ac science planning template - lisahillschoolstuff's weblog web viewthey consider how models...

INSTRUCTIONS: SAVE AS Year Level name of unit odd/even year (Year 5 & 6 ODD/EVEN YEARS) & semester e.g. Year 5 & 6 Living Things Odd Years Sem 1.

NB If it is an updated version of a previous unit, add the version number e.g. Year 5 & 6 Living Things Odd Years Sem 1 V2.

KEEP ALL FONT AND SIZE AS IS i.e. Ariel 10 so that it can be cut and pasted straight into work program template as a column. Insert Unit name, select odd/even/all years, insert year level

Lesson Sequence instructionsFor each lesson

Delete/adapt skills or lesson components not applicable Select and paste in just one outcome/elaboration to focus on, from VELS and Australian Curriculum

Insert resources and where they are located Insert what students do/what teacher does

Insert special needs Delete e5 if not applicable, or insert your own school’s professional development focus if desired.

Learning Focus, Content descriptors & elaborations & Standards instructions +PoLTDelete all aspects not applicable in this unit from VELS and Australian Curriculum sections & PoLT.

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

This unit combines compatible content and skills from the Australian Science Curriculum and the three Priorities with the Victorian Essential Learning Standards for Science AND relevant interdisciplinary learning from VELS Personal Learning,

Interdisciplinary Learning, Thinking Processes. Some aspects of VELS and Australian English curriculum are also included.

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

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

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

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Lesson 3.......................................................................................................................................................................................................4Lesson 4.......................................................................................................................................................................................................4Lesson 5.......................................................................................................................................................................................................5Lesson 6.......................................................................................................................................................................................................5Lesson 7.......................................................................................................................................................................................................5Lesson 8.......................................................................................................................................................................................................5Lesson 9.......................................................................................................................................................................................................7Lesson 10.....................................................................................................................................................................................................7Lesson 11.....................................................................................................................................................................................................7

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

VELS Learning Focus Science Level 4..................................................................................................................................................9VELS Learning Focus English Level 4...................................................................................................................................................9VELS Learning Focus Thinking Processes Level 4.............................................................................................................................11VELS Learning Focus Personal Learning Level 4...............................................................................................................................11VELS Learning Focus Interpersonal Development Level 4...............................................................................................................12

AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Years 5 & 6...............................12AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE: Years 5 & 6 13

SCIENCE UNDERSTANDING................................................................................................................................................................13SCIENCE AS A HUMAN ENDEAVOUR...............................................................................................................................................14SCIENCE ENQUIRY SKILLS..................................................................................................................................................................15

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6.................................17AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6 18

READING AND VIEWING.......................................................................................................................................................................18WRITING....................................................................................................................................................................................................22SPEAKING AND LISTENING.................................................................................................................................................................26

AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................29

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Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................29Asia and Australia’s Engagement with Asia.........................................................................................................................................29Sustainability..............................................................................................................................................................................................29

ACHIEVEMENT STANDARDS.......................................................................................................................................................................31VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......31

VELS Science Years 5 & 6......................................................................................................................................................................31VELS English Standards Years 5 & 6....................................................................................................................................................32VELS Thinking Processes Standards Years 5 & 6..............................................................................................................................32VELS Personal Learning Standards Years 5 & 6................................................................................................................................32VELS Interpersonal Learning Standards Years 5 & 6.........................................................................................................................33

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE Years 5 & 6...............33AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6...............34PoLT (Principles of Learning and Teaching)...........................................................................................35

PoLT focus to be embedded in this unit................................................................................................................................................35

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LESSON SEQUENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4

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Lesson 1 Lesson 2 Lesson 3 Lesson 4E5

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Key Understandings for Assessment Focus Questions

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LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

