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Pialba State School

Year Level PlansAustralian Curriculum V8

PrepCurriculum into the classroom (C2C), MathematicsYear level plan, Year PrepState SchoolsUpdated: April 2017

Year level plan Mathematics Year level Prep

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Year level description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.At this year level: Understanding includes connecting names, numerals and quantitiesFluency includes readily counting numbers in sequences, continuing patterns, and comparing the lengths of objects Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answerReasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length.

Achievement standard

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

Curriculum into the classroom (C2C), MathematicsYear Level plan, Year PrepState Schools of 30

Unit Overview SEMESTER 1 SEMESTER 2Se

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Unit 1 Unit 2 Unit 3 Unit 4

Engage in activities across the five contexts of learning — focused teaching & learning, investigations, active learning, real life situations, routines & transitions. Students have opportunities to develop understandings of: Number and place value — recall

counting in ones, identify numbers in the environment, represent quantities, compare numbers, recall counting sequences, visualise arrangements to five, match numerals to quantities, count forwards and backwards from different starting points, compare quantities using ‘more’, ‘less’, ‘same’, identify numbers before, after and next in a sequence, order quantities and numerals

Patterns and algebra — identify how objects are similar or different, sort objects based on similar features, identify a rule for a ‘sort’, identify questions, identify patterns in the environment, copy and describe simple patterns, identify patterns within counting sequences

Using units of measurement — sequence stages within an activity, compare duration of events using time language, directly compare the size of objects, describe the objects

Location and direction — use positional language to describe location, identify positional opposites, and represent locations with models and images.

Engage in activities across the five contexts of learning — focused teaching & learning, investigations, active learning, real life situations, routines & transitions. Students have opportunities to develop understandings of: Number and place value — count

to identify how many, recall forwards and backwards counting sequences, compare quantities, connect number names, numerals and quantities, represent quantities, partition quantities, subitise collections to five

Patterns and algebra — describe repeating patterns, continue repeating patterns, describe repeating patterns using number

Using units of measurement — compare the length of objects using direct comparison, compare the height of objects, describe the thickness and length of objects, compare the length of objects using indirect comparison, compare and order durations, order daily events

Shape — describe lines, describe familiar two-dimensional shapes, compare and sort objects based on shape and function, construct using familiar three-dimensional objects, explore two-dimensional shapes

Location and transformation — identify positions, describe movement, give and follow movement directions, explore locations

Engage in activities across the five contexts of learning — focused teaching & learning, investigations, active learning, real life situations, routines & transitions. Students have opportunities to develop understandings of: Number and place value — compare

quantities, equalise quantities, combine small collections, represent addition situations, identify parts and the whole, partition quantities flexibly, share collections, identify equal parts of a whole

Patterns and algebra — identify, copy, continue and describe growing patterns, describe equal quantities

Using units of measurement — make direct and indirect comparisons of mass, explain comparisons of mass, sequence familiar events in time order, sequence the days of the week, connect days of the week to familiar events

Data representations and interpretation — identify questions, answer yes/no questions, use data displays to answer simple questions.

Engage in activities across the five contexts of learning — focused teaching & learning, investigations, active learning, real life situations, routines & transitions. Students have opportunities to develop understandings of: Number and place value — count

forwards and backwards from different starting points; represent quantities; compare quantities, match number names, numerals and quantities; identify parts in a collection; identify addition; join collections; represent addition experiences; make equal groups.

Using units of measurement —directly and indirectly compare the mass, length and capacity of objects; directly and indirectly compare the duration of events

Location and transformation — describe position, describe direction.


Data representation and interpretation — use questions to collect information.

General capabilities and cross-curriculum priorities

Opportunities to engage with:




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracy

Information and CommunicationTechnology (ICT) Capability

Personal and Social CapabilityEthical Understanding

Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait IslanderHistories and CulturesAsia and Australia’s Engagement with Asia

Sustainability


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Assessment Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.

