Strand Term 1 Term 2 Term 3 Term 4

Mathematics
Number & Curriculum Content Curriculum Content Curriculum Content Curriculum Content
Number and Algebra Number and Algebra Number and Algebra Number and Algebra
Algebra  Investigate number sequences  Investigate number sequences  Investigate number sequences involving  Develop efficient mental and written
involving multiples of 3, 4, 6, 7, 8, involving multiples of 3, 4, 6, 7, 8, and multiples of 3, 4, 6, 7, 8, and 9 strategies and use appropriate digital
and 9 (ACMNA074) 9 (ACMNA074) (ACMNA074) technologies for multiplication and for
 Recall multiplication facts up to 10 ×  Recall multiplication facts up to 10 ×  Recall multiplication facts up to 10 × 10 division where there is no remainder
10 and related division facts 10 and related division facts and related division facts (ACMNA075) (ACMNA076)
(ACMNA075) (ACMNA075)  Explore and describe number patterns Judging Standards
 Explore and describe number  Explore and describe number patterns resulting from performing multiplication  Chooses appropriate strategies for
patterns resulting from performing resulting from performing (ACMNA081) calculations requiring multiplication or
multiplication (ACMNA081) multiplication (ACMNA081) Fractions and Decimals division.
Fractions and Decimals Fractions and Decimals  Investigate equivalent fractions used in
 Investigate equivalent fractions  Investigate equivalent fractions used contexts (ACMNA077)
used in contexts (ACMNA077) in contexts (ACMNA077)  Count by quarters halves and thirds,
 Count by quarters halves and thirds,  Count by quarters halves and thirds, including with mixed numerals. Locate
including with mixed numerals. including with mixed numerals. Locate and represent these fractions on a
Locate and represent these fractions and represent these fractions on a number line (ACMNA078)
on a number line (ACMNA078) number line (ACMNA078)  Recognise that the place value system
 Recognise that the place value  Recognise that the place value system can be extended to tenths and
system can be extended to tenths can be extended to tenths and hundredths. Make connections between
and hundredths. Make connections hundredths. Make connections fractions and decimal notation
between fractions and decimal between fractions and decimal (ACMNA079)
notation (ACMNA079) notation (ACMNA079) Judging Standards
Judging Standards Judging Standards Patterns and Algebra
Patterns and Algebra Patterns and Algebra  Describes number patterns resulting
 Describes number patterns resulting  Describes number patterns resulting from multiplication.
from multiplication. from multiplication.  Recalls multiplication facts to
 Recalls multiplication facts to  Recalls multiplication facts to 10 x 10, and related division facts.
10 x 10, and related division facts. 10 x 10, and related division facts. Fractions and Decimals
Fractions and Decimals Fractions and Decimals  Locates familiar fractions on a number
 Locates familiar fractions on a  Locates familiar fractions on a number line.
number line. line.  Identifies common equivalent fractions
 Identifies common equivalent  Identifies common equivalent in familiar contexts.
fractions in familiar contexts. fractions in familiar contexts.  Makes connections between fraction
 Makes connections between  Makes connections between fraction and decimal notations up to two
fraction and decimal notations up to and decimal notations up to two decimal places.
two decimal places. decimal places. Patterns and Algebra
Patterns and Algebra Patterns and Algebra  Describes number patterns resulting
 Describes number patterns resulting  Describes number patterns resulting from multiplication.
from multiplication. from multiplication.  Recalls multiplication facts to
 Recalls multiplication facts to Recalls multiplication facts to 10 x 10, and related division facts.
10 x 10, and related division facts. 10 x 10, and related division facts.
Measurement Curriculum Content Curriculum Content
& Geometry Shape Using Units of Measurement
 Compare and describe two dimensional  Use scaled instruments to measure and
shapes that result from combining and compare lengths, masses, capacities
splitting common shapes, with and and temperatures (ACMMG084)
without the use of digital technologies  Compare objects using familiar metric
(ACMMG088) units of area and volume (ACMMG290)
 Convert between units of time
Judging Standards (ACMMG085)
 Compares areas of regular and irregular  Use ‘am’ and ‘pm’ notation and solve
shapes using informal units. simple time problems (ACMMG086)
Location and transformation
 Use simple scales, legends and
directions to interpret information
contained in basic maps (ACMMG090)
Judging Standards
 Measures temperature, length, shapes
and objects by using scaled
instruments.
 Compares areas of regular and
irregular shapes using informal units.
 Solves problems involving time
duration and converts between units of
time.
 Interprets information contained in
maps.

