Living School Primary Program Builder

TEACHER/EDUCATOR'S NAME

First Name

Last Name

LEARNING GROUP'S DETAILS

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STEP ONE

GENERATE YOUR KEYSTONE QUESTION AND YOUR LEARNING QUEST (PROJECT-BASED LEARNING)

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE NSW SYLLABUSES

Consider the inquiry questions from the NESA syllabuses

FULL LISTING - Click Here

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Review HSIE, Science and PDH

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Review HSIE, Science and PDH

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Review HSIE, Science and PDH

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Review HSIE, Science and PDH

Stage 3

Inquiry Questions from Science

Inquiry Questions from HSIE

Inquiry Questions from PDH

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KEYSTONE THREAD

This is the BIG BROAD AND STUDENT INITIATED LEARNING you are focusing on with your class around the term's focus.

KEYSTONE QUESTION

LEARNING QUEST: Project or Product to Create by the end of the Term

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STEP TWO

INTEGRATE MULTI-DISCIPLINARY LEARNING TO GROW DEEP UNDERSTANDING

CONNECTIONS THREAD - integrated learning around our termly KeyStone.

Think of ideas you would like your learners to consider in each of the Learning Lenses - as outlined below.

CHARACTER DEVELOPMENT

EQ (Emotional) - Personal Dev., Health, Cyber, VAST, Learning Families

INTEGRATED LEARNING

Consider how you can use evocations in your lessons: quotes, short stories, poetry, illustrations, puzzles/quizzes.

IQ (Cognitive) - Literacy, Numeracy, Science, History, Geography, Language

ACTIVITIES & EXPERIENCES

Consider activities, brain breaks, challenges to keep learners engaged around the KeyStone quest.

PQ (Physical)- Sport, games, exercise, challenges, yoga/meditation

CREATIVE EXPRESSION

XQ (Expressive) - Arts/Crafts, Singing/Playing, Drama, Dance

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STEP THREE

FOCUS IN ON THE CONCEPTS/THEORIES TO BE TAUGHT IN ENGLISH/MATHS/SCIENCE/LOTE

CONCEPT THREAD

The disciplines of content in English, Maths, Science, LOTE (Bundjalung). Try to consider these within a six-week learning phase. Refer to the Living School scope and sequences, as well as NESA's syllabus requirements (ENG | MATHS | SCIENCE).

Click below to see NESA's relevant KLA syllabus requirements

English

Maths

Science

ENGLISH

Students must study examples of:

spoken texts
print texts
visual texts
media, multimedia and digital texts.

Across a stage of learning, the selection of texts must give students experience of:

texts which are widely regarded as quality literature
a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
texts written about intercultural experiences
texts that provide insights about the peoples and cultures of Asia
everyday and community texts
a wide range of factual texts that present information, issues and ideas
texts that include aspects of environmental and social sustainability
an appropriate range of digital texts, including film, media and multimedia.

English - Reading/Viewing

English - Writing

English - Mechanics

MATHS

The Mathematics K–10 Syllabus contains the syllabus content for Early Stage 1 to Stage 5. Within each stage, the syllabus is organised into the three content strands, Number and Algebra, Measurement and Geometry, and Statistics and Probability, with the components of Working Mathematically integrated into these strands. The syllabus is written with the flexibility to enable students to work at different stages in different strands. For example, students could be working on Stage 4 content in the Number and Algebra strand, while working on Stage 3 content in the Measurement and Geometry strand.

Outcomes, content, background information, and advice about language are organised into substrands within the three content strands. There are some substrands, mainly in Early Stage 1 to Stage 3, that contain the development of several concepts. To assist programming, the content in these substrands has been separated into two parts, ‘1’ and ‘2’, such as in ‘Area 1’ and ‘Area 2’. The first part typically focuses on early concept development. Teachers and schools need to decide how to program the two parts of these substrands within a stage.

In Early Stage 1 to Stage 3, the language section of each substrand includes a word list. Words appearing for the first time in each substrand are listed in bold type. In Stage 4 and Stage 5, the background information includes the purpose/relevance of the substrands.

