Bound for Success Scope and Sequence Statements

Bound for A3 success cover 2/1/07 1:46 PM Page 2C M Y CM MY CY CMY KEducation QueenslandWorking document Semester 1 2007Bound for SuccessScope and Sequence StatementsYears 1–10Composite

This working document will be reviewed duringSemester 1. Teachers are encouraged toprovide: feedback regarding the usability ofthe document and comments on the support/professional development needed to foreffective implementation in their context.This feedback should be emailed toLeanne.Fox@qed.qld.gov.au.© The State of Queensland (Department of Education, Training and the Arts) 2006Copyright protects this publication. Except for purposes permitted by theCopyright Act, reproduction by whatever means is prohibited without priorwritten permission from the publisher. Requests and inquiries concerningreproduction and rights should be addressed to the Director, Legal Services Branch,Department of Education, Training and the Arts, PO Box 15033, City East, QLD, 4002.ISBN 0 7345 1902 8

Bound for Success Scope and Sequence StatementsContentsHow to Use the Scope and Sequence Statements.................................................................................. 1English .................................................................................................................................................. 3Spelling ......................................................................................................................................... 14Health and Physical Education .......................................................................................................... 19Mathematics........................................................................................................................................ 24Science ................................................................................................................................................ 46Studies of Society and Environment................................................................................................... 65The Arts............................................................................................................................................... 77Technology.......................................................................................................................................... 88

How to use Scope and Sequence StatementsIntroductionTeaching is a complex craft. Whereas once teaching involved reading a document which outlined what had to be taughtand then teaching this content in ways that we were familiar with and that had worked for us, it now involves makingcomplex decisions, during the initial planning stages, as each lesson progresses, and at the conclusion of each lesson andgroup of lessons.This change has come about largely as a result of what research has revealed in the past 20-30 years about how childrenlearn and about what in fact they learn and don’t learn as a result of the teaching they are exposed to. It is also a result ofa greater degree of close public scrutiny of what occurs in classrooms and an increased demand by the public for teachersto be accountable for the learning of their children.There are many factors that influence the learning of students in our classrooms and many of these are external factorsbeyond the control of teachers and schools. Teachers can only be held accountable for presenting every student with anappropriate curriculum. It is in deciding how to do this to best meet the needs of every student that sets the craft ofteaching apart as a profession.Features of the Scope and Sequence StatementsThe sequencesThe sequences have been written to cover 10 years of schooling from year 1 through to year 10. It is essential thatstudents have multiple opportunities to learn – and as a result to know, understand and be able to do, what is describedunder each year heading by the end of the indicated year of schooling. In particular, the learning descriptions outlinewhat is essential for students to know, understand and be able to do by the end of years 3, 5, 7, and 9 and are critical forfuture learning and progress. The learning descriptions for years 1, 2, 4, 6, 7, and 8 provide essential scaffolding forlearning required by the end of year 3, 5, 7 and 9 respectively.The fact that the sequences have been written to cover 10 years of schooling from year 1 through to year 10, does notmean that students cover what is written under each year heading during the school year in which they are enrolled.The learning descriptions indicate what students are expected to be able to do, know and understand by the end of theindicated year. It is likely however, that some students will begin the year and already be able to do what is described thatthey should be able to do by the end of the school year. These students should not be held back and made to repeat thiswork but should be given opportunities to both consolidate their learning and progress onto what it described underfollowing year(s). Similarly, if students enter a schooling year and it becomes obvious to the classroom teacher that theyare unable to do, know and understand what they should have been able to do by the end of the previous year, theyshould be given multiple opportunities to revisit this work so that they don’t get further behind. It is inappropriate, forexample, for a student to be taught, without scaffolding, what is described under ‘year 4’ if they do not know orunderstand what is described as essential under ‘year 3’ in the sequence.In summary, it is essential that students who are not able to access the learning presented under each year heading in theScope and Sequence are given scaffolding to do so using what is described under previous year headings. Similarly it isessential that students who are already able to do, know and understand what is described for the school year in whichthey are enrolled, are given opportunities to progress through subsequent years at a rate appropriate for them.The learning descriptionsThe learning descriptions that make up the sequences are student-centred. This means that they describe what the studentshould be able to do as a result of the learning opportunities and environments created and presented to them by theteacher. They do not describe what the teacher teaches, but rather the learning that the student should demonstrate as aresult of what is presented/taught by the teacher.This approach will be new for many teachers. It requires teachers to focus on the learning rather than the teaching. Howto do this is explained below.Curriculum Consistency Outcomes, and what is likely to be included in the Queensland Curriculum Assessment andReporting Framework (QCARF).Many of the KLAs have an identified process strand. These include Working Mathematically in Mathematics, WorkingScientifically in Science, Technology Process in Technology, Inquiry in Studies of Society and Environment, and Create-Present-Respond in the Arts. It is essential that these processes, or ways of working, are embedded in the learning of theknowledge, skills and understandings of the content strands of the KLAs. It would be inappropriate for example, to teachthe content of Number in Mathematics without simultaneously Working Mathematically, or Information in Technologywithout simultaneously using the Technology Process, or Drama without attending to Create-Present-Respond in TheArts. Focussing on the process strands will support students’ literacy learning and enable students to use the contentknowledge and understandings they have learned in other contexts both within and beyond the school environment.Some important principles1. High expectationsWe must assume that every child can and will be able to know, do and understand what is written in the statementsby the end of the indicated year of schooling and that many will know, do and understand well beyond this. It isinappropriate to decide that any student will ‘never be able to….’.Research has shown that the majority of students who are unable to learn what is being presented/taught in aclassroom have simply not had sufficient scaffolding for them to access it. The Scope and Sequence documentsprovide the scaffolding so that the teacher can ‘go back’ along the sequence to what the child does know andunderstand and move them forward from that point.We have a fundamental belief that all children are able to learn to levels well beyond our highest expectations.2. Don’t assume anythingIt is inappropriate to assume that a student knows something or is able to do something merely because they havepreviously been taught it. For many students there is a wide gap between what has been taught and what has beenlearned. It is the role of the classroom teacher to support every student to learn what is critical. This may meanteaching and presenting the same concepts and skills in multiple and various ways in order to give every studentaccess through their preferred learning styles.3. Multiple opportunities to learnAll students must have multiple opportunities to learn what is indicated in the learning descriptions. This does notnecessarily mean they should be taught them repeatedly. It means that they should be immersed in a teaching andlearning environment that facilitates the learning of these knowledges, skills and understandings. They might bepresented through a variety of pedagogical approaches including explicit teaching, tasks, activities, group challengesand presentations. These clearly cannot occur in one sitting but should occur over a period of time and in differentcontexts. They could also occur at spaced intervals throughout the year. This might mean that students who mayalready have learned can more deeply consolidate their learning, others might refine their learning, while othersmight learn for the first time as a result of more appropriate scaffolding.Using the Scope and Sequence learning descriptions to planThe learning descriptions describe what the student does as a result of the learning opportunities and environments thatthe teacher presents to them. Hence, they describe the outcome of the learning process:INPUT OUTCOMEThe Key Learning Areas (KLAs)The Scope and Sequences have been organised using seven KLAs: English, Mathematics, Science, Studies of Societyand Environment, The Arts, Health and Physical Education, and Technology. The statements that describe what isessential learning in the Scope and Sequences address what is critical from the Queensland Syllabuses, the NationalLearning opportunitiespresented by teacherresulting inLearning Description ofwhat the student knows,understands, is able to doBound for Success Scope and Sequence Statements V2 Page 1 Working Document Semester One 2007

How to use Scope and Sequence StatementsHence, in order to plan a lesson or series of lessons, the following procedure should occur:1. Read the learning description and understand exactly what the learning is that is described; what is it that you wantthe student to know, understand and be able to do, as a result of what you do. (Note, beware of placing your owninterpretation on the description. It is important that you read the description in an holistic way – do not focus onindividual words or content that is familiar to you at the expense of the processes in the description. If unsure consulta colleague or group of colleagues).2. Make some decisions about what you will need to teach/present in order that the student demonstrates their learningas indicated in the learning description. (You will need to ensure that students have learned what is described in thescaffolding for previous years that precedes the description. If not, you may need to revisit these). There may be anumber of different things you might need to teach as parts of the description before addressing the description in anholistic way. This will ensure the learning is scaffolded.3. Consider how you might teach and present the content and processes. Remember that students in your class willhave a variety of different learning styles so you will need to use a range of pedagogical strategies in order tomaximise the learning opportunities for each student. You might teach through an activity, use some explicit didacticteaching, support students to do some investigatory research, and/or use a combination of these and otherapproaches.4. Consider how you might decide whether your students know, understand and can do what is presented in thelearning description. In other words, if this is a description of the learning that you require, how will you give yourstudents the opportunity to demonstrate this learning? This might be described as ‘assessing the learning’ or‘gathering evidence of learning’. If students are unable to demonstrate the learning you require as indicated in thelearning description, you will need to plan for and provide further opportunities for the learning to occur.1. What do I wantmy students toknow, do andunderstand?2. What will Ineed to teach/present for themto demonstratethis learning?4. How will I assess tofind out whether theyhave learned it or not?3. How will I teach tomaximise theopportunities for allstudents to learn what Iwant them to learn?These complex decisions must be made by every classroom teacher as part of the planning process for every lesson andgroup of lessons. The process focuses on the desired student learning, not on the teaching. It is this complexity, based onan assumption that the classroom teacher is the person best-placed to know each student that they teach (that is, whatthey know, understand and can do as well as their preferred learning styles) that sets teachers apart from parents andmakes them professionals.Planning using the Scope and Sequence Statements must also occur in phases at school level. This means that theteachers of Prep, Year 1, Year 2 and Year 3 must plan together to ensure that all students will be able to know,understand and do what is described in the Year 3 descriptions by the end of Year 3. Similarly, the Year 3, Year 4 andYear 5 teachers will plan together, the Year 5, Year 6 and Year 7 teachers will plan together, and the Year 7, Year 8,Year 9 and Year 10 teachers will plan together. This will ensure for example, that achievement of what is described in theYear 3 descriptions by students in Year 3 is not the sole responsibility of the Year 3 teacher, and similarly for the Years5, 7, and 9 teachers. Of course, if you are teaching a multi-age group of students you will not need to do this unless thereare other teachers teaching students in similar year groups in the school. In this case it would be appropriate to plan withteachers from other schools where possible, to ensure comparability of the curriculum.Planning with teachers of the same level in large schools is also encouraged in order to ensure shared understanding ofthe learning descriptions (the intended curriculum).These processes will maximise student access to a rigorous curriculum and facilitate continuity and ‘seamlessness’ forevery student between and across schools. They will also facilitate sharing of ideas and resources relating to teachingand assessment.KLA and cross-curriculum opportunitiesEvery learning experience in every KLA is an opportunity for developing the literacy skills for all students. All teachersare responsible for maximising the literacy achievement of all their students by capitalising on these opportunities.There are also many links between the KLAs that provide opportunities for enhancing the learning of one KLA throughanother. For example, both the Technology KLA and the Science KLA have a strand about Materials. Whilst the focusof each strand is different there is no reason why students learning about designing and making an artefact in aTechnology class should not also be working towards developing deep understandings required about materials aspresented in the Science KLA. Teachers should maximise these links and opportunities wherever possible. To this end,some of these opportunities have been highlighted throughout the Scope and Sequence Statements using the followingcodes:N numeracy/mathematicsSc ScienceICT Interactive Communications TechnologiesHPE Health and Physical EducationT TechnologySS Studies of Society and EnvironmentA The ArtsIn conclusionThe approach embodied in the Scope and Sequence Statements, the learning descriptions and the model for their use inplanning, focuses on deep learning by students of what is essential rather than superficial coverage of facts and skills inorder to ‘get through the course’. It relies on teachers deeply understanding what it is that they want their students tolearn (the intended curriculum) and subsequently setting up multiple opportunities and environments to maximise thatlearning for every student in their class.Dr Thelma PersoDirector CurriculumEducation QueenslandDecember 2006Bound for Success Scope and Sequence Statements V2 Page 2 Working Document Semester One 2007