Statistics & Curriculum Content

Probability Chance
 Describe possible everyday events and
order their chances of occurring
(ACMSP092)
 Identify everyday events where one
cannot happen if the other happens
(ACMSP093)
 Identify events where the chance of
one will not be affected by the
occurrence of the other (ACMSP094)
Data Representation
 Select and trial methods for data
collection, including survey questions
and recording sheets (ACMSP095)
  Construct suitable data displays, with
and without the use of digital
technologies, from given or collected
data. Include tables, column graphs
and picture graphs where one picture
can represent many data values
(ACMSP096)
 Evaluate the effectiveness of different
displays in illustrating data features
including variability (ACMSP097)
Judging Standards
 Lists the probability of everyday events
and identifies these as dependent or
independent.
 Constructs data displays from given or
collected data.
English

Writing Curriculum Content: Curriculum Content: Curriculum Content: Curriculum Content:

 Understand how texts vary in  Understand how texts vary in  Understand how texts vary in  Understand how texts vary in
complexity and technicality complexity and technicality depending complexity and technicality depending complexity and technicality depending
depending on the approach to the on the approach to the topic, the on the approach to the topic, the on the approach to the topic, the
topic, the purpose and the intended purpose and the intended audience purpose and the intended audience purpose and the intended audience
audience (ACELA1490) (ACELA1490) (ACELA1490) (ACELA1490)
 Understand how texts are made  Understand how texts are made  Understand how texts are made  Understand how texts are made
cohesive through the use of linking cohesive through the use of linking cohesive through the use of linking cohesive through the use of linking
devices including pronoun reference devices including pronoun reference devices including pronoun reference devices including pronoun reference
and text connectives (ACELA1491) and text connectives (ACELA1491) and text connectives (ACELA1491) and text connectives (ACELA1491)
 Understand that the meaning of  Recognise how quotation marks are  Recognise how quotation marks are  dentify features of online texts that
sentences can be enriched through used in texts to signal dialogue, titles used in texts to signal dialogue, titles enhance readability including text,
the use of noun groups/phrases and and quoted (direct) speech and quoted (direct) speech (ACELA1492) navigation, links, graphics and layout
verb groups/phrases and (ACELA1492)  Understand that the meaning of (ACELA1793)
prepositional phrases (ACELA1493)  Understand that the meaning of sentences can be enriched through the  Understand that the meaning of
 Understand how adverb sentences can be enriched through use of noun groups/phrases and verb sentences can be enriched through the
groups/phrases and prepositional the use of noun groups/phrases and groups/phrases and prepositional use of noun groups/phrases and verb
phrases work in different ways to verb groups/phrases and phrases (ACELA1493) groups/phrases and prepositional
provide circumstantial details about prepositional phrases (ACELA1493)  Investigate how quoted (direct) and phrases (ACELA1493)
an activity (ACELA1495)  Investigate how quoted (direct) and reported (indirect) speech work in  Investigate how quoted (direct) and
 Create literary texts that explore reported (indirect) speech work in different types of text (ACELA1494) reported (indirect) speech work in
students’ own experiences and different types of text (ACELA1494)  Understand how adverb groups/phrases different types of text (ACELA1494)
imagining (ACELT1607)  Understand how adverb and prepositional phrases work in  Understand how adverb
 Create literary texts by developing groups/phrases and prepositional different ways to provide circumstantial groups/phrases and prepositional
storylines, characters and settings phrases work in different ways to details about an activity (ACELA1495) phrases work in different ways to
(ACELT1794) provide circumstantial details about  Create literary texts that explore provide circumstantial details about an
 Identify characteristic features used an activity (ACELA1495) students’ own experiences and activity (ACELA1495)
in imaginative, informative and  Create literary texts that explore imagining (ACELT1607)  Understand, interpret and experiment
persuasive texts to meet the students’ own experiences and  Create literary texts by developing with a range of devices and deliberate
purpose of the text (ACELY1690) imagining (ACELT1607) storylines, characters and settings word play in poetry and other literary
 Plan, draft and publish imaginative,  Create literary texts by developing (ACELT1794) texts, for example nonsense words,
informative and persuasive texts storylines, characters and settings  Identify characteristic features used in spoonerisms, neologisms and puns
containing key information and (ACELT1794) imaginative, informative and persuasive (ACELT1606)
supporting details for a widening  Identify characteristic features used in texts to meet the purpose of the text  Create literary texts that explore
range of audiences, demonstrating imaginative, informative and (ACELY1690) students’ own experiences and
increasing control over text persuasive texts to meet the purpose  Plan, draft and publish imaginative, imagining (ACELT1607)
structures and language features of the text (ACELY1690) informative and persuasive texts  Create literary texts by developing
(ACELY1694)  Plan, draft and publish imaginative, containing key information and storylines, characters and settings
