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Curriculum inWhole-schooState SchoolsUpdated: Dec
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ulum
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Curriculum inState SchoolsPage 2 of 36
English – Pr
Enjoying ou
Students listepredictable tepatterns in a including fictitexts. They eabout languacontexts of lelearning, PlayRoutines and
English – Ye
Reading, wrperforming p
Students rearange of poeminnovation. Spoem or rhymaudience andpreference fo
������English – Ye
nto the classroom (C2s
rep UNIT 1
r new world
en to and read texts toext structures and comrange of literary and on and non-fiction bongage in multiple opp
age, literature and literearning — Focused tey, Real-life situations,d transitions.
ear 1/2 UNIT 1
iting and poetry
d and listen to a ms to create a poetry
Students present their me to a familiar d explain their or aspects of poems.
ear 3/4 UNIT 1
2C),Whole-school cur
o explore mmon visual non-literary texts,
ooks and everyday portunities to learn racy within the five eaching and , Investigations and
UNIStories of familie
y Students explore how stories conveabout issues that and friends. Studeimaginative new nfamily relationshipfriendships for a fcharacter.
UNI
rriculum plan — P–6
Enjoying and retel
Students listen to aand non-literary textlanguage is used toevents. They engaglearn about languagthe five contexts of and learning, Play, Investigations, and Students sequence including stories froStrait Islander peopto retell to a small gprepare for their spoin sequence and wr
IT 2 es and friends E
texts to analyse ey a message relate to families
ents write an narrative about ps and/or familiar animal
Sahpidtclec
IT 2
UNIT 2 lling stories
nd engage with a rants with a focus on exp
o entertain through retge in multiple opportuge, literature and literalearning — Focused Real-life situations, Routines and transitio events from a range
om Aboriginal peoplesples, and select a favogroup of classmates. Token retelling by drawriting simple sentence
UNIT 3Exploring characters
Students read, view aa variety of literary texhow characters are reprint and images. Studdentify character quaexts. They compare h
characters are depicteiterary texts and writeexpressing a preferencharacter, giving reas
UNIT 3
Inter
ge of literary ploring how telling nities to acy within teaching
ons. of texts,
s and Torres ourite story They wing events es.
StudemultimdeveknowengalangucontelearnRoutiversewhileknowthat t
s Explo
and listen to xts to explore epresented in dents lities in how similar ed in two e a text nce for one ons.
Studea rantexts strucfeatutext. and pof the
UNacting with others
ents listen to, view anmodal texts, includinglop an understanding
wledge and a range ofge in multiple opportu
uage, literature and litexts of learning — Focing, Play, Real-life sitines and transitions. Se and recite it to a fame others present their wledge of rhyme by idethey have used.
UNIT 4 oring procedural tex
ents listen to, read annge of literary imagina
that contain certain tural elements and lares that reflect an infoStudents create, rehepresent a procedure ieir peers.
UNIT 4
NIT 3
nd interpret a range ofg poetry and rhymes, g of sound and letter f language features. Tunities to learn about teracy within the five cused teaching and tuations, InvestigationStudents create a rhy
miliar audience. They rhyme and show entifying the rhyming
xt Exploring
nd view ative
nguage ormative earse n front
Students a range oand compand languimaginativStudents text with a
Respondin
f to
They
ns and yming listen
words
Students haexamine anstructure animaginative They engaglanguage, licontexts of learning, PlaRoutines an
UNIT 5 g informative texts
read, view and listen of texts to comprehendpare the text structureuage features of ve and informative texcreate an informative
a supporting image.
UNIT 5
UNIT 4 ng to text
ave multiple opportunnd respond to literaturnd organisation. Stude
multimodal text that ge in multiple opportuterature and literacy wlearning — Focused ay, Real-life situationnd transitions.
Exploring plocharacterisat
to d es
xts. e
Students explstories in pictuother culturesstories use plocharacterisatioengage an aucreate a writteto be added towith appropriamatch the text
ities to read, re and explore tents create a shincludes illustranities to learn awithin the five teaching and s, Investigation
UNIT 6 ot and tion in stories
ore a variety ofure books and f
s to explore howot and on to entertain
udience. Studenen imaginative eo a familiar narrate images thatt.
UNIT 6
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Curriculum inState SchoolsPage 3 of 36
Analysing anpersuasive t
Students reapersuasive tedemonstrate of persuasiveways persuasfeatures are uaudience. Thto create theitexts.
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nto the classroom (C2s
nd creating texts
d, view and analyse exts. Students their understanding
e texts by examining sive language used to influence an
hey use this languageir own persuasive
2C),Whole-school cur
Investigating ch
Students listen toa novel to exploreuse of descriptiveconstruction of chcomplete a readinanalyses charactenovel. Students refrom the novel anquestions using cstrategies to buildinferred meaning write a short imagbased on a familia
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rriculum plan — P–6
aracters Ei
o, view and read e the authors’ e language in the haracters. They ng log that ers from the ead an extract
nd answer comprehension d literal and of the text. They
ginative narrative ar theme.
SatscadtSt
Exploring character n texts
Students listen to, reaanalyse informative anexts. They create and
spoken procedure in tcharacter. They makeabout characters and draw connections betwext and their own exp
Studentswrite a persuhat links to the literary
and setting Examdiffe
ad, view and nd literary d present a the role of a e inferences
settings and ween the periences. uasive letter y text.
Studecompfocussamestorieretellpersp
mining stories from rent perspectives
ents listen to, view, repare a range of stories on different versionse story. They comprehes and create a spokeing of a story from a dpective.
Examinin
ead and s, with a s of the hend en different
Students interpret idifferent ccomprehethe text stchoices ato suit conaudiencemultimoda
ng imaginative texts
listen to, read, view aimaginative texts fromcultures. They end the texts and exptructure, language
and visual features usntext, purpose and . They create a al imaginative text.
s Reading, reswriting Austrpeople’s stor
and m
plore
sed
Students listeadapt Australianalyse texts context, purpoand how langulanguage devto create new write and presaudience, an poem, using askills. Studenttext and explolanguage featcan be highligthrough the ustone, volume
ponding to anralian poetry aries
n to, read, viewian poems. Theby exploring th
ose and audienuage features aices can be adameaning. Stud
sent to a familiaadaptation of a
appropriate spets read a rhymiore ways in whictures and devicghted in performse of pace, pitcand gesture.
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Curriculum inState SchoolsPage 4 of 36
English – Ye
Examining atexts
Students listeinterpret a nogenre showincharacter devto plot and sedemonstrate the developmcharacter throresponse. Thchapter of a fdepicting concharacters inand plot.
nto the classroom (C2s
ear 5/6 UNIT 1
and creating fantasy
en to, read and ovel from the fantasy ng understanding of velopment in relation etting. They the ability to analyse
ment of a main ough a written
hey create the first fantasy novel, ntrasting fantasy relation to setting
2C),Whole-school cur
UNIy Examining medi
Students listen tointerpret a range and reports from jnewspapers to reviewpoints portraytexts. Students apcomprehension sfocusing on particportrayed in a rantexts. They createmultimodal featurincluding written aelements, from a viewpoint.
rriculum plan — P–6
IT 2 a texts E
a
o, read, view and of news articles journals and
espond to yed in media pply trategies,
cular viewpoints nge of media e a digital, re article, and visual particular
Sitadewd
UNIT 3Examining characteranimated film
Students listen to, reanterpret a range of mexts including comics
and animations. Theydigital multimodal shoexploring a character’when faced with an etdilemma.
rs in Appr
ad, view and ultimodal
s, cartoons y produce a ort story s behaviour thical
Studea rananthepoemTheypoemstruchave poet,effec
UNIT 4 reciating poetry
ents listen to, read annge of poetry, includinems, odes and other l
ms from different contey interpret and evaluatms, analysing how textures and language febeen constructed by for specific purposests.
Respond
nd view ng lyric exts. te
xt eatures
y the s and
Students a range onarrative transformpoem to anarrative.
UNIT 5 ding to poetry
listen to, read and vieof poetry, including poems, to create a
mation of a narrative a digital multimodal
Exploring nanovels and fi
ew Students listefilms and novecharacters anflashbacks or demonstrate udepiction of chand events in create a writtenovel and the Students listenarrative filmsand digital filma written film rfilm. Studentsopinions abounovels and filmdiscussions.
UNIT 6 rrative througilm
n to, read and vels with a ranged involving shifts in time. T
understanding oharacters, settina chosen film.
en comparison film adaptationn to and view
s and spoken, wm reviews, to crreview of a cho express and ju
ut aspects of thems during grou
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Curriculum inState SchoolsPage 5 of 36
Health and P
I can do it!
Students expthem unique They participStudents:
understaunique q
identify active
describe recognis
experien understa
emotion practise
success
All units are d
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nto the classroom (C2s
Physical Education: UNIT 1
plore information abouand their strengths aate in play.
and that they are an iqualities different settings whe
e actions that help kese and name emotionnce in different situatiand reasons for varyi
nal responses in similae using strategies to ss when faced with cha
developed using the A
2C),Whole-school cur
Personal, social an
ut what makes nd achievements.
ndividual with
ere they can be
ep them safe ns people may ons ng individual ar situations upport trying and
allenges.
Australian Curriculum
�
rriculum plan — P–6
d community health
I am Growing and
Students explore hodeveloping, and idehealthy such as dieStudents:
explore how boidentifying the characteristics
identify and exbodies
investigate theafter our body
identify who he
m: Health and Physica
h – Year Prep UNIT 2
changing
ow their bodies are grentify the actions that t, hygiene and physic
odies grow and changbody parts and indivi
s
xplore how we look a
e importance of activit
elps me keep healthy
l Education Prep con
Look
rowing and keep them
cal activity.
ge by dual
after our
ty to look
and active.
Studepeopto intStude
tent descriptions and
UNking out for others
ents identify and descle experience. They eeract with others in a ents:
explore different wayemotions including faexpressions
understand how emodiffer between people
understand the persocan be used to intera
practise working coopothers in group situat
achievement standa
NIT 3
cribe different emotionexplore and practice wvariety of settings.
ys of communicating acial, physical and ver
otional responses maye and in different situa
onal and social skills tact with others
peratively and includitions.
rd.
I am safe
ns ways
rbal
y ations
that
ng
Students idethat keep ththey may enfires. Students:
understhemse
understhings
underschildre
undersmedici
undersdiffereand ar
undersin fire e
describbehavisafe in
This unit incMorcombe
UNIT 4
entify actions and prohem safe and healthy ncounter medicines, p
stand what children shelves safe in differentstand the dangers of din a household
stand how following ruen safe at home stand the safe behaviines and around poisostand the hazards assnt water areas and ho
round water stand how fires start aemergencies be and demonstrate piours and actions that
n various situations. corporates concepts fChild Safety Curriculu
otective behavioin situations w
poisons, water
hould do to keet situations different places
ules can keep
ours to follow wons sociated with ow to stay safe
and how to be s
protective t help keep the
from the Danielum.
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Curriculum inState SchoolsPage 6 of 36
Health and P
Let’s get mo
Students devof running, hoactive participmovement chStudents:
exploractivit
explor
develorunnin
test anchalle
All units are d
�
nto the classroom (C2s
Physical Education: UNIT 1
oving
velop the fundamentaopping, jumping and gpation in activities, gahallenges.
re and apply safety ruies.
re concepts of movem
op the fundamental mng, jumping, hopping
nd trial ideas to solveenges.
developed using the A
2C),Whole-school cur
Movement and phy
l movement skills galloping through ames and
ules during physical
ment.
movement skills of and galloping.
movement
Australian Curriculum
�
rriculum plan — P–6
ysical activity – Year
Catch that bean
Students develop thwhile completing bewithin groups of varStudents:
develop the twand dynamic b
identify and departner.
test and trial sochallenges.
m: Health and Physica
r Prep UNIT 2
heir fundamental moveanbag activities and rying sizes.
wo-handed catch, undbalance techniques.
evelop the attributes o
olutions to solve mov
l Education Prep con
Who
vement skills challenges
erarm throw
of a good
ement
StudeincludparticStude
tent descriptions and
UNwants to play?
ents demonstrate perde others and describcipating in a range of ents:
develop personal andothers in active game
understand different wparticipating in active
achievement standa
NIT 3
rsonal and social skillsbe their feelings after active games.
d social skills to includes.
ways of feeling after e games.
rd.
Animal gro
s to
de
Students exlevel and shto music. Thresponds toStudents:
develo(gallop
exploreperform
combinapply tmovem
UNIT 4
ove
xplore the elements ohape) and perform mohey also describe howo movement.
op fundamental moveping, leaping, rolling a
e shape, direction, levming fundamental mo
ne fundamental movethe elements of movement sequences.
of movement (spovement in respw their body
ment skills and balancing).
vel and time whovement skills.
ement skills andement to perform
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Curriculum inState SchoolsPage 7 of 36
�Health and P
My classroo
Students inveand the foodsThey exploreenvironment be implementhey can apphealthy and sStudents: understa understa
healthy understa
keep theand outs
All units are �
nto the classroom (C2s
Physical Education: UNIT 1
om is healthy, safe a
estigate the concept os and activities that m
e opportunities in the cwhere healthy and sated. Students identifyly to keep themselves
safe in and outside th
and what health meanand what makes the cand safe environmenand the actions that cemselves and others side the classroom.
e developed using t
2C),Whole-school cur
Personal, social an
nd fun
of what health is make them healthy. classroom afe practices can y the actions that s and others’ eir classroom.
ns classroom a
nt can be taken to healthy and safe in
the Australian Curri
�
rriculum plan — P–6
d community health
Our culture
Students explore whand classroom’s ideand differences in ininclude others to maStudents explore hoachievements are reStudents: recognise the
family and clas examine how d
people, familie recognise simi
individuals and identify the fee
included in gro recognise that
and achieveme recognise way
similarities and
iculum: Health and
h – Year 1/2 UNIT 2
hat shapes their own,entity. They examine sndividual and groups ake them feel that theow different strengthsecognised and celebr
influences that shapessroom identities different characteristices and classrooms unilarities and differenced within a group elings people experienoups and excluded frot people have differenents
ys to show respect towd differences.
