Prep Learning Area's Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) The Literacy Lounge Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
Prep Learning Area's Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) The Literacy Lounge Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
Prep Learning Area's Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) The Literacy Lounge Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) Fun with Nursery Rhymes Australian Indigenous Traditions & Stories How does my garden grow? The Literacy Lounge Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry. Role play: E!loring how language is used di""erently Pictorial Se#uencing o" e$ents "rom a shared tet !"servations: Literacy %loc& routines !ral retell recount o" a shared tet Pictorial 'ain e$ent "rom a shared tet !"servations: Literacy %loc& routines Persuasive Analysing images ( stories in tets to e!ress an o!inion) res!onding through drawing) oral language !attern * I li&e ( don+t li&e ,- .ecause,- !ral retell: recount o" a shared tet Pictorial#$ritten: Li"e cycle $ritten: Factual sentences !"servations: Literacy %loc& routines !ral retell recount o" a shared tet $ritten Reading res!onses !"servations: Literacy %loc& routines Persuasive Analysing images ( stories in tets to e!ress an o!inion) res!onding through drawing) oral language !attern * I li&e ( don+t li&e ,- .ecause,- %iterary Study Nursery Rhymes (Fairy Tales /Traditional & 'odern0 1reamtime stories Non2"iction tets a%out Indigenous 3eo!les /e2%oo&s0 Non2"iction tets a%out li"e cycles ( insects 4eannie .a&er The 5ery Hungry 6ater!illar: Eric 6arle 5ariety o" 3amela Allen ( 'em Fo ( Ronal Har$ey tets &istory (AC) 7hat is my History and how do I &now? 7hat stories do other !eo!le tell a%out the !ast? How can stories o" the !ast %e told and shared? Key assessment tasks: Retell 8ral retell o" &ey history acti$ities 2 family past and present
Key assessment tasks: Retell 8ral retell o" &ey history acti$ities 2 personal history or Pictorial/Written: recount o" &ey history acti$ities 2 personal history Key assessment tasks: Retell 8ral retell o" &ey history acti$ities 2 family structures or Pictorial/Written: recount o" &ey history acti$ities 2 family structures Key assessment tasks: Retell 8ral retell o" &ey history acti$ities * personal autobiography or Pictorial/Written: recount o" &ey history acti$ities 2 personal autobiography Science (AC) 'eog (AC) Civics ( C)ship (AC) Early *ears +rame,or- Social and 3ersonal Learning Health and 3hysical Learning Acti$e Learning 3rocesses Religion (.e, RE Curriculum) Gods Presence: Sounds and Silence 3rayer Showing riendship 'orality Rituals We !elong to "any Groups Sacraments God #reated a Wonderful World .elie"s $!: $ew Religion #urriculum to be trialled in Prep % &ear ' '()*+ Please discuss R, units to be co-ered with .PR, www.newreligioncurriculum.com /RockyReligion0 $!: R, units are discrete units howe-er aspects may be connected to other learning areas ear 1 Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) +amilies around us Families) including Asian !eo!les) A%original !eo!les and Torres Strait Islander !eo!les- 3oetry: Alliteration and rhyme My +avourite /oo- Rascal the 0ragon Eamine the di""erence %etween real and imagined contets- 5isual images and $oca%ulary !ersuade us to read a !articular %oo& 6haracters in %oo&s Author study: 3aul 4ennings 3oetry: 4ingles) songs and rhymes Ahoy 1here2 Pirates and 3nder the Sea Adventures In$estigating the "antasy world o" !irates E!lore li"e under the