 Re-read and edit for meaning by informative and persuasive texts supporting details for a widening range (ACELT1794)
adding, deleting or moving words or containing key information and of audiences, demonstrating increasing  Identify characteristic features used in
word groups to improve content supporting details for a widening control over text structures and imaginative, informative and
and structure (ACELY1695) range of audiences, demonstrating language features (ACELY1694) persuasive texts to meet the purpose
 Write using clearly-formed joined increasing control over text structures  Re-read and edit for meaning by adding, of the text (ACELY1690)
letters, and develop increased and language features (ACELY1694) deleting or moving words or word  Plan, draft and publish imaginative,
fluency and automaticity  Re-read and edit for meaning by groups to improve content and informative and persuasive texts
(ACELY1696) adding, deleting or moving words or structure (ACELY1695) containing key information and
 Use a range of software including word groups to improve content and  Write using clearly-formed joined supporting details for a widening range
word processing programs to structure (ACELY1695) letters, and develop increased fluency of audiences, demonstrating increasing
construct, edit and publish written  Write using clearly-formed joined and automaticity (ACELY1696) control over text structures and
text, and select, edit and place letters, and develop increased fluency  Use a range of software including word language features (ACELY1694)
visual, print and audio elements and automaticity (ACELY1696) processing programs to construct, edit  Re-read and edit for meaning by
(ACELY1697)  Use a range of software including and publish written text, and select, edit adding, deleting or moving words or
Writing Genre: word processing programs to and place visual, print and audio word groups to improve content and
 Information Report construct, edit and publish written elements (ACELY1697) structure (ACELY1695)
 Narrative text, and select, edit and place visual, Writing Genre:  Write using clearly-formed joined
Judging Standard: print and audio elements (ACELY1697)  Persuasive letters, and develop increased fluency
 Creates imaginative texts, adapting Writing Genre:  Narrative and automaticity (ACELY1696)
features of storylines, characters  Narrative Judging Standard:  Use a range of software including word
and settings in familiar visual texts.  Procedure  Creates imaginative texts, adapting processing programs to construct, edit
Judging Standard: and publish written text, and select,
 Uses elements of structure and features of storylines, characters and
 Creates imaginative texts, adapting edit and place visual, print and audio
logical detail to create written, settings in familiar visual texts.
elements (ACELY1697)
features of storylines, characters and  Uses elements of structure and logical
digital and multimodal texts for Writing Genre:
settings in familiar visual texts. detail to create written, digital and
different audiences.  Poetry
 Uses elements of structure and logical multimodal texts for different
 Identifies different text structures Judging Standard:
detail to create written, digital and audiences.  Creates imaginative texts, adapting
depending on purpose and context.
multimodal texts for different  Identifies different text structures features of storylines, characters and
 Uses elements of structure and
audiences. depending on purpose and context. settings in familiar visual texts.
logical detail to create written,
digital and multimodal texts for  Uses elements of structure and logical  Uses elements of structure and logical
detail to create written, digital and detail to create written, digital and
 different audiences. depending on purpose and context. multimodal texts for different multimodal texts for different
 Re-reads and edits their work to  Uses elements of structure and logical audiences. audiences.
improve structure and meaning. detail to create written, digital and  Re-reads and edits their work to  Identifies different text structures
 Uses mostly correct punctuation, multimodal texts for different improve structure and meaning. depending on purpose and context.
experimenting with the use of audiences.  Uses mostly correct punctuation,  Uses elements of structure and logical
quotation marks, to support  Re-reads and edits their work to experimenting with the use of quotation detail to create written, digital and
meaning. improve structure and meaning. marks, to support meaning. multimodal texts for different
 Uses simple pronouns and  Uses mostly correct punctuation,  Uses simple pronouns and connectives, audiences.
connectives, and varied sentence experimenting with the use of and varied sentence structures with  Re-reads and edits their work to
structures with some punctuation quotation marks, to support meaning. some punctuation accuracy, to create improve structure and meaning.
accuracy, to create coherence and  Uses simple pronouns and coherence and add detail to their texts.  Uses mostly correct punctuation,
add detail to their texts. connectives, and varied sentence  Creates texts, experimenting with the experimenting with the use of
structures with some punctuation use of images and detail to extend key quotation marks, to support meaning.
accuracy, to create coherence and add ideas.  Uses simple pronouns and connectives,
detail to their texts. and varied sentence structures with
some punctuation accuracy, to create
coherence and add detail to their texts.
 Creates texts, experimenting with the
use of images and detail to extend key
ideas.