Physical Education
Stay
, their family similarities and ways to
ey belong. s and rated.
e personal,
cs make ique
es between
nce when om groups nt strengths
wards others’
Studethey Theysituatrespoconsithey Stude
This Morc
n Years1 and 2 con
UNsafe
ents explore safe andunderstand their resp
y examine the safety ctions and explore the onse to safe and unsaider different aspects can promote their heaents: understand their persstaying safe understand how to stcommunity recognise the clues trecognise safe and uunderstand the emotto safe and unsafe siidentify strategies anby students to keep tfor help if necessary examine sun safe strown health, safety anunit incorporates con
combe Child Safety C
ntent descriptions a
NIT 3
d unsafe situations soponsibility in staying sclues that can be usedemotions they feel in
afe situations. Studenof sun safety and how
alth, safety and wellb
sonal responsibility in
tay safe in the wider
hat can be used to unsafe situations ions they feel in respotuations d actions that can be themselves safe and a
rategies to promote thnd wellbeing. cepts from the Danieurriculum.
and achievement st
Message ta
o that safe. d in
n nts w eing.
onse
used ask
heir
l
Students extechniques health messcan be usedand others Students: unders
purpos interpr
influen unders
promo recogn
their ow use the
messa
tandard.
UNIT 4
argets
xamine the purpose oused to engage childsages seen in advertid to make good decishealth and wellbeing.
stand advertising techse of advertising ret health messages ance people’s decisionsstand how advertisem
ote healthy behavioursnise how to make decwn health and wellbeeir knowledge of adve
ages to create a healt
of advertising anren. They explosing and how t
sions about thei.
hniques and the
and how they s and behaviou
ments are used s cisions that promeing ertising and heah promoting po
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Curriculum inState SchoolsPage 8 of 36
Health and P
Swim and gy
Swim: TadpoIn this contexswimming stra sequence tmovement. Students: follow ru
pool develop
strokes refine aq
through OR Gym: iMoveIn this contexbalances, loclandings. Theas a continuoincorporates through the aStudents: follow ru
gymnas develop
rotations springs refine th
incorpor
All units are
nto the classroom (C2s
Physical Education: UNIT 1
ym
ole tales xt, students develop arokes. Students perfothat incorporates the e
ules and safe practice
p aquatic skills and theof freestyle and backquatic and swimming exploring the elemen
e iJump iLand xt, students develop acomotion skills, rotatioey also perform theseous movement sequethe elements of unde
air.
ules and safe practicestics setting p static balances, locos and landings.
he gymnastic skills serating elements of mo
e developed using t
2C),Whole-school cur
Movement and phy
aquatic skills and orm aquatic skills in elements of
es required at the
e recognised kstroke
skills sequences nts of movement.
and perform static ons, springs and e gymnastic skills nce that
er, over and
es required in the
omotion skills,
equences by ovement.
the Australian Curri
rriculum plan — P–6
ysical activity – Year
They keep me rolli
Students demonstraduring activities usinStudents: develop scoote
practices develop movem
scooter board apply scooter b
games develop perso
interact positivgames
apply and refinboard challeng
apply personainteract positivchallenges.
iculum: Health and
r 1/2 UNIT 2
ing
ate fundamental moveng scooter boards.
er board safety rules
ment skills to manoeuin different situations board skills in collabo
nal and social skills revely with others in coll
ne scooter board skillsges l and social skills requ
vely with others in par
Physical Education
What
ement skills
and
uvre a
orative
equired to aborative
s in scooter
uired to rtner
Studeskills and uapplyrules Stude
n Years1 and 2 con
UNt’s your target?
ents perform the refin(instep pass, punt kic
use them to solve moy strategies for workin
fairly. ents: develop the fundameinstep passing, punt striking apply and adjust fundto test and trial solutichallenges.
ntent descriptions a
NIT 4
ned fundamental moveck and one hand strikvement challenges. T
ng cooperatively and a
ental movement skills kicking and one hand
damental movement sons to movement
and achievement st
Ropes and
ement ke) They apply
of d
skills
Students perhymes. Thephysical actStudents: develo
sequen investi
activity
tandard.
UNIT 3
rhymes
erform long rope skippey identify how their btivity.
op and refine skippingnces gate the heart’s reacty.
ping sequencesbody responds
g skills and
tion to physical
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Curriculum inState SchoolsPage 9 of 36
��Health and P
Making heal
Students idenimprove fitneHealthy Eatinunderstand thhow health mcreate meal pStudents: review w identify
and wel identify understa understa recognis
healthy explore understa
choices promote
All units are
nto the classroom (C2s
Physical Education: UNIT 1
thy choices
ntify strategies to keess. They explore the
ng and the five food ghe importance of a ba
messages influence foplans that reflect heal
what is meant by beinstrategies that help kl the five food groups. and the health benefitand the benefits of hese strategies that assfood choices healthy breakfast choand how health mess
e healthy food/meal ch
e developed using t
2C),Whole-school cur
Personal, social an
ep healthy and Australian Guide to roups. Students
alanced diet and ood choices. They lth messages.
ng healthy eep people healthy
ts of food ealthy food choices ist in making
oices sages influence
hoices.
the Australian Curri
rriculum plan — P–6
d community health
Culture in Australi
Students investigatecontribute to identityresponses vary andactivities. They explrespect and empathinteractions. Students: explore how cu investigate ow understand ho
with failure con identify relation
their identity understand tha
in different way explore how em
cultures and in investigate wa
empathy identify varying
situations.
iculum: Health and
h – Year 3/4 UNIT 2
ia – Positive interact
e how heritage and cuy. They investigate ho
d participate in partnelore the communicatiohy and how they supp
ultures are similar andwn heritage and cultureow meeting challengesntribute to success nships and roles that
at feelings can be comys motional responses vndividuals ys to demonstrate res
g emotional response
Physical Education
tions Healt
ulture ow emotional r and group on skills of
port positive
d different e s and coping
contribute to
mmunicated
vary between
spect and
es to
Studeinformaccurmethat smchanskills Stude
n Years3 and 4 con
UNth channels
ents examine differenmation and how to intracy. They identify heods they use to influe
moking as a case studge over time. Studentto different health sc
ents: identify and interpret assess the accuracy different sources investigate the methoand how they influenrecognise how healthcan change over timeidentify information suse when making de
ntent descriptions a
NIT 3
nt sources of health terpret them with regaealth messages and thence decisions. They dy of how health messts apply decision-mak
cenarios.
health messages of health messages f
ods used to sell produce people’s choices
h messages in the mee ources and strategiescisions about their he
and achievement st
Netiquette
ard to he look
sages king
from
ucts
edia
s to ealth.
Students exabout cyberdescribe ancyberbullyinuncomfortaimportance online relatiuse of digitaand identifyStudents: examin
using e recogn
interac examin
shared review
about explore
affect t examin
use onmanne
This unit incMorcombe
tandard.
UNIT 4
and online protocol
xamine and interpret hrsafety and online prond apply strategies thang situations that makble or unsafe. They eof demonstrating res
ionships. They reflectal technologies and oy local resources to su
ne the need to balancelectronic devices andnise the health benefitcting in online commune how personal inford online
w websites and interprcybersafety e how their online behtheir digital footprint ne different types of cn the internet and howers towards others. corporates concepts fChild Safety Curriculu
ls
health informatotocols. They at can be used ke them feel explore the spect and empat on young peopnline communit
upport their safe
ce the time sped playing outdots and risks of
unities rmation is used
ret health mess
haviours and ac
communication w to display goo
from the Danielum.
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Curriculum inState SchoolsPage 10 of 3
Health and P
Superstars
Splish SplasIn this contexfundamental swimming strbreaststroke challenges. Tfit and physicswimming. Students: combine
with the swimmin
refine boconceptswimmin
examine
All units are
nto the classroom (C2s 6
Physical Education: UNIT 1
sh xt, students practise amovement skills to pe
rokes of freestyle, bacand solve safety andThey also examine th
cally active and how th
e arm, leg and breath elements of movemeng strokes ody movements and ats to perform aquatic sng strokes in a sequee the benefits of swim
e developed using t
2C),Whole-school cur
Movement and phy
and refine erform the ckstroke, and survival
he benefits of being hey relate to
ing movements ent to develop
apply movement skills and
ence mming.
the Australian Curri
rriculum plan — P–6
ysical activity – Year
Athletic spectacle
Students create an fundamental movemmovement. They pethrowing sequencesStudents: develop and co
skills to form a become familia
and their use i create and pra
sequences thaskills and apply
develop athletic-morunning, jumping an
iculum: Health and
r 3/4 UNIT 2
athletic themed sequment skills and elemeerform running, jumpins in authentic situation
ombine fundamental athletic sequences ar with the elements on athletic sequences.
actise athletic-themedat link fundamental moy the elements of mo
ovement sequences innd throwing situations
Physical Education
Havin
uence using nts of ng and ns.
movement
of movement . movement ovement vement n authentic s.
Studeskills pass)challecoopStude
n Years3 and 4 con
UNng a ball!
ents perform the refinof throwing (overarm
) and catching and usenges. They apply steratively and apply ruents: develop and refine thskills of throwing andexplore and develop strategies of Fast 4 ndevelop strategies foand applying rules fasolve movement cha
ntent descriptions a
NIT 3
ned fundamental movem shoulder pass and cse them to solve movetrategies for working ules fairly.
he fundamental moved catching
the concepts and newcombe or working cooperativeairly llenges.
and achievement st
Let me ente
ement chest ement
ment
ely
Students prskills to perfjuggling, Students: develo
skills inand cadevelo
apply static balancing c
tandard.
UNIT 4
ertain you
ractise and refine fundform the circus skills
op and combine thrownto juggling sequenceatching skills in jugglinop static and dynamic
and dynamic balancichallenges.
damental moveof balancing an
wing and catchines apply throwinng challenges c balancing skilling skills in
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Curriculum inState SchoolsPage 11 of 3
Health and P
Who influen
Students expon identities. their lives andbehaviour. Sbehaviour anpeers. Students:
explore examine investiga understa
hero and investiga
and roleexplore are com
investigapeople a
recognisfor differ
consideare com
All units are
nto the classroom (C2s 6
Physical Education: UNIT 1
ces me?
plain the influence of pThey explore how im
d the media can influeStudents examine infl
nd construct a health m
how personal qualitiee how place shapes iate membership of grand the meaning of thd role model ate the influence of ce
e models on identity different health mess
mmunicated ate the use and influeas health messengersse that there are different life stages r the different ways h
mmunicated.
e developed using t
2C),Whole-school cur
Personal, social an
people and place mportant people in
ence health luences on health message for their
es shape identity identity roups he terms celebrity,
elebrities, heroes
sages and how they
ence of high profile s
erent health issues
ealth messages
the Australian Curri
rriculum plan — P–6
d community health
Lets all be active
Students investigateopportunities for diffStudents identify hoindividual and comminformation on physschool setting and esupport participationStudents:
review their phreasons for pa
explore differethose from Abopeople’s and A
discuss selecteparticipation fo
determine metinformation on
discuss how foin physical act
identify the benactivity for all t
discuss how pconnections to
review informa consider factor
of a physical a investigate tec
activity.
iculum: Health and
h – Year 5/6 UNIT 2
e how physical activitferent groups to workow physical activity comunity wellbeing. Studsical activity participatexplore how technolon in physical activity.
hysical activity choicesarticipation nt physical activities ioriginal and Torres StAsian cultures ed findings about phy
or young Australiansthods to gather and re physical activity part
ood choices support pivity nefits of participating the dimensions of heahysical activity create
o the natural environmation on physical activrs that contribute to th
activity chnologies that suppo
Physical Education
What
ty creates k together. ontributes to dents collect tion in their gy can
s and
including trait Islander
ysical activity
ecord icipation.
participation
in physical alth es ment vity he creation
ort physical
Studehealtvarietdrinkthe bvarioStude
n Years 5 and6 co
UNt am I drinking?
ents explore drink proh and wellbeing. Thety of drink options incs and fruit juice, and tody. Students examinus drink options. ents:
understand how drinkwellbeing
examine drink labels alternatives
understand how prevcontribute to promotisafety and wellbeing
apply preventative heand maintain the heaindividuals and their c
ontent descriptions
NIT 3
oducts that contribute ey focus on investigatcluding soft drinks, enthe effects they have ne available alternativ
k choices affect healt
and consider drink
ventative health practing and maintaining h
ealth strategies to proalth, safety and wellbecommunities.
and achievement s
Transitioni
to ting a ergy on
ves to
h and
ices ealth,
omote eing of
Students exissues assosecondary sthem in makStudents:
explorewith ne
discuspeople
reflect examin
positiv explore
primar examin
during discus
individ
standard.
UNIT 4
ng
xplore the feelings, chociated with making thschool. They devise sking a smooth transiti
e the feelings and emew situations and cops the knowledge and
e adapt to new situatioon the way they adap
ne how communicatiove relationships e the similarities and ry and secondary schone how students expetheir transition to secs how diversity has puals and communities
hallenges, and he transition to strategies to assion.
motions associaping with chang
skills that help ons pt to change on skills suppor
differences betool erience diversitcondary school positive influencs.
