their local area and predict consequences of future occurrences and human activity. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems.


Ready, set, grow!

Students will investigate life cycles. They will examine relationships between living things and their dependence on the environment. By considering human and natural changes to the habitats, students will predict the effect of these changes on living things including the impact on the survival of the species.


Material use

Students investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes.


Fast forces

Students will use games to investigate and demonstrate how forces affect objects through contact and non-contact forces. They will use their knowledge of forces to make predictions about games. Games will be completed safely in order to collect data so that findings can be communicated. Students will also identify situations where science is used to ask questions or to make predictions. They will identify how science knowledge of forces helps people understand the effects of their actions.

Year

5


Survival in the Australian environment

Students will examine the structural features

and adaptations that assist living things to

survive in their environment.

In technology, this knowledge will be used to

design and create a creature with adaptations

that are suitable for survival in a prescribed

environment.

ICT: - Project 600

- Mathletics

- Reading Eggs


Our place in the solar system

Students will describe the key features of our

solar system.

In Technology the students will compile

planetary data and plan a possible space

mission to a planet. Students will

communicate these ideas in a magazine or

webpage style format.


Exploring my local community

Inquiry questions:


In this unit students appreciate that history involves the study of the remains of the past.

In Technology they will explore Gold Rushes and utilise the Learning Place to develop solutions to the problems presented in the Gold Rush Game.

They will design and produce a Wanted Poster involving desktop publishing and advanced photo editing


Responding to poetry

Students listen to, read and view a range of

poetry, including narrative poems. They will

create a transformation of a narrative poem

and design and produce a digital multimodal

narrative (Technology)


Now you see it

Students investigate the properties of light and

the formation of shadows. They explore the

role of light in everyday objects and devices

and consider how improved technology has

changed devices. They will explore Learning

Objects in the Learning Place to reinforce

these concepts.


Reviewing narrative film

Students listen to and view narrative films, and spoken, written and digital film reviews, to create a written film review of a chosen film. In Technology they will design a utilise web sites and learning objects to plan and produce a concept map for the movie “Storm Boy”


Matter matters

Students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students will understand that solids liquids and gases are used to inform decisions and prevent problems. They will investigate Learning Objects in the Learning Place to demonstrate these concepts

.


Mackay Central State School - Assessment Criteria- Technology (Years 4 -5)

Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________

Task: Name: Class:

Assessable elements

Descriptors

A B C D E The student work demonstrates evidence of:













Producing

Controlled and skilful implementation of production processes to make products





Evaluating

Perceptive evaluation of products and processes





Reflecting

Perceptive reflection on the impact of technology and on their learning






Mackay Central State School - Year 7 Technology Essentials Overview

In Years 6-7, the following ‘Ways of Working’ will be embedded within each of the units covered across the four terms. • investigate and analyse the purpose, context, specifications and constraints for design ideas • generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints • communicate the details of designs showing relative proportion, using labelled drawings, models and/or plans • select resources, techniques and tools to make products that meet specifications • plan and manage production procedures and modify as necessary • make products to meet specifications by manipulating and processing resources • identify risks and justify and apply safe practices • evaluate the suitability of products and processes for the purpose and context, and recommend improvements • reflect on and identify the impacts of products and processes on people, their communities and environments • reflect on learning, apply new understandings and identify future applications.

TECHNOLOGY TECHNOLOGY AS A HUMAN ENDEAVOUR Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

BY THE END OF

YEAR 7

1. Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services e.g. telephone technologies continue to develop as lifestyles change and demand more time-efficient practices

2. Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability e.g. menu design is influenced by type of cuisine, cultural theme and cost.

3. Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments e.g. food packages can be designed and developed using recycled materials



1. Resources are selected according to their characteristics, to match requirements of design challenges and suit the user e.g. an indoor or outdoor hydroponics garden and irrigation system can be designed based on suitability of materials and characteristics

2. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications e.g. a story can be recreated with digital media to make it more appealing.