ENGLISHEach year, and in all substrands of English: students must have multiple opportunities to develop andapply an understanding of the following.• Standard Australian English, through:- accessing meaningful, age-appropriate literary experiences incorporating a range of traditional andcontemporary texts including written, visual and multimodal (e.g. drama, artwork, books, films, televisionprograms, CD-ROMs and websites)- experiencing texts from and about different cultures including Australia and Asia- developing metalinguistic awareness – through talking and thinking about language in written, spokenand viewed text, students identify and explain their use of strategies (e.g. “It didn’t look right, so I wroteit again” “The picture helped me to identify the main idea of the text.” “I asked questions to clarify myunderstanding of the topic.”)- consolidating aspects of language previously taught (e.g. punctuation).• Essential sources of information, through:- meaning (semantics) including prior knowledge and images- structure (syntax) including grammatical knowledge – allowing the student to construct sentences andpredict which way a sentence might go- sound and visual patterns (graphophonics) including word origins to decode, spell and comprehendwritten and spoken text.• Generic structures and associated language features, through:- experiencing genres using an appropriate level of exposure- analysing and applying specific genres in each year level, through explicit teaching- consolidating knowledge of genres that have been explicitly taught- transferring the generic structure of information and argument texts to create idiomatic texts (e.g.Rewriting the narrative Wombat Stew by Marcia Vaughan as a recipe, or rewriting an environmentalinformation report as a picture book, as in The World that Jack Built by Ruth Park.).The complexity of texts and the language at each year level will increase from Years 1 to Year 10.NOTE:1. • This symbol, when placed against a paragraph, denotes knowledge, understanding and skill the student needs toread and write both Imaginative Texts − and Information & Argument Texts2. Examples in brackets (e.g…) are suggestions only, to clarify the intent.Reading, Viewing and Interpreting Imaginative TextsIn Years 1, 2 and 3 students use simple imaginative texts related to their real and imagined worlds with illustrations thatclarify meaning. These texts may include children’s stories, rhymed verses, fairytales and fables.In Years 4, 5 & 6 students use imaginative texts which contain characters, settings and plots developed in some detail, andmay contain topics and issues that extend beyond the immediate plot. These texts may include children’s and youngadolescent stories, myths, legends, Dreaming stories, ballads and/or lyrics.In Years 7 & 8 students use imaginative texts which contain subject matter related to real and imaginary worlds, sometimeswith movement between both worlds. These texts explore, among other things, young adolescent issues and identities andmay include young adolescent fiction, adventure stories, fantasy stories, short stories and long narrative poems.In Years 9 & 10 students use imaginative texts that explore personal, social, cultural and political issues of significance to thestudents’ own lives and communities. These texts may include adolescent, contemporary and classical texts in a variety offorms and styles.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that:o imaginative texts canentertain, move (e.g. feelsad) and teach importantthingso narratives have charactersand eventsunderstands that:o imaginative texts –including picture bookstories and fairytales –can entertain, move (e.g.feel enthralled) and teachimportant thingso texts are written andcreated by authors whoare expressing their ideaso imaginative texts areproduced for particularaudienceso narratives have charactersand eventsunderstands that:o imaginative texts –including folk tales andjokes – can entertain,move (e.g. feel suspense)and teach importantthingso stories are produced forparticular audienceso stories have plots, settingsand charactersunderstands that:o imaginative texts areproduced for particularaudiences and purposes –to narrate events, to createand to encouragereflection on ideas, issuesand eventso the main ideas aredeveloped through plot,and through descriptionsof characters, settings andeventsunderstands that:o imaginative texts –including fables, cartoonsand fictional biographiesas in the My AustralianStory series (e.g. TheBombing of Darwin: theDiary of Tom Taylor1942by Alan Tucker) – areproduced for particularaudiences and purposes,which include to narrateevents, to create, and toencourage reflection onideas, issues and eventso the main ideas aredeveloped through theinterconnection of plot,character and settingunderstands that:o imaginative texts –including science fiction,legends, and myths – canconvey a message ortheme, persuade, andinformo the main ideas aredeveloped and linked tofocus the reader’sattentiono characters and the rolethey play in the plot aredeveloped using textualresources includingdescriptive vocabularyand dialogueo readers’ and viewers’interpretations of texts areinfluenced by theirexperiencesunderstands that:o imaginative texts, such asplays and novels, can becreated for differentaudiences and purposes,which include to evokeemotion, to entertain, topersuade, and to informo imaginative texts havedifferent forms and stylesincluding horror,adventure and romanceo subject matter is selectedto appeal to differentaudienceso characters and plot aredeveloped using dialogueand written and visualresources that describeappearance and actionsunderstands that:o imaginative texts can becreated for differentaudiences and purposes,which include to move, toentertain, to persuade, toinform, and to exploreideas, issues and humanrelationshipso meaning is constructedthrough the interplay ofsetting, plot andcharacters, and theappearance, actions andspeech of characterso readers’ and viewers’interpretations of texts areinfluenced by theknowledge, values andpractices (discourses) ofthe groups to which theybelong, and by their ownexperiencesunderstands that:o imaginative texts, such asanecdotes, can be createdfor multiple purposes,which include to move, toparody, to persuade, toinform and to exploreideas, issues and humanrelationshipso particular features ofsettings, characters andplots are associated withdifferent forms and stylesof imaginative textsincluding horror,adventure and romanceo ideas are exploredthrough the interplay ofsetting, plot and character,and the actions, speech,thoughts and feelings ofcharactersunderstands that:o the audience and purposeof a text influence theselection of subject matterand point of viewrepresented within achosen topico particular features ofsettings, characters andplots are associated withdifferent forms and stylesof imaginative textsincluding fantasy andmysteryo audience expectations ofrelationships may beaccommodated, resistedor subverted in textsreaders and viewersresponses torepresentations ofcharacters/people andevents may vary atdifferent points in a textBound for Success Scope and Sequence Statements Page3 Working Document Semester One V2 - 2007

ENGLISHReading, Viewing and Interpreting Imaginative TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:o reader / viewerinterpretations of texts areinfluenced by theknowledge and values ofthe groups to which theybelong, and by their ownexperienceso that imaginative texts,including songs, canreflect or shape thecreation of identity (e.g. IAm/We Are Australian bythe Seekers; I Still CallAustralia Home, TheAnzac)o reader/ viewer responsesto characters andsituations may vary atdifferent points within atexto experiences created intexts can help readers andviewers understandthemselves and others,their own world and thewider worldo readers / viewers choosewhether to accept or rejectpositions invited by textso readers and viewers maybe positioned to viewcharacters and ideas inparticular ways, and thatthese views may reflectcultural values and bequestioned, as in TheRabbits by John Marsdenand Shaun Taninterprets these texts to:o draw conclusions aboutcharacters and majorideas using reference toparticular moments andincidentsinterprets these texts to:o identify the main topic ofa story through charactersand eventso retell key eventso make connectionsbetween their ownexperiences andrepresentations of people,places, events and thingsin textsinterprets these texts to:o identify the main topic ofa story through charactersand key eventso retell key events insequence using texts suchas, Possum Magic byMem Foxo draw inferences fromdirectly-stateddescriptions and actionswhich are in closeproximity within the texto identify and reflect on thedescriptive words,images, facialexpressions, gestures andother textual resourcesused in texts to representpeople, places, events andthingsinterprets these texts to:o identify the main topic ofa story throughdescriptions of characters,settings, events and thingso retell key events andlinked information insequenceo draw inferences fromdirectly-stateddescriptions and actions(e.g. infer a character’sfeelings)o discuss how charactershave been portrayed in anegative or positive way(e.g. refer to the maincharacters in the students’favourite fairytales)o talk about how people,characters and eventscould have beenrepresented differently(e.g. more fairly) throughvisual and textualresourcesinterprets these texts to:o identify connectionsbetween plot, setting andcharacterso infer characters’ qualitiesand actions using textssuch as The Two Bulliesby Junko Morimotoo identify how visuallanguage has been used intexts, including howcolour, size, clothing,facial expressions andappearance representcharacterso discuss how charactersand events have beenportrayed, by consideringboth positive and negativeperspectives (e.g.compare The Three LittlePigs to The True Story ofthe 3 Little Pigs! by JonScieszka and Lane Smith)o discuss their owninterpretations of textsread or viewed andprovide details aboutcharacters, setting andeventsinterprets these texts to:o make connections fromdirectly-statedinformation to identifymain ideaso infer characters’ qualities,motives and actionso identify aspects of subjectmatter that have beenomitted and suggest whyo identify how language hasbeen used to constructcharacters and events inparticular ways, includingpositive and negativeperspectivesinterprets these texts to:o infer messages developedthrough the storyline, asin The Short andIncredibly Happy Life ofRiley by Colin Thompsonand Amy Lissiato identify how language(adjectives, verbs,adverbs) have been usedto contribute to theconstruction of charactersand the role they play inthe ploto make judgements aboutcharacters and whether ornot they agree withdecisions they make andactions they takeo identify aspects of subjectmatter used in the textwhich contribute torepresentations ofcharacters, places andeventsinterprets these texts to:o infer meanings andmessages developedthrough the storylineo identify how constructionof characters contributesto plot developmento draw conclusions aboutpossible reasons forcharacters’ behavioursand feelingso consider ethical choicesmade by variouscharacterso identify how aspects ofsubject matter used in thetext contribute torepresentations ofcharacters, places andeventsinterprets these texts to:o draw conclusions aboutexperiences represented intexts, suggest ways thesemay help readers/viewersunderstand themselves orothers, their owncommunity and the widerworld (e.g. Noah andSaskia – Who do you wantto be? AustralianChildren’s TelevisionFoundation)o identify the particular useof textual resourcesincluding evaluativeverbs (e.g. impressed) andsubject mattero draw conclusions aboutthe major ideas referringwith some elaboration tosetting , incidents orconflicts, and the speech,thoughts, feeling andinteraction of characterso identify techniques usedto develop plot and createemotional responses,including comparison,contrast, exaggeration,juxtapositiono make connections amongtexts identifyingreferences/allusions toother textso identify techniques usedto construct plot andcreate emotionalresponses, includingcomparison, contrast,exaggeration,juxtaposition, thechanging of chronologicalorder, or the expansionand compression of timeo identify uses of referencesto other texts and howthese contribute tomeaninginterprets these texts to:o identify how theconventional plots,settings, characters andresolutions associatedwith different text typeswork to position readersand viewers to acceptcertain culturalassumptionso identify how linguistic,visual, gestural, spatialand audio resources areused to indicate shifts innarrative points of viewo identify whose interestsare being served throughthe patterning of differentresourcesknows:• that print contains aconstant message – whilewords in an oral storymay change, the words ofa written story do not• left-to-right and top-tobottomorientation ofprint• one-to-onecorrespondence betweenknows:o that narratives typicallyinclude sequenced,connected events oractions and a conclusiono that syllables affect therhythm in words (e.g. canclap syllables todemonstrate rhythm)• the difference between astatement, question andknows:o that the typical genericstructure of narrativesincludes orientation,complication, resolutiono that stanzas, rhyme andrhythm are features ofrhymed verses• the difference between astatement, question,command andknows:o the function of thedifferent stages ofimaginative texts (e.g. anorientation sets the sceneand introduces anddescribes characters)o that clauses can representwhat is happening, who orwhat is taking part andunder what circumstancesknows:o the typical genericstructure and purpose ofeach stage of a narrative,including the orientation,complication, resolutiono that a sequence of eventscan build upcomplications andresolutions to createtension and suspenseknows:o narratives can have morethan one complication andresolutiono some poems of particularforms includingAustralian Ballad (e.g.The Man from Ironbarkby A.B. (Banjo) Paterson)o particular textualresources, includingevaluative verbs (thatknows:o the names and functionsof the common stages inthe generic structure of arange of text forms andstyles, includingadventure, fantasy andromance (e.g. innarratives – orientationsets the scene andintroduces and describescharacters)knows:o figurative languageincluding similes,metaphors andpersonification, can beused to establishatmosphere and makefeelings or ideas moreconcrete and powerfulo some techniques used inpoetry, includingknows:o some techniques used inpoetry, includingalliteration andonomatopoeiao that imagery is used toestablish mood and makefeelings or ideas moreconcrete and powerful asin Refugees by DavidMillerknows:o A range of techniquesused in poetry includingalliteration,onomatopoeia,personification, similesand metaphorso some poems in a range offorms (e.g. Corroboree byKath Walker /OodgerooNoonuccal andJabberwocky by LewisBound for Success Scope and Sequence Statements V2 Page 4 Working Document Semester One 2007

