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Compiled in 2012 By

Matt Winter In consultation with staff at Keppel Sands State School

Curriculum Plan format adapted from Gillian Joyce – Principal Coowonga S.S - 2012

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The Keppel sands State School Curriculum Plan outlines how the school addresses curriculum, pedagogy, assessment and reporting. It provides an overview between Education Queensland documents and school based documents. This curriculum document is provided as an overview, where the Australian Curriculum multi-level units are taught for English, Maths and Science, and the Essential Learnings have been explicitly offered at least once for all other KLA’s on a 2 year cycle with the understanding that students need to be exposed more than once, to each of the Essential Learnings during the course of their education.

Keppel Sands State School Curriculum and Assessment Plan

Curriculum at Keppel Sands is developed around the Australian Curriculum in English, Maths, History and Science from P-7; as well as the EYCG in Prep, and the Essential Learnings in Technology, The Arts, SOSE, HPE from years 1-7 and LOTE in years 6 and 7. It’s alignment with QCAR framework ensures it is orientated with curriculum, teaching and learning, assessment and reporting elements. The Dimensions of teaching and learning form the basis of every teacher’s professional practice and support us to plan and enact curriculum that meets the learning needs of the diverse range of students in our classes.

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School Context Keppel Sands State School is a small one teacher school situated on the Capricorn Coast in Central Qld. In 2013, we have 12 students ranging from Prep to Year 7 with a small population of South Sea Islander students. At Keppel Sands we are focused upon establishing a culture of high expectations. We are committed to ensuring we produce academic excellence in our students. We expect every child to learn within our school and we commit ourselves 100% to student improvement. This is achieved in our school as we know where our students are at, where their next steps are in their learning and how we can get them there. Our students know their academic targets, their learning goals and they know the expectations of the school. We use data as our key means of interpreting student improvement and every staff member is adept at reading and utilising data to underpin our teaching practices.

School Vision At Keppel Sands State School, it is our vision that every child leave the school at the end of Year 7 with the skills above and beyond what is required to succeed in life. High Expectation and Explicit Instruction as established below are the keys to student success. Closely associated

School Expectations Every teacher must believe that every child can achieve highly – a culture of high expectations Every teacher must foster positive relationships with every student – every student matters, every

day The teacher must know the next learning steps for their students – teacher accountability High Expectations of student performance across all academic, social and behavioural areas Presentation of work is to a very high standard at all times & Handwriting is a priority Staff are actively correcting student work, throughout all lessons – Feedback is regularly provided

and teachers constantly check for understanding Each classroom has a visually appealing display, including student work, factual posters/displays Each classroom is geared towards learning and student improvement

The Four Pillars of our School Teacher accountable learning

Explicit instruction pedagogy

Moving student knowledge from short term to long term memory

Effective relationships between teachers and students

Teacher Expectations School Wide Pedagogy

Build strong, respectful relationships with every student

Be accountable for the learning of every student

Use data effectively to inform teaching and monitor student learning

Plan and teach each lesson using explicit instruction pedagogy of ‘I do, we do, you do’

Move knowledge from short term to long term memory

Use differentiation strategies to eliminate the tail(NAPLAN) and cater for high achievers

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Learning Environment Have high expectations of every child

Focus on high standards of presentation and handwriting

Regularly correct student work and give timely, clear feedback to each student

Ensure high standard of classroom display that is relevant, educationally engaging and contain

high quality student work, exemplars and skill information

Ensure a positive classroom tone

Student Engagement Provide students with work at their ability level

Support all students to have friends at school

Engage each student in their progress towards their learning goals

Value students’ cultural identity

Ensure all students feel respected and valued

Regularly correct students’ books

Adapted from Miallo State School Charter of Expectations

Future Goals for Teaching and Learning At our school, we have focused our efforts towards the improvement of Reading outcomes. We have collected data, utilised and interpreted data in relation to reading outcomes. In addition we are also focusing strongly on improvement within all strands of NAPLAN and we are committed to ensuring our students attend school in correct uniforms and absenteeism is kept to a minimum. Additional support is given to those students who are gifted and talented; those who have learning support or social and emotional well-being needs; and students with disabilities through additional teacher aide allocations, modified learning programs (EAP), regional office resources and modified classroom planning. Our curriculum offerings and design reflect the intent of the Australian Curriculum in Literacy, Numeracy, Science and History and the Queensland Curriculum Assessment and Reporting Framework (QCARF) Essential Learnings, in HPE, SOSE, The Arts, LOTE and Technology.

School-based Priorities Our top priorities for 2013 are: 1. Reading(Explicit Improvement Agenda 2013) 2. Writing, Spelling, Grammar and Punctuation and Numeracy improvement 3. Attendance and 4. Explicit Instruction

Sources for Gathering Information and Data: Systemic

staff opinion survey

student opinion survey

parent opinion survey

National Assessment Plan – Literacy and Numeracy (NAPLAN)

Queensland Comparable Assessment Tasks (QCATs)

School-based School and classroom assessment will include a variety of assessment tools to track student growth and development and inform teacher planning. These tools are listed in the assessment plan in detail.

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Improving Teaching and Learning

Pedagogy focus:

Adopt Explicit Instruction approach (Warm-up, I do, We do, You do)

Embed explicit teaching of reading in all learning areas.

Explicitly teach writing – sentence structure, genres, phonics etc

Improve ICT knowledge for all students.

Use concrete and virtual materials to develop mathematics understanding.

Use scientific inquiry to teach science. Catering for all learners:

Analyse student, class and year level assessment data to identify learning area priorities.

Use a variety of learning experiences to cater for a range of learning styles.

Develop literacy and numeracy skills in each learning area – as outlined in our year level plans.

Share exemplars of high-quality student work with students, teachers.

Use data to inform planning for whole school direction, year levels, classes and individual students.

Use a strategic implementation timetable to help collect monitoring tasks.

Use of information and communication technology as an expected and embedded teaching practice.

Provide students with assessment criteria prior to assessment.

Building Staff Capacity through Continuing Professional Development

Each year, school teaching staff and the school Principal work alongside one another to develop staff Performance Development Plans. These plans “target” key areas of student improvement and work towards ensuring that our staff are experts in their craft and are personally responsible for student improvement. For 2013- 2016 our professional development activities include:

work with staff to negotiate and develop individual professional learning plans

provide release time for planning and moderation with other cluster based schools

Implement the Australian Curriculum for English, Mathematics, Science and History. 2014/2015

Review professional development requirements

Effective Resource Management

We give a very high priority to understanding and addressing the learning needs of all students in our school. We have implemented systematic strategies for identifying student needs and the development of creative school-wide solutions for addressing those needs. These systemic strategies include: Human resources:

Teacher aides are included in the timetable to support intensive teaching of mathematics and English and Science and of our key priority of reading.

Cluster with other small schools to access and support pedagogy

Purchase additional teacher aide time to provide further and intensive support to our improvement agenda.

Financial resources:

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Ensure budget allocated funds for Teacher aide support in English, Maths and Science.

New Resource purchases will need to be matched with data to the curriculum and AIP priorities.

Budget reviews to occur every term.

Continually review resources in line with current school needs.

Parent and Community Engagement.

Keppel Sands parents are generally supportive and keen to be involved in their childrens learning. We encourage parent partnerships, as together we believe we can make a difference for each and every child. Parents are welcome to support with particular tasks in the classroom. Our parents are also actively involved in a range of committees including our P&C Association. In addition:

An open door policy exists where parents can attend the classroom and view learning experiences

Parents are also regularly and consistently provided with information around learning targets, successes, changes and focus areas within the school through:

Specific correspondence home for parents

Newsletter

Target setting

Information pushes through verbal conversations

Report cards and

Parent Teacher Interviews

Parent information is relayed through:

School newsletters — fortnightly

School website and intranet

Parents and Citizens Association: The P&C facilitates community partnerships and engages in fundraising activities to support

Keppel Sands State School so that it can better achieve its mission statement.

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Curriculum Planning Prep – Year 7 (10)

What is Required? Key Resources How do schools monitor Student Success?

How do schools report student progress?

Policies

The mandated curriculum: Prep: Early years curriculum guidelines Australian Curriculum – Maths, English, Science, History (2013) Years 1–9: Essential learnings Year 10: Year 10 guidelines Note: From 2012, the Australian Curriculum in English, mathematics and science, and history in 2013, will replace the current curriculum for Prep to Year 10 in these respective learning areas.

7 learning areas each year LOTE – refer Regional

LOTE Education Plan Time allocation — English Time allocation —

mathematics Time allocation — science Time allocation — Smart

Moves

P-9 Literacy and numeracy indicators

EQ Scope and sequence Years 1-9

QSA Scope and Sequence Guides:

Literacy and non-literacy text types, spelling, grammar

number, algebra, measurement, chance and data, space

QSA Assessment bank

Ongoing monitoring In-class and school-based

assessment Early intervention NAPLAN Years 3, 5, 7 & 9 QCATs Years 4, 6 & 9

Twice-yearly written reports using 5-point scale QCATS Years 4,6 & 9 NAPLAN Years 3, 5, 7 & 9 Parent-teacher interviews

at least twice-yearly

P-12 Curriculum framework for Queensland state schools.

Smart Moves Gifted and talented

framework Inclusive education

CRP-PR- 009 Embedding

Aboriginal and Torres Strait Islander perspectives

Curriculum activity risk management HLS-PR-012

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Pedagogy at Keppel Sands

At Keppel Sands State School, we use a range of teaching strategies to move students’ learning from fully supported instruction through to independent learning. These strategies include: Direct teaching Interactive teaching Indirect teaching Experiential teaching and:

Explicit Instruction

At Keppel Sands State School, our key approach to pedagogy is Explicit Instruction. Whenever we teach new content to our students, we utilise the framework of Explicit Instruction. Within Keppel Sands State School Explicit Teaching is an absolute necessity. It is part of every teacher’s set of teaching skills. It is not the only requisite for a teacher, but it is the rock upon which our teacher’s build their teaching skills. The following graphic outlines the Central Queensland Region’s and Keppel Sands State School’s approach to Explicit Instruction.