Year

6


Energy and electricity

Students investigate electrical circuits as a

means of transferring and transforming

electricity. They design and construct

electrical circuits to perform specific tasks,

using materials and equipment safely.

Students explore how energy from a variety of

sources can be used to generate electricity.

Students additionally discussed the

development of renewable energy technology

over time and the effect of this technology on

people and their communities


Our changing world

Students explore how sudden geological and

extreme weather events can affect Earth’s

surface. They consider the effects of

earthquakes and volcanoes on the Earth’s

surface and how communities are affected by

these events. They gather, record and

interpret data relating to weather and weather

events.

Students construct representations of

cyclones and investigate the development of

engineering guidelines in cyclone prone areas

including

- the reasons for change

- the effect on communities


Examining advertising in the media

Students read, view and listen to

advertisements in print and digital media.

They design and create of their own digital

multimodal advertisement using ICT.

Year

7



Inquiry question:




Will investigate how Aboriginal tools were designed

How resources were selected and modified to meet needs

Design and create an aboriginal artefact


Moving right along — applications in real systems

This unit considers the application of forces in

everyday life. Students apply knowledge to

construct and test a balloon powered

vehicle and investigate forces acting on

the vehicle.

Students build on their understanding of

simple machines to examine how changes to

levers and pulley systems affect forces, within

more complex systems. Students investigate

applications of forces in transport systems and

consider how scientific and technological

developments have improved vehicular safety.

Standalone Unit

Greeting Card Design

Students will investigate the requirements of

greeting card design and design a greeting

card to meet the required design

specifications.

They will produce their card using information

and communication technologies and evaluate

this card against a set criteria

Standalone Unit

Tomorrow Today

Students will compose a resume identifying their

own strengths, interests and achievements.

They will outline possible short, medium and

long-term goals.

Students will explore the impact of technology ion changing patterns of work ~ changing environmental policies and explore learning about and preparing for worlds of work


Mackay Central State School Technology - Assessment Criteria (Year 6 and Year 7)

Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________

Task: Name: Class:

Assessable elements

Descriptors














Producing






Evaluating






Reflecting







Mackay Central SS LOTE plan: 6–7 overview (Learning Essentials) LANGUAGES OTHER THAN ENGLISH (Chinese)

Teaching and learning unit overview across 6–7

Term1/Week

Date

Year 6

W 1

28/01

Greetings and Chinese New Year

W2

03/02 Greetings and Chinese New Year

W3


W4


W5

24/02

Greetings and self introduction

W6 03/03 Greetings and self introduction

W7 10/03 Numbers

Culture study: The First Emperor

W8 17/03 Numbers Culture study: The First Emperor


W10 31/03

Revision

Assessment: Formative


Term2/Week Date Year 6

W 1 22/04 Revision of numbers and greetings

W2 28/04 Revision of greetings and wishes in sentences

W3 05/05 Assessment 1: number counting My family

W4 12/05 Assessment 2 : birthday greetings and wishes My family

W5 19/05 Animals

W6 26/05 Animals

W7 02/06 My friends

W8 10/06 Design family and friends album


W10 23/06 Revision

Assessment Speaking

Number counting Role play: Birthday greetings and wishes


Term 3/Week Date Year 6

W 1 14/07 My day W2 21/07 My day W3 28/07 My day W4 04/08 Direction W5 11/08 Direction W6 18/08 My dream house

W7 25/08 My dream house



W10 15/09 Revision

Assessment

Speaking Listening

Celebrity interview Tour guide in the zoo


Term 4/ Week Date Year 6 W 1 07/10 Revision

W2 13/10 Go shopping W3 21/10 Go shopping W4 27/10 Go shopping W5 3/11 At the restaurant W6 10/11 At the restaurant

