Celebrations around the World



MOSSGIEL PARK PRIMARY SCHOOL Celebrations around the World Even Years – Year 3&4 This unit combines compatible content and skills from the AusVELS History Curriculum and the three Priorities with relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking Processes. Some aspects of AusVELS English curriculum are also included. . This unit was developed by Deb Walters, Adam Myors, Louise Rezel, Sally Prior and Lisa Hill. Contents TOC \o "1-3" \h \z \u LESSON SEQUENCES PAGEREF _Toc386627404 \h 1Lesson 1 PAGEREF _Toc386627405 \h 1Lesson 2 PAGEREF _Toc386627406 \h 1Lesson 3 PAGEREF _Toc386627407 \h 1Lesson 4 PAGEREF _Toc386627408 \h 1Lesson 5 PAGEREF _Toc386627409 \h 5Lesson 6 PAGEREF _Toc386627410 \h 5Lesson 7 PAGEREF _Toc386627411 \h 5Lesson 8 PAGEREF _Toc386627412 \h 5Key Understandings for Assessment PAGEREF _Toc386627413 \h 11Focus Questions PAGEREF _Toc386627414 \h 11LEARNING FOCUS PAGEREF _Toc386627415 \h 12VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS PAGEREF _Toc386627416 \h 12VELS Learning Focus Humanities Level 3 (Geography & Economics Only) PAGEREF _Toc386627417 \h 12VELS Learning Focus Thinking Processes Level 3 PAGEREF _Toc386627418 \h 12VELS Learning Focus Personal Learning Level 3 PAGEREF _Toc386627419 \h 12VELS Learning Focus Interpersonal Learning Level 3 PAGEREF _Toc386627420 \h 13AusVELS HISTORY LEVEL DESCRIPTION: Years 3 & 4 PAGEREF _Toc386627421 \h 13AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 3 & 4 PAGEREF _Toc386627422 \h 14Historical Knowledge and Understanding PAGEREF _Toc386627423 \h 14Historical Skills PAGEREF _Toc386627424 \h 15AusVELS ENGLISH LEVEL DESCRIPTION Years 3 & 4 PAGEREF _Toc386627425 \h 17AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4 PAGEREF _Toc386627426 \h 18READING AND VIEWING PAGEREF _Toc386627427 \h 18WRITING PAGEREF _Toc386627428 \h 19SPEAKING AND LISTENING PAGEREF _Toc386627429 \h 19AUSTRALIAN CURRICULUM PRIORITIES PAGEREF _Toc386627430 \h 21Asia and Australia’s Engagement with Asia PAGEREF _Toc386627431 \h 21ACHIEVEMENT STANDARDS PAGEREF _Toc386627432 \h 22VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS PAGEREF _Toc386627433 \h 22VELS Thinking Processes Standards Years 3 & 4 PAGEREF _Toc386627434 \h 22VELS Personal Learning Standards Years 3 & 4 PAGEREF _Toc386627435 \h 22VELS Interpersonal Learning Standards Years 3 & 4 PAGEREF _Toc386627436 \h 22AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORY PAGEREF _Toc386627437 \h 23AusVELS ACHIEVEMENT STANDARDS – ENGLISH PAGEREF _Toc386627438 \h 24AusVELS ENGLISH Years 3 & 4 PAGEREF _Toc386627439 \h 24PoLT (Principles of Learning and Teaching) PAGEREF _Toc386627440 \h 26PoLT focus to be embedded in this unit. PAGEREF _Toc386627441 \h 26CHECKLIST FOR PLANNING A UNIT OF WORK USING e5 PAGEREF _Toc386627442 \h 27LESSON SEQUENCES Lesson 1Lesson 2Lesson 3Lesson 4ActivitiesTuning in: briefly review Anzac commemorations and brainstorm other celebrations and commemorations around the world. Create a class mind-map (using just one colour so that later additions can be made in different colours.)Explain that this term’s project will be to research a commemoration or celebration and create a mobile about it. Research will be done at school and the mobile will be made at home. Allocate a celebration or commemoration to each child ensuring that they have one they don’t already know about, that at-risk students choose a country from Asia with easy-reading resources and that there is an even spread of topics from Africa, Asia, Europe, the Middle East and the Americas. Discuss briefly what sort of information will be required (who, what, where, when, why) and how to find out about this and what resources the students can access. Introduce planning skills so that the project will be finished on time. Do a CAF to identify all the factors that need to be considered.Develop a class rubric for assessment of the project. Review project expectations and explain task requirements. Discuss in detail what information will be required (who, what, where, when, why) and generate a list of questions for students to answer, including Basic info (geographic location, date etc.)Significance Development (history) Which ones (from the same table group) have something in common? Which ones are also celebrated by community groups in Australia? Teach planning skills: as a class, plan which questions to do first, starting with the basic info questions.Classifying activity: using the celebration/ commemoration already allocated in Lesson 1, children group themselves into the five groups which will form expert groups i.e. Africa, Asia, Europe, Middle East and Americas. Create a ‘map’ by placing the skipping ropes across the room to make the Equator, then children position their continent above or below the equator in the correct position. Set up expert groups for research i.e. Africa, Asia, Europe, Middle East and Americas, with tubs of books, laptops, simplified texts, internet videos to view etc. Focus: finding the basic informationModel using a PMI as a note-taking sheet to answer the first basic info questions. Choose a celebration or commemoration being researched by an at-risk student to model.Students research their topic, recording their information on a PMI DATT tool Share time. Continue research in Expert groups, as for Lesson 3, but using a different DATT tool i.e. CAF to take notes. Focus: what preparations need to be made before the celebration (i.e. what foods, clothes etc. need to be prepared; what do authorities need to do (e.g. close roads, provide fireworks etc.) Model using a CAF as a note-taking sheet to answer the focus questions. Choose a celebration or commemoration being researched by an at-risk student to model.Students research their topic, recording their information on a CAF DATT tool Share time.ResourcesModel mobile to demonstrate expectations.