�
Curriculum inState SchoolsPage 12 of 3
Health and P
Surf or turf
Junior LifesIn this contexmovement sksurvival strokand combinesituations. Students:
develop recoverysurvival s
apply swrefine pe
develop and stratsurvival a
All units are
nto the classroom (C2s 6
Physical Education: UNIT 1
aver xt students practice spkills including: swimmkes and rescue situati the above skills in di
above water and undy strokes, rescue techskills
wimming concepts anerformance of swimmi
understanding of lifestegies and apply themand rescue situations
e developed using t
2C),Whole-school cur
Movement and phy
pecialised ing strokes, ons. They apply fferent rescue
derwater arm niques and
d strategies to ing strokes
saving concepts m in practical s.
the Australian Curri
�
rriculum plan — P–6
ysical activity – Year
Fitness fun
Students develop sdifferent fitness conphysical activities ddiscuss the impact health and wellbeinStudents:
participate in h experience a h
explore circuit explore how m
elements of moin health-relate
develop underfitness circuits
iculum: Health and
r 5/6 UNIT 2
pecialised movementntexts. They pparticipaesigned to enhance fregular participation cg
health-related fitness ahealth-related fitness purposes and princip
manipulating or modifyovement impacts on ed fitness activities rstanding of the organ
Physical Education
‘All c
t skills within ate in fitness, and can have on
activities circuit to
ples ying the performance
nisation of
StudepropostratecodeStude
n Years 5 and6 co
UNcodes’ football
ents perform specialisose and combine movegies to achieve moves” football. ents:
apply and refine the sskills of ‘all codes’ foo
propose and combinestrategies in ‘all code
ontent descriptions
NIT 3
sed movement skills avement concepts andement outcomes in “A
specialised movemenotball
e movement conceptses’ football.
and achievement s
Over the ne
and d All
nt
s and
Students pecombine anopen up spahand within work collaborelated activStudents:
becometennis pand etiq
developskills (fo
combinopen up
standard.
UNIT 4
et
erform specialised tennd perform specialisedace on the court to wi gameplay. They demoratively and play fairvities and games.
e familiar with the resplayers in regard to foquette
p, practise and refine orehand and backhan
ne and perform speciap space on the court
nnis skills. Theyd tennis skills toin or gain the u
monstrate skills rly during tennis
sponsibilities of ollowing game r
specialised tennd strokes)
alised tennis skto win the point
�
Curriculum inState SchoolsPage 13 of 3
Humanities
My family hi
Inquiry questWhat is my h
Students: explore identify examin investi recogn
past ev presen
Humanities
Present con
Inquiry questHow are peopStudents: draw recog
direct identif
scale, under
Asia adistan
repres exam
Strait respo
prese
Humanities
nto the classroom (C2s 6
and Social Sciences
story
tions: history and how do I k
e the nature and strucy their own personal hne diversity within thegate familiar ways fam
nise how stories of famvents nt stories about perso
and Social Sciences
nections to places
tions: ple connected to their
on representations ofnise that each place ion and location of onfy examples of places, regional scale, natiorstand that people areand other places acronce and accessibility sent connections betwine geographical infoIslander people, are
ond with ideas about werve them.
and Social Sciences
2C),Whole-school cur
s: HASS – Prep UNI
know?
cture of families history, particularly their family and others mily and friends commmilies and the past ca
onal and family events
s: HASS – Year 1/2 UNI
r place and other plac
f the world as geograhas a location on the
ne place from anothers that are defined at d
onal scale or region-ofe connected to their poss the world, and tha
ween places by constrmation and data to idconnected to places a
why significant places
s: HASS – Year 3/4
rriculum plan — P–6
IT 1
eir own family backgr
memorate past eventsan be communicated
s in the past that are c
IT 1
ces?
phical divisions and tsurface of the Earth,
r different levels or scalf-the-world scale
place and other placesat these connections a
tructing maps and usidentify ways people, and factors that influe
s should be preserved
rounds and relationsh
s that are important tothrough sources that
commemorated.
he location of Austral which can be expres
les, such as, persona
s in Australia, the couare influenced by purp
ing symbols including Aboriginal aence those connectiond and how people can
My s
hips
o them represent
InquiWhat
Stude
Impa
ia ssed using
al scale, local
untries of pose,
and Torres ns
n act to
InquiHow Stude
pecial places
ry questions: t are places like and w
ents: draw on studies at tto them understand that a ‘precognise that whatobserve and represexamine sources todescribe special plareflect on learning to
acts of technology o
ry questions: have changes in techents:
investigate continuproducts compare and contrsequence key devepose questions abodescribe ways techprevious generatiouse information ga
what makes them spe
the personal scale, in
place’ has features ant makes a 'place' specsent the location and fo identify ways that peaces and the reasons o suggest ways they
over time
hnology shaped our d
uity and change in tec
rast features of objectelopments in the use out objects from the phnology has impacted
ons athered for an investig
UNIT 2
ecial?
cluding places where
nd a boundary that cacial depends on how features of places usieople care for special
they are special to pecould contribute to th
UNIT 2
daily life?
chnology used in the h
ts from the past and pof a particular object
past and present d on peoples’ lives ma
gation to develop a na
e they live or other pla
an be represented on people view the placng pictorial maps andplaces eople
he caring of a special
home, for example, in
present in daily life over time
aking them different fr
arrative about the pas
aces that are fa
maps or globesce or use the plad models
place.
n toys or househ
rom those of
t.
�
Curriculum inState SchoolsPage 14 of 3
Our unique c
Inquiry questHow do peop
Students: iden iden
time exp iden
diffe pose
que seq com
disc
nto the classroom (C2s 6
communities
tions: ple contribute to their
ntify individuals, eventntify and describe aspe lain how and why peontify a point of view aberent groups e questions and locatstions and draw simpuence information ab
mmunicate their ideascipline-specific terms.
2C),Whole-school cur
UNI
unique communities?
ts and aspects of the pects of their commun
ople participate in andbout the importance o
te and collect informaple conclusions out events and the liv, findings and conclus
rriculum plan — P–6
IT 1
?
past that have signifinity that have changed
d contribute to their coof different celebration
ation from sources, inc
ves of individuals in csions in visual and wr
cance in the presentd and remained the s
ommunities ns and commemoratio
cluding observations
hronological order ritten forms using sim
Explo
ame over
ons to
to answer
ple
InquiHow
Stude
oring places near an
ry questions: and why are places s
ents: identify connectio describe the dive
and differences b interpret data to i record and repre
conventions. explain the role o describe the impo
response to a de communicate the
discipline-specific
nd far
similar and different?
ons between people aerse characteristics ofbetween the characteidentify and describe sent data in different
of rules in their commortance of making de
emocratic issue eir ideas, findings andc terms.
UNIT 2
and the characteristicf different places at thristics of these placessimple distributions aformats, including lab
unity and share their cisions democraticall
d conclusions in oral, v
cs of places he local scale and exps and draw simple concbelled maps using bas
views on an issue rely and propose individ
visual and written form
plain the similar
clusions sic cartographic
lated to rule-madual action in
ms using simple
�
Curriculum inState SchoolsPage 15 of 3
�Humanities
People and t
Inquiry questHow do peopinfluence one
Students inve
the characand Norththeir majoAustralia
the humanthat influeplaces andbetween p
the impactenvironmeplaces in tNorth Ame
how to comcartograph
the languarelative locscale
how to repidentify simdistributiondraw conc
nto the classroom (C2s 6
and Social SciencesUNIT 1
the environment
tions: ple and environments e another?
estigate: cteristics of places in America and the locar countries in relation
n and environmental fnce the characteristicd the interconnectionspeople and environmet of human actions onental characteristics otwo countries in Euroerica mplete maps using hic conventions age used to describe cation of places at a n
present and interpret mple patterns, trendsn, infer relationships aclusions.
2C),Whole-school cur
s: HASS – Year 5/6
Managing
Europe ation of
n to
factors cs of s ents n the of pe and
the national
data to , spatial and
Inquiry quHow are pmanaged
Students i
how plaintercoplaces
the inflcharachow thorganis
how lawin the p
the wapeoplepeopleand res
environof natu
ways ingeograpossib
rriculum plan — P–6
UNIT 2
g Australian commu
uestions: people and environmein Australian commu
investigate: aces are affected by
onnection between peand environments uence of people on th
cteristics of places, ince use of space withinsed ws impact on the livepresent ys of living of Aborigi
es and Torres Strait Ises, particularly in relatsource managementnmental challenges inural hazards n which people respoaphical challenge andle effects of actions.
unities Comm(1800’s
ents nities?
the eople,
he human cluding
n a place is
s of people
nal slander ion to land
n the form
ond to a the
InquiryHow hacoloniadevelo
Studen
key of B180
the reasAus
aspof pAus
the livesenv
signthatcolorush
the grouesp
UNIT 3
munities in colonial As)
y questions: ave individuals and gal past contributed to opment of Australia?
nts investigate: events related to the
British colonies in Aus00 economic, political ansons for colonial devestralia after 1800 pects of daily life for dipeople during the colostralia effects that colonisats of Aboriginal people
vironment nificant developmentst impacted on the devonial Australia, includihes and inland explorsignificance of individups in shaping the co
pecially through inland
Australia ParCom
groups in the the
e development stralia after
nd social elopments in
ifferent groups onial period in
ion had on the es and on the
s and events velopment of ing the gold ration duals and olonies, d exploration.
InquHowandothepres
Stu
tdpe
siodE
rp
hp
UNIT 4rticipating in Australmmunities
uiry questions: w have people enacted perceptions about ther people and places,sent?
dents investigate: the key values of Ausdemocratic system ofparticularly the valuesequality, fairness andsignificant past develondividuals and groupon the development lademocracy in AustraliEureka Stockade andrepresentative democprocesses in Australiahow laws impacted onpeople in the past.
4
lian A(
ed their values heir community, , past and
stralia’s liberal f government, s of freedom, justice opments, events,
ps that impacted aw and ia, particularly the
d Peter Lalor cracy and voting a n the lives of
ec
S
UNIAustralian commun(discretionary)
Inquiry questions: What is the relationshenvironments and myconsumer?
Students investigate:
a familiar personaeconomics or busiexperience in their
how to distinguish wants, and recognneed to be made aresources are use
how different typesused by societies twants of present agenerations
how a variety of faconsumer choicesstrategies can be uinformed personal financial choices.
IT 5 ities of the fut
hip between y role as a
l or community ness issue theyr everyday life between need
nise why choiceabout how limited s of resources ato satisfy needs
and future
actors influences, and that differused to help ma consumer and
�
Curriculum inState SchoolsPage 16 of 3
��Mathematics
Languages: UNIT
What’s in a n
Students expconcept of nathe meaningsin Japan. Stulanguage to communicaterelating to napersonal idenculturally-appmanner. Students:
discuss nicknamsurname
analyse organiseinformatkey ideasupporti
create teself-iden
recognisunderstablendedand excphoneticwhen sp
participaintercultexperiennotice, cand reflelanguagculture.
nto the classroom (C2s 6
s – Prep
Japanese – Year 5-6T 1
name? What i
plore the ames and s they hold udents use
e ideas ames and ntity in a propriate
names, mes and es
and e tion into as and ing details
exts about ntity
se and and
d sounds ceptions to c rules peaking ate in tural nces to compare ect on
ge and
Studento comrelatingof famStuden
inthom
inama
idathrevaJa
du‘idwJae‘s
2C),Whole-school cur
6 UNIT 2
is a family?
nts use language mmunicate ideas
g to the concept ily and identity. nts:
ntroduce hemselves and ther family
members
nteract with peers bout family
members and ctivities
dentify language nd behaviours
hat reflect elationships and alues in apanese society
evelop nderstanding of dentity’ and
whether learning apanese has an ffect on sense of
self’.
rriculum plan — P–6
UNIT 3
What are personal spaces?
Students explore theconcept of personal spaces within their home environment athe target country. Students:
engage with language in textabout children’sfavourite placesspend time
listen to childrentalk about the places in which they feel comfortable
create texts abopersonal spaces
participate in intercultural experiences to notice, compareand reflect on language and culture.
UNIT
How do we pl
nd
ts s s to
n
out s
e
Students expconcept of puniversality acultures.
Students:
discuss gactivities
plan and demonstrgames
translate rules
reflect onvalues exthrough g
4
lay? What is
plore the lay and its across
group play
rate group
game
n cultural xpressed game play.
Studentconceptreflectedtraits anreal peoimaginain JapanStudent
usedispe
enautin aspotexvarimacha
resimaanquimacha
unapadjfeadeof cha
refinteexpnotanvalby ima
UNIT 5
s character? W
ts explore the t of character as d in personality
nd qualities of ople and ative characters n and Australia. ts:
e Japanese to scuss qualities of ople they admire
counter thentic language a range of oken and written xts about a riety of aginary aracters
spond to aginative texts d identify alities in aginative aracters
derstand and ply knowledge of jectives and text
atures to scribe attributes imaginative aracters
flect on ercultural periences ticing similarities d differences in lues portrayed characters in aginative texts.
ScufeinS
UNIT 6
What is change?
Students explore the concept of change anduse language to descreelings in situations nvolving change. Students:
engage with a ranof spoken and written imaginativand informative tedescribing the emotional experience of dealing with chansuch as establishoneself in a new place, encounteria new situation
convey the experience of moving from a familiar to an unfamiliar situatiousing expressive language to convfeelings
create a children’story book in whicharacter journeyfrom a familiar to unfamiliar situatio
participate in intercultural experience to notcompare and reflon language and culture.
UNIT
What is scho
d ribe
nge
ve exts
nge hing
ing
on
vey
’s ch a ys an
on
tice, ect
Students useto explore thof school lifeand make cowith own schexperiencesStudents:
engage wof texts ain Japan
use a ranlanguageschool ex
participaintercultuexperiencompareon languculture.
