Grade 5: Mathematics Scope & Sequence

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Grade 5: Mathematics Scope & Sequence

Term 1 Term 2 Term 3 Term 4

Number and Algebra:

Use estimation and rounding to check the

reasonableness of answers to calculations

(ACMNA099)

Solve problems involving multiplication

of large numbers by one- or two-digit

numbers using efficient mental, written

strategies and appropriate digital

technologies (ACMNA100)

Solve problems involving division by a

one digit number, including those that

result in a remainder (ACMNA101)

Use efficient mental and written strategies

and apply appropriate digital technologies

to solve problems (ACMNA291)

Compare and order common unit fractions

and locate and represent them on a number

line (ACMNA102)

Find unknown quantities in number

sentences involving multiplication and

division and identify equivalent number


division (ACMNA121)

Number and Algebra:

Identify and describe factors and multiples

of whole numbers and use them to solve

problems (ACMNA098)



(ACMNA099)







one digit number, including those that





Compare and order common unit fractions

and locate and represent them on a number

line (ACMNA102)

Find unknown quantities in number


division and identify equivalent number

Number and Algebra:



(ACMNA099)









Investigate strategies to solve problems

involving addition and subtraction of

fractions with the same denominator

(ACMNA103)

Recognise that the place value system can

be extended beyond hundredths

(ACMNA104)

Compare, order and represent decimals

(ACMNA105)

Create simple financial plans

(ACMNA106)

Number and Algebra:

Identify and describe factors and multiples

of whole numbers and use them to solve

problems (ACMNA098)



(ACMNA099)


one-digit number, including those that







fractions with the same denominator

(ACMNA103)

Recognise that the place value system can

be extended beyond hundredths

(ACMNA104)

Compare, order and represent decimals

(ACMNA105)

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fractions with the same

denominator(ACMNA103)

Measurement and Geometry:

Choose appropriate units of measurement

for length, area, volume, capacity and

mass (ACMMG108)

Calculate perimeter and area of rectangles

using familiar metric units(ACMMG109)

Use a grid reference system to describe

locations. Describe routes using landmarks

and directional language(ACMMG113)

Estimate, measure and compare angles

using degrees. Construct angles using a

protractor (ACMMG112)

Describe translations, reflections and

rotations of twodimensional shapes.

Identify line and rotational

symmetries(ACMMG114)

Statistics and Probability:

Pose questions and collect categorical or

numerical data by observation or

survey(ACMSP118)


division (ACMNA121)


Choose appropriate units of measurement

for length, area, volume, capacity and

mass (ACMMG108)

Estimate, measure and compare angles

using degrees. Construct angles using a

protractor (ACMMG112)


List outcomes of chance experiments

involving equally likely outcomes and

represent probabilities of those outcomes

using fractions (ACMSP116)

Recognise that probabilities range from 0

to 1 (ACMSP117)



fractions with the same

denominator(ACMNA103)

Describe, continue and create patterns

with fractions, decimals and whole

numbers resulting from addition and

subtraction (ACMNA107)


Calculate perimeter and area of rectangles

using familiar metric units(ACMMG109)

Connect three-dimensional objects with

their nets and other two-dimensional

representations (ACMMG111)

Apply the enlargement transformation to

familiar two dimensional shapes and

explore the properties of the resulting

image compared with the

original(ACMMG115)


Construct displays, including column

graphs, dot plots and tables, appropriate

for data type, with and without the use of

digital technologies (ACMSP119)

Describe, continue and create patterns

with fractions, decimals and whole

numbers resulting from addition and

subtraction (ACMNA107)

Measurement and Geometry: Compare 12-

and 24-hour time systems and convert

between them (ACMMG110)

Use a grid reference system to describe

locations. Describe routes using landmarks

and directional language (ACMMG113)

Describe translations, reflections and

rotations of two-dimensional shapes.