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The diagram below outlines the teaching cycle for a typical Explicit Instruction lesson. This approach however, is not linear and teachers are always encouraged to exercise their professional judgement in making adaptations to the lesson cycle. At times, some lessons require moving back and forth between the I Do and We Do several times before moving onto the You Do. Teachers are tasked with making these pedagogical decisions based on the content, their experience, and their students’ understanding.

Adapted from the work of John Flemming, and Archer and Hughes (2011)

& Gillian Joyce Coowonga S.S.

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Student Goals and Targets

Goal setting, high expectations and aspirational targets form a core focus for our school. Staff have an in depth knowledge of school data and utilise this knowledge to set goals and targets for our students. Students are held entirely accountable for student outcomes and as such take responsibility in setting achievable goals. Individual reading goals are set based on our school Explicit Improvement Agenda (see below). Other goals and targets are based upon past evidence of school work and internally collected data. All families are provided with a clearly defined goals and targets sheet, so as to ensure that parents are in tune and aware of their students targets across a range of areas. The following picture provides an example of what our parents are given at the commencement of each school year.

Parent Target Sheet

– this is a record

for our parents to

equip them with

their child’s

learning targets

for the school year

Student Target

Sheet – this is a

record for our

students to use to

know their learning

targets for the

school year

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OUR EXPLICIT IMPROVEMENT AGENDA

In 2012 and 2013, reading has been the focus of our Explicit Improvement Agenda. Our school Explicit Improvement Agenda, outlines how we as a school, will be targeting reading and reading improvement. It provides explicit strategies as to “how” we will improve reading, defines students aspirational targets based upon data we have collected and it contains a data tracking sheet so that we can continually re assess the effectiveness of each cycle. Students are assessed on a 5 week cycle and review their reading target on each cycle. Specific strategies are put in place to support and extend students over the next 5 week cycle. The following provides a snapshot example, for one cycle of our explicit improvement agenda, of our schools data tracking and strategies from our explicit improvement agenda.

Explicit

Improvement Agenda

– this is a record

filled in each 5

weekly testing

cycle (8 cycles per

year)

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MODERATION AT KEPPEL SANDS

Moderation provides an opportunity for teachers to achieve consistency in teacher judgement through a structured process that allows them to compare judgements in order to either confirm or adjust them. The process involves close collaboration to establish a shared understanding of what achievement of KLA standards looks like and whether or not the student has demonstrated achievement of that standard. Teachers work towards making judgements that are consistent and comparable. The first key action that we take when engaged in moderation is we use task-specific criteria and standards sheets to describe standards of student work as provided in the Curriculum to Classroom documents for English, Maths, Science and History. In addition we also access QSA documents to further gain criteria sheets/to help develop criteria sheets for our other Key Learning Areas. Our second key action we take is to ensure that at least two members of our staff, independently mark our students work. This is not a procedural approach but one that is based on our staff’s professional knowledge in shared and collaborative decision making. We then hold a discussion during staff meetings or throughout spare time to discuss our marking reasoning and staff reach a consensus on the interpretation and application of the standards. It should be noted however, that not EVERY assessment item is moderated, only a random selection of assessment items. Lastly, we also partake in cluster wide marking moderation of QCAT’s to ensure that we are regulating our marking with other state schools from within our area.

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Keppel Sands State School Assessment Schedule The following assessment schedule outlines the minimum requirements and C Standard targets

Learning

Area

Assessment

Tool Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Age at End

of 2011 5.5 6.5 7.5 8.5 9.5 10.5 11.5 12.5

Semester 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2

Term 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

ENGLISH

Reading

KSSS Letters and

Sounds Test

L 20 S 20

L 26 S 26

L26 S26

Magic 200 Sight Words

Tested Weekly

All Gold Words, Some Red and Blue All Red Words

All Green Some

Orange

All Orange Some Indigo

All Indigo & Violet

All Pink Some Purple

All Purple Some Aqua

All Aqua Some Lime

All Lime & Lemon

Read first 20 words Read first 100 words Read first 200 words

Waddington

Reading Tests

PM Benchmark

(Levels 1-30) Tracked on a 5

week cycle.

Level

2

Level

3

Level

9

Level

13

Level

17

Level

21

Level

22

Level

25

Level

25

Level

28

Level

29

Level

30

Independently read &

comprehend 5.5 yrs text with 95% accuracy


comprehend 5.5-6.0 yrs

text with 95% accuracy


























comprehend 10.0-10.5 yrs text with 95%

accuracy



accuracy



accuracy



accuracy



accuracy

PAT-Reading Test booklet 2

Stanine 3 Test booklet 2 Stanine 5

Test booklet 3 Stanine 3










Writing

English Text Genre Writing

Bookwork/ Observations

Spelling

Weekly Spelling

program (C2C)

Jolly Phonics

spelling tests

PAT-Reading

Spelling

List 1

Stanine 3

List 1

Stanine 5

List 2

Stanine 3

List 2

Stanine 5

List 3

Stanine 3

List 3

Stanine 5

List 4

Stanine 3

List 4

Stanine 5

List 5

Stanine 3

List 5

Stanine 5

List 6

Stanine 3

List 6

Stanine 5

Waddington Spelling Test

C Standard is student’s chronological age

(5.5yrs)

Form

1-10 Form 2-11


(6.5yrs)

Form

1-18 Form 2-17


(7.5yrs)

Form

1-25 Form 2-26


(8.5yrs)

Form

1-28 Form 2-29


(9.5yrs)

Form

1-33 Form 2-35


(10.5yrs)

Form

1-37 Form 2-40


(11.5yrs)

Form

1-42 Form 2-45


(12.5yrs)

Form

1-45 Form 2-49

Literacy P-9 Literacy Indicators

(for planning)

Beginning Prep

End of Prep

Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators

MANDATED ASSESSMENT

State and National

EY Learning

Record

Becoming Aware

/Exploring Making

Connections

NAPLAN May

May

May

Achievement Scale Band 3



QCATS

Aug

Aug

Criteria for C Standard Criteria for C Standard

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Keppel Sands State School Assessment Schedule The following assessment schedule outlines the minimum requirements and C Standard targets

Learning

Area

Assessment

Tool Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Age at End

of 2011 5.5 6.5 7.5 8.5 9.5 10.5 11.5 12.5

Semester 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2

Term 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

MATHEMATICS

Maths

KSSS

1-99 Number test

CQ Maths

Benchmark Year Level

Tests

Tests of Knowledge & Understanding,

Thinking & Reasoning

(80% indicates a C Standard)



















PAT- Maths

Test Booklet A

Stanine 3

Test Booklet A

Stanine 5

Test Booklet 1

Stanine 3

Test Booklet 1

Stanine 5

Test Booklet 2

Stanine 3

Test Booklet 2

Stanine 5

Test Booklet 3

Stanine 3

Test Booklet 3

Stanine 5

Test Booklet 4

Stanine 3

Test Booklet 4

Stanine 5

Test Booklet 5

Stanine 3

Test Booklet 5

Stanine 5 C2C

Assessment

Numeracy P-9 Numeracy

Indicators (for planning)

Beginning

Prep End of Prep

Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators Majority of Indicators

SCIENCE

Science

CAT (Common

Assessment Task)

CQ science internal

monitoring tests

C2C Science

Assessment

HISTORY

History C2C History Assessment

OTHER KLAs

SOSE CAT (Common

Assessment Task)

The Arts CAT (Common

Assessment Task)

Technology Integrated

Assess Task

ICTs Integrated

Assess Task

HPE Specialist Teacher

Music Specialist Teacher

LOTE Specialist

Teacher

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Keppel Sands State School Student Profile Name: _____________________

Learning Area

Assessment Tool Year 3 Year 4 Year 5 Year 6 Year 7

Age at End of Year 8.5 9.5 10.5 11.5 12.5

Semester 1 2 1 2 1 2 1 2 1 2

Term 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

ENGLISH

Sight Words

M200W sight words

Reading

Waddington Reading Test

PAT-R

(Stanine & Test)

PM Benchmark (Levels 1-30)

Writing

Genre (A-E)

Text Type

Spelling

PAT-R Spelling

(Stanine & Test)

Weekly Spelling

%

MATHEMATICS

Maths

C2C assessments (A-E)

PAT-M (Stanine & Test)

CQ Benchmark Year Level Tests

(80% indicates a C

Standard)

SCIENCE

Science

CAT (Common Assessment Task)

C2C Assessment (A-E)

CQ Science Internal Monitoring tests

HISTORY

History C2C Assessment

(A-E)

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Keppel Sands State School Student Profile Name: _____________________

Learning Area

Assessment Tool Prep Year 1 Year 2

Age at End of Year 5.5 6.5 7.5 Semester 1 2 1 2 1 2

Term 1 2 3 4 1 2 3 4 1 2 3 4

ENGLISH

Reading

KSSS Letters and Sounds Test

Magic 200 Sight Words

Waddington Reading Test

PM Benchmark (Levels 1-30)

\

PAT Reading

Writing

Genre (A-E)

Text Type

Spelling

PAT-R. Spelling Test

Jolly Phonics Spelling

Literacy C2C assessments

MATHEMATICS

Maths

KSSS 1- 99 numbers test

C2C assessment

(A-E)

CQ Benchmark Year Level Tests

PAT-Maths

SCIENCE

Science

C2C Assessment

CQ Internal Monitoring

HISTORY

History C2C Assessment

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ORGANISATION OF OUR CURRICULUM

There are eight key learning areas in primary schools: Key Learning Area

Guiding Curriculum Documentation 2013

English C2C

Mathematics C2C

Science C2C

Studies of Society & Environment C2C (History)

The Arts QSA Essential Learnings

Technology QSA Essential Learnings

Health and Physical Education QSA Essential Learnings

Languages Other Than English QSA Essential Learnings

Table 1: QSA advice on time allocations

Hours per year for a 40 week school year, plus percentage of curriculum time (as of July 2011)