T 7
ool life? Whatsay a
e language he concept e in Japan onnections hool .
with a range about school
nge of e to discuss xperiences
te in an ural ce to notice,
e and reflect age and
Studeconceidentthrouindivi Stude
dai
gcaJ
cpi
iwd
UNIT 8
t do my interesabout me?
ents explore theepts of group tity and belongiugh their own idual interests.
ents:
discuss leisure activities and interests
gather, classifycompare informabout interests Japanese child
create bilingualprofiles based ointerests
identify borrowewords used to discuss interest
�
Curriculum inState SchoolsPage 17 of 3
Engage in aclearning — foinvestigationsroutines & traStudents havunderstandin
Number anones, identrepresent qcounting sefive, matchand backwcompare qidentify numsequence,
Patterns ansimilar or dfeatures, idquestions, copy and dpatterns w
Using unitswithin an ausing time objects, de
Location ato describeand repres
nto the classroom (C2s 6
UNIT 1
ctivities across the fiveocused teaching & leas, active learning, reaansitions. ve opportunities to devngs of: nd place value — recatify numbers in the enquantities, compare nequences, visualise a
h numerals to quantitiewards from different stquantities using ‘morembers before, after aorder quantities and
nd algebra — identifydifferent, sort objects dentify a rule for a ‘soidentify patterns in th
describe simple patterithin counting sequens of measurement — activity, compare dura
language, directly coescribe the objects. nd direction — use poe location, identify possent locations with mo
2C),Whole-school cur
e contexts of arning, al life situations,
velop
all counting in nvironment, numbers, recall arrangements to es, count forwards tarting points, ’, ‘less’, ‘same’, nd next in a numerals.
y how objects are based on similar
ort’, identify he environment, rns, identify
nces. sequence stages
ation of events ompare the size of
ositional language sitional opposites, odels and images.
rriculum plan — P–6
Engage in activitieslearning — focusedinvestigations, activroutines & transitionStudents have oppounderstandings of:
Number and placmany, recall forwsequences, compnames, numeralsquantities, partitioto five.
Patterns and algepatterns, continuerepeating pattern
Using units of melength of objects compare the heigthickness and lenlength of objects compare and ord
Shape — describdimensional shapbased on shape afamiliar three-dimdimensional shap
Location and trandescribe movemedirections, explor
Data representatiquestions to colle
UNIT 2
s across the five conte teaching & learning,
ve learning, real life sins. ortunities to develop
ce value — count to idwards and backwards pare quantities, connes and quantities, repreon quantities, subitise
ebra — describe repee repeating patterns, s using number
easurement — compausing direct comparis
ght of objects, describngth of objects, compausing indirect compaer durations, order da
be lines, describe fampes, compare and sorand function, construc
mensional objects, exppes. nsformation — identifyent, give and follow mre locations. ion and interpretationect information.
exts of
tuations,
dentify how counting ect number esent e collections
eating describe
are the son, be the are the rison, aily events.
miliar two-rt objects ct using plore two-
y positions, movement
n — use
EngalearninvesroutinStudeunde
Nueqrepwhcol
Paanqu
Usindcomtimcon
Daqudis
UN
age in activities acrossing — focused teachi
stigations, active learnnes & transitions. ents have opportunitierstandings of:
umber and place valueualise quantities, compresent addition situahole, partition quantitiellections, identify equa
atterns and algebra —d describe growing paantities.
sing units of measuremdirect comparisons of mparisons of mass, s
me order, sequence thnnect days of the wee
ata representations anestions, answer yes/n
splays to answer simp
NIT 3
s the five contexts of ing & learning, ning, real life situation
es to develop
e — compare quantitimbine small collectiontions, identify parts aes flexibly, share al parts of a whole.
— identify, copy, continatterns, describe equ
ment — make direct amass, explain
sequence familiar evehe days of the week, ek to familiar events.nd interpretation — idno questions, use datple questions.
ns,
ies, s, nd the
nue al
and
ents in
entify ta
Engage in alearning —investigatioroutines & tStudents haunderstand
Number abackwardquantitiesnames, ncollectionrepresentgroups.
Using unindirectly of objectsduration o
Location describe
UNIT 4
activities across the fifocused teaching & lens, active learning, reransitions.
ave opportunities to dings of: and place value — cods from different startis; compare quantitiesnumerals and quantitien; identify addition; jot addition experiences
its of measurement —compare the mass, l
s; directly and indirectof events. and transformation —direction.
ve contexts of earning, eal life situation
evelop
ount forwards aing points; repr, match numbees; identify part
oin collections; s; make equal
—directly and ength and capatly compare the
— describe posi
�
Curriculum inState SchoolsPage 18 of 3
Mathematics
Students dev
Number arepresent from 100 frecord theorder 'teenof teen nudescribe teones, descdigit numbaddition anparts and wsubtraction
Using unitthe week afeatures asignificant investigatecomparisolength, meunits.
Chance —events.
Data represuitable qurecord and
nto the classroom (C2s 6
s – Year 1 UNIT 1
velop understandings
nd place value — couthe ones counting se
from any starting poine twos counting sequen' numbers, show stanmbers, flexibly partitioeen numbers referringcribe growth patterns
bers, represent, recordnd subtraction problewhole of quantities, inn, explore commutativ
s of measurement —and months of the yeand function of calend events, compare time length, compare lenons, make indirect comeasure lengths using u
— describe the outcom
esentation and interpruestion for gathering d represent data.
2C),Whole-school cur
of:
unt numbers, quence to and
nt, represent and ence, represent and ndard partitioning on teen numbers, g to the ten and , represent two-d and solve simple ms, investigate nvestigate vity.
— sequence days of ar, investigate the ars, record e durations,
ngths using direct mparisons of uniform informal
mes of familiar
retation — ask a data, gather,
rriculum plan — P–6
Students develop u
Number and placcounting sequenrepresent and reinvestigate quantdigit numbers, stnumbers, model describe additionaddition strategieconnect addition record and solve
Fractions and dehalves, partition t
Money and finanfeatures of Austr
Patterns and algerepeating and grosequences to gronumber sequencsequences, desc
Using units of meduration of an hohour.
Shape — Investidimensional objedescribe two-dimdimensional obje
Location and trandescribe locationposition, directiondirections.
UNIT 2
nderstandings of:
ce value —represent ces, partition two-digcord the tens numbertities and equality, reptandard partitioning ofdouble facts, identify
n and subtraction situaes, solve subtraction pand subtraction, repr
e simple addition prob
ecimals — investigateto make equal parts
ncial mathematics — eralian coins.
ebra — investigate anowing patterns, conneowth patterns, represece, represent and recocribe number patterns
easurement — descriour, explore and tell ti
gate the features of tects & two-dimensionamensional shapes & thects.
nsformation — explorn, investigate and desn and movement, inte
and record it numbers, r sequence, present two-f two-digit and
ations, apply problems, resent,
blems.
e wholes and
explore
nd describe ect counting ent the tens ord counting s
ibe the me to the
hree-al shapes, & hree-
re and scribe erpret
Stude
Nucolindigpamonurecpro
Modethe
Patenpa
Usmeordmeorddure
Shdimof
Lodirmo
UN
ents develop understa
umber and place valuount collections; positinear representations; git numbers; identify dartition two-digit numbore than two parts; ad
umbers; represent, excord and solve simpleoblems.
oney and financial maescribe, and order Auseir value.
atterns and algebra —ns counting sequence
atterns, represent the
sing units of measureeasure lengths using der objects based on easure capacity usingder objects based on
urations in time, tell timpresent times on digit
hape — identify and dmensional shapes, dethree-dimensional ob
ocation and transformrections; investigate povement.
NIT 3
andings of:
ue — recall, represention and locate numberepresent and recorddigit values; flexibly bers; partition numberdding single and two-dxplore doubling and hae addition and subtrac
athematics - recognisstralian coins accordi
— recall the ones, twoes, identify number fives number sequen
ement — compare anduniform informal unitslength, explore capa
g uniform informal unicapacity, describe
me to the half hour; tal and analog clocks
describe familiar two-escribe geometric feabjects.
ation - give and followposition, direction and
t and, ers on two-
rs into digit alving; ction
se, ng to
os and
nce.
d s, city, its,
.
atures
w d
Students de
Number beyond 1countingmissing epartitionsand numand locatpartition explain htotal; idecompatibaddition facts to sfrom a twaddition subtractiaddition and subt
Fractions
Patterns growing a growinfrom addand subt
Chance —occurring
Data repsuitable qrepresen
UNIT 4
evelop understanding
and place value — co100; describe patterns; skip count in 1s, 2s,elements; identify stas of two-digit numbers
mber names for two-digte two-digit numbers a number into more t
how the order of partsntify compatible numb
ble numbers to ten to and subtraction proce
solve problems; subtrawo-digit number; identand subtraction; solveon problems mental sand subtraction probltraction number facts.
s and decimals — ide
and algebra - describpatterns, apply a pattg pattern, describe pa
dition and subtraction,traction number patte
— identify the chanceg, predict outcomes o
resentation and interpquestions to collect d
nt data.
s of:
ount collectionss created by sk 5s and 10s; idndard place vas; record numergit numbers; poon a number lin
than two parts; s does not affecbers to 10; use add, describe
esses; use addact a multiple otify unknown pae addition and strategies for lems; recall add.
entify one half.
be and represetern rule to contatterns resulting, represent addrns.
e of events of familiar event
pretation — askata, collect and
�
Curriculum inState SchoolsPage 19 of 3
Mathematics
Students dev
Number angroups of and write tnumber renumbers, sequence,number sesubtractionsolve probunderstannumber faadd 2-digitdivision, soproblems.
Using unitweek and record andseasons tolengths ususing indirlengths us
Chance —chance, deevents as
Data represimple datdisplay daoutcomes
nto the classroom (C2s 6
s – Year 2 UNIT 1
velop understandings
nd place value — couten, represent two-digtwo-digit numbers, co
epresentations, partitiouse the twos, fives an, investigate twos, fiveequences, represent an, use part-part-whole
blems, connect part-pding to number facts,
acts, add strings of sint numbers, represent olve simple multiplica
s of measurement —months of the year, u
d plan significant eveno the months of the yesing direct comparisonrect comparison, measing non-standard unit
— identify every day evescribe chance outcolikely, unlikely, certai
esentation and interprta, record data in liststa in a picture graph, of data investigations
2C),Whole-school cur
of:
unt collections in git numbers, read onnect two-digit on two-digit nd tens counting es and tens addition and e relationships to art-whole recall addition
ngle-digit numbers, multiplication and
ation and division
— order days of the use calendars to nts, connect ear, compare n, compare lengths asure and compare ts.
vents that involve omes, describe n, impossible.
retation — collect s and tables,
describe s.
rriculum plan — P–6
Students develop u
Number and plac
subtraction numnumbers, partitiovalue parts, repredescribe part-parsubtract single aaddition and submultiplication, repgrouping and sha
Fractions and dequarters and eighand quarters of cshapes and collebetween halves, simple number pquarters and eigh
Money and finanfeatures of Austrcollections, identidentify $5 & $10coins and notes the 3s counting spatterns, identify patterns, and solproblems.
Using units of menumber of days iseasons, tell timeand order area osurfaces to repreinformal units.
Shape — recognshapes, describe2D shapes and d3D objects.
Location and tranmaps of familiar view’, use approplocations, use siminterest.
UNIT 2
nderstandings of:
ce value — recall add
mber facts, represent twon two-digit numbers iesent addition situatiort-whole relationshipsnd two-digit numberstraction problems, reppresent division, solvearing problems.
ecimals — represent hhts of shapes, represcollections, represent ections, describe the cquarters and eighths
problems involving halhths.
cial mathematics — dralian coins, count coitify equivalent combin0 notes, count small cPatterns and algebra sequence, describe ny missing elements in ve simple number pa
easurement — identifn each month, relate e to the quarter hour,
of shapes and surfaceesent area, measure a
nise and name familiae the features of 2D sdescribe the features
nsformation — interprlocations, describe ‘bpriate language to demple maps to identify
dition
wo-digit into place ons, s, add & , solve present e simple
halves and ent halves eighths of
connection s, and solve lves,
describe the n
nations, ollections of — identify
umber counting
attern
fy the months to compare
es, cover area with
ar 2D hapes, draw of familiar
ret simple bird’s-eye scribe locations of
Stude
Nu10annurecadsumuso
Frcoso
Mococoam
Usordusca
Loof anrea
UN
ents develop understa
umber and place valu000, represent three-dnd order three-digit nuumbers, read and writcall addition number f
ddition and subtractionubtract with two-digit nultiplication and divisi
olve problems, and co
ractions and decimalsollections into halves, olve simple fraction pr
oney and financial maollections of coins andompare money amounmounts, compare mon
sing units of measureder objects, measure
sing informal units, idealendars, explore seas
ocation and transformone-step transformat
nd slides, and identify al world situations.
NIT 3
andings of:
ue — count to and fromdigit numbers, compaumbers, partition threete three-digit numbersfacts, identify related n number facts, add anumbers, represent on, use multiplication
ount large collections.
s — divide shapes andquarters and eighths
roblems.
athematics — count d notes, make and nts, read and write money amounts.
ment — compare and length, area and cap
entify purposes for sons and calendars.
ation — describe the tions including turns, turns, flips and slides
m re e-digit s,
and
n to
d ,
oney
d pacity
effect flips s in
Students de
Number subtractirelationssingle-dignumbersrelated avalue to s
Fractionsand eigh
Using unmass of mass, lenshapes, based onhour.
Shape —shapes, dimensio
Location quarter tusimple m
Chance —based on
Data repdata to a
UNIT 4
evelop understanding
and place value - recon number facts, usehip, identify compatibgit and two-digit numb
s and subtract two-digaddition and subtractiosolve addition and su
s and decimals — ideths of shapes and co
nits of measurement —objects, use informal ngth, area and capaccompare and order on a single attribute, te
— draw and describe tdescribe the features
onal objects.
and transformation —urns, represent flips a
maps.
