Recent Changes

Reading - Progression Point 3.75 -
analysis and discussion of a range of perspectives presented in different texts on the same topic
Interdisciplinary Learning - Communication -
Listening, viewing and responding - Progression Point 3.50 -
understanding of the non-verbal strategies that presenters use to engage with audiences; for example, physical positioning, eye contact and gestures
Activities: Primary Pad
GoogleDocs

Reading - Progression Point 3.75 -
interpretations of and responses to a wide range of print and multimodal texts
Interdisciplinary Learning - Communication -
Activities:
Interactive Whiteboard - ActiveInspire - http://www.prometheanworld.com/server.php?show=nav.16874

deletion of unnecessary information or addition of new information when editing and revising writing
Discipline-based Learning - Science -
3.75 -
knowledge of the consequences of change in terms of cause and effect applied in chemical, physical, biological, earth and/or space science contexts; for example, volcanic activity, effect of forces that do not always require contact (such as magnetism), global warming, rehabilitation of mine sites
Activities:

Reading - Progression Point 3.75 -
interpretations of and responses to a wide range of print and multimodal texts
Interdisciplinary Learning - Communication -
Activities:
Interactive Whiteboard - ActiveInspire - http://www.prometheanworld.com/server.php?show=nav.16874

identification of main ideas and some supporting details in spoken and multimodal texts
Interdisciplinary Learning - Communication -
3.50 -
understanding of the non-verbal strategies that presenters use to engage with audiences; for example, physical positioning, eye contact and gestures
Activities: Glogster

Speaking and listening - Progression Point 3.75 -
identification of main ideas and some supporting details in spoken and multimodal texts
Interdisciplinary Learning - Communication -
Listening, viewing and responding - Progression Point 3.50 -
understanding of the non-verbal strategies that presenters use to engage with audiences; for example, physical positioning, eye contact and gestures
Activities: Glogster
making the video/audio/newspaper - connect to dramatic arts