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

QSA (hrs) English

270 hrs 270 hrs 270 hrs 220 hrs 220 hrs 200 hrs 200 hrs 120 hrs

% 27% 27% 27% 22% 22% 20% 20% 12%

QSA Mathematics


% 18% 18% 18% 18% 18% 16% 16% 12%

QSA Science


% 4% 4% 4% 7% 7% 7% 7% 10%

QSA Health and physical education


% 8% 8% 8% 8% 8% 8% 8% 8%

QSA History


% 2% 2% 2% 4% 4% 4% 4% 5%

QSA Geography


% 2% 2% 2% 4% 4% 4% 4% 5%

QSA Economics and business

- - - - - 20 hrs 20 hrs 20 hrs

% - - - - - 2% 2% 2%

QSA Civics and citizenship

- - - 20 hrs 20 hrs 20 hrs 20 hrs 20 hrs

% - - - 2% 2% 2% 2% 2%

QSA The Arts


% 4% 4% 4% 5% 5% 5% 5% 8%

QSA Languages1


% 5% 5% 5% 5% 5% 5% 5% 8%

QSA Design and technology


% 2% 2% 2% 4% 4% 6% 6% 8%

QSA ICT


% 2% 2% 2% 4% 4% 6% 6% 8%

1 Current EQ language policy of delivering mandatory languages for all Year 6, 7, and 8 students applies

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Table 2: 2012 and 2013 example of the distribution of minimum curriculum time requirements over a school week

Source Learning

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

ACARA English

C2C


ACARA Mathematics

C2C


ACARA Science

C2C

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

ACARA History

C2C

EQ Arts -1Hour

Essential Learnings

(Including Music 30 mins)

EYCG 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr

EQ Technology

Essential Learnings

EYCG 1 hr 1 hr 1 hr 1 hr 1 hr 1 hr 1 hr

EQ HPE - Essential Learnings

Health - 30 mins

PE lesson- 30 mins- (can be included as Smart Moves)

Smart Moves – 30mins x 5 days ( Gross Motor may be included as Smart Moves for P-3)

EYCG 3.5hrs 3.5hrs 3.5hrs 3.5hrs 3.5hrs 3.5hrs 3.5hrs

EQ SOSE

Essential Learnings

EYCG 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr 1.5 hr

EQ Languages- LOTE

Essential Learnings

N/ A N/ A N/ A N/ A N/ A N/ A 1.5 hrs 1.5 hrs

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AUSTRALIAN CURRICULUM AT KEPPEL SANDS STATE SCHOOL

In June 2010, Minister for Education and Training Geoff Wilson announced that the State, Catholic and Independent school sectors had agreed on a staged approach to the implementation of Phase 1 of the Australian Curriculum (P)–10 in Queensland. Primary, schools will implement the Australian Curriculum in English, Mathematics, Science and History in 2013. In 2013 Keppel Sands staff will implement the Australian Curriculum in English, Mathematics, Science and History through the C2C suite of unit plans and resources and use these as the basis for planning and differentiation. Due to small size of our school, we utilise the multi-age planning units from the C2C assessment suite for our Australian Curriculum. The pages below outline our subject overviews, as derived from the multi-age C2C units of work across the four Australian Curriculum subjects. NOTE: Implementation means: planning, teaching, assessing and reporting in history across the year level/s using the Australian Curriculum)

VERTICAL ALIGNMENT AND CONTINUITY OF AUSTRALIAN CURRICULUM & C2C Being a multi-age school, with a strong concentration of our students in the younger grades, it is essential that we ensure vertical alignment and continuity of our curriculum, so as to avoid curriculum repetition. We ensure this by teaching students at their year level, focusing upon the content descriptions for the CURRENT year level. Our teachers have read, taught and assessed students according to year level content descriptions and are using these to demonstrate that we are building onto and extending students learning from the previous years. For example, when we are implementing the Multi-age P-2 Unit 1 on Narratives, even though a child who was in Year 1 in 2012 was also taught this unit, they are now in Year 2 and are being exposed through the same unit, with a different text, to their year level content descriptions and level of assessment. To track this progress, we utilise an overview of the content descriptors for each of the four subjects within the Australian Curriculum/C2C suite and highlight each of the content descriptors as they are covered at Keppel Sands State School. Each student has a copy of the content descriptors in their learning portfolios (see example below).

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ENGLISH AT KEPPEL SANDS Rationale:

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation.

The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia.

AIMS

The Australian Curriculum: English aims to ensure that students:

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning

develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

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2013 C2C ENGLISH OVERVIEW

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

En

gli

sh

P–2 Exploring emotion in

picture books

In this unit students

listen to, read, view and

interpret written picture

books, including stories

from Aboriginal and

Torres Strait Islander

cultures. They identify

emotive content and

justify their

interpretations of the

stories.

Creating persuasive

imaginative texts

In this unit, students

read and view elements

of persuasion in

multimodal texts to

create spoken response

(Prep), additional pages

(Year 1), or a new blurb

for a persuasive

imaginative text (Year

2). Students publish

their work digitally and

present their new texts

to their peers.

Creating and

presenting a retell


listen to, read and view

a range of narratives,

including some multi-

modal texts to explore

the use of descriptive

language in the

construction of

character. Students

retell a familiar story as

a multimodal text

incorporating written,

oral and pictorial

information and present

their retell orally to a

familiar audience

Exploring Australian

texts



informative and

imaginative texts about

Australia. They respond

to questions about an

Australian story and

create a multimodal

digital biography of a

character from a book.

Examining stories and

informative texts

Students read, view and

listen to a range of stories with animal

characters and ask open and closed questions of

an animal character.

They create an informative text about

an event in a literary

text.

Exploring poetry

Students listen to, read and view a range of

poetry. As a group, students express their

personal responses and thoughts about various

shared poems. They

create an imaginative reconstruction of a

poem or rhyme and

present it to a familiar audience.

Responding

persuasively to

narratives

Students read, view and listen to a variety of

literary texts to explore how stereotypes are

used to persuade

audiences. Students create a persuasive

response. They compare

how the representations of a character are

depicted differently in

two publications of the same story and give

reasons for a particular

preference.

Exploring plot and

characterisation in

stories

Students explore a variety of picture books

to explore how stories use plot and

characterisation to

entertain and engage an audience. Students

create a new event to be

added to a familiar narrative. Students will

transform this event into

a script for a group performance for their

peers.


En

gli

sh

3–4 Investigating author’s

language in a familiar

narrative


listen to, view, read and

explore simple chapter

books to explore the use

of descriptive language

in the construction of

character. Through a

written response or the

creation of a new

chapter, trick or plan,

students develop

alternative behaviours

and actions of a

character.

Creating persuasive

articles


read, view and analyse

digital written and

spoken persuasive texts.

They use their growing

knowledge of literature

and language to write a

persuasive magazine

article.

Investigating

characters


listen to, view, read and

explore short narratives,

simple chapter books or

digital stories to explore

the use of descriptive

language in the

construction of

character. Students read

an extract from a novel

and build literal and

inferred meaning from

the text. They express a

point of view about the

thoughts, feelings and

actions of the main

characters in a novel

and present a

multimodal presentation

to the class.

Exploring Australian

texts set in the past



informative and literary

recounts, set during the

time of the arrival of the

First Fleet to Australia.

They write a literary

recount set in the past

from the perspective of

a person present at the

time and place.

Examining traditional

stories

Students read, view and

listen to traditional

stories from different

cultures. They demonstrate

understanding by

responding in writing to comprehension

questions focusing on

language features, themes and messages in

stories and by writing

parts of traditional stories.

The Year 4 assessment in this unit is the 2012

Queensland Comparable Assessment Task

(QCAT) for Year 4

English.

Examining humour in

poetry

Students identify and

analyse the literary

devices of humour used

in poetry by different authors. They create a

humorous poem and

present it to a familiar audience in an informal

context.

Exploring personal

experiences through

events

Students read and listen to written and spoken

literary and informative texts to identify the way

authors portray

experiences of an event. They use

comprehension

strategies to build literal and inferred meaning

and make

interpretations about a literary text. Students

write a persuasive letter

to persuade the school principal that an event

should be celebrated at

school.

.

Exploring a quest

novel

Students listen to and

read a quest novel,

Rowan of Rin by Emily

Rodda. Through close reading, responding to a

blog and mapping

character development, they demonstrate

understanding of the

quest novel. Students will represent the

characteristic traits of

Rowan and others in a new event for Rowan of

Rin, to be performed as

a short play.

- -


En

gli

sh

5–7 Short Stories


listen to and read a

range of short stories by

different authors. They

investigate and compare

differences in the ways

authors use text

structure, language

features and strategies

to create humour.

Students complete a

comprehension activity

about one short story

and the features of short

stories generally.

Analysing and

creating persuasion in

media texts


read, view and analyse a

range of persuasive

written and media texts.

They create a written

persuasive article in

response to a current

issue within the media

and publish it in a class

magazine.

Creating an animated

story


listen to, read, view and

interpret a range of

animations, including

film and digital texts.

Students present a point

of view about personal

conflict and ethical

dilemmas faced by

characters through a

panel discussion. They

produce an animated

story exploring a

character's behaviour

when faced with an

ethical dilemma.

Reading and

interpreting

Australian literature



autobiographical

narratives, picture books

and biographies and

respond to a

biographical text. They

select a memory from

their life and compose a

literary memoir.

Interpreting literary

texts

Students listen to, read and view extracts from

literary texts set in earlier times. They

demonstrate their

understanding of how the events and

characters are created

within historical contexts. Students

create a literary text that

explores personal experiences.

The Year 6 assessment in this unit is the 2012

Queensland Comparable Assessment Task

(QCAT) for Year 6

English.

Responding to poetry

Students listen to, read and view a range of

poetry, songs and

anthems from different times to create a folio of

responses analysing

authors’ use of language and its impact on the

message and ideas of

text.

Persuading through

motivational speeches

Students will examine how language is used to

persuade in famous motivational speeches

from political and

cultural (arts and sports) contexts. Students will

deliver a persuasive

speech with the purpose of creating an emotional

response.

Exploring literary

texts by the same

author

Students listen to, read

and view literary texts by the same author to

create written responses

focusing on language and literary techniques

that contribute to an

author’s style. Students select favourite

characters from one of

the texts studied and prepare a group audition

script in role as those

characters. They present a short audition and

justify their character’s

suitability for a further role in a new book.

- -

MATHEMATICS AT KEPPEL SANDS Rationale:

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics classroom. In science, for example, understanding sources of error and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins the study of human populations and their physical environments; in history, students need to be able to imagine timelines and time frames to reconcile related events; and in English, deriving quantitative and spatial information is an important aspect of making meaning of texts.

