Oxford Australian Curriculum Atlas — Year 3 Suggested Term Planners
Year 3, Term 1
Unit: Communities and celebrations
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links2–4 / Communities around the world / 34 / 41 / 58–59 / Year 3
GACHASSK067 The location of Australia’s neighbouring countries and the diverse characteristics of their places
GACHASSK069 The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places
HACHASSK063 How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community
Cross-curriculum priority
Asia and Australia’s Engagement with Asia / Data and information
G VCGGC076 Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
Diversity and significance of places and environments
GVCGGK078 Location of Australia’s neighbouring countries and the diverse characteristics of their places
GVCGGK079 Representation of Australia as states and territories, and Australia’s major natural and human characteristics
GVCGGK083 Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places
GVCGGK084 Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there
Community, remembrance and celebrations
HVCHHK073A significant example of change and a significant example of continuity over time in the local community, region or state/territory
5–7 / Multicultural Australia / 35 / 42, 43, 14 / 60–61 / Year 3
HACHASSK063 How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community
HACHASSK065 Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asiaregion, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan)
GACHASSK069 The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places
Cross-curriculum priority
Asia and Australia’s Engagement with Asia / Historical significance
HVCHHC071Describe the significance of Australian celebrations, symbols and emblems
Community, remembrance and celebrations
HVCHHK074 The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies
HVCHHK077 Significance of celebrations and commemorations in other places around the world
Diversity and significance of places and environments
G VCGGK083 Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places
G VCGGK084 Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there
8–9 / Remembering the ANZACs / 36 / 4, 44 / 62–63 / Year 3
HACHASSK064 Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems
Cross-curriculum priority
Aboriginal and Torres Strait Islander Histories and Cultures / Historical sources as evidence
HVCHHC067 Identify the origin and content features of primary sources when describing the significance of people, places and events
HVCHHC068 Describe perspectives of people from the past
Historical significance
HVCHHC071 Describe the significance of Australian celebrations, symbols and emblems
Community, remembrance and celebrations
HVCHHK076 Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day
Year 3, Term 2
Unit: Heat
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links1–3 / Heating and cooling / 25 / 26 / 40–41 / Year 3
GACHASSK068 The main climate types of the world and the similarities and differences between the climates of different places
Year 3
SACSSU049 Heat can be produced in many ways and can move from one object to another / Place, space and interconnection
GVCGGC071 Identify and describe the characteristics of places in different locations at a range of scales
GVCGGC072 Identify and describe locations and spatial distributions and patterns
Data and information
G VCGGC076 Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
Diversity and significance of places and environments
G VCGGK081Main climates of the world and the similarities and differences between the climates of different places
Physical sciences
SVCSSU063 Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object
4–6 / Producing heat / 26 / 27, 28, 29 / 42–43 / Year 3
SACSSU049 Heat can be produced in many ways and can move from one object to another
Cross-curriculum priority
Sustainability / Physical sciences
SVCSSU063 Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object
7–9 / How do we use heat? / 27 / 13, 30, 31, 24, 32 / 44–45 / Year 3
SACSSU046 A change of state between solid and liquid can be caused by adding or removing heat
SACSSU049 Heat can be produced in many ways and can move from one object to another / Chemical sciences
SVCSSU059 A change of state between solid and liquid can be caused by adding or removing heat
Physical sciences
SVCSSU063 Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object
Year 3, Term 3
Unit: Living things
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links1–3 / Living and non-living things / 22 / 20, 21 / 34–35 / Year 3
SACSSU044 Living things can be grouped on the basis of observable features and can be distinguished from non-living things / Biological sciences
SVCSSU057 Living things can be grouped on the basis of observable features and can be distinguished from non-living things
4–6 / Extinct animals / 23 / 22, 23, 24, 25 / 36–37 / Year 3
SACSSU044 Living things can be grouped on the basis of observable features and can be distinguished from non-living things
GACHASSK088 The importance of environments, including natural vegetation, to animals and people
Year 4
SACSSU073 Living things depend on each other and the environment to survive
Cross-curriculum priority
Sustainability / Biological sciences
SVCSSU057 Living things can be grouped on the basis of observable features and can be distinguished from non-living things
Diversity and significance of places and environments
GVCGGK082 Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
Biological sciences
S VCSSU058Different living things have different life cycles and depend on each other and the environment to survive
7–9 / Life cycles / 24 / 20 / 38–39 / Year 3
SACSSU044 Living things can be grouped on the basis of observable features and can be distinguished from non-living things
Year 4
SACSSU073 Living things depend on each other and the environment to survive
SACSSU072 Living things have life cycles
Cross-curriculum priority
Sustainability / Biological sciences
SVCSSU057 Living things can be grouped on the basis of observable features and can be distinguished from non-living things
S VCSSU058Different living things have different life cycles and depend on each other and the environment to survive
Year 3, Term 4
Unit: Earth, Sun and Moon
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links1–3 / Earth, Sun and Moon / 13 / 1, 2, 3 / 16–17 / Year 3
SACSSU048 Earth’s rotation on its axis causes regular changes, including night and day / Earth and space sciences
SVCSSU061Earth’s rotation on its axis causes regular changes, including night and day
4–6 / Day and night / 14 / 4 / 18–19 / Year 3
SACSSU048 Earth’s rotation on its axis causes regular changes, including night and day / Earth and space sciences
SVCSSU061Earth’s rotation on its axis causes regular changes, including night and day