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY	Communicating MAe-1WM describes mathematical situations using everyday language, actions, materials and informal recordings
	Problem Solving MAe-2WM uses objects, actions, technology and/or trial and error to explore mathematical problems
	Reasoning MAe-3WM uses concrete materials and/or pictorial representations to support conclusions

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY	Communicating MA1-1WM describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
	Problem Solving MA1-2WM uses objects, diagrams and technology to explore mathematical problems
	Reasoning MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY	Communicating MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
	Problem Solving MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems
	Reasoning MA2-3WM checks the accuracy of a statement and explains the reasoning used

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY

Communicating

MA3-1WM
describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

Problem Solving
MA3-2WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

Reasoning
MA3-3WM
gives a valid reason for supporting one possible solution over another

MATHS OUTCOMES K-10

NUMBER AND ALGEBRA

MEASUREMENT AND GEOMETRY

STATISTICS AND PROBABILITY

NUMBER AND ALGEBRA

Early Stage 1	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5.1	Stage 5.2	Stage 5.3
Whole Numbers MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20	Whole Numbers MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers	Whole Numbers MA2-4NA applies place value to order, read and represent numbers of up to five digits	Whole Numbers MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers
Addition and Subtraction MAe-5NA combines, separates and compares collections of objects, describes using everyday language, and records using informal methods	Addition and Subtraction MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers	Addition and Subtraction MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers	Addition and Subtraction MA3-5NA selects and applies appropriate strategies for addition and subtraction with counting numbers of any size	Computation with Integers MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation
Multiplication and Division MAe-6NA groups, shares and counts collections of objects, describes using everyday language, and records using informal methods	Multiplication and Division MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division	Multiplication and Division MA2-6NA uses mental and informal written strategies for multiplication and division	Multiplication and Division MA3-6NA selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation
Fractions and Decimals MAe-7NA describes two equal parts as halves	Fractions and Decimals MA1-7NA represents and models halves, quarters and eighths	Fractions and Decimals MA2-7NA represents, models and compares commonly used fractions and decimals	Fractions, Decimals and Percentages MA3-7NA compares, orders and calculates with fractions, decimals and percentages	Fractions, Decimals and Percentages MA4-5NA operates with fractions, decimals and percentages
				Financial Mathematics MA4-6NA solves financial problems involving purchasing goods	Financial Mathematics MA5.1-4NA solves financial problems involving earning, spending and investing money	Financial Mathematics MA5.2-4NA solves financial problems involving compound interest
				Ratios and Rates MA4-7NA operates with ratios and rates, and explores their graphical representation		Ratios and Rates MA5.2-5NA recognises direct and indirect proportion, and solves problems involving direct proportion	Ratios and Rates MA5.3-4NA draws, interprets and analyses graphs of physical phenomena

Early Stage 1	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5.1	Stage 5.2	Stage 5.3
Patterns and Algebra MAe-8NA recognises, describes and continues repeating patterns	Patterns and Algebra MA1-8NA creates, represents and continues a variety of patterns with numbers and objects	Patterns and Algebra MA2-8NA generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values	Patterns and Algebra MA3-8NA analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane	Algebraic Techniques MA4-8NA generalises number properties to operate with algebraic expressions		Algebraic Techniques MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic expressions	Algebraic Techniques MA5.3-5NA selects and applies appropriate algebraic techniques to operate with algebraic expressions
				Indices MA4-9NA operates with positive-integer and zero indices of numerical bases	Indices MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases	Indices MA5.2-7NA applies index laws to operate with algebraic expressions involving integer indices	Surds and Indices MA5.3-6NA performs operations with surds and indices
				Equations MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations		Equations MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques	Equations MA5.3-7NA solves complex linear, quadratic, simple cubic and simultaneous equations, and rearranges literal equations
				Linear Relationships MA4-11NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane	Linear Relationships MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships	Linear Relationships MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships	Linear Relationships MA5.3-8NA uses formulas to find midpoint, gradient and distance on the Cartesian plane, and applies standard forms of the equation of a straight line
					Non-Linear Relationships MA5.1-7NA graphs simple non-linear relationships	Non-Linear Relationships MA5.2-10NA connects algebraic and graphical representations of simple non-linear relationships	Non-Linear Relationships MA5.3-9NA sketches and interprets a variety of non-linear relationships
							Polynomials MA5.3-10NA recognises, describes and sketches polynomials, and applies the factor and remainder theorems to solve problems
							Logarithms MA5.3-11NA uses the definition of a logarithm to establish and apply the laws of logarithms
							Functions and Other Graphs MA5.3-12NA uses function notation to describe and sketch functions