ENGLISHReading, Viewing and Interpreting Imaginative TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:spoken and written words• terminology such as‘letter’, ‘word’, ‘sentence’• the difference between astatement and a question• the names and commonlyassociated sounds of allthe letters of the alphabet• individual sounds inwords• how to take words apartby identifying chunks ofsound (syllables)• word boundaries (e.g.yes/ter/day is one wordwith three syllables)• words and letters incontext• that final elements in aword affect rhyme andrhythm, as in Mr McGeeand the Biting Flea byPamela Allen• that a range of resourcesare used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, appearanceand images), and auditoryresources (music, soundeffects and volume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwords.command• strategies to makemeaning and interpretnew and familiar wordssuch as letter/soundrelationships and commonvisual letter patterns(consonants, vowels,graphs and digraphs,syllables and wordboundaries)• that a range of resourcesare used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, font choices,appearance and images),and auditory resources(music, sound effects andvolume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwordsexclamation• strategies to makemeaning and interpretnew and familiar wordssuch as commonletter/sound relationships(long vowels, consonantdigraphs, consonantblends, common visualletter patterns, base wordsand simple tense andplural endings)• the function of a range ofresources used in texts torepresent people, places,events and things inparticular ways, includingvisual resources (facialexpressions, font choices,appearance and images),and auditory resources(music, sound effects,voice tone and volume)• strategies such as re-readto clarify meaning, readon to confirm text, visualand contextual cues toconfirm meaning, selfcorrection,knowledge ofsentence structure andpunctuation, sound out forword identification,develop a bank of sightwordso how stanzas, rhyme andrhythm are used inrhymed verses• that a range of resourcesare used in texts todevelop meaning andinterest, including visualresources (font, colour,size, clothing andappearance), non-verbalresources (facialexpressions), spokenresources (volume) andauditory resources (musicand sound effects)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso that a clause can representwhat is happening (verbs),who and what is takingpart (nouns) and thecircumstancessurrounding the action(prepositional phrases andadverbs)o that figurative languageincluding simple similesexpress images of settingsand characters (e.g. Thestrawberry was as red asa ruby. …the kelp feelslike velvet swirlingagainst my skin.)o that music, sound effectsand hyperlinks can beused to link ideaso that a range of resourcesare used in texts todevelop subject matterand focus a viewer’sattention, including visualresources (shot types,colour, graphic layout,and links), non-verbalresources (facialexpressions), spokenresources (volume andtone) and auditoryresources (music andsound effects)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsexpress the emotionalintent of the text, as inhug and dislike) andadjectives that representpeople, places, events andthings in ways that appealto certain groupso cohesive devices (e.g.then, so, but and however)indicate relationshipsbetween ideas, within andbetween sentenceso that the independentclause makes sense on itsown and the dependentclause begins with aconjunction and does notmake sense on its owno figurative languageincluding similes (e.g. Akite soars like an eagle.)and metaphors (e.g. Thekite is a soaring eagle.)can be used to developimagery and humour, asin Help I’m Falling Apartby Ted Arnold• that a range of resourcesare used to add meaning,interest, immediacy andauthority to multimodaltexts, including visualresources (camera anglesand shot types), nonverbalresources (facialexpressions, gestures andmovements), spokenresources (voice quality)and audio resources(sound effects and music)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso figurative languageincluding similes,metaphors andpersonification can beused to develop imageryand humouro some poems that illustratevarious techniques suchas personification (e.g.The Frowning Cliff byHerbert Asquith)o verbs and adjectivesexpress opinions aboutcharacters, places, eventsand thingso cohesive devices (e.g.then, finally, meanwhile,so, though, but andhowever) signalrelationships betweenideas, within and betweensentences• that a range of resourcesare used to add meaning,interest, immediacy andauthority to multimediatexts, including visualresources (camera anglesand shot types), nonverbalresources (facialexpressions, gestures andmovements), spokenresources (voice quality)and audio resources(sound effects and music)• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsalliterationo some poems of variousforms including ColonialVerse and Song (e.g. MyCountry by DorothyMackellar; WaltzingMatilda by A.B. (Banjo)Paterson and FreyaBlackwood (picture bookand CD);o how verbs, adverbs andadjectives expressopinions about characters,places, events and things• that a range of resourcesare combined to constructinteractions and establishrelationships withaudiences, includingvisual resources (sizes offrames, cameramovement, cameraangles, saturation ofcolour and colourcontrasts), and nonverbaland spoken language• that sound fades,dissolves, cuts andhyperlinks establishcohesion in texts• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticso some poems of particularforms, includingnarratives (e.g. TheHighwayman by AlfredNoyes)o how adjectives andadverbs express attitudesor evoke emotionso how word choices andsymbols may havedifferent connotations• how visual, nonverbal andauditory resources arecombined to positionreaders and viewers• how sound fades,dissolves, cuts andhyperlinks establishcohesion in texts• strategies to makemeaning and interpretnew and familiar words −such as using priorknowledge, pictures,meaning of the text, wordorigins, graphophonics,syntax and semanticsCarroll)o some techniques used toconstruct plot and createemotional responses,including comparison,contrast, exaggeration,juxtaposition, changing ofchronological order,expansion or compressionof timeo how writers enhancemeanings by their choiceand patterning ofresources, using figurativelanguage, rhetoricaldevices and symbolismo how the overall patterningof mood, modality,evaluative words andevaluative visualresources positionsaudienceso a range of ways editorsconnect successive shotsto establish the pace, toneand emotional impact of afilmBound for Success Scope and Sequence Statements V2 Page 5 Working Document Semester One 2007

ENGLISHReading, Viewing and Interpreting Simple Information and Argument TextsIn Years 1, 2 and 3 students use simple information and argument texts related to their own experiences. These texts canentertain, report, explain and give opinions.In Years 4, 5 & 6 students use information and argument texts containing information and ideas extending beyond theirimmediate experience. These texts can entertain, report, present opinions and persuade.In Years 7 & 8 students use information and argument texts containing information and ideas relating to significant eventsand issues that may be of interest to the students. These texts can entertain, evaluate, argue and persuade.In Years 9 & 10 students use information and argument texts containing accessible but challenging issues that deal withlocal, national and international events and current issues that develop over time. These texts may include current affairs andnews articles, features, editorials, documentaries and reviews.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that:o information texts reportand explain informationand events of personalsignificance (e.g.birthdays, families)understands that:o information texts canreport and explaininformation and events ofpersonal interest (e.g.sport, music)o information texts areproduced for differentaudienceso main ideas are maintainedthroughout related pagesor sections of textunderstands that:o information texts canreport and explaininformation and events,report recent newsworthyevents, and give opinionso information texts can beproduced for differentaudienceso the interests of theintended readers andviewers can be reflectedin the textunderstands that:o the main ideas ininformation and argumenttexts are developed byelaborating on ideas andinformation withsupporting detailunderstands that:o texts usually have a pointof viewo aspects of subject mattercan be included oromitted to create aparticular perspective orto heightennewsworthinessunderstands that:o texts present a point ofview that is supported bya series of facts, opinionsand ideas as in theAustralians All series byAl Grassby and Marji Hillo argument texts use aformal, logical structureto argue a case, whichincludes a point of viewand an elaboration of itwith explanation, moredetails, evidence andexampleso creators of texts selectideas and information tosupport their position orpurpose, and appeal to orsuit different audiencesunderstands that:o texts can be constructedfor more than onepurpose, including toreport, to present a pointof view, and to create amarket for more readersand viewerso argument texts require aposition supported by aline of reasoningo creators of texts use theirassumptions about readersand viewers to engagetheir interest and attentiono aspects of subject matterare selected to appeal to,and to influence, differentgroups of readers andviewersunderstands that:o information and argumenttexts can be constructedfor multiple purposesincluding to inform, toadvance opinions, tojustify positions, to makejudgements and topersuade otherso arguments use a formal,logical structure to arguea case with a positionsupported by a line ofreasoningo subject matter is selectedfor particular texts totarget people with specialinterests and needs (e.g.news programming ondifferent channels is usedto appeal to differentaudiences)o creators of texts selectlanguage to constructpositive and negativerepresentations of people,places, events and thingsunderstands that:o information andargument texts cananalyse, evaluate and usehumourooooargument texts canadvance opinions, justifypositions, and makejudgements in order topersuade othersreaders and viewers mayneed to developknowledge aboutparticular events, issuesand contexts to interpretthe subject matter oftextscreators of texts selectlanguage to representideas, information andconcepts in particularwaysreaders’ and viewers’interpretations of textsare influenced by theirown knowledge, valuesand practicesunderstands that:o information andargument texts canentertain, investigate,analyse, inform, argueand persuadeo readers and viewers mayneed to activatespecialist knowledgefrom a range of fields tointerpret complexsubject matter that isreferred to or impliedo creators of texts selectlanguage to shaperepresentations, positionreaders/viewers and torepresent some interestsover otherso knowledge, values andpractices represented intexts may align withthose valued/dominant inthe cultureinterprets these texts to:o identify main ideao discuss their personalreactions to people,places, events and things,represented in textsinterprets these texts to:o identify the main idea ofthe text and the visualelements (includingillustrations) that supportito identify similaritiesbetween own experiencesand representations ofpeople, places, events andthings in textsinterprets these texts to:o identify key eventso identify the order ofevents (e.g. scienceinvestigation)o identify some directlystatedsupportinginformationo relate their interpretationsof texts to their ownexperiences.interprets these texts to:o identify the main idea oftexts and directly-statedsupporting informationo use information fromtexts to confirm, extend orcorrect their ownknowledgeo discuss theirinterpretations of textso compare with other textsread or viewedo discuss how people,places, events and thingshave been represented ineither negative or positivewayso compare representationsof people and suggestalternatives throughchoices of subject matterinterprets these texts to:o recognise main ideas byidentifying who, what,where, when and whyo locate supporting detailsand background eventso identify differences andsimilarities in informationin different texts on thesame topico identify how a person orevent is represented in aparticular way (e.g. as ahero or a villain in a newsreport, positively ornegatively)o identify aspects of subjectmatter that have beenomitted and suggest whyinterprets these texts to:o identify some causes andeffects in informationtextso identify the position in anargumento identify different points ofview offered by differenttexts to createnewsworthinesso compare information andideas in different text,choose the mostconvincing text and statewhyo identify whoseknowledge, values andpractices are valued intexts, such as Letters fromAround the World byDavid Cumming,interprets these texts to:o identify causes and effectsin information textso identify the position in anargument and the keypoints and evidencesupporting the argumento establish why an event orissue is newsworthy in anews reporto compare information andideas in different texts toidentify the differentemphases, and theinfluence of these on theirown perceptionso explore how their ownmembership of groupsinfluences theirinterpretations of textsinterprets these texts to:o make inferences about themain idea of textso identify and explain thecontention or viewpointpresented in argumenttextso make judgements aboutthe relevance ofinformation or evidenceand credibility of sourceso infer reasons for writers’omissions of informationo identify and explain howreaders and viewers arepositioned by particularrepresentations of anevent or issueinterprets these texts to:o make inferences aboutthe main idea, contentionor viewpointoooidentify and evaluate thequality of the evidenceused to support mainideas includingrelevance ofinformation andexplanations, andcredibility of sourcesanalyse how an issue isrepresented, and discussimplications andpossible impactscompare representationsof an event or issue indifferent textsinterprets these texts to:o identify which conceptsare emphasised andargue and elaborateideaso make generalisationsabout meanings fromspecific details of texto make and supportinferences aboutabstract concepts intextso infer possible reasons forthe omission ofinformation and analyseinclusions/emphasesknows:o some topic-relatedvocabulary drawn fromlanguage experiences,literature, media and oralknows:o a small range of topicrelatedvocabulary drawnfrom languageexperiences, literature,knows:o specific or technicalvocabulary drawn fromlanguage experiences,literature, media and oralknows:o the purpose of typicalfeatures of texts in printand electronic forms,including headlines,introduction or lead, stillknows:o the generic structure andlayout of reports andarguments including ageneral statement orintroduction for the topic,knows:o that different mediumsincluding books,magazines and postershave different textualresources (e.g. a posterknows:o the layout of print andweb-based textsinfluences meaningo that different mediums −knows:o that evaluative words −including adjectives andadverbs − conveyjudgementsknows:o how adjectives andadverbs express attitudesand judgementsothat certain informationknows:o how writers usemodality to moderate oremphasise argumentso that nominalisation isBound for Success Scope and Sequence Statements Page6 Working Document Semester One V2 - 2007