Reading Curriculum Content: Curriculum Content: Curriculum Content: Curriculum Content:

 Understand that Standard  Understand that Standard Australian  Understand that Standard Australian  Understand that Standard Australian
Australian English is one of many English is one of many social dialects English is one of many social dialects English is one of many social dialects
social dialects used in Australia, and used in Australia, and that while it used in Australia, and that while it used in Australia, and that while it
that while it originated in England it originated in England it has been originated in England it has been originated in England it has been
has been influenced by many other influenced by many other languages influenced by many other languages influenced by many other languages
languages (ACELA1487) (ACELA1487) (ACELA1487) (ACELA1487)
 Understand differences between  Understand differences between the  Understand differences between the  Understand differences between the
the language of opinion and feeling language of opinion and feeling and language of opinion and feeling and the language of opinion and feeling and the
and the language of factual the language of factual reporting or language of factual reporting or language of factual reporting or
reporting or recording (ACELA1489) recording (ACELA1489) recording (ACELA1489) recording (ACELA1489)
 Incorporate new vocabulary from a  Incorporate new vocabulary from a  Incorporate new vocabulary from a  Incorporate new vocabulary from a
range of sources into students’ own range of sources into students’ own range of sources into students’ own range of sources into students’ own
texts including vocabulary texts including vocabulary texts including vocabulary encountered texts including vocabulary encountered
encountered in research encountered in research (ACELA1498) in research (ACELA1498) in research (ACELA1498)
(ACELA1498)  Make connections between the ways  Make connections between the ways  Make connections between the ways
 Make connections between the different authors may represent different authors may represent similar different authors may represent similar
ways different authors may similar storylines, ideas and storylines, ideas and relationships storylines, ideas and relationships
represent similar storylines, ideas relationships (ACELT1602) (ACELT1602) (ACELT1602)
 and relationships (ACELT1602)  Identify and explain language features  Discuss how authors and illustrators  Discuss how authors and illustrators
 Identify and explain language of texts from earlier times and make stories exciting, moving and make stories exciting, moving and
features of texts from earlier times compare with the vocabulary, images, absorbing and hold readers’ interest by absorbing and hold readers’ interest by
and compare with the vocabulary, layout and content of contemporary using various techniques, for example using various techniques, for example
images, layout and content of texts (ACELY1686) character development and plot tension character development and plot
contemporary texts (ACELY1686)  Read different types of texts by (ACELT1605) tension (ACELT1605)
 Read different types of texts by combining contextual , semantic,  Identify and explain language features  Identify and explain language features
combining contextual , semantic, grammatical and phonic knowledge of texts from earlier times and compare of texts from earlier times and
grammatical and phonic knowledge using text processing strategies for with the vocabulary, images, layout and compare with the vocabulary, images,
using text processing strategies for example monitoring meaning, cross content of contemporary texts layout and content of contemporary
example monitoring meaning, cross checking and reviewing (ACELY1691) (ACELY1686) texts (ACELY1686)
checking and reviewing (ACELY1691)  Use comprehension strategies to build  Read different types of texts by  Read different types of texts by
 Use comprehension strategies to literal and inferred meaning to expand combining contextual , semantic, combining contextual , semantic,
build literal and inferred meaning to content knowledge, integrating and grammatical and phonic knowledge grammatical and phonic knowledge
expand content knowledge, linking ideas and analysing and using text processing strategies for using text processing strategies for
integrating and linking ideas and evaluating texts (ACELY1692) example monitoring meaning, cross example monitoring meaning, cross
analysing and evaluating texts Judging Standard: checking and reviewing (ACELY1691) checking and reviewing (ACELY1691)
(ACELY1692)  Describes literal and implied meaning,  Use comprehension strategies to build  Use comprehension strategies to build
Judging Standard: connecting ideas in different texts. literal and inferred meaning to expand literal and inferred meaning to expand
 Describes literal and  Fluently reads different types of texts content knowledge, integrating and content knowledge, integrating and
implied meaning, that include varied sentence linking ideas and analysing and linking ideas and analysing and
connecting ideas in structures and unfamiliar vocabulary, evaluating texts (ACELY1692) evaluating texts (ACELY1692)
Judging Standard: Judging Standard:
different texts. including multisyllabic words.
 Describes literal and implied meaning,  Describes literal and implied meaning,
 Fluently reads different  Expresses an opinion based on connecting ideas in different texts. connecting ideas in different texts.
types of texts that include information in a text.  Fluently reads different types of texts  Fluently reads different types of texts
varied sentence structures that include varied sentence structures that include varied sentence structures
and unfamiliar vocabulary, and unfamiliar vocabulary, including and unfamiliar vocabulary, including
including multisyllabic multisyllabic words. multisyllabic words.
words.  Expresses preferences for particular  Expresses preferences for particular
 Expresses an opinion based texts by responding to elements of texts by responding to elements of
on information in a text. visual language and responds to others’ visual language and responds to others’
viewpoints. viewpoints.
 Expresses an opinion based on  Expresses an opinion based on
information in a text. information in a text.
 Identifies elements of visual language  Identifies elements of visual language
across a range of texts and recognises across a range of texts and recognises
how they can be represented in how they can be represented in
different ways depending on purpose different ways depending on purpose
and context. and context.
 Explains how elements of visual  Explains how elements of visual
language are used by the author to language are used by the author to
engage the interest of the audience. engage the interest of the audience.
Speaking & Curriculum Content: Curriculum Content: Curriculum Content: Curriculum Content:
 Understand that social interactions  Use interaction skills such as  Explore the effect of choices when  Explore the effect of choices when
Listening influence the way people engage acknowledging another’s point of framing an image, placement of framing an image, placement of
with ideas and respond to others for view and linking students’ response to elements in the image, and salience on elements in the image, and salience on
example when exploring and the topic, using familiar and new composition of still and moving images composition of still and moving images
clarifying the ideas of others, vocabulary and a range of vocal in a range of types of texts (ACELA1496) in a range of types of texts
summarising their own views and effects such as tone, pace, pitch and  Discuss literary experiences with others, (ACELA1496)
reporting them to a larger group volume to speak clearly and sharing responses and expressing a  Discuss literary experiences with
(ACELA1488) coherently (ACELY1688) point of view (ACELT1603) others, sharing responses and
 Discuss literary experiences with Judging Standard:  Use metalanguage to describe the expressing a point of view (ACELT1603)
others, sharing responses and  Expresses an opinion based on effects of ideas, text structures and  Use metalanguage to describe the
expressing a point of view information in a text. language features of literary. effects of ideas, text structures and
(ACELT1603)  Expresses preferences for particular  Discuss how authors and illustrators language features of literary.
 Interpret ideas and information in make stories exciting, moving and  Discuss how authors and illustrators
texts by responding to elements of
spoken texts and listen for key absorbing and hold readers’ interest by make stories exciting, moving and
points in order to carry out tasks visual language and responds to
using various techniques, for example absorbing and hold readers’ interest by
and use information to share and others’ viewpoints. character development and plot tension using various techniques, for example
extend ideas and information (ACELT1605) character development and plot
(ACELY1687)  Interpret ideas and information in tension (ACELT1605)
 Use interaction skills such as spoken texts and listen for key points in  Interpret ideas and information in
acknowledging another’s point of order to carry out tasks and use spoken texts and listen for key points in
view and linking students’ response information to share and extend ideas order to carry out tasks and use
to the topic, using familiar and new and information (ACELY1687) information to share and extend ideas
vocabulary and a range of vocal  Use interaction skills such as and information (ACELY1687)
effects such as tone, pace, pitch and acknowledging another’s point of view  Use interaction skills such as
volume to speak clearly and and linking students’ response to the acknowledging another’s point of view
coherently (ACELY1688) topic, using familiar and new vocabulary and linking students’ response to the
Judging Standard: and a range of vocal effects such as topic, using familiar and new
 Expresses an opinion based on tone, pace, pitch and volume to speak vocabulary and a range of vocal effects
information in a text. clearly and coherently (ACELY1688) such as tone, pace, pitch and volume to
 Expresses preferences for particular  Plan, rehearse and deliver presentations speak clearly and coherently
incorporating learned content and (ACELY1688)
texts by responding to elements of
visual language and responds to taking into account the particular  Plan, rehearse and deliver
purposes and audiences (ACELY1689) presentations incorporating learned
others’ viewpoints.
Judging Standard: content and taking into account the
 Expresses an opinion based on particular purposes and audiences
information in a text. (ACELY1689)
 Expresses preferences for particular Judging Standard:
 Expresses an opinion based on
texts by responding to elements of
information in a text.
visual language and responds to others’
 Expresses preferences for particular
viewpoints.
texts by responding to elements of
visual language and responds to others’
 viewpoints.