Semester 1 Semester 2

Unit 1: Grouping familiar objectsInterview Students group familiar objects based on common characteristics.

Unit 2: Sorting shapesInterview/work sampleStudents sort shapes.

Unit 3: Answering questionsInterview/ObservationStudents answer simple questions to collect information and make simple inferences.

Unit 4: Identifying numeralsShort answer questionsStudents connect number names, numerals and quantities up to 10 and count to and from 20.

Assessment Due Term 1 – Week 5 Term 2 – Week 6 Term 3 – Week 5 Term 4 – Week 4

Unit 2: Understanding numbers from 1 to 20InterviewStudents make connections between number names, numerals and quantities up to 10, count to and from 20 and order small collections.

Unit 3: Explaining duration and event sequencesInterview/observationStudents connect events and days of the week, and explain the order and duration of events.

Assessment Due Term 2 – Week 4 Term 3 – Week 3

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teacher judgmentsTeachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.


Content descriptions for Prep MathematicsReview for balance and coverage of content descriptions

Number and AlgebraSemester 1 Semester 2


Number and place value

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Subitise small collections of objects (ACMNA003) Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Represent practical situations to model addition and sharing (ACMNA004)

Patterns and Algebra

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Measurement and GeometrySemester 1 Semester 2


Using units of measurement

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Compare and order the duration of events using the everyday language of time (ACMMG007)

Connect days of the week to familiar events and actions (ACMMG008) Shape

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

Location and transformation

Describe position and movement (ACMMG010)

Statistics and ProbabilitySemester 1 Semester 2


Data representation and interpretation

Answer yes/no questions to collect information (ACMSP011)

Curriculum into the classroom (C2C), EnglishYear level plan, Year 2State SchoolsUpdated: October 2017

Year level plan English Year level PrepC

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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Foundation students as beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.


Receptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Curriculum into the classroom (C2C), EnglishYear level plan, PrepState SchoolsUpdated: October 2017

Unit overview SEMESTER 1 SEMESTER 2Se

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Unit 1: Enjoying our new world Unit 2: Enjoying and retelling stories

Unit 3: Interacting with others Unit 4: Responding to text

Students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — Focused teaching and learning, Play, Real-life situations, Investigations and Routines and transitions.

Students listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — Focused teaching and learning, Play, Real-life situations, Investigations, and Routines and transitions. Students sequence events from a range of texts, including stories from Aboriginal peoples and Torres Strait Islander peoples, and select a favourite story to retell to a small group of classmates. They prepare for their spoken retelling by drawing events and writing familiar words.

Students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — Focused teaching and learning, Play, Real-life situations, Investigations and Routines and transitions. Students create a rhyming verse and recite it to a familiar audience. They listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used.

Students have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students create a short imaginative multimodal text that includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning — Focused teaching and learning, Play, Real-life situations, Investigations and Routines and transitions.







Information and communicationtechnology (ICT) capability

Personal and social capabilityEthical understanding

Intercultural understanding

Critical and creative thinking

Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with Asia

Sustainability

Curriculum into the classroom (C2C), EnglishYear level plan, PrepState Schools of 30

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Assessment

Assessment Due

Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over the reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.


Unit 1:There is no summative assessment of student learning in this unit. Monitor student learning through the unit.

Unit 2: Retell a storyInformative response – oralStudents demonstrate comprehension of a familiar story through retelling events to peers.

Unit 3: Create and recite a rhymeImaginative response – oral

Students listen to and demonstrate knowledge of rhyme through written and spoken communication.

Unit 4: Reading and comprehendingShort answer questionsStudents read aloud and respond orally to comprehension questions.

Formative Assessment Term 2 – Week 8 Term 3 – Week 3 Term 4 – Week 5

Unit 3: Responding to a rhyming storyInformative response – oralStudents communicate an opinion about a familiar rhyming story and identify the use of rhyme.