W7 17/11 At the restaurant


W9 1/12 Revision

W10 8/12 Revision

Assessment

Speaking Writing

Eat in a Chinese restaurant Menu design


Term1/Week

Date

Year 7

W 1

28/01

Greetings and Chinese New Year

W2


W3


W4


W5

24/02

Greetings and self introduction

W6 03/03 Greetings and self introduction



W9 24/03 Numbers

Culture study: The First Emperor

W10 31/03

Revision

Assessment: formative


Term2/Week Date Year 7

W 1 22/04 Revision of numbers and greetings

W2 28/04 Revision of greetings and wishes in sentences

W3 05/05 Assessment 1: number counting My family

W4 12/05 Assessment 2 : birthday greetings and wishes My family

W5 19/05 Animals

W6 26/05 Animals

W7 02/06 My friends



W10 23/06 Revision

Assessment Speaking

Number counting Role play: Birthday greetings and wishes


Term 3/Week Date Year 7

W 1 14/07 My day W2 21/07 My day W3 28/07 My day

W4 04/08 Direction W5 11/08 Direction W6 18/08 My dream house




W10 15/09 Revision

Assessment

Speaking Listening

Celebrity interview Tour guide in the zoo


Term 4/ Week Date Year 7 W 1 07/10 Revision

W2 13/10 Go shopping W3 21/10 Go shopping W4 27/10 Go shopping W5 3/11 At the restaurant W6 10/11 At the restaurant



W9 1/12 Revision

W10 8/12 Revision

Assessment

Speaking Writing

Eat in a Chinese restaurant Menu design

Mackay Central State School - Year 7 LOTE Essentials Overview

LOTE Year 6 Year 7

T1 T2 T3 T4 T1 T2 T3 T4

Ways of Working

1. interpret a range of spoken and written texts in different contexts where familiar and some unfamiliar language is use

2. interpret and respond by manipulating some elements of language to contribute to conversations for different purposes, contexts and audiences

3. recognise and use appropriate verbal and non-verbal language to support the development of communicative competence

4. select and apply strategies to adjust verbal and non-verbal language for a variety of purposes, contexts and audiences, and respond appropriately to feedback

5. construct simple, cohesive spoken and written texts for different contexts, displaying some concept of register

6. notice and compare similarities and differences between the target language and English and/or other familiar language

7. notice and compare their own beliefs, attitudes and practices and those reflected in the target culture

8. reflect on and evaluate the suitability of language choices for purpose, context and audience

9. reflect on learning, apply new understandings and identify future applications

Comprehending and

Composing in Target

Language

1. Verbal language and non-verbal language are adapted according to purpose, context and audience

2. Texts, including conversations and narratives, follow patterns and are shaped by conventions that can vary between cultures

3. Familiar language can be used in new contexts to help interpret and convey main ideas and supporting details

4. Familiar linguistic features and structures are manipulated to generate original target language texts and to construct simple, cohesive texts for different purposes, contexts and audiences

Intercultural Competence and

Language Awareness

2. Ideas or information may or may not be transferable from one language to another and can provide cultural insights and information

3. Cultural practices in the target language can be compared with those of other cultures and connections noticed between language use and cultural knowledge and behaviour

4. Investigations into language use and cultural beliefs, attitudes and practices further develop intercultural competence


Mackay Central State School Technology – LOTE Assessment Criteria (Year 6 and Year 7)

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task: Name: Class:

Assessable elements

Descriptors














Producing






Evaluating






Reflecting






MACKAY CENTRAL PREP ALIGNMENT WITH CURRICULUM UNITS & PREP EYCG PLANNING AUDIT

Early Learning Areas ACARA ALIGNMENT

T1 T2 T3 T4 WEEKLY PLANNING EVIDENCE

T1 T2 T3 T4

Social and Personal Learning Social Learning: Children sustain relationships by: - acknowledging and negotiating rights, roles and responsibilities in a range of contexts. - cooperating with others in social situations.