The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum provides students with carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.

AIMS

The Australian Curriculum: Mathematics aims to ensure that students:

are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens

develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability

recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

- -

2013 C2C MATHEMATICS OVERVIEW Unit 1 Unit 2 Unit 3 Unit 4

Ma

them

ati

cs

P–2 Through the proficiency strands — Understanding,

Fluency, Problem solving and Reasoning students have opportunities to develop understandings of:

Prep

Number and place value

Patterns and algebra

Using units of measurement

Location and transformation

Year 1



Chance

Data representation and interpretation

Year 2



Chance


Through the proficiency strands — Understanding,


Prep




Shape


Year 1


Fractions and decimals

Money and financial mathematics



Shape


Year 2






Shape




Prep





Year 1







Year 2









Prep




Shape


Year 1



Shape


Chance


Year 2




Shape


Chance


Unit 1 Unit 2 Unit 3 Unit 4

Ma

them

ati

cs

3–4 Through the proficiency strands — Understanding,


Year 3



Year 4






Year 3




Shape


Geometric Reasoning

Year 4




Shape


Geometric Reasoning



Year 3







Year 4






Shape




Year 3





Shape

Chance


Year 4





Shape

Chance


- -


Ma

them

ati

cs

5–7 Through the proficiency strands — Understanding,


Year 5




Chance


Year 6





Chance


Year 7


Real Numbers



Geometric Reasoning

Chance




Year 5





Shape

Geometric Reasoning


Year 6




Shape

Geometric Reasoning

Year 7


Real Numbers

Linear and non-linear relationships

Shape

Geometric Reasoning



Year 5





Shape


Year 6







Year 7


Real Numbers








Year 5





Geometric Reasoning

Chance


Year 6





Geometric Reasoning

Chance


Year 7

Real Numbers





Geometric Reasoning

Chance


- -

SCIENCE AT KEPPEL SANDS Rationale:

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.

The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity.

The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of science understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.

AIMS

The Australian Curriculum: Science aims to ensure that students develop:

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live

an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things

an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions

an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims

an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions

an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science

a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

- -

2013 C2C SCIENCE OVERVIEW Unit 1 Unit 2 Unit 3 Unit 4

Sci

ence

P–2 Biological Sciences

The living world

In this unit students identify that living things have

basic needs including food and water; and have a variety of external features. They describe how

living things change as they grow. Students

understand that the needs of living things are met in the different places in which they live and suggest

actions to improve the health of a habitat for living

things.

Chemical Sciences

Mastering Materials

In this unit, students investigate the properties of

materials and ways of changing the properties. They identify the materials and purposes of objects. They

describe the properties of materials and draw

conclusions about the selection of particular materials according to their properties and purpose.

They will investigate how materials can be

physically changed and combined, thereby, changing the properties of materials and the

purposes for which they can be used.

Earth and Space Sciences

The Earth and Us

In this unit, students will use sensory experiences to

explore familiar phenomena, including weather and daily and seasonal changes. Students will compare

and describe the changes that occur in the features

of the day sky and landscape with the night sky and landscape. They explore the nature of and use of

Earth’s resources. Consequently, they draw

conclusions that enable them to predict observable changes. Students integrate knowledge of land and

sky events and components of Earth’s resources to

interrogate ways of using Earth’s resources wisely.

Physical Sciences

Toy World

In this unit, the study of various forms of energy is

focused in a study of toys. Students examine and explain the movement of objects. They draw

conclusions about factors influencing movement

and relate these to pushes and pulls. In addition, they investigate a range of sources that produce

light and sound. They keep records of their

sensory explorations of movement and light and sound. Students then apply this knowledge to

explain the movement (including pushes and

pulls), light and energy in a toy.


Sci

ence

3–4 Biological Sciences

Life and living

In this unit students describe observable features and

use these to classify living and non-living things.

Students will investigate life cycles. They will make

predictions about human impact on living things and

examine relationships between living things and their

dependence on the environment. Students predict the

effect of changes on living things and possible

consequences to species survival.

Chemical Sciences

Properties Matter

In this unit students will investigate the properties of

solids and liquids including the effect of adding and

removing heat. Students will evaluate how adding

and removing heat affects materials in everyday life.

Students investigate a range of properties of familiar

materials and consider how these influence their

selection and use.


Rockin’ the Earth and Sky

In this unit, students will demonstrate their knowledge of the Earth’s rotation on its axis in

relation to the position of the Sun to explain how day

and night is made. Students will make predictions using their prior experiences and collect and present

data on shadows to help answer questions about

everyday observations. They will explore the effect of human activity and extreme weather that causes

weathering and erosion of the Earth’s surface.

Students will relate this to their local area and to predict consequences of future occurrences and

human activity. They begin to appreciate that current

systems, such as Earth’s surface, have characteristics that have resulted from past. They understand that

some systems change in predictable ways, such as

through cycles. They apply their knowledge to make

predictions based on interactions within systems,

including those involving the actions of humans.

Physical Sciences

Physics Phenomena

In this unit, students investigate physical concepts involved in a games event. Students

will create a game involving forces and

investigate how forces affect objects through direct and indirect contact forces. Students will

investigate how heat can be produced and

transferred and apply this knowledge to make a water bottle cooler for the athletes to keep

their water cool. Students will explore factors

affecting heat transference and safety practices required.

- -


Sci

ence

5-7 Biological Sciences

Diversity and Interaction in the Living World

In this unit students examine the structural features

and adaptations that assist living things to survive in their environment. They investigate the relationship

between the growth and survival of living things and

the physical conditions of their environment. Students will explore human impact on the

environment and implications of these for the growth

and survival of living things. They also classify organisms, constructing and using dichotomous

based on the physical characteristics. Students

examine feeding relationships between organisms within ecosystems. They identify how human

activity can impact food webs in the marine

environment.

Chemical Sciences

Matter, Cycles and Change

In this unit students broaden their classification of

matter to include gases and begin to see how matter structures the world around them. They apply their

understanding of the properties of matter to evaluate

safety considerations and signage. Students investigate changes that can be made to materials and

how these changes are classified as reversible or

irreversible. They apply their understanding of reversible and irreversible changes to processes

involved in recycling materials. Students also

distinguish the differences between pure substances and mixtures and plan appropriate methods to

separate mixtures. Students will understand

applications of science understandings of evaporation by Indigenous peoples’ of Australia. Students will

pose questions; make predictions to inform

investigations conducted to gain understandings of materials, how they change and how they can be

separated from mixtures.


Earth and Beyond

In this unit, students will explore the place of Earth in

the solar system and then use this knowledge to look for patterns and relationships between components of

this system. They explore predictable phenomena

such as eclipses, tides, phases of the Moon and the seasons. They will examine different cultural

understandings, and how scientific understandings of

space have changed over time due to developments in technology. Students will explore how sudden

geological and extreme weather events can affect

Earth’s surface and consider the effects of earthquakes and volcanoes on the Earth’s surface and

how communities are affected. They will gather,

record and interpret data relating to weather and weather events. Students explore the ways in which

people use scientific observations to prepare for

disaster in Australia and throughout Asia.

Physical Sciences

Show Physics

In this unit, students will explore aspects of the

physical sciences including: light, electricity and forces. They will investigate the properties

of light and the formation of shadows. They

explore the role of light in everyday objects and devices. They will explore and infer that

electrical circuits provide a means for

transferring and transforming electricity. Students will investigate electricity generation

using renewable energy sources. Students will

explore different forces including friction, gravity and air resistance. They will plan and

conduct investigations relating to forces using

fair testing procedures in order to explore changes in motion of objects and the impact of

different forces on moving objects.

- -

HISTORY AT KEPPEL SANDS Rationale:

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society

AIMS

The Australian Curriculum: History aims to ensure that students develop:

interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society

understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability

capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

- -

2013 C2C HISTORY OVERVIEW Unit 1 Unit 2

His

tory

P–2 Exploring Historical Events and Developments

Exploring my family history

Historical Understandings

Continuity and change

Cause and effect

Significance

Inquiry questions:

PREP

What is my history and how do I know?

YEAR 1

How do we describe the sequence of time?

How has family life changed or remained the same over time?

YEAR 2

How have changes in technology shaped our daily life?

In this unit, students:

use historical terms to describe the passing of time

pose questions about the past to gather information about significant events in their personal history

and the history of their family

explore a range of sources to distinguish between past, present and future

locate information in sources to compare the differences and similarities between students’ daily lives

and their parents’ daily lives

examine a range of sources to compare how families and family structures have changed and remained

the same over time

examine sources such as objects and artefacts to identify the impact of changes in technology on daily

life

communicate understandings by sequencing significant events and objects and by recounting

information using terms that describe the passing of time.

Examining the Experiences of People in the Past

Exploring my local community



Cause and effect

Perspectives

Empathy

Significance

Inquiry questions:

PREP

What stories do other people tell about the past?

How can stories of the past be told and shared?

YEAR 1

What aspects of the past can you see today? What do they tell us?

How can we show that the present is different from or similar to the past?

YEAR 2

What remains of the past are important to the local community and why?


examine a range of sources to distinguish how the past is different from the present

pose questions about the experiences of people in the local community

use sources to identify the history and ongoing significance of an important local site with parents,

grandparents and community members

listen to and appreciate the role of family stories and recognise how the past is communicated across

generations

explore a range of sources to examine family stories and stories about the local area and significant

community members

examine the points of view of older community members about change in the local community and

respond empathetically to the experiences of others

communicate understandings by developing a multimodal presentation and using terms that describe

the passing of time.

- -

Unit 1 Unit 2 H

isto

ry

3-4 Exploring Historical Events and Developments

Celebrating and commemorating our history


Cause and effect


Sources

Significance

Perspectives

Inquiry questions:

YEAR 3

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

YEAR 4

Why did the great journeys of exploration occur?