sea including "iction and non2 "iction e!eriences 3oetry: sim!le to!ic related !oems Cele"rations around the ,orld Em%ar& on an imaginary tri! around the world to learn a%out how other cultures traditions and cele%rations- 3oetry: rhyming $erse Students create a variety of imaginative, informative and persuasive types of texts including recounts, procedures, performances, literary retellings and poetry. Written Personal Recount: S!ecial cele%ration or e$ent- "ultimodal Presentation: 6reate a !hoto story a%out mem%ers in our school using child ta&en !hotos and $oice recordings- "ultimodal performance: 6hildren write a 97ho(7hat am I?: on a !lant or animal %ased on "eatures and ha%itat- 3resentation should include words and images- 6hildren may dress u! as their chosen animal "or their !er"ormance- 1ournal writing: Inclusi$e o" structure(language "eatures o" recounts Procedure/,2planation: Science In$estigations /S) 70 3ral "ultimodal Presentation: Fa$ourite Rascal %oo&- 3resentation should include words and images- Written 4escription: Rascal the 1ragon or other character "rom the series- Performance/Retell: Fa$ourite scene "rom Rascal tet that has a %eginning(middle(end) !lot and a setting- Procedure/,2planation: Science In$estigations /S) 70 Written 4escription: 3irate and(or 'ermaid Spoken: Sea 6reature In"ormation Re!ort 8ral 3resentation /own choice0 Written 5nformati-e Report: Sea 6reature In"ormation Re!ort /teacher chosen0 Written/3ral Retell: 3irate story or Rain%ow Fish Written 5nformati-e 67!ar #omparison: Sea 6reature 6om!arison /Science Assessment Written/3ral Poetry: 6onstruct sim!le to!ic related !oems on !irates) mermaids and sea creatures- /e-g- #uestion and answer !oems0- Procedure/,2planation: Science In$estigations /S) 70 Written Recount: 6hildren will write a%out a chosen cultural cele%ration studied within this unit- This can %e written in the "orm o" a ;ournal entry or letter- Performance: 3resent a dramatic !oetry !er"ormance "rom a di""erent culture- Written Poem: Rhyming $erse #ollaborati-e culminating task: 7rite(create one o" the "ollowing "or class cele%ration using words and images: lists in$itations reci!es Photo story: Se#uence o" e$ents "rom class cele%ration Procedure/,2planation: Science In$estigations /S) 70 %iterary Study 5ariety o" tets a%out "amilies) "eelings and animal "amilies Rascal series: 3aul 4ennings 5ariety o" tets a%out !irates and sea creatures /"iction(non2"iction0 5ariety o" tets a%out cele%rations around the world &istory (AC) How has "amily li"e changed or remained the same o$er time? Key assessment tasks: .nnotated 6imeline: 'y Li"e 3ast and 3resent /images and tet0 5n8uiry: Then and Now Household Arte"acts How can we show that the !resent is di""erent "rom or similar to the !ast? Key assessment tasks: 5n8uiry/Se8uencing: Family li"e then and now How do we descri%e the se#uence o" time? Key assessment tasks: amily e-ents: 'y "a$ourite day Science (AC) 'eog (AC) Civics ( C)ship (AC) !ther %earning Health: Healthy eating Tech !rocess: 1ragon !u!!et The Arts /1rama0 S8SE: 'a!!ing The Arts /1rama0 ear 2 Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) Stories o" 'y 6ommunity Stories to learn a%out school history and the history o" local ATSI traditions o" oral narrati$es that con$ey "amily connections and moral teachings- .oo& 6lu% In$estigating the <what to do+ o" tets: The =ey Roles o" Authors & Illustrators 'e as an Author Editing .uddy Animals >row & 6hange E!lore multimodal tets that in"orm and e!lain as!ects o" li"e stages o" animals- Let+s 7atch How are tets di""erent? <I 6an See?