English U1/U2 Language for Interaction -Expressing needs/wants. History U1 -Family Compositions History U2 -Family Celebrations Geography – This World

√ √ √ √ √

√ √ √ √

√

√ √

√

√

√

Class and School Rules (Respectful). Playground Expectations Group Work (classroom rotations).

√ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √

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

English U1 Language Variation -Cultural Differences. History U1 & U2 -Family Geography

- Special Places

School Rules (Respectful). Interactions within our multicultural school Observe lunches, celebrations, Places of origin

Personal Learning: Children build a positive sense of self by: - developing a sense of personal identity as a capable learner. - acting with increasing independence and responsibility towards learning and personal competencies.

All KLAs Preparing for school groups

School Rules (Learner).

Positive feedback on improved outcomes

Celebrate and share success (student of

the Week)

Health and Physical Learning Making Healthy Choices: Children build a sense of wellbeing by: - making choices about their own and others’ health and safety with increasing independence.

Science U1/U2 -5 senses to explore. -Basic needs. PE and Health

√ √

√

√

√

√

√

School Rules (Learner, Safe, Respectful).

Healthy Choices “Red Days”

EYHW – Healthy snack discussions

√ √ √ √ √

√

√ √ √

√ √

√

√ √ √

√ √

√

√ √ √

√ √

√


Gross Motor: Children build a sense of wellbeing by: - using and extending gross-motor skills when integrating movements and using equipment.

English U2 Creating Literature -Reinact texts through performance.

√

√ √

Lunch Play Outdoor Play Obstacle Course

√

√ √ √

√

√ √ √

√ √ √ √

√ √ √ √ Fine Motor:

Children build a sense of wellbeing by: - using and extending fine motor skills when integrating movements and manipulating equipment, tools and objects.

Science U1/U2 -5 senses to explore. English U2 Creating Texts -Using word processing software.

Ongoing Classroom Activities:

- Handwriting - Threading - Play Dough - Outdoor Play.

Active Learning Processes Thinking: Children think and enquire by: - generating and discussing ideas and plans and solving problems.

Science U1 -Ways to sustain environ. Maths U1 -Classifying Objects. -Collecting Data. Maths U2 -Classifying objects. -Comparing and ordering according to features.

√ √

√

Negotiated Play and activities Whole Class Brainstorming.

√ √ √ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √ √ √

Investigating the Natural World: Children think and enquire by: - investigating their ideas about phenomena in the natural world. - developing shared understandings about these phenomena.

Science U1 -Our Living World Science U2 -Our Material World Science U3 -Weather Watch

√ √

√

√

√

√

√

√

RSPCA Visits

Investigating Technology: Children think and enquire by: - investigating technology and considering how it affects everyday life.

Science U2 -Our Material World Science U4 -Move It

Mathletics Reading Eggs Computer Programs

Investigating Environments: Children think and enquire by: - investigating features of, and ways to sustain, environments.

Science U1 -Our Living World Science U3 -Weather Watch

Book discussions Caring for our environment Outdoor Play


Imagining and Responding: Children generate, represent and respond to ideas, experiences and possibilities by: - experimenting with materials and processes in a variety of creative, imaginative and innovative ways. - discussing and responding to the qualities of their own and others’ representations, experiences and artistic works.

Science U2 -Our Material World Science U4 -Move It

√

Peer assessment of each other’s work Encourage responses

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

Key LIT Literacy NUM Numeracy ICT ICT capability CCT Critical and creative thinking EB Ethical behaviour PSC Personal and social capability IU Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability


En

gli

sh

P

1

2

3

4

5

6

7

M

ath

em

ati

cs

P

1

2

3

4

5

6

7

S

cie

nc

e

P

1

2

3

4

5

6

7


Key LIT Literacy NUM Numeracy ICT ICT competence CCT Critical and creative thinking EB Ethical behaviour PSC Personal and social competence IU Intercultural understanding


Unit 1 (Term 1) Unit 2 (Term 2) Unit 3 (Term 1/2)

