Consider the inquiry questions from the NESA syllabuses
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Review HSIE, Science and PDH
This is the BIG BROAD AND STUDENT INITIATED LEARNING you are focusing on with your class around the term's focus.
Think of ideas you would like your learners to consider in each of the Learning Lenses - as outlined below.
Consider how you can use evocations in your lessons: quotes, short stories, poetry, illustrations, puzzles/quizzes.
Consider activities, brain breaks, challenges to keep learners engaged around the KeyStone quest.
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).
Students must study examples of:
Across a stage of learning, the selection of texts must give students experience of:
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.
CommunicatingMAe-1WMdescribes mathematical situations using everyday language, actions, materials and informal recordings
Problem SolvingMAe-2WMuses objects, actions, technology and/or trial and error to explore mathematical problems
ReasoningMAe-3WMuses concrete materials and/or pictorial representations to support conclusions
CommunicatingMA1-1WMdescribes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
Problem SolvingMA1-2WMuses objects, diagrams and technology to explore mathematical problems
ReasoningMA1-3WMsupports conclusions by explaining or demonstrating how answers were obtained
CommunicatingMA2-1WMuses appropriate terminology to describe, and symbols to represent, mathematical ideas
Problem SolvingMA2-2WMselects and uses appropriate mental or written strategies, or technology, to solve problems
ReasoningMA2-3WMchecks the accuracy of a statement and explains the reasoning used
MA3-1WMdescribes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
Problem SolvingMA3-2WMselects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations
ReasoningMA3-3WMgives a valid reason for supporting one possible solution over another
MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA2-4NA applies place value to order, read and represent numbers of up to five digits
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
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers
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
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA2-6NA uses mental and informal written strategies for 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
MA1-7NA represents and models halves, quarters and eighths
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
MA4-5NA operates with fractions, decimals and percentages
MA4-6NA solves financial problems involving purchasing goods
MA5.1-4NA solves financial problems involving earning, spending and investing money
MA5.2-4NA solves financial problems involving compound interest
Ratios and Rates
MA4-7NA operates with ratios and rates, and explores their graphical representation
MA5.2-5NA recognises direct and indirect proportion, and solves problems involving direct proportion
MA5.3-4NA draws, interprets and analyses graphs of physical phenomena
Patterns and Algebra
MAe-8NA recognises, describes and continues repeating patterns
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA2-8NA generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values
MA3-8NA analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane
MA4-8NA generalises number properties to operate with algebraic expressions
MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic expressions
MA5.3-5NA selects and applies appropriate algebraic techniques to operate with algebraic expressions
MA4-9NA operates with positive-integer and zero indices of numerical bases
MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases
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
MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations
MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
MA5.3-7NA solves complex linear, quadratic, simple cubic and simultaneous equations, and rearranges literal equations
MA4-11NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane
MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
MA5.2-9NA uses the gradient-intercept form to interpret and graph 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
MA5.1-7NA graphs simple non-linear relationships
MA5.2-10NA connects algebraic and graphical representations of simple non-linear relationships
MA5.3-9NA sketches and interprets a variety of non-linear relationships
MA5.3-10NA recognises, describes and sketches polynomials, and applies the factor and remainder theorems to solve problems
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
MAe-9MG describes and compares lengths and distances using everyday language
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures
MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length
MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles
MAe-10MG describes and compares areas using everyday language
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA2-10MG measures, records, compares and estimates areas using square centimetres and square metres
MA3-10MG selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles
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
MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids
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
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA2-11MG measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres
MA3-11MG selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity
MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume
MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders
MA5.3-14MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids
MAe-12MG describes and compares the masses of objects using everyday language
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
MA2-12MG measures, records, compares and estimates the masses of objects using kilograms and grams
MA3-12MG selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass
MAe-13MG sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA2-13MG reads and records time in one-minute intervals and converts between hours, minutes and seconds
MA3-13MG uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
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
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
MAe-14MG manipulates, sorts and represents three-dimensional objects and describes them using everyday language
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA2-14MG makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features
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
MAe-15MG manipulates, sorts and describes representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features
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
MA5.1-11MG describes and applies the properties of similar figures and scale drawings
MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar
MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and quadrilaterals
MA2-16MG identifies, describes, compares and classifies angles
MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles
MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines
MAe-16MG describes position and gives and follows simple directions using everyday language
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
MA2-17MG uses simple maps and grids to represent position and follow routes, including using compass directions
MA3-17MG locates and describes position on maps using a grid-reference system
MA5.3-17MG applies deductive reasoning to prove circle theorems and to solve related problems
MAe-17SPrepresents data and interprets data displays made from objects
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
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
MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media
MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data
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
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
MA1-18SP recognises and describes the element of chance in everyday events
MA2-19SP describes and compares chance events in social and experimental contexts
MA3-19SP conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes
MA4-21SP represents probabilities of simple and compound events
MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events
MA5.2-17SP describes and calculates probabilities in multi-step chance experiments
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.
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.
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.
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.
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.
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..
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.
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.
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Living School Australia – 2020 Vision into the future.