Identify line and rotational symmetries

(ACMMG114)


Pose questions and collect categorical or

numerical data by observation or

survey(ACMSP118)





Describe and interpret different data sets

in context (ACMSP120)

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Grade 5: English Scope & Sequence


Literature Theme: The BFG by

Roald Dahl

Language:

Understand that patterns of language

interaction vary across social contexts and

types of texts and that they help to signal

social roles and relationships

(ACELA1501)

Understand how to move beyond making

bare assertions and take account of

differing perspectives and points of view

(ACELA1502)

Understand how texts vary in purpose,

structure and topic as well as the degree of

formality(ACELA1504)

Understand that the starting point of a

sentence gives prominence to the message

in the text and allows for prediction of

how the text will unfold(ACELA1505)

Investigate how the organisation of texts

into chapters, headings, subheadings,

home pages and sub pages for online texts

and according to chronology or topic can

be used to predict content and assist

navigation (ACELA1797)

Literature theme: Tuck Everlasting

by Natalie Babbitt

Language:





(ACELA1501)




(ACELA1502)




Understand that the starting point of a

sentence gives prominence to the message

in the text and allows for prediction of

how the text will unfold(ACELA1505)

Investigate how the organisation of texts

into chapters, headings, subheadings,

home pages and sub pages for online texts

and according to chronology or topic can

be used to predict content and assist

navigation (ACELA1797)

Literature theme: Voyage of The

Dawn Treader by C S Lewis

Language:





(ACELA1501)




(ACELA1502)




Understand how the grammatical category

of possessives is signalled through

apostrophes and how to use apostrophes

with common and proper nouns

(ACELA1506)

Understand how noun groups/phrases and

adjective groups/phrases can be expanded

in a variety of ways to provide a fuller

description of the person, place, thing or

idea (ACELA1508)

Literature Theme: Island of the

Blue Dolphins

Language:

Understand that the pronunciation, spelling

and meanings of words have histories and

change over time (ACELA1500)





(ACELA1501)




(ACELA1502)




Understand the difference between main

and subordinate clauses and that a complex

sentence involves at least one subordinate

clause(ACELA1507)

Understand how to use knowledge of

known words, base words, prefixes and

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Understand the use of vocabulary to

express greater precision of meaning, and

know that words can have different

meanings in different contexts

(ACELA1512)



suffixes, word origins, letter patterns and

spelling generalisations to spell new words

(ACELA1513)

Understand how to use phonic knowledge

to read and write less familiar words that

share common letter patterns but have

different pronunciations (ACELA1829)

Literature:

Identify aspects of literary texts that

convey details or information about

particular social, cultural and historical

contexts (ACELT1608)

Present a point of view about particular

literary texts using appropriate

metalanguage, and reflecting on the

viewpoints of others(ACELT1609)

Recognise that ideas in literary texts can

be conveyed from different viewpoints,

which can lead to different kinds of

Explain sequences of images in print texts

and compare these to the ways

hyperlinked digital texts are organised,

explaining their effect on viewers’

interpretations (ACELA1511)





(ACELA1513)





Literature:









Use metalanguage to describe the effects

of ideas, text structures and language

features on particular audiences

(ACELT1795)

Understand the use of vocabulary to

express greater precision of meaning, and

know that words can have different

meanings in different contexts

(ACELA1512)





(ACELA1513)





Literature:














(ACELA1513)

Explore less common plurals, and

understand how a suffix changes the

meaning or grammatical form of a word

(ACELA1514)





Literature:









Use metalanguage to describe the effects of

ideas, text structures and language features

on particular audiences (ACELT1795)

Recognise that ideas in literary texts can be

conveyed from different viewpoints, which

can lead to different kinds of

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interpretations and responses

(ACELT1610)

Literacy:

Show how ideas and points of view in

texts are conveyed through the use of

vocabulary, including idiomatic

expressions, objective and subjective

language, and that these can change

according to context (ACELY1698)

Create literary texts that experiment with

structures, ideas and stylistic features of

selected authors (ACELT1798)

Clarify understanding of content as it

unfolds in formal and informal situations,

connecting ideas to students’ own

experiences and present and justify a point

of view (ACELY1699)