+ .ig & .ad or ;ust 'isunderstood@ !ersuading !eo!le a%out Fairytales 6om!are !ersuasi$e tets and analyse the "eatures o" !ersuasi$e tets- Ase this genre to in"luence others a%out the !ur!ose and intent o" characters within "airytale stories- 7hat do B8A thin&? Listening "or .ias 6om!rehending tets .oo& Tal&s: Editing .uddy: Stories Ali$e E!lore !oetry) chants) rhymes) songs and !lays o" interest that de$elo! an a!!reciation o" how words entertain 'ultimodal dramatic !er"ormance o" a !oem or !lay Rhyme Time 6om!ound 6omedies Loo&) Listen) Feel Hot Seat Around the Radio Act It 8ut Students create a range of imaginative, informative and persuasive types of te4ts including imaginative retellings, reports, performances, poetry and e4positions 5nformati-e: 5enn diagram: 6om!arison o" di""erent cultures Written 5maginati-e $arrati-e: 1reamtime stories 5maginati-e: 'ultimodal 3resentation: 1reamtime Story Performance: Role !lay dreamtime story Procedure/,2planation: Science In$estigations /S) 70 5nformati-e Written 4escription: An insect /eg %utter"ly) ant) lady%ug0 "ultimodal Presentation: 6reate !hoto ca!tions and slide show o" an insect li"e cycle 5nformati-e Report: 6reate an in"ormation re!ort !resented as a !oster on an insect studied throughout the term- Procedure/,2planation: Science In$estigations /S) 70 Persuasi-e Written Report: .oo& re!ort to !ersuade a%out !ersonal choice o" "airy tale Persuasi-e Written 9etter: Fairy tale character !oint o" $iew Procedure/,2planation: Science In$estigations /S) 70 3ral presentation: 3oetry !er"ormance /5ideo recording o" !er"ormance Written 5maginati-e: 3oetry 3ort"olio /$ariety o" !u%lishing techni#ues0 Procedure/,2planation: Science In$estigations /S) 70 %iterary Study Fiction(Non"ictionTets: 8ther cultures 1reamtime Stories Fiction(Non"ictionTets: Ants) Insects) .ugs & >rowing and changing Selection o" "airytales: Traditional and modern Non2"iction tets: Animals lin&ed to "airy tales Selection o" children+s !oetry &istory (AC) 7hat as!ects o" the !ast can you see today? 7hat do they tell us? 7hat remains o" the !ast are im!ortant to the local community? 7hy? :istorical 1ournal ;enn 4iagram: Students com!lete a 5enn diagram that dis!lays the di""erent %etween their li$es and li$es o" !ast a%original children Written 5maginati-e 4reamtime Story: Students create a written imaginati$e 1reaming story that con$eys a message a%out how something came to %e- Students !lan) dra"t) edit and !u%lish their written story- How ha$e changes in technology sha!ed our daily li"e? :istorical 1ournal ;enn diagram: 6om!arison %etween di""erent technology in their li$es and li$es o" grand!arents Written persuasi-e letter to our grand!arents as to why technology is im!ortant in our e$eryday li$es Science (AC) 'eog (AC) ear 3 Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) %isten to Me2 E!lore literary and non2 literary tets and in$estigate e""ects on natural and %uilt en$ironments- E!ressing a !oint o" $iew Engaging with en$ironments I+m right? No) I+m right? 