Y3&4 Aboriginal Legends



Mossgiel Park PSAboriginal Myths and Legends, Even Years, Term 1 This unit focusses on integrating aspects of the Aboriginal and Torres Strait Islander histories and cultures Curriculum Priority with compatible content and skills from the Australian English Literature and History Curriculum with the Victorian Essential Learning Standards for relevant interdisciplinary learning from VELS Geography, Personal Learning, Interdisciplinary Learning, and Thinking Processes. This unit was developed by Lisa HillCompleted to Lesson 5Contents TOC \o "1-3" \h \z \u LESSON SEQUENCES PAGEREF _Toc318442217 \h 4Lesson 1 PAGEREF _Toc318442218 \h 4Lesson 2 PAGEREF _Toc318442219 \h 4Lesson 3 PAGEREF _Toc318442220 \h 4Lesson 4 PAGEREF _Toc318442221 \h 4Lesson 5 PAGEREF _Toc318442222 \h 5Lesson 6 PAGEREF _Toc318442223 \h 5Lesson 7 PAGEREF _Toc318442224 \h 5Lesson 8 PAGEREF _Toc318442225 \h 5Lesson 9 PAGEREF _Toc318442226 \h 7Lesson 10 PAGEREF _Toc318442227 \h 7Lesson 11 PAGEREF _Toc318442228 \h 7Key Understandings for Assessment PAGEREF _Toc318442229 \h 8Focus Questions PAGEREF _Toc318442230 \h 8LEARNING FOCUS PAGEREF _Toc318442231 \h 9VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS PAGEREF _Toc318442232 \h 9VELS Learning Focus English Level 3 PAGEREF _Toc318442233 \h 9VELS Learning Focus Thinking Processes Level 3 PAGEREF _Toc318442234 \h 9VELS Learning Focus Personal Learning Level 3 PAGEREF _Toc318442235 \h 11VELS Learning Focus Interpersonal Learning Level 3 PAGEREF _Toc318442236 \h 11AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4 PAGEREF _Toc318442237 \h 12AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4 PAGEREF _Toc318442238 \h 13READING AND VIEWING PAGEREF _Toc318442239 \h 13WRITING PAGEREF _Toc318442240 \h 16SPEAKING AND LISTENING PAGEREF _Toc318442241 \h 20AUSTRALIAN CURRICULUM PRIORITIES PAGEREF _Toc318442242 \h 23Aboriginal and Torres Strait Islander histories and cultures PAGEREF _Toc318442243 \h 23Asia and Australia’s Engagement with Asia PAGEREF _Toc318442244 \h 23Sustainability PAGEREF _Toc318442245 \h 23ACHIEVEMENT STANDARDS PAGEREF _Toc318442246 \h 25VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS PAGEREF _Toc318442247 \h 25VELS English Standards Years 3 & 4 PAGEREF _Toc318442248 \h 25VELS Thinking Processes Standards Years 3 & 4 PAGEREF _Toc318442249 \h 25VELS Personal Learning Standards Years 3 & 4 PAGEREF _Toc318442250 \h 26VELS Interpersonal Learning Standards Years 3 & 4 PAGEREF _Toc318442251 \h 26AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH PAGEREF _Toc318442252 \h 27AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4 PAGEREF _Toc318442253 \h 27PoLT (Principles of Learning and Teaching) PAGEREF _Toc318442254 \h 28PoLT focus to be embedded in this unit. PAGEREF _Toc318442255 \h 28LESSON SEQUENCES Lesson 1Lesson 2Lesson 3Lesson 4ActivitiesSet up teaching groups (5) before the lesson). Review rules of the library. Discuss care of books, working with others and consequences of choosing to break the rules. Review borrowing procedures i.e. locating Picture Books and Non Fiction. Discuss indigenous legends and how folk tales and legends are often part of a belief system and spiritual beliefs. Explain that legends have been told by Aboriginal and Torres Strait Islander peoples for more than 50,000 years. These legends are kept in the 200s part of the library (and not in 398) because Aboriginal Legends are an aspect of their belief system and religion. The stories are called Stories from the Dreaming, the time long, long ago when the world was being formed. Introduce the Aboriginal map of Australia: Before European settlement, there were hundreds of language groups in Australia and many of these still survive today. Explain that Tiddalick the Frog comes from the Kurnai people of East Gippsland, and locate it on the Aboriginal Australia map. Read the story & discuss. Is this story true? Why did Tiddalick behave the way he did? Elicit that Tiddalick is the same as people who try to hurt others because he’s in a bad mood. ook at the illustrations & think about Victoria’s weather: Elicit that Victoria has droughts every now and again, and that (as with other religions) Aboriginal people made up stories to explain the world around them. Distribute PLJs and set up. Introduce the illustrator Bronwyn Bancroft from the Bunjalung People, show picture books & discuss her style. Identify elements of Aboriginal art in the illustrations in Dirrangun. Discuss colours traditionally used. Explain that Aborigines use ochre colours in their art because those are the colours traditional artists could mine from the earth.Locate Bunjalung near Grafton NSW on the Aboriginal map of Australia and in an atlas. . Explain that this story of the witch Dirrangun is told by the Bunjalung and the Githavul people and the stories are different to teach other. Read the story retold by Lucy Daley of the Bunjalung. How is this story similar to other stories about witches? Were the characters good or evil? Do people behave like this? What moral does the story try to teach us? Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a scene from the story. Complete PLJs. Engage students with reminder about previous stories and where they came from in Australia. Introduce The Crow and the Waterhole, and explain that this is a contemporary story by a living author of the Balgu and Niabal peoples in the Pilbara region. Locate these places on the Aboriginal map of Australia. Read the story and discuss the style of the illustrations. Elicit that the message of this story is to accept yourself as you are, and that this story is a fable, similar in style to Aesop’s Fables. Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a scene from the story. Use the Aboriginal map of Australia & introduce using a grid to locate places. Locate the Bailgu (also spelt Palku, Balgu (on the blackline master 9C) or Palyku (on the large map) & Nyamal (on the large map) (spelt Niabal people on the blackline master 9G) peoples in the Pilbara region. Students use the map of the major Aboriginal groups of mainland Australia(from The Blackline Master Book p17, to locate the Balgu and Niabal peoples on the map, and highlight. (If time) use an atlas to mark in the capital cities of Australia and find the names of the indigenous people who live/lived there. Complete PLJs.Introduce & explore Aboriginal art styles from the Indigenous Australia Art Pack and discuss illustration style on cover of Enora and the Black Read story, pausing to identify art styles in the text, using p56 & 59 of the Australian Studies KIT 994 ELL p56 & 59 as a reference. Show teacher-made Aboriginal technology PPT & discuss history & uses of Aboriginal boomerangs. Locate Kokoimudji people from the Cooktown area in Nth Qld (Koko Yimogi on the small map, unmarked on wall map, it’s next to Kokowarra). Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a scene from the story. Discuss uses of boomerangsWorksheet: Discuss SA mines as the source of ochre, traded all over Australia in traditional times. Colour boomerang in traditional plete PLJs. ResourcesTiddalick the Frog by Susan Nunes (298 NUN) Teacher-made Stories from the Dreaming worksheetAboriginal Australia map on displayAtlases to find states of AustraliaPersonal Learning Journals Dirrangun, retold by Eustan Williams & Lucy Daley & illustrated by Bronwyn Bancroft (298 WIL) Other picture books illustrated by Bronwyn Bancroft (B)Aboriginal Australia map on displayAtlases to find states of AustraliaPersonal Learning JournalsThe Crow and the Waterhole by Ambelin Kwaymullina (Pilbara Region)Photocopies of the Aboriginal map of Australia, see p 17 of The Blackline Master Book, Aboriginal Studies (KIT 994 ELL)Aboriginal Australia map on displayTeacher-made Aboriginal Legends WorksheetSet up laptop to show PPT before class. Enora and the Black Crane by Arone Raymond Meeks (298MME),Indigenous Australia Art Pack KIT994ABOTeacher-made Aboriginal technology PPT Copies of Aboriginal Studies Blackline Masters Book p 5 (boomerang colouring sheet) (KIT994ELL)Aboriginal Australia map on displayTeacher-made Aboriginal Legends Worksheet (from previous week)Special needsAt risk/ ESL: provide support with following directions when setting up folders and Personal Learning Journals.Enrichment: Which of our school rules is the most important one? (Prioritising) At risk/ESL: provide assistance with following directions to complete the chart in the correct layoutGifted: challenge students to explain the significance of the story. At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: From the collection of Aesop’s fables that the preps are hearing at the moment, find a fable that is most like The Crow and the Waterhole. Why are they similar even though they were created a long way away from each other at different times?At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss which Aboriginal art style appeals most, and explain why. SLAV Library Skills Program: LS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books LS 3.7 identify and describe the main character of a fiction book LS 3.11 identify the motivation for a particular character’s actionLS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books (legends)LS 3.7 identify and describe the main character of a fiction book (legend)LS 3.11 identify the motivation for a particular character’s action LS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books (legends)LS 3.7 identify and describe the main character of a fiction book (legend)LS 3.11 identify the motivation for a particular character’s action LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel LS 3.7 identify and describe the main character of a fiction book LS 3.10 identify strong emotions in a simple fiction book LS 3.11 identify the motivation for a particular character’s action VELS Curriculum Focus Level 3Geography: They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.Personal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed to by the class. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with, and from, peers. They practise providing constructive feedback to peers.Geography: They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.Personal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed to by the class. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with, and from, peers. They practise providing constructive feedback to peers.Australian curriculum content Year 3 The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toAustralian curriculum content Year 4The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryThe diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryThe diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryThe diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryDeep ThinkingBloom’s Taxonomy: evaluating (character behaviour)Bloom’s Taxonomy: evaluating (character behaviour)Bloom’s Taxonomy: evaluating (character behaviour)Bloom’s Taxonomy: evaluating (character behaviour)Lesson 5Lesson 6Lesson 7Lesson 8ActivitiesIntroduce & explore Aboriginal rock art using picture books by Percy Tresize and Dick Roughsey, Locate the Cape York Peninsula and the Kuuku Ya’o and Kuuku Yani people on the wall map, and the small map (Koko Ya’o) and explain that Cape York especially near the town of Laura is one of the best sites for rock art in the world. Introduce the ‘Quinkins’ as spirit people who live on Cape York and explain that there are two types, the Imjim (bad guys) and the Timara (mischievous guys). View DVD: The Quinkins (Ep 2 on the DVD). Discuss plot and style of illustrations. How do the scenery and sound effects develop the sequence of events and climax of the film? Use Aboriginal art styles handouts from the Indigenous Australia Art Pack KIT994ABO to identify style depicted on the DVD.Discuss how this story is similar to others and make connections between similar storylines, ideas and relationshipsFinish boomerangs from previous week. Briefly review last week’s story from Cape York. On the map of Aboriginal languages of Australia, locate Tasmania, source of the story, Taraba the Tasmanian Devil. Review how Dreaming stories are always linked to a particular place but explain that it has not been possible to find the Aboriginal Country in Tasmania that this story comes from.Cue with picture chat about Tasmanian Devils using Tasmanian Devils (My First Picture Book). Read the PPT story pausing to discuss the pictures & how the story explains the shape and colouring of the creature. Discuss the theme, sequence of events and original storyteller’s purpose in telling it. Discuss the photos, acknowledge their source and explain why we should respect the creator’s copyright. Compare impact of PPT graphics and an artist’s illustrations in a picture book.Mapping: Using atlases, children mark in the States of Australia, on blank maps & label them, then mark in the places on their Aboriginal map of Australia from which they have heard stories so far. (This may need to be finished next week). Browsing and borrowing. Complete Personal Learning Journals. Briefly review last week’s story from Tasmania. On the map of Aboriginal languages of Australia, locate Kalgoorlie WA, source of the story, Barn-barn Barlala, the Bush Trickster. Explain that these stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. Cue in with discussion about how many cultures have stories about tricksters e.g. Brer Rabbit, the Monkey King, the road-runner etc. Read story pausing to discuss the theme, sequence of events and storyteller’s purpose in telling it. Mapping: distribute blank maps of Australia and atlases. Children mark in the States of Australia, and label them, then mark in the places on their Aboriginal map of Australia from which they have heard stories so far. (This was not started last week as expected). Browsing and borrowing. Complete Personal Learning Journals. Briefly review last week’s story & its source, and introduce Oodgeroo Noonuccal (Kath Walker), explaining why she has two names i.e. she adopted a traditional name & the name of her people (the Noonuccal from Stradbroke Is, called Minjerriba.) Locate Minjerriba on the Aboriginal Map of Australia (near Brisbane). Read Father Sky and Mother Earth and compare it with other creation myths that children know e.g. Christian, HinduBook response: fill Sunshine wheel with all the problems caused by Humans. Finish mapping source of the Aboriginal legends heard this term. Assessment worksheet: children select their favourite legend, name its source, summarise it, explain why they like it best and illustrate a scene from it. Share TimeIf time, read the last verse of Walker’s Poem ‘We are Going’ and discuss what she meant by the titleBrowsing and borrowing. Complete Personal Learning Journals. Year 2 and 3 students only: complete Aboriginal artwork pictures