Unit 4: Writing and creating a response to a storyImaginative response – writtenStudents write a letter to a main character from a familiar story and create a supporting image or illustration.

Assessment Due Term 3 – Week 10 Term 4 – Week 7

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Curriculum into the classroom (C2C), EnglishYear level plan, PrepState Schools of 30

Content descriptions for Prep EnglishReview for balance and coverage of content descriptions.

LanguageSemester 1 Semester 2


Language variation and change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Language for interaction

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Text structure and organisation

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Expressing and developing ideas

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Phonics and word knowledge

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Know how to read and write some high-frequency words and other familiar words (ACELA1817)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 1 State SchoolsUpdated: April 2017

LiteratureSemester 1 Semester 2


Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Creating literature

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Innovate on familiar texts through play (ACELT1831)

LiteracySemester 1 Semester 2


Texts in context

Identify some familiar texts and the contexts in which they are used (ACELY1645)

Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647) Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts (ACELY1648)

Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Construct texts using software including word processing programs (ACELY1654)

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 1 State Schools of 30

Year level plan Humanities and Social Sciences (HASS) Year level Year PrepC

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My personal worldThe Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live and to which they belong. The emphasis is on the students’ own history and their own place. They explore why places are special to them and others. As students explore the people and features of their social and physical worlds, they examine representations of place and investigate sources, which may include stories from family members and from different cultures. They may also study places that are of similar size to their own place and that are familiar to them or that they are curious about. In this way they come to see how people feel about and look after places. Learning about their own heritage and their own place contributes to students’ sense of identity and belonging, introducing the idea of active citizenship.The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. Who am I, where do I live and who came before me? Why are some places and events special and how do we know?


By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them.Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year Prep State SchoolsUpdated: April 2017

Unit Overview Unit 1: My family history Unit 2: My special placesSe

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Inquiry questions:� What is my history and how do I know?

In this unit, students:� explore the nature and structure of families � identify their own personal history, particularly their own family

backgrounds and relationships� examine diversity within their family and others� investigate familiar ways family and friends commemorate past

events that are important to them � recognise how stories of families and the past can be communicated

through sources that represent past events � present stories about personal and family events in the past that are

commemorated.

Inquiry questions:� What are places like and what makes them special?

In this unit, students:� draw on studies at the personal scale, including places where they live or

other places that are familiar to them � understand that a ‘place’ has features and a boundary that can be

represented on maps or globes� recognise that what makes a 'place' special depends on how people view

the place or use the place� observe and represent the location and features of places using pictorial

maps and models� examine sources to identify ways that people care for special places� describe special places and the reasons they are special to people� reflect on learning to suggest ways they could contribute to the caring of a

special place.




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracyInformation and CommunicationTechnology (ICT) Capability


Intercultural UnderstandingCritical and Creative thinking


Sustainability

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year Prep State Schools of 30

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Unit 1: My family history Unit 2: My special places

Assessment task To explore important events celebrated in their lives, and to identify how people and objects help them to remember.The assessment will gather evidence of the student’s ability to: identify important events in their own lives, including an event that is

commemorated by their family identify how they, their families and friends know about their past recognise how important family events are commemorated sequence familiar events in order respond to questions about their own past relate a story about an important event from their past.

Assessment task To identify, represent and describe the features of familiar places, and suggest ways to care for these places.The assessment will gather evidence of the student’s ability to: describe features of familiar places recognise that places can be represented on maps and models observe the familiar features of places and represent these features and their

locations on pictorial maps and models reflect on their learning to suggest ways to care for a familiar place share and compare their observations about a familiar place.