— predict the likelihoon data.
resentation and interpanswer questions, rep
s of:
call addition ande the inverse ble numbers, adbers, add three
git numbers, ideon facts, use plubtraction proble
entify halves, qullections.
— directly compunits to measu
city of objects anbjects and shap
ell time to the qu
two-dimensionas of three-
— identify half aand slides, inter
od of an event
pretation — Uspresent data.
�
Curriculum inState SchoolsPage 20 of 3
Mathematics
Students dev
Number anodd and evcompare annumbers (spartitioningsubtractionproblems, anumbers, srepresent minvolving mfacts.
Using unitsminute intemetric unit,metres.
Chance — the outcomvariations i
Data repressimple datadata in a cooutcomes o
nto the classroom (C2s 6
s – Year 3 UNIT 1
velop understandings nd place value — couven numbers, represend order 3-digit numbstandard and non-stang), recall addition factsn facts, represent and add 2-digit, single-digsubtract 2-digit and 3-multiplication, solve si
multiplication, recall m
s of measurement — tervals, identify one me
represent a metre, m
conduct chance expemes of chance experim
n the results of chancsentation and interprea, record data in lists olumn graph, interpreof data investigations
2C),Whole-school cur
of: nt to 1 000, identify
ent 3-digit numbers, bers, partition ndard place value s and related solve addition
git and 3-digit -digit numbers, imple problems ultiplication number
tell time to 5-etre as a standard measure with
eriments, describe ments, identify ce experiments. etation — collect and tables, display
et and describe .
rriculum plan — P–6
Students develop u
Number and placethree-digit numbeinto place value pand beyond 1 00subtract numbersadd and subtract subtract numbersand subtraction wmultiples of ten.
Fractions and decequal portions or quarters and eighrepresent thirds o
Money and financcollections of coinequivalent combinsimple transactionproblems involvin
Patterns and algefamiliar number padditive number pelements in numb
Location and tranon a simple grid mturns on a grid mato key features, repathways on a sim
Geometric reasonenvironment, concompare the size situations.
UNIT 2
nderstandings of: e value — compare a
ers, partition three-digparts, investigate 1 0000, use place value to, recall addition numbthree-digit numbers, a eight and nine, solve
word problems, double
cimals — describe frashares, represent ha
hths of shapes and coof shapes and collectiocial mathematics — cons and notes, make anations, calculate chans, solve a range of sg money.
ebra — infer pattern rupatterns, identify and cpatterns, identify missber patterns. sformation — represe
map, show full, half anap, describe positionsepresent movement ample grid map. ning — identify anglesstruct angles with maof familiar angles in e
and order it numbers
00, count to o add and ber facts, add and
e addition e and halve
actions as lves,
ollections, ons. ount nd match
ange from simple
ules from continue sing
ent positions nd quarter s in relation and
s in the aterials, everyday
Stude
Nubeythreplamuidemusubnumidemoprofacbetapp
Frauniof sfracinv
Momocoueffishotota
Patto 1numconfind
Unto omeminkno
Locideclasym
UNents develop understamber and place valueyond 1 000, represenee-digit and four-digitce value to add (writt
ultiplication as arrays antify part-part-whole r
ultiplication and divisiobtract two –digit numbmbers, recall multiplicntify related division n
odels and use numberoblem situations, recacts, identify and descrtween addition and supropriate mental stratactions and decimals t fractions, represent shapes and collectionctions symbolically, soolving, halves, thirds,oney and financial maoney amounts in differunt collections of coinciently, choose appro
opping situations, calcals. tterns and algebra —10 000, connect numbmber patterns, use nuntinue number patternd missing elements inits of measurement —order and compare obeasurement choices, rnute on digital and anowledge of time to reacation and transformantify examples of symssify shapes as symm
mmetrical.
NIT 3 andings of: e — count and sequet, combine and partiti
t numbers flexibly, useten strategy), represeand repeated additionrelationships in on situations, add andbers and three-digit cation number facts, number facts, make r sentences that repre
all addition and subtraibe the relationship ubtraction, choose tegies to add and sub— represent and comand compare unit fra
ns, represent familiar olve simple problems quarters and eighths
athematics — represerent ways, compare vns and notes accurateopriate coins and noteculate change and sim
— identify number patteber representations wumber properties to ns, identify pattern ruln patterns. — use familiar metric bjects, explain represent time to the
nalog clocks, transfer al-life contexts. ation — describe and mmetry in the environmmetrical and non-
nces on e nt n,
d
esent action
btract. mpare actions unit
s s. ent values, ely and es for mple
erns with
es to
units
ment,
Students de
Number arelated suwhole’ thisubtractioa written pand relatenumbers solve mul
Fractions compare (shapes, osymbolicasolve sim
Money anchange renearest fiv
Using uniand complength, ma
Shape —objects.
Location asymmetry
Geometricmeasuressituations
Data reprquestionsvariable, gorganise adisplays.
UNIT 4 evelop understandingand place value — recubtraction number facnking to interpret and
on word problems, adplace value strategy, ed division facts, multby single-digit multipltiplication and divisioand decimals — idenfamiliar unit fractions objects and collectionally, recognise key eqple problems involvin
nd financial mathematequired for simple tranve cents. ts of measurement —
pare objects using famass and capacity.
— make models of thre
and transformation —y, interpret simple mac reasoning — identifs of turn, compare angs. resentation and interps of interest based on gather data relevant tand represent data, in
s of: call addition ancts, use ‘part-pad solve additiond and subtract recall multiplica
tiply two-digit iers, interpret an word problemntify, represent and their multi
ns), record fractquivalent fractiong fractions. tics — count thnsactions to the
— measure, ordmiliar metric uni
ee-dimensional
— represent ps and plans. fy angles as gle sizes in eve
pretation — idenone categorica
to a question, nterpret data
�
Curriculum inState SchoolsPage 21 of 3
Mathematics
students develo
Number andrepresentatinumbers flexmodel and roperations, cnumber propstrategies fo
Fractions ansimple fracti
Patterns andcontinue pat
Using units oto communicinstruments
Chance —codescribe pro
Data represerecord data,displays anddisplays.
Mathematics
nto the classroom (C2s 6
s – Year 4 UNIT 1
op understandings of:
d place value — make coons of numbers, partitionxibly, recall multiplication
record authentic situationcompare large numbersperties and results of calor unfamiliar multiplicatio
nd decimals — communions
d algebra — use properttterns
of measurement — use cate times, compare timeto accurately measure le
ompare dependent and obabilities of everyday ev
entation and interpretatio communicate informatio
d evaluate the appropriat
s – Year 5
2C),Whole-school cur
onnections between n and combine n facts, formulate, ns involving , generalise from lculations, derive
on and division tasks
cate sequences of
ties of numbers to
appropriate language e durations and use engths.
independent events, vents
on — collect and on using graphical teness of different
rriculum plan — P–6
Students develop unde
Number and place vrepresent 5-digit nuvalue in five-digit nustandard and non-sand order 5-digit nunumbers, make genodd and even numbadding, subtracting,even numbers, recamultiplication and drecording methods fwritten strategies to
Fractions and decimunderstanding of prfractions in the halvrepresent fractions using a range of mofamiliar contexts.
Money and financiamoney amounts, invcents, explore strateproblems involving change, explore Ascurrencies.
Shape — explore pquadrilaterals, identproperties of shapeand combined shap
Location and transfoon maps and plans,investigate the langmovement, find locadirectional languagecompass, investigatinvestigate the purpplans, explore mappon maps, explore apcalculate distances
Geometric reasoninlabel right angles, idto a right angle, ma
UNIT 2
erstandings of:
value — recognise, readmbers, identify and desc
umbers, partition numberstandard place value partumbers, identify odd and neralisations about the pbers, make generalisatio, multiplying and dividingall of 3s, 6s, 9s facts, solivision problems, use inffor calculations, apply m
o computation.
mals — revisit and develoroportion and relationshipves family and thirds famon number lines, represe
odels, solve fraction prob
al mathematics — read avestigate change, roundegies to calculate changpurchases and the calcuian currency and calcula
roperties of polygons antify combined shapes, ins within tangrams, creat
pes using tangrams.
ormation — investigate t, identify the need for leguage of location, directioations using turns and eve, identify cardinal pointste compass directions on
pose of scale, apply scaleping conventions, plan appropriate units of measusing scales.
ng — identify angles, condentify and construct angrk angles not equal to a
d and cribe place rs using ts, compare even roperties of
ons about g odd and ve formal
mental and
op ps between ily, count and ent fractions blems in
and represent ing to five e, solve
ulation of ate foreign
nd vestigate e polygons
the features gends, on and veryday s of a n maps, e to maps and
and plot routes surement and
nstruct and gles not equal right angle.
Stude
Nurepconcaldivappmupar
Frafamfracinvrepfracseq
Moandcha
Patsub
Usmeteminv
Shasha
Locof s
UN
ents develop understand
mber and place value —presentations, sequence ncepts and place value uculation of addition, subtision, develop fluency wply mental and written coultiplication and division frtition and regroup numb
actions and decimals — milies, identify, model andctions, count by fractionsolving fractions with like
present tenths and hundrctions and decimals, couquence decimals.
oney and financial mathed round amounts of monange.
tterns and algebra — usbtraction number senten
ing units of measuremeneasure and compare lengmperature, measure areaestigate standard units o
ape — compare the areaapes using informal units
cation and transformatiosymmetry, analyse and c
NIT 3
ings of:
— interpret number number values, apply n
understanding to the traction, multiplication anith multiplication fact famomputation strategies, refacts and apply place valbers to assist calculations
partition to create fractiod represent equivalent s, solve simple calculatiodenominators, model an
redths, make links betweunt by decimals, compar
ematics — represent, calney required for purchase
se equivalent addition ances to find unknown qua
nt — use scaled instrumegth, mass, capacity and as using informal units aof measurement.
as of regular and irregulas of area measurement.
n — investigate differentcreate symmetrical desig
umber
nd milies., ecall lue to s.
on
ons nd een re and
culate es and
d antities.
ents to
nd
ar
t types gns.
Students dev
Number ansubtractionstrategies,calculate mmental andthe four opmental straand three-
Fractions afractions, lwrite decimdecimals, c
Money andthe nearespurchases
Patterns adivision nu
Using unitssolve simp
Shape — mregular and
Data repreto collect dinterpret da
UNIT 4
velop understandings of:
nd place value — calculan using a range of menta recall multiplication and
multiplication and divisiond written strategies, solvperations, use estimationategies, add, subtract, mdigit numbers.
and decimals — count aocate fractions on a num
mals, identify fractions ancompare and order deci
d financial mathematics st five cents, solve probles.
nd algebra —use equivaumber sentences to find
s of measurement — useple time problems.
measure area of shapesd irregular shapes by inf
esentation and interpretadata, collect and record data.
ate addition and al and written d related division fn using a range oe problems involv
n and rounding, amultiply and divide
nd identify equivamber line, read annd correspondingmals (to hundredt
— calculate chaems involving
alent multiplicatiounknown quantiti
e am and pm not
s , compare the arformal means.
ation — write quedata, display and
�
Curriculum inState SchoolsPage 22 of 3
Students dev
Number anbetween fathat have 2multiplicatiostrategy, chrepresent tmultiplicatioand subtracreasonablecomputatiousing mentrecording mstrategies a
Fractions afractions, cfractions, idsolve problsubtract simdenominato
Using unitsconcepts arepresent 2estimate anrectangles,measuremerectangles.
Chance — outcomes, represent pconduct a cfairness of
Data represunderstandnumerical &questions, categoricalis collecteddata, interpsummary s
nto the classroom (C2s 6
UNIT 1 velop understandings nd place value — makactors and multiples, id2, 3, 5 or 10 as factorson using the split andhoose appropriate prohe split and compenson, use a written stratction, round and estim
eness of answers, expon strategies for divisiotal computation stratemethods, compare anand make generalisatand decimals — use mcount on and count badentify and compare uems using unit fractiomple fractions with theor. s of measurement — nd the measurement
24-hour time, measurend measure the perim investigate area metent, estimate and calc identify and describedescribe equally likel
probabilities of outcomchance experiment ana game. sentation and interpreding of data, develop t& categorical data, geexplain why data is e, develop an understa
d, choose appropriatepret data, generalise bstatements about data
2C),Whole-school cur
of: ke connections dentify numbers s, represent compensate ocedures to sate strategy of tegy for addition mate to check the plore mental on, solve problems
egies and informal d evaluate tions. models to represent ack using unit unit fractions and ons, add and e same
investigate time of time, read &
e dimensions, meters of tric units of culate area of
e possible y outcomes,
mes using fractions, nd investigate the
etation — build an the skill of defining enerate sample either numerical or anding of why data methods to record by composing a.
rriculum plan — P–6
Students develop u
Number and placecheck the reasonaapply mental commultiplication anddivision problemsproblems using minformal recordingstrategies that areproblems and expmultiples.
Fractions and decbetween fractionasystem and repredecimals.
Patterns and algepatterns involvingdecimals, explorequantities.
Shape — apply thmake connectionsdimensional reprerepresent 3D obje
Location and trancreate reflection aand create transfotransform shapesdescribe the featu
Geometric reasonangles, compare establish benchmangles.
Data representatimethods of data rinterpret data disp
UNIT 2 nderstandings of: e value — round and ableness of answers,
mputation strategies fo division, solve multip with no remainders,
mental computation strg methods, compare ae appropriate to differplore and identify facto
cimals — make conneal numbers and the plesent, compare and or
ebra — create and cog whole numbers, frace strategies to find unk
he properties of 3D obs with a variety of twoesentations of 3D objeects with 2D represensformation — investig
and rotation symmetryormations using symm through enlargemen
ures of transformed shning — identify the co& estimate the size o
marks, construct & mea
on and interpretation representations to conplays, reason with dat
estimate to explore and
or plication and solve rategies and and evaluate rent ors and
ections ace value rder
ntinue ctions and known
bjects to o-ects,
ntations. gate and y, describe metry, t and hapes.
omponents of f angles to asure
— explore nstruct & ta.