1isco$ering Tets This is what I %elie$e Editing %uddy 1his 5s $here 5 live In$estigate in"ormati$e tets Time to 6ele%rate? Local Area 6ase Study Stories are told Tell 'e A%out It: Re!orting Li$e %et 1he 5nvestigation /egin Imaginati$e narrati$es with a "ocus on descri%ing settings) characters and com!le se#uences o" e$ents- 1e$elo!ing a character using sentence structures and descri!ti$e language- Fun with Fantasy: Tashi literature study 3lugged into Stories 6haracter 6ollage Sentence at a time story .e on the loo& out: 'e as an Author 1raditions +rom Around the $orld Stories a%out children in Australia who come "rom all o$er the world- Stories and !oems "rom cultures around the world a%out s!ecial e$ents and cele%rations- multimodal !oetry(story "or a !er"ormance 7e =now 6inderella Tell It Again A !icture is worth CDDD words 1o as I say 6ele%rations Across the 7orld Students create a range of imaginative, informative and persuasive types of te4ts including narratives, procedures, performances, reports, revie,s, poetry and e4positions %iteracy 6ournal: 4eannie .a&er Author Study /7(S0 Persuasive En$ironmental cam!aign !oster /70 Persuasive: E!osition o" en$ironmental issue /student negotiated0 /70 0emand $riting: Inclusi$e o" structure( language "eatures o" !ersuasi$e tet /70 Procedure#E4planation: Science In$estigations /S) 70 7enn diagram comparison: Historical !hoto analysis /70 $ritten 5nformative Report: Local geogra!hical area /70 Multimodal Poster: Local geogra!hical area /70 !ral presentation: 6ountry /S0 Procedure#E4planation: Science In$estigations /S) 70 $ritten imaginative narrative: 'ystery story /70 %iteracy 6ournal: Acti$ities "ocusing on elements o" narrati$e including setting) characters) !lot /7(S0 Procedure#E4planation: Science In$estigations /S) 70 Procedure: 6ultural cra"t acti$ity 'raphic organisers#retrieval charts 6ultural com!arisons o" 6inderella Stories "rom around the world 'raphic organisers 6ultural cele%rations connecting 6inderella stories to cele%rations "rom other countries !ral presentation: >odly 3lay /connected to religion0 Procedure#E4planation: Science In$estigations /S) 70 %iterary Study Author study: 4eannie .a&er 'ac&ay & 1istrict History tets 4ac& Russell 1og 1etecti$e: 1arrell & Sally 8dgers Scoo%y 1oo: 5arious authors .ugalugs .um Thie": Tim 7inton 'ystery stories $arious authors 6inderella stories "rom around the world &istory (AC) $ho lived here first and ho, do ,e -no,8 Key assessment tasks 5nformative Report: Local %uilding .arrative: 1eli$ering the mail 5n9uiring a"out local history: Trans!ort &o, has our community changed8 $hat features have "een lost and ,hat features have "een retained8 Key assessment tasks 'raphic organisers# retrieval charts 'ichael+s story 7enn diagram comparison: Historical !hoto analysis $ritten 5nformative Report: Local geogra!hical area Multimodal Poster: Local geogra!hical area $hat is the nature of the contri"ution made "y different groups and individuals in the community8 Key assessment tasks Annotate 1imeline 3hoto story o" di$erse grou!s that ha$e sha!ed the character o" our local 'ac&ay region /eg cattle) sugar0 &o, and ,hy do people choose to remem"er significant events of the past8 Key assessment tasks 5n9uiring a"out cultural cele"rations 6onnecting 6inderella stories to cele%rations "rom other countries Short ans,er responses: 6ultural cele%ration+s sym%ols(meanings Night and 1ay?? /Euery title change0 Heating A! /3hysical Sciences0 ear 4 Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) $ith a 1,ist How do author+s select !articular literary de$ices to %est entertain their readers? E!eriment with a range o" de$ices in contem!orary narrati$es %ased on modern and traditional "airy tales 3oetry: word!lay including the use o" nonsense words) s!oonerisms) neologisms and !uns- Twisted Tales: "ractured "airy tales $al- in my Shoes 7hat was it really li&e to %e a !ioneer? 7hat thoughts and emotions did they e!erience in their e!ic ;ourneys? 