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VELS Learning

Focus Science Level 4

As students work towards the achievement of Level 4 standards in Science, they develop a more systematic knowledge of science and science concepts drawn from traditional and emerging sciences. They group living things on the basis of observable characteristics. They explore the concept of relationship; for example, food chains and energy flow along food chains in terrestrial and aquatic environments. They link cause and effect (for example, how physical and chemical changes impact on substances) and how using force produces motion (for example, how objects are affected by gravity, how the magnitude of a force affects the motion and the shape of an object, and how forces such as magnetism may act at a distance). They describe how products or tools have been developed. They consider how models are used to explain structures; for example, the arrangement of planets in the solar system, and the layers within the Earth and in the Earth's atmosphere. They contemplate how systems operate; for example, the human body as a large system consisting of smaller separate systems (circulatory, respiratory, digestive, skeletal, reproductive and nervous) working together, and life cycles as systems for survival. Central to this is their understanding that some questions are open to investigation while others require reasoning and discussion, and that science knowledge is improved and changed by the outcomes of new investigations and explorations. They examine the work of Australian scientists to show how science knowledge has developed.Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices, comparative efficiencies of alternative forms and sources of energy used in the community, effectiveness of school recycling programs or the use of new technology. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. They reflect on the variety of ways collected data can be represented; for example, graphs, tables or digital images, and on changes they may make to the design of their investigation. They begin to design and build models to demonstrate the application of science concepts; for example, energy transformation and energy transfer in a solar barbecue, the reflection of light in periscopes, the desalination of water, and the double-pump action of the human heart. They complete reports on their investigations and model-building, explaining the science involved using symbols, diagrams and simple equations.Students use a variety of measuring instruments, including alcohol and digital thermometers, to develop an understanding of error in measurement, relating to both the instrument and instrument use. They use this understanding to consider the appropriateness of the inferences and solutions drawn from the evidence and data, and to consider their own responsibilities and safety requirements when working with a variety of instruments and materials. They use hand lenses to examine the smaller visible parts that make up materials.

VELS Learning

Focus English Level 4

As students work towards the achievement of Level 4 standards in English, they consolidate and build on their foundational learning in English related to texts and language.Students compose, comprehend and respond to an expanding range of texts in print and audio-visual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. With guidance, they reflect on reading, viewing, writing, speaking and listening in ways that develop considered and critical approaches to a range of texts. These include extended literary texts such as novels, short stories, poetry and non-fiction; everyday texts; and media texts including newspapers, film and websites.Students explore the relationship between the purpose and audience of texts and their structures and features, for example: sentence and paragraph structure, grammar, figurative language and organising structures in print texts; features of visual texts; and sound effects, characterisation and camera angles used in film. They develop their knowledge of how texts are constructed for particular purposes, and examine and challenge generalisations and simplistic portrayals of people and social and cultural issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion.Students write texts for a range of purposes that demonstrate their developing understanding of the way imagery, characterisation, dialogue, point of view, plot and setting contribute to the meaning of written and multimodal texts. They use this reflection, and their developing knowledge of the generic structures of different types of texts (such as narratives, reports and arguments), as the basis for composing an increasing range of written and spoken texts. Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and

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features of language in texts for different purposes and audiences. They develop terminology or metalanguage to talk about and describe particular structures and features of language. They develop a multi-strategy approach to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns, and select vocabulary for precise meaning.Students engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to seek the opinions of others. They participate in oral interactions for different purposes, including entertaining, informing and influencing others. Students learn to sustain a point of view, and provide succinct accounts of personal experiences or events.They experiment with spoken language features such as pace, pitch and pronunciation to enhance meaning as they plan, rehearse and reflect on their presentations. They build their capacity to combine verbal and visual elements in texts to communicate ideas and information by using, for example, presentation software or overheads.When listening, students practise identifying the main idea and supporting details of spoken texts and summarising them for others. They begin to identify opinions offered by others, propose other viewpoints, and extend ideas in a constructive manner

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VELS Learning

Focus Thinking

Processes Level 4

As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.

VELS Learning

Focus Personal Learning Level 4

As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning.Students seek and use teacher feedback to develop their content knowledge and understanding and reflect on how their prior knowledge has changed. They explore how personal values, perspectives and attitudes contribute to the development of content knowledge and understanding.They identify the many contexts in which learning occurs both within school (such as learning activities in the classroom, and developing physical skills in the playground or through extracurricular sporting activities) and beyond school (such as reading a book at home, visiting an aquarium or exploring physical features of local environments).In selected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.As students prepare for the transition to secondary school, they reflect on the progress they have made with their learning and set goals for the future focusing on their attitudes towards and management of their learning.

