Living School Primary Program Builder

TEACHER/EDUCATOR'S 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

 Kindy 

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

Review HSIE, Science and PDH

Stage 1 

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

Review HSIE, Science and PDH

 Stage 2

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

Review HSIE, Science and PDH

 Stage 3 

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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.

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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

INTEGRATED LEARNING

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

ACTIVITIES & EXPERIENCES

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

CREATIVE EXPRESSION

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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).

ENGLISH

Students must study examples of:

  1. spoken texts
  2. print texts
  3. visual texts
  4. media, multimedia and digital texts.

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

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

MATHS

LIVING LEARNING MATHS CURRICULUM

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

 

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

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

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.

LOTE - Bundjalung syllabus: click here to review

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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..

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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.

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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?