ENGLISHReading, Viewing and Interpreting Simple Information and Argument TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:languageo the function of sometextual resources,including descriptivewordso the function of visual andgraphic organisers,including that illustrationsand title reflect thesubject matter of the textmedia and oral languageo the function of sometextual resources,including dominantobjects, sentence patternsand linked verb and noungroupso verb tense to indicatewhen a process takesplace (e.g. run, ran)o some of the typicalfeatures of texts in printand electronic forms (e.g.headlines, and still andmoving images)languageo some of the typicalfeatures of texts in printand electronic forms,including headlines,introduction or lead, stilland moving imageso that textual resources,including linked verb andnoun groups, dominantobjects and adjectives,can be chosen to representpeople, places, events andthings in particular wayso key ideas are sequencedin sections or paragraphso skim and scan techniquesto locate and synthesiseinformation usingaccessible texts, as in theRead and Learn seriespublished by Raintreeand moving imageso paragraphs are used forseparate pointso that theme position is theelement at the beginningof a sentence, orparagraph, which containsthe key ideao skim and scan techniquesto locate and synthesiseinformationa main contention [forarguments], paragraphspresenting a point orelaborating a piece ofevidence, and aconclusiono skim and scan techniquesto locate and synthesiseinformationheading, a book title and amagazine headline)o that headings, subheadingsand graphicelements (space, diagramsand columns) are used toorganise presentations,research or otherinformationo that readers/viewers’interpretations of texts areinfluenced by their ownknowledge, values andpracticeso skim and scan techniquesto locate and synthesiseinformationincluding e-zine,newspaper, and novels −have different textualresources to link andorganise the flow ofinformation (e.g. tableswith headings and mapswith keys and legends)o that particular written,visual, spoken andauditory resources arechosen to appeal todifferent groupso skim and scan techniquesto locate and synthesiseinformationo that different mediums −including advertisingflyers, cartoons andnovels − have differenttextual resources to linkand organise the flow ofinformationo that information can behighlighted by: placing itin theme position, usingactive voice, usingextended phrases,subordinate clauseso modals (verbs, nouns,adjectives and adverbs)express shades ofmeaning (e.g. I ought togo. It’s a certainty. It willprobably rain.)o phrases and joiningclauses can compact orcombine information (e.g.The number of peopleliving there increaseddramatically… becomesThe dramatic increase inpopulation.)o skim and scan techniquesto locate and synthesiseinformationoooocan be emphasised byvarying the patterns atthe beginnings ofsentencesthat passive voice canhide responsibility (e.g.Hundreds of people wereinjured.)that modality can conveydegrees of certainty,probability or obligation(e.g. might, perhaps,possibly)that nominalisation(turning verbs intonouns) can be used totightly compress ideas,information andconcepts, and to addformality to theargument (e.g.Advertising influencespeople. to The influenceof advertising.)how camera angles andshot types are used toposition readers andviewerso skim and scan techniquesto locate and synthesiseinformationooused to express ideas,information andconcepts succinctly andto make certain texttypes more formal and“written like” (e.g.analytic expositions)how different mediahave different practicesfor construction ofimages (e.g. cameraangles and spatiality infilm and television)how to locate andsynthesise informationusing skim and scantechniquesBound for Success Scope and Sequence Statements V2 Page 7 Working Document Semester One 2007

ENGLISHWriting Imaginative TextsIn Years 1, 2 and 3 students write simple stories in print and electronic mediums, using those they have read and heard asmodels.In Years 4, 5 & 6 students write imaginative texts in, print and electronic mediums, that largely draw on the students’ owndirect experience of the world. These texts may include stories, simple poems and scripts.In Years 7 & 8 students write imaginative texts that contain ideas and information dealing with their personal views of theworld. These texts may include simple adventure fantasy, horror and ghost stories, myths, legends, ballads and play scripts.In Years 9 & 10 students write in print and electronic mediums, that contain personal, social and cultural ideas and issuesrelated to their own lives and communities, and their views of their expanding world. These texts may include short stories,anecdotes, plays, poetry, and personal letters.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that:o texts can entertain andinformo stories have charactersand eventso simple stories have astructureunderstands that:o texts can entertain andinformo stories have charactersand key eventso stories have a structureunderstands that:o texts have purposes toentertain or inform anaudienceo stories have characters,setting, ploto imaginative texts have astructureunderstands that writers:o consider their purpose forwritingo consider thecharacteristics of theaudience when selectingsubject matter (e.g. for apicture book for prepstudents and for a bookfor Year 7 students)o develop narrativesthrough the plot anddescriptions of settings,characters, event andthingsunderstands that writers:o consider their purpose forwriting, including topersuade, entertain, orinformo consider the interests ofthe audience whenselecting subject matterwithin a chosen topico can explore their ownideas and feelings throughthe characters andsituations they createo can represent charactersand events in particularways by including oromitting information andmaking particularlanguage choicesunderstands that writers:o select subject matteraccording to the purposeof their writing andaudienceo can draw on their ownideas and on the subjectmatter and forms of textsthey have read andviewed when developingcharacters, settings andplotunderstands that writers:o select subject matterwithin a chosen topicaccording to purpose andaudienceo can draw on their ownknowledge, experiences,thoughts and feelingso can draw on the subjectmatter and forms of textsthey have heard, read andviewedunderstands that:o selection of subject matteris dependent on contexts,purpose and audienceo ideas and issues canextend beyond theimmediate ploto writers can be influencedby the knowledge, valuesand practices of differentcultures (e.g. youthculture, traditionalcultures)understands that:o imaginative texts canmove and persuadeo ideas and issues canextend beyond theimmediate plot with mainideas developed throughthe interconnections ofplot, settings andcharacterso writers can express viewsand values other than theirownunderstands that:o writers use theconventional plots,settings, characters andresolutions associatedwith different text types(e.g. horror, adventure,romance) to positionaudienceso writers choose how toposition their readers bydrawing on theknowledge, values andpractices of groups toshow differentperspectives or to servecertain interests (e.g.Parvana by DeborahEllis)writes stories that:o include events insequenceo include people, places,objects and events relatedto their personalexperienceswrites stories that:o include brief descriptionsof setting and characterso include a series of looselyconnected events oractionso conclude with a simpleendingwrites stories that:o introduce characters andprovide a brief descriptionof settingo formulate a storyline of afew sequenced events andcreate a complicationo include brief descriptionsof familiar characters,places and thingso attempt an ending, oftenas a resolutionwrites stories that:o provide a brief descriptionof setting, includingplaces and objectso develop characters usingdescriptionso use dialogueo formulate a storyline ofsequenced events andcreate a complicationo create an ending, often asa resolutionwrites stories that:o provide a description of asetting and characterso use dialogue to enhancecharacter developmentand meaningo develop a storyline ofsequenced eventsinvolving complicationsand resolutions withrelevant detailso create an ending whichdraws together elementsof the storyline,sometimes in a resolutionwrites stories that:o develop characters andsetting using descriptionsand dialogueo create characters withpersonalities, throughdialogue and descriptionsof feelings and behaviouro develop a storyline ofsequenced eventssupported by relevantdetails involvingcomplications, resolutionsand conclusiono use evaluative words (e.g.nervously, lucky,challenging)o use some humour toentertain their audienceo use subject matter chosento appeal to certaingroupso reflect consideration ofsome social justiceimplications of the waysthat people, places, eventsand things are representedwrites stories that:o use ideas, details andevents that are relevant tothe storylineo develop characterisationthrough descriptions,actions and dialogueo create characters withfeelings and personalitiesbeyond traditionalcharacterso include some evaluativecomments on thesignificance of an event(e.g. it was like a baddream)o can use humour toentertain their audienceo choose aspects of subjectmatter to representpeople, places, events andthings in ways that appealto certain groupso reflect consideration ofthe social justiceimplications of the waysthat people, places, eventsand things are representedwrites stories that:o draw on conventions ofnarrative including timeorder; characterisation,description and imagery,creating atmosphere,reflections/evaluations ofactionso develop a series ofcomplications with aclimax and resolutiono use dialogue to constructrelationships betweencharacterso explore challenging ideasand ethical dilemmasthrough the constructionof actions, speech,thoughts and feelings ofthe characterso experiment with usingparody to create humouro reflect selective choices toposition readers/viewers incertain ways whenconstructingrepresentations ofcharacters, settings andplotwrites stories that:o develop sustained textswith attention to timeorder, characterisation,consistent narrative pointof view and developmentof a resolutiono use dialogue to constructrelationships betweencharacters and to furtherthe narrativeo create characters andsituations which exploreethical dilemmas, andwhich move beyondstereotypes orexpectationso use references to othertexts and parody to extendmeaning and createhumourwrites stories that:o develop sustained textswith attention to timeorder, characterisation,consistent narrative pointof view and developmentof a resolutiono use dialogue to constructrelationships betweencharacters and to furtherthe narrativeo create characters andsituations which exploreethical dilemmas, andwhich move beyondstereotypes orexpectationso use references to othertexts and parody to extendmeaning and createhumourknows and uses:• basic punctuationincluding capitals, fullstops and question marksto signal the beginningand end of sentences.• the aspects of spellingknows and uses:• basic punctuationincluding capitals, fullstops and question marksto signal the beginningand end of sentences• the aspects of spellingknows and uses:• basic punctuationincluding capitals to signalnames and the beginningof a sentence; full stops,question marks andexclamation marks tosignal the end of aknows and uses:• punctuation including- commas to mark clauses(as in Eats, Shoots andLeaves by Lynne Truss),- apostrophes incontractions and toknows and uses:• punctuation including- commas to mark clauses- apostrophes incontractions and toshow ownership- speech marks for directspeechknows and uses:• punctuation for directspeech (quotation marks,comma, full stop/questionmark/exclamation mark)• the aspects of spellingspecified in the Spellingknows and uses:• punctuation includingquotation marks to signaldirect speech and directquotes• the aspects of spellingspecified in the Spellingknows and uses:• punctuation indicatingdifferentiation of directand reported speech, anddirect quotes• the aspects of spellingspecified in the Spellingknows and uses:• punctuation includingconventions of quotingand referencing• the aspects of spellingspecified in the Spellingknows and uses:• punctuation including- conventions of quotingand referencing- colon and semicolons inextended lists.• the aspects of spellingBound for Success Scope and Sequence Statements Page8 Working Document Semester One V2 - 2007