Spelling Curriculum Content: Curriculum Content: Curriculum Content: Curriculum Content:

 Understand how to use knowledge  Understand how to use knowledge of  Understand how to use knowledge of  Understand how to use knowledge of
of letter patterns including double letter patterns including double letter patterns including double letters, letter patterns including double letters,
letters, spelling generalisations, letters, spelling generalisations, spelling generalisations, morphemic spelling generalisations, morphemic
morphemic word families, common morphemic word families, common word families, common prefixes and word families, common prefixes and
prefixes and suffixes and word prefixes and suffixes and word origins suffixes and word origins to spell more suffixes and word origins to spell more
origins to spell more complex words to spell more complex words complex words (ACELA1779) complex words (ACELA1779)
(ACELA1779) (ACELA1779)  Read and write a large core of high  Read and write a large core of high
 Read and write a large core of high  Read and write a large core of high frequency words including homophones frequency words including
frequency words including frequency words including and know how to use context to identify homophones and know how to use
homophones and know how to use homophones and know how to use correct spelling (ACELA1780) context to identify correct spelling
context to identify correct spelling context to identify correct spelling  Understand how to use phonic (ACELA1780)
(ACELA1780) (ACELA1780) knowledge to read and write  Understand how to use phonic
 Understand how to use phonic  Understand how to use phonic multisyllabic words with more complex knowledge to read and write
knowledge to read and write knowledge to read and write letter combinations, including a variety multisyllabic words with more complex
multisyllabic words with more multisyllabic words with more of vowel sounds and known prefixes letter combinations, including a variety
complex letter combinations, complex letter combinations, and suffixes (ACELA1828) of vowel sounds and known prefixes
including a variety of vowel sounds including a variety of vowel sounds Judging Standard: and suffixes (ACELA1828)
and known prefixes and suffixes and known prefixes and suffixes  Uses mostly correct punctuation, Judging Standard:
(ACELA1828) (ACELA1828) experimenting with the use of quotation  Uses mostly correct punctuation,
Judging Standard: Judging Standard: marks, to support meaning. experimenting with the use of
 Uses mostly correct punctuation,  Uses mostly correct punctuation, quotation marks, to support meaning.
experimenting with the use of experimenting with the use of
quotation marks, to support quotation marks, to support meaning.
meaning.
Humanities & Social Sciences