for display. Discuss What’s interesting about Aboriginal Myths and Legends? Why should people who are not Aboriginal know about them? Choose a favourite of the stories heard to retell & illustrate and explain why this one is interesting and important. ResourcesThe Quinkins in The Rainbow Serpent & 2 Other Stories by Dick Roughsey (Weston Woods) AV298 ROUDVD: The Rainbow Serpent and 2 Other Stories (Weston Woods) AV298 ROUAboriginal art styles handouts from the Indigenous Australia Art Pack KIT994ABOBoomerang colour sheets from last week.The Quinkins multiple copy set (MC MID QUI)Aboriginal Australia map on displayTeacher-made PPT retelling story of Taraba the Tasmanian Devil sourcing the story from (Set up laptop to show PPT before class).Copies of map from Aboriginal Studies Teacher Manual p127 (KIT994ELL)Already in children’s folders: Aboriginal map of Australia in Blackline Masters Book p 17 (KIT994ELL) and Teacher-made Aboriginal Legends Worksheet (from previous weeks)AtlasesTasmanian Devils by Steve Parish (My First Picture Book) (591 PAR)Aboriginal Australia map on displayBarn-barn Barlala, the Bush Trickster, by May L O‘Brien, (298 OBR)Copies of map from Aboriginal Studies Teacher Manual p127 (KIT994ELL)Already in children’s folders: Aboriginal map of Australia in Blackline Masters Book p 17 (KIT994ELL) and Teacher-made Aboriginal Legends Worksheet (from previous weeks)AtlasesAboriginal Australia map on displayFather Sky and Mother Earth by Oodgeroo Noonuccal (Kath Walker) (298 WIL)Copies of map from Aboriginal Studies Teacher Manual p127 (KIT994ELL)Already in children’s folders: Aboriginal map of Australia in Blackline Masters Book p 17 (KIT994ELL) and Teacher-made Aboriginal Legends Worksheet (from previous weeks)AtlasesAboriginal Australia map on displayTeacher-made My Favourite Aboriginal Legend worksheetSpecial needsAt risk/ EAL: use picture prompts from the picture book to review the plot and identify charactersEnrichment: discuss how and why Aboriginal people created rock art. Students identify how they know that and justify their reasoning. At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss illustrators of books we’ve read and express a preference using art terms which describe the style. At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss illustrators of books we’ve read and express a preference using art terms which describe the style. At risk/ESL: provide assistance with reading instructions on the assessment sheet.Enrichment: encourage longer sentences using complex structure.SLAV Library Skills Program: Film - Film as Text LS 3.1F identify film as a literary form LS 3.2F explain the contribution of scenery and sound effects in developing the sequence of main events and climax of a particular film LS 3.3F describe contribution of director and editor in developing a particular film LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel. LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel. LS 3.2 distinguish between poetry, prose and drama LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel LS 3.7 identify and describe the main character of a fiction book LS 3.11 identify the motivation for a particular character’s action VELS Curriculum Focus Level 3Thinking: Students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.Geography: They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.Geography: They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.AssessmentAustralian curriculum content Year 3 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong toAssessmentAustralian curriculum content Year 4Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryThe diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryAssessmentDeep ThinkingBloom’s Taxonomy: evaluating (character behaviour, comparing the two types of Quinkins)Bloom’s Taxonomy: evaluating (character behaviour)Bloom’s Taxonomy: evaluating (character behaviour)AssessmentKey Understandings for AssessmentFocus QuestionsIndigenous legends have been told by Aboriginal and Torres Strait Islander peoples for more than 50,000 years.These stories are part of their religion, which is why they are stored on the Religion shelves in our library and not with other legends on the fairy tale shelf.The stories are called Stories from the Dreaming, the time long, long ago when the world was being formed. These stories tell the Dreaming journeys of ancestral beings, often giant animals or people, over what was an empty land, to form mountains, rivers, waterholes, animal and plant species. These tracks often join together to link sacred sites which are very special to indigenous people and must never be damaged. Before European settlement, there were hundreds of language groups in Australia and many of these still survive today. Aboriginal stories come from all parts of Australia and their origin can be located on a map of Aboriginal Australia.Aboriginal legends were created to explain the origins