7–9 / Seasons / 15 / 5, 6 / 20–21 / Year 3
SACSSU048 Earth’s rotation on its axis causes regular changes, including night and day
Cross-curriculum priority
Aboriginal and Torres Strait Islander Histories and Cultures / Earth and space sciences
SVCSSU061Earth’s rotation on its axis causes regular changes, including night and day
Oxford Australian Curriculum Atlas— Year 4 Suggested Term Planners
Week 4, Term 1
Unit: Natural resources
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links2–4 / Habitats in Australia / 19 / 13, 14, 15, 16 / 28–29 / Year 4
GACHASSK088 The importance of environments, including natural vegetation, to animals and people
SACSSU073 Living things depend on each other and the environment to survive
Cross-curriculum priority
Sustainability / Place, space and interconnection
GVCGGC071 Identify and describe the characteristics of places in different locations at a range of scales
GVCGGC073 Identify and explain the interconnections within places and between places
Diversity and significance of places and environments
GVCGGK082 Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
Biological sciences
S VCSSU058Different living things have different life cycles and depend on each other and the environment to survive
5–7 / Australia’s natural resources / 20 / 17 / 30–31 / Year 4
GACHASSK090 The use and management of natural resources and waste, and the different views on how to do this sustainably
SACSSU074 Natural and processed materials have a range of physical properties that can influence their use
Cross-curriculum priority
Sustainability / Place, space and interconnection
GVCGGC071 Identify and describe the characteristics of places in different locations at a range of scales
Diversity and significance of places and environments
GVCGGK082 Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
Chemical sciences
SVCSSU060 Natural and processed materials have a range of physical properties; these properties can influence their use
8–9 / Using our natural resources / 21 / 18, 19 / 32–33 / Year 4
GACHASSK090 The use and management of natural resources and waste, and the different views on how to do this sustainably
SACSSU074 Natural and processed materials have a range of physical properties that can influence their use
Cross-curriculum priority
Sustainability / Diversity and significance of places and environments
GVCGGK082 Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
Chemical sciences
SVCSSU060 Natural and processed materials have a range of physical properties; these properties can influence their use
Year 4, Term 2
Unit: Forces
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links1–3 / Different forces / 28 / 4 / 46–47 / Year 4
SACSSU076 Forces can be exerted by one object on another through direct contact or from a distance / Physical sciences
SVCSSU064 Forces can be exerted by one object on another through direct contact or from a distance
4–6 / Speed and friction / 29 / 4, 33, 34 / 48–49 / Year 4
SACSSU076 Forces can be exerted by one object on another through direct contact or from a distance / Physical sciences
SVCSSU064 Forces can be exerted by one object on another through direct contact or from a distance
7–9 / Magnets / 30 / 13, 1, 35 / 50–51 / Year 4
SACSSU076 Forces can be exerted by one object on another through direct contact or from a distance / Physical sciences
SVCSSU064 Forces can be exerted by one object on another through direct contact or from a distance
Year 4, Term 3
Unit: First contacts
Weeks / Interactive Topic Introduction and teaching focus / PS Page / Activity Sheets / SB Pages / Australian Curriculum (v8) links / Victorian Curriculum links1–3 / Australia’s first people / 31 / 4 / 52–53 / Year 3
HACHASSK062 The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
GACHASSK066 The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human
Year 4
HACHASSK083 The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)
Cross-curriculum priority
Aboriginal and Torres Strait Islander Histories and Cultures / Historical significance
HVCHHC071 Describe the significance of Australian celebrations, symbols and emblems
Community, remembrance and celebrations
HVCHHK072The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area
Place, space and interconnection
G VCGGC074 Collect and record relevant geographical data and information from the field and other sources
Data and information
G VCGGC076 Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
Diversity and significance of places and environments
G VCGGK079 Representation of Australia as states and territories, and Australia’s major natural and human characteristics
GVCGGK080 The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability
First contacts
HVCHHK078 The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
4–6 / Exploration / 32 / 36, 37 / 54–55 / Year 4
HACHASSK084 The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts
HACHASSK086 The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments
Cross-curriculum priority
Aboriginal and Torres Strait Islander Histories and Cultures / Chronology
H VCHHC066 Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement
Continuity and change
H VCHHC069 Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration
Cause and effect
HVCHHC070 Identify and explain the causes and effects of European settlement and exploration
First contacts
VCHHK079 The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies
HVCHHK081 The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions
7–9 / The British arrive in Australia / 33 / 38, 39, 40 / 56–57 / Year 3
GACHASSK066 The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human
Year 4
HACHASSK085 Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival
HACHASSK086 The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments
Cross-curriculum priority
Aboriginal and Torres Strait Islander Histories and Cultures / Data and information
G VCGGC076 Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
Diversity and significance of places and environments
G VCGGK079 Representation of Australia as states and territories, and Australia’s major natural and human characteristics
Chronology
H VCHHC066 Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement
Historical sources as evidence
HVCHHC067 Identify the origin and content features of primary sources when describing the significance of people, places and events
Continuity and change
H VCHHC069 Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration
Cause and effect
HVCHHC070 Identify and explain the causes and effects of European settlement and exploration
Historical significance
HVCHHC071 Describe the significance of Australian celebrations, symbols and emblems
First contacts
HVCHHK080 Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival
HVCHHK081 The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions
Year 4, Term 4