‘Lucky dip’ of celebrations and commemorations for children to select.Selection of easy-reading materials suitable for at-risk & ESL students; more advanced materials for more able students.CAF template enlarged for whole class use. 5 skipping ropes for children to place around themselves when they’ve formed a group.Teacher-made project requirements sheet.Tubs of books, laptops, simplified texts etc.Internet videosWiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.PMI templateTubs of books, laptops, simplified texts etc.Internet videosWiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.CAF templateSpecial needsESL/AT risk: allocated to ‘easier’ countries Enrichment: allocated to countries requiring more advanced reading skills. ESL/AT risk: ensure that questions include literal Qs and position them at the top of the list of questions.Enrichment: Include an optional alternative creative task from the task cards in Celebrations (Upper Primary) by Sue Harvey At risk/ ESL: Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.Choose a celebration or commemoration being researched by an at-risk/ESL student to model.Enrichment: encourage using the ‘interesting’ part of the chart to refer to contrasting celebrations that they know about. At risk/ ESL: Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.Choose a celebration or commemoration being researched by an at-risk/ESL student to model.Enrichment: encourage identifying multiple points of view for the CAF. VELS curriculum focus Level 3Personal Learning: With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes.Thinking Processes: With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge.Interpersonal relationships: In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.Interpersonal relationships: In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.Australian curriculum Years Content 3&4Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Australian curriculum Years History skills 3&4Pose a range of questions about the past (ACHHS067)Identify sources (ACHHS215)Pose a range of questions about the past (ACHHS067) Y1 (ACHHS083) Y2Identify sources (ACHHS215) Y1 (ACHHS216) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2Identify sources (ACHHS215) Y1 (ACHHS216) Y2Locate relevant information from sources provided (ACHHS068) Y1 (ACHHS084) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2Identify sources (ACHHS215) Y1 (ACHHS216) Y2Locate relevant information from sources provided (ACHHS068) Y1 (ACHHS084) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Australian Curriculum English Y3Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)Use 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)Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)Use 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)Use 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)Identify the features of online texts that enhance navigation (ACELA1790)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use 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)Identify the features of online texts that enhance navigation (ACELA1790)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Australian Curriculum English Y4Interpret 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)Use 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)Interpret 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)Use 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)Use 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)Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Use 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)Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Deep ThinkingAnalysing: Using DATT tools: CAF to identify factors to consider when planning a projectNAEvaluate: Using DATT tools: PMI to evaluate information researched about the topic Analysing: Using DATT tools: CAF to identify factors to consider when preparing for a celebration or commemoration. Lesson 5Lesson 6Lesson 7Lesson 8ActivitiesContinue research in Expert groups, as for Lesson 3, but using a timeline to take notes. Focus: what events contributed to the development of the celebration or commemoration?Model generating a timeline using sticky-notes or equivalent to show the historical development of the celebration or commemoration, using one being researched by an at-risk student. Focus on the text features of the timeline. Students research their topic, recording their information on a sticky-notes or equivalent and then assembling it into a written timeline. Pohl’s Thinker’s Key: What if … one of the events in history hadn’t happened? (individual, oral)Share time.Continue research in Expert groups, as for Lesson 3, but using a different graphic organiser (Venn diagrams) to take notes. Focus: what are the differences and similarities between celebrations and commemorations within the expert group? Model using a Venn diagram as a note-taking sheet to answer the focus questions. Choose a celebration or commemoration being researched by an at-risk student to model.Students research their topic, recording their information on a Venn diagram Share time.Review project requirements i.e. making the mobile at home: Explain that the mobile needs to have at least 5 cards (approx.5x8cm) explaining the basic information about the celebration or commemoration, Its significance Its developmentWhat it has in common with other celebrations or commemorationsHow it is important to community groups in Australia (if applicable). Using the information that one of the at-risk students has, model drafting it into short paragraphs. Brainstorm what images would complement these paragraphs. Students draft these 5 short narratives into short paragraphs. NB Photocopy all the research notes that the children have BEFORE they take them home & (if not already done) assess students’ comprehension/ note-taking skills and ability to use thinking tools. Presentations (assessment) : After students have completed their mobiles at home, they present their project to the class. Review the assessment rubric, ask children to record in private what mark they think they would get and what they need to improve. Provide feedback to students as they present their project. ResourcesTubs of books, laptops, simplified texts etc.Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.Internet videosSticky notes or equivalent, cover paper cut into the required lengths to publish the timelines.Tubs of books, laptops, simplified texts etc.Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.Internet videosVenn diagram templatesTubs of books, laptops, simplified texts etc.Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.NASpecial needsAt-risk: limit the number of events leading to the development of the celebration or commemoration to 2-3. ESL: provide models and word banks using impersonal text forms to make the timeline. Enrichment: encourage writing complex cause-and-effect sentences about each event.At risk/ ESL: Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students.Choose a celebration or commemoration being researched by an at-risk/ESL student to model.Enrichment: encourage identifying multiple commonalities for the Venn diagramsAt risk/ESL: modify the project requirements to reduce the vocabulary load, include images steps towards the finished mobile.Enrichment: offer an optional alternative creative task from the task cards in Celebrations (Upper Primary) by Sue Harvey.NAVELS curriculum focus Level 3Thinking Processes: With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge.Interpersonal relationships: In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.Personal Learning: With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes.Interpersonal relationships: Students begin to be aware that different points of view may be valid. Australian curriculum Years Content 3&4Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)Australian curriculum Years History skills 3&4Sequence historical people and events (ACHHS065) Y1 (ACHHS081) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2Identify sources (ACHHS215) Y1 (ACHHS216) Y2Locate relevant information from sources provided (ACHHS068) Y1 (ACHHS084) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2 (ACHHS083) Y2Identify sources (ACHHS215) Y1 (ACHHS216) Y2Locate relevant information from sources provided (ACHHS068) Y1 (ACHHS084) Y2Identify different points of view (ACHHS069) Y1 (ACHHS085) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2Identify different points of view (ACHHS069) Y1 (ACHHS085) Y2Develop texts, particularly narratives (ACHHS070) Y1 (ACHHS086) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Sequence historical people and events (ACHHS065) Y1 (ACHHS081) Y2Use historical terms (ACHHS066) Y1 (ACHHS082) Y2Identify different points of view (ACHHS069) Y1 (ACHHS085) Y2Develop texts, particularly narratives (ACHHS070) Y1 (ACHHS086) Y2Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Y1 (ACHHS087) Y2Australian Curriculum English Y3Use 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)Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences (ACELA1478)Identify the features of online texts that enhance navigation (ACELA1790)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use 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)Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences (ACELA1478)Identify the features of online texts that enhance navigation (ACELA1790)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Plan, 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)Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)Australian Curriculum English Y4Use 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)Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Use 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)Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Plan, 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)Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)Deep ThinkingPohl’s Thinker’s Key: What if … one of the events in history hadn’t happened? (individual, oral) Analysing using a Venn diagram to compare and contrast.NANAKey Understandings for AssessmentFocus QuestionsCelebrations and commemorations take place around the world.Celebrations and commemorations derive from historical, religious, national and community events.Celebrations and commemorations can have many things in common e.g. feasting, dressing up, community festivities, religious ceremonies.Celebrations and commemorations which are celebrated by community groups in Australia include e.g. Greek Independence Day; Diwali, Kawanzaa Day; Festival of the Lights, Remembrance Day, Buddha’s Birthday. What celebrations and commemorations are celebrated around the world?How do these celebrations and commemorations compare around the world?How did these celebrations and commemorations develop?What do these celebrations and commemorations have in common?Which ones are significant to community groups in Australia? LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUSVELS Learning Focus Humanities Level 3 (Geography & Economics Only)As students work towards the achievement of Level 3 standards in the Humanities, they apply the concepts of time, continuity and change through a study of the history and traditions of Australians. They examine stories, artefacts and other evidence from the past and present to learn about Australian society and its origins, such as the history of national symbols, including the flag, and key commemorations and celebrations such as Anzac Day and Labour Day. They examine the histories of the cultural groups represented in their classroom, community and nation. They learn to sequence some key events on a timeline and write simple explanations of events.Students investigate the human and physical characteristics of their local area and other parts of Victoria and consider features of their local community that have changed over time. They learn about settlement patterns, major land uses, communication networks, and the location and variety of national parks in Victoria. They begin to make some simple comparisons between local and other Victorian environments: natural features, climate, land use and types of human activities. Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives. Students begin to visualise and describe location and direction using simple alphanumeric grids and compass points. They learn to use atlas maps and a globe to locate and name the states and territories of Australia.Students learn to distinguish between basic needs and wants (for example, food, clothing, shelter, and affection), saving and spending, buyers (consumers) and sellers (producers), and goods and services. They develop an understanding of the role of money and identify ways to save; for example, using a savings account, and begin to understand the importance of budgeting. They examine and compare different types of work and specific jobs.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.With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for conclusions.Students participate in a variety of investigations and activities involving problem solving that encourage them to experiment with a range of creative solutions. They begin to reflect on the approaches they use to assist them to form their solutions. They explore ideas creatively; for example, by engaging with new ideas and other perspectives.Students give reasons for changes that may occur in their thinking. They begin to recognise that others may have different opinions and understand that reasoning can be influenced by strong feelings. They begin to question arguments presented to them; for example, those based on the assertion that ‘everybody knows’ or ‘I just know’.Students develop language to describe specific thinking processes and, with support, use thinking tools to assist them to complete a given task. They continue to reflect regularly on their thinking, learning to describe their thinking processes verbally.VELS Learning Focus Personal Learning Level 3As students work towards the achievement of Level 3 standards in Personal Learning, they begin to build on personal strengths by recognising strategies for learning which help them learn most effectively. With support, they use their past learning to inform their future learning, and begin to set learning improvement goals.Students participate in a diverse range of learning activities that allow them to acknowledge their development as learners. They monitor their learning through strategies such as share time and seeking feedback from the teacher and, where appropriate, their peers.Students learn to recognise the various positive and negative emotions that may be associated with their learning, and that feelings of uncertainty do not equate with an inability to complete a task. They explore the implications of impulsive behaviour and identify strategies they can use to manage impulsiveness, such as taking time to think about their opinions before giving them and considering alternative viewpoints before making a value judgment about an idea. They develop an awareness of their emotions and the capacity to use positive self-talk; for example, by compiling a list of strategies they can implement when they are feeling uncertain. 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. 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.With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes. They learn to set simple goals for future learning such as ‘to practise a specific skill’. They begin to review their work to check for accuracy.VELS Learning Focus Interpersonal Learning Level 3As students work towards the achievement of Level 3 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults in both informal and formal contexts. They develop their skills and strategies for getting to know and understand others within increasingly complex situations. With teacher support, they identify different types of friendships and relationships. They discuss the expectations they have of friendship and relationship groups and acknowledge the expectations that others have of them. They recognise that relationships change and that positive relationships do not depend on always agreeing with one another.Students 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.Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict.In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.