Use interaction skills, for example

paraphrasing, questioning and interpreting

non-verbal cues and choose vocabulary

and vocal effects appropriate for different

audiences and purposes (ACELY1796)

Identify and explain characteristic text

structures and language features used in

imaginative, informative and persuasive

texts to meet the purpose of the text

(ACELY1701)





(ACELT1610)

Literacy:

Create literary texts using realistic and

fantasy settings and characters that draw

on the worlds represented in texts students

have experienced (ACELT1612)








of view (ACELY1699)





audiences and purposes(ACELY1796)





(ACELT1610)

Understand, interpret and experiment with

sound devices and imagery, including

simile, metaphor and personification, in

narratives, shape poetry, songs, anthems

and odes (ACELT1611)

Literacy:








of view (ACELY1699)






Plan, rehearse and deliver presentations

for defined audiences and purposes

incorporating accurate and sequenced

content and multimodal elements

(ACELY1700)


(ACELT1610)

Understand, interpret and experiment with

sound devices and imagery, including

simile, metaphor and personification, in

narratives, shape poetry, songs, anthems

and odes (ACELT1611)

Literacy:

Create literary texts using realistic and

fantasy settings and characters that draw on

the worlds represented in texts students

have experienced(ACELT1612)





of view (ACELY1699)



non-verbal cues and choose vocabulary and

vocal effects appropriate for different


Plan, rehearse and deliver presentations for

defined audiences and purposes

incorporating accurate and sequenced

content and multimodal elements

(ACELY1700)

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Navigate and read texts for specific

purposes applying appropriate text

processing strategies, for example

predicting and confirming, monitoring

meaning, skimming and scanning

(ACELY1702)

Use comprehension strategies to analyse

information, integrating and linking ideas

from a variety of print and digital sources

(ACELY1703)

Plan, draft and publish imaginative,

informative and persuasive print and

multimodal texts, choosing text structures,

language features, images and sound

appropriate to purpose and audience

(ACELY1704)

Develop a handwriting style that is

becoming legible, fluent and automatic

(ACELY1706)

Use a range of software including word

processing programs with fluency to

construct, edit and publish written text,

and select, edit and place visual, print and

audio elements(ACELY1707)


(ACELY1701)






(ACELY1702)




(ACELY1703)






(ACELY1704)

Re-read and edit student’s own and others’

work using agreed criteria for text

structures and language features

(ACELY1705)



(ACELY1706)








(ACELY1701)






(ACELY1702)




(ACELY1703)






(ACELY1704)




(ACELY1705)



(ACELY1706)





(ACELY1701)






(ACELY1702)




(ACELY1703)






(ACELY1704)




(ACELY1705)



(ACELY1706)

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audio elements (ACELY1707)


processing programs to construct, edit and

publish written text, and select, edit and

place visual, print and audio elements

(ACELY1697)








construct, edit and publish written text, and

select, edit and place visual, print and


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Grade 5: Science Scope & Sequence


Earth and Space Sciences: Unit:

The Solar System

The Earth is part of a system of planets

orbiting around a star (the sun)

(ACSSU078)

Science involves testing predictions by

gathering data and using evidence to

develop explanations of events and

phenomena and reflects historical and

cultural contributions (ACSHE081)

Scientific knowledge is used to solve

problems and inform personal and

community decisions (ACSHE083)

Construct and use a range of

representations, including tables and

graphs, to represent and describe

observations, patterns or relationships in

data using digital technologies as

appropriate (ACSIS090)

Communicate ideas, explanations and

processes using scientific representations

in a variety of ways, including multi-

modal texts (ACSIS093)

Biological Sciences: Unit: Survival

of living things

Living things have structural features and

adaptations that help them to survive in

their environment (ACSSU043)









With guidance, pose clarifying questions

and make predictions about scientific

investigations (ACSIS231)

Identify, plan and apply the elements of

scientific investigations to answer

questions and solve problems using

equipment and materials safely and

identifying potential risks (ACSIS086)