His

tory

P

1

2

3

4

5

6

7

Key LIT Literacy NUM Numeracy ICT ICT capability CCT Critical and creative thinking EB Ethical behaviour PSC Personal and social capability IU Intercultural understanding


Unit 1 (Term 3) Unit 2 (Term 4)

Geo

gra

ph

y

P

1

2

3

4

5

6

7

Mackay Central State School Whole-school curriculum, assessment and reporting plan (2014)

Mackay Central State School Assessment Plan 2014

This Whole-school summative assessment plan has been developed for the Australian Curriculum as implemented through C2C

Type of instrument

Pre

p


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Science Unit 1

Ongoing throughout term

Unit 2

Unit 3


Unit 4


History Unit 1

Unit 2

Unit 2

Geography

Unit 1

Unit 2

EY

CG

Social and personal learning

Health and physical learning

Language learning and communication: Oral learning

Active learning progress

Ye

ar

1


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

U

nit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Ongoing

Unit 2

Ongoing

Unit 3

Ongoing

Unit 4

Ongoing

Unit 5

Ongoing

Unit 6

Ongoing

Unit 7

Ongoing

Unit 8

Ongoing

Science Unit 1

Unit 2

Unit 3

Unit 4


History Unit 1

Unit 2

Geography

U

nit 1

U

nit 2

QC

AR

The Arts

HPE

SOSE

Technology

Oral Assignment/Project

Written Short answer questions

Written/Oral Portfolio/Collection of work

Multimedia Poster/Multimodal presentation

Essay Exam/Test

Observation Reflective journal

Interview Case studies

Multiple choice Learning contract


Ye

ar

2


1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Mathematics

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science

Unit 1

Unit 2

Unit 3

Unit 4

History

Unit 1

Unit 2

Unit 2

Geography

Unit 1

Unit 2

QC

AR

The Arts

HPE/

SOSE

Technology

Ye

ar

3


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science Unit 1


Unit 2

Unit 3

Unit 4

History Unit 1

Unit 2

Geography

Unit 1

Unit 2

QC

AR

The Arts

HPE

SOSE

Technology

Ye

ar

4


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

U

nit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science Unit 1

Unit 2

Unit 3

Unit 4


History Unit 1

Unit 2

Geography

Unit 1

U

nit 2

QC

AR

The Arts

HPE

SOSE

Technology


Ye

ar

5


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science Unit 1

Unit 2

Unit 3

Unit 4

History Unit 1

Unit 2

Geography

Unit 1

Unit 2

QC

AR

The Arts

HPE

SOSE

Technology

Ye

ar

6


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science Unit 1

Unit 2

Unit 3

Unit 4

History Unit 1

Unit 2

Geography

Unit 1

Unit 2

QC

AR

The Arts

HPE

Languages

SOSE

Technology

Ye

ar

7


1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Austr

alia

n C

urr

icu

lum

English Unit 1

Unit 2

Unit 3

Unit 4

U

nit 5

Unit 6

Unit 7

Unit 8

Mathematics Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Science Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

History

Unit 1

Unit 2

Geography

Unit 1

Unit 2

QC

AR

The Arts

HPE

Languages

SOSE

Technology


Reporting

For Years 1 to 12 complete the report formats in OneSchool to issue a written report to parents at least twice yearly and offer parent–teacher interviews every semester

Reporting: It’s Purpose and Place in the Curriculum

EQ Guidelines for Reporting Student Achievement

The purpose of reporting student achievement The purpose of reporting to parents is primarily to provide information about the learning and achievement of their children. It is also to give students a sense of how they are going and in what areas of the school curriculum they might need to improve. A written student report is a formal document that ‘captures’ the learning that is demonstrated through a range of assessment tasks (formal and informal which provide both quantitative and qualitative data) over a period of time. It reflects the professionalism of each contributing teacher and the quality of the teaching and learning within the school. Reporting as part of the curriculum Curriculum can be thought of as a sequence of elements: the intended, enacted, experienced, assessed, and achieved curriculum, each one responsive to the others. A good curriculum has each of these elements aligned, so the intended learning matches what is assessed and what students achieve.