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VELS Learning

Focus Interpersona

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As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.Students begin to recognise and discuss the influence that peers can have on their behaviour and consider response options.Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these.Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Years 5 & 6The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant level to ensure that these two strands are addressed over the two-level period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.Over Levels 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

Australian Curriculum Science Level Description Year 5In Level 5, students are introduced to cause and effect relationships that relate to form and function through an exploration of adaptations of living things. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.

Australian Curriculum Science Level Description Year 6In Level 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring changes and learn how look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.

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AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE: Years 5 & 6

SCIENCE UNDERSTANDINGYear 5 Content Year 6 ContentBiological Science Elaborations Biological Science ElaborationsLiving things have structural features and adaptations that help them to survive in their environment (ACSSU043)

explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants

describing and listing adaptations of living things suited for particular Australian environments

exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts

The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

investigating how changing the physical conditions for plants impacts on their growth and survival such as salt water, use of fertilizers and soil types

observing the growth of fungi such as yeast and bread mould in different conditions

researching organisms that live in extreme environments such as Antarctica or a desert

considering the effects of physical conditions causing migration and hibernation

Chemical Science Elaborations Chemical Science ElaborationsSolids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

recognising that substances exist in different states depending on the temperature

observing that gases have mass and take up space, demonstrated by using balloons or bubbles

exploring the way solids, liquids and gases change under different situations such as heating and cooling

recognising that not all substances can be easily classified on the basis of their observable properties

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)

describing what happens when materials are mixed

investigating the solubility of common materials in water

investigating the change in state caused by heating and cooling of a familiar substance

investigating irreversible changes such as rusting, burning and cooking

exploring how reversible changes can be used to recycle materials

Earth and space sciences

Elaborations Earth and space sciences

Elaborations

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)

identifying the planets of the solar system and comparing how long they take to orbit the sun

modelling the relative size of and distance between Earth, other planets in the solar system and the sun

recognising the role of the sun as a provider of energy for the Earth

Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world

recognising that earthquakes can cause tsunamis

describing how people measure significant geological events

exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects

considering the effect of drought on living and non-living aspects of the environment

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Physical sciences Elaborations Physical sciences ElaborationsLight from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

drawing simple labelled ray diagrams to show the paths of light from a source to our eyes

comparing shadows from point and extended light sources such as torches and fluorescent tubes

classifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed

recognising that the colour of an object depends on the properties of the object and the colour of the light source

exploring the use of mirrors to demonstrate the reflection of light

recognising the refraction of light at the surfaces of different transparent materials, such as when light travels from air to water or air to glass

Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)

recognising the need for a complete circuit to allow the flow of electricity

investigating different electrical conductors and insulators

exploring the features of electrical devices such as switches and light globes

Energy from a variety of sources can be used to generate electricity (ACSSU219)

investigating how moving air and water can turn turbines to generate electricity

investigating the use of solar panels considering whether an energy source is

sustainable

SCIENCE AS A HUMAN ENDEAVOURYear 5 Content Year 6 ContentNature and development of science

Elaborations Nature and development of science

Elaborations

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081)

developing an understanding of the behaviour of light by making observations of its effects

testing predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments

researching how scientists were able to develop ideas about the solar system through the gathering of evidence through space exploration

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)

investigating how knowledge about the effects of using the Earth’s resources has changed over time

describing how understanding of the causes and effects of major natural events has changed as new evidence has become available

investigating the use of electricity, including predicting the effects of changes to electric circuits

considering how gathering evidence helps scientists to predict the effect of major geological or climatic events

Important describing how scientists from a range of Important investigating how people from different cultures