Assessment DueTerm 1 – Week 7 -My Family History - Part A– I remember important events (Q1)

Term 1 – Week 9 -My Family History - Part A – I remember important events (Q2 and Q3)

Term 2 – Week 4 -My Family History - Part B – Objects and People tell me about my past. (Q4)

Term 3 Week 7 - Part A: My classroom is a familiar placeTerm 4 Week 4 - Part B: My classroom is a special place




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Content descriptions for Prep Humanities and Social SciencesReview for balance and coverage of content descriptions

Knowledge and Understanding Unit

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My personal world

Who the people in their family are, where they were born and raised and how they are related to each other (ACHASSK011)

How they, their family and friends commemorate past events that are important to them (ACHASSK012)

How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)

The representation of the location of places and their features on simple maps and models (ACHASSK014)

The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)

The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal peoples and Torres Strait Islander Peoples (ACHASSK016)

The reasons why some places are special to people, and how they can be looked after (ACHASSK017)

Inquiry and SkillsUnit

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Questioning

Pose questions about past and present objects, people, places and events (ACHASSI001)

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI002)

Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003)

Sequence familiar objects and events (ACHASSI004) Analysing

Explore a point of view (ACHASSI005) Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006)

Interpret data and information displayed in pictures and texts and on maps (ACHASSI007)

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010)

Curriculum into the classroom (C2C), English Year level plan, Year 1State Schools of 30

Year level plan Science Year level Prep

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The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.Incorporating the key ideas of science From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.


By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

Curriculum into the classroom (C2C), ScienceYear Level plan PrepState SchoolsUpdated: April 2017

Unit Overview SEMESTER 1 SEMESTER 2

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Unit 1: Our living world Unit 2: Our material world Unit 3: Weather watch Unit 4: Move it, move it

Students use their senses to observe the needs of living things, both animals and plants. They begin to understand that observing is an important part of science and that scientists discuss and record their observations. Students learn that the survival of all living things is reliant on basic needs being met, and there are consequences when needs are not met. They analyse different types of environments and how each provides for the needs of living things. Students consider the impact of human activity and natural events on basic needs. They share ideas about how they can support and protect living things in the school grounds.

Students examine familiar objects using their senses and understand that objects are made of materials that have observable properties. Through exploration, investigation and discussion, students learn how to describe the properties of the materials from which objects are made and how to pose science questions. Students observe and analyse the reciprocal connection between properties of materials, objects and their uses so that they recognise the scientific decision making that occurs in everyday life. Students conduct investigations to determine suitability of materials for a particular purpose and share their ideas and observations using scientific language and representations.

Students use their senses to explore and observe the weather in their local environment and learn that we can record our observations using symbols. Students observe that weather can change and identify the features that reflect a change in the weather. They are given opportunities to reflect on the impact of these changes on themselves, in particular on clothing, shelter and activities, through various cultural perspectives. They begin to realise that weather conditions are not the same for everyone. Students also learn about the impact of daily and seasonal changes on plants and animals. Throughout the unit students reflect on how the weather affects living things and have opportunities to communicate their observations about the weather.

Students engage in activities from the five contexts of learning: Play, Real-life situations, Investigations, Routines and transitions, and Focused learning and teaching. Students use their senses to observe and explore the properties and movement of objects. They recognise that science involves exploring and observing using the senses. Students engage in hands on investigations and respond to questions about the factors that influence movement. They share and reflect on observations and ideas and represent what they observe. Students have the opportunity to apply and explain knowledge of movement in a familiar situation.







Information and Communication Technology (ICT) Capability


Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with Asia

Sustainability

Curriculum into the classroom (C2C), ScienceYear Level plan PrepState Schools of 30

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Unit 1: Exploring our living world Collection of work Students represent, share and reflect on observations about the needs of living things and how an environment can affect them. They ask and respond to science questions.

Unit 2: Making a wind ornamentProjectStudents describe the observable properties of materials from which an object is made. They ask and respond to questions and share and reflect on observations.

Unit 3: Examining the weatherSupervised assessmentStudents suggest how the weather affects themselves and other living things. They share observations about the weather.