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 4Community and RemembranceThe Level 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world. See Y3Key inquiry questionsA framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this level are:Who lived here first and how do we know?How has our community changed? What features have been lost and what features have been retained?What is the nature of the contribution made by different groups and individuals in the community?How and why do people choose to remember significant events of the past?See Y3AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 3 & 4Historical Knowledge and UnderstandingYear 3 ContentYear 4 ContentCommunity and RemembranceElaborationsElaborationsCelebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Level, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)comparing the significance of national days in different countries, looking at why they developed and elements they have in commonviewing on the internet videos of celebrations of significant days, such as Independence Day in Greeceinvestigating the origins and significance of international celebrations or commemorations (for example the International Day of Peace) and of celebrations important to particular cultural groups in Australia and in other countriesSee Y3See Y 3Historical SkillsYear 3 SkillsYear 4 SkillsChronology, terms and conceptsElaborationsChronology, terms and conceptsElaborationsSequence historical people and events (ACHHS065)developing an annotated timeline or other visual representation of key stages of settlement, which features local, regional or state events and people of historical significanceSequence historical people and events (ACHHS081)placing key events and people of early contact history in chronological order by creating timelines and explaining the sequenceUse historical terms (ACHHS066)using historical terms (such as immigration, exploration, development, settlement and naming days of commemoration and emblems) when speaking, writing, and illustratingusing acronyms (for example NAIDOC, ANZAC) and understanding their meaningUse historical terms (ACHHS082)using historical terms when talking about the past (for example ‘penal’, ‘transportation’, ‘navigation’, ‘frontier conflict’, ‘colonisation’)identifying the origins of place names in Australia (for example those named by French explorers, Aboriginal place names)Historical questions and researchElaborationsHistorical questions and researchElaborationsPose a range of questions about the past (ACHHS067)posing appropriate questions when investigating the contribution that individuals and groups have made to the development of the local community ('Who?' 'What?' 'When?' 'Where?' 'Why?')posing appropriate questions when investigating the establishment of a local community ('How did people settle?' 'Who were they?' 'Why did they come to the area?')Pose a range of questions about the past (ACHHS083)generating questions about the diversity and antiguity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia (for example 'Who?' 'What?' 'When?' 'Where?' 'Why?' questions)posing questions about explorers (for example 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?')posing questions about the First Fleet (for example 'Why did the First Fleet travel to Australia?' 'Who was on it?' 'What were their stories?' 'What was the journey like?')Identify sources (ACHHS215)identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildingsIdentify sources (ACHHS216)identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accountsAnalysis and use of sourcesElaborationsAnalysis and use of sourcesElaborationsLocate relevant information from sources provided (ACHHS068)analysing a range of sources (for example photographs, maps, oral histories) to locate information about the people, places and events in their community’s present and pastusing information technologies to organise information and make connections (for example creating tables in word processing software, concept mapping)Locate relevant information from sources provided (ACHHS084)finding historical information to determine the nature of colonial settlement, the impact of significant events and the role of individuals in shaping a colonyPerspectives 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)Identify different points of view (ACHHS085)exploring different stories 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 eventscomposing historical texts (for example a biography on a noteworthy individual or group, a report on a significant event)Develop texts, particularly narratives (ACHHS086)listing key events and people’s experiences and linking them together to form a narrative about the pastrecounting the experiences of an individual based on researched facts (for example a biography, diary or journal of a navigator or convict on the First Fleet)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)creating and editing a presentation (for example one that includes text, images and sounds) to record and explain the pastcreating an oral, written, pictorial or digital representation to reflect the diverse ‘character’ of the community todayUse a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)creating charts, pictorial stories, maps, digital and oral presentations to explain the pastmaking a podcast that features a story from the First FleetAusVELS 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. See for advice on selection of literary texts. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.AusVELS English Level Description Year 3AusVELS 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. AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4READING AND VIEWINGYear 3 ContentYear 4 ContentLanguage ElaborationsLanguageElaborationsUnderstand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences (ACELA1478)becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositionsUnderstand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reportsIdentify the features of online texts that enhance navigation (ACELA1790)becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemapsIdentify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)participating in online searches for information using navigation tools and discussing similarities and differences between print and digital informationLiteracyElaborationsLiteracyElaborationsUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)making connections between the text and students own experience and other textsmaking connections between the information in print and imagesmaking predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topicusing