Subject / Learning Area / Assessment Task / Awarded Grade
ENGLISH / Unit 6: Examining Imaginative Texts
In this unit, students listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual language features used to suit context, purpose and audience. They create a multimodal imaginative text. / Assessment Tasks
Poster/multi-modal presentation -Creating a multimodal text
Short answer questions - Readingcomprehension
Unit 2: Investigating characters
In this unit students listen to, view and read a short narrative, a digital book and a novel to explore authors’ use of descriptive language in the construction of character. Theycomplete a reading log with analysis of characters in the novel. Students read an extract from the novel and answer questions using comprehension strategies to build literaland inferred meaning of the text. They write a short imaginative narrative based on themes and characters in the novel studied / Assessment Tasks
Exam/Test - Close reading of an extract
MATHEMATICS / Unit :3
Through the proficiency strands Understanding, Fluency, Problem solving and Reasoning, students have opportunities to develop understandings of:
• Shape - identify and describe the features of familiar three-dimensional objects, make models of 3D objects
• Number and place value - represent 3-digit numbers, compare and order 3-digit numbers, partition 3-digit numbers into place value parts, use place value to add and subtractnumbers, consolidate familiar counting sequences, investigate odd and even numbers, recall multiplication number facts, represent multiplication and division, double and halve multiples of 10, solve simple problems involving multiplication and division.
• Patterns and algebra - infer pattern rules from familiar number patterns, identify and continue additive number patterns, identify missing elements in number patterns
• Fractions and decimals - describe fractions as equal portions or shares, represent halves, quarters and eighths of shapes and collections, represent thirds of shapes and collections, describe the connection between halves, fourths (quarters) and eighths, solve simple number problems involving fractions.
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. / Assessment Tasks
• Monitoring - Number patterns and properties
Unit :4
Through the proficiency strands - Understanding, Fluency, Problem solving and Reasoning - students have opportunities to develop understandings of:
• Number and place value - represent 3-digit numbers, partition 3-digit numbers, investigate 1000, count to and beyond 1000, add and subtract 2-digit and 3-digit numbers,solve addition and subtraction word problems
• Location - represent positions on a simple grid map, show full, half and quarter turns on a grid map, describe positions in relation to key features, represent movement andpathways on a simple grid map
• Geometric reasoning - identify angles in real situations, construct angles with materials, compare the size of familiar angles in everyday situations
• Money - count collections of coins and notes, make and match equivalent combinations, calculate change from simple transactions, solve a range of simple problemsinvolving money. / Assessment Tasks
Short answer questions - Counting,comparing and partitioning numbers
Written - Measurement and locationmathematical guided inquiryquestions
Monitoring - Recognising,representing and ordering 3-digitnumbers
SCIENCE / Unit 2: Spinning Earth
In this unit students will investigate the effect of the Earth’s rotation on its axis in relation to the position of the sun. They will identify the observable and non-observable features of Earth and compare its size with the sun and moon. Students will consider how everyday observations including day and night, sunrise and sunset, and shadows occur because of the Earth’s rotation. They will make observations of the changes in sunlight throughout the day and investigate how Earth’s movement causes these changes. Students will plan and conduct an investigation about shadows and will collect data safely using appropriate equipment to record formal measurements. Students will represent their data in tables and simple column graphs to identify patterns and explain their results. They will identify how Aboriginal peoples used knowledge of the Earth’s movement in their traditional lives. Students will explore the relationship between the sun and the Earth to identify where people use science knowledge in their lives. They will create a presentation to communicate their understandings and findings about the regular changes on Earth and its rotation. / Assessment Tasks
Poster/multi-modal presentation - The sun, the Earth and us – Multimodalpresentation
• Monitoring - Annotated diagram of the Earth and sun
• Monitoring - Shadow Investigation
• Monitoring - Spinning Earth Quiz
GEOGRAPHY / GEOGRAPHY – Unit 1 – Exploring Similarities & Differences in Places Near & Far
Students in the early phase are becoming more aware of their local environment. They visit and travel past natural features, places of importance and public spaces regularly and notice the symbols used within these environments. Students have also started to use or become aware of street directories and other simple maps, such as school maps, as a means to finding specific locations. This assessment encourages students to use maps in authentic situations and familiarise themselves with the natural features, places of importance and public spaces often represented in maps. / Assessment Tasks
Portfolio – Collection of Work
ART / Ready, Set, Action!
Your task is to create and perform your own dance choosing actions to shape a story. / Assessment Tasks
Students create a dance work using action words and pictures as stimulus. They perform their creation individually for classmates then respond to and reflect on their dance.
HPE / Unit 2 :
Take You Marks, Get Set, Play
iRun, iJump, iThrow / Assessment Tasks
MUSIC / Unit 2:
Students will perform known repertoire in canon and be able to aurally identify simple 2/3 part canons. They will be introduced to the woodwind family and be able to aurally identify them. Students will continue practicing concepts from previous term. / Assessment Tasks
- Teacher observation and checklist:
sing in 2 part canon
- Written test
- Create a 12 beat composition using do mi so la