Unit 4: Investigating movementCollection of work Students describe the properties and behaviour of familiar objects. Students share and reflect on observations and ask questions about familiar objects.

Assessment Due

Term 1 – Week 5 -Part A: Collection Portfolio: Representing the needs of a pet

Term 1 – Week 8 -Part B: Collection Portfolio: Representing the needs of a plant

Term 1 – Week 10 -Part C: Collection Portfolio: Representing a natural environment and needs

Making a Wind Ornament

Term 2 – Week 5-7 -Part A: Constructing the wind ornament and describing material selection

Term 2 – Week 8- Part B: Observing and reflecting on the materials after testing

Examining the Weather

Term 3 – Weeks 3 - Part A: Watch the weather change!

Term 3 – Weeks 5 & 6 - Part B: How does weather affect other living things?

Investigating movement

Term 4, Weeks 4-8 (Collection of evidence Portfolio)

Part A: Describe the properties and behaviour of familiar objects.Part B: Share and reflect on observations and ask questions about familiar objects..

Assessment in this unit is ongoing and consists of observations and a collection of work gathered from various learning experiences during the unit. This format provides several opportunities for students to demonstrate their understanding and skills.

Mod

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of teacher judgments

Teachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.

Curriculum into the classroom (C2C), ScienceYear Level plan PrepState Schools of 30

Content descriptions for Prep ScienceReview for balance and coverage of content descriptions

Science UnderstandingSemester 1 Semester 2


Biological sciences

Living things have basic needs, including food and water (ACSSU002) Chemical sciences

Objects are made of materials that have observable properties (ACSSU003)

Earth and space sciences

Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Physical sciences

The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science as a Human EndeavourSemester 1 Semester 2


Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Science Inquiry SkillsSemester 1 Semester 2


Questioning and predicting

Pose and respond to questions about familiar objects and events (ACSIS014)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating

Share observations and ideas (ACSIS012)

Curriculum into the classroom (C2C), Band plan Years Prep to 2State SchoolsUpdated: April 2017

Band plan Design and Technologies (Prep) Semester 1 Band level Years Prep to 2

Cur

ricul

um in

tent

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments.The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.The Design and Technologies processes and production skills strand focuses on creating designed solutions by:� investigating and defining� generating and designing� producing and implementing� evaluating � collaborating and managing.

Curriculum into the classroom (C2C), Band plan Years Prep to 2State SchoolsUpdated: April 2017

Phase curriculum focus

Years Prep to 2Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world. Their desire to make sense of the world provides a platform to plan and review their learning through interactions with others, experimentation, scaffolding, explicit teaching, practice and play in the classroom and beyond.The Australian Curriculum builds on the key learning outcomes of the national Early Years Learning Framework.In Foundation – Year 2, priority in the Australian Curriculum is given to literacy and numeracy development because these are the foundations on which further learning is built. The foundation for the Literacy general capability is built primarily in English; and the foundation for the Numeracy general capability is built primarily in Mathematics. However, both Literacy and Numeracy capabilities are reinforced and strengthened through learning in all areas of the curriculum.In these early years, the development of sensory, cognitive and affective appreciation of the world is provided through exploratory, analytical and creative practices in The Arts and Technologies curricula, and through the opportunity to learn a language using the Languages curricula.

Band description Years Prep to 2Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.By the end of Year 2, students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.In Foundation to Year 2, students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment, including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.Using a range of technologies, including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions.

Achievement Standards

Years Prep to 2By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Curriculum into the classroom (C2C), Design and TechnologiesBand plan Years Prep to 2State Schools of 30

http://docs.education.gov.au/node/2632

Unit Overview Unit 1: Spin it! (Year 2 Unit) Unit 2: Grow, grow, grow (Prep Unit) Unit 3: It’s showtime! (Year 1 Unit – linked to Science Unit 2 Term 2 Toy Factory Unit.