of life and the physical features of Australia, to teach behaviours, and to warn about dangers. They show connection to the land. Y3 History focus: The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualitylistening to … stories associated with the local language groups and the land they belong to & discussing aspects of traditional pre-contact cultureDoes anyone know which is the oldest living civilisation in the world? What does The Dreaming mean?Why are Aboriginal legends kept on the Religion shelf in our library?Where does this week’s story come from? Where is it on a map of Aboriginal Australia, and where is it on a map of the States of Australia? Is this story a creation story, or a story to teach a moral or a warning? LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUSVELS Humanities Standards Years 3 & 4 (Geography & Economics only)Humanities skillsAt Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence. They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. Students draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.VELS Learning Focus Thinking Processes Level 3As students work towards the achievement of Level 3 standards in Thinking Processes, they explore aspects of their natural, constructed and social world, wondering and developing questions about it. They use a range of sources of information including observations and findings from their own investigations to answer these questions. Students develop strategies for organising and summarising information and reflecting on their thinking. They begin to categorise knowledge and ideas, identify patterns, and form generalisations. They learn to make connections between both new and established ideas and their own knowledge.VELS Learning Focus Personal Learning Level 3They monitor their learning through strategies such as share time and seeking feedback from the teacher and, where appropriate, their peers.Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation, that promote learning with peers. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with and from peers.VELS Learning Focus Interpersonal Learning Level 3Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on respect and the valuing of individual differences; for example, speaking respectfully about others, listening and responding appropriately and encouraging others’ contributions. They learn to respect other students’ belongings and, when appropriate, to share their own.Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others. Using prompts and questions, they develop skills in giving and accepting constructive feedback; for example, praising or making suggestions for improvement.AusVELS HISTORY LEVEL DESCRIPTION: Years 3 & 4The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The history content at this level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Australian Curriculum History Level Description Year 3Australian Curriculum History Level Description Year 4Key inquiry questionsKey inquiry questionsWho lived here first and how do we know?What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans?AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 3 & 4Historical Knowledge and UnderstandingYear 3 ContentYear 4 ContentCommunity and RemembranceElaborationsFirst ContactsElaborationsThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spiritualityThe diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territoryHistorical SkillsYear 3 SkillsYear 4 SkillsPerspectives and interpretationsElaborationsPerspectives and interpretationsElaborationsIdentify different points of view (ACHHS069)identifying the meaning of celebrations from different perspectives (for example Australia Day for Aboriginal and Torres Strait Islander peoples compared with Anglo-Australians) similarities and differences between Aboriginal legends and other known folkloreIdentify different points of view (ACHHS085)exploring different stories from before First Contact about contact experiences and early penal life to discover the thoughts or feelings of the people at that time (for example convicts, Aboriginal and Torres Strait Islander people, convict guards, free settlers)Explanation and communicationElaborationsExplanation and communicationElaborationsDevelop texts, particularly narratives (ACHHS070)writing narratives about the community’s past based on researched facts, characters and events relating Aboriginal legends and explaining their Aboriginal country origins Develop texts, particularly narratives (ACHHS086)listing summarising key events and people’s experiences from Aboriginal legends and linking them together to form a narrative about the pastAUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4The 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 levels, and teachers will revisit and strengthen these as needed. The range of literary texts for Foundation to Level 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. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.Australian Curriculum English Level Description Year 3Australian Curriculum English Level Description Year 4In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.Year 3 ContentYear 4 ContentLanguage ElaborationsLanguageElaborationsLiteratureElaborationsLiteratureElaborationsDraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the textexploring texts that highlight issues and problems in making moral decisions and discussing these with othersdrawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world viewDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or heridentifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequencesDevelop criteria for establishing personal preferences for literature (ACELT1598)building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of textsMake connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own timecomparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authorsDiscuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that followdiscussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulnessdiscussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poemsexploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoymentUse metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or hersharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)LiteracyElaborationsLiteracyElaborationsWRITINGYear 3 ContentYear 4 ContentLiteratureElaborationsLiteratureElaborationsCreate imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisationinnovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequelCreate literary texts by developing storylines, characters and settings (ACELT1794)collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plotCreate texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original textcreating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy worldCreate literary texts that explore students’ own experiences and imagining (ACELT1607)drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideasLiteracyElaborationsLiteracyElaborationsPlan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)using print and digital resources to gather information about a topicselecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impactusing appropriate simple, compound and complex sentences to express and combine ideasusing vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideasPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purposeusing appropriate simple, compound and complex sentences to express and combine ideasusing grammatical features effectively including different types of verbs, adverbials and noun groups for lengthier descriptionsSPEAKING AND LISTENINGYear 3 ContentYear 4 ContentLanguage ElaborationsLanguageElaborationsUnderstand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriatelyUnderstand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utanidentifying commonly used words derived from other culturesUnderstand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group (ACELA1488)recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contextsrecognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group reportunderstanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across culturesrecognising the importance of using inclusive languageExamine how evaluative language can be varied to be more or less forceful (ACELA1477)exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligationdistinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in textsUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural contextLiteratureElaborationsLiteratureElaborationsDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)reading texts in which Aboriginal and Torres Strait Islander children/ young people are the central characters/protagonists and making links to students’ own lives, noting similaritiesexploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of textsdrawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'LiteracyElaborationsLiteracyElaborationsListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group viewsInterpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)making notes about a task, asking questions to clarify or follow up information, and seeking assistance if requireddiscussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audienceUse interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentationslistening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of informationlearning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporteracquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processesusing language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friendsexperimenting with voice effects in formal presentations such as tone, volume and paceUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentationsdeveloping appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherentlychoosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accuratelyexploring the effects of changing voice tone, volume, pitch and pace in formal and informal contextsAUSTRALIAN CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and culturesAboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait I slander communities, deep knowledge traditions and holistic world view.A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts. Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS VELS Humanities Standards Years 3 & 4 (Geography & Economics only)Humanities knowledge and understandingAt Level 3, students describe and sequence some key events in Australian history, some key commemorations and celebrations including Anzac Day, and key aspects of the histories of cultural groups that make up their class, community and nation. They describe how aspects of places in their local area have changed over time. From direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of Victoria. They describe how people use and affect different environments in Victoria.Humanities skillsAt Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence. They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. Students draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.VELS Thinking Processes Standards Years 3 & 4Reasoning, processing and inquiryAt Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.CreativityAt Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.Reflection, evaluation and metacognitionAt Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.VELS Personal Learning Standards Years 3 & 4The individual learnerAt Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom.Managing personal learningAt Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.VELS Interpersonal Learning Standards Years 3 & 4Building social relationshipsAt Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.Working in teamsAt Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORYAt PP 2.5 a student progressing towards the standard at Level 3, may for example At PP 3.5 a student progressing towards the standard at Level 3, may for exampleexplain aspects of change over time in the local community, for example; shops, schools, housing, transport or sports venuesdescribe the influence of an individual or group from the past, for example; a particular community group or local identitydescribe event(s) which have significance for Australians today, for example; the commemoration of Anzac Day or the celebration of Australia Daysequence events and dates accurately on a timeline, for example; a timeline of key milestones in their local council, shire or regional area or statepose questions about sources such as photographs, buildings or artefacts. For example: Who wrote/produced this? When? Why? What features does it have? What does it say? How is it the same or different from other sources?explain aspects of life in the past and some key changes, for example; Koorie language groups, kinship and special places in the local area describe some of the experiences of people in the past and the impact of those experiences, for example; mapping the journeys of some explorers in the Asian region and describing some effects of their exploration such as trade, settlement and contact with other peoples develop a timeline which shows important dates, for example;, a timeline of key explorers who visited Australia ask and respond to questions about sources, for example; photographs, maps, artefacts recognise different points of view, for example; the settlement of Australia from the point of view of Aborigines and Europeans. Year 3 History achievement standardBy the end of Level 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.Year 4 History achievement standardBy the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change.Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4 Year 3 Reading and viewing achievement standardBy the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.Year 4 Reading and viewing achievement standardBy the end of Level 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints.Year 3 Writing achievement standardTheir texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They legibly write using consistently sized joined letters.Year 4 Writing achievement standardStudents use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.Year 3 Speaking and listening achievement standardStudents listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.Year 4 Speaking and Listening achievement standardStudents listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.PoLT (Principles of Learning and Teaching)PoLT focus to be embedded in this unit. Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity. The Aboriginal Children’s History of Australia, written and illustrated by Australia’s Aboriginal Children, A Child’s Point of View Library, Rigby 1977 ISBN 0 7270 0236 8Big Rain Coming by Katrina Germein & illustrated by Bronwyn Bancroft, Penguin Books 2002 ISBN 014 3500 457. Germain is non-indigenous, Bancroft, see below. Stradbroke Dreamtime by Oodgeroo Nunuccal (Kath Walker) & Bronwyn Bancroft, Angus & Robertson 1971 ISBN 0 207 17938 7 Oodgeroo is from the Nunukal people; Bancroft is descended from Bundjalung people.Luurnpa, The Magical Kingfisher, A Dreaming Narrative belonging to bai Bai Napangarti, edited by Christine Nicholls, Working Title Press, 2002, ISBN 1 876288 24 8 (Kukatja people from “the Pound” near Wirrimanu (Balgo Hills, WA)The Cocky, the Crow and the Hawk, A Dreaming Narrative belonging to Matangali Napanangka Mudgedell, Edited by Christine Nicholls, Working Title Press, 2002 ISBN 1 876288 256 (Kukatja people from “the Pound” near Wirrimanu (Balgo Hills, WA)When I Was Little Like You by Mary Malbunka, Allen & Unwin, 2003 ISBN 1 86508 903 6 (Papunya)You and me, Murrawee by Kerri Hashmi & Felicity Marshall, Viking Penguin, 1998 ISBN 0 670 88370 0 Non-indigenous, with help from Stephanie Gollan a Ngarrindjeri speaker from Taoundi Inc, the Aboriginal Community College in Port Adelaide. The Flying Fox Warriors, by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1985. Roughsey is a Lardil man from Mornington Island. Gidgja by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1984. Roughsey is a Lardil man from Mornington Island.Ngalculli The Red Kangaroo, by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1986. Roughsey is a Lardil man from Mornington Island.MacMillan Primary Atlas 2007, MacMillan ISBN 978 14202 0549 7. See Indigenous Australia – language groups map p 10-11 and other inclusive aspects e.g. Kakadu rock art on World Heritage pages 24-25. The Emu in the Sky, Stories about the Aboriginals and the Day and Night Skies, compiled by Peter D’Arcy & edited by Margo Sutton, National Science and Technology Centre, Questacon, undated, ISBN 06464 18202 1Pheasant and Kingfisher, originally told by Nganalgindja in the Gunwinggu language, written by Christine Birch and illustrated by Raymond Meeks, Martin Education 1987 ISBN 0 7253 0961 X. Meeks is Aboriginal but his country is not acknowledged.The Bat and the Crocodile, An Aboriginal Story told by Jacko Dolumyu and hector Sandaloo, compiled by Pamela Lofts, Ashton Scholastic 1987 ISBN 0 86896 326 7Enora and the Black Crane, by Arone Raymond Meeks, Ashton Scholastic, 1991 ISBN 0 86806 643 6. Meeks is Aboriginal but his country is not acknowledged.The Crow and the Waterhold by Ambelin Kwaymullina, Fremantle Press, 2007 ISBN 9781863683036. Ambelin Kwaymullina is from the Bailgu and Nyamal peoples of the Pilbara region of WA.Djugurba, Tales from the Spirit Time, various storytellers from Arnhem land, acknowledged on the contents page, Indiana University Press, 1976 ISBN 0 253 31808 4Father Sky and Mother Earth by Kath Walker (Oodgeroo Nunuccal or Noonuccal) Jacaranda Press, 1981. Walker is from the Stradbroke area, called Minjerriba by indigenous people. Gulpilil’s Stories of the Dreamtime compiled by Hugh Rule and Stuart Goodman, illustrated by Allan Hondow & photography by Stuart Goodman, Collins, 1979-81. ISBN 0 00 184 383 4 Gulpilil is from Arnhem Land. How Crows Became Black by May L O’Brien and Illustrated by Angela Leaney, Fremantle Arts Centre Press, 1992 ISBN 1 86368 027 6. O’Brien is indigenous and the stories are told in memory of the Wongutha people who lived near Kalgoorlie WA. The main traditional Aboriginal groups in Kalgoorlie are Gubrun, Maduwongga and Kalamaia KabuWhy the Emu Can’t Fly by May L O‘Brien, illustrated by Sue Swift. Fremantle Arts Centre Press, 1992 ISBN 86368025X. O’Brien is indigenous but was brought up on a mission. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. Barn-barn Barlala, the Bush Trickster, by May L O‘Brien, illustrated by Sue Wyatt, Fremantle Arts Centre Press, 1992 ISBN 1 86368 026 8. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. The Kangaroos who Wanted to Be People by May l O’Brien and illustrated by Angela Leaney, Fremantle Arts Centre Press, 1992 ISBN 1 86368 028 4. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. Warnayarra – the Rainbow Snake, An Aboriginal Story told by the senior boys class – Lajamanu School, compiled by Pamela Lofts, Ashton Scholastic, 1987. ISBN 0 86896 322 4. Originally told in the Warlpiri. Lajamanu is a community on the edge of the Tanami Desert in NT. How the Kangaroos got their Tails, An Aboriginal Story, told by George Mung Mung Lirrmiyarri & compiled by Pamela Lofts, Ashton Scholastic, 1987. ISBN 0 86896 324 0. Originally told in the Kija language of the Warnum community. Another in this series is Dunbi the Owl. The Echidna and the Shade Tree, told by Mona Green, retold and published by Pamela Lofts, Ashton Scholastic 1984 ISBN 0 86896 266 X. Mona Green is from the Djaru people at Halls Creek WA.Dee-Ree-Ree and the Rainbow by Sheila Hatherley, illustrated by Karen Hopkins, MacMillan 1987Non-indigenous. ................
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