Why did the Europeans settle in Australia?


explore the significance and origins of celebrations and commemorations within Australia and

around the world

pose questions about the enduring significance of these events and how they are celebrated

recognise point of view in sources and different perspectives within celebrations and

commemorations celebrated by Aboriginal peoples and Torres Strait Islander peoples

recognise connections between world history events and the history of Australia

identify sources to locate reasons for European exploration across the world and colonisation within

Australia

locate information in sources to explore the causes and effects of changes that occurred during the

process of exploration and colonisation, including the First Fleet

sequence key events related to exploration and colonisation of Australia

use sources to examine the actions and responses of Aboriginal Peoples and Torres Strait Islander

Peoples in relation to the arrival of the First Fleet

use historical terms to examine the significant events in the Age of Discovery and British

colonisation of Australia

communicate understandings to explain the significance of special events and the role of symbols

and emblems through an historical narrative.


Exploring the history of people in the local community


Cause and effect


Sources

Empathy

Perspectives

Inquiry questions:

YEAR 3

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

How has our community changed? What features have been lost and what features have been retained? Who lived here first and how do we know?

YEAR 4

What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the

Europeans?

What was the nature and consequence of contact between Aboriginal Peoples and Torres Strait Islander

Peoples and early traders, explorers and settlers? In this unit, students:

recognise the historical features and diversity of their community

pose a range of questions about the past to elders and members of their community to explore

people’s experiences of change and continuity in the local area

explore the importance of Country and Place to Aboriginal peoples and Torres Strait Islander

peoples who belong to a local area

identify sources to conduct research about the histories, cultures and lives of Aboriginal peoples and

Torres Strait Islander peoples in the local area before the arrival of Europeans

locate information in sources to describe the stories of different groups and the contributions they

made to the local community from the perspectives of different groups or individuals

identify different points of view in sources to explore the daily lives of people and communities

use sources to examine the nature of contact between the Aboriginal peoples and Torres Strait

Islander peoples and early traders, explorers and settlers

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

peoples

use findings from research to develop a multimodal presentation that uses historical terms.

- -

Unit 1 Unit 2 Unit 3 H

isto

ry

5-7 Exploring Historical Events and Developments

Exploring the changes that shaped Australia and other societies

(Greece)


Cause and effect


Sources (Evidence — Year 7)

Significance

Inquiry questions:

YEAR 5

How did an Australian colony develop over time and why?

How did colonial settlement change the environment?

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

YEAR 6

Why and how did Australia become a nation?

How did Australian society change throughout the twentieth century?

YEAR 7

Why and where did the earliest societies develop? In this unit, students:

identify questions to investigate the nature of the colonial

presence in Australia and the significant changes and events that occurred during the 1800s

identify and locate a range of relevant sources to explore the establishment and growth of the colonies and the impacts of

colonisation, including on the environment and daily life

sequence key events to demonstrate an understanding of the significance of colonisation and the development of Australia as

a nation, including Federation

compare information from a range of sources to examine the

changes in Australian society throughout the nineteenth and twentieth centuries

investigate the ancient past, in particular, the establishment and

development of ancient Greece

explore the role of citizens and understand that democracy was

a significant idea that emerged in Athenian society

examine the influence of ancient Greece on Australian society

today

develop a historical narrative, based on information identified

from a range of sources, and using historical terms and concepts

to communicate changes that shaped a society


Investigating the diversity of people in Australia and other societies

(China)


Perspectives

Cause and effect


Sources (Evidence — Year 7)

Empathy

Significance

Inquiry questions:

YEAR 5

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

how do we know? What were the significant events and who were the significant people that

shaped Australian colonies?

YEAR 6

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

What contribution have significant individuals and groups made to the

development of Australian society?

YEAR 7

What emerged as the defining characteristics of ancient societies?


identify questions to inform an historical inquiry about experiences of

citizenship and democracy for different groups throughout the twentieth century, including the stories of Aboriginal peoples and Torres Strait

Islander peoples, migrants, women and children

appreciate how Australians came to live together and be governed over time

identify and locate a range of sources to explore narratives from oral and written histories and identify the contributions of significant groups or

individuals in shaping Australian society

use a range of sources to pose questions about the reasons for migration and the contributions of individuals and groups to Australia’s development

sequence significant people and events involved in and affecting migration to Australia and the development of the Australian society

locate and compare information from a range of sources to explain the experiences of Australian democracy and citizenship from the perspectives

of different groups and individuals

investigate the significant beliefs, values and practices of Ancient Chinese

society and identify similarities and differences with Australia

investigate key groups and individuals in Ancient Chinese society and compare with significant groups and individuals in early Australian society

develop texts that incorporate source materials and use historical terms and concepts

communicate understandings gained through research in the form of a multimodal presentation.

Year 7 additional study

(10 hours)

Investigating the Ancient Past


Evidence

Perspectives

Empathy

Significance

Contestability

Inquiry questions:

YEAR 7

How do we know about the ancient past?

What have been the legacies of ancient societies?


identify the tools, techniques and methods used

by historians and archaeologists to investigate

the past

explore the range of sources that can be used in

an historical investigation and the usefulness of

these sources

investigate a historical mystery from Ancient

Australia that has challenged historians or

archaeologists

appreciate the importance of conserving remains

of the ancient past.

- -

SOSE AT KEPPEL SANDS

Rationale:

Students use their experiences of people, places, systems and environments to make connections to their own experiences. They develop awareness of relationships between people, and between people and places. They identify social and environmental values in local and national contexts, and develop their capacity to participate and work effectively in their communities. Students recognise the ways in which Aboriginal people and Torres Strait Islander people are distinctive and are connected to other people and to specific places over time. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They use inquiry processes to apply their understandings in familiar and unfamiliar contexts. They communicate using different types of texts to share ideas and findings, and they individually and collaboratively plan strategies to take action that contribute to their communities. They reflect on their learning and recognise the values evident in investigations. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire, create and communicate within social and environmental contexts.

- -

Two Year (2013, 2014) SOSE OVERVIEW


SO

SE

– P

-3

2013

Place and space Local natural, social and built environments are defined by specific features and can be sustained by certain activities. • Local environments are distinguished by natural features,

places of importance to particular groups, and public spaces.

• Resources and environments can be used, conserved and protected by valuing and applying sustainable practices

• Maps have symbols to represent places and identify the relative position of features including landmarks and locations.

Task Students identify and talk about a place within the school grounds explaining why it is of importance to them. Task Students analyse two different perspectives regarding the significance of a local environment. Students identify the points of difference between these opinions and how this difference may impact on the attitude towards the significance of this place.

Culture and identity Local communities have different groups with shared values and common interests. • Groups and communities are identified by practices, symbols

and celebrations that reflect their values, beliefs and sense of belonging.

• Aboriginal peoples and Torres Strait Islander peoples are Australia’s Indigenous peoples and their influences are evident and valued in Australian communities.

• Stories about significant events and individuals reflect cultural diversity in local and other Australian communities.

• Citizenship involves belonging to groups and communities and valuing different contributions and behaviours such as caring for other members.

Task Students orally explain what being indigenous means and how indigenous knowledge of time and weather patterns is valued in our community. Task: Students discuss how stories about individuals and significant events within their local community reflect how culturally diverse it is.

Political and economic systems Communities have systems to make rules and laws, govern, and manage the production and consumption of goods and services. • Rights and responsibilities, rules and codes of behaviour

are part of local communities. • Democratic decision-making systems help people to live and

work together in communities. • Voting is used to make decisions and select leaders in

democratic systems. • Australians are connected to other people and places by

shared interests, including travel, exchanging goods and services, and environmental issues.

• People and resources are involved in the production and consumption of familiar goods and services.

Task: Formative assessment of student’s knowledge through responses to stimulus and subject matter based on why a classroom has rules and codes of behaviour and how these help protect our rights and demonstrate our responsibilities within our local community.

QSA Assessment Task: Safe and Happy Classrooms

Time, continuity and change Changes and continuities are identified through events, people’s contributions and the stories of local communities. • Aboriginal people’s and Torres Strait Islander people’s

continuous association with the land and the sea can be seen in stories and events that pre-date European colonisation.

• Contributions of individuals and groups to communities can be identified by symbols and stories.

Task Ongoing formative assessment of student’s developing understanding of how a story and symbol recorded an opinion of the contribution of an individual, group or community.

Task: Formative assessment of how a symbol and a story can identify the contribution of an individual or a group through

responses to stimulus and subject matter.

SO

SE

– 5

2013

Place and space Y5 Environments are defined and changed by interactions

between people and places. • Environments are defined by physical and human dimensions. • Interactions between people and places affect the physical

features of the land, biodiversity, water and atmosphere. • Interactions between people and places affect the physical

features of the land, biodiversity, water and atmosphere. • Physical features of environments influence the ways in which

people live and work in communities. • Sustainability of local natural, social and built environments can

be influenced by positive and negative attitudes and behaviours. • Global environments are defined by features, including

landforms, location markers (Tropics of Cancer and Capricorn, and the Equator), countries, regions, continents, and climatic zones.

• Maps have basic spatial concepts that describe location and direction, including north orientation and four compass points, symbols and a legend or key.


Task Students argue how changes in the environment (natural and

human-caused) may affect the survival of a living thing.

Communities contain cultures and groups that contribute to diversity and influence cohesion.

• Groups in Australian communities contribute to cultural diversity by celebrating differences and commonalities.

• Australian society has responded to different cultures in positive and negative ways.

• Aboriginal people and Torres Strait Islander people have distinctive social organisation, languages and lifestyles.

Task Formative assessment Students respond to stimulus and short answer questionnaires focussing on how literature reflects and celebrates a difference and commonality within groups in Australian communities and how this contributes to cultural diversity.

Political and economic systems Y5 Communities have developed decision-making systems that include principles and values formed over time. • Australia’s government systems are based on principles of

democracy, including elected representation, free speech and civic participation, that have their origins in ancient Greece, Britain and the United States.

• Australia’s legal system has laws to protect personal rights and responsibilities of young people, consequences for breaking laws and key personnel who ensure the functioning of the system.

• Citizenship involves people sharing values, and working together in communities to influence decision making, resolve conflicts and achieve consensus between diverse views of individuals and groups.

• Australia is connected to other countries in the Asia–Pacific region by social and economic ties, including immigration, shared populations, assistance in disasters, trading goods and services, and common media sources and outlets.