P-12 Curriculum Framework policy This policy includes a requirement that: ‘All state schools will regularly report relevant information to parents/carers on student achievement and learning.’

Schools:

Issue a formal report to parents using a five–point scale and ‘plain English’ at least twice yearly in Years 1 to 12: o guided by the QCAR Standards in Years 1 to 9 o using the Education Queensland reporting formats in Years 1 to 10

Report orally to parents twice yearly in Prep.

Report on individual student achievement against expectations for age cohort.

Report individual student performance on Queensland Comparable Assessment Tasks (QCATs) at the end of the semester in which it is undertaken.

Issue a report to parents on their child’s NAPLAN results in Years 3, 5, 7 and 9 as provided by the Queensland Studies Authority.


Offer parent-teacher interviews every semester.

Upon request, in Years 1 to 10, provide written information to parents that clearly shows the student’s achievement in the learning areas studied in comparison to that of other students in the peer group at the school (i.e. the number of students in each of the five achievement ratings), subject to the privacy of individual students being maintained.

QSA Planning for Implementation: Australian Curriculum P-10, p3-4

This QSA document outlines three main points about teaching, learning, assessment & reporting.

1. Alignment of teaching and learning, and assessment and reporting

Curriculum and assessment planning is thoughtful and uses a systematic process for continually checking to ensure that all parts are connected.

Alignment is integral to the development and maintenance of a high-quality education system that caters for the diverse range of students and schools. It means that, to produce the best learning outcomes for students:

what is taught must inform how it is taught, how students are assessed and how learning is reported

what is assessed must relate directly to what students have had an opportunity to learn

what is reported to students, parents/carers and other teachers must align with what has been learnt.

Specific feedback, based on what has been learnt and assessed, is essential for students to improve and provides a basis for decisions about continuous improvement in teaching and learning.

2. Standards and school-based assessment for learning Teachers use standards to build a shared understanding of the qualities of student work, and to communicate student achievement to students, parents/carers and the system.

An awareness of what learning is assessed and how it is assessed helps both students and parents/carers develop an understanding of what is valued and where to focus attention. Teachers are in the best position to make these decisions using clear and specific content and achievement standards to design continuous school-based curriculum and assessment programs.

3. Balance of informed prescription and teacher professional judgment Teachers exercise their professional judgment and make decisions about student learning in their school within the context of the specified curriculum requirements and system and sector priorities.

The content descriptions (knowledge, understanding and skills) and the achievement standards provide clarity about what must be taught and what is important for students to have opportunities to know, understand and be able to do. Professional judgments and decision making are developed by engaging in regular and structured opportunities to plan, review and reflect on teaching, learning and assessment.

What Parents Want to See in Report Cards

A 2000 research report prepared for the Commonwealth Department of Education, Training and Youth Affairs indicated that parents ‘want to be:

kept well informed about their children’s progress;

given information about achievement and progress in both academic and non-academic areas

of learning;

informed about both strengths and weaknesses of their children; and

provided with pertinent, constructive advice about how they can support their children’s learning.’

The report went on to say that parents believe that there is a tendency, particularly in primary schools, for teachers to avoid reporting that their children were struggling or not performing as well as they should. Nevertheless, they preferred to be told the truth in plain language.

They also wanted to be able to compare their children’s progress with others against some sort of ‘standard’. Parents also showed a mistrust of computer-generated comments and indicated that they wanted reports to be tailored for their child. Concerning parent-teacher interviews they said they wanted the opportunity to attend well-organised meetings that were long enough to allow for an interactive and useful discussion.