MEASUREMENT AND GEOMETRY

Early Stage 1	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5.1	Stage 5.2	Stage 5.3
Length MAe-9MG describes and compares lengths and distances using everyday language	Length MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres	Length MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures	Length MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length	Length MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles
Area MAe-10MG describes and compares areas using everyday language	Area MA1-10MG measures, records, compares and estimates areas using uniform informal units	Area MA2-10MG measures, records, compares and estimates areas using square centimetres and square metres	Area MA3-10MG selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles	Area MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area	Area and Surface Area MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms	Area and Surface Area MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids	Area and Surface Area MA5.3-13MG applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids
Volume and Capacity MAe-11MG describes and compares the capacities of containers and the volumes of objects or substances using everyday language	Volume and Capacity MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units	Volume and Capacity MA2-11MG measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres	Volume and Capacity MA3-11MG selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity	Volume MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume		Volume MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders	Volume MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids
Mass MAe-12MG describes and compares the masses of objects using everyday language	Mass MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units	Mass MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams	Mass MA3-12MG selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass
Time MAe-13MG sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks	Time MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time	Time MA2-13MG reads and records time in one-minute intervals and converts between hours, minutes and seconds	Time MA3-13MG uses 24-hour time and am and pm notation in real-life situations, and constructs timelines	Time MA4-15MG performs calculations of time that involve mixed units, and interprets time zones	Numbers of Any Magnitude MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures
				Right-Angled Triangles (Pythagoras) MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems	Right-Angled Triangles (Trigonometry) MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression	Right-Angled Triangles (Trigonometry) MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings	Trigonometry and Pythagoras' Theorem MA5.3-15MG applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions

Early Stage 1

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5.1

Stage 5.2

Stage 5.3

Length

MAe-9MG
describes and compares lengths and distances using everyday language

Length

MA1-9MG
measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres

Length

MA2-9MG
measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

Length

MA3-9MG
selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length

Length

MA4-12MG
calculates the perimeters of plane shapes and the circumferences of circles

Area

MAe-10MG
describes and compares areas using everyday language

Area

MA1-10MG
measures, records, compares and estimates areas using uniform informal units

Area

MA2-10MG
measures, records, compares and estimates areas using square centimetres and square metres

Area

MA3-10MG
selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles

Area

MA4-13MG
uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area

Area and Surface Area

MA5.1-8MG
calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms

Area and Surface Area

MA5.2-11MG
calculates the surface areas of right prisms, cylinders and related composite solids

Area and Surface Area

MA5.3-13MG
applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids

Volume and Capacity

MAe-11MG
describes and compares the capacities of containers and the volumes of objects or substances using everyday language

Volume and Capacity

MA1-11MG
measures, records, compares and estimates volumes and capacities using uniform informal units

Volume and Capacity

MA2-11MG
measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres

Volume and Capacity

MA3-11MG
selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity

Volume

MA4-14MG
uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume

Volume

MA5.2-12MG
applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders

Volume

MA5.3-14MG
applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids

Mass

MAe-12MG
describes and compares the masses of objects using everyday language

Mass

MA1-12MG
measures, records, compares and estimates the masses of objects using uniform informal units

Mass

MA2-12MG
measures, records, compares and estimates the masses of objects using kilograms and grams

Mass

MA3-12MG
selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass

Time

MAe-13MG
sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks

Time

MA1-13MG
describes, compares and orders durations of events, and reads half- and quarter-hour time

Time

MA2-13MG
reads and records time in one-minute intervals and converts between hours, minutes and seconds

Time

MA3-13MG
uses 24-hour time and am and pm notation in real-life situations, and constructs timelines

Time

MA4-15MG
performs calculations of time that involve mixed units, and interprets time zones

Numbers of Any Magnitude

MA5.1-9MG
interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures

Right-Angled Triangles (Pythagoras)

MA4-16MG
applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems

Right-Angled Triangles (Trigonometry)

MA5.1-10MG
applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression

Right-Angled Triangles (Trigonometry)

MA5.2-13MG
applies trigonometry to solve problems, including problems involving bearings

Trigonometry and Pythagoras' Theorem

MA5.3-15MG
applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions

Early Stage 1	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5.1	Stage 5.2	Stage 5.3
Three-Dimensional Space MAe-14MG manipulates, sorts and represents three-dimensional objects and describes them using everyday language	Three-Dimensional Space MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms	Three-Dimensional Space MA2-14MG makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features	Three-Dimensional Space MA3-14MG identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views
Two-Dimensional Space MAe-15MG manipulates, sorts and describes representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language	Two-Dimensional Space MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons	Two-Dimensional Space MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features	Two-Dimensional Space MA3-15MG manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties	Properties of Geometrical Figures MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles	Properties of Geometrical Figures MA5.1-11MG describes and applies the properties of similar figures and scale drawings	Properties of Geometrical Figures MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar	Properties of Geometrical Figures MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and quadrilaterals
		Angles MA2-16MG identifies, describes, compares and classifies angles	Angles MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles	Angle Relationships MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines
Position MAe-16MG describes position and gives and follows simple directions using everyday language	Position MA1-16MG represents and describes the positions of objects in everyday situations and on maps	Position MA2-17MG uses simple maps and grids to represent position and follow routes, including using compass directions	Position MA3-17MG locates and describes position on maps using a grid-reference system
							Circle Geometry MA5.3-17MG applies deductive reasoning to prove circle theorems and to solve related problems