3ersonalise historical in"ormation on an e!lorer) na$igator or trader- 1otally $ild How do T5 !resenters choose words that engage their audience? 7hat role does the hum%le #uestion !lay in a s!o&en in"ormati$e tet? Ase their understanding o" oral in"ormation tets to colla%orati$ely create a sim!le oral re!ort in role as a T5 !resenter- 3oetry: Early Australian 3oems and Songs My Place, *our Place How do I use metalanguage to descri%e the e""ects that my ideas) tet structure and language "eatures ha$e on the $iewer or reader? 7hat com!arisons) connections can %e made to my own li"e using a $ariety o" tets? E!lore oral narrati$e traditions and contem!orary literature o" A%original cultures and Torres Strait Islander cultures Films and !icture %oo&s which re"lect !ers!ecti$es "rom other cultures- Students create a range o" imaginati$e) in"ormati$e and !ersuasi$e types of texts including narrati$es) !rocedures) !er"ormances) re!orts) re$iews) !oetry and e!ositions Persuasi-e Speech/4ebate: 3oint o" $iew "rom a "airy tale character /S0 5maginati-e .arrati-e: Inno$ation on a Fairy Tale /70 including as!ects o" poetry word!lay Procedure#E4planation: Science In$estigations /S) 70 5n8uiry/ 5nformati-e: E!lorer 3ro"ile /70 5maginati-e $arrati-e: 6reati$e 'emoire "rom !ers!ecti$e o" an E!lorer /70 Procedure#E4planation: Science In$estigations /S) 70 5nformati-e "ultimodal Presentation 8ral news story(re!ort to con$ey details or in"ormation a%out animal de!endence /7(S0 5maginati-e $arrati-e: 4ournal entry "rom con$ict+s !oint o" $iew /70 Procedure#E4planation: Science In$estigations /S) 70 Persuasi-e 3ral Presentation: .oo& re!ort !oint o" $iew 7(S0 Procedure#E4planation: Science In$estigations /S) 70 %iterary Study 5ariety o" "airy tales /traditional and modern0 <The Tic&le Tree+ 6aruso+s Son Read aloud: Tales o" a F th
>rade Nothing 4udy .lume .oy: Tales o" a childhood * Roald 1ahl Read aloud: Herendo+s 6urse: Anna Fien%erg Read aloud: Tom A!!le%y: 4ac&ie French 6harlotte+s 7e%: E-.- 7hite Read aloud: The >olden 1oor /Trilogy0: Emily Rhodda &istory (AC) Why did the great <ourneys of e2ploration occur= Key assessment tasks: 5n8uiry Research 6ask: irst .ustralians: 'ultimodal !resentation /eg 'S 33T What was life like for .boriginal peoples and/or 6orres Strait 5slander peoples before the arri-al of the ,uropeans= Key assessment tasks: 5n8uiry/ 5nformati-e: E!lorer 3ro"ile /70 5maginati-e $arrati-e: 6reati$e 'emoire "rom !ers!ecti$e o" an E!lorer /70 Why did the ,uropeans settle in .ustralia= Key assessment tasks 5maginati-e $arrati-e: 4ournal entry "rom con$ict+s !oint o" $iew "odel: La%elled model o" Sydney 6o$e What was the nature and conse8uence of contact between .boriginal peoples and/or 6orres Strait 5slander peoples and early traders> e2plorers and settlers= Key assessment tasks: 5n8uiry Research 6ask: 6ele%ration in an A%original 6ommunity Science (AC) ear ! Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) igurati-ely Speaking :ow do authors use figurati-e language to de-elop settings and characters? Short stories identi"ying literary de$ices to create imagery Reader+s Forum 7ord Study Acti$e 6om!rehension Editor+s ta%le .t the "o-ies % Re-iew What are the points of -iew that people might hold about this film/book= recognise di""ering o!inions within a narrati$e o%;ecti$ely /.oo&("ilm0 structures "or thin&ing a%out moral dilemmas in a %alanced way online %log) email or sa"e chat room with a "riend- to write a "ormal "ilm(%oo& re$iew "or a magaGine( news!a!er or online "orum ?ntold Stories Whose story is told in the stories of colonisation= Whose perspecti-e