Discipline-based Learning - The Humanities - Geography
Progression point 3.25
Progression point 3.5
Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Geographic knowledge and understanding
identification of natural processes; for example, rainfall and flood, earth movements and earthquakes, drought and bushfire
identification and understanding of the various types of land use and their distribution in Australia; for example; farming, forest, towns, parks
identification of human and physical characteristics of local community environments
Geographic knowledge and understanding
identification of the impact of natural processes on the environment and population in a local area; for example, erosion and landslip, high rainfall and flooding in the school yard, bushfire and firefighting techniques
identification of the impacts of various land uses on the environment; for example, the effect of land clearance on soil quality
identification and comparison of human and physical characteristics of environments within Australia
Geographic knowledge and understanding
reporting on the impact of a natural process on an area in Australia; for example, annual rainfall, drought and cyclones
reporting of ways in which people protect the environment
identification of human and physical characteristics of local and global environments
Geospatial skills
identification of map conventions and features on published maps and other geographic imagery
collection and recording of data gathered from fieldwork; for example, physical characteristics of a local waterway
Geospatial skills
application of simple mapping conventions to self-drawn maps
organisation and presentation of fieldwork data
Geospatial skills
inclusion of the concepts of distance, location and direction where relevant in reports and maps
presentation, including further research, of fieldwork findings
Discipline-based Learning - The Arts
Progression point 3.25
Progression point 3.5
Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Creating and making
exploration of ideas generated from presented sources; for example, ideas for a music work prompted by viewing a photograph
manipulation of selected dramatic elements to explore the potential of ideas
exploration of skills, techniques and processes associated with cultural or historical features of selected art works
representation in a media product of ideas about self and others
documentation that identifies qualities and influences in their own arts works
Creating and making
planning for a music work that outlines possible inclusion of influences from source material
manipulation, using appropriate skills and techniques, of selected dramatic elements to communicate ideas for a specified purpose or audience
incorporation of appropriate skills, techniques and processes when interpreting and performing drama works from different cultural or historical contexts
refinement of media products to communicate intended representation of ideas about self and others
documentation that outlines ways ideas developed from influences have incorporated in a group arts work
Creating and making
self-evaluation and responses to feedback when planning how to perform a music work for an audience
refinement, through ongoing manipulation, of characteristics associated with cultural or historical aspects of selected art works
preparation of drama works for a presentation in a particular location
refinement, based on feedback, of ways they incorporate influences from specific culture/s, tradition/s and/or time/s in a media product
documentation that outlines self-evaluation of their contribution to a group work, noting why and how changes were made
Exploring and responding
identification of key features of arts works from different times, places and/or cultures
understanding, for example through annotations, of processes used to manipulate specific arts elements
contribution to discussions about content and purposes of selected arts works
Exploring and responding
identification, using appropriate arts language, of the use and manipulation of specific arts elements, principles and/or conventions in arts works from different times, places or cultures
contribution to discussion about cultural and historical influences on specific arts forms, including consideration of ways to incorporate influences into their own arts works
consideration of possibilities, content and influences when planning, developing and refining their own arts works for presentation to specific audiences
Exploring and responding
comparison, using appropriate arts language, of ways arts works from different times, places and/or cultures use specific arts elements, principles and/or conventions to create similar effects
understanding, for example through annotations, of where and how influences from other cultures, traditions and times have been incorporated into their own arts works
interpretation of the expressive qualities of selected traditional and contemporary arts works (including their own)
Disciplne-based Learning - English
Progression point 3.25
Progression point 3.5
Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Reading
interpretations of and responses to a range of literary and everyday texts
understanding of how authors construct print and electronic texts for different intended audiences and purposes; for example, a letter to a friend or report for the school newsletter
connections between evidence stated and inferred in texts and their own knowledge and experience to clarify understanding of texts
predictions and inferences about possible consequences of actions and events during reading
recognition that texts reflect sociocultural values, attitudes and beliefs
Reading
identification of the intended purposes of a wide range of literary and everyday texts
understanding of features of different kinds of texts; for example, characterisation and plot in narratives, or headings and visual information in informative texts
use of evidence drawn from the text to support interpretations
use of strategies for interpreting texts with unfamiliar ideas and vocabulary; for example, reading on and reading back, summarising or paraphrasing
identification of sociocultural values, attitudes and beliefs represented in literary texts
Reading
interpretations of and responses to a wide range of print and multimodal texts
understanding and discussion of the textual features of different texts; for example, sequence of ideas in persuasive texts
analysis and discussion of a range of perspectives presented in different texts on the same topic
use of a variety of comprehension strategies; for example, reviewing, summarising, asking questions or predicting
identification of the ways in which texts present a range of values and attitudes
Writing
inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts
use of strategies for planning, drafting, proofreading, editing and revising
appropriate vocabulary, punctuation and tense according to context, purpose and audience
typical features and structures of different texts such as narratives and reports
correct spelling of frequently occurring two- and three-syllable words and use of strategies to spell unknown words
Writing
production of texts for a range of different audiences and purposes in print and electronic forms