ENGLISHWriting Imaginative TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:specified in the SpellingScope and Sequence• Queensland Beginner’sAlphabet to form allcapital and lower caseletters when hand writingsimple sentencestructureso processes (actions) in asentence (e.g. swimming)o participants (who orwhat), in a sentence (e.g.my sister)o circumstances of placeand time (e.g. to Cairns,this time) to addinformation to the processo poetic forms, includingNursery Rhyme• word processing skills• writing process of plan,draft, edit and proofreadtextsspecified in the SpellingScope and Sequence• Queensland Beginner’sAlphabet with allappropriate exits andentries, when hand writing• simple and compoundsentence structureso short noun and verbgroups related to a topico simple pronouns andconjunctions to link ideaso processes in a sentence,which may be action (e.g.chewed), mental (e.g.knew) or saying (e.g. said)o participants in a sentenceby the use of nouns (e.g.the tree, brother), orrelated pronoun (e.g. he,she, it)o circumstances ofaccompaniment (e.g. withhim) and manner (e.g.quickly) that addinformation to the processo poetic forms, includingAcrostic and RhymedVerse as in books by DrSeusso generic structures and textfeatures for Narrative,including orientation,complication, resolution• word processing skills• writing process of plan,draft, edit and proofreadtextssentence; commas toseparate items in lists.• the aspects of spellingspecified in the SpellingScope and Sequence• Queensland ModernCursive when handwriting• simple, compound andcomplex sentencestructureso story markers (e.g. Onceupon a time, A long timeago)o adjectives, adverbs andprepositional phrases toelaborate ideas (e.g. Theold man rode his bikeslowly on the bumpyroad.)o cohesive devices (e.g.then, next) to guidereaders through a series ofeventso conjunctions to formcompound sentences (e.g.as, and, well, also, but,or)o patterns of repetition toemphasise or link actionsor ideaso pronouns that agree withthe words to which theyreferringo processes to present therelationships betweenthings and people in a text(e.g. This is a map of myisland.)o participants which may behuman (e.g. the boy),concrete (e.g. a rock) orabstract (e.g. ourfriendship)o circumstances whichdescribe the‘environment’ in which aprocess occurs (when,where, how, why, withwhom)o poetic forms, includingCinquaino generic structure and textfeatures for Narrativesincluding orientation,complication, resolutionshow ownership• the aspects of spellingspecified in the SpellingScope and SequenceProgram• compound and somecomplex sentencestructureso different types ofprocesses/verb groups todevelop characters,including action (e.g. helaughed), mental (e.g. hadthought), saying (e.g. hegrowled) and relational(e.g. He is my friend..)o adjectives, adverbs,prepositional phrases andsome visual techniques toelaborate ideaso verb tense appropriate tosubject matter and texttype (e.g. jump, jumps,jumped, jumping; ran,run)o poetic forms, includingLimerick (e.g. The OldLady of Kent)• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand thesauruses to decodeand spell unfamiliar words• the aspects of spellingspecified in the SpellingScope and SequenceProgram• compound and complexsentence structures toelaborate ideaso adjectives, verbs andvisual techniques torepresent people, places,events and things in achosen way (e.g. in apositive or negative way,as in The Wolf’s Story byToby Forward and IzharCohen)o time connectives (e.g.yesterday, afterwards,later) and tense to locatecharacters or action intimeo poetic forms, includingHaiku (e.g. Sweet springshowerBuson)o generic structures and textfeatures for Narratives,including orientation,complications,resolutions, evaluations• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar wordsScope and SequenceProgram• conjunctions to connectclauses in compound andcomplex sentences• independent clauses anddependent clauses• noun groups andadjectival and adverbialphrases to developcharacterisation, settingand ploto similes and metaphors todevelop imageryo adjectives, verbs, adverbsto represent people,places, events and thingsin a chosen wayo poetic forms, includingfree verse such as Shapepoems (e.g. Supermarketby Holman)o generic structures and textfeatures for Narratives,including orientation(when, where, who,what), more than onecomplication, resolution• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar wordsScope and Sequenceo dependent andindependent clauses toextend and elaborate ideasand information,including direct andindirect speecho extended noun groups andadjectival and adverbialphrases to developcharacterisation, settingand ploto particular textualresources (e.g. evaluativeverbs and adjectives,simple similes andmetaphors) to representpeople, places, events andthings in ways that appealto certain groupso poetic forms includingAustralian Ballad (e.g.The Fire at Ross’s Farmby Henry Lawson)• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar wordsScope and Sequenceo dependent clausesreporting words/thoughtsof a persono adverbs, adverbialphrases, prepositionalphrases expressingcircumstances,distinctions, details andshifts in timeo ways to connect ideasacross a text to developcohesion eg paragraphing,pronoun reference,conjunctions, relatedwords (lexical chains),omitting words where themeaning is understood(ellipsis) and intonationo improvised forms ofpoetry, which may include– Cinquain, Limerick,Haiku and Ballad toproduce their ownanthology of poetry• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar wordsScope and Sequenceo different sentence andclause structures toexpand ideas orforeground certaininformationo emotive, evocative, formaland impersonal languageto create tone, mood andatmosphere, in bothpoetry and proseo hyperlinks, flashbacks andother time variants thatwork together in writtenand multimodal textso generic structures and textfeatures for Narrative,including title, orientation,complication/s andresolution/s, possible useof flashbacks as well asevents in sequence• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar wordsspecified in the SpellingScope and Sequenceo a range of ways to expandideas/information insentences with multipleclauses, embedded clausesand complex noun groupso a wide range of evaluativenouns, verbs, adjectivesand adverbs to builddescription and suspenseand to position readers inboth poetry and proseo a range of resources toachieve lexical cohesionsemantic relationshipbetween vocabulary (e.g.Wombats are Australia’slargest burrowingmarsupial. There are twokinds of wombats, theCommon Wombat and theHairy-Nosed Wombat.)o reference to developcohesion by pointingforwards, backwards andoutside the texto generic structures and textfeatures for Narrativeswhich may includeevaluation, resolution/s,possible use of flashbacksas well as events insequence, reorientation orcoda which sets the sceneagain, or can be a twist tothe narrative• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries, spell checksand/or thesauruses todecode and spellunfamiliar words• word processing skills• writing process of plan,draft, edit and proofreadtexts• dictionaries and spellchecks, to decode andspell unfamiliar wordsBound for Success Scope and Sequence Statements V2 Page 9 Working Document Semester One 2007