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contributions to the advancement of science have been made by people from a range of cultures (ACSHE082)

cultures have improved our understanding of the solar system, such as Copernicus, Khayyám and Galileo

researching the different types of scientists who work in teams in space exploration, and Australia’s involvement in space exploration

learning how Aboriginal and Torres Strait Islander people used observation of the night sky to assist with navigation

contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)

have used sustainable sources of energy, for example water and solar power

exploring institutions and locations where contemporary Australian scientists conduct research on catastrophic natural events

learning how Aboriginal and Torres Strait Islander knowledge, such as the medicinal and nutritional properties of Australian plants, is being used as part of the evidence base for scientific advances

investigating the development of earthquake measurements from the Chinese invention of the seismograph in the second century

Use and influence of science

Elaborations Use and influence of science

Elaborations

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083)

investigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products

describing how technologies developed to aid space exploration have changed the way people live, work and communicate

exploring objects and devices that include parts that involve the reflection, absorption or refraction of light such as mirrors, sunglasses and prisms

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)

researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts

investigating how electrical energy is generated in Australia and around the world

researching the use of methane generators in Indonesia

considering how electricity and electrical appliances have changed the way some people live

Scientific knowledge is used to inform personal and community decisions (ACSHE217)

considering how best to ensure growth of plants considering how decisions are made to grow

particular plants and crops depending on environmental conditions

comparing the benefits of using solid, liquid or gaseous fuels to heat a home

describing the safety aspects of using gases

Scientific knowledge is used to inform personal and community decisions (ACSHE220)

considering how personal and community choices influence our use of sustainable sources of energy

investigating how understanding of catastrophic natural events helps in planning for their early detection and minimising their impact

recognising that science can inform choices about where people live and how they manage natural disasters

considering how guidelines help to ensure the safe use of electrical devices

discussing the use of electricity and the conservation of sources of energy

SCIENCE ENQUIRY SKILLSYear 5 Content Year 6 ContentQuestioning and Elaborations Questioning and Elaborations

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predicting predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231)

exploring the range of questions that can be asked about a problem or phenomena and with guidance, identifying those questions that could be investigated

applying experience from similar situations in the past to predict what might happen in a new situation

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232)

refining questions to enable scientific investigation

asking questions to understand the scope or nature of a problem

applying experience from previous investigations to predict the outcomes of investigations in new contexts

Planning and conducting

Elaborations Planning and conducting

Elaborations

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)

exploring the range of questions that can be asked about a problem or phenomena and with guidance, identifying those questions that could be investigated

applying experience from similar situations in the past to predict what might happen in a new situation

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)

refining questions to enable scientific investigation

asking questions to understand the scope or nature of a problem

applying experience from previous investigations to predict the outcomes of investigations in new contexts

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087)

discussing in groups how investigations can be made as fair as possible

using tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements

using familiar units such as grams, seconds and meters and developing the use of standard multlipliers such as kilometres and millimetres

recording data in tables and diagrams or electronically as digital images and spread sheets

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104)

using familiar units such as grams, seconds and metres and developing the use of standard multipliers such as kilometres and millimetres

using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change

using digital technologies to make accurate measurements and to record data

Use equipment and materials safely, identifying potential risks (ACSIS088)

explaining rules for safe processes and use of equipment

Use equipment and materials safely, identifying potential risks (ACSIS105)

discussing possible hazards involved in conducting investigations, and how these risks can be reduced

Processing and analysing data and information

Elaborations Processing and analysing data and information

Elaborations

Construct and use a range of representations, including tables

constructing tables, graphs and other graphic organisers to show trends in data

identifying patterns in data and developing explanations that fit these patterns

Construct and use a range of representations, including tables and

exploring how different representations can be used to show different aspects of relationships, processes or trends

using digital technologies to construct

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and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)

identifying similarities and differences in qualitative data in order to group items or materials

graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

representations, including dynamic representations

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

Compare data with predictions and use as evidence in developing explanations (ACSIS221)

sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

discussing the difference between data and evidence

referring to evidence when explaining the outcomes of an investigation

Evaluating Elaborations Evaluating ElaborationsSuggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)

working collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved

Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)

discussing improvements to the methods used, and how these methods would improve the quality of the data obtained

Communicating Elaborations Communicating ElaborationsCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding

constructing multi-modal texts to communicate science ideas

using labelled diagrams, including cross-sectional representations, to communicate ideas

Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

discussing the best way to communicate science ideas and what should be considered when planning a text

using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to communicate science ideas

using labelled diagrams, including cross-sectional representations, to communicate ideas and processes within multi-modal texts

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed.

