Prep

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) 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