Stude
Nuchestramurulecomprowritmudig
Frabetord
Moincinvand
Patideandsenmu
Usiappmaprome
Locconalppoides
UNents develop understamber and place valueeck if an answer is reaategies to add and su
ultiply one- and two-dies to divide, solve promputation and apply coblems, adds and subtten strategies includi
ultiplies whole numberit whole number with
actions and decimals tween fractions and dders decimals. oney and financial maome and expenditureestigate savings and d explain simple finantterns and algebra —ntifies the rule for patd subtraction of fractiontences to find unknoultiplication and divisioing units of measurempropriate units for lengass, measures length,oblem solves and reaseasurement to answercation and transformanventions, interpret sihanumeric grids to lonts, describe symmetsigns & enlarge shape
NIT 3 andings of: e — round and estimaasonable, use written
ubtract, use an array tgit numbers, use divis
oblems involving computation to moneybtracts using metal aning the right-to-left strrs and divides by a onand without remainde— makes connectionecimals, compares a
thematics — investige, calculate costs,
spending plans, devencial plans.
— creates, continues atterns involving the adons, use number wn quantities involvin
on ment — chooses gth, area, capacity an area, capacity and msons when applying r a question. ation — explore mappmple maps, use
ocate landmarks and ptry, create symmetrices.
ate to n to sibility
y nd rategy, ne-ers.
ns nd
ate
elop
nd ddition
ng
nd mass,
ping
plot al
Students de
Number awritten strmultiplicause factoruse estimreasonabsubtractioefficient mproblems
Fractions recogniseextended representline, extenand beyo
Money anbudgets, ccomponedecisions
Using uni24-hour titime.
Location agrids, usepositions language
Geometricangles, co
Chance —experimeexpress pcompare probabilityin chance
Data reprtypes of dcollectionrepresentand descr
UNIT 4 evelop understandingand place value — aprategies to solve addition and division probrs and multiples, appl
mation and rounding toleness, solve problem
on, multiplication and mental and written stra. and decimals — app
e that the place value beyond hundredths,
t decimals, locate decnd the number systemnd.
nd financial mathematcalculate with moneynt of invoices and rec. ts of measurement —me, convert between
and transformation —e a grid to describe locusing landmarks and. c reasoning — estimaonstruct angles using
— list possible outcomnts, describe and ord
probability on a numerpredictions with actuay to games of chance
e experiments. resentation and interpdata, investigate an is questions and tools, t as a column graph oribe data to draw a co
s of: pply mental andtion, subtractio
blems, identify aly computation o check ms involving adddivision, use ategies to solve
ply decimal skilsystem can becompare order
cimals on a numm to thousandth
tics — create s, identify the GS
ceipts, make fin
— read and reprn 12- and 24-ho
— explore mapscations, describ directional
ate and measur a protractor.
mes of chance der chance everical continuumal data, apply e, make predicti
pretation — expsue (design dacollect data,
or dot plot, interonclusion).
�
Curriculum inState SchoolsPage 23 of 3
Mathematics
Students dev
Number anproperties oand apply mproblems in
Fractions afractions wsubtract fracalculate thproblems infractions
Money andcalculate p50% on sal
Using unitsinvolving thinterpret an
Chance - Ra fraction oexperiment
Data represdifferent typdisplays, indifferencesidentify theand identifynumerical d
nto the classroom (C2s 6
s – Year 6 UNIT 1
velop understandings
nd place value - Identiof prime and composmental and written strnvolving all four operaand decimals - Order aith related denominat
actions with related dehe fraction of a given nvolving the addition a
d financial mathematicercentage discounts ole items. s of measurement - sohe comparison of lengnd use timetables Represent the probabor decimal and conducts. sentation and interprepes of data displays,
nvestigate the similarits between different da purpose and use of dy the difference betwedata.
2C),Whole-school cur
of:
ify and describe ite numbers, select rategies to ations and compare tors,add and enominators, quantity and solve and subtraction of
cs - investigate and of 10%, 25% and
olve problems gths and areas, and
ility of outcomes as ct chance
etation - Revise interpret data ties and
ata displays, different displays een categorical and
rriculum plan — P–6
Students develop u
Number and placeand written stratesolve problems inwith whole numbecontinue square a
Fractions and decstrategies to add problems involvinabout multiplying 10, 100 and 1 000strategies to multinumbers, and locwith related denomnumber line.
Patterns and algesequences involvdescribe the rule and explore the uperform calculatio
Using units of mebetween volume a
Shape - problem and construct mopyramids.
Geometric reasonangles on a straigvertically oppositegeneralisations to
UNIT 2
nderstandings of:
e value - select and agies and Digital Tech
nvolving multiplicationers, and identify, descand triangular numbercimals - apply mental and subtract decimalsg decimals, make gewhole numbers and d
0, apply mental and wiply decimals by one-ate, order and compaminators and locate t
ebra - continue and cring whole numbers aused to create these se of order of operati
ons. easurement - make coand capacity solve and reason to cdels of simple prisms
ning - make generalisght line, angles at a poe angles, and use theo find unknown angles
apply mental hnologies to and division
cribe and rs. and written s, solve neralisations decimals by written digit whole
are fractions hem on a
reate nd decimals, sequences ons to
onnections
create nets s and
ations about oint and se s.
Stude
Nuprotriawritsolvwhneg
Frafracfracby munumsolv
Mofracandand
Patseqdesappwh
Usithemeinvcap
Locquaordtrantran
UN
ents develop understa
mber and place valueoperties of prime, comangular numbers, multtten methods includinve problems involvingole numbers, compargative integers. actions and decimals ctions with related dection of a quantity, mupowers of ten, add an
ultiply decimals by whombers that result in teve problems involving
oney and financial mactions and percentaged discounts, calculated 50% on sale items. tterns and algebra - cquences involving fracscribe the rule used toply the order of operaen solving problems. ing units of measurem
e metric system, conveeasure, compare lengtolving length and arepacity. cation and transformaadrants on a Cartesiadered pairs in all fournsformations and desnslations, reflections a
NIT 3
andings of:
e - identify and descrimposite, square and
tiply and divide using ng a standard algorithg all four operations wre and order positive a
- add and subtract nominators, calculateultiply and divide decind subtract decimals,ole numbers, divide
enths and hundredthsg fractions and decimthematics - connect e, calculate percentag
e discounts of 10%, 25
create and complete ctions and decimals, o create the sequence
ations to aid calculatio
ment - connect decimert between units of th and solve problema and connect volum
ation - identify the fouan plane, plot and locar quadrants, apply onscribe combinations oand rotations.
be
m, with and
e a imals
s, and als.
ges 5%
e and ons
als to
s e and
r ate e-step
of
Students de
Number athe order division p
Fractions decimals,calculate discount,
Patterns ain a table patterns, the rule to
Location areflectionsshapes.
Geometricangles, apstraight linopposite a
Chance –data in a ffrequencyor percenfrequencie
Data reprprimary adata, expsolve and
UNIT 4
evelop understanding
and place value -, solvof operations, solve mroblems using a writteand decimals - add, divide decimals by wa fraction of a quantitcompare and evaluat
and algebra – represeand graphically, use write a rule to describ
o find the value of unkand transformation - as and rotations to cre
c reasoning - measurpply generalisations ane, angles at a point aangles and apply in re
– conduct chance expfrequency table, calcuy, write probability as nt, compare observed es.
resentation and interpnd secondary data, slore data displays in t
d reason by interpretin
s of:
ve problems usmultiplication anen algorithm. subtract and m
whole numbers,ty and percentate shopping optent number patrules to continu
be a pattern, apknown terms apply translatioate symmetrica
re and describeabout angles onand vertically eal-life contextseriments, recorulate relative a fraction, deciand expected
pretation - compource secondathe media, probng secondary d
�
Curriculum inState SchoolsPage 24 of 3
Science – Pr
Our living w
Students useliving things, understand thscience and tobservationsliving things ithere are conThey analysehow each proStudents connatural eventabout how thin the school
Science – Ye
Good to Gro
Students exaand animals, questions abchanges thattheir life stagpeoples and traditional lifeof animals anconduct invesand life stagerespond to qumeasuremenobservationsobservations
nto the classroom (C2s 6
rep UNIT 1
world
e their senses to obseboth animals and plahat observing is an imthat scientists discuss. Students learn that ts reliant on basic nee
nsequences when neee different types of enovides for the needs onsider the impact of huts on basic needs. They can support and pgrounds.
ear 2 UNIT 3
ow
amine how living thingchange as they grow
out, investigate and ct occur to different livies. Students consideTorres Strait Islander
estyle use the knowlednd plants in their everstigations including exes of a class animal auestions, make predic
nts, sort information, c, and represent and cand ideas.
2C),Whole-school cur
erve the needs of ants. They begin to mportant part of s and record their the survival of all
eds being met, and eds are not met. vironments and
of living things. uman activity and
hey share ideas protect living things
gs, including plants w. They ask compare the ng things during r how Aboriginal r peoples living a dge of life stages
ryday lives. They xploring the growth
and plant. Students ctions, use informal compare communicate
rriculum plan — P–6
Our material world
Students examine fand understand thathat have observabexploration, investiglearn how to describfrom which objects science questions. Sthe reciprocal connematerials, objects arecognise the scienin everyday life. Studetermine suitabilitypurpose and share using scientific lang
Mix and Use
Students investigatematerials and give rparticular materials purpose. Students uasking questions abfamiliar objects andchanges made to mmake an object thatStudents pose quesfollow instructions toinvestigation. They observations using
UNIT 2
d
familiar objects using at objects are made ofle properties. Throughgation and discussionbe the properties of thare made and how toStudents observe andection between prope
and their uses so that tific decision making
udents conduct investy of materials for a patheir ideas and obser
guage and representa
UNIT1
e combinations of diffreasons for the selectaccording to their pro
understand that scienbout, and describing c materials. They desc
materials when combint has a purpose in evestions, make predictioo record observationsrepresent and commscientific language.
Weat
their senses f materials h
n, students he materials o pose d analyse erties of they that occurs
tigations to articular rvations ations.
Studethe wwe caStudeidentweaththe imparticvariothat weverydaily Throuweathto coweath
Save
ferent tion of operties and nce involves changes to, cribe ning them to eryday life. ons and s in a guided unicate their
Studedescrimpoall livrecorStudeconsebe tadecisStudeEarthhow Ause tevery
UNther watch
ents use their sensesweather in their local ean record our observaents observe that weaify the features that reher. They are given ompact of these changcular on clothing, sheus cultural perspectivweather conditions aryone. Students also leand seasonal changeughout the unit studeher affects living thingmmunicate their obseher.
UNe Planet Earth
ents investigate Earthribe how Earth's resortance of conserving
ving things. They use rd observations from eents use their scienceervation to propose aken to conserve Eart
sions they can make ients share their ideash’s resources in a presAboriginal and Torresheir knowledge of conyday lives.
NIT 3
s to explore and obserenvironment and learnations using symbols.ather can change andeflect a change in theopportunities to refleces on themselves, in lter and activities, thro
ves. They begin to reare not the same for earn about the impactes on plants and animnts reflect on how thegs and have opportunervations about the
NIT4
h's resources. They ources are used and thresources for the futuinformal measuremenexperiments. e knowledge of and explain actions thah's resources, and n their everyday lives
s about conservation osentation. Students les Strait Islander peopnservation in their
Move it, mo
rve n that . d e ct on
ough alise
t of mals. e nities
Students enof learning: Routines anteaching. Stexplore the They recogobserving uhands on inabout the fashare and rrepresent wopportunity movement i
Toy Factor
he ure of nts to
at can
s. of earn les
Students unan object munderstand about and dmoves or caused in theimake predican object mpushes andcomparing tuse informaobservationabout the wscience knopulls can beor object the
UNIT 4 ove it
ngage in activities fromPlay, Real-life situati
nd transitions, and Fotudents use their senproperties and movenise that science invo
using the senses. Studnvestigations and respactors that influence mreflect on observationwhat they observe. Stu
to apply and explain in a familiar situation.
UNIT2
ry
nderstand how a pushmoves or changes sha
that science involvesdescribing changes inan be moved and howr daily lives. They posctions about changes
moves, and investigated pulls cause movemetheir observations wital measurements to mns about movement anway toys move. They towledge in explaining e used to change the ey create.
m the five conteons, Investigati
ocused learningses to observe
ement of objectsolves exploring dents engage inpond to questiomovement. Thes and ideas andudents have theknowledge of
h or pull affectsape. They s asking question the way an obw this knowledgse questions an
s that can affecte and explain hoent in objects, th predictions. T
make and compnd sort informathen apply this how pushes anmovement of a
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Curriculum inState SchoolsPage 25 of 3
Science – Y
Chemical ScProperties MIn this unit, stsolids and liqremoving heaand removingStudents will familiar matetheir selectionscience is invhelps people They will conquestions anrecording andfairness, and
Science – Y
Biological SDiversity andIn this unit, stfeatures and living things tuse simulatioanalyse the rinvestigate thsurvival of livof their envirothat influenceenvironmentsunderstandinknowledge oflive sustainab
nto the classroom (C2s 6
Year 3-4 Unit 2
ciences Matter tudents will investigat
quids, including the effat. Students will evalug heat affects materiainvestigate a range orials and consider hon and use. Students wvolved in making decito understand the eff
nduct investigations, ind making predictions,d analysing results, co communicating ideas
Year 5-6 Unit 1
ciences d Interaction in the Ltudents will explore thbehaviouraladaptatio
to survive in their envons to plan and conduesults of these tests.
he relationship betweeing things and the phonment. They will invee how animals survives. Students will develog of Australian Aborigf the environment thably.