• Economic systems allocate resources, and are based on the principle that while resources are limited, needs and wants are unlimited.

Task: Formative assessment students respond to stimulus and subject matter demonstrating how Australia, through the provision of aid after a natural disaster, is connected to a country in the Asia-Pacific region. Students reflect on why decisions to allocate a specific resource rather than many were made and how this was communicated to the wider population. Stimulus could focus on a time when Australia sent material aid instead of human aid to a country after a natural disaster.

Time, continuity and change Y5 Changes and continuities are represented by events and people’s contributions, and are viewed differently by different people. • British colonisation of Australia is connected with particular

events and changes, including European exploration, the landing of the First Fleet, proclamation of terra nullius, establishment of penal and free settlements, contact with the Indigenous population and the development of industries.

• Individuals and groups have made significant contributions to change and maintain Australian communities, heritages and identities.

• Events can be viewed differently according to a range of cultural, gender and socioeconomic viewpoints.

Tasks Students describe how Australia’s participation in war has affected the Australian people physically, financially and emotionally. Students create a persuasive poster, using blue/green technology, encouraging others to attend ANZAC Day celebrations. On various maps, students identify and label the location the many wars Australians have participated in.

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SO

SE

– 7

2013

Place and space Y7 Environments are defined by physical characteristics and processes, and are connected to human activities and decisions about resource management. • Australian environments are defined by patterns of natural

processes, by human activities and by the relationships between them, including climate and natural resource distribution, resource use, and settlement patterns.

• Natural hazards are a result of natural processes, and human activity can affect the impacts of these occurrences.

• Sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed.

• Physical and human dimensions are used to define global environments.

• Distribution maps, climate zone maps and weather maps have specific features to convey information, including latitude, longitude, eight compass points, scale and distance, a legend and shading and/or symbols.

Task Students discuss the theory behind sustainable actions and the positive impact action may have on an Australian environment. Task Students present a point of view on how resource management and settlement patterns within their local community may have impacted on the natural processes occurring within environments.

Culture and identity Y7 Cultures and identities consist of material and nonmaterial elements and are affected by cross-cultural contacts. • Material and non-material elements influence personal identity

and sense of belonging of groups. • Perceptions of different cultures and groups are influenced by

local, national and world events and by representations in the media.

• Aboriginal people’s and Torres Strait Islander people’s diverse social organisation, languages and lifestyles reflect the importance of “country” — land, sea and places.

• Contact between Indigenous and non-Indigenous cultures in Australia and in other places have had significant effects on language, culture, land ownership, health and education of Indigenous people.

• Accessing Indigenous knowledge involves the protocols of consultation with the local Aboriginal community and/or the Torres Strait Islander community.

Task Formative assessment Students respond to stimulus and short answer questionnaires on how representations in the media influence perceptions of culture. Students make connections to the

protocols of consultation with Aboriginal and /or Torres Strait Islander communities, including how material and non-material

elements influence their identity and sense of belonging.







Task: Formative assessment students respond to stimulus and subject matter demonstrating how Australia, through the provision of aid after a natural disaster, is connected to a country in the Asia-Pacific region. Students reflect on why

decisions to allocate a specific resource rather than many were made and how this was communicated to the wider population. Stimulus could focus on a time when Australia sent material aid

instead of human aid to a country after a natural disaster.

Time, continuity and change Y7 Changes and continuities are linked to particular events and the achievements of individuals and groups that attract different interpretations. • Events from pre-colonisation to Federation, including

Indigenous heritages, European colonisation, frontier conflicts, the development of the economy, and the Federation movement, have established the Australian nation and contributed to Australian identities.

• Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances.

• National traditions, celebrations and commemorations have evolved to reflect public sentiment and the perspectives, values and interpretations of different groups

Task: Students describe how Australia’s participation in war has affected the Australian people physically, financially and emotionally. Students create a commercial, using blue/ green screen technology and voice overs, encouraging others to attend ANZAC Day celebrations and remembering those who served in wars. On various maps, students identify and label the location the many wars Australians have participated in.

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Unit 1 Unit 2 Unit 3 Unit 4 S

OS

E –

P-3

2014

Place and space Local natural, social and built environments are defined by specific features and can be sustained by certain activities. • Local environments are distinguished by natural features,

places of importance to particular groups, and public spaces.

• Resources and environments can be used, conserved and protected by valuing and applying sustainable practices

• Maps have symbols to represent places and identify the relative position of features including landmarks and locations.

Task: Students orally explain how a sustainable practice will conserve and protect a resource and an environment. Task: Students use mathematical knowledge to draw a 2D map using pictograms of a local area.

Culture and identity Local communities have different groups with shared values and common interests. • Groups and communities are identified by practices, symbols

and celebrations that reflect their values, beliefs and sense of belonging.

• Aboriginal peoples and Torres Strait Islander peoples are Australia’s Indigenous peoples and their influences are evident and valued in Australian communities.

• Stories about significant events and individuals reflect cultural diversity in local and other Australian communities.

• Citizenship involves belonging to groups and communities and valuing different contributions and behaviours such as caring for other members.

Task: Students orally discuss how the practices, symbols and celebrations of a specific cultural group have been identified through literature and how these reflect the groups’ values, beliefs and sense of belonging. Task: Formative assessment of students through responses to stimulus and subject matter of how caring for others, including welcoming a new class member or helping a fellow student, is a behaviour and a contribution to a group which is valued and creates a sense of belonging.

Political and economic systems Communities have systems to make rules and laws, govern, and manage the production and consumption of goods and services. • Rights and responsibilities, rules and codes of behaviour

are part of local communities. • Democratic decision-making systems help people to live and

work together in communities. • Voting is used to make decisions and select leaders in

democratic systems. • Australians are connected to other people and places by

shared interests, including travel, exchanging goods and services, and environmental issues.

• People and resources are involved in the production and consumption of familiar goods and services.

Task Student’s Explain how a person and a resource is involved in the production of a familiar item. Students reflect on prior scientific investigations as the basis from which they make links to the production and consumption of this familiar item. Task Students interpret how democratic decision-making helps people to live and work together in communities where people and resources are involved in the production and consumption of familiar goods and services. Such as living in a community where coal seam gas production is being considered.

Time, continuity and change Changes and continuities are identified through events, people’s contributions and the stories of local communities. • Aboriginal people’s and Torres Strait Islander people’s

continuous association with the land and the sea can be seen in stories and events that pre-date European colonisation.

• Contributions of individuals and groups to communities can be identified by symbols and stories.

Task Students respond to a series of oral questions constructed from a class shared indigenous stimulus story demonstrating a depth of knowledge and understanding of ATSI people’s continuous association with the land and the sea Task: Formative assessment of knowledge and understanding of ATSI people’s continuous association with the land and sea pre dating European colonisation through responses to stimulus and subject matter such as stories, events, graphs and tables.


SO

SE

– 5

2014

Place and space Y5 Environments are defined and changed by interactions

between people and places. • Environments are defined by physical and human dimensions. • Interactions between people and places affect the physical

features of the land, biodiversity, water and atmosphere. • Interactions between people and places affect the physical

features of the land, biodiversity, water and atmosphere. • Physical features of environments influence the ways in which

people live and work in communities. • Sustainability of local natural, social and built environments can

be influenced by positive and negative attitudes and behaviours. • Global environments are defined by features, including

landforms, location markers (Tropics of Cancer and Capricorn, and the Equator), countries, regions, continents, and climatic zones.



Task Using a map students identify a geographic zone and discuss how Interactions between a group of people and the place they live has affected one of the following. The physical features of the land, biodiversity or water and the atmosphere.

Culture and identity

Communities contain cultures and groups that contribute to diversity and influence cohesion. • Groups in Australian communities contribute to cultural

diversity by celebrating differences and commonalities. • Australian society has responded to different cultures in

positive and negative ways. • Aboriginal people and Torres Strait Islander people have

distinctive social organisation, languages and lifestyles. Task: Students discuss how Literature has, either positively or negatively, influenced an Australian response to Aboriginal or Torres Strait Islander’s social organisation, language or lifestyle.







Task Students explain how a law protects a personal right and how citizenship is demonstrated when individuals and groups take responsibility for their actions. Students make a comment about how the origins of democracy have shaped the principles of Australia’s government systems.

Time, continuity and change Changes and continuities are represented by events and people’s contributions, and are viewed differently by different people. • British colonisation of Australia is connected with particular

events and changes, including European exploration, the landing of the First Fleet, proclamation of terra nullius, establishment of penal and free settlements, contact with the Indigenous population and the development of industries.

• Individuals and groups have made significant contributions to change and maintain Australian communities, heritages and identities.

• Events can be viewed differently according to a range of cultural, gender and socioeconomic viewpoints

Task Formative assessment Students respond to stimulus

and short answer questionnaires reflecting a depth of understanding regarding how Individuals and groups have made significant contributions to change and maintain Australian communities, heritages and identities. Students make links that events can be viewed differently according to a range of cultural, gender and socioeconomic viewpoints

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Unit 1 Unit 2 Unit 3 Unit 4 S

OS

E –

7

2014

Place and space Y7 Environments are defined by physical characteristics and processes, and are connected to human activities and decisions about resource management. • Australian environments are defined by patterns of natural

processes, by human activities and by the relationships between them, including climate and natural resource distribution, resource use, and settlement patterns.

• Natural hazards are a result of natural processes, and human activity can affect the impacts of these occurrences.

• Sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed.

• Physical and human dimensions are used to define global environments.

• Distribution maps, climate zone maps and weather maps have specific features to convey information, including latitude, longitude, eight compass points, scale and distance, a legend and shading and/or symbols.

Culture and identity Y7

Cultures and identities consist of material and nonmaterial elements and are affected by cross-cultural contacts. • Material and non-material elements influence personal

identity and sense of belonging of groups. • Perceptions of different cultures and groups are influenced

by local, national and world events and by representations in the media.

• Aboriginal people’s and Torres Strait Islander people’s diverse social organisation, languages and lifestyles reflect the importance of “country” — land, sea and places.

• Contact between Indigenous and non-Indigenous cultures in Australia and in other places have had significant effects on language, culture, land ownership, health and education of Indigenous people.