Decide variables to be changed and

measured in fair tests, and observe

measure and record data with accuracy

Physical Sciences: Unit – Light

Light from a source forms shadows and

can be absorbed, reflected and refracted

(ACSSU080)




















using digital technologies as appropriate

(ACSIS087)

Chemical Sciences: Unit: Solids,

Liquids and Gas behavior

Solids, liquids and gases have different

observable properties and behave in

different ways (ACSSU077)




















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(ACSIS087)







Compare data with predictions and use as

evidence in developing explanations

(ACSIS218)













(ACSIS218)






(ACSIS087)









(ACSIS218)





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Grade 5: History Scope & Sequence


History Unit: Australia’s colonial

Past

Reasons (economic, political and social)

for the establishment of British colonies in

Australia after 1800 (ACHASSK106)

The nature of convict or colonial presence,

including the factors that influenced

patterns of development, aspects of the

daily life of the inhabitants (including

Aboriginal Peoples and Torres Strait

Islander Peoples) and how the

environment changed(ACHASSK107)

Organise and represent data in a range of

formats including tables, graphs and large-

and small-scale maps, using discipline

appropriate conventions(ACHASSI096)

Locate and collect relevant information

and data from primary and secondary

sources (ACHASSI095)

Examine primary and secondary sources to

determine their origin and purpose

(ACHASSI098)

Use criteria to make decisions and

judgements and consider advantages and

History Unit: Significant people in

Australia’s colonial past

The impact of a significant development

or event on an Australian

colony(ACHASSK108)

The reasons people migrated to Australia

and the experiences and contributions of a

particular migrant group within a colony

(ACHASSK109)

The role that a significant individual or

group played in shaping a colony

(ACHASSK110)

Sequence information about people’s

lives, events, developments and

phenomena using a variety of methods

including timelines (ACHASSI097)



(ACHASSI098)



disadvantages of preferring one decision

over others (ACHASSI103)

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Interpret data and information displayed in

a range of formats to identify, describe and

compare distributions, patterns and trends,

and to infer relationships (ACHASSI100)

Evaluate evidence to draw conclusions

(ACHASSI101)

Reflect on learning to propose personal

and/or collective action in response to an

issue or challenge, and predict the

probable effects (ACHASSI104)

Present ideas, findings, viewpoints and

conclusions in a range of texts and modes

that incorporate source materials, digital

and non-digital representations and

discipline specific terms and conventions

(ACHASSI105)

Evaluate evidence to draw

conclusions(ACHASSI101)

Work in groups to generate responses to

issues and challenges (ACHASSI102)










(ACHASSI105)

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Grade 5: Geography Scope & Sequence


Geography Unit: Europe and North

America

The influence of people on the

environmental characteristics of places in

Europe and North America and the

location of their major countries in relation

to Australia (ACHASSK111)

The environmental and human influences

on the location and characteristics of a

place and the management of spaces

within them (ACHASSK113)







appropriate conventions(ACHASSI096)






(ACHASSI101)

Geography Unit: Bushfire and

Floods

The impact of bushfires or floods on

environments and communities, and how

people can respond(ACHASSK114)

The influence of people, including

Aboriginal and Torres Strait Islander

Peoples, on the environmental

characteristics of Australian

places(ACHASSK112)




appropriate conventions (ACHASSI096)




Sequence information about people’s

lives, events, developments and

phenomena using a variety of methods

including timelines (ACHASSI097)



(ACHASSI098)

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(ACHASSI105)










(ACHASSI101)

Work in groups to generate responses to

issues and challenges (ACHASSI102)










(ACHASSI105)

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Grade 5: Language Scope & Sequence


Communicating

Engage with texts such as cartoons,

dialogues and fairy tales, and respond by

describing aspects such as characters and

actions

Translate texts from the language to

English and vice versa, selecting from

possible choices to create appropriate

meanings

Share experiences of learning and using

the language, and comment on aspects of

the culture(s) studied that have been

accepted or rejected and how this has

impacted on the students' own identity

Understanding

Develop awareness that language use

reflects different contexts, purposes and

audiences

Recognise that language and culture are

integral to the nature of identity and

communication

Communicating

Interact with peers to describe aspects of

daily life, school, friends and pastimes

Participate in classroom interactions and

structured tasks by asking and responding

to questions, seeking permission and

expressing preferences

Compose and perform texts such as a skit,

rap or video clip, based on a stimulus,

concept or theme

Understanding

Notice pronunciation of the sounds of the

language and the difference in

pronunciation of loan words from English

Understand how to use prepositions, and

continue to expand knowledge of verbs

and vocabulary

Communicating

Collaborate with peers to plan and conduct

a shared event or activity

Translate texts from the language to

English and vice versa, selecting from

possible choices to create appropriate

meanings

Engage in intercultural experiences,

describing aspects that are unfamiliar or

uncomfortable and discussing own

reactions and adjustments

Understanding

Understand how to use prepositions, and

continue to expand knowledge of verbs

and vocabulary

Recognise influences from other

languages, such as regional and foreign

languages

Convey information about aspects of

language and culture using diagrams,

charts, timelines, descriptions and guided

reports

Communicating

Locate, classify and compare factual

information from texts about aspects of

daily life and significant events across

cultures

Create for the school community simple

bilingual texts such as reports, instructions

and games

Engage in intercultural experiences,

describing aspects that are unfamiliar or

uncomfortable and discussing own

reactions and adjustments

Share experiences of learning and using

the language, and comment on aspects of

the culture(s) studied that have been

accepted or rejected and how this has

impacted on the students' own identity

Understanding

Develop understanding of how the choice

of text type influences the use of

grammatical structures and rules

Recognise that language and culture are

integral to the nature of identity and

communication

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Grade 5: Art Scope & Sequence

Term 1 Term 2 Term 3 Term 4 The Arts are used as a cross curriculum

method to advance learning. Each subject

area of the program has incorporated the

use of art to enhance learning experiences.

Visual arts is used as a focus subject.

Visual Arts Unit: “Art – Who is it

for?”

• Why did/do others produce art works”

• Who is my art for?”

• How can I use art to share my thoughts,

feelings and beliefs?

Explore ideas and practices used by artists,

including practices of Aboriginal and

Torres Strait Islander artists, to represent

different views, beliefs and opinions

(ACAVAM114)





(ACAVAM114)

Plan the display of artworks to enhance

their meaning for an audience

(ACAVAM116)

The Arts are used as a cross curriculum




Visual arts is used as a focus subject.

Visual Arts Unit: “How have others

used art to share”

• What techniques can be used?

• How is the colour wheel used?

• Can I base my work on the themes of

others?





(ACAVAM114)





(ACAVAM114)



(ACAVAM116)





Visual arts is used as a focus subject

Visual Arts Unit: “Is Art still

valuable”

• Why did others produce art?

• Why do artists produce art today?

• What new techniques are available?

• What do famous artists have in

common with today’s artists?

• How have cultural, environmental,

religious differences, affected art?

• Focus on aboriginal art and Torres

strait islander art forms





(ACAVAM114)





(ACAVAM114)





Visual arts is used as a focus subject

Visual Arts Unit: “When was the

greatest art produced?”

• Who was the greatest artist ever?

• Who is the greatest artist alive?

• What makes art great?

• Is my art great?





(ACAVAM114)





(ACAVAM114)



(ACAVAM116)

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Explain how visual arts conventions

communicate meaning by comparing

artworks from different social, cultural and

historical contexts, including Aboriginal

and Torres Strait Islander artworks

(ACAVAR117)

• Creativity, critical thinking, aesthetic

knowledge and understanding about

arts practices, through making and

responding to artworks with increasing

self-confidence

• Arts knowledge and skills to

communicate ideas; they value and

share their arts and life experiences by

representing, expressing and

communicating ideas, imagination and

observations about their individual and

collective worlds to others in

meaningful ways use of innovative arts

practices with available and emerging

technologies, to express and represent

ideas, while displaying empathy for

multiple viewpoints

• understanding of Australia’s histories

and traditions through the arts,

engaging with the artworks and

practices, both traditional and

contemporary, of Aboriginal and

Torres Strait Islander Peoples

• understanding of local, regional and

global cultures, and their arts histories

and traditions, through engaging with






(ACAVAR117)

• creativity, critical thinking, aesthetic

knowledge and understanding about arts

practices, through making and


self-confidence

• arts knowledge and skills to







meaningful ways use of innovative arts

practices with available and emerging

technologies, to express and represent

ideas, while displaying empathy for

multiple viewpoints


and traditions through the arts, engaging

with the artworks and practices, both

traditional and contemporary, of


Peoples






(ACAVAM116)






(ACAVAR117)


knowledge and understanding about arts

practices, through making and

increasing self-confidence








meaningful ways

• use of innovative arts practices with

available and emerging technologies, to

express and represent ideas, while

displaying empathy for multiple

viewpoints


and traditions through the arts, engaging

with the artworks and practices, both

traditional and contemporary, of






(ACAVAR117)


knowledge and understanding about

arts practices, through making and


self-confidence








meaningful ways

• use of innovative arts practices with

available and emerging technologies, to

express and represent ideas, while

displaying empathy for multiple

viewpoints


and traditions through the arts,

engaging with the artworks and

practices, both traditional and

contemporary, of Aboriginal and Torres

Strait Islander Peoples

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the worlds of artists, artworks,

audiences and arts professions.

the worlds of artists, artworks, audiences

and arts professions.


Peoples











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Grade 5: Health Scope & Sequence


The Body Systems

Health benefits of physical activity

(HBPA)

Plan and practise strategies to promote

health, safety and wellbeing (ACPPS054)

Examine the influence of emotional

responses on behaviour and relationships

(ACPPS056)

Recognise how media and important

people in the community influence

personal attitudes, beliefs, decisions and

behaviours (ACPPS057)

Investigate the role of preventive health in

promoting and maintaining health, safety

and wellbeing for individuals and their

communities (ACPPS058)

Explore how participation in outdoor

activities supports personal and

community health and wellbeing and

creates connections to natural and built

environments (ACPPS059)

Body Fuel

Alcohol and other drugs (AD)

Food and nutrition (FN)




responses on behaviour and

relationships(ACPPS056)














Feeling Great

Mental health and wellbeing (MH)

Relationships and sexuality (RS)

Examine how identities are influenced by

people and places (ACPPS051)

Investigate resources and strategies to

manage changes Plan and practise

strategies to promote health, safety and

wellbeing (ACPPS054)

and transitions associated with puberty

(ACPPS052)

Practise skills to establish and manage

relationships (ACPPS055)











Wise Choices safety (S)

Alcohol and other drugs (AD)

Examine how identities are influenced by

people and places (ACPPS051)

Investigate community resources and ways

to seek help about health, safety and

wellbeing (ACPPS053)



Practise skills to establish and manage

relationships (ACPPS055)












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Identify how valuing diversity positively

influences the wellbeing of the community

(ACPPS060)

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Grade 5: Physical Education Scope & Sequence


Games and sports (GS)

Lifelong physical activities (LLPA)

Practise specialised movement skills and

apply them in a variety of movement

sequences and situations (ACPMP061)

Propose and apply movement concepts

and strategies with and without equipment

(ACPMP063)

Participate in physical activities designed

to enhance fitness, and discuss the impact

regular participation can have on health

and wellbeing (ACPMP064)

Participate positively in groups and teams

by encouraging others and negotiating

roles and responsibilities (ACPMP067)

Apply critical and creative thinking

processes in order to generate and assess

solutions to movement challenges

(ACPMP068)

Demonstrate ethical behaviour and fair

play that aligns with rules when

participating in a range of physical

activities (ACPMP069)

Fundamental movement skills

(FMS)







(ACPMP063)











(ACPMP068)





Rhythmic and expressive

movement activities (RE)

Fundamental movement skills

(FMS)






(ACPMP063)











(ACPMP068)





Challenge and adventure activities

(CA)







(ACPMP063)











(ACPMP068)





Documents

Grade 5: Mathematics Scope & Sequence