This report significantly influenced inclusions concerning student achievement reporting in the Commonwealth Government’s Schools Assistance (Learning Together – Achievement Through Choice and Opportunity) Regulations 2005 legislation requiring student achievement to be reported against age cohort peers on a 5-point scale against specific learning standards in Years 1-10. It is against this backdrop, and including research into student reporting undertaken by Education Queensland, that the department’s reporting policy has been designed.

Teacher Judgments

The following diagram below represents how closely aligned the assessment process is to reporting student achievement.

Judgments based on

professional decisions and using

the moderation

process

Record of student

achievement e.g.

markbook

Assessment task

(C2C Unit 1)

Assessment task

(C2C Unit 2)

Assessment task

(C2C Unit 3)

Diagnostic & Standardised

assessments & other evidence

Report Verbal or written

format for reporting student achievement

information to

parents/carers.

It is important to note how closely aligned the assessment process is to reporting student achievement. It is the quality of the evidence gained that enables accurate reporting. The ability of the teacher to determine learning and make judgments about it based on assessment evidence is also paramount. To achieve an overall Standard, balanced judgments are made by the teacher. Teachers have the knowledge, information and evidence to make a decision on a standard given based on the information gathered on each child over the semester. In each student’s report, the Standards assigned for each Learning Area are based on the amalgamation of achievement Standards of summative assessment tasks which are clearly defined against specific Standard descriptors in marking continas/rubrics, as well as diagnostic and standardised assessments which are clearly defined by targets and benchmarks laid out in the Mackay Central Assessment Schedule. The moderation of common assessment tasks within year level teams is essential for ensuring Standards are aligned across year levels for reporting.


Process for Assigning Achievement Codes

Students’ overall achievement for the semester in each learning area is reported to parents against a five-point scale in relation to the intended learning for their age cohort. The following codes describe the student's overall achievement for each Learning Area against what is expected at the time of reporting. To accommodate the developmental learning needs of young children, achievement in Years P-3 are assessed against a different five-point Achievement Code to older children in Years 4-7.

Years P-3

VH Very High

The student consistently demonstrates a very high level of knowledge, skills and understanding and is able to apply them independently in a wide range of contexts.

H High The student demonstrates a high level of knowledge, skills and understanding and is able to apply them independently in most contexts.

S Sound The student demonstrates a sound level of knowledge, skills and understanding and is able to apply them in some contexts.

D Developing The student is developing knowledge, skills and understanding and is able to apply them, with support, in some contexts.

SR Support Required

The student requires significant support to develop knowledge, skills and understanding.

N For when there is insufficient evidence to make a judgement due to absence or illness. Example comment: When learning about -, {Name} was absent and therefore was unable to complete this assessment task.

Years 4-7

A The student consistently demonstrates a very high level of knowledge, skills and understanding and is able to apply them independently in a wide range of contexts.

B The student demonstrates a high level of knowledge, skills and understanding and is able to apply them independently in most contexts.

C The student demonstrates a sound level of knowledge, skills and understanding and is able to apply them, in some contexts.

D The student demonstrates limited knowledge, skills and understanding and is able to apply them, with support, in some contexts.

E The student demonstrates very limited knowledge, skills and understanding.

N For when there is insufficient evidence to make a judgement due to absence or illness. Example comment: When learning about -, {Name} was absent and therefore was unable to complete this assessment task.

Effort & Behaviour Standards

A Excellent

B Very Good

C Satisfactory

D Needs Attention

E Unacceptable


A-E Standard Descriptors

Teachers should select discerningly from a range of vocabulary to most adequately describe each student’s knowledge, skills, attitudes and abilities.