Geography Curriculum Content: Curriculum Content:

 The main characteristics (e.g. climate,  Aboriginal and Torres Strait Islander
natural vegetation, landforms, native Peoples' ways of living were adapted to
animals) of the continents of Africa and available resources and their
Europe, and the location of their major connection to Country/Place has
countries in relation to Australia influenced their views on the
(ACHASSK087) sustainable use of these resources,
 The importance of environments to before and after colonisation
animals and people, and different views (ACHASSK089)
on how they can be protected Skills:
(ACHASSK088)  Develops questions to investigate.
 The natural resources (e.g. water,  Records information and/or data using
timber, minerals) provided by the different methods, some of which may
 environment and different views on be scaffolded.
how they can be used sustainably  Interprets information and/or data to
(ACHASSK090) sequence information, make
Skills: connections or identify patterns.
 Develops questions to investigate.  Identifies different viewpoints
 Records information and/or data using contained in the information and/or
different methods, some of which may data.
be scaffolded.  Draws a simple conclusion, supported
 Interprets information and/or data to by some information and/or data.
sequence information, make  Presents findings, supported by facts,
connections or identify patterns. in a range of forms, using some
 Identifies different viewpoints relevant terms.
contained in the information and/or Judging Standard:
data.  Identifies the impacts of exploration
 Draws a simple conclusion, supported and colonisation upon a group of
by some information and/or data. people.
 Presents findings, supported by facts, in
 Identifies the significance of an
a range of forms, using some relevant
terms. historical event and provides simple
Judging Standard: examples of change.
 Locates some selected places on a map  Describes the experiences of an
and identifies the main characteristics individual and/or group in the past.
of the natural environments of Africa
and Europe.
 Describes the interconnections between
places, people and animals at the local
and/or global scale.
 Identifies different views of how the
environment can be managed and/or
protected.
History Curriculum Content: Curriculum Content:
 The journey(s) of at least one world  The diversity and longevity of
navigator, explorer or trader up to the Australia's first peoples and the ways
late 18th century (e.g. Christopher they are connected to Country/Place
Columbus, Vasco da Gama, Ferdinand (e.g. land, sea, waterways, skies) and
Magellan), including their contacts their pre-contact ways of life
and exchanges with societies in Africa, (ACHASSK083)
the Americas, Asia and Oceania, and  The nature of contact between
the impact on one society Aboriginal and/or Torres Strait Islander
(ACHASSK084) Peoples and others (e.g. the
 Stories of the First Fleet, including Macassans, Europeans) and the impact
reasons for the journey, who travelled that these interactions and colonisation
to Australia, and their experiences had on the environment and people's
following arrival (e.g. treatment of lives (e.g. dispossession, dislocation,
 convicts, daily lives, social order) the loss of lives through conflict,
(ACHASSK085) disease, loss of food sources and
Skills: medicines) (ACHASSK086)
 Develops questions to investigate. Skills:
 Records information and/or data  Develops questions to investigate.
using different methods, some of  Records information and/or data using
which may be scaffolded. different methods, some of which may
 Interprets information and/or data to be scaffolded.
sequence information, make  Interprets information and/or data to
connections or identify patterns. sequence information, make
 Identifies different viewpoints connections or identify patterns.
contained in the information and/or  Identifies different viewpoints
data. contained in the information and/or
 Draws a simple conclusion, supported data.
by some information and/or data.  Draws a simple conclusion, supported
 Presents findings, supported by facts, by some information and/or data.
in a range of forms, using some  Presents findings, supported by facts,
relevant terms. in a range of forms, using some
Judging Standard: relevant terms.
 Identifies the impacts of exploration Judging Standard:
and colonisation upon a group of  Describes the experiences of an
people. individual and/or group in the past.
 Identifies the significance of an  Identifies the impacts of exploration
historical event and provides simple and colonisation upon a group of
examples of change. people.
 Identifies the significance of an
historical event and provides simple
examples of change.

Civics & Curriculum Content:

Citizenship  The purpose of government and
some familiar services provided by
local government (e.g. libraries,
health, arts, parks, environment and
waste, pools and sporting facilities,
pet management) (ACHASSK091)
 The differences between 'rules' and
'laws' (ACHASSK092)
 The importance and purpose of laws
(e.g. to maintain social cohesion, to
reflect society's values)
(ACHASSK092)
 People belong to diverse groups,
such as cultural, religious and/or
 social groups, and this can shape
identity (ACHASSK093)
Skills:
 Develops questions to investigate.
 Records information and/or data
using different methods, some of
which may be scaffolded.
 Interprets information and/or data
to sequence information, make
connections or identify patterns.
 Identifies different viewpoints
contained in the information and/or
data.
 Draws a simple conclusion,
supported by some information
and/or data.
 Presents findings, supported by
facts, in a range of forms, using
some relevant terms.
Judging Standard:
 Distinguishes between rules and
laws by identifying the different
consequences for breaking them.
 Identifies the importance of laws by
providing simple examples of the
potential outcomes if there were no
laws.
Technologies