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In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Levels 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics. Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.Australian Curriculum English Level Description Year 5 Australian Curriculum English Level Description Year 6

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction, and dramatic performances.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6

READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or

Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts

examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare

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Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

None provided on the AC website as of 25 Jan 2012

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books

observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

interpreting narrative texts told as wordless picture books

identifying and comparing sequences of images revealed through different hyperlink choices

Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words (ACELA1513)

learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’

talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’

Recognise uncommon plurals, for example ‘foci’ (ACELA1514)

using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals

Literature Elaborations Literature ElaborationsRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

examining texts written from different narrative

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register

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kinds of interpretations and responses (ACELT1610)

points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs

identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world

investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

identifying how language choice and imagery build emotional connection and engagement with the story or theme

describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks

identifying how language choice and imagery build emotional connection and engagement with the story or theme

describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole

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and free verse (ACELT1617)

Literacy Elaborations Literacy ElaborationsShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text

Analyse strategies authors use to influence readers (ACELY1801)

identify how authors use language to position the reader and give reasons

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

bringing subject and technical vocabulary and concept knowledge to new reading tasks

selecting and using texts for their pertinence to the task and the accuracy of their information

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

reading a wide range of imaginative, informative and persuasive texts for pleasure and to find

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary,

bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information

using word identification, self-monitoring and self-correcting strategies

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information

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(ACELY1702) and use information chapters, headings and subheadings (ACELY1712)

identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

making connections between the text and students’ own experience or other texts

making connections between information in print and images

finding specific literal information using prior knowledge and textual information to

make inferences and predictions asking and answering questions finding the main idea of a text summarising a text or part of a text

WRITING

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand 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)

observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

noting how writers often leave out words that have already been mentioned (for example 'Tina ate three apples and Simon ate two. [apples]’)

noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')

recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms

observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

Understand the difference between main and subordinate clauses and how these can

knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang.'); to state a purpose (for example 'She raced home in order to confront

Investigate how clauses can be combined in a variety of ways to elaborate, extend

knowing that a complex sentence typically consists of an independent clause and a dependent clause connected by a subordinating conjunction (for example ‘because’, ‘when’, ‘after’, ‘if’, ‘while’, ‘although’). Note: Dependent

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be combined to create complex sentences through subordinating conjunctions to develop and expand ideas (ACELA1507)

her brother.'); to express a condition (for example 'It will break if you push it.'); to make a concession (for example 'She went to work even though she was not feeling well.'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned.')

or explain ideas (ACELA1522)

clauses of time, purpose, reason, concession, condition and so on are referred to as ‘adverbial clauses’

knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang'); to state a purpose (for example 'She raced home in order to confront her brother'); to express a condition (for example 'It will break if you push it'); to make a concession (for example 'She went to work even though she was not feeling well'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned')

Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea (ACELA1508)

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbials (ACELA1523)

knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')

knowing that adverbials can provide important details about an action (for example 'At nine o'clock the buzzer rang loudly throughout the school.')

knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')

knowing that the simple present tense is typically used to talk about actions that happen regularly in the present (for example 'He watches TV every night.') or that represent 'timeless' actions, as in information reports (for example 'Bears hibernate in winter.')

knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings

moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

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in different contexts (ACELA1512)

(ACELA1525)

Understand how possession is signalled through apostrophes and how to use apostrophes of possession for common and proper nouns (ACELA1506)

examining how conventions of punctuation are used in written and digitally composed lists and learning that in Standard Australian English it is not necessary to add another ‘s’ to the end of a plural noun to indicate possession (‘James' house’/ ‘my parents' car’)