QCAR Quality Descriptors

A B C D E accurate clear comprehensive controlled discerning insightful perceptive significant skilful well-justified well-reasoned

coherent effective informed logical proficient purposeful thorough thoughtful

appropriate competent credible relevant satisfactory sound

is developing the ability to… as opposed to limited disjointed narrow superficial variable

is beginning to… as opposed to cursory minimal rudimentary unclear vague

Other descriptors that can be used for each Standard

A B C D E cleverly consistent controlled convincing correct creative dynamically efficient exceeding excellent exceptional expert flexible fluent highly compelling illuminating imaginative inspirational knowledgeable masterful mature outstanding perceptive powerful precise profound rich significant sophisticated strategic succinct surpassing vividly with flair

adapts adept apt articulate careful cohesive compelling concise conversant in depth independent intuitive meaningful revealing pertinent sensitive shows evidence of.. skilled specific subtle valid

able adequate aware capable consistent firm reasonable responsive steady detailed

required support… needed assistance… received help… is learning to… is working at… needs improvement in… needs to consolidate… needs further opportunities to… needs to develop… tries to… makes attempts to… working towards…

required significant / extensive support… needed considerable assistance … received additional help… still needs to learn… attempted to… is yet to …. was unable to… experienced difficulty with… is benefiting from practice with..


EQ Achievement Code Matrix

A B C D E skilfully communicates, produces and/or performs highly effective responses for purpose and audience, showing flair and mastery in use of texts, materials, tools and/or techniques

successfully communicates, produces and/or performs credible responses for given purposes and audiences, showing accurate and appropriate use of texts, materials, tools and/or techniques

successfully communicates, produces and/or performs viable (workable, doable) responses for given purposes and audiences, showing appropriate use of texts, materials, tools and/or techniques

communicates, produces and/or performs responses that are, in part, viable (workable, doable) for a given purpose and/or audience, showing ability to use texts, materials, tools and/or techniques

communicates responses for a particular purpose or audience, showing some use of materials and tools with significant support

Suggested Test Percentages

A B C D E

86-100% 70-85% 50-69% 30-49% 0-29% These percentages are provided as a guide only, as on balanced judgments regarding student achievement are required.


Responsibilities for the Report Card

What? Who is responsible? How/What to report

One School Reporting Period

Head of Curriculum

All responsibilities concerning creation and validation of the One School Reporting period are handled by the Head of Curriculum. The Principal (in consultation with HOC and staff) will designate key dates for the reporting period.

Overall section (at end of report card)

Class Teacher

Behaviour Standard - Reported for each student against an A-E rating (refer to table)

Homework – Choose ‘Always’, ‘Usually’ OR ‘Seldom Completed’

Parent Interview – Choose ‘Requested’ OR ‘Welcome, but not essential’

Behaviour Comments Overall Comments

Behaviour comment Class Teacher

Behaviour and effort comments are drawn from the Mackay Central State School Behaviour Comment Matrix available in the Comment Bank

Additional ideas for comments include: o attitude towards self, including

confidence and self-esteem o attitude and motivation towards learning o attitude towards others including peer

relationships o treatment of own, others and school

property

Overall comment Class Teacher

Work habits

Independent/co-operative work skills

Personality e.g. helpful, happy

Participation in class activities/discussions

Listening Skills

Homework

ICT Skills

Days absent and unexplained absences

OneSchool The number of days absent, as well as unexplained absences, will automatically appear on each student’s report.

Extra-curricular Activities Class Teacher

Decision of which extra-curricular activities are to be included on the report card an responsibilities for entering participants is decided at a staff meeting prior to commencement of the reporting period. Extra-curricular activity coordinators are generally responsible for entering participants of designated activities.

Instrumental Music Instrumental teacher

Instrumental music comments are composed and inserted by the Instrumental Music teacher as a separate section to the other KLAs. Students are enrolled in the OLA by Head of Curriculum.

LOTE LOTE Teacher LOTE comments are composed and inserted by the LOTE teacher as one of the mandatory KLAs

Signatures Principal and Class Teacher

Final copies of reports are signed before sending home.

Documents

CURRICULUM, ASSESSMENT AND REPORTING …...the Pedagogical Framework, Improvement Plan and year level plans in each of the ACARA KLAs. In following our school motto, “Strive to Excel”,