is recorded and why= research rele$ant historical in"ormation) and con$ey details o" in"ormation a%out social) cultural and historical contets with ethical dilemmas- de$elo! &ey in#uiry #uestions "or their research- 6reating a multimodal re!ort and !resent orally Sha!e !oetry) anthems or odes 5mage ,2plorers :ow are se8uences of images and sounds used to con-ey a message to an audience for a particular social purpose= e!lores a real world issue or dilemma using only images and sounds $isual literacy: na$igate and $iew a range o" digital) !rint and media tets 5iewer+s Forum 6reate a se#uence o" wordless images and sounds /songs) music0 that in"orm and !osition /!ersuade0 their !articular audience) in res!onse to a !articular social !ur!ose /ethical dilemma0 Students create a range o" imaginati$e) in"ormati$e and !ersuasi$e types of texts including narrati$es) !rocedures) !er"ormances) re!orts) re$iews) e!lanations and discussions- 0iscussion#Revie, Reader+s Forum /Short Stories0 /S(L0 5maginative Narrati$e /70 5nformative 8ral !resentation /morning session0 /S0 Procedure#E4planation Science In$estigations /S) 70 0iscussion 5irtual 1iscussion ( 6hat /7(S(L0 Persuasive ormal .oo&(Film Re$iew "or real world audiences /e-g-) news!a!er) magaGine etc0 /70 5nformal .oo&(Film Re$iew "or real world audiences /e-g-) email a "riend or classmate) or %log) online chat0- /7(S0 Procedure#E4planation Science In$estigations /S) 70 5nformative report Historical e$ent /7(S0 /'ultimodal0 5maginative 6reati$e 'emoire "rom !ers!ecti$e o" gold !ros!ector ;ust !rior to the Eure&a A!rising 5maginative Inno$ation on !oetry /70 Procedure#E4planation Science In$estigations /S) 70 Persuasive 'ultimodal: 3resentation o" images and sounds that con$ey a clear message) "or a !articular social !ur!ose /ethical dilemma0 /7(S0 0iscussion#Revie, 5iewer+s Forum /in res!onse to !resentation0 /S(L0 Procedure#E4planation Science In$estigations /S) 70 ;ournal %iterary Study Australian >irl Series: 'eet >race /So!hie Laguna0 'atilda /Roald 1ahl0 Read aloud: 'y Australian Story: New >old 'ountain /6hris 6heng0 .oy 8$er%oard /'orris >leitGmann0 8ur Australian Story: Re"ugee /Alan Sunderland0 &istory (AC) Connected 3nit 7hat do we &now a%out the li$es o" !eo!le in Australia+s colonial !ast and how do we &now? Key assessment tasks: 5n8uiry/Report: Li"e o" a colonial inha%itant /eg 6on$ict) Free Settler) Euro!eans) A%original & Torres Strait Islander0 Poster: Inter$iew /E&A0 an inha%itant "rom early colonial li"e identi"ying what li"e was li&e at the time re as!ects o" daily li"e including "ood) clothing) housing) wor& !ractices) language and leisure- 0iscrete 3nit How did an Australian colony de$elo! o$er time and why? How did colonial settlement change the en$ironment? Key assessment tasks: .nnotated 6imeline: esta%lishment o" .ritish colonies in Australia a"ter CHDD /eg 'oreton .ay) Swan Ri$er and e!ansion o" colonies0 5n8uiry/P"5: Im!act o" settlement on the en$ironment Connected 3nit 7hat were the signi"icant e$ents and who were the signi"icant !eo!le that sha!ed Australian colonies? Key assessment tasks: 5llustrated :istorical $arrati-e: The Eure&a Stoc&ade Research report:: The Australian >old Rush /re!ort is !resented orally0 Written #reati-e "emoire : From !ers!ecti$e o" gold !ros!ector ;ust !rior to the Eure&a A!rising /re"er to English o$er$iew(unit0 0iscrete 3nit 7hat were the signi"icant e$ents and who were the signi"icant !eo!le that sha!ed Australian colonies? Key assessment tasks: .nnotated 6imeline: 'ac&ay+s early history $arrati-e: The in"luence o" signi"icant indi$idual or grou! in sha!ing 'ac&ay /eg 4ohn 'ac&ay) 4ohn >reenwood .arnes0 7hat+s the matter? /6hemical Sciences: Trialled as Solids) Li#uids and >ases0 ear " Learning Areas Scope and Sequence Term 1 Term 2 Term 3 Term 4 Maths (AC) Refer to SCF and LAO at www.stjosephscurriculumdirections.com English (AC) Author Study: 7hat are our !ersonal !re"erences "or literary tets? 6hildren Re!resented in Tets 3er"ormance 3oetry Ned =elly: Hero or 5illain? Language choices 6om!arati$e Study o" an Author 'edia Tets Fantasy in Film and Fiction : .ridge to Tera%ithia 6reate "antasy tet 'ulti2modal Tets Interacting with 8thers: 7hat %oo& would we choose? 'edia Forum: Etra Etra Read All A%out It: 7hat+s your $iew!oint? =ids listening) &ids seeing) &ids s!ea&ing Re$iews Students create imaginative, informative and persuasive types of te2ts such as narratives, procedures, performances, reports, revie,s, e4planations and discussions. 5maginative 1iary Entry /70 5nformative 8ral !resentation /S0 Procedure#E4planation Science In$estigations /S) 70 5nformative Author Study /70 8ral !resentation: .ush Ranger /S0 Persuasive <State o" 8rigin+ critical re"lection /70 Procedure#E4planations Science In$estigations /S) 70 5maginative Fantasy Narrati$e /70 Persuasive 8nline !osting /70 Revie, 8ral !resentation: .oo& Re$iew /7) S0 Procedure#E4planation Science In$estigations /S) 70 Persuasive 6urrent media to!ic o" interest with reasoned conclusion /70 Revie, Re$iew "or an EGine: re$iew o" educational game(s /70- 5nformative 3re!ared res!onse "rom ecer!t "rom Hatchet /7) S0 5nformative Factual Sur$i$al Story /S0 Procedure#E4planation Science In$estigations /S) 70 %iterary Study 8ur Australian >irl: A Friend "or >race A Friend "or >race: Sur$i$ing Sydney 6o$e Bou) 'e and 'urrawee /=erry Hashmi0 7ho am I? The 1iary o" 'ary Talence: Sydney CIJK The .lac& Sna&e and Ned =elly+s 4erilderie Letter /6arol 7il&inson0 Ned =elly and the >reen Sash /'ar& >reenwood0 .ridge to Tera%ithia /=atherine 3eterson0 Hatchet />ary 3aulson0 &istory (AC) Australia as a Nation /Federation0 Research Report: The In"luence o" an Australian 3rime 'inister crucial to the !ath o" Federation /Henry 3ar&es) Edmund .arton) >eorge Reid) 4ohn Euic&0 Poster: 3oint o" $iew a%out Federation Short answer lin&ed to &ey in#uiry #uestions Australian Society 6hanges in the LC st 6entury .nnotated timeline: A%original rights in the LDth century 7ho came to Australia? 5llustrated oral history : 'igration inter$iew 5nter-iew and research report : A story o" migration />uest S!ea&er0 6ontri%utions o" 'igrants to Australia Written 4iary ,ntry: From !ers!ecti$e o" a 3earl 1i$er or Snowy 'ountain Ri$er Scheme 7or&er Role Play: A day in the li"e o" a 3earl 1i$er or Snowy 'ountain Ri$er Scheme 7or&er Science (AC) 'eog (AC) &ear @ 9earning .reas Scope and Se8uence 6erm ) 6erm ' 6erm * 6erm A 'aths /A60 Re"er to S6F and LA8 at www.stjosephscurriculumdirections.com English /A60 #ommunications: "essage Sticks to "emory Sticks E$aluate new and old communication technologies Imagination: Is truth stranger than "iction? 3oet+s corner: 3oetry Li$e .uthor study: :ow do authors breathe life into books= 6om!arati$e study the "inely tuned cra"t o" short story writing 3oet+s corner: Tan&a :eroes: What makes a hero=
6om!are !ersonal $iew!oints a%out what ma&es a hero 6reate a character 3oet+s corner: Limeric& Graphic $o-els: Graphic to 4ramatic E!lore(inno$ate gra!hic no$els Famous S!eeches: The are o" !ersuasion 6om!arison o" !rint and digital ad$ertising