ENGLISHWriting Information and Argument TextsIn Years 1, 2 and 3 students write simple recounts, descriptions and explanations in print and electronic mediums onfamiliar topics for known readers.In Years 4, 5 & 6 students write information texts that may include descriptions, reports, explanations, and simple argumentsin print and electronic mediums. Students write for known audiences, draw on their own experiences and write on someunfamiliar ideas or information by researching topics.In Years 7 & 8 students write texts that may include reports, personal recounts, autobiographies and arguments, in print andelectronic mediums, for unknown or specified audiences. Students explore some challenging ideas and/or argue a point ofview.In Years 9 & 10 students write text in print and electronic mediums, which deal with ideas and issues about which theywould like to effect change. They write to persuade a general or particular audience to change their point of view, and/or totake action. Their texts may include biographies, advertisements, news articles, features, letters to the editor and reviews.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that :o information texts caninclude people, places,events and things whichare personally significanto descriptions, recounts andreports have specificstructuresunderstands that :o information texts candescribe people, places,events and thingso descriptions,explanations, proceduresand reports, have specificstructuresunderstands that :o information texts candescribe people, placesand events and give anopiniono an opinion may bepositive or negativeo information and argumenttexts have a specificstructureunderstands that :o information and argumenttexts can report andexplain information andevents and give opinions(e.g. Talking about Beingan Immigrant by SarahLevete and FranklinWatts)o writers can reflect theopinions of the intendedreaders and viewers fromdifferent cultures, groupsand individuals in theirtextunderstands that :o writers can influenceothers’ opinionso others can be influencedby including or omittinginformation and makingparticular languagechoices (e.g. to create apositive or negativeperspective)understands that :o choices of subject matter,language and genericstructure are made tosupport the purpose of thewriter and appeal todifferent audiencesunderstands that :o ideas and information canbe selected to support theposition or purpose of thewriter and appeal to, orsuit, different audienceso arguments systematicallyuse a formal, logicalstructure to argue a caseunderstands that :o information and argumenttexts can be constructedfor more than one purposeand audience typeo research may be needed rto acquire information forargument textso arguments advanceopinions, justify positionsand make judgements inorder to persuade otherso writers choose subjectmatter, attributes,processes and visualresources to constructrepresentations of people,places, events and thingsin ways that appeal tocertain groupsunderstands that :o information and argumenttexts require explanations,details and evidence,which may requireresearcho writers want readers toempathise with the ideasand emotions expressedor implied in their writingo writers select subjectmatter and language to tryto position readers toaccept representations ofpeople, events, ideas andinformationunderstands that :o writers need to developsufficient knowledge ofcomplex social issues toelaborate details insupport of an argument,or to construct credibleexplanations of situations,conflicts and/ormotivationso audiences are likely tohave certain expectationsabout texts and thatwriters can make choicesto accommodate, resist orsubvert those expectationso writers include, excludeor emphasise certainsubject matter to serveown purposes in textconstructionwrites texts that:o use some stages ofgeneric structure forDescriptions, Recountsand Reports – whensupported by scaffoldingo include informationwhich relates to the mainideawrites texts that:o use the modelled genericstructure texts fordescriptions,Explanations, Proceduresand Reportso maintain an idea or topicthroughout related pagesor sectionso include several items ofinformation about themain ideawrites texts that:o order information orsequence events usingsome detail and/orsupporting illustrativematerialo present own opinion on atopico support their opinion withat least one or tworeasons, or a simpleexplanation based onpersonal judgementwrites texts that:o provide a generalstatement or introductionto the topico develop the topic with afew supporting ideas,explanations and/ordescriptionso begin to formulatepersonal judgements inargument textswrites texts that:o provide a generalstatement or introductionto the topico develop the topic with afew supporting ideas,explanations, opinionsand/or descriptionso (for argument texts) makea personal judgemento support the judgementwith a few points orargumentswrites texts that:o (for information texts)provide an introductionthat outlines the topicfollowed by a few pointsthat are logicallyorganisedo (for argument texts)provide an introductionthat states their positionfollowed by supportingargumentso (for argument texts) drawconclusionswrites texts that:o (for information texts)provide an introductionthat outlines the scope ofthe topic, and thendevelops the topic withideas, descriptions,opinions and/orexplanations that arelogically organisedo (for argument texts)provide an introductionthat states their position;and then presentssupporting arguments thatmay include some detailsor evidence, and aconclusiono (for argument texts)conclude the text with arestatement of theirpositionwrites texts that:o draw on research toconstruct subject matterand support theirarguments or opinionso provide a statement oftheir own positiono provide a major point toeach paragrapho conclude with arestatement of theirposition or a summary ofthe main argumentswrites texts that:o make appropriateselections of informationfrom a few sources, andattempt to synthesise andorganise this in a logicalsequenceo provide a statement oftheir own position or themajorperspectives/concerns ofthe issue and preview thearguments or the structureof the information tofollowo structure texts to providea major point to eachparagraph with someelaborationo conclude with arestatement of theirposition or a summary ofthe main arguments,issues orrecommendationswrites texts that:o include evidence fromnamed and/or referencedsources to support andrefute arguments withinexpositions, discussionsand reviewso provide a statement oftheir own position or themajor perspectives/concerns of the issue, andpreview the arguments orthe structure of theinformation to followo provide a major point toeach paragraph with someelaborationo conclude with arestatement of theirposition or a summary ofthe main arguments,issues orrecommendationsknows and uses:o a small range of topicrelatedvocabularyo textual and visualresources includingdescriptive words andimages to representpeople, places, events andthingso generic structure and textfeatures for:knows and uses:o topic related vocabularyo textual and visualresources includingdescriptive words,images, facial expressionsand gestures to representpeople, places, events andthingso generic structure and textfeatures for:knows and uses:o simple sentences inappropriate grammaticalorder for statementso vocabulary and wordforms appropriate to thesubject matter of the texto some specific or technicalvocabulary whereappropriateo thinking, feeling andknows and uses:o subject-specificvocabulary whereappropriateo processes /verbs groupsexpressing action (e.g.will fly) and speech (e.g.was reported)o adjectives to compare(e.g. funny, funnier,funniest and someknows and uses:o particular adjectives andverbs to express ideas andinformation positively ornegativelyo linking words (e.g. firstly,secondly, or, so, when) tostructure their text, linkideas and give reasonso referring words (e.g. this,those, these) to link ideasknows and uses:o particular adjectives andverbs to express opinionsand give an evaluation ofideas and informationo subject-verb and nounpronounagreemento conjunctions that connectclauses to form compoundor complex sentenceso graphic elements,knows and uses:o research and note takingskills using print andelectronic media (e.g.Web Quest)o graphic elements and/orheadings and subheadingsto organise presentations,research or otherinformationo paragraphs to order andknows and uses:o research and note takingskills using print andelectronic mediao graphic elements (e.g.layout and hyperlinks) toorganise text for readersand viewerso paragraphs to sequenceideas and eventso specialist words,knows and uses:o research and note takingskills using print andelectronic mediao ordering of paragraphs tobest support and sustainan argument and toorganise and conveyinformation clearlyo concrete, technical,abstract (noun groups orknows and uses:o research and note takingskills using print andelectronic mediao ordering of paragraphs tobest support and sustainan argument and toorganise and conveyinformation clearlyo specialist subject matterfrom a wide range ofBound for Success Scope and Sequence Statements V2 Page 10 Working Document Semester One 2007

ENGLISHWriting Information and Argument TextsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:- Description(introduction andcharacteristics featuresof the subject)- Recount (orientation,sequence of events,reorientation)- Procedure (goal, list ofmaterials, steps insequence)- Transaction (includesaudience, purpose andcreator eg Dear Dad,Happy Birthday. LoveBob)- Description(introduction,characteristic featuresof subject andphenomenonidentification,- Recount (orientation,sequence of events,reorientation withpersonal comment)- Report (generalstatement, description)doing verbs to expressopinions and give reasonso conjunctions (such asbecause) to combineclauses for giving reasonso paragraphs to sequencekey ideas and relatedinformationo generic structure and textfeatures for:- Explanation(phenomenonidentification,sequence of events)- Procedure (goal, list ofmaterials, sequence ofsteps)- Transaction (includesaudience, creator andpurpose, a closingstage and relatedvisuals)o research and note takingskills using print andelectronic media (e.g.Web Quest)irregular)o conjunctions that organisethe text (e.g. then, but, so)o separate ideas developedinto paragraphso generic structures and textfeatures for:- Exposition − argument(statement of position,series of paragraphspresenting argumentsand supportingevidence, conclusionwhich restatesposition)- Explanation (title,phenomenonidentification,explanation sequence)- Procedure (goal / title,list of materials,instructions in a seriesof steps)- Report (generalstatement definingand/or classifying asubject, descriptionwith informationgrouped underdifferent sub headingseg features, types,behaviour)o research and note takingskills using print andelectronic mediao paragraphs for separatepointso generic structures and textfeatures for:- Exposition – argument(series of argumentsand supportingevidence and aconclusion whichstrongly restatesposition)- Report (generalstatement definingand/or classifying asubject, descriptionwith informationgrouped underdifferent sub headingseg features, types,behaviour)- Transaction(identification ofaudience and composerin opening and closingsalutation, purpose ofinformation, furtheraction or responserequired, closing stage,and visuals)o research and note takingskills using print andelectronic media.headings and subheadingsto organizepresentations, research orother informationo paragraphs to order,sequence and link ideasand commence with atopic sentenceo paragraphs to organizeand link information andideas provided in theintroductory paragraphfor argument textso generic structures and textfeatures for:- Explanation (title -often a question,phenomenonidentification,explanation sequence,final paragraphproviding generaldetail - optional)- Exposition – argument(introduction statingposition - possibly withbackgroundinformation, series ofparagraphs with topicsentence statingargument andsupporting evidence,conclusion whichsummarises thewriter’s position)- Procedure (title /goal,list of materials,instructions in steps)o research and note takingskills using print andelectronic mediasequence their argumentso topic sentences toforeground the point orargument in eachparagraph, and to focusthe reader’s attentiono particular adjectives andverbs to express opinions,give an evaluation ofideas and information,and constructrepresentations of an issueto persuade a chosenaudienceo cohesive devices toexpress cause and effectrelationships (e.g. since,in order to) and tocompare and contrast (e.g.although, while, even, if)o correct tenses, andsubject–verb and noun–pronoun agreemento word origins and soundand visual patterns, andsyntax and semantics in amulti-strategy approachspelling unfamiliar wordso generic structures and textfeatures for:- Report – research(general statement,description)- Recount – biographical(orientation, sequenceof events inchronological order,reorientation)- Exposition –discussion(introductory statementoutlining the issue,often with backgroundinformation, a series ofparagraphs with topicsentence and evidence,conclusion which maygive opinions).- Procedure – scientific(title/ goal, list ofapparatus and material,method as series ofsteps)- Transaction –(identification ofaudience, creator andtheir status in openingand closing salutations;purpose; closing stage;further action /response; visualsincluding concrete,technical and abstractnouns and technical verbsto argue and persuade andconvey informationo verb groups convey timethrough the use of tenseand convey certainty,probability or obligationsthrough the use of modalso subject-verb agreementmust be maintained acrossa text and in sentences ofdifferent types andlengthso derivational patterns ofwords (e.g. pronounce /pronunciation), syllablesand larger word chunks(e.g. ac / knowledge /ment) in a multi-strategyapproach spellingunfamiliar wordso generic structures and textfeatures for:- Explanation (causal) –title, phenomenonidentification,explanation sequence(optional generalinformation)- Recount (historical) –orientation, sequence ofevents (in chronologicalorder),reorientation/evaluation- Report (taxonomic) – ageneral statement(defining and/orclassifying the subject),description (informationgrouped under differentsub headings egfeatures, types,behaviour etc)participants) and emotivewords (evaluative words)to argue and persuade andconvey informationo semicolons and colons inextended listso generic structures and textfeatures for:- Exposition –discussion /debate(introductory statementoutlining the issue,often with somebackgroundinformation, series ofparagraphs with topicsentence statingposition and supportingevidence, conclusionproviding opinions)- Multi-generic (title,sequential explanationphenomenonidentification/ activitysequence, taxonomicreport describingtypes)fields, as well as fromtexts under study, toconstruct textso nominalisation tocompact moreinformation into a noungroup and simplifysentence structureo generic structures and textfeatures for:- Exposition –discussion/debate(introductory statementoutlining the issue,often with backgroundinformation, series ofparagraphs with topicsentence statingposition and anelaboration withexplanation and details,evidence andexamples, conclusiongiving opinions.)- Report – taxonomic(title, a generalstatement definingand/or classifying thesubject, descriptiongrouping informationunder different subheadings eg features,types, behaviour, uses)- Transaction(identification andstatus of audience andcreator in opening andclosing salutation,purpose, closing stage,further action orresponse required,visuals. Available orrequired templates orforms. Mode ofdelivery and status ofinformation eg emails,text messages,employmentapplications).- Multi-generic (acombination of any ofthe above genreswithin a text)Bound for Success Scope and Sequence Statements V2 Page 11 Working Document Semester One 2007