• Accessing Indigenous knowledge involves the protocols of consultation with the local Aboriginal community and/or the Torres Strait Islander community.

Task Students present a descriptive report on the importance of “country” to Aboriginal and Torres Strait islander people including the effect contact between indigenous and non-indigenous culture has had on the language, culture, land ownership, health and education of indigenous people.

Political and economic systems Y7 Societies and economies have systems and institutions based on principles and values. • Australia’s government systems are characterised by principles

including civil society and representative democracy, processes including free and fair elections, institutions including parliaments and political parties, and instruments including the Australian Constitution.

• Australia’s legal system is founded on laws that reflect community values, including fairness and impartiality, and the courts to uphold the laws and protect rights and freedoms.

• Local, state, national and Indigenous systems of government in Australia have different roles, functions, ways of operating and impacts on people and communities.

• Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights.

• Australia is connected to other nations through international agreements, the responsibilities of global citizenship, and shared commitments to security and environmental issues.

• Economic systems involve primary, secondary, service and knowledge industries that use resources and develop products and services for sale to consumers.

Task Formative assessment Students respond to stimulus and short answer questionnaires on what Australian citizenship involves, the principles of Australian government and the roles functions, ways of operating and impact of one system of government on people and communities

Time, continuity and change Yr7 Changes and continuities are linked to particular events and the achievements of individuals and groups that attract different interpretations. • Events from pre-colonisation to Federation, including

Indigenous heritages, European colonisation, frontier conflicts, the development of the economy, and the Federation movement, have established the Australian nation and contributed to Australian identities.

• Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances.

• National traditions, celebrations and commemorations have evolved to reflect public sentiment and the perspectives, values and interpretations of different groups.

Task Students explain how. Australia’s relationship with its Asian and Pacific neighbours has developed over time by focusing on how a tradition, celebration or commemoration has evolved to reflect public sentiment of the perspectives, values and interpretations of a different group.

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TECHNOLOGY AT KEPPEL SANDS

Rationale: Students explore the designed world and recognise that they can be both users and creators of technology. They identify and understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They investigate the characteristics of Australian resources and their impact on technology products and processes of the past and present. They understand that technology can contribute to many different kinds of activities, including work and leisure. They are aware that people of all ages and backgrounds choose to work in technology-related fields. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire, create and communicate within technology contexts.

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Two Year (2013, 2014) TECHNOLOGY OVERVIEW


TE

CH

NO

LO

GY

– P

3

2013

Information, materials and systems (resources) Resources are used to make products for particular purposes and contexts. •Resources have characteristics that can be matched to design requirements. •Simple techniques and tools are used to manipulate and process resources Task Students select the most appropriate materials and then make a plane which they believe will fly. Students compare results and share their findings including whether the chosen resources were appropriate for the purpose and context. Task: Students use the form of a descriptive report to demonstrate understanding of how a resource meets design requirements (This task can be multimodal)

Technology is part of our everyday lives and activities. •Products include artefacts, systems and environments. •Designs for products are influenced by purpose, audience and availability of resources. •Technology and its products impact on everyday lives in different ways. Task: Formative assessment of how resource availability influences the design of a product. Students reflect on prior science knowledge as the basis from which they make links to the production and consumption of a familiar item.

Task Formative assessment of students understanding of how technology has impacted upon the field of science. Students identify the various products or artefacts within Science that have been developed to assist scientific processes

TE

CH

NO

LO

GY

– 5

2013

Information, materials and systems (resources) Yr 5 The characteristics of resources are matched with tools and techniques to make products to meet design challenges. • Resources have particular characteristics that make them more suitable for a specific purpose and context. • Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas. Task Formative assessment of students understanding of how a product can be redesigned to meet the specific needs and wants of people, their communities and environments

Technology as a human endeavour Yr 5 Technology influences and impacts on people, their communities and environments. • Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments. • Aspects of appropriateness influence product design and production decisions • The products and processes of technology can have positive or negative impacts. Task Formative assessment of students understanding of how a product can be redesigned to meet the specific needs and wants of people, their communities and environments

TE

CH

NO

LO

GY

–7

2013

Information, materials and systems (resources) Yr 7 The characteristics of resources are matched with tools and techniques to make products to meet design challenges.

•Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. •Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications. Task Formative Assessment of students’ knowledge and understanding of how resources are selected to match the requirements of a design challenge to suit a user. An example could be: students discuss how a type of shade fabric is chosen to meet design specifications which suit a school's requirements of a sun safe area.

Technology as a human endeavour Yr 7 Technology influences and impacts on people, their communities and environments. • Design and development of products are influenced by societies’ changing needs and wants, and include artefac ts, systems,

environments and services. • Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including

functions, aesthetics, ethics, culture, available finances and resources, and sustainability. • Decisions made about the design, development and use of products can impact positively or negatively on people, their communities

and environments. Task Formative Assessment of students’ knowledge and understanding of how the design and development of products and production decisions are influenced by research into how moving air and water can be used to generate electricity and how renewable sources of energy are being considered by communities


TE

CH

NO

LO

GY

–P

-3

2014

Information, materials and systems (resources) Resources are used to make products for particular purposes and contexts. •Resources have characteristics that can be matched to design requirements. •Simple techniques and tools are used to manipulate and process resources. Task Students explain how a simple technique with a tool manipulates a process and a resource. An example could be how I can, through a twisting motion, use a wooden spoon to create heat and when this tool and process are combined with cream I can make butter.

Technology as a human endeavour Technology is part of our everyday lives and activities. •Products include artefacts, systems and environments. •Designs for products are influenced by purpose, audience and availability of resources. •Technology and its products impact on everyday lives in different ways. Task: Students explain how technology is evident in toy design and how these changes have impacted our lives.

TE

CH

NO

LO

GY

–5

2014

Information, materials and systems (resources) Yr 5 The characteristics of resources are matched with tools and techniques to make products to meet design challenges. • Resources have particular characteristics that make them more suitable for a specific purpose and context.

•Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas. Task Formative assessment of students understanding of how the characteristics of solids, liquids and gases change under different conditions and that techniques and tools to manipulate these resources need to be appropriately selected to meet design ideas

Technology as a human endeavour Yr 5 Technology influences and impacts on people, their communities and environments. • Different ideas for designs and products are developed to meet needs and wants of people, their communities and environments. • Aspects of appropriateness influence product design and production decisions •The products and processes of technology can have positive or negative impacts. Task: Students explain how the appropriateness of a design for a shade sail has a positive impact on a school community.

TE

CH

NO

LO

GY

–7

2014

Information, materials and systems (resources) Yr7 The characteristics of resources are matched with tools and techniques to make products to meet design challenges. • Resources are selected according to their characteristics, to match requirements of design challenges and suit the user.

•Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas,

standards and specifications. Task Students explain the techniques and tools they utilised to manipulate or process a resource to match their design idea a of a propulsion vehicle which they constructed.

Technology as a human endeavour Yr 7 Technology influences and impacts on people, their communities and environments. • Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems,

environments and services. • Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including

functions, aesthetics, ethics, culture, available finances and resources, and sustainability. •Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments Task Students design and develop a simple product to provide clean drinking water.

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THE ARTS AT KEPPEL SANDS

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

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Two Year (2013, 2014) THE ARTS OVERVIEW Unit 1 Unit 2 Unit 3 Unit 4

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E A

RT

S –

P3

2013

Visual Art Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects. • Warm (red, orange, yellow) and cool (blue, green, purple)

colour schemes, and mixed and complementary colours, are used to create tone and variation.

• Line is used to suggest movement and direction. • Regular, irregular, open, enclosed, overlapped and adjacent

shapes are used to create categories and position. • Texture is used to create variation and repetition Task: Students use regular, irregular, open, enclosed, overlapped and adjacent shapes to create categories and position in an Art Work they have created

. Media

Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes. • Still and moving images, sounds and words are used in

media texts. • Media techniques and practices, including crop, print,

record/capture and sequence images, sounds and words, are used to create media texts.

• Representations in media texts can be either real or imagined, and are created for particular audiences and purposes.

Task: Students discuss how Media Techniques and practices create media texts. Students orally instruct how to sequence one part of a multimodal text that utilises an image, word and sound.

Dance Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases. • Gross motor movements, including locomotor and non-

locomotor, are used to create actions for movement phrases.

• Directions, levels, shapes and pathways are used to move in space within movement phrases.

• Fast and slow movements are used to change timing in movement phrases.

• Percussive and sustained movement qualities are used to change energy in movement phrases.

• Structuring devices, including repetition and narrative forms, are used to organise movement phrases.

Task Students use Gross motor movements to create an emotive response from a story.

Drama Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events. • Role can be established using movement, voice,

performance space, cues and turn-taking • Purpose and context are used to shape roles, language,

place and space to express ideas. • Dramatic action is structured by being in role and building

story dramas. Task: Students create a short visual presentation demonstrating how an animal character would display a human quality. Students talk about how they used place, space, language and role to demonstrate their understanding of purpose and context.

TH

E A

RT

S –

5

2013

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects. • Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns. • Continuous, broken and hatched lines are used to create balance, contrast, space and patterns. • Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns. • Texture creates contrast and patterns using lines, rubbings and markings. Task Students critique how an artist has created balance, contrast and pattern using colour shades, tint and texture in an art work

Media involves selecting media languages and technologies to create representations and construct meaning, considering different audiences and different purposes. •Still and moving images, sounds and words are selected to construct media texts. •Media techniques and practices, including layout, storyboard and manipulation of images, sounds and words, are used to create media texts. •Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes. Task: Using knowledge of how still and moving images, blue/ green screen technology, sounds and words are selected to construct media texts, students create a poster to persuade people to remember our ANZAC heroes.

Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences. • Gross and fine motor movements, including locomotor and non-locomotor, are used to create actions for short movement sequences. • Group formations are used to organise dancers in short movement sequences • Simple rhythmic patterns are used for timing of movements in short movement sequences. • Swinging and collapsing movement qualities are used to alter energy in short movement sequences. • Structuring devices, including contrast and canon forms, are used to organise short movement sequences. Task Students create a short movement sequence using simple rhythmic patterns that incorporates swinging and collapsing qualities to express ideas

Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events. • Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice. • Purpose and context guide the selection of time frames, language, place and space to express ideas. • Dramatic action is structured through storytelling, improvisation and extended roleplays. Task: Using knowledge of purpose and context students retell a familiar story demonstrating an understanding of time frame, language, place and space.