STATISTICS AND PROBABILITY

Early Stage 1	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5.1	Stage 5.2	Stage 5.3
Data MAe-17SP represents data and interprets data displays made from objects	Data MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results	Data MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs	Data MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables	Data Collection and Representation MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays
				Single Variable Data Analysis MA4-20SP analyses single sets of data using measures of location, and range	Single Variable Data Analysis MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media	Single Variable Data Analysis MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data	Single Variable Data Analysis MA5.3-18SP uses standard deviation to analyse data
						Bivariate Data Analysis MA5.2-16SP investigates relationships between two statistical variables, including their relationship over time	Bivariate Data Analysis MA5.3-19SP investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processes
	Chance MA1-18SP recognises and describes the element of chance in everyday events	Chance MA2-19SP describes and compares chance events in social and experimental contexts	Chance MA3-19SP conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes	Probability MA4-21SP represents probabilities of simple and compound events	Probability MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events	Probability MA5.2-17SP describes and calculates probabilities in multi-step chance experiments

REVIEW OUR MATHS EXPECTATIONS OF ATTAINMENT

Kindergarten - click here

Year One - click here

Year Two - click here

Year Three - click here

Year Four - click here

Year Five - click here

Year Six - click here

Maths Strand - Number and Algebra (focus on the Concept frame)

Maths Strand - Measurement and Geometry (focus on the Onland Learning experiences)

Maths Strand - Statistics and Probability (focus on how this integrates with Science recording/reporting)

SCIENCE

Living World

The Living World strand explores living things and their needs. The key concepts developed within this strand are: living things have similar characteristics; are interdependent and interact with each other and their environment; living things and their features are related to the environments in which they live. Through this strand, students explore life cycles, structural adaptations and behaviours of living things. These developmental features and characteristics aid survival in particular environments.

Food and fibre are the human-produced or harvested resources used to directly sustain human life and are produced in managed environments, such as farms and plantations. Students develop knowledge and understanding about the managed systems that produce food and fibre through creating designed solutions. Students also develop knowledge, understanding and an appreciation for a variety of foods, sound nutrition principles and food preparation skills when making food decisions.

Material World

The Material World strand explores the characteristics and observable properties of substances and materials. Students explore how materials can be changed and combined. They explore change of state and investigate how chemicals can be combined and separated.

Students develop knowledge and understanding of the characteristics and properties of a range of materials in the development of projects. They build an awareness of the strengths and limitations of materials and integrate this knowledge into design decisions. Students develop an appreciation that the selection of materials and processes should be guided by informed consideration of ethical issues and the sustainability of resources.

Physical World

The Physical World strand explores the physical characteristics of objects and how this affects their movement. Light, sound and heat are identified as forms of energy that may be transferred and transformed, and explore the difference between contact and non-contact forces.

Students develop knowledge and understanding of forces, energy and the properties of materials and their behaviour on the performance of designed engineering solutions. They investigate how electrical energy can control movement in products and systems and learn how engineered products, services and environments can be designed and produced sustainably.

Earth and Space

The Earth and Space strand explores the Earth’s dynamic structure and its place in the universe. Students explore changes on Earth, such as day and night, and the seasons related to Earth’s rotation and its orbit around the Sun.

Students investigate the processes that result in changes to the Earth’s surface. They explore the ways in which we use Earth’s resources and consider the influence of human activity on the Earth’s surface and its atmosphere.

Digital Technologies

The Digital Technologies strand provides students with opportunities to investigate existing technologies and create digital solutions. They explore the automation of repetitive tasks through developing their own software and by using existing software packages. Through knowledge and understanding of digital technologies, students are encouraged to become critical consumers of information and creative producers of digital solutions.

Digital Technologies explores key concepts from computer science, information systems, software engineering and project management. These key concepts form the intellectual underpinning of Digital Technologies that take it beyond the current technologies and skills students learn in the ICT capability.

Science - concepts being taught

Science - experiments being undertaken

LOTE - Bundjalung syllabus: click here to review

Bundjalung - language/words

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STEP FOUR

BACKWARD DESIGN (AITSL LINK) BY THINKING WHAT THE STUDENTS WILL LEARN AND HOW YOU WILL KNOW (ASSESSMENT AS, OF, FOR LEARNING)

ASSESSMENTS - Assessments Being Considered Over the Term

Add to the relevant week any assessments being considered.

Look at the NESA requirements (ENG | MATHS | SCIENCE) - you may have weekly spelling tests, reading assessments, writing tasks, etc..

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

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STEP FIVE

HOW WILL YOUR STUDENTS EXPERIENCE THE AHA MOMENT? HOW WILL YOU CONSIDER OFFERING EXPERIENCES BASED ON OUR BIG SIX?

Context Thread

Think about how you could use a project or target our preferred six experiences to offer understanding of abstract concepts in context - real world learning. You may not offer all six each term, but you should look to offer all six over a semester. This is about making learning hands-on, fun, real and engaging.

Serving - some focus on service

Cooking - is there an opportunity to cook?

Making - a focus on using your hands

Performing - a focus on presenting with confidence

Exploring - discovering something, someone or some place

Growing - an emphasis on gardening

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STEP SIX

HOW CAN YOU USE THE LOCAL TO BE YOUR GUIDE?

EXCURSION OR INCURSION?

Considering an excursion this term?

Please click on the Excursion Request Form link

Or think about someone in the community - perhaps an artisan or even a parent - who you can draw into the learning program for the term. We want our students to identify learning outside of the 'school' boundaries - and to establish networks of support.

ADJUSTMENTS

WHAT MODIFICATIONS ARE YOU MAKING FOR THE INDIVIDUAL LEARNING NEEDS/PROGRESSIONS IN YOUR CLASS?

Adaptations

Upload any files associated with your program planning

Choose File

Living School Primary Program Builder

TEACHER/EDUCATOR'S NAME

LEARNING GROUP'S DETAILS

STEP ONE

GENERATE YOUR KEYSTONE QUESTION AND YOUR LEARNING QUEST (PROJECT-BASED LEARNING)

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE NSW SYLLABUSES

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Kindy

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Stage 1

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Stage 2

LOOK AT THE FOCUS/INQUIRY QUESTIONS IN THE LIVING SCHOOL SCOPE AND SEQUENCES

Stage 3

KEYSTONE THREAD

STEP TWO

INTEGRATE MULTI-DISCIPLINARY LEARNING TO GROW DEEP UNDERSTANDING

CONNECTIONS THREAD - integrated learning around our termly KeyStone.

CHARACTER DEVELOPMENT

INTEGRATED LEARNING

ACTIVITIES & EXPERIENCES

CREATIVE EXPRESSION

STEP THREE

FOCUS IN ON THE CONCEPTS/THEORIES TO BE TAUGHT IN ENGLISH/MATHS/SCIENCE/LOTE

CONCEPT THREAD

ENGLISH

MATHS

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY

OUTCOMES TO CONSIDER

WORKING MATHEMATICALLY

NUMBER AND ALGEBRA

MEASUREMENT AND GEOMETRY

STATISTICS AND PROBABILITY

REVIEW OUR MATHS EXPECTATIONS OF ATTAINMENT

Kindergarten - click here

Year One - click here

Year Two - click here

Year Three - click here

Year Four - click here

Year Five - click here

Year Six - click here

SCIENCE

Living World

Material World

Physical World

Earth and Space

Digital Technologies

LOTE - Bundjalung syllabus: click here to review

STEP FOUR

BACKWARD DESIGN (AITSL LINK) BY THINKING WHAT THE STUDENTS WILL LEARN AND HOW YOU WILL KNOW (ASSESSMENT AS, OF, FOR LEARNING)

ASSESSMENTS - Assessments Being Considered Over the Term

STEP FIVE

HOW WILL YOUR STUDENTS EXPERIENCE THE AHA MOMENT? HOW WILL YOU CONSIDER OFFERING EXPERIENCES BASED ON OUR BIG SIX?

Context Thread

STEP SIX

HOW CAN YOU USE THE LOCAL TO BE YOUR GUIDE?

EXCURSION OR INCURSION?

ADJUSTMENTS

WHAT MODIFICATIONS ARE YOU MAKING FOR THE INDIVIDUAL LEARNING NEEDS/PROGRESSIONS IN YOUR CLASS?

OPENING TIMES!

WEEKDAYS

PHONE

MAIL

ADDRESS