ENGLISHSpeaking and ListeningIn Years 1, 2 and 3 students speak and listen through discussions, conversations and oral presentations in small and largegroups, which are usually informal. The students recount events and describe and report on people, places and thingsrelated to their own experiences.In Years 4, 5 & 6 students speak and listen through discussions, conversations and oral presentations in informal andformal contexts. The students provide explanations and formulate simple arguments to explore information, ideas andissues that extend beyond their immediate experience.In Years 7 & 8 students speak and listen through discussions, conversations and oral presentations including prepared andspontaneous discussions, meetings, debates and group discussions. Students examine ideas and information and presentarguments that are drawn from topics of interest to them and that may need to be researched.In Years 9 & 10 students speak and listen through discussions, conversations and oral presentations that include meetings,extended presentations, formal and parliamentary-style debates, and group discussions. They analyse and investigatechallenging ideas and issues and advance and refute arguments.In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:understands that:o speaking and listeningprovides opportunities toshare information andexplore ideasunderstands that:o speaking and listeningprovides opportunities toexchange information, toshare and explore ideas,and to express opinionsand listen to other’sopinionsunderstands that:o speaking and listeningprovides opportunities toexchange information, toshare and explore ideas,and to express opinionsand listen to other’sopinionso they can adopt differentroles in discussions andconversations, and thatthese can support groupcooperationunderstands that:o speaking and listeningprovides opportunities toshare and explore ideas,and to express opinionsand listen to other’sopinionso people, places, events andthings can be representedin either negative orpositive wayso delegation of roles andtasks is an element ofeffective groupdiscussionsunderstands that:o speaking and listeningprovides opportunities toclarify ideas andunderstandings on a topic,to give simple argumentsand to seek the opinionsof otherso people, places, events andthings can be representedin particular wayso negotiation of roles andtasks are key elements ofgroup discussionsunderstands that:o speaking and listeningprovides opportunities toexplore and considerideas and issues about atopic, form a point ofview and influenceopinionso the likely characteristicsof the target audience aretaken into account whenconstructingrepresentations of people,places, events and thingso relationships betweenspeakers and theiraudiences vary withfamiliarity, authority andappealunderstands that:o speaking and listeningprovides opportunities toexplore and considerideas and issues, advanceopinions, and influenceand persuade others to apoint of viewo speakers use theirassumptions about thecharacteristics of listenersto engage interest andattentiono language can be adjustedto show or acknowledgepower, and to indicatecloseness or distance inrelationshipso some contexts requiremore formality oflanguage than othersunderstands that:o speaking and listeningprovides opportunities toexamine ideas and issues,make judgements in orderto challenge opinions andpresent different points ofview to persuade otherso speakers use theirassumptions aboutlisteners to influencepoints of viewo the formality of languagecan be adjusted to suit therelationship between theparticipants eg to show oracknowledge power, toreflect closeness (Mymate’s hat looks cool.) ordistance (Mrs Jake’s hatis attractive.)understands that:ooospeaking and listeningprovides opportunities toexamine issues, evaluateopinions, argue pointsand make judgements −in order to persuadeothers and convincelisteners by usingreasoning and evidencespeakers use theirassumptions aboutlisteners to try toposition them to accepttheir point of viewhumour and drama areused as devices topersuade listeners and toentertainunderstands that:o speaking and listeningprovides opportunities toanalyse other texts,entertain and persuadeaudiences, support astance on complexissues, interpret andevaluate texts and makeinferences about abstractconceptso speakers use theirassumptions aboutlisteners to position themto accept their point ofviewo humour and drama areused as devices topersuade listeners and toentertainspeaks audibly and listensattentively to:o make oral presentationso retell, in sequence, keyevents from personal andfamiliar experiences andinterestso develop ideas orinformation aboutpersonally relevant topicso make connectionsbetween their ownexperiences andrepresentations of people,places, events and thingsin textso show respect for others inconversation through turntaking, eye contact andappropriate languagespeaks audibly and listensattentively to:o understand the topic,make oral presentationsthat provide somerelevant ideas andinformation, and includeevents in sequenceo develop ideas orinformation aboutfamiliar topics orknowledge and personalexperienceo describe their ownopiniono identify and describeanother’s opinion heard ingroup discussiono show respect for otherswhen discussing personalreactions to people,places, events and thingsspeaks audibly and listensattentively to:o understand the topic,make oral presentationsthat provide somerelevant ideas andinformation , and includeevents in sequence andbrief descriptionso address their audience andthe needs of the listenerso identify opinionsprovided by members ofthe group in discussionsand conversations,agreeing or disagreeingwith reference to theirpersonal opiniono show interest in aspeaker’s turn orpresentationspeaks audibly and listensattentively to:o extend ideas andinformation with somedetails in small groupdiscussions or whenmaking presentationso consider the audience andthe needs of the listenerso express opinions andidentify viewpoints indiscussions andconversationso organise and sequencemain ideas and supportingdetail to suit text type andmediumo listen constructively andprovide some positivefeedbackspeaks audibly and listensattentively to:o refer to main ideas, givepossible explanations andsolutions, and supportthese with a few reasons –in small group discussionsor when makingpresentations on a topic orissueo speak with clarityo identify opinions offeredby others in discussionsand conversations,propose other relevantviewpoints, or extendideas in a constructivemannero provide a logicalsequence of events whendescribing a process orexplaining a phenomenono listen constructively, andprovide positive andencouraging feedbackspeaks audibly and listensattentively to:o identify main issues of thetopic and provide simplearguments, which mayinclude some supportingdetail and evidenceo form and sustain a pointof viewo provide succinct accountsof important personalexperiences or eventso engage others byprojecting a sense ofcommitment and intereston a topico demonstrate respect andsensitivity towardsdifferent points of view,cultural values andperspectives of groupsand individuals whenexpressing opinions andpresenting argumentsspeaks audibly and listensattentively to:o identify main issues of thetopic and providearguments, which mayinclude some supportingdetails and evidenceo sustain a point of viewo provide succinct accountsof important personalexperiences or events andreflect on theirsignificanceo engage others byprojecting a sense ofcommitment, interest andauthority on a topicspeaks audibly and listensattentively to:o identify main issues of thetopic and providearguments which includesupporting details andevidenceo respond to questions andcomments by clarifyingand paraphrasingo engage others byprojecting a sense ofcommitment, interest andauthority on a topico exercise respect andsensitivity to differentpoints of view andcultural valuesspeaks audibly and listensattentively to:oooocompare ideas, build onothers’ ideas, provideother points of view andreach conclusions thattake account of aspectsof an issueanticipate responsesfrom others and respondto questions andcomments by clarifying,paraphrasing, andintegrating those ideasthat are relevant to a lineof reasoningidentify and comment onomissions in informationidentify and explore themoral and ethicaldimensions of an issuespeaks audibly and listensattentively to:ooooodecide how to argue,elaborate details oremphasise ideasin formal situations,speakers maintain socialdistance through use ofan impersonal and/orauthoritative tonespeculate about what hasbeen excluded from thetextidentify and comment onthe moral and ethicaldimensions of an issueanticipate responsesfrom others and respondto questions andcomments by clarifying,paraphrasing, andintegrating those ideasthat are relevant to a lineof reasoningknows and uses:o statements to giveinformationo questions to requestinformationo relevant vocabulary toknows and uses:o statements to expressopinion, arguments andpresent informationo questions to clarifyinformation and gainknows and uses:o statements to expressopinion, arguments andpresent informationo questions to clarifyinformation and gainknows and uses:o statements to provideinformation and expressopiniono questions to gaininformation andknows and uses:o statements, questions andcommands to generateand maintain discussionsand conversationso specialist vocabularyknows and uses:o specialist vocabularyrelated to the topic −following researcho evaluative nouns, verbsand adjectives toknows and uses:o evaluative nouns, verbsand adjectives to expressopinions and to representpeople, places, events andthings in ways that appealknows and uses:o evaluative nouns, verbsand adjectives toconstruct textualrepresentations of people,places, things, events andknows and uses:o structures of formalpresentations includingintroduction to an issue,arguments for andagainst, elaborations andknows and uses:o structures of formalpresentations includingintroduction to an issue,arguments for andagainst, elaborations andBound for Success Scope and Sequence Statements V2 Page 12 Working Document Semester One 2007

ENGLISHSpeaking and ListeningIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:suit audience, purposeand topico conjunctions to joinsimple sentences, and toadd or compareinformation (e.g. and,then)o volume to suit the socialsituation and audiencesizeo descriptive words, facialexpressions and gesturesto communicate aresponseadditional informationo commands wheninstructing, (e.g. Throwthe ball.)o relevant vocabulary tosuit audience, purposeand topico conjunctions to joinsimple sentences, and addor compare information,(e.g. as, well and but)o volume, pace, tone ofvoice to add meaningo descriptive words, facialexpressions and gesturesto communicaterespectfully with othersadditional informationo commands wheninstructing, (e.g. Runaround the oval)o relevant vocabulary tosuit audience, purposeand topico adjectives to representpeople, places, events andthings in particular wayso conjunctions to joinsimple sentences and addor compare information(e.g. also, because)o body language includingfacing the speaker,gestures (e.g. shrugging)and facial expressions toemphasise and clarifymeaningo variation in voice tone,volume, and pace to addinterestclarificationo commands to givedirections in discussionsand conversationso specialist vocabularyrelated to the topic −following immersion inthe topico adjectives and verbs torepresent people, places,events and things inparticular wayso conjunctions to formcompound sentences (e.g.then, but, so)o body language (e.g. openor closed, posture),gestures (e.g. pointing)and facial expressions toemphasise and clarifymeaningo variation in voice tone,volume, and pace to addmeaning and interestrelated to the topic fromresearcho thinking and feeling verbsto give opinions (e.g. Jackremembered his dream.Everyone loved the icecream.o adjectives and verbs torepresent people, places,events and things in achosen way (e.g. inpositive or negative ways)o facial expressions,movements, gestures andmodulation of volume toenhance their expressionof ideasrepresent people, places,events and things in waysthat appeal to the targetaudience (e.g. fear,frighten, afraid)o non-verbal resources (e.g.facial expressions,movements, gestures) andspoken resources (e.g.volume, pace) to enhancemeaning and audienceappealto certain groupso words to indicate degreesof certainty (e.g. must,should, may)o non-verbal resources,(including facialexpressions, gestures andmovement, and spokenresources including pace,volume andpronunciation) toemphasise meaning and toappeal to differentaudiencesconcepts by selectivelymaking choices toposition listenerso language appropriate tothe audience and theirrelationship with thelistenero evaluative words toinfluence listeners’viewpointso text connectives tosequence (e.g. firstly, tosum up), contrast (e.g. onthe other hand, however)and clarify (e.g. in otherwords, for example)o varying resources,including pace, phrasing,intonation, pronunciation,facial expression, gesture,sound and silence to makemeaning and influencelistenersoooooconclusionsformal and informallanguage adjusted to thesize and nature of thegroup and theirrelationship with thelistenerevaluative words andphrases to influencelisteners viewpointstext connectives tosequence, contrast,clarify, show cause (e.g.therefore, as a result),and add information(e.g. in addition,moreover)words and phrases toconvey probability andauthority (e.g. It’sobvious that, It’sprobable that) and toposition listenersvarying pace, pitch,phrasing, intonation,pronunciation, facialexpression, gesture,sound and silence toinfluence an audienceoooooconclusionsformal and informallanguage adjusted to thesize and nature of thegroup and theirrelationship with thelistenera range of differentintonation patterns inboth prepared andspontaneous textsadverbials to signalviewpoint, attitudetowards a topic orcommitment to certainstatementsa range of evaluativevocabulary to appraisetexts and to builddescription and suspensein literary textsa range of textconnectives within textsto clarify, compare,contrast, sequence,indicate time or causeand effect (includingvisual, gestural andaudio resources)Bound for Success Scope and Sequence Statements V2 Page 13 Working Document Semester One 2007