Students create a range o" imaginati$e) in"ormati$e and !ersuasi$e ty!es o" tets) "or eam!le narrati$es) !rocedures) !er"ormances) re!orts and discussions) and are %eginning to create literary analyses and trans"ormations o" tets- In"ormati$e Re!ort: Literary Re$iew: 'ac Slater 3ersuasi$e: Literary analysis o" tets related to new technologies In"ormati$e: Sim!le e!lanations 2 how do $arious "orms o" communication wor&? Imaginati$e 3oetry inno$ation 3rocedure(E!lanation: Science In$estigations /S) 70 Narrati$e: Short Story In"ormati$e(1iscussion: Reading res!onse ;ournal /short stories0 Reader+s "orum /short stories0 In"ormati$e: 8ral !resentation /short story re$iew0 Imaginati$e 3oetry: tan&a related to theme o" short stories 3rocedure(E!lanation: Science In$estigations /S) 70 In"ormati$e 4ournal: Artemis Fowl author notes in !re!aration "or writing a character into an ancient setting /6hina0 1iscussions: 6on"erencing: Teacher "eed%ac& on !artici!ation and contri%ution to discussions Re!ort: .iogra!hy: Australian Hero Imaginati$e: 8ral 6haracter 1escri!tion: creation o" character Short Story Scenario: with em%edded created character Imaginati$e Limeric& 3rocedure(E!lanation: Science In$estigations /S) 70 In"ormati$e 4ournal: The In$ention o" Hugo 6a%ret Short res!onses to gra!hic no$els In"ormati$e 'edia ;ournal * com!arison o" media re!resentations and techni#ues in !rint and digital "orms Narrati$e: Tet trans"ormation: Inno$ation on a tet * gra!hic "or hy!er tet narrati$e 3ersuasi$e: Formal 3ersuasi$e S!eech: re"er to unit !lan "or to!ics 3ersuasi$e: Ad$ertisement and cam!aign %rie" "or a newly designed car 3rocedure(E!lanation: Science In$estigations /S) 70 %iterary Study 'ac Slater: 6oolhunter /Tristan .anc&s0 Short Stories: .est E$er Stories /R & S Sadler Artemis Fowl /Eoin 6ol"er0 The In$ention o" Hugo 6a%ret /.rian SelGnic&0 &istory (AC) The Ancient 7orld Research .ssignment: A%ility to research) collect) analyse and draw conclusions a%out historical sources- .nnotated 6imeline: "rom when !eo!le mo$ed out o" A"rica around MD DDD .6 /.6E0 and migrated to other !arts o" the world) including Australia and some &ey "eatures and e$ents o" ancient societies In$estigating 8ur Ancient 3ast 3ral/"ultimodal Response: Historical contro$ersy or mystery that has challenged historians or archaeologists 5n8uiry Research Report: E!lain the !ur!ose and signi"icance o" an arte"act "rom ancient Australia- The Ancient Asian 7orld /6hina0 5n8uiry Research 6ask: 7ritten tas& %ased on in#uiry #uestions a%out <The Sil& Road+- Short Response: 6onsider a range o" sources a%out ancient 6hinese ci$ilisation including: the !hysical "eatures) &ey e$ents and de$elo!ments that sha!ed this ci$ilisation signi"icant indi$iduals "rom ancient 6hina traditional 6hinese social structures) law ) religion) signi"icant %elie"s) $alues and !ractices o" 6hinese society Illustrated Historical Narrati$e: Ancient 6hinese In$entions The Ancient 'editerranean 7orld />reece0 4escripti-e .ccount: In#uiry #uestions de$ised on Ancient >recians- Short Response: Res!ond to a series o" #uestions) %ased on a selection o" historical sources /!rimary and secondary) $isual and written) o""icial and $ernacular0) a%out: the !hysical "eatures o" ancient >reece that in"luenced the ci$ilisation the daily li$es o" &ey grou!s in ancient Roman society) and signi"icant %elie"s) $alues and !ractices o" the ancient Romans the contacts and con"lict within and(or with other societies) resulting in de$elo!ments such as the e!ansion o" trade) the rise o" the Roman em!ire and