text features and search tools to locate information in written and digital texts efficientlydetermining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verificationmaking considered inferences taking into account topic knowledge or a character’s likely actions and feelingsUse comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)making connections between the text and students’ own experience and other textsmaking connections between information in print and imagesbuilding and using prior knowledge and vocabularyfinding specific literal informationasking and answering questionscreating mental imagesfinding the main idea of a textinferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and soundsbringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their informationWRITINGYear 3 ContentYear 4 ContentLanguage ElaborationsLanguageElaborationsUnderstand that paragraphs are a key organisational feature of written texts (ACELA1479)noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various waysUnderstand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link back to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’, ‘his’, ‘their’); text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’)identifying how a topic is described throughout a text by tracking noun groups and pronounsdescribing how texts connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’LiteracyElaborationsLiteracyElaborationsPlan, 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 ContentLiteracyElaborationsLiteracyElaborationsListen 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 informationacquiring 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 processesexperimenting 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 contextsPlan and deliver short presentations, providing some key details in logical sequence (ACELY1677)drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and informationPlan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claimsAUSTRALIAN CURRICULUM PRIORITIES Asia and Australia’s Engagement with AsiaThe Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China, India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital.This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about the histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the Australian community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and humanitarian assistance and this engagement is vital to the prosperity of all Australians.The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of mathematics in Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the human understanding of number, algebra and trigonometry.Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area, students investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical concepts such as patterns and symmetry in art and architecture. Investigations involving data collection and representation can be used to examine issues pertinent to the Asia region.ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS 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 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.AusVELS ACHIEVEMENT STANDARDS – ENGLISH AusVELS ENGLISH Years 3 & 4 PP 2.5 Reading and viewing Progression Pointbecome familiar with typical text structures and language features of various types of text, for example narratives, procedures, reports, reviews and expositions (ACELA1478 Purpose, audience and structures of different types of texts) identify the effect on audiences of a selection of visual techniques (ACELA1483 Visual language) develop criteria for establishing personal preferences for literature (ACELT1598 Expressing preferences and evaluating texts) identify and discuss 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 follow (ACELT1599 Features of literary texts) read and view an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679 Reading processes) identify an author’s purpose for writing a text, for example, to entertain, to inform, to persuade, and evaluate how well the text achieved its purpose (ACELY1678 Purpose and audience) use text features and search tools to locate information in written and digital texts efficiently (ACELY1680 Comprehension strategies) make considered inferences taking into account, for example, topic knowledge or a person’s likely actions and feelings (ACELY1680 Comprehension strategies) comprehend and evaluate texts by, for example, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic (ACELY1680 Comprehension strategies) PP 3.5 Reading and viewing Progression Pointidentify and explain how adverb group/phrases and prepositional phrases provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’ (ACELA1495 Word level grammar) read and view different types of texts, identifying how they vary in either complexity and technicality, depending on either the approach to the topic, the purpose and the intended audience (ACELY1691 Reading processes and ACELA1490 Purpose, audience and structures of different types of texts) identify and explain a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606 Language devices) recognise how authors and illustrators choose techniques to hold a readers’ attention and elicit an emotional response (ACELT1605 Features of literary texts) monitor meaning, for example by note-taking and recording of key information from a range of texts (ACELY1691 Reading processes) build literal and inferred meaning to analyse and evaluate texts, for example make inferences about a persons’ motivations and intentions consider how this impacts on the audience (ACELY1692 Comprehension strategies) 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.PP 2.5 Writing Progression Pointswrite sentences in which the subject and verb are in