SPELLINGAbout spellingWhile English spelling may appear quite irregular, studies have revealed it as a spelling system that is quiteregular and predictable when examined at deeper levels of language. We now have the benefit of a substantialamount of research, conducted over recent years, around the English spelling − or orthographic – system.English orthography has three layers of information about words:• sound• syllabic (patterns within and between syllables)• and meaningIt is important that words are examined according to the three layers and in a way that matches the student’s levelof development.Learning to spellOur development of spelling knowledge mirrors the nature of the spelling system. It begins with the simplestalphabetic level and over several years comes to include the syllabic and meaning levels.To develop as independent spellers and efficient readers, students need to learn how the orthographic systemworks so that they can readily spell words they have never seen before. To develop this knowledge, all studentsneed to explore and learn about the orthographic system in a structured way.Teaching spellingThe Spelling scope and sequence provides a list of key orthographic patterns to be explicitly taught in Years 1 to10. Within each year level, the concepts are presented in a teaching sequence that gradually increases incomplexity, building on students’ earlier knowledge. The left column shows concepts to be consolidated from theprevious year level. The right-hand column lists new material for focussed instruction. The orthographic patternsare colour coded to indicate the progressive stages of orthographic development.Stages of orthographic developmentLetter Name Alphabetic Stage of spellingWithin Word Pattern Stage of spellingSyllables and Affixes Pattern StageDerivational Relations Stage of spellingGreek and Latin Elements in spellingThis scope and sequence provides the required curriculum content—the ‘what’ of teaching spelling. Equallyimportant and running parallel is the ‘how’ and ‘when’.Students need to develop strategies for learning, recalling and self-monitoring spelling. For example, use strategiessuch as analogy and syllabification to spell words correctly. They need to be able to articulate the patterns ofEnglish spelling and be able to apply generalisations to spell words they have not encountered before.It is also critical to determine the stage in which each student is currently working − so as to teach words andpatterns that have been selected as developmentally appropriate for that student.For further information regarding these stages and the orthographic patterns, refer to:- Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics,vocabulary and spelling instruction. Upper Saddle River, NJ: Merrill/Prentice-Hall.- CD ROM: Spelling Improving Student Outcomes (2000). The State of Queensland (Department of Education),Queensland Catholic Education Commission and the Association of Independent Schools of Queensland,Brisbane.Students for whom English is not the home languageStudents whose home language is not English may find some sight words difficult to learn as they are not alwaysconcrete words (sight words are mostly abstract). While ‘is’ may seem a simple word it is not evident in student’sHL and the‘s’ makes a ‘z’ sound. Therefore students should have lots of opportunities to learn how ‘is’ is used inEnglish spoken and written grammar structures before being expected to learn. Sightwords belonging to wordclasses: Prepositions (in, up, of, for), pronouns (she, him, he), auxiliary verbs (are, is, has, had, have), 5W+H(who, what, where, when, why, how) cause difficulties due to limited use in HL and therefore hold little meaning.This meaning needs to be gradually developed in grammar during speaking, reading and writing activities.Some guidance is included in the Spelling scope and sequence on other considerations when teaching spelling tostudents for whom English is not the home language.For more detailed strategies on this refer to:- the Bound for Success website (www.learningplace.com.au/ea/issu) and click on Bound for Success)- Making the Jump Chapter 6.4 for strategies to develop ‘sounds’. This is important for spelling. (RosalindBerry and Joyce Hudson - Catholic Education Commission of Western Australia)- First Steps Writing Map of Development under “Conventions”.Bound for Success Scope and Sequence Statements V2 Page 14 Working Document Semester One 2007

Concepts to beconsolidated• Oral vocabulary growth• Phonological awareness• Alphabet knowledge• Letter-sound knowledge• Concept of word in textSPELLINGYear One Year Two Year Three Year Four Year FiveFocused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused instructionconsolidatedconsolidatedconsolidatedconsolidatedBeginning consonants insingle syllable wordsShort vowel in onset andrime patterns in singlesyllable words• at, an, ad, ap, ag• op, ot, og• et, eg, en• ug, ut, un• ip, ig, illDigraphs and blends• sh, ch, th, wh• st, sp, sk, and sm• sc, sn and sw• pl, bl,• cr, cl, fl, fr• bl, br, gr, gl• pr, tr, dr• k, wh, qu, twShort vowels in singlesyllable cvc 1 words• Short a (sad, ham)• Short o• Short i• Short u• Short e (bed, yes)Contractions(I’m, I’ll)Beginning consonants insingle syllable wordsOnset and rime patterns(see Year 1 sequence)Digraphs and blends(see Year 1 sequence)Short vowels in singlesyllable cvc words(see Year 1 sequence)Short vowels and initialdigraphs• (that, ship, when)Short vowels before –ng, -nt, -nd, -mpCommon long vowelpatterns in single syllablewordsR-influenced vowels insingle syllable wordsor, ar, ir, er, urDiphthongs in simple, singlesyllable wordsConsonant patternsNasal continuants in morecomplex wordsLess common long vowelpatterns• Short i and long i (write,might, why)• Long i (wild, find, child)• Long o (told, both, roll,ghost)R-influenced vowel patternsin single syllable words• ar, are, air• er, ear, eer• ir, ire, ier• or, ore, oar• ur, ure, ureW-influenced vowelpatterns• wa (watch, wash), war(warm war), wor (word,work worm)Diphthongs and otherambiguous vowel sounds inmore complex words• oi (pointer, enjoy, noise)• oo (soon, good, could)• ou, ow (mountain, brown)Silent beginning consonant• kn, wr, (knife, wrong)Less common long vowelpatternsR influenced vowel patternsDiphthongs and otherambiguous vowel sounds• oi (point, enjoy, noise)• oo (soon, good, could)• ou, ow (sound, brown)Silent beginning consonantpatternsknife, wrong,Beginning consonantclustersLess common long vowelpatterns in multi syllablewordsR influenced vowel patternsin multi-syllable wordsDiphthongs in morecomplex words and otherambiguous vowel sounds• oy,oi, ou, ow, ould, /u/,ough, au, awSilent beginning consonantpatternsgn, (gnat, gnaw)(wreath, knight)Beginning complexconsonant clustersstraight, throat, screen,squawkDiphthongs and otherambiguous vowel soundsin more complex wordsComplex consonant clustersin multi syllable wordsSilent beginning consonantpatternsHard and soft c and gpatternsdge and ge word patternsComplex vowel clusters inmulti syllable wordsSilent beginning consonantpatterns in more complexwords(Knead, knoll, wreath, gnaw)Hard and soft c and gpatterns in more complexwordsdge and ge word patterns inmore complex wordsShort vowels and initialblends• (glad, drip, crab)Short vowels and finaldigraphs• (cash, rich, much)Short vowels before ng, nt,nd and mp• (rang, went, end, jump)R-influenced vowels insingle syllable words• or, ar, ir, er, urInflectional endingsPlurals and past tensemarkerCompound wordsTriple r-blends• scr, str, sprConsonant digraphs• thr, shr, squ(three, shrink, spring)Inflectional endings insingle syllable words• Plural and past tense• Three sounds of the pasttense –ed markerCompound words(Inside, beside, itself)Where compound words areprepositions, ensure studentsunderstand and can ‘act out’the preposition.Hard and soft c and gpatterns(candle/ centre, garage/giant)dge and ge word endings• Short-vowel pattern (edge)• Long vowel patterns (stage)r, l or n indicate ge pattern(large, bulge, range)tch, ch word endingsAs above(catch, reach, porch)Inflectional endings• No change• Doubling• E-dropCompound wordsOpen and closed syllablesInflectional endings in morecomplex wordsChanging final y to iMore complex compoundwordsOpen and closed syllables• vccv double (supper,dinner)• vcv open (super, diner)• vccv different (window,sister)• vcv closed (river, cover)Vowel patterns in accentedsyllables• Long-a patterns (rainbow,crayon, basement)• Long –i patterns (frighten,ninety, higher)• Long –o patterns (toaster,lonely, owner)• Long –u patterns (cougar,noodle, loser, blue)• Long –e patterns (season,freedom, people)• Long –(y)u patterns(useful, knew, tuber)1C – consonant; V – vowel.Bound for Success Scope and Sequence Statements V2 Page 15 Working Document Semester One 2007

SPELLINGYear One Year Two Year Three Year Four Year FiveContractions(I’m, I’ll)Common long-vowelpatterns in single syllablewords• Long a (space, rain)• Long e (seem, clean)• Long o (drove, road)• Long u (cube, food, fruit)Exception to vce pattern –vepattern(give, love, have, dove)Short /e/ sound spelled ea(dead, head, bread)Diphthongsoi/oy (coin, boy)ou/ow (loud/cow)Final /k/ sound spelled ck,ke, k(chick, make, book)Inflectional endings (changefunction of word-numberand tense)Plurals e and esEnsure students understandconcept of ‘one’ or ‘morethan one’ before embarkingon plurals.Past tense endingsExplore the concept of ‘time’as linear. Use timelines,calendars, etc to model andreinforce this concept.Compound words(Indoors, breakfast, today)Discuss pronunciationdifferences of words whenused in a compound word egbreak + fast sounds likebreakfastContractions• (It’s, that’s, he’s)• (can’t, didn’t, wasn’t, isn’t)Common homophones(two/to/too; see/sea, of/off)Contractions• It’s, that’s, he’s• can’t, didn’t, wasn’t, isn’tHomophones-simpleContractions – morecomplexHomophones – morecomplex single syllable(break/brake, ate/eight)Meanings of these wordsmust be clearly understood bystudents so they can makeaccurate choices.Inflectional endings• Plurals and past tense• Three sounds of the pasttense markerCompound wordsContractionsHomophonesHigh frequency words• Starting with unaccentedsyllable a-• Starting with unaccentedsyllable be-Inflectional endings• No change (walking,asking)• Doubling (stopping)• E-drop (hoping)Unusual past tense words(sleep/slept, keep/kept,shine/shone)Unusual plurals(wife/wives, life/lives)Compound words – morecomplex(butterfly, anthill, seahorse,windmill, dishwasher,bookcase, lightbulb)Contractions in morecomplex words• Verb + not (couldnot/couldn’t)• Word + is (there is/ there’s)• Pronoun + verb (they are/they’re)Introduce concept of openand closed syllables• Open syllables end with along vowel sound: tiger,reason• Closed syllables contain ashort-vowel sound that isusually ‘closed’ by 2consonants: rabbit, racketHomophones – singlesyllable• Long –a (pale/pail;hair/hare)• Long –i (write/right;find/fined)Meanings of these wordsmust be clearly understood bystudents so they can makeaccurate choices.Homophones in singlesyllable wordsAmbiguous vowels (Vowelsthat are neither long norshort, thus ambiguous in thecontext of syllable stress)• Oy/oi, ow/ou(voyage,moisture,amount, employ)Vowel patterns inunaccented syllables• Unaccented final syllable(–le spelled le/el/il/al)• Unaccented final syllableer spelled er/ar/or• Unaccented final syllablechur spelled ture, sure(picture, measure)Homophones in two syllablewordsspedal/petal/peddle)Two syllable homographsPRESent/presENTAffixes (introduced as unitsof meaning)• Base word plus simpleprefixes• un, re, dis, mis• Base word plus simplesuffixes• -ful, -ly, -less,- ness• Comparative suffixes–er, -est, -ier, -iestAdding –ion to base words,no spelling change• Base –ct(subtract/subtraction)• Base –ss(express/expression)Bound for Success Scope and Sequence Statements V2 Page 16 Working Document Semester One 2007

SPELLINGConcepts to beconsolidatedDiphthongs and otherambiguous vowel soundsYear Six Year Seven Year Eight Year Nine Year TenFocused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused instructionconsolidatedconsolidatedconsolidatedconsolidatedComplex vowel patterns inmulti syllable words• i before e except after cComplex vowel patternsComplex vowel patternsAmbiguous vowels• au, aw, al(saucer, awkward,although)Complex vowel patterns inmulti syllable wordsComplex vowel patterns inmulti syllable wordsComplex vowel patterns inmulti syllable wordsHard and soft c and gpatterns in more complexