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Whole School Curriculum and Assessment Plan: Australian Curriculum Years 7 –10 SSS

School: ORMEAU WOODS STATE HIGH SCHOOL Regional centre: SOUTH EAST

School information and data Sources for gathering information and data

Total enrolments Systemic

• NAPLAN / Queensland Core Skills Test

• Great Results Guarantee

• Headline Data

• School Performance Profile

• Literacy and Numeracy Improvement Plans

• School Opinion Surveys

School-based

• OneSchool Reports / OneSchool Dashboard

• PAT-R / M

• BKSB

• MYAT

• SAI Ladders and Analysis

• Student Attendance

• SDA

Year levels Years 7 – 12

Student information % males: 49% % females: 51%

% Indigenous students: 2.0% % students with disabilities: 6.0%

Staff information Number of teaching staff: 73 Number of non-teaching staff: 53

Systemic priorities

The top three priorities for 2019 are:

1. Address the unique needs of students to ensure successful transitions through each phase of learning.

2. Improve student academic achievement.

3. Provide challenging learning experiences that further develop reading, writing, numeracy and science expertise across the curriculum.

School-based priorities

Our top three priorities for 2019 are:

1. Continue to improve students' literacy and numeracy standards

2. Continue to address the learning and wellbeing needs of all students

3. Establishing high academic standards for student performance (e.g. NAPLAN, Upper 2 Bands, Junior Secondary)

Whole School Curriculum and Assessment Plan: What we currently do

Vision:

To provide the highest quality teaching and learning experiences to enable all students to achieve success and maximise their outcomes

What are our future goals for teaching and learning?

We aim to ‘add value’ to the learning of every child in order to maximise their education potential. Continuous improvement involves using assessment data at regular intervals to see if strategies are working, and if not, investigating, designing and implementing other strategies, then seeing if they are working, and so on until significant improvement is seen. This curriculum alignment process is at the very core of intervention for improvement for every student.

What we are doing and will continue doing to improve teaching and learning?

What we are doing and will continue doing to build staff capacity through continuing professional development?

What we are doing and will continue doing to manage our resources effectively.

What we are doing and will continue doing to ensure parent and community engagement.

Pedagogy focus:

• Explicitly teaching expectations in all subject areas

• Explicitly teaching Cognitive skills across the school in all units of work.

• Structuring curriculum and learning environment to suit students determined needs.

Teaching expertise to support pedagogy focus:

• Improving planning and curriculum delivery to meet the needs of identified students and target groups.

• Creating classroom environments that are welcoming and conducive to learning.

• Implementing Feedback Loops to improve performance.

• Collaborative planning in year level subject groups

• Reciprocal teaching – sharing good practice.

Catering for all learners:

• Developing early identification and intervention strategies with respect to students’ literacy and numeracy needs

• Identifying highly performing students from core/at risk students

• Implementing strategies that increase the number of students in the highly performing students at threshold.

School leaders:

• Executive level review of Whole of School, Year Level and Class performance data from Semester Reports.

• Identifying key staff members to lead strategic priorities (literacy, numeracy, reading, curriculum, school culture).

• Leadership Team to be recognized as Instructional Leaders.

Teaching staff:

• Continuing to implement the Literacy and Numeracy Plan, NAPLAN and I4S strategies..

• Embedding literacy, numeracy and TTR/TTW strategies in all curriculum areas and work programs

Support staff:

• Engaging teacher aide to support learning programs in literacy and numeracy

• Supporting teachers to take more risks in terms of innovative teaching practice and developing productive relationships with students.

Human resources:

• Professional Development

• PLT’s

• PLC’s

• Annual Performance Review

• Twilight PD

• M Cubed

• Mentoring Beginning Teachers

• Aspiring Leaders Program

• Line Management Meetings

Financial resources:

• Professional Development Budget

• Investing 4 Success

• Innovation Fund

• ICT’s Grant

• GAPS

Physical resources:

Facility Management

- Physical Environment + Equipment

Parent engagement:

– Term 1:

– Leadership Assembly

– Rich Task Performances

– Harmony Day

– Interim Reporting

– Meet The Teacher Night

– Term 2:


– XL Showcase Evening

– Drama Night

– Acknowledgement Assemblies

– Term 3:

– Careers Expo

– SET Interviews

– Music Celebration

– Parent/Teacher Interviews

– Enrolment Information Evening


– XL7 and 8 Parent Meetings

– Term 4:

– Night of Excellence

– Arts in the Woods

– Dance Concert

– Graduation

Parents and Friends/Citizens Association:

– Third Tuesday of each month

Community links:

– Leo’s

– PWR

– Harrigan’s Irish Pub

– Griffiths University

– Product for Industry

English

Juncture P - 2

Term 1

Unit summary Content descriptors Assessment Cognitive verbs

Exploring Personal recount: This unit is focussed on the development of the recount genre where students explore a number of different visual and written recounts and their language features. This will culminate in students planning, creating and publishing their own personal recounts

Understand that the purposes texts serve shape their structure in predictable ways ACELA1447 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances ACELA1451 Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links ACELA1450 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning ACELA1453 Use visual memory to read and write high-frequency words ACELA1821 Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences ACELT1582

Task 1 – Personal Recount (Written) Students will create a personal recount of memorable event which has an emotional connection to it. Conditions:

Word length 50-200 words

Notice of task 4 weeks

1-2 drafts*

Access to previous resources Task 2 - Comprehending Texts

Students read and comprehend a text and respond to literal and implied

comprehension questions.

PM Benchmark

Recall Using vocab Explaining Creating Comprehend

Term 2 Exploring informative texts Students read, view and listen to a range of texts to comprehend and compare the text structures and language features of imaginative and informative texts. Students create an informative text with a supporting image.

Understand that the purposes texts serve shape their structure in predictable ways ACELA1447 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances ACELA1451 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning ACELA1453 Use visual memory to read and write high-frequency words ACELA1821 Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences ACELT1582

Task 1 – Writing an Informative Text Students create an informative text with a supporting image about an animal of their choice. Conditions:



1-2 drafts*




PM Benchmark

Using Vocab Creating Finding material Interpreting Summarizing Comprehend

Term 3 Investigating characters This unit focusses on examining the features of characters in text and movie clips, and the way characters develop and change as a plot unfolds. This will culminate in students planning, creating and publishing their own character study, then sharing with the class.

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states

(verbs), qualities (adjectives) and details such as when, where and how (adverbs) ACELA1452

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

ACELA1453

Discuss how authors create characters using language and images ACELT1581

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

with students' own experiences ACELT1582

Discuss features of plot, character and setting in different types of literature and explore some features of characters in

different texts ACELT1584

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication ACELT1586

Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary ACELT1832 Use visual memory to read and write high-frequency words ACELA1821

Task 1 – Imaginative narrative To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters. Conditions:



1-2 drafts*




PM Benchmark

Using Vocab Creating Finding material Interpreting Summarizing Comprehend

http://www.scootle.edu.au/ec/search?accContentId=ACELA1447





http://www.scootle.edu.au/ec/search?accContentId=ACELT1582














Term 4 Exploring procedures

This unit focuses on

examining the features of

procedural texts. This will culminate in students writing a procedural text for a Christmas craft, completing the craft, then sharing with the class.

Understand that people use different systems of communication to cater to different needs and purposes and that many

people may use sign systems to communicate with others ACELA1443

Understand that language is used in combination with other means of communication, for example facial expressions and

gestures to interact with others ACELA1444

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

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences

that make statements, ask questions, express emotion or give commands ACELA1449

Understand concepts about print and screen, including how different types of texts are organised using page numbering,

tables of content, headings and titles, navigation buttons, bars and links ACELA1450

Use visual memory to read and write high-frequency words ACELA1821 Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning ACELA1453

Task 1 – Procedural presentation Students will plan, draft and edit a procedural text, giving instructions how to complete a Christmas craft activity, then present this to the class. Conditions:



1-2 drafts*




PM Benchmark

Recall Using vocab Explaining Creating Comprehend

Juncture 3 Term 1


Investigating characters In this unit students listen to, view and read a short narrative, a digital book and a novel to explore authors' use of descriptive language in the construction of characters. They complete a reading log that analyses characters from the novel. Students read an extract from the novel and answer questions using comprehension strategies to build literal and inferred meaning of the text. They write a short imaginative narrative based on a familiar theme.

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Task 1 – Reading comprehension To comprehend literal and implied meaning in a text and identify and explain the author’s use of language. Exam Conditions

Non assisted (HI exclusion)

In class 1-2 lessons

Multiple choice and extended questions

Task 2 – Imaginative narrative To write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters. Task Conditions

150-200 words

2 weeks notice

In class time allowed

Draft due week 6

Final due EOW 7

Presentation due EOW 8

Creating Planning Presenting Evaluate Structuring Explaining Comprehending Drafting Publishing Editing Analysing








Term 2 Exploring informative texts Students read, view and listen to a range of texts to comprehend and compare the text structures and language features of imaginative and informative texts. Students create an informative text with a supporting image.

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)






Task 1 – Writing an Informative Text Students create an informative text with a supporting image about an animal of their choice. Students present their information with the use of Word, PowerPoint or poster. Task Conditions

2 weeks notice

In class time available

First draft due week 6

Published EOW 7

Presenting EOW 8

100-150 words

Create Summarising Recording Processing Setting out Presenting Structuring Organising Classifying Drawing

Term 3 Analysing and creating

persuasive texts. Analysing and creating persuasive texts: Students read, view and analyse persuasive texts. Students demonstrate their understanding of persuasive texts by examining ways persuasive language features are used to influence an audience. They use this language to create their own persuasive texts.

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)



Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)


Task 1 - Comprehending persuasive texts

Students read analyse and comprehend a text and respond to literal and implied comprehension

questions.

Exam Conditions

Seen multiple choice exam

No assistance (EI signing)

In class 1-2 lessons Task 2 - Persuasive letter

Students write a letter to persuade a known audience.

Task Conditions

2 weeks notice

Letter specific format

First draft EOW 6

Published work week 7

100-150 words

Understand Apply Identify Demonstrate Creating Composing Devising Comprehend Analysing Structuring

Term 4 Exploring procedures In this unit students listen to, read, view and analyse informative and literary texts and create a spoken procedure by a character.


Understand that paragraphs are a key organizational feature of written texts (ACELA1479)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)






Task 1 – Procedural presentation Students create and present a spoken procedure by a character from a story, where the character is explaining how to do something. Task Conditions


2 weeks notice

Draft due week 6

Written due EOW 7

Class Presentation EOW 8

Creating Planning Presenting Structuring Explaining Comprehending Drafting Publishing Editing Analysing Organising

Juncture 4 Unit summary Content descriptors Assessment Cognitive verbs

Term 1 Examining traditional stories In this unit students read and analyse traditional stories. They will demonstrate understanding by identifying structural and language features, finding literal and inferred meaning and explaining the message or moral in traditional stories. Students will plan and write a traditional story which includes a moral for a younger audience.

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Create literary texts by developing storylines, characters and settings (ACELT1794)

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Task 1 - Comprehending a traditional text Students respond to comprehension questions using evidence from a traditional story to support answers. Task Conditions- Task 2 - Imaginative response To plan and write a traditional story which includes a moral for a younger audience. Task Conditions-

Planning Drafting Publishing Editing Creating

Term 2 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 people’s perspectives. There are two assessment 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 present an account of events in the role of a person who was present at the arrival of the First Fleet.

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)



Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Create literary texts by developing storylines, characters and settings (ACELT1794)

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Task 1 - Comprehending historical texts Students read historical recounts, answer comprehension questions and identify language features used to engage the audience. Task Conditions-

Exam conditions

Formative

In class 1-2 lessons Task 2 – Historical events presentation Students present an account of events in the role of a person who was around at the time of an important historical event. Task Conditions-

2 week notice

200-250 words


Draft due week 6

Written due EOW 7

Presentation due EOW 8

Planning Presenting Drafting Publishing Editing Creating

Term 3 Examining persuasion in advertisements and product packaging

In this unit, students will understand how to use appropriate metalanguage to describe the effects of persuasive techniques used on a breakfast cereal package and report these to peers. Students will use word processing software tools to


Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)


Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)



Task 1 - Comprehending persuasive texts Students identify and interpret the persuasive language features and visual elements of a product’s packaging. Task Conditions-

In class

Formative

Week 3 Task 2 - Presenting persuasive texts Design a breakfast cereal package and present it to an audience of peers. Task Conditions-

200-250 words

Recognising letters, words and symbols Interpreting meaning of pictures Creating Gesturing Manipulating Drawing Planning Presenting

manipulate text and images to create an effective composition for a breakfast cereal and write a text to promote their cereal.


Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

2 week notice


Draft due week 6

Written due EOW 7 Presentation due EOW 8

Drafting Publishing Editing

Term 4 Examining procedural texts In this unit students will examine the features of procedural texts. They will engage with hands on procedures and identify the different ways procedures can be used.


Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)





Task 1 – Written procedural text Students plan, draft and edit a procedural text, giving instructions how to complete a procedure. Students will present this procedure in a PPT presentation Task Conditions

200-250 words

3 weeks notice

Draft due week 7

Final and performances due week 8

Multimodal

14 slide minimum

Planning Drafting Publishing Editing Creating

Juncture 5


Term 1 Examining media texts In this unit, 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.

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) Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organized, explain their effect on viewer’s interpretations (ACELA1511) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Re-read and edit student’s own and other’s work using agreed criteria for text structures and language features (ACELY1705)

Task 1 - Comprehending a feature article Students interpret and analyse information from a feature article. Exam conditions Multiple choice and Inferential questions 1-2 Lessons to be completed independently. Task 2 - Multimodal presentation To select information and create a multimodal feature article that presents a particular point of view about an issue. First draft due – end of week 6 Final due –end of week 7 Multimodal Presentation – week 8 Length – 200 – 250 words.

Interpret Analyse Predict Explain Create Plan Draft Edit

Term 2 Informative Text – Biographies Students explore biographical texts and develop their understanding of the language and textual features.

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500 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 -

Task 1 - Autobiography Students construct an autobiography or a photo essay. First draft due – end of week 6 Final due – end of week 7 Length 200-250 words

Explore Construct Develop Edit Plan

Term 3 Creating fantasy characters In this unit, students read and interpret a novel from the fantasy genre showing understanding of character development. They create the first chapter of a fantasy novel, depicting contrasting fantasy characters in relation to setting and plot.

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 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Re-read and edit student’s own and other’s work using agreed criteria for text structures and language features (ACELY1705)

Task 1 - Planning for imaginative chapter Students complete planning documents for their imaginative chapter. Independent Research Week 3-4 Length 50-100 words Edit and publish Task 2 - Imaginative response Students write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting. First draft due at end of week 6 Final published copy due end of week 7 Length 200-250 words

Interpret Create Compare Predict Establish

Term 4 Planning, creating and publishing a procedural text In this unit, students will examine the features of procedural texts such as layout and language devices. They will plan, create and publish a procedural text. Student will present their procedural text in video format by instructing the class to make a craft/tool of their choice. Students will video each other’s presentations and complete peer assessment.

Understand how texts vary in purpose, structure and topic as well as the degree of formality(ACELA1504 – Re-read and edit student’s own and other’s work using agreed criteria for text structures and language features (ACELY1705) 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

Task 1 – Procedural text (written) Students will plan, draft and edit a procedural text, giving instructions how to complete a craft/recipe/magic trick activity then present this to the class. First draft due end of week 6 Final published copy due end of week 7 Presentation week 8

Plan Create Examine Instruct






Maths

Ongoing Foundational Descriptors- addressed throughout all units.

Juncture 3 Juncture 4 Juncture 5

Number and Algebra- Number and place value

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Recognise and explain the connection between addition and subtraction (ACMNA054)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)

Patterns and algebra Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)

Number and Algebra-Number and place value

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

Patterns and algebra Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)


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)

Fractions and decimals Compare, order and represent decimals (ACMNA105)

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA052

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Juncture 3 Term 1

Unit Descriptors Assessment Cognitive Verbs


Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)


Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)

Recognise and explain the connection between addition and subtraction (ACMNA054)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)


Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)

Pre Test – Post Test

Assesses prior knowledge

Input results and map effect size

Assessment

*input info

At this year level:

Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, and using appropriate language to communicate times.

Fluency includes recalling multiplication facts.

Problem-solving includes using number properties to continue number patterns.

Reasoning includes using generalising from number properties and results of calculations.

Investigate Identify Recognise Model Represent Order Apply Rearrange Regroup Solve Explain Recall

Term 2 Money and financial mathematics Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

Patterns and algebra Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Exam Closed book Non calculator Individual work 30 questions (documents hyperlinked) At this year level: Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly. Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects. Problem-solving includes using number properties to continue number patterns .Reasoning includes using generalising from number properties and results of calculations.

Represent Count Create Describe

Term 3 Measurement and Geometry

Using units of measurement Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Shape Make models of three-dimensional objects and describe key features (ACMMG063)

Geometric reasoning Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Exam Closed book Non calculator Individual work 19 questions (documents hyperlinked) At this year level:

Understanding includes using appropriate language to communicate times. Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, interpreting maps and communicating positions Problem-solving includes making models of three-dimensional objects Reasoning includes using results of calculations, comparing angles and creating.













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




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Term 4 Chance Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

Data representation and interpretation

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Interpret and compare data displays (ACMSP070)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Exam Closed book Non calculator Individual work 25 questions (documents hyperlinked) At this year level: Understanding includes connecting number representations with number sequences. Fluency includes recalling multiplication facts, interpret and compare data Problem-solving includes formulating and modelling authentic situations involving planning methods of data collection and representation and using number properties to continue number patterns Reasoning includes using generalising from number properties and results of calculations, and creating and interpreting variations in the results of data collections and data displays.

Conduct Identify Describe Recognise Record Collect Interpret Compare

Juncture 4


Term 2 Money and financial mathematics Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

Patterns and algebra Explore and describe number patterns resulting from performing multiplication (ACMNA081)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Assignment 3 parts; Budget, Profit & Reflection Individual work Resources: Power Point (documents hyperlinked) At this year level:

Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, and using appropriate language to communicate times.

Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, and collecting and recording data

Problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns

Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

Solve Calculate Explore Describe Identify

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMSP067

http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Data




http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Picture+graphs















Term 3

Measurement and Geometry

Using units of measurement Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)

Compare objects using familiar metric units of area and volume (ACMMG290)

Convert between units of time (ACMMG085)

Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)

Shape Compare the areas of regular and irregular shapes by informal means (ACMMG087)

Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)

Location and transformation Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

Geometric reasoning

Compare angles and classify them as equal to, greater than, or less than, a right angle (ACMMG089)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Exam Closed book Non calculator Individual work (documents hyperlinked) At this year level:

Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly and using appropriate language to communicate times. Fluency includes recalling multiplication tables, using instruments to measure accurately. Problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing time durations and using properties of numbers to continue patterns. Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles

Term 4 Statistics and Probability

Chance Describe possible everyday events and order their chances of occurring (ACMSP092)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

Data representation and interpretation

Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs.(ACMSP096)

Pre Test – Post Test Assesses prior knowledge 15 questions Input results and map effect size Assessment Part 1- Data 3 sections of data collection Part 2- Chance 3 sections of chance Marking Rubric (documents hyperlinked) At this year level:

Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals.

Fluency includes recalling multiplication tables, using instruments to measure accurately, and collecting and recording data

Problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns


http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Volume







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http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Picture+graphs


Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, communicating information using graphical displays and evaluating the appropriateness of different displays.



Juncture 5

Unit summary Assessment Cognitive Verbs

Term 1 Number and Algebra- Number and place value

Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)

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)

Fractions and decimals Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

Compare, order and represent decimals

Pre Test - Post Test Assesses prior knowledge 20 questions Input results and map effect size Exam 5 sections each with multiple questions Closed book Non calculator Individual work (documents hyperlinked)

At this year level:

Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways

Fluency includes using estimation to check the reasonableness of answers to calculations problem-solving includes formulating and solving authentic problems using whole numbers reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals

Identify Describe Estimate Check Solve Apply Investigate Compare Order Represent

Term 2 Money and financial mathematics Create simple financial plans (ACMNA106)

Patterns and algebra Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)

Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)

Pre Test – Post Test Algebra Test Assesses prior knowledge 8 questions Input results and map effect size Money Test Assesses prior knowledge 9 questions Input results and map effect size Assignment Party Planning Budget Individual work

At this year level:

Understanding includes making connections between representations of numbers comparing and ordering fractions and decimals and representing them in various ways

Fluency includes using estimation to check the reasonableness of answers to calculations Problem-solving includes formulating and solving authentic problems using whole numbers and creating financial plans Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals

Create Describe Identify


http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Rounding








http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Denominator










Term 3 Measurement and Geometry

Using units of measurement Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)

Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)

Compare 12- and 24-hour time systems and convert between them (ACMMG110)

Shape Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)

Location and transformation Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

Geometric reasoning Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Pre Test – Post Test Assesses prior knowledge 9 questions Input results and map effect size Assignment 7 parts Individual work

At this year level:

Understanding includes making connections between representations of numbers, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry

Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to

calculations and using instruments to measure angles Problem-solving includes formulating and solving authentic problems using whole numbers and measurements Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals

Choose Calculate Compare Connect Use Describe Estimate Measure

Term 4 Statistics and Probability

Chance 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)

Data representation and interpretation Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

Describe and interpret different data sets in context (ACMSP120)

Pre Test – Post Test Assesses prior knowledge 25 questions Input results and map effect size

Assignment 7 part investigation Individual work

At this year level:

Understanding includes making connections between representations of numbers, using fractions to represent probabilities Fluency includes using estimation to check the reasonableness of answers to calculations Problem-solving includes formulating and solving authentic problems using whole numbers Reasoning includes investigating strategies to perform calculations efficiently, interpreting results of chance experiments, posing appropriate questions for data

investigations and interpreting

List Represent Recognise Collect Pose Construct Describe Interpret

http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Volume

http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Capacity


http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Perimeter





http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Estimate


http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Equally+Likely+outcomes



http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Numerical+data






SSS Work Education Program 2019

Term 1 Term 2 Term 3 Term 4

What is employment? What do I need to be employable? Hit the ground running! Employment and beyond

Term 1


Identify the attitudes and skills required for self-directed and lifelong learning (ACWSCL003 - Scootle ) Investigate a wide range of occupations, and the skills and personal qualities required in these fields (ACWSCL006 - Scootle )

Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012 - Scootle )

Explain the importance of teamwork and collaboration in school, community and work-related contexts (ACWSCL009 - Scootle )

Source career information and resources (ACWSCL014 - Scootle ) Link personal profiles with potential work opportunities (ACWSCL021 - Scootle )

What is employment?

exploring various project management skills such as problem-solving techniques, generating and evaluating ideas and organising activities and resources including people and finances

identifying risk management strategies to maximise success identifying the need for sound financial management, both personal and business practising techniques for establishing connections with others and building positive relationships in a range of contexts identifying the skills needed to work collaboratively identifying projects for which teamwork is well suited and determining how to assign team roles researching and filtering a range of career information and services designed to help with career and decision-making creating a portfolio of possible career scenarios identifying diverse learning pathways into preferred career destinations using their personal profile to identify potential careers

Assessment

Students are to develop a personal portfolio documenting their beginning journey into employment

Students will identify 1 possible career pathway that they are interest in and will map the required skills vocational pathways academic requirements prospective employers

Investigate Identify Recognise Model Represent Order Apply Rearrange Regroup Solve Explain Recall

Term 2 Identify types of workplace communication and the effect of context on the choice of communication (ACWSCL007 - Scootle )

Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012 - Scootle )


Investigate formal and informal recruitment processes (ACWSCL017 - Scootle ) Link personal profiles with potential work opportunities (ACWSCL021 - Scootle ) Analyse the skills needed for effective teamwork in varying work contexts, for example, working remotely (ACWSCL028 - Scootle ) Complete an action project utilising entrepreneurial behaviours to address an identified challenge or opportunity (ACWSCL031 - Scootle )

What do I need to be employable?

contrasting the types of communication used among peers, in the classroom, within schools, across cultures and in workplaces categorising types of communication according to their suitability in work contexts practising techniques for establishing connections with others and building positive relationships in a range of contexts identifying the skills needed to work collaboratively identifying projects for which teamwork is well suited and determining how to assign team roles exploring various project management skills such as problem-solving techniques, generating and evaluating ideas and organising activities and resources

including people and finances identifying risk management strategies to maximise success identifying the need for sound financial management, both personal and business defining the term ‘recruitment’ researching the variety of processes employers use for recruitment practising a range of activities required of a job applicant compiling and justifying a set of criteria to select team members to undertake a project outlining processes and methods to manage the project, including negotiation and conflict resolution using team members’ strengths and diverse perspectives to maximise project outcomes completing a project plan that covers timelines, deliverables and resources; assigns team roles for the project; evaluates risks and develops contingences

in response to risks preparing and maintaining the relevant personal documentation for accessing work opportunities practising self-advocacy, understanding appropriate negotiation skills and applying these in a range of work scenarios

Represent Count Create Describe

http://www.scootle.edu.au/ec/search?accContentId=ACWSCL003
















Use a range of tools, methods and skills for accessing work relevant to 21st century recruitment and selection processes (ACWSCL037 - Scootle )

updating their personal profile using their personal profile to identify potential careers

Students will create a resume and generic cover letter to be able to apply for positions of interest

Ongoing formative assessment will be the establishment of the garden and how students have identified rolls within their team to best utilise strengths of each participant for the best outcomes

Term 3 Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012 - Scootle )


Describe the nature of work in Australia and the implications for current and future work opportunities (ACWSCL015 - Scootle ) Investigate formal and informal recruitment processes (ACWSCL017 - Scootle ) Analyse the skills needed for effective teamwork in varying work contexts, for example, working remotely (ACWSCL028 - Scootle ) Complete an action project utilising entrepreneurial behaviours to address an identified challenge or opportunity (ACWSCL031 - Scootle ) Use a range of tools, methods and skills for accessing work relevant to 21st century recruitment and selection processes (ACWSCL037 - Scootle )

Hit the ground running!


identifying risk management strategies to maximise success identifying the need for sound financial management, both personal and business practising techniques for establishing connections with others and building positive relationships in a range of contexts identifying the skills needed to work collaboratively identifying projects for which teamwork is well suited and determining how to assign team roles determining why people work defining employment, self-employment, unemployment, underemployment, contract work, volunteering, casual work and working remotely collecting and interpreting data about how people work exploring initiatives to build employment and enterprise opportunities in their community/region researching the types of work available, the changes occurring at a local level and the implications for future employment compiling and justifying a set of criteria to select team members to undertake a project outlining processes and methods to manage the project, including negotiation and conflict resolution using team members’ strengths and diverse perspectives to maximise project outcomes

Students come up with a senario of conflict resolution. The write a script and present the script in a power point format to explain how to implement conflict resolution

Term 4 Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012 - Scootle )


Describe the nature of work in Australia and the implications for current and future work opportunities (ACWSCL015 - Scootle ) Investigate formal and informal recruitment processes (ACWSCL017 - Scootle ) Analyse the skills needed for effective teamwork in varying work contexts, for example, working remotely (ACWSCL028 - Scootle ) Complete an action project utilising entrepreneurial behaviours to address an identified challenge or opportunity (ACWSCL031 - Scootle )

Employment and beyond


identifying risk management strategies to maximise success identifying the need for sound financial management, both personal and business practising techniques for establishing connections with others and building positive relationships in a range of contexts identifying the skills needed to work collaboratively identifying projects for which teamwork is well suited and determining how to assign team roles determining why people work defining employment, self-employment, unemployment, underemployment, contract work, volunteering, casual work and working remotely collecting and interpreting data about how people work exploring initiatives to build employment and enterprise opportunities in their community/region researching the types of work available, the changes occurring at a local level and the implications for future employment investigating the impact of the Asian region on the skills required for employment defining the term ‘recruitment’ researching the variety of processes employers use for recruitment practising a range of activities required of a job applicant compiling and justifying a set of criteria to select team members to undertake a project outlining processes and methods to manage the project, including negotiation and conflict resolution

Conduct Identify Describe Recognise Record Collect Interpret Compare



















Use a range of tools, methods and skills for accessing work relevant to 21st century recruitment and selection processes (ACWSCL037 - Scootle ) Optional Work Personal and Social Capability Social management

Work collaboratively Communicate effectively

Social awareness

Understand relationships Appreciate diverse perspectives Contribute to civil society

using team members’ strengths and diverse perspectives to maximise project outcomes developing a project proposal designed to address the challenge completing a project plan that covers timelines, deliverables and resources; assigns team roles for the project; evaluates risks and develops contingences

in response to risks using digital tools to assist with planning and providing a tracking mechanism for potential progress, for example, expenditure and budget forecasting and

cost-benefit analysis preparing and maintaining the relevant personal documentation for accessing work opportunities distinguishing criticism from constructive feedback and the importance of feedback for self-improvement and applying this in a range of work scenarios practising self-advocacy, understanding appropriate negotiation skills and applying these in a range of work scenarios practising networking in its various forms including virtual and other social media

Students participate in WEX writing a journal of their experiences throughout their WEX



SSS Humanities Program 2019

Term 1/3 Term 2/4

Geography Unit 1 Geography Unit 2

Ongoing Foundational Descriptors- addressed throughout all units.

Juncture 3 Juncture 4 Juncture 5

GEOGRAPHY Geographical Knowledge and Understanding • The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) • The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) • The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016) • The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) • The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) • The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) Geographical Inquiry and Skills • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) Communicating • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) Interpreting, analysing and concluding • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) Observing, questioning and planning • Develop geographical questions to investigate (ACHGS019) Reflecting and responding • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

GEOGRAPHY Geographical Knowledge and Understanding • The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020) • The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021) • The importance of environments to animals and people, and different views on how they can be protected (ACHGK022) • The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023) • The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) • The sustainable management of waste from production and consumption (ACHGK025) Geographical Inquiry and Skills Collecting, recording, evaluating and representing • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as, photographs, plans, satellite images, story books and films (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) Interpreting, analysing and concluding • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016) Communicating • Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS017)

GEOGRAPHY Geographical Knowledge and Understanding • The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026) • The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027) • The influence of the environment on the human characteristics of a place (ACHGK028) • The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029) • The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) Geographical Inquiry and Skills • Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036) Communicating • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038) Interpreting, analysing and concluding • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) Observing, questioning and planning • Develop geographical questions to investigate and plan an inquiry (ACHGS033)

Juncture 3

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

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

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHGK014



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




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



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



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

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Country%2FPlace





http://www.australiancurriculum.edu.au/Glossary?a=G&t=Characteristics%20of%20places




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





Term 1


Exploring similarities and differences in places near and far In this unit students will investigate the inquiry question identified from the Australian Curriculum: Geography • How and why are places similar and different? • What would it be like to live in a neighbouring country? The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, interconnection and scale. In this unit • students will 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, and review unit inquiry questions. • They will recognise that a ‘place’ is a form of bounded space with each place having a location on the surface of the Earth and that places are important to Aboriginal peoples and Torres Strait peoples, and how they are represented. • Students will also record data and information to identify similarities and differences between the climates of different places. • Students will identify the natural and human characteristics of places in Australia and Australia’s neighbouring countries using sources such as photographs maps and the internet; interpret representations of places, for example, through a globe, wall or atlas map, or digital application; and recognise their purpose. • They will use the information provided to represent the location of places and their characteristics using labelled maps conforming to cartographic conventions, including legend, title and north point. • They will identify and describe similarities and differences in characteristics of places within Australia, and between Australia and its neighbouring countries. The key inquiry questions for Year 3 are articulated below. • How and why are places similar and different? • What would it be like to live in a neighbouring country? • How do people’s feelings about places influence their views about the protection of places?

Students will demonstrate an understanding of the similarities and differences between characteristics of places at a local scale and to represent data DETAILS – Ongoing portfolio collection of work

Part A – Representing places: Represent the location of places and their characteristics on maps and describe the location of places, and selected countries, using simple grid references and cardinal compass points

Part B – Representing and interpreting climate data: Represent data in tables and simple graphs; and interpret geographical data to draw

Part C – Interpreting data to identify similarities and differences: Identify and describe the similarities and differences between places and describe the distribution of features of places

CONTENT DESCRIPTORS BEING ASSESSED

Geographical Knowledge and Understanding • The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) • The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) • The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) Geographical Inquiry and Skills • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) Communicating • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) Interpreting, analysing and concluding • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Represent Describe Present Interpret Draw conclusions

Term 2 Protecting places near and far In this unit, students will investigate the inquiry questions identified from the Australian Curriculum: Geography: • How do people's feelings about places influence their views about the protection of places? • How and why are places similar and different? In this unit, students: • draw on studies at the local scale in Australia and its neighbouring countries • recognise the interconnections between people and places • collect and record data and information to identify the influence of climate, settlement and demographic characteristics on the way people live in selected places of significance • 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 simple geographical questions for investigating places of significance, and collect information from different sources to answer these questions, including interviews and surveys

Students will recognise that people have different perceptions of places, and how this influences views on the protection of places. DETAILS - Research task

Investigate a significant local place, how it is used and how it should be protected.

Part A: Collect and represent data

Pose questions about a significant local place.

Collect primary data about how the place is used and how people feel about its protection.

Represent the location of the place on a map.

Represent the place in a field sketch.

Represent data in a graph.

Part B: Analyse and interpret data

Identify and describe patterns in data.

Part C: Suggest action

Represent Describe Present Interpret Draw conclusions Develop Reflect Propose Identify

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

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



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


• recognise that people have different perceptions of places and how this influences views on the protection of place • interpret data and information to identify similarities and differences and draw conclusions • present findings, using geographical terms • reflect on their learning to propose individual action about protecting and improving a selected place of significance • suggest action to protect and improve selected places of significance. The key inquiry questions for Year 3 are articulated below. • How and why are places similar and different? • What would it be like to live in a neighbouring country? • How do people’s feelings about places influence their views about the protection of places?

Make a suggestion about how a place may be protected, and support the suggestion with reasons and data. CONTENT DESCRIPTORS BEING ASSESSED . Geographical Knowledge and Understanding • The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) • The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) Geographical Inquiry and Skills • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) Communicating • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) Interpreting, analysing and concluding • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) Observing, questioning and planning • Develop geographical questions to investigate (ACHGS019) Reflecting and responding • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)



Juncture 4


Term 1 Exploring environments and places In this unit students will investigate the inquiry question identified from the Australian Curriculum: Geography • How does the environment support the lives of people and other living things? The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, change, and scale. In this unit • students build on their mental map of the world and their understanding of place with a focus on Africa and South America. • Students investigate the types of natural vegetation and native animals on both these continents. • Students learn to identify and describe the relative location of places at a national scale and to complete maps using cartographic conventions. • The interconnections between people and environment are examined by exploring the importance of environments to animals and people and how places are characterised by their environments. •Students will identify and compare the characteristics of places, including the types of natural vegetation and native animals. • Students will interpret geographical information and data to identify different views on how the environments should be protected, and form conclusions. The key inquiry questions for Year 4 are articulated below. • How does the environment support the lives of people and other living things? • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably?

Students will demonstrate an understanding of location and characteristics of place at a national scale and represent and interpret data.

DETAILS - Ongoing portfolio collection of work

Part A – Mapping and location: Describe the location of selected countries in relative terms; represent the location of places and

their characteristics in a large-scale map that uses cartographic conventions of scale, legend, title and north point; describe the

location of places and their features using simple grid references, compass direction and distance; use geographical terminology

in a range of texts

Part B – Environmental characteristics: Describe the location of selected countries and identify simple patterns in the distribution

of features of places; interpret data to identify spatial distributions and simple patterns and draw conclusions; represent data in

simple graphic forms; use geographical terminology.

Part C – Case studies: Describe and compare the characteristics of places in different locations at the national scale using

geographical terminology; interpret data to identify spatial distributions and simple patterns and draw conclusions.

CONTENT DESCRIPTORS BEING ASSESSED Geographical Knowledge and Understanding • The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020) • The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021) • The importance of environments to animals and people, and different views on how they can be protected (ACHGK022) Geographical Inquiry and Skills Collecting, recording, evaluating and representing • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as, photographs, plans, satellite images, story books and films (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) Interpreting, analysing and concluding • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Collect Record Represent Draw Conclusions

Term 2 Using places more sustainably In this unit, students will investigate the inquiry questions identified from the Australian Curriculum: Geography: • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably? The content provides opportunities to develop the following concepts for geographical understandings: Place, Space, Environment, Interconnection, Sustainability, Scale and Change. In this unit, students: • draw on studies of Australia • develop geographical questions to investigate ways of managing resources sustainably • analyse how people use, and are influenced by, 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

Students conduct an inquiry to investigate ways in which waste is managed in your local area, and how individuals can manage waste more sustainably. DETAILS - Research task


Pose questions about waste management at your school.

Collect primary data about types of waste disposed of at your school, and waste-management practices in the local area.

Represent the location of bins within the school grounds.

Represent data in a graph.



Represent Draw Conclusions Present

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

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







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 and 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.

The key inquiry questions for Year 4 are articulated below. • How does the environment support the lives of people and other living things? • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably?

Part C: Identify and evaluate strategies

Suggest and describe positive and negative effects of strategies.

Part D: Make and justify decisions

Make a recommendation for the preferred strategy and support the recommendation with reasons and data.

CONTENT DESCRIPTORS BEING ASSESSED

Geographical Knowledge and Understanding • The importance of environments to animals and people, and different views on how they can be protected (ACHGK022) • The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023) • The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) • The sustainable management of waste from production and consumption (ACHGK025) Geographical Inquiry and Skills Collecting, recording, evaluating and representing • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) Interpreting, analysing and concluding • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016) Communicating • Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS017)


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

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Country%2FPlace





Juncture 5

Unit summary Assessment Cognitive Verbs

Term 1 Exploring how people and places affect one another Students will investigate the inquiry question identified from the Australian Curriculum Geography • How do people and environments influence one another? The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, interconnections, change, sustainability, and scale. In this unit • students extend their mental map of the world with a focus on Europe and North America. Students learn to identify and describe the relative location of places at a national scale and to complete maps using cartographic conventions. •The concept of place is further developed by exploring the human and environmental factors that influence the characteristics of places. •The interconnections between people and environments are examined through climate and landforms. Students learn how climate and landforms influence the human characteristics of places and how human actions influence the environmental characteristics of places. •They will represent and interpret data to identify simple patterns, trends, spatial distribution, infer relationships and draw conclusions. • The impact of human actions on the environmental characteristics of places in two countries in Europe and North America is further explored through a focus on examples and a case study. The key inquiry questions for Year 5 are articulated below. • How do people and environments influence one another? • How do people influence the human characteristics of places and the management of spaces within them? • How can the impact of bushfires or floods on people and places be reduced?

Students demonstrate an understanding of the characteristics of places and spatial concepts by representing and interpreting data in a variety of forms. DETAILS - Portfolio - Collection of Work

Part A – Describing location: Describe the location of selected countries in relative terms; represent the location of places and their characteristics in large and small scale maps that use cartographic conventions of border, scale, legend, title and north point; use geographical terminology in a range of communication forms.

Part B – Environment influences the characteristics of places: Represent data in graphic forms. Explain the characteristics of places in different locations at a national scale; use geographical terminology in a range of communication forms.

Part C – People influence the characteristics of places: Identify spatial distributions and simple patterns in the features of places and environments; interpret geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions; use geographical terminology in a range of communication forms.

CONTENT DESCRIPTORS BEING ASSESSED GEOGRAPHY Geographical Knowledge and Understanding • The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026) Geographical Inquiry and Skills • Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036) Communicating • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038) Interpreting, analysing and concluding • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) Observing, questioning and planning • Develop geographical questions to investigate and plan an inquiry (ACHGS033)

Evaluate Represent Construct Present Interpret Identify Infer Conclude Develop Investigate Plan

Term 2 Exploring how places are changed and managed by people In this unit students will investigate the inquiry question/s identified from the Australian Curriculum: geography. • How do people influence the human characteristics of places and the management of spaces within them? • How can the impact of bushfires or floods on people and places be reduced? The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, interconnections, change, sustainability, and scale. In this unit, students: • 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 natural hazards, and plan an inquiry

Students will investigate how extreme natural events affect people and places and how these effects can be reduced. DETAILS - Assignment/Project – Research inquiry


Pose questions to guide the inquiry.

Represent the location of a study area on a map.

Collect primary data through a questionnaire and interview.

Collect secondary data and information through research.

Represent data in a graph and table.

Create a household emergency plan.


Evaluate Represent Construct Present Interpret Identify Infer Conclude Develop Investigate Plan



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

The key inquiry questions for Year 5 are articulated below. • How do people and environments influence one another? • How do people influence the human characteristics of places and the management of spaces within them? • How can the impact of bushfires or floods on people and places be reduced?


Part C: Identify and evaluate strategies

Suggest and describe positive and negative effects of strategies.

Part D: Make and justify decisions

Make a recommendation as to the preferred strategy and support the recommendation with reasons and data.

Part E: Summary

Summarise findings and recommendations in a paragraph. CONTENT DESCRIPTORS BEING ASSESSED Geographical Knowledge and Understanding • The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029) • The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) Geographical Inquiry and Skills Communicating • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038) Interpreting, analysing and concluding • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) Observing, questioning and planning • Develop geographical questions to investigate and plan an inquiry (ACHGS033)




Science

Juncture 3

Term 1


Is it living?

During this term students make predictions and describe patterns and relationships as they investigate living and non-living things.

Students will:

• recognise the characteristics of living things

• distinguish living things from non-living things

• appreciate the difference between non-living things and things that were once living

• sort living and non-living things based on observable characteristics

• identify questions in familiar contexts that can be investigated scientifically

• make predictions and compare results with predictions

• record and present observations in tables and column graphs

• represent and communicate ideas using labelled diagrams and simple reports

Biological Sciences

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Science involves making predictions and describing patterns and relationships (ACSHE050) With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053)

Pre-test

Task 1 - Collection of Journal .

Task 2 Research: Report (Written)

Complete a checklist of the characteristics of living things found in the outdoor school environment. Determine if the things located during the audit were living or non-living.

First draft due – end of week 6 Final due –end of week 7

Length – 200 – 250 words.

Predict Recognise Sort Distinguish Appreciate Identify Record Represent Communicate Determine Complete

Term 2 Spinning Earth

During this term students recognise that observation is an important part of exploring and investigating the things and places around us.

Students will:

• investigate the position of the Earth and sun in the solar system and recognise the sun as a source of light

• model the relative sizes of the Earth, sun and moon

• appreciate that the Earth rotates once each day and that the sun does not move

• explore the relationship between the Earth and sun and how this gives day and night across the world

• work in groups to plan and safely carry out simple investigations

• make and record observations and measurements in tables and column graphs

• compare results with predictions, suggesting possible reasons for findings

• represent and communicate ideas using labelled diagrams, models and simple reports

• research how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander peoples.

Earth and Space Sciences Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)

Task1-Collection of work (Written)

Task 2- Experimental investigation: Model design and demonstration (Multimodal)

Design and construct a model to show the effects of human activity on the Earth’s surface.

Demonstrate the model to an audience and make recommendations for future prevention of the effects.

The assessment package Changes to the coast in the QSA Assessment Bank could be used as assessment in this unit

Length:200-250 words


Term 3

Exemplar unit: Hot stuff

During this term students investigate how Science knowledge helps people to understand the effects of their actions.

Students will:

• describe ways that heat is produced

• identify changes that occur in everyday situations due to heating

• explore how heat is transferred through solids and liquids

• identify questions in familiar contexts that can be investigated scientifically and predict what might happen

Chemical Sciences Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)

Collection of work (Written)

• science journal entries

• predictions

• observations

• labelled diagrams

• graphs and tables

• simple explanations

• simple reports

Experimental investigation:

Creating Planning Presenting Structuring Explaining Comprehending Drafting Publishing Editing Analysing Organising

Term 4

• work in groups to plan and discuss things that might happen during an investigation

• work in groups, with teacher guidance, to safely carry out simple investigations

• make and then record observations and measurements in tables and column graphs

• identify and describe patterns from column graphs and relate to everyday experiences

• reflect on the investigation

• appreciate the need for a fair test

• represent and communicate ideas using labelled diagrams, procedures, cut-away diagrams, models and/or simple reports

• understand how science knowledge can impact on everyday situations and decisions.

What’s the matter?

During this term students explore the observable characteristics of liquids and solids as they make predictions and describe patterns and relationships. They understand why particular materials are chosen by product designers as insulators.

Students will:

• revise (from Term 3) how heat is transferred through solids and liquids

• investigate how solids and liquids change when temperature increases and decreases

• investigate the best materials to be used as insulators

• identify questions in familiar contexts that can be investigated scientifically and predict what might happen

• work in groups to plan and discuss things that might happen during an investigation

• suggest ways to plan and conduct safe and fair investigations about the characteristics of liquids and solids

• work in groups, with teacher guidance, to safely carry out simple investigations

• make and then record observations and measurements in tables and column graphs

• identify patterns from column graphs

• reflect on the investigation and appreciate the need for a fair test

• represent and communicate ideas using labelled diagrams, models and simple reports.

Physical Sciences Heat can be produced in many ways and can move from one object to another (ACSSU049) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Reflect on the investigation, including whether a test was fair or not (ACSIS058)

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports(ACSIS060)

Scientific report (Written)

Plan and conduct an investigation to answer the question: Does the size of a piece of food affect how quickly it cooks?

Collection of work (Written)

• science journal entries

• predictions

• observations

• labelled diagrams

• graphs and tables

• simple explanations

• simple reports



Plan and conduct an investigation to answer the question: How can I slow down the process of a solid becoming a liquid?

Supervised assessment: Short responses (Written)

Heat transfer and the resulting changes in states of matter are displayed in a concept cartoon.

Choose and justify the best explanation for the scenario.

Term 3

Term 4

Juncture 4

Term 1


The balance of nature

During this term students use a local habitat to explore the contribution of science to discussions about how human activity has changed the local environment.

Students will:

• use tables and graphs to record observations and identify patterns of life cycles

• describe and compare stages of the life cycles of different living things, including plants and animals

• recognise environmental factors that can affect life cycles

• investigate the interdependence of animals and plants

• investigate roles of living things (including humans) within a habitat

• describe predator–prey relationships

• predict the effects when living things in feeding relationships die out or are removed

• predict the effects of human activity on feeding relationships

communicate ideas and findings in a variety of ways.

Biological Sciences

Living things have life cycles (ACSSU072)

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)

Science knowledge helps people to understand the effect of their actions (ACSHE062)

With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Compare results with predictions, suggesting possible reasons for findings (ACSIS216) Reflect on the investigation; including whether a test was fair or not (ACSIS069)

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Pre-Test

Week4

Supervised assessment: Short response (Written)

Formative

•science journal entries

•predictions

•observations

•labelled diagrams

•written explanations

•research

•science reports.

Experimental investigation: Model design and demonstration (Multimodal)

Design and construct a model to show the effects of human activity on the Earth’s surface.

Demonstrate the model to an audience and make recommendations for future prevention of the effects.

The assessment package Changes to the coast in the QSA Assessment Bank could be used as assessment in this unit.

Predict Recognise Investigate Sort Distinguish Appreciate Identify Record Represent Communicate Determine Complete Describe

Term 2

Exemplar unit: Here today, gone tomorrow

During this term students explore the local catchment to investigate the effects of human activity, natural disasters and extreme weather that cause erosion of the Earth’s surface.

Students will:

• ask questions to inform an investigation about a local area that has changed as a result of natural processes

• collect and record evidence of change to local landforms

• investigate erosion by understanding the characteristics of soil

• consider how to minimise the effects of events such as human activity, natural disasters and extreme weather on the local landscape

• identify questions to be investigated


• plan and conduct investigations that are fair tests

• collect data and use tables and graphs to represent data and to identify trends and patterns

• communicate ideas and findings in a variety of ways.

Content descriptors Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Assessment Pre-Test Collection of work (Written) •science journal entries •predictions •observations •labelled diagrams •written explanations •research •science reports. Experimental investigation: Model design and demonstration (Multimodal) Design and construct a model to show the effects of human activity on the Earth’s surface. Demonstrate the model to an audience and make recommendations for future prevention of the effects. The assessment package Changes to the coast in the QSA Assessment Bank could be used as assessment in this unit. Experimental investigation: Being a soil scientist. Research/Experiment 200-250 Words

Cognitive verbs

Ask Consider Identify

Plan Collect

Communicate

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU072


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE062

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS064

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS068


Compare results with predictions, suggesting possible reasons for findings (ACSIS216) Reflect on the investigation; including whether a test was fair or not (ACSIS069) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Term 3


Material use

During this term students investigate how the properties of materials influence their use for work, recreation and play.

Students will:

• describe a range of properties of common materials and their uses

• identify questions to be investigated about why materials are chosen for a particular use

• plan and conduct safe and fair tests to investigate the properties of a range of materials and the best choice of material for a specific purpose

• plan and conduct safe and fair investigations that compare a particular property for a range of materials



• select materials for uses based on their properties

• consider how the properties of materials affect waste management or may lead to pollution


Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)

Science involves making predictions and describing patterns and relationships (ACSHE061)


Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)



Reflect on the investigation; including whether a test was fair or not (ACSIS069)


Research: Report (Written)

Write a report that makes a recommendation in response to a design brief that critiques the selection of materials for a specific purpose.

Describe Predict Identify Record Represent Communicate Determine Complete Consider collect

Term 4


Safety first

During this term students appreciate the effect of their actions as they explore the ways science has contributed to safety rules and devices as they answer questions such as: Why do we wear seatbelts? Why do we wear bicycle helmets?

Students will:

• revise from Term 3 that materials are selected for particular uses based on their properties


Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science involves making predictions and describing patterns and relationships (ACSHE061)

Pre-Test



Analyse the data collected during an investigation to evaluate safety equipment and safety rules

200-250 words

Predict Recognise Sort Distinguish Appreciate Identify Record Represent

• ask questions about safety devices to inform investigations

• plan and conduct safe and fair tests to investigate the effect of forces on the behaviour of objects

• plan and conduct safe and fair tests that investigate the effect of friction between different surfaces and to compare the effects of forces on different materials



• communicate ideas and findings in a variety of ways.









Post-Test

Communicate Determine Complete conduct

Hospitality

Juncture P - 4 Term 1


Kitchen Safety and Knife Skills: This unit is focussed on teaching students the importance of Kitchen safety. Knife Skills: Students explore the different techniques such as ‘dicing/slicing/julienne etc. This will culminate in students planning, executing and presenting foods using the various techniques they have learnt over the term

Recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012 - Scootle )

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016 - Scootle

Students research and use prior knowledge to create and present dishes using techniques

such as ‘julienne/dicing/slicing/spiralling etc’. Task Conditions:

Individual or pair work.

Two weeks’ notice.

In and out of class time.

To be performed in class.

Procedure/recipes should be clear enough that anyone can follow it successfully

Best value

Modify recipes

150-200 words

Recall Explaining Creating Presenting Sharing

Term 2 Healthy eating guide: This unit focuses on the benefits of exercise and healthy eating. Students study the Australian healthy pyramid eating guide and make good choices in their diets.

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036 - Scootle Discuss and interpret health information and messages in the media and internet (ACPPS039 - Scootle )

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040 - Scootle

Students research and use prior knowledge to plan a healthy lunchbox for a high school student. Needs to include a snack/ sandwich/muffin/quiche/wrap/healthy bar. Task Conditions:


2-3 weeks’ notice.



Background information on student-allergies/weight/physically active.

Word Process recipes and share with the class.

200-250 words

Using Vocab Creating Interpreting Summarizing Presenting

Term 3 Examining Food Labels: How to read food labels, what does it contain? How do we interpret nutrition information and what are allergies and where do we locate it on the food label?

Investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels. Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012 - Scootle ) Identify and practise strategies to promote health, safety and wellbeing (ACPPS036 - Scootle

Students research and plan a healthy and nutritious 3 course meal for a family of 4. Use prior knowledge of the healthy eating guide and research to complete menu. Take note that mum is gluten intolerant and the son is allergic to nuts. Ensure your meal costs $20 or less. Task Conditions:


Five weeks’ notice.


Word process menu/recipes


Share with your peers.

Include background information on the family.

Modify and differentiate your recipes

150-250 words.

Using Vocab Creating Research Sharing Interpreting Summarizing

http://www.scootle.edu.au/ec/search?accContentId=ACTDEK012

http://www.scootle.edu.au/ec/search?accContentId=ACTDEP016

http://www.scootle.edu.au/ec/search?accContentId=ACPPS036




http://www.scootle.edu.au/ec/search?accContentId=ACTDEK012



Term 4 Cultures and Festivals: Researching different cultures/festivals/celebrations/foods. Showing respect for other religions and cultures.

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036 - Scootle Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037 - Scootle Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042 - Scootle )

Students research their chosen Festival/culture/celebration. Plan a meal showcasing your chosen culture/festival/celebration. Task Conditions:

Individual work.

3-4 weeks’ notice.


To be performed in class.


Includes background information and knowledge of culture chosen.

Present to class

Calculate best value.

200-300 words.

Using vocab Explaining Creating Comprehend Researching Sharing





Social Skills

Term 1: Arts

learning through VISUAL ART & PROJECT BASED LEARNING

Content Descriptors

Practice techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)

Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience (ACAVAM122)

Assessment

Event 1 – Practical demonstration of skills via set activities (Week 5) Event 2 – Practical demonstration of skills via mural task (Week 5-10)

Social skills on going checklist with evidence to be filed out progressively throughout the term

By the end of the unit, students recognise strategies for managing change. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret visual art and discuss the influences of art on personal emotions as well as social skills. They understand the benefits of using creativity and art to regulate their own emotions whilst also creating positive interactions with others

Term 2: Drama

DEVELOPING COMMUNICATION SKILLS THROUGH DRAMA & PROJECT BASED LEARNING

Content Descriptors

Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)

Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)

Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)

Assessment

TBA

By the end of this unit, students identify and analyses how the elements of drama are used, combined and manipulated through different styles of communication. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama. Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions.

http://www.scootle.edu.au/ec/search?accContentId=ACADRM041



Term 3: Design & Technology

DEVELOPING MANAGEMENT SKILLS THROUGH DESIGN & PROJECT BASED LEARNING

Content Descriptors

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015 - Scootle )

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017 - Scootle )

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018 - Scootle )

Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039 - Scootle )

Assessment

TBA

By the end of this unit, students develop a sense of self and ownership of their ideas and thinking about their peers and communities. Students explore and learn to harness their creative, innovative and imaginative ideas. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills.

Term 4: Physical Education

LEARNING THROUGH PHYSICAL ACTIVITY & PROJECT BASED LEARNING

Content Descriptors

Explore how success, challenge and failure strengthen identities (ACPPS033)

Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)

Investigate how emotional responses vary in depth and strength (ACPPS038)

Assessment

Fitness Circuit Morning Tea Event 1 – Practical Demonstration (Week 5) Planning document (overview of tasks) Event 2 – Practical Demonstration (Week 9) Planning document (overview of tasks)

By the end of the unit, students recognise strategies for managing change. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.








Deaf Studies

Deaf Studies Term 1


Language Study

Students interact with the teaching team, class visitors and each other to share information about a chosen topic, creating informative multimodal texts for educating future Deaf students. They use entity depicting signs to discuss movement and location.

They present factual information about familiar topics, using modelled lexical signs and formulaic constructions. They demonstrate simple procedures using known signs, gestures, objects and list buoys.

Informing

Locate specific points of information from signed texts about familiar topics and use the information in new ways (ACLASFC094)

Present factual information about familiar topics using signs that have been modelled (ACLASFC095)

Creating

Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs (ACLASFC096) Translating Create different types of bilingual texts to support their classroom learning (ACLASFC099)

Task 1: Collaboratively create an online OneNote resource that can be accessed by all students. The online resource will serve as an Auslan dictionary. Students will create videos explaining how to use the resource, define the terminology and provide Auslan examples with the terms. Type: Multimodal Length: Complete assigned checklist Draft Due: Week 7 Final Copy due: Week 9

Analyse Comment Communicate Comprehend Construct Create Critique Decide Define Demonstrate Design Discuss Explain Investigate Manipulate Structure

Term 2 Persuasive Skills

Students ask and respond to simple questions and distinguish between statements and questions using grammatical non-manual features (NMFs). They express likes, dislikes and feelings using lexical signs and affective NMFs.

Students follow culturally appropriate protocols, such as responding to and using attention-gaining strategies such as flashing lights, waving or tapping a shoulder or table, using voice-off while signing and observing appropriate distance between signers.

They recognise the importance of facial expression, eye gaze and NMFs in a visual-gestural language and culture.

Socialising

Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences (ACLASFC091)

Develop communication and interaction skills such as asking and responding to simple questions and statements and following protocols for participation in Auslan classes and engaging with the Deaf community (ACLASFC093)

Informing

Present factual information about familiar topics using signs that have been modelled (ACLASFC095)

Reflecting

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression (ACLASFC101)

Language variation and change

Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages (ACLASFU106)

Role of language and culture

Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan (ACLASFU108)

Task 1: Students will research a political party including their core-values and priorities. Students create an argument to present to the class. They will need to view the problem from all perspectives to create strong reasons for their choice. Using persuasive tools to entice others to consider their point of view. Type: Presentation Length: 2min and additional question time. Draft Due: Week 7 Rehearsal: Week 8 Presentation: Week 9

Argue Clarify Comment Communicate Compare Comprehend Consider Construct Contrast Critique Describe Discriminate Discuss Explain Express Investigate Justify Propose Prove Sequence

https://www.australiancurriculum.edu.au/f-10-curriculum/languages/auslan/?year=13308&strand=Communicating&strand=Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false










Term 3 Rich Story-telling

Students view short imaginative and expressive stories, demonstrating understanding through drawing, gesture and modelled signs. They create simple imaginative texts and retell wordless animations, using familiar signs, gestures, modelled language and visual supports, modifying NMFs and lexical signs to indicate manner. They translate high-frequency signs/words and expressions in simple texts.

Students know that Auslan is a language in its own right, different from mime and gestures used in spoken languages, and that eye contact is necessary for effective communication. They know that meaning is communicated visually through the use of signs, fingerspelling, NMFs and non-conventional gestures.

Informing

Locate specific points of information from signed texts about familiar topics and use the information in new ways (ACLASFC094) Creating Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs (ACLASFC096) Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs (ACLASFC097)

Translating

Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning (ACLASFC098)

Systems of language

Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent (ACLASFU102) Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships (ACLASFU103) Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts (ACLASFU105)

Students will create a rich and engaging story and present it in two different ways. One a recording of the story in Auslan with rich depicting signs and the other in written English with strong vocabulary choices. The two must be grammatically correct within their respective languages. Task 1: Auslan story Type: Video Length: 2mins or longer Draft: Week 5 Due: Week 6 Task 2: Written Narrative Type: Written assessment Length: 600 words or longer Draft: Week 8 Due: Week 9

Appreciate

Communicate

Communicate Compare Comprehend Construct Create Critique Describe Develop Discuss Explain Interpret Sequence

Understand

Term 4 The Deaf Community

Students identify themselves as members of different groups and describe their relationships with deaf, hard of hearing students, family members and the larger Deaf community and also with the wider ‘hearing’ world. They consider how these different relationships contribute to their sense of identity and reflect on the experiences of Deaf Role Models. They identify places that are important to the Deaf community and describe how such places evoke a sense of belonging and pride. They recognise that one of the most unifying features of the Deaf community is the use of Auslan.

Identity

Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks (ACLASFC100)

Language awareness

Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change (ACLASFU107)

Role of language and culture

Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan (ACLASFU108)

Reflecting

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression (ACLASFC101)

Students will acknowledge the stories of other Deaf/HoH role models. They will create a comparative response of the differences between living as Deaf/HoH in the past compared to now. Task 1: Comparative Essay Type: Written Essay or presented through speech or sign. Length: 600 words or 2mins Draft: Week 6 Due: Week 8

Analyse Appreciate Categorise Clarify Communicate Construct Critique Describe Determine Discuss Examine Explain Explore Express Identify Investigate Reflect on Summarise












Horticulture

HORTICULTURE Juncture 5-7

Term 1


The balance of nature

During this term students use a local habitat to explore the contribution of science to discussions about how human activity has changed the local environment.

Students will communicate ideas and findings in a variety of ways:

• use tables and graphs to record observations and identify patterns of life cycles

• describe and compare stages of the life cycles of different living things, including plants and animals within a garden

• recognise environmental factors that can affect life cycles

• investigate the interdependence of animals and plant in horticulture

• investigate roles of living things (including humans) within a habitat

• describe predator–prey relationships in a vegetable garden

• predict the effects when living things in feeding relationships die out or are removed

• predict the effects of human activity on feeding relationships

Biological Sciences

Living things have life cycles (ACSSU072)

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)






Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019)

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026)

Pre-test

Task 1 Lab Report

Students will grow seeds in a variety of materials/mediums and conditions to test which is best. Students will keep daily records and journal notes of the progress of their plants. Students will collate their information and data to construct graphs.

Due: Week 4

Conditions: Open Book/in class

250 words

Task 2 : Journal (Written)

Complete a checklist of the characteristics of living things found in the school garden environment. Determine if the things located during the audit were living or

non-living. Also determine their effect on one another. Suggest ways to make the most of beneficial things for the garden as a whole.

Design and construct a raised garden bed that makes the most of how organisms and plants interact, explaining their results and sharing their recommendations. Collect data and

Conditions: In class

Due: Week8

Length – 200 – 250 words.

Post-Test

Compare Predict Recognise Make Pose Distinguish Appreciate Identify Plan Record Represent Communicate Determine Decide Use Measure Describe Investigate Design Determine

Unit Summary Content Descriptors Assessment Cognitive Verbs

Term 2

Hugelelkultur

Students investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate their suitability for use. They design a product to meet an identified need or opportunity for wildlife in their local area and explore the role of people in a range of technologies occupations and the tools and techniques they use.

Students apply the following processes and production skills:

• investigating by:

- analysing needs and opportunities for designing

- analysing technologies and design features used in wildlife management

- testing tools and techniques with a range of materials

• generating and documenting design ideas for a wildlife management product

Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019) Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026) Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Pre-Test

Task-Collection of work (Written) Design a wildlife shelter or management product for a local need by:

•describing how people use a range of technologies to manage a garden

•explaining needs or opportunities, generating design ideas and communicating them appropriately

•producing a practical product by safely using appropriate tools and techniques

•evaluating ideas, processes and designed solutions by negotiating criteria

•planning and sequencing a project plan that includes production processes.

- Experimental investigation: Model design and demonstration (Multimodal)

Design and construct a (model) raised garden/herb bed to show whether it could be extended to assist in a sustainable way to supply/feed a family of 4

Length:200-250 words Experimental investigation: Model design and demonstration (Multimodal)

Students identify a problem to be investigated in their local area by making an observation. They:

•pose a question to investigate the factors that affect soil quality


• producing a wildlife management product for an identified need

• evaluating design ideas, processes and solutions against negotiated criteria for success

• collaborating as well as working individually throughout the process

• managing by developing project plans that include resources.

This unit could complement the concepts taught in the Year 5 plan: Science exemplar unit — Survival in the environment by examining the behavioural and structural features and adaptations that allow living things to survive in their environment. See:

www.qcaa.qld.edu.au/p-10/aciq/p-10-science/year-5-science > Year 5 plan: Science exemplar.

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

•plan, make predictions, conduct, evaluate and reflect on an investigation that answers this question

•recommend actions to minimise or solve the identified problem

•design and construct a model to collect data and present their demonstration to the class, explaining the results and sharing their recommendations.

Observations could include:

•soil ph

•soil nutrients

•composting

•soil texture.

Conditions

100–250 words

• open book

Post-Test

Term 3

Unit Summary

Bonsai Creation

During this term students investigate how the properties of materials influence their use for work, recreation and art

Students will:

•describe a range of properties of common materials and their uses

•identify questions to be investigated about why materials are chosen for a particular use

•plan and conduct safe and fair tests to investigate the properties of a range of materials and the best choice of material for a specific purpose

•plan and conduct safe and fair investigations that compare a particular property for a range of materials

•make predictions and compare results with predictions

•collect data and use tables and graphs to represent data and to identify trends and patterns

•select materials for uses based on their properties

•consider how the properties of materials affect plant growth or may lead to pollution


Content Descriptors Material/Chemical Sciences Content descriptors Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026) Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028) Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Assessment

Pre-Test

Assessment 1

Research: Project (Multmodal)

Write a report that makes a recommendation in response to a design brief that critiques the selection of materials for a specific purpose:

Design and make a vase to grow a bonsai plant that meets specific needs by:

•describing how people in design and technologies occupations use plant and vase technologies to meet client needs.

Students gather information

Which is evidenced by:

•explaining the role of vase and soil preparation in producing a healthy bonsai plant and explaining how a sterile environment contributes to plant heath

•explaining needs or opportunities related to their client, generating design ideas and communicating them using appropriate representations and terms

•selecting and safely using appropriate ingredients, techniques and equipment to produce the vase/soil environment

•evaluating ideas, processes and work environment by negotiating success criteria, including sustainability

•developing sequenced steps, production processes and following project plans.

Conditions

Due week4

Post-Test

Pre-Test

Assessment 2

Materials and technologies specialisations:

Design a system that improves the quality of the existing soil/garden. adds nutrition to the garden worm farm or management product for a local community garden need by:

Cognitive Verbs Describe Identify Creating Planning Make Presenting Structuring Explaining Collect Select Comminicate Editing Analysing Organising

Reflect on the investigation; including whether a test was fair or not (ACSIS069) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

•describing how people use a range of technologies to manage garden fauna

•explaining needs or opportunities, generating design ideas and communicating them appropriately

•producing a practical product by safely using appropriate tools and techniques

•evaluating ideas, processes and designed solutions by negotiating criteria

•planning and sequencing a project plan that includes production processes.

Experimental investigation: Being a soil scientist.

Research and gather information on how to improve soils and their crop yield

Research/Experiment

200-250 Words

Post Test

Term 4


Unit 1 — Food specialisations: Jamming Session

Students investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene. They design a safe and hygienic environment to make a healthy jam/preserve/drink/pesto that meets a specific need and to explore food technology occupations and how people in those roles address factors such as sustainability in the production and delivery of food to meet community needs.

Students apply the following processes and production skills:

• investigating by:

- critiquing needs or opportunities for different types of preserve

- testing ingredients, equipment and processes

• generating and documenting design ideas for a jam/preserve/drink suited to a purpose and client group and a safe hygienic environment for preparing it

• producing a jam/preserve/drink by applying safe and hygienic procedures in a designed environment

• evaluating design ideas, processes and solutions against negotiated criteria for success, including sustainability

• collaborating as well as working individually throughout the process

• managing by developing project plans that include resources.

Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026)

Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)







Pre-Test

Design a safe and hygienic environment to produce a jam/pesto/preserve/drink that meets specific needs by:

•describing how people in design and technologies occupations use food technologies to meet client needs

•explaining the role of food preparation in producing a healthy jam/pesto/preserve/drink and explaining how a hygienic environment contributes to food safety

•explaining needs or opportunities related to their client, generating design ideas and communicating them using appropriate representations and terms

•selecting and safely using appropriate ingredients, techniques and equipment to produce a drink, and a safe and hygienic production environment

•evaluating ideas, processes and work environment by negotiating success criteria, including sustainability

•developing sequenced steps, production processes and following project plans.

Conditions: in class

Words:200-300 Due: Week 8

Post-Test

Predict Produce Investigate Recognise Investigate Distinguish Critique Identify Record Represent Communicate Determine Complete Conduct Test Evaluate Collaborate Managing Generate

Digital Literacy

Juncture 3 & 4 Term 1


Advertising

Students will understand how images and vocabulary choices are used for different effects.

Students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images for advertising purposes.

Media Arts

Plan, create and present media artworks for specific purposes with responsible media practice (ACAMAM060)

Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)

English


Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Task 1: Students will create and critique the development of a school enterprise identity. Students will use this identity to design and construct an appropriate business logo and slogan using a variety of software programs. Students will need to be able to justify their decisions. Draft Due: Week 7 Final Copy Due: Week 9

Analyse Communicate Comprehend Construct Create Critique Decide Design Discriminate Discuss Experiment Identify Modify Justify

Term 2 Running a Business

Students will identify literal and implied meaning connecting ideas in different parts of a text. They conduct simple data investigations using Microsoft Excel. They recognise the connection between addition and subtraction, applying this knowledge to solve real world problems. Also representing money values in various ways.

English


Maths



Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Task 1: Students develop an understanding of selling products for a profit, creating a visually appealing catalogue listing their products for sale at reasonable prices. Word Limit 100-150 words Draft Due: Week 4 Final Copy Due: Week 5 Task 2: Students create an excel spreadsheet detailing the costs involved with running the business with the inclusion of basic excel formulas. Draft Due: Week 8 Final Copy Due: Week 9

Apply Assess Calculate Categorise Compare Comprehend Design Determine Experiment Generate Hypothesise Investigate

Term 3 Multimodal Advertisement

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express information and ideas.

They collect and manipulate different data, images and sound to create informative video files.

Digital Technologies

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

English Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Task 1: Students develop a video advertising the products or services their fictional business provides. Students will have to use persuasive elements through images, sound effect, music and language to engage their target audience. Written draft due: Week 6 Video draft due: Week 8 Final copy due: Week 9

Planning Evaluate Explain Discuss Interpret Analyse Compare Justify Understand Argue Communicate Create Design Experiment Modify Sketch

https://www.australiancurriculum.edu.au/Search/?q=ACAMAM060

https://www.australiancurriculum.edu.au/Search/?q=ACAMAR061

https://www.australiancurriculum.edu.au/Search/?q=ACELY1685

https://www.australiancurriculum.edu.au/Search/?q=ACELT1596


https://www.australiancurriculum.edu.au/Search/?q=ACMNA052

https://www.australiancurriculum.edu.au/Search/?q=ACMNA057

https://www.australiancurriculum.edu.au/Search/?q=ACMSP069

https://www.australiancurriculum.edu.au/Search/?q=ACTDIK007


https://www.australiancurriculum.edu.au/Search/?q=ACELT1791



http://www.scootle.edu.au/ec/search?accContentId=ACELY1682


Term 4 Game Design

Students plan and manage digital projects to create interactive games. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions.

Digital Technologies Processes and Production Skills Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026) Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030) Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028) Investigate how digital systems represent text, image and audio data (ACTDIK023) Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)

Task 1: Students will design and create an engaging game using Kodu Game Lab. The game will include a clear object to win and mechanics to make the game fun and engaging. Students will then test each other’s games and provide constructive feedback. Written plan due: Week 5 Draft due Week 6 Peer review: Week 7 Final copy due: Week 8

Explore Apply Identify Examine Categorise Clarify Document Explain Use Assess Construct Demonstrate Design Differentiate Experiment Manipulate Predict Sequence Test

http://www.scootle.edu.au/ec/search?accContentId=ACTDIP026

http://www.scootle.edu.au/ec/search?accContentId=ACTDIP030

https://www.australiancurriculum.edu.au/Search/?q=ACTDIP028

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=data


http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=data

https://www.australiancurriculum.edu.au/Search/?q=ACTDIP025

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