use of strategies for planning; for example, using models of others’ writing or mind mapping
deletion of unnecessary information or addition of new information when editing and revising writing
inclusion of appropriate visual images and information in print and electronic texts
Writing
use of structures and features appropriate to purpose and audience of print and electronic texts
appropriate use of topic sentences and organisation of main and subordinate ideas
selection of vocabulary, text structures and visual features to effectively communicate ideas and information
maintenance of plot, characterisation and setting throughout extended narrative texts
use of knowledge about spelling patterns, including morphemic knowledge, visual and phonic patterns
Speaking and listening
awareness of purpose and audience in short presentations
active contribution to the preparation and presentation of performances when working with small groups
relevant questioning to clarify meaning of others’ presentations
attentive listening to a range of spoken texts, live and recorded, about familiar ideas and information
Speaking and listening
consideration of purpose and audience in preparation of presentations
variation in tone, volume, and pace of speech to add emphasis
use of multimedia to enhance meaning when communicating ideas and information to others
attentive listening and appropriate responses to spoken and multimodal texts that include unfamiliar ideas and information
Speaking and listening
rehearsal of presentations, with attention to variation of pace, volume, pitch and pronunciation to enhance meaning
constructive responses to verbal and non-verbal audience feedback; for example, by rephrasing for clarification
identification of main ideas and some supporting details in spoken and multimodal texts
summary of main ideas after listening to others’ presentations
Discipline-based Learning - Science
Progression point 3.25
Progression point 3.5
Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Science knowledge and understanding
awareness of the characteristics and effects of change in chemical, physical, biological, earth and/or space science contexts; for example, dissolving bicarbonate of soda in vinegar, the effect of gravity on objects on Earth, growing plants in a greenhouse, use of Earth resources
awareness of the connections between concepts related to one or more of matter, space, energy and time
knowledge of the components of systems; for example, organs of the digestive system, layers within and surrounding the Earth, organisms in a food chain, lenses in a periscope
Science knowledge and understanding
comparison of the effects of change in chemical, physical, biological, earth and/or space science contexts; for example, the changing proportions of reacting materials on the nature of products, floating and sinking, forces that require contact such as in hitting a ball, mining operations
knowledge of the connections between concepts related to one or more of matter, space, energy and time
understanding of the relationships that exist between components of systems; for example, comparison of the role of the small and large intestine in digestion, solar/lunar eclipses, energy requirements of organisms in a food chain, double pump action of the heart
Science knowledge and understanding
knowledge of the consequences of change in terms of cause and effect applied in chemical, physical, biological, earth and/or space science contexts; for example, volcanic activity, effect of forces that do not always require contact (such as magnetism), global warming, rehabilitation of mine sites
knowledge of the connections between concepts related to one or more of matter, space, energy and time and application of these concepts in everyday contexts
understanding of how a system and/or its components adapt to change; for example, changes in the respiratory system in response to exercise, the effect of predators on a food chain, construction and modification of a solar barbeque for improved efficiency
Science at work
planning and reporting of experiments, including statements of purpose, lists of materials and equipment, and labelled diagrams that explain procedures
systematic collection of data
application of safe and ethical procedures in performing experiments, including responsible handling of standard equipment and materials
construction of a simple model, following teacher directions, that illustrates a scientific concept
knowledge of a sustainable practice undertaken in homes
knowledge of the social impact of science; for example, refrigeration, antibiotic development
Science at work
design and reporting of experiments, including statements of purpose, labelled diagrams and symbols that explain procedures, and justification for equipment used
systematic collection of data to enable reasonable conclusions to be drawn
application of safe and ethical procedures in performing experiments, including responsible handling of specialised equipment and materials
with teacher guidance, design and construction of a simple model, that illustrates a scientific concept
knowledge of sustainable practices that may be undertaken in homes and in the local environment
comparison of how people in a wide range of occupations and cultures use science in their work and leisure
Science at work
design and reporting of experiments, including statements of purpose, labelled diagrams and symbols that explain procedures, and justification for the type of data collected and equipment used
systematic collection and analysis of data including valid conclusions and identification of relationships between variables
application of safe and ethical procedures, including risk management plans for handling of equipment and materials
design and construction of a simple model, including annotations, that illustrates understanding of a scientific concept
knowledge of additional sustainable practices which could be undertaken at home and in the local environment
understanding of how the work of a scientist may have both positive and negative outcomes for society
Interdisciplinary Learning - Communication
Progression point 3.25

Reading - Progression Point 3.75 -
interpretations of and responses to a wide range of print and multimodal texts
3.50 -
inclusion of appropriate visual images and information in print and electronic texts
3.75 -
identification of main ideas and some supporting details in spoken and multimodal texts
Activities:

Reading - Progression Point 3.75 -
interpretations of and responses to a wide range of print and multimodal texts
3.50 -
deletion of unnecessary information or addition of new information when editing and revising writing
Discipline-based Learning - Science -
Science knowledge and understanding - Progression Point 3.75 -
knowledge of the consequences of change in terms of cause and effect applied in chemical, physical, biological, earth and/or space science contexts; for example, volcanic activity, effect of forces that do not always require contact (such as magnetism), global warming, rehabilitation of mine sites
Activities:
RSS Feeds - Global Disaster Alert and Coordination - http://www.gdacs.org/ - continued use within the Explore stages due containing topic specific RSS Feeds