Design Curriculum Content: Curriculum Content: Curriculum Content:

 Role of people in design and  Types of technologies used in food and  Forces, and the properties of materials,
technologies occupations fibre production or processing, including affect the behaviour of a product or
(ACTDEK010) how they are used to help meet system (ACTDEK011)
 Ways products, services and consumer needs (ACTDEK012)  Select, and safely use, appropriate
environments are designed to meet components and equipment to make
community needs, including solutions (WATPPS24)
consideration of sustainability  Work independently, or collaboratively
(ACTDEK010) when required, to plan, safely create
and communicate ideas and
Digital Curriculum Content: information for solutions (WATPPS26)
 Suitability and safe practice when Judging Standard:
using materials, systems and  Defines and uses sequenced steps to
components for a range of purposes design a solution.
 (ACTDEK013)  Identifies and chooses appropriate
 Define a sequence of steps to design a resources from a given set.
solution for a given task (WATPPS21)  Identifies and chooses appropriate
 Identify and choose the appropriate resources from a given set.
resources from a given set  Selects, and safely uses, appropriate
(WATPPS22) components and equipment to make
 Develop and communicate design solutions.
ideas and decisions using annotated  Uses criteria to evaluate and justify
drawings and appropriate technical simple design processes and solutions
terms (WATPPS23) for a given task.
 Work independently, or  Works independently, or
collaboratively when required, to collaboratively to plan, safely create
plan, safely create and communicate and communicate ideas and
ideas and information for solutions information for solutions.
(WATPPS26)
Judging Standard:
 Identifies different purposes for digital
systems and peripheral devices and
that they can store and transmit a
range of data.
 Represents data in a range of ways.
 Uses simple visual programming to
develop a sequence of steps
(algorithms) and user.
decision-making (branching).
 Creates and communicates ideas and
information. Uses software to collect
and present different types of data,
using agreed protocols (netiquette).

Visual Art
The Arts Visual Arts – Making Media Arts - Responding
Use of visual art elements and selection of  Considered responses to, and
materials, media and/or technologies to respect for, a variety of media
create specific artwork (ACAVAM111) from different social, cultural
and/or historical contexts
Visual Arts – Responding (ACAMAR061)
to create artwork (ACAVAM111) Skills
 Exploration and experimentation
Visual Arts –Production
with the codes and conventions of
Presentation and display of artwork with
 consideration of visual appeal/aesthetics media:
(ACAVAM112)  technical (sequencing and editing
images to organise events in a story;
Judging Standards camera shots (close-up, long shot);
 Replicates an aspect of the content camera angles (low angle, high angle))
or composition to show influence  symbolic (using costumes and props to
from a particular culture, artist or represent as fictional and/or non-
style when developing ideas. fictional characters; manipulating
 Explores and uses different types familiar places to create fictional
of actual and implied texture settings)
within artwork.  audio (loudness and softness; music to
 Uses a range of techniques to convey a mood; sound effects)
create artwork in selected art  written (selecting, arranging and
forms. editing text to organise important
 With scaffolding, makes a simple features of an idea or story)
observation about an artist’s when producing media work (ACAMAM059)
purpose or meaning, using some
visual art terminology. Judging Standards
 Uses codes and conventions to
produce media work with some
audience engagement.
 Plans, creates and presents media
work for a specific purpose, with
some audience engagement;
follows some simple media
protocols when required.
 Responds respectfully to a variety
of media work from different
social, cultural and/or historical
contexts.

Health

Contributing to healthy Active Communities Contributing to healthy Active Communities

Curriculum Content Curriculum Content
 The positive influence of respect,  Strategies to cope with adverse
empathy and the valuing of situations and the demands of
differences in relationships others (ACPPS038)
(ACPPS037)
 Strategies to identify and manage Keeping Safe Curriculum Focus Area 4:
emotions before reacting Protective Strategies
(ACPPS038)
Topic 1 – Strategies for keeping Safe
 Strategies to cope with adverse
Topic 2 – Network Review and community
situations and the demands of
 others (ACPPS038) support
Keeping Safe Curriculum Focus Area 3:
Recognising and Reporting Abuse

Topic 1 – Parts of the body

Topic 2 – Recognising Abuse
Topic 3 – Cyber Safety

Religion

Curriculum Content: Curriculum Content: Curriculum Content: Curriculum Content:

 Confirmation  Penance  Eucharist  Baptism
 Lent  Church  Prayer  Advent
Judging Standard: Judging Standard: Judging Standard: Judging Standard:
 Responds to and asks targeted  Responds to and asks targeted  Responds to and asks targeted  Responds to and asks targeted
questions about the topics. questions about the topics. questions about the topics. Contributes questions about the topics. Contributes
Contributes to discussions. e.g. Contributes to discussions. e.g. to discussions. e.g. to discussions. e.g.
o What can people learn in o What can people learn in o What can people learn in the o What can people learn in the
the Church community? the Church community? Church community? Church community?
o How do people learn to o How do people learn to o How do people learn to o How do people learn to
manage their emotions manage their emotions like manage their emotions like manage their emotions like
like Jesus? Jesus? Jesus? Jesus?
o Why did Jesus' use o Why did Jesus' use o Why did Jesus' use parables? o Why did Jesus' use parables?
parables? parables? o What did Jesus teach about o What did Jesus teach about
o What did Jesus teach o What did Jesus teach about sin and forgiveness? sin and forgiveness?
about sin and forgiveness? sin and forgiveness?  Exchanges ideas and information in a  Exchanges ideas and information in a
 Exchanges ideas and information in  Exchanges ideas and information in a coherent and logical order. e.g. coherent and logical order. e.g.
a coherent and logical order. e.g. coherent and logical order. e.g. o Jesus responded to the needs o Jesus responded to the needs
o Jesus responded to the o Jesus responded to the of all people of his time. of all people of his time.
needs of all people of his needs of all people of his o The Bible calls Jesus’ close o The Bible calls Jesus’ close
time. time. friends, the Twelve Apostles friends, the Twelve Apostles
o The Bible calls Jesus’ close o The Bible calls Jesus’ close o Christians celebrate the o Christians celebrate the
friends, the Twelve friends, the Twelve Apostles Liturgical Seasons Liturgical Seasons
Apostles o Christians celebrate the  Draws conclusions by providing  Draws conclusions by providing
o Christians celebrate the Liturgical Seasons supporting evidence from one or more supporting evidence from one or more
Liturgical Seasons  Draws conclusions by providing sources. e.g. sources. e.g.
 Draws conclusions by providing supporting evidence from one or o The teachings of Jesus help his o The teachings of Jesus help
supporting evidence from one or more sources. e.g. followers to develop good his followers to develop good
more sources. e.g. o The teachings of Jesus help relationships with God and relationships with God and
o The teachings of Jesus his followers to develop others. others.
help his followers to good relationships with God  Describes how Jesus taught his  Describes how Jesus taught his
develop good and others. followers about God and instituted the followers about God and instituted the
 relationships with God  Describes how Jesus taught his Eucharist to celebrate and remember Eucharist to celebrate and remember
and others. followers about God and instituted his teaching. e.g. his teaching. e.g.
 Describes how Jesus taught his the Eucharist to celebrate and
followers about God and instituted remember his teaching. e.g. o Jesus used parables to teach o Jesus used parables to teach
the Eucharist to celebrate and about the Kingdom of God about the Kingdom of God
remember his teaching. e.g. o Jesus used parables to teach
about the Kingdom of God o Jesus shows people how to be o Jesus shows people how to
o Jesus used parables to respectful. be respectful.
teach about the Kingdom o Jesus shows people how to
of God be respectful. o Jesus celebrated a special o Jesus celebrated a special
Jewish Passover meal with his Jewish Passover meal with his
o Jesus shows people how o Jesus celebrated a special friends to give thanks to God. friends to give thanks to God.
to be respectful. Jewish Passover meal with
his friends to give thanks to o The Mass is a memorial of the o The Mass is a memorial of
o Jesus celebrated a special God. words and actions of Jesus at the words and actions of
Jewish Passover meal with the Last Supper Jesus at the Last Supper
his friends to give thanks o The Mass is a memorial of  Identifies how people follow the  Identifies how people follow the
to God. the words and actions of example of Mary, the Mother of Jesus, example of Mary, the Mother of Jesus,
Jesus at the Last Supper and the Apostles, to live a Eucharistic and the Apostles, to live a Eucharistic
o The Mass is a memorial of  Identifies how people follow the life. e.g. life. e.g.
the words and actions of example of Mary, the Mother of Jesus,
Jesus at the Last Supper and the Apostles, to live a Eucharistic o The Rosary is a prayer that o The Rosary is a prayer that
 Identifies how people follow the life. e.g. helps people reflect on the life helps people reflect on the
example of Mary, the Mother of of Jesus. life of Jesus.
Jesus, and the Apostles, to live a o The Rosary is a prayer that
Eucharistic life. e.g. helps people reflect on the o The Sacrament of Penance o The Sacrament of Penance
life of Jesus. and the spiritual and corporal and the spiritual and corporal
o The Rosary is a prayer that works of mercy help people works of mercy help people
helps people reflect on o The Sacrament of Penance love and forgive each other. love and forgive each other.
the life of Jesus. and the spiritual and
corporal works of mercy
o The Sacrament of Penance help people love and forgive
and the spiritual and each other.
corporal works of mercy
help people love and
forgive each other.