Sequ

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achi

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nd le

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Engineering principles and systemsIn this unit, students will explore how technologies use forces to create movement in products. They will design and make a spinning toy for a small child that is fun and easy to use. Suggestions for alternate projects are also described.Students will apply processes and production skills, in:� investigating spinning toys from around the

world, and analysing how they are made and how they work

� generating and developing design ideas, and communicating these using simple drawings

� producing a functional product that appeals to the client

� evaluating their design and production processes

� collaborating and managing by working with others and by sequencing the steps for the project.

Suggested partner unit:� Science Year 2 Unit 2 – Toy factory

Food and fibre production and Food specialisationsIn this unit, students will explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating. They will design solutions for a farm to enable successful food and fibre production and make a food product from garden produce. Students will apply processes and production skills, in:� investigating how food and fibre are grown to

meet human needs� generating and developing design ideas for a

functional growing environment� producing a simple drawing that represents

their design� evaluating their design and presentation

processes, using personal preferences� collaborating by working with others and

managing by following sequenced steps for the project.

Suggested partner units: � Science Prep Unit 1 – Our living world � Science Year 2 Unit 3 – Good to grow

Materials and technologies specialisationsIn this unit, students will explore the characteristics and properties of materials and components that are used to produce designed solutions. They will design and make a puppet with moving parts to use in a puppet show.Students will apply processes and production skills, in:� investigating materials, technologies for

shaping and joining, and how designs meet people’s needs

� generating and developing design ideas � producing a puppet that meets the design brief� evaluating their design and production

processes� collaborating and managing by working with

others and by sequencing the steps for the project.

Suggested partner units:� Science Year 1 Unit 2 — Material madness� Drama Year Prep to 2 Unit 2 — Poetry alive� English Year 2 Unit 1 — Reading, writing and

performing poetry










Sustainability


Ass

essm

ent


Unit 1: Spin it! (Year 2 Unit) Unit 2: Grow, grow, grow (Prep Unit) Unit 3: It’s showtime! (Year 1 Unit – linked to Science Unit 2 Term 2 Toy Factory Unit.

PortfolioStudents design and make a spinning toy for a small child. Assessment will gather evidence of the student’s ability to:� describe the purpose of spinning toys and

how they meet the needs of users� identify the application of forces to create

movement� describe opportunities for designing a

spinning toy� communicates design ideas for a spinning toy

using simple drawings� follow sequenced steps to make a toy� demonstrate safe use of tools and equipment

when making a spinning toy� evaluate ideas and designed solution based

on personal preferences.

PortfolioStudents design solutions to help a farmer and make a food from garden produce. Assessment will gather evidence of the student’s ability to:� describe the purpose of farms and their

products and how they meet people’s needs� identify technologies used to produce food and

fibre� explain how farms grow food and fibre to meet

needs� explain how different farm technologies can

make the food and fibre grow successfully� explain how technologies meet animal and

plant needs� describes the purpose of farm products that

meet food, clothing and shelter needs � identify uses of farm technologies� state a need for food or fibre� name technologies on a farm� identify a use, technology or need.

PortfolioStudents design a character puppet with moving parts to use in a puppet show. Assessment will gather evidence of the student’s ability to:� describe the purpose of puppets and how they

meet the needs of users� identify features of materials� describe features of materials used when

making puppets� link reasons for their choice to function of

puppet� identify characteristics and properties of

materials and puppet parts� describe purpose of puppet� identify appropriate materials� link feature of a material to purpose� select a purpose for a puppet.