2C),Whole-school cur
te the properties of fect of adding and
uate how adding als in everyday life. of properties of w these influence will identify how sions and how it fect of their actions. ncluding posing , assessing safety, onsidering s and findings.
Living World he structural ons that assist ironment.They will
uct fair tests and Students will
en the growth and ysical conditions estigate factors e in extreme op an ginal Peoples’ t enables them to
rriculum plan — P–6
Earth and Space SRockin’ the Earth aIn this unit studentson its axis in relatiosuggest explanationevents, including dashadows and lengthobservable and nonand describe activitthe Earth and daily Students will exploractivity which causeEarth’s surface. Thearea and predict hoactivity may affect fusituations where scinfluence their own suggest explanationcompare their findinStudents discuss wsafely use equipmeobservations.
Chemical SciencesMatter cycles and cIn this unit students wclassification of matteto see how matter stthem. They will undeliquids and gases haproperties and behavStudentswill apply thproperties of matter tconsiderations and schanges that can be these changes can birreversible. Studentsunderstanding of revchanges to everydayrecycling materials. T
Unit 3 Sciences and Sky
s will investigate Earthn to the position of thens for everyday obseray and night, sunrise h of days. They will den-observable featuresies related to the movactivities in people’s
re natural processes ae weathering and erosey will relate this to th
ow natural processes uture erosion. They dience understanding cand others’ actions. Tns for their observationgs with their predictioays to conduct invest
ent to make and recor
Unit 2
change will broaden their er to include gases anructures the world aro
erstand that each of soave distinct observableve in different ways. eir understanding of tto evaluate safety
signage. They will invemade to materials an
be classified as reverss will apply their versible and irreversiby processes includingThey will explore the e
h’s rotation e sun to rvations and and sunset, escribe
s of Earth vement of lives. and human sion of the
heir local and human
describe can They ons and ons. tigations and d
BioloLife aIn thia livindistingroupobsethingrelatidepehumaprediincludStudeknowwherand oobselivingofferisimpl
nd begin ound olids, e
the
estigate nd how sible or
ble
effects of
Earth anEarth anIn this unof planetshow peopto space of Earth iknowledgbetween examine have chatechnologgeologicaEarth’s searthquasurface aStudents
Unogical Sciences and living s unit students will unng thing, and that livinnguished from non-livipings of living and norvable features and res. Students investigatonships between livinndence on the enviro
an andnatural changect the effect of these ding the impact on theents recognise where
wledge in their lives. Se science understandothers’ actions. They rvations and record d
g things in their local engexplanations for thle reports to commun
Unit 3 nd Space Sciences nd Beyond nit students will descris in our solar system.ple have contributed sexploration. They wil
in the solar system ange to look for patternscomponents of this show scientific unders
anged over time due tgy. Students will explal and extreme weathurface. They will cons
akes and tropical cycloand how communitiess will gather, record an
nit 1
nderstand what constng things can be ing things. They justifn-living things accordecognise once living te life cycles and exa
ng things and their onment. By considerines to the habitats, studchanges on living thine survival of the spec
e people usescience Students describesituading can influence themake predictions and
data about living and nenvironment, heir findings. They comnicate their findings.
ibe the key features . They will discuss science knowledge l explore the place nd then use this s and relationships system. They will standings of space to developments in ore how sudden
her events can affect sider the effects of ones on the Earth’s s are affected. nd interpret data
itutes
fy ding to
mine
ng dents ngs,
cies.
ations eir own d non-
mplete
Physical ScPhysics PhIn this unit sconcepts anevent. Studproduced aThey study one object tbehaviour oStudents invare affecteduse this knoforces. Studinvestigatiopredictions identify howunderstand recognise thIslander peoand forces i
Physical ScienceShow Physics In this unit studentand the formation light in everyday oimproved technolo
Students investigatransferring and trand construct elecusing materials anhow energy from agenerate electricitcommunity decisiosources and their
Students will invesforces and the effe
Unit 4 ciences
henomena students investigate pnd use their knowledgdents explore ways bynd use thermometersthe behaviour of heato another and use thof heat to explain evervestigate and demon
d by contact and non-owledge to create a gdents consider how tons of heat and forcesusing their science kn
w science knowledge the effects of their ac
hat Aboriginal peopleoples traditionally usein their everyday lives
Unit 4 es
ts investigate the propof shadows. They ex
objects and devices aogy has changed dev
ate electrical circuits aransforming electricityctrical circuits to perfond equipment safely. Sa variety of sources cy and evaluate persoons related to use of dsustainability.
stigate balanced and ect these have on the
physical sciencege to create a gy which heat is s to measure het as it moves fris knowledge oryday occurrenstrate how obje
-contact forces.ame involving
o conduct safely. They mnowledge and helps people ctions. They s and Torres S
ed knowledge os.
perties of light xplore the role ond consider hoices.
as a means of y. They design orm specific tasStudents explo
can be used to onal and different energy
unbalanced e motion of an
�
Curriculum inState SchoolsPage 26 of 3
Science – Y
nto the classroom (C2s 6
Year 5-6 Unit 1
2C),Whole-school cur
rriculum plan — P–6
change of state and changes in everydayused to solve problempeoples’ lives. Studeapplications of sciencevaporation by Indige
Students will plan invtesting to answer queassess safety risks, maccurately record daStudents will identify data and suggest imimprove fairness and
Unit 2 reversible and irrever
y materials and how thms that directly affect
ents will understand ce understandings of enous peoples of Aus
vestigation methods uestions. They will idenmake observations anta and develop explapatterns and relation
provements to method accuracy.
rsible his is t
fstralia.
using fair ntify and nd nations.
nships in ods to
relating tEarth, suevents. Speople usdisaster i
Unit 3 o space and the sola
uch as weather, climaStudents explore the wse scientific observatin Australia and throu
r system and to te and weather ways in which ions to prepare for
ughout Asia.
object. They explocentre of gravity toimpact of friction oinvolved in simple understanding of fcontributed to solvhow people use fooccupations. Studin transport systemtechnological devesafety.
Unit 4 ore the effects of gravo movement. Studenton a moving object an
machines. They consforces and simple maving problems in the corces and simple macents investigate appli
ms and consider how elopments have impro
vity and relate ts investigate thnd the forces sider how
achines has community and chines in their ications of forcescientific and
oved vehicular
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Curriculum inState SchoolsPage 27 of 3
Technologie
Spin it!
EngineeringStudents expStudents app investiga generat producin evaluati collaborSuggested pa
Science
Technologie
Grow, grow,
Food and fibStudents expand make a fStudents app investiga generat producin evaluati collaborSuggested pa Science
Science
nto the classroom (C2s 6
es: Design and Tech
g principles and systplore how technologieply processes and proating spinning toys froing and developing deng a functional producng their design and prating and managing bartner unit:
e Year 2 Unit 2 – Toy
es: Design and Tech
, grow
bre production and Fplore how plants and afood product from garply processes and proating how food and fibing and developing deng a simple drawing tng their design and prating by working withartner units:
e Prep Unit 1 – Our live Year 2 Unit 3 – Goo
2C),Whole-school cur
hnologies – Prep
tems es use forces to createoduction skills, in: om around the world,esign ideas, and comct that appeals to the
production processes by working with other
factory
hnologies – Years 1/2
Food specialisationsanimals are grown forrden produce. oduction skills, in: bre are grown to meeesign ideas for a functhat represents their dpresentation processeh others and managing
ving world d to grow
rriculum plan — P–6
e movement in produ
and analysing how thmmunicating these usi
client
rs and by sequencing
2
s r food, clothing and sh
et human needs ctional growing envirodesign es, using personal preg by following sequen
cts. They design and
hey are made and hong simple drawings
the steps for the proj
helter and how food is
onment
eferences nced steps for the pro
UNIT 1
make a spinning toy
ow they work
ject.
UNIT 2
s selected and prepa
oject.
for a small child that
red for healthy eating
is fun and easy to us
g. They design solutio
e. Suggestions for alt
ons for a farm to enab
ternate projects are a
le successful food an
also described.
nd fibre product
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Curriculum inState SchoolsPage 28 of 3
Technologie
Pinball para
EngineeringStudents inveThey exploreStudents app investiga
o exo teso ex
generato a po a g
producin evaluati collabor managinSuggested pa Science
nto the classroom (C2s 6
es: Design and Tech
dise
g principles and systestigate how forces a
e the role of people in ply processes and proating by: ploring games with msting materials, tools aploring techniques foing, developing and cpinball machine games room environmng by working safely wng design ideas and rating as well as workng by sequencing proartner unit:
e Year 4 Unit 4 – Fast
2C),Whole-school cur
hnologies – Year 3-4
tems nd the properties of mengineering technolo
oduction skills, includi
moving parts and techniques r shaping and joining
communicating design
ment with components andprocesses for the pro
king individually througoduction steps.
t forces
rriculum plan — P–6
materials affect the beogy occupations and hng:
materials and creatinn ideas for:
d materials to create aoduct and environmenghout the design and
ehaviour of a product how they address fac
ng mechanisms
a functioning productnt production
UNIT 3
or system. They makctors that meet client n
ke a pinball machine aneeds.
and design a games eenvironment for its usse.
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Curriculum inState SchoolsPage 29 of 3
Technologie
Harvesting g
Food speciaStudents expStudents app
Investigatino healthyo plant go designo issueso the cha
Generating
Producing
Evaluating
CollaboratSuggested pa
Health andScience: Y
�
nto the classroom (C2s 6
es: Design and Tech
good health
alisations and Food plore how competing fply the following proce
ng: y food choices and fo
growth requirements an needs and opportun, including sustainabiaracteristics of mater
g designs, criteria for
a plant service to ena
g their design and prod
ing and managing by artner unit:
d Physical Education Year 6 Unit 4 — Life o
2C),Whole-school cur
hnologies – Year 5-6
and fibre productionfactors and technologesses and production
ood preparation technand production systemities; lity, which affect desials, tools and techniq
success, an annotate
able the preparation o
duction processes.
y working with others a
Year 5 Unit 2 — Heaon Earth (Human impa
�
rriculum plan — P–6
n gies influence the des skills:
iques; ms;
igns; and ques in relation to the
ed diagram of a susta
of a healthy food prod
and by following the s
lthy habits, or act on the environmen
ign of a sustainable s
e design challenge.
ainable plant service a
duct.
steps for the project.
nt).
UNIT 1
service. This service p
and a production plan
provides a plant for th
n.
he preparation of a heealthy food product.
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Curriculum inState SchoolsPage 30 of 3
Technologie
Computers -
Students lear
rec col des dev wo
Technologie
What digital
Students exp identify define s develop describe impleme explain developSuggested pa Any unit
For exaScience
Technologie
nto the classroom (C2s 6
es: Digital Technolog
- Handy helpers
rn and apply Digital T
cognise and explore hllect, explore and sortscribe and represent velop foundational sk
ork independently and
es: Digital Technolog
systems do you us
plore and use a rangeand explore a range o
simple problems and ip technical skills in usie, follow and apply a sent a simple digital sohow their solutions an
p skills in computationartner units: t in Years 3-4 mple:
e Year 3 Unit 1 – Is it l
es: Digital Technolog
2C),Whole-school cur
gies – Years Prep to
Technologies knowled
how digital and informt familiar data and usea sequence of steps
kills in systems and cod with others to create
gies – Year 3-4
e?
e of digital systems incof digital systems anddentify needs ing a visual programmsequence of steps an
olution that involves bnd existing informatioal and systems thinki
living?
gies – Year 5-6
rriculum plan — P–6
o 2
dge and skills through
mation systems are use digital systems to pand decisions (algorit
omputational thinkinge and organise ideas a
cluding peripheral devd their use to meet ne
ming language to creand decisions (algorithmranching algorithms a
on systems, such as leing when solving simp
guided play and task
sed for particular purpresent the data creatithms) to solve simple, applying strategies sand information, and
vices and create a digeeds at home, in scho
ate a digital solution ms) in non-digital conand user input when cearning software, meeple problems and crea
UNIT 1
ks integrated into othe
poses in daily life ively to convey mean
e problems in non-digisuch as exploring patshare these with know
UNIT 1
gital solution (an interool and in the local co
ntexts and when usingcreating a simple gueet personal, school anating solutions.
er subject areas. They
ing ital and digital contextterns, developing logwn people in safe onl
ractive guessing gamemmunity, and use a r
g a visual programminssing game nd community needs
y:
xts ical steps and hiding line environments.
e) using a visual progrange of peripheral de
ng language
unnecessary informa
gramming language. Tevices to transmit data
ation, when solving sim
They: a
mple problems
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Curriculum inState SchoolsPage 31 of 3
Data changi
Students inve explorin visualisi creatingStudents app explore examine collect, interpret define p impleme apply teSuggested pa English English Mathem Mathem
nto the classroom (C2s 6
ng our world
estigate how informatg how community orgng data to create info
g a data-driven solutioply a range of skills aninformation systems,
e how digital informatmanage and analyse t and visualise data to
problems by considerient a digital solution to
echnical protocols sucartner units: Year 5 Unit 1 — ExaYear 6 Unit 1 — Sho
matics Year 5 Unit 1 —matics Year 6 Unit 1 —
2C),Whole-school cur
tion systems meet locganisations collect daormation that is easilyon that processes usend processes when cr including systems thion systems use whodata using a range o
o create information ng the need, the requo solve a defined pro
ch as devising meanin
mining and creating frt stories
— Assessment task: In— Assessment task: In
rriculum plan — P–6
cal and community neata and present informy understood er input to provide inforeating digital solution
hat deliver community le numbers to represe
of software (such as s
uired data, the audienblem
ngful file naming conv
fantasy texts
nterpreting data and pnterpreting and comp
eeds and create a sprmation to meet commu
ormation about a readns. They: information, and exp
ent all data spreadsheets)
nce and what features
ventions and determin
posing questions to garing data displays
UNIT 2
readsheet solution. Leunity needs
ding challenge.
plain how they meet n
s need to be included
ning safe storage loca
ather data
earning opportunities
needs
ations to protect data
include:
and represent information in ethical ways.