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)

adopting a range of spelling strategies to recall and attempt to spell new words

using a dictionary to correct students’ own spelling

Understand the uses of commas to separate clauses (ACELA1521)

identifying different uses of commas in texts

Literature Elaborations Literature ElaborationsCreate literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features

planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences

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Literacy Elaborations Literacy ElaborationsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

using research from print and digital resources to gather and organise information for writing

selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement

using vocabulary, including technical vocabulary, appropriate to the type of text and purpose. Using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverbials and noun groups for lengthier descriptions

using paragraphs to present and sequence a text

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers

using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)

editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

creating informative texts for two different audiences, such as a visiting academic and a Level 3 class, that explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience

Use a range of software including word processing programs with

writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear

Develop a handwriting style that is legible, fluent and automatic and

using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks

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fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

varies according to audience and purpose (ACELY1716)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

selecting and combining software functions as needed to create texts

SPEAKING AND LISTENING

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling

exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia

recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

identify and appreciate differences in language used in diverse family settings

Understand how to move beyond

recognising that a bare assertion (for example 'It's the best film this level') often needs to be

Understand the uses of objective

understanding when it is appropriate to share feelings and opinions (for example in a personal

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making bare assertions and take account of differing perspectives and points of view (ACELA1502)

tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this level'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this level.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this level.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this level') and reflecting on the effect of these different choices

and subjective language and bias (ACELA1517)

recount) and when it is appropriate to remain more objective (for example in a factual recount)

differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial

Literature Elaborations Literature ElaborationsPresent a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

Literacy Elaborations Literacy ElaborationsClarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and

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

using effective strategies for dialogue and discussion including speaking clearly and to the

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch

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

using effective strategies for dialogue and discussion in range of familiar and new contexts,

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choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding

and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents

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AUSTRALIAN CURRICULUM PRIORITIES

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Aboriginal and Torres

Strait Islander

histories and cultures

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

Asia and Australia’s

Engagement with Asia

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

Sustainability

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

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

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ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Science Years 5 & 6

Science knowledge and understandingAt Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. They identify and compare the properties of the new or changed material/s with those of the original material/s. Students explain the role of chemical change in the production of new materials. They qualitatively describe changes in motion in terms of the forces present.Students apply the terms relationships, models and systems appropriately as ways of representing complex structures. They identify and explain the connections between systems in the human body and their various functions. They identify and explain the relationships that exist within and between food chains in the environment. Students use everyday examples to illustrate the transforming and transferring of energy. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere.Science at workAt Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They describe the contributions Australian scientists have made to improve and/or change science knowledge.Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations.Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. Students use the terms relationships and cause and effect when discussing and drawing conclusions from the data they collect.

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VELS English Standards Years 5 & 6Speaking and listening Standard Level 4At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.Reading Standard Level 4At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes, and identify how sociocultural values, attitudes and beliefs are presented in texts. They analyse imagery, characterisation, dialogue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.Writing Standard Level 4At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.

VELS Thinking Processes Standards Years 5 & 6

Reasoning, processing and inquiryAt Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence.CreativityAt Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.Reflection, evaluation and metacognitionAt Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time.

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VELS Personal Learning Standards Years 5 & 6

The individual learnerAt Level 4, students identify, with support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that address their individual needs. They seek and respond to teacher feedback to develop their content knowledge and understanding. They identify and explain how different perspectives and attitudes can affect learning. They negotiate learning improvement goals and justify the choices they make about their own learning. Students actively develop, monitor and refine protocols that create a positive learning environment in the classroom.Managing personal learningAt Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom.

VELS Interpersonal Learning Standards Years 5 & 6Building social relationshipsAt Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.Working in teamsAt Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE Years 5 & 6Year 5 Science achievement standardBy the end of Level 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives and how science knowledge develops from many people’s contributions.Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

Year 6 Science achievement standardBy the end of Level 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures.Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic

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representations and construct multi-modal texts to communicate ideas, methods and findings.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6Year 5 Reading and Viewing achievement standardBy the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

Year 6 Reading and Viewing achievement standardBy the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Year 5 Writing achievement standardStudents use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Year 6 Writing achievement standardStudents understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Year 5 Speaking and listening achievement standardStudents listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Year 6 Writing achievement standardStudents listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

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PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

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

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ac science planning template - lisahillschoolstuff's weblog web viewthey consider how models...

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