agreement (ACELA1481 Sentences and clause level meaning) use verbs to represent different processes (doing, thinking, saying, and relating) (ACELA1482 Word level grammar) know that contractions are a feature of informal language (ACELA1480 Punctuation) use knowledge of a range of spelling rules, including compound words, prefixes, suffixes, morphemes and sound-letter relationships (ACELA1485 Spelling) use action and saying verbs in narrative texts to give information about what characters do and say, and sensing verbs to allow readers to know what characters think and feel (ACELA1482 Word level grammar and ACELT1601 Creating literary texts) create sequenced imaginative, informative and persuasive texts in print and multimodal forms, selecting an appropriate text structure for the purpose, for example paragraphs (ACELY1682 Creating texts) use simple, compound and complex sentences to express and combine ideas (ACELY1682 Creating texts)PP 3.5 Writing Progression Pointuse linking devices, for example, using pronouns to refer back to noun groups/phrases (ACELA1491 Texts cohesion) use quotation marks to correctly signal dialogue, titles or quoted (direct) speech (ACELA1492 Punctuation) use a range of strategies for spelling words, for example spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779 Spelling) 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 Literary devices) create imaginative, informative and persuasive texts for a widening range of audiences demonstrating increasing control over text structures and language features (ACELY1694 Creating texts) create texts that take account of the needs and interests of familiar and some unfamiliar audiences (ACELY1694 Creating texts) use a range of software to combine print, audio and visual elements to construct and publish texts (ACELY1697 Use of software) write using correctly-formed joined letters that have been taught, for example joining to ascenders and descenders, with increased fluency and automaticity (ACELY1696 Handwriting) 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.PP 2.5 Speaking and listening Progression Pointidentify and use modal verbs, for example ‘must’, ‘might’,’ or ‘could’, to indicate, for example degrees of certainty, command or obligation (ACELA1477 Evaluative language) discuss texts in which characters, events and settings are portrayed in different ways, identifying variations in the storyline (ACELT1594 How texts reflect the context of culture and situation in which they are created) select and sequence key ideas and information in short presentations (ACELY1677 Oral presentations) communicate in a clear, coherent manner in informal and classroom situations (ACELY1792 Listening and speaking interactions) contribution of relevant ideas to discussions and asking of questions to clarify meaning (ACELY1676 Listening and speaking interactions) listen actively and take turns in small or large-group contexts (ACELY1792 Listening and speaking interactions) PP 3.5 Speaking and listening Progression Pointdiscuss a response to or point of view about the effect of literary techniques (ACELT1603 Personal responses to the ideas, characters and viewpoints in texts) plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689 Oral presentations) communicate relevant information and responses to questions when speaking to others in a range of familiar contexts (ACELY1688 Listening and speaking interactions) use of an increasing range of vocal effects, for example tone, pace, pitch and volume, to speak clearly and coherently (ACELY1688 Listening and speaking interactions) listen attentively to spoken texts, for key points in order to interpret and share ideas and information, and carry out tasks (ACELY1687 Listening and speaking interactions)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. CHECKLIST FOR PLANNING A UNIT OF WORK USING e5 EngageQuestionsComponent covered in the unit 16446565786000How do we stimulate interest and curiosity in the topic?How do we assess students’ prior knowledge?What processes do we have in place to reinforce student understanding of what they are doing and why?What strategies do we use to support students’ thinking?What will be the nature and quality of assessment tasks?How do we assist students to monitor their own learning?exploreQuestions33845533083500What questions will draw out students’ thinking and prior knowledge?What are the typical misconceptions and how can we address them?What tools and strategies can we introduce/use to support students to collect and organise information?Are there any real world connections or applications we can incorporate?explainQuestions41719532131000How can we represent the content in different ways?How can we incorporate time for the practice of new skills?How do we model the use of English language conventions or the language of our discipline?How do we support students to see relationships and make connections between concepts?Have we provided opportunities to use different modes of language in our lessons?elaborateQuestions19685036258500Have we taught skills to enable students to actively contribute to rich conversations?Does our feedback provide students with practical support to improve?How do we provide opportunity for students to justify their thinking/responses?Have we incorporated new and different experiences to enable students to transfer their understanding to an unfamiliar context?evaluateQuestions24384039370000How can we share evidence of learning with students?How can we structure opportunities for self reflection and/or peer feedback?Have we provided opportunities for students to demonstrate their understanding in a variety of ways?How can we assist students to identify their future learning goals? ................
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