TH

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RT

S –

7

2013

Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects. • Blended, controlled and symbolic colour is used to create

depth, representation and symbolism. • Descriptive and emotive lines are used to create

abstraction, proportion and symbolism. • Negative space and positive shape are used to create

abstraction, non-representation and proportion. • Actual, invented and simulated textures are used to create

depth, representation and non-representation. Task: Formative Assessment of students’ ability to identify how colour variation has been used to create depth, representation and symbolism and how line style creates abstraction, proportion and symbolism in art works.

Media involves constructing meaning, considering intended audiences and intended purposes, by modifying media languages and technologies to create representations. • Still and moving images, sounds and words are applied

and modified, using genre conventions, to construct media texts.

• Media techniques and practices, including editing and publishing, are used to create media texts.

•Representations in media texts have specific purposes and are modified to maximise audience impact. Task Using knowledge of how representations in media texts have a specific purpose and are modified to maximise audience impact, knowledge of how still and moving images, blue/green screen technology, sound and words are selected to construct media texts, students create a commercial advertising ANZAC day and persuading others to remember our ANZAC heroes.

Dance involves using the human body to express ideas, considering intended audiences and intended purposes, by modifying dance elements in movement sequences. • Combinations of locomotor and non-locomotor movements

are used to create actions for movement sequences. • Directional focus is used to draw attention in space in

movement sequences. • Combinations of simple and compound time signatures are

used to modify timing of movements in sequences. • Suspending and vibrating movement qualities are used to

modify energy. • Structuring devices, including transitions, motifs and

improvisation forms, are used to organise movement sequences.

Task Students create a dance sequence using a combination of locomotor and non-locomotor movement to create action, a simple and compound time signature to modify timing and a suspending and vibrating movement quality to modify energy.

Drama involves modifying dramatic elements and conventions to express ideas, considering intended audiences and intended purposes, through dramatic action based on real or imagined events. • Roles and characters can be presented from different

perspectives and in different situations, using variations in voice, movement and focus.

• Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express ideas.

• Dramatic action is interpreted, prepared and shaped through scenarios and scripts.

Task: Formative Assessment of students’ knowledge of purpose and context when comparing differences in the use of mood, time frames, language, place, space narrator, voice, language, style and register to represent a selected theme

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Unit 1 Unit 2 Unit 3 Unit 4 T

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Visual Art Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects. • Warm (red, orange, yellow) and cool (blue, green, purple)

colour schemes, and mixed and complementary colours, are used to create tone and variation.

• Line is used to suggest movement and direction. • Regular, irregular, open, enclosed, overlapped and adjacent

shapes are used to create categories and position. • Texture is used to create variation and repetition. Task: Formative assessment of how students create tone and variation with warm and cool colour schemes using mixed and complimentary colours whilst using texture to create repetitionuse of shapes

Media Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes. • Still and moving images, sounds and words are used in

media texts. • Media techniques and practices, including crop, print,

record/capture and sequence images, sounds and words, are used to create media texts.

• Representations in media texts can be either real or imagined, and are created for particular audiences and purposes.

Task: Students discuss how effectively still and moving

images, sounds and words have been used in a media text to position an audience from a particular perspective.

Dance Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases. • Gross motor movements, including locomotor and non-

locomotor, are used to create actions for movement phrases.

• Directions, levels, shapes and pathways are used to move in space within movement phrases.

• Fast and slow movements are used to change timing in movement phrases.

• Percussive and sustained movement qualities are used to change energy in movement phrases.

• Structuring devices, including repetition and narrative forms, are used to organise movement phrases.

Task Students create a short movement phrase that uses a shape to move in space and express an idea.

Drama Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events. • Role can be established using movement, voice,

performance space, cues and turn-taking • Purpose and context are used to shape roles, language,

place and space to express ideas. • Dramatic action is structured by being in role and building

story dramas. Task: Students script a presentation demonstrating their understanding of how dramatic action is structured by being in role and building drama.

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Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects. • Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns. • Continuous, broken and hatched lines are used to create balance, contrast, space and patterns. • Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns. • Texture creates contrast and patterns using lines, rubbings and markings. Task Students select the most appropriate technique to sketch or draw an identified structural adaptation in nature. Students write a brief explanation justifying their choice of technique.

Media involves selecting media languages and technologies to create representations and construct meaning, considering different audiences and different purposes. • Still and moving images, sounds and words are selected to construct media texts. • Media techniques and practices, including layout, storyboard and manipulation of images, sounds and words, are used to create media texts. • Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes. Task: Students critique a self-designed imaginative multimodal comic strip using knowledge of media techniques, practices and how representations in media texts are selected

Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences. • Gross and fine motor movements, including locomotor and non-locomotor, are used to create actions for short movement sequences. • Group formations are used to organise dancers in short movement sequences • Simple rhythmic patterns are used for timing of movements in short movement sequences. • Swinging and collapsing movement qualities are used to alter energy in short movement sequences. • Structuring devices, including contrast and canon forms, are used to organise short movement sequences.Visual Art Task Formative assessment Students respond to stimulus and short answer questionnaires on how gross and fine motor movements and structuring devices have been used by dancers in group formations.

Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events. • Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice. • Purpose and context guide the selection of time frames, language, place and space to express ideas. • Dramatic action is structured through storytelling, improvisation and extended roleplays. Task Formative assessment Students respond to stimulus and short answer questionnaires focussing on how Dramatic action is structured in Literary texts and how they can maintain role and status of relationship when interpreting these texts for an audience

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Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects. • Blended, controlled and symbolic colour is used to create

depth, representation and symbolism. • Descriptive and emotive lines are used to create

abstraction, proportion and symbolism. • Negative space and positive shape are used to create

abstraction, non-representation and proportion. • Actual, invented and simulated textures are used to create depth, representation and non-representation. Task: Formative Assessment of student knowledge of the use of negative space, positive shape and texture through the oral critique of an art work.

Media involves constructing meaning, considering intended audiences and intended purposes, by modifying media languages and technologies to create representations. • Still and moving images, sounds and words are applied and

modified, using genre conventions, to construct media texts.

• Media techniques and practices, including editing and publishing, are used to create media texts.

•Representations in media texts have specific purposes and are modified to maximise audience impact.

Task Students present a short instructional multimodal item demonstrating their knowledge and understanding of how a still and moving image, sound and word are applied and modified, using a genre convention, to construct a media text

Dance involves using the human body to express ideas, considering intended audiences and intended purposes, by modifying dance elements in movement sequences. • Combinations of locomotor and non-locomotor movements

are used to create actions for movement sequences. • Directional focus is used to draw attention in space in

movement sequences. • Combinations of simple and compound time signatures are

used to modify timing of movements in sequences. • Suspending and vibrating movement qualities are used to

modify energy. • Structuring devices, including transitions, motifs and

improvisation forms, are used to organise movement sequences.

Task: Formative Assessment of student knowledge of the structuring devices used in a traditional dance and how they organise movement sequences to express ideas and a perspective.

Drama involves modifying dramatic elements and conventions to express ideas, considering intended audiences and intended purposes, through dramatic action based on real or imagined events. • Roles and characters can be presented from different

perspectives and in different situations, using variations in voice, movement and focus.

• Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express ideas.

• Dramatic action is interpreted, prepared and shaped through scenarios and scripts.

Task Students discuss how Literature shapes scenarios from which dramatic action can be interpreted, prepared and shaped. Students demonstrate how a role and a character can be presented from a different perspective and situation using voice, movement and focus.

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HPE AT KEPPEL SANDS

Rationale:

Students use their enthusiasm for physical activity and curiosity about health and personal development to explore how the dimensions of health are influenced by personal, social, cultural and environmental factors. They understand that health, physical activity and personal development are influenced by individual and group actions and by environments. They are aware that people of all ages and backgrounds engage in work related to health, physical activity and personal development. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively make decisions, take action and apply skills to promote health and wellbeing, movement capacities and personal development of individuals and groups. They reflect on their learning

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Two Year (2013, 2014) HPE OVERVIEW Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Personal development Personal identity, self-management and relationships develop through interactions in family and social contexts and shape personal development.

• Identity is shaped by personal characteristics and experiences

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

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

Task: Fun Friends Program Physical activity Fundamental movement skills are foundations of physical activity.

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

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

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

Health Health is multidimensional and influenced by everyday actions and environments.

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

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

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

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

Physical activity Fundamental movement skills are foundations of physical activity.





















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

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Year 5 Personal development Personal identity, relationships and self-management are influenced by beliefs, behaviours and social factors, and shape personal development. • Identity is influenced by personality traits, responses in a

variety of social contexts, responsibilities and accomplishments

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

• Positive interpersonal behaviours and respecting cultural protocols promote effective interactions and relationships in groups

Physical activity Fundamental and simple specialised movement skills are elements of physical activity. • Application of appropriate techniques for fundamental and

simple specialised movement skills can enhance physical performance and participation in physical activities

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

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

Year 7 Personal development Beliefs, behaviours and social and environmental factors influence relationships and self-management and shape personal development. • Identity and self-image are influenced by environmental

factors, including the media, and social expectations of age, gender and culture

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

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

Physical activity Fundamental and specialised movement skills, movement concepts, tactics and strategies are elements of physical activity. • Modifying techniques and selectively applying movement

concepts can enhance physical performance and increase enjoyment in physical activities

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

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

Year 5 Health Health is multidimensional and influenced by individual and group actions and environments. • Health includes physical, social, emotional and cognitive

(relating to thought processes, reasoning and intuition) dimensions

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

• Individual and group action can promote health and wellbeing, including safety

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





Year 7 Health Health is multidimensional and influenced by individual, group and community actions, and environments. • Health has physical, social, emotional, cognitive and

spiritual (relating to beliefs) dimensions, which are interrelated

• Family, peers and the media influence health behaviours • Individuals, groups and communities act on the advice in

health promotion campaigns to promote health and wellbeing, including safety, and contribute to management of health risks

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







































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Task: Fun Friends Program Physical activity Fundamental movement skills are foundations of physical activity.






























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