Assessment Due

Term 1 – Week 3 -Part A: Investigating food and fibre

Term 1 – Week 6 -Part B: Designing solutions

Term 1 – Week 10 -Part C: Producing and preparing food for healthy eating

Mod

erat

ion Consistency of



Content descriptions for Years Prep to 2 Design and TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Design and Technologies knowledge and understanding Unit 1 Unit 2 Unit 3

Technologies and society

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Technologies contexts

Explore how technologies use forces to create movement in products (ACTDEK002)

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

Design and Technologies processes and production skills Unit 1 Unit 2 Unit 3

Investigating and defining

Explore needs or opportunities for designing and the technologies needed to realise designed solutions (ACTDEP005)

Generating and designing

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

Producing and implementing

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

Evaluating

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)

Collaborating and managing

Sequence steps for making designed solutions and working collaboratively (ACTDEP009)


Band plan Digital Technologies (Prep) Semester 2 Band level Years Prep to 2

Cur

ricul

um in

tent

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

Phase curriculum focus

Foundation to Year 2Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world. Their desire to make sense of the world provides a platform to plan and review their learning through interactions with others, experimentation, scaffolding, explicit teaching, practice and play in the classroom and beyond.The Australian Curriculum builds on the key learning outcomes of the national Early Years Learning Framework.In Foundation – Year 2, priority in the Australian Curriculum is given to literacy and numeracy development because these are the foundations on which further learning is built. The foundation for the Literacy general capability is built primarily in English; and the foundation for the Numeracy general capability is built primarily in Mathematics. However, both Literacy and Numeracy capabilities are reinforced and strengthened through learning in all areas of the curriculum.In these early years, the development of sensory, cognitive and affective appreciation of the world is provided through exploratory, analytical and creative practices in The Arts and Technologies curricula, and through the opportunity to learn a language using the Languages curricula.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years Prep to 2State SchoolsUpdated: April 2017

http://docs.education.gov.au/node/2632

Band description Foundation to Year 2Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.Students describe how information systems meet information, communication and/or recreational needs.Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.

Achievement Standards

Foundation to Year 2By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments.

Curriculum into the classroom (C2C), Yearly PlanYear 1State Schools of 30

Unit Overview Unit 1: Computers – Handy helpersSe

quen

cing

teac

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and

lear

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Time allocationUnit 1 – 100% of total teaching time

In this unit students will learn and apply Digital Technologies knowledge and skills through guided play and tasks integrated into other subject areas. They will:� recognise and explore how digital and information systems are used for particular purposes in daily life� collect, explore and sort familiar data and use digital systems to present the data creatively to convey meaning� describe and represent a sequence of steps and decisions (algorithms) to solve simple problems in non-digital and digital contexts� develop foundational skills in systems and computational thinking, applying strategies such as exploring patterns, developing logical steps and hiding

unnecessary information, when solving simple problems� work independently and with others to create and organise ideas and information, and share these with known people in safe online environments.








Sustainability


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Unit 1: Computers – Handy helpers

Assessment of student learning will be gathered in an online sharing space from three tasks.

Students will:� identify how common digital systems (hardware and software) are used to meet specific purposes � use digital systems to represent simple patterns in data in different ways � collect familiar data and display them to convey meaning� design solutions to simple problems using a sequence of steps and decisions� create and organise ideas and information using information systems and share information in a safe online environment.

Assessment Due Handy helpersTerm 3, Week 6- Part A Everyday Digital Systems

Identify common digital systems. Explain the purposes of familiar digital systems.

Term 3, Week 9 & 10 – Part C Program This Follow and describe in plain English a series of steps to program a floor robot. Plan a route to program a robot to follow a path. Write a sequence of steps and decisions (algorithm).

Term 4, Week 6- Part B Data Discoveries Collect, sort and organise data to make meaning. Represent data in different ways. Create a multimedia class profile in an online space.

Mod

erat

ion Consistency of



Content descriptions for Years Prep to 2 Digital TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Digital Technologies knowledge and understanding Unit 1

Digital Systems

Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Data Representation

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

Digital Technologies processes and production skills Unit 1

Collecting, managing and analysing data

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Investigating and defining

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Evaluating

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)

Collaborating and managing

Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Curriculum into the classroom (C2C), Health and Physical EducationBand plan Years 1 and 2State SchoolsUpdated: April 2017

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