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Curriculum inState SchoolsPage 32 of 3
The Arts: Da
Action storie
Students makStudents:
explore
use fun
present
respondUnit 5 develo
The Arts: Da
Dance mess
Students makStudents:
improvis
practise
perform
identify Peoples
Unit 2 develo
�The Arts: Da
Dance lands
Students makStudents:
explorelandsc
develo
perform
explainUnit 2 develo
The Arts: Dr
nto the classroom (C2s 6
ance – Years Prep to
es
ke and respond to da
e, improvise and organ
damental movement
t dance sequences th
d to dances, consideroped using the Austra
ance – Year 3-4
sages
ke and respond to da
se and structure mov
e technical skills safel
m dances using expres
how the elements of s.
oped using the Austra
ance – Year 5-6
scapes
ke and respond to da
e movement and chocapes.
op technical and expre
m dance using expres
n how the elements ooped using the Austra
rama– Years Prep to
2C),Whole-school cur
o 2
ance by exploring actio
nise ideas about actio
skills to develop tech
hat communicate idea
ring where and why palian Curriculum: Danc
ance by exploring how
vement ideas for danc
y in fundamental mov
ssive skills to commu
dance and productio
alian Curriculum: Danc
ance from Australia an
reographic devices, u
essive skills in fundam
ssive skills to commu
of dance and productioalian Curriculum: Danc
o 2
rriculum plan — P–6
on stories as stimulus
on stories to make da
hnical skills when prac
as about action stories
eople dance, startingce Years Prep to 2 Co
w dance is used to rep
ce sequences that exp
vements
nicate a message or
n elements express id
ce Years 3 and 4 Con
nd Asian countries us
using the elements of
mental movements inc
nicate ideas about Au
on elements communce Years 5 and 6 Con
s.
ance sequences using
ctising action story da
s to an audience
with dances from Auontent Descriptions a
present traditional sto
press messages or m
a moral
deas about messages
ntent Descriptions and
ing cultures and land
dance and productio
cluding body control,
ustralian/Asian culture
nicate meaning by comntent Descriptions and
UNIT 5
g the elements of dan
ance sequences
ustralia including dancand Achievement Stan
UNIT 2
ries from a variety of
morals using the eleme
s or morals in traditio
d Achievement Stand
UNIT 2
scapes as stimulus.
on elements (props, co
accuracy, alignment,
es and landscapes
mparing dances from d Achievement Stand
ce (space, time, dyna
ces of Aboriginal Peopndard.
Asian countries as a
ents of dance and cho
nal dance including th
dard.
ostumes, space) to ch
strength, balance an
different social, cultudard.
amics, relationships)
ples and Torres Strait
stimulus.
oreographic devices
hose of Aboriginal Pe
horeograph dances w
nd coordination
ural and historical con
t Islander Peoples an
eoples and Torres Stra
which represent ideas
texts.
nd Asian Peoples.
ait Islander Peoples a
about Australian/Asia
and Asian
an cultures and
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Curriculum inState SchoolsPage 33 of 3
Stories com
Students makStudents:
explore
use voic
present
respondUnit 5 develo
�The Arts: Dr
Country/Plac
Students expStudents:
explore i
use voic
shape an
identify iUnit 2 develo
The Arts: Dr
My hero
Students makStudents:
explore
develop
rehears(includin
explain Unit 2 develo
The Arts: Me
What can yonto the classroom (C2s 6
e to life
ke and respond to dra
role and dramatic ac
ce, facial expression,
t drama that commun
d to drama and considoped using the Austra
rama – Year 3-4
ce
plore connection to Co
ideas and narrative st
e, body, movement a
nd perform dramatic a
ntended purposes anoped using the Austra
rama – Year 5-6
ke and respond to dra
dramatic action, emp
p skills and technique
se and perform deviseng those of Europe a
how the elements of oped using the Austra
edia Arts– Years Pre
ou hear? 2C),Whole-school cur
ama by exploring way
ction in texts and stori
movement and spac
icates ideas, includin
der where and why pealian Curriculum: Dram
ountry/Place through
tructures in Dreaming
and language to susta
action using narrative
nd meaning of drama alian Curriculum: Dram
ama by exploring dra
pathy and space in im
s of voice and movem
ed and scripted dramand North America) an
drama and productioalian Curriculum: Dram
ep to 2
rriculum plan — P–6
ys that texts and stori
es through dramatic p
ce to imagine and esta
g stories from their co
eople make drama, sma Years Prep to 2 C
Dreaming stories and
g stories and Before B
ain role and relationsh
e structures and tensio
using the elements oma Years 3 and 4 Con
ma from different cult
mprovisations, playbui
ment to create charac
a that develops narrand engage an audienc
on elements communima Years 5 and 6 Con
es can be enacted us
play, improvisation an
ablish role and situatio
ommunity, to an audie
tarting with Australianontent Descriptions a
d Before Before Time
Before Time stories th
hips and create drama
on in devised and scr
f drama to make comntent Descriptions an
tures, time and places
ilding and scripted dra
cter, mood and atmos
tive, drives dramatic tce
icate meaning by comntent Descriptions an
UNIT 5
sing voice and movem
nd process drama
on in drama based on
ence
n drama including draand Achievement Stan
UNIT 2
stories as stimulus.
hrough roles and situa
atic action with a sens
ripted drama
mparisons. d Achievement Stand
UNIT 2
s in Europe and North
ama around ideas rel
phere and focus dram
tension, and uses dra
mparing drama from dd Achievement Stand
UNIT 5
ment.
n stories
ama of Aboriginal Peondard.
ations and use empat
se of time and place
dard.
h America as stimulus
ated to the interconne
matic action
amatic symbol, perfor
different social, culturadard.
oples and Torres Stra
hy in their own improv
s.
ections between peop
rmance styles and des
al and historical conte
it Islander Peoples.
visations and devised
ple and the environme
sign elements to shar
exts in Europe and No
d drama
ent to develop charac
re community and cul
orth America.
cters and situat
ltural stories
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Curriculum inState SchoolsPage 34 of 3
Students expStudents:
explore
experim
present
describUnit 5 deve
The Arts: Me
Poetry in mo
Students creaStudents:
explore rsound in
experime
present p
describePeoples.
Unit 2 develo
The Arts: Me
Documentar
Students creaStudents:
explore th
experimen
present p
compare aartworks o
Unit 2 develo
The Arts: Mu
Musical stor
nto the classroom (C2s 6
plore the existence an
soundscapes throug
ment with audio record
t soundscapes which
e and discuss sound eloped using the Aust
edia Arts – Year 3-4
otion
ate a character anima
representations of pen media delivery to en
ent with media techno
productions in digital
e and discuss intended.
oped using the Austra
edia Arts – Year 5-6
ry — what’s the stor
ate a documentary st
he use of documentar
nt with media technol
roductions in digital fo
and explain the shapof Aboriginal and Torroped using the Austra
usic– Years Prep to
ries
2C),Whole-school cur
nd impact of sound as
gh capturing audio fro
ding and image captu
may present alternat
effects and audio in mralian Curriculum: Me
4
ation to deliver an aud
ople from their commgage an audience
ology, collaborative pr
form to share and dis
d purposes and mean
alian Curriculum: Med
ry
yle film to tell the pers
ry codes and convent
ogy and collaborative
orm to share and disc
ing of viewpoint, ideares Strait Islander Peo
alian Curriculum: Med
2
rriculum plan — P–6
s a representation of s
m their community an
ure to draw attention to
e interpretations (eg.
media art works of othedia Arts Years Found
dio recording of a sho
munity (including self)
roduction processes (
scuss similarities and
nings of media artwor
ia Arts Years 3 and 4
sonal story of someon
ions to tell a story, de
e production processe
cuss similarities and d
s and stories in their oples. ia Arts Years 5 and 6
settings and characte
nd using media techno
o sounds in the comm
matching game; sou
her students and artisdation to 2 Content D
ort, humorous poem.
to develop animated
(script, storyboard, ph
differences in conten
rks using media arts k
4 Content Descriptions
ne known to them or
epict a character, enh
es (script, storyboard,
differences in story pr
own media artwork a
6 Content Descriptions
rs in the community.
ologies to communica
munity
nds with different ima
sts, starting with mediescriptions and Achie
UNIT 2
characters considerin
hotograph and edit as
nt, structure and anim
key concepts, starting
s and Achievement S
UNIT 2
researched.
ance representation a
film, photography, ed
inciples, point of view
nd that of others, exa
s and Achievement S
UNIT 5
ate ideas about where
ages)
ia from Australia, incluevement Standard.
ng animation forms, m
s a slideshow) to crea
ation approaches
g with media artworks
Standard.
and point of view
diting, lighting, sound
w, genre conventions,
amining representatio
Standard.
e and why sounds ca
uding media artworks
mouth shapes, facial e
ate a lip-synched anim
s from Australia, includ
and text) to create m
mood and lighting
n of culture, time and
n be heard
s of Aboriginal and To
expression, character
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ding media artworks o
mood and atmosphere
place in media artwo
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of Aboriginal and Torr
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osition, text and
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ncluding media
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Curriculum inState SchoolsPage 35 of 3
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and play instruments t
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ustralia
ke music and respond
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usic – Year 5-6
world with music
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dynamics and expres
technical and expres
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how the elements of moped using the Austra
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objects
2C),Whole-school cur
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to improvise, practise
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uments and improvisi
n exploration and the m
nd meanings as they l
alian Curriculum: Mus
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ssion, using aural skill
sive skills in singing a
from different cultures
music communicate malian Curriculum: Mus
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rriculum plan — P–6
ways that music can
ounds, pitch and rhyth
a repertoire of chants
municate story ideas t
where and why peopic Years Prep to 2 Co
songs from the arriva
ognising elements of
ing music, using elem
movement of people,
isten to music using t
ic Years 3 and 4 Con
sic-making of other c
s to identify and perfo
and playing instrumen
s including music they
meaning by comparingic Years 5 and 6 Con
evoke stories, includi
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s, songs and rhymes
to an audience
ple make music, startiontent Descriptions an
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music including dyna
ments of music includi
perform to an audien
the elements of music
tent Descriptions and
ultures through their m
orm rhythm and pitch
nts with understanding
y have composed by
g music from differentent Descriptions and
ng soundscapes and
ice, movement and bo
, including songs use
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UNIT 2
ea shanties, explorer s
amics, pitch and rhyth
ng rhythm, pitch, dyn
nce via pageant, conc
c to make comparison
d Achievement Standa
UNIT 2
music journal.
patterns of music fro
g of rhythm, pitch and
improvising, sourcing
t cultures. d Achievement Standa
UNIT 5
sound stories, progra
ody percussion in mu
ed by cultural groups i
usic, including music odard.
songs, songs about im
m patterns used in m
amics and form in a r
cert or flash mob and
ns, starting with Austr
ard.
om different cultures s
d form in a range of p
g and arranging ideas
ard.
am music and lyric sto
usic that evokes storie
n the community that
of Aboriginal Peoples
mportant Australians i
music related to the the
range of pieces
record compositions
ralian music, including
such as Japan, Korea
ieces of music from d
and making decision
ories.
es
t tell a story
s and Torres Strait Isla
including Aboriginal P
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by selecting and orga
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, India, Indonesia and
different cultures
ns to engage an audie
ander Peoples.
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d China
ence
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Curriculum inState SchoolsPage 36 of 3
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vention and imaginatio
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ideas about visual lan
s’ use of sustainable ralian Curriculum: Vis
ion of diversity in env
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of objects and non-tradi
pression of social comme
sual conventions and pra
gital art forms and/or foun
n of readymades and the
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rriculum plan — P–6
on through found obje
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nguage choices made
art materials to commual Arts Years Found
ironments through the
tural symbolism in art
anguage to depict perstive/ depth)
on of artworks to dep
nd Torres Strait Island
al Arts Years 3 and 4
tional art materials to co
entary and the influence
actices (found object mix
nd object mixed media fo
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o create artworks dra
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pict diversity in Austra
der peoples and Aust
4 Content Descriptions
ommunicate ideas.
of context in artworks b
xed media forms, digital
orms to express persona
ext in artworks from diffe
Descriptions and Achieve
ge to communicate me
ts including Aborigina
awn from imaginative
re imaginative conce
escriptions and Achiev
UNIT 2
ual language.
and Torres Strait Isla
qualities of environm
alian environments an
ralian artists that com
s and Achievement S
UNIT 2
y artists including Aborig
collage, digital manipula
al view and enhance mea
erent cultures, times and
ement Standard.
eaning and represent
al and Torres Strait Isl
interpretations of rea
pts
vement standard.
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ments (printmaking tec
d diversity in individu
mmunicate personal e
Standard.
ginal and Torres Strait Is
ation) in research and de
aning for audience with d
places and use art term
t new ideas about cha
lander peoples and A
l events and experien
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xperience with enviro
slander Peoples and Asia
evelopment of individual
description of influence a
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ange and sustainabilit
Asian artists and use t
nces
nicate relationships to
ionships – warm/cool
onments and natural l
an artists and consider th
artworks which express
and context
ommunication of social c
ty.
this as inspiration to d
o environments and pl
; application of mater
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his in the development o
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concern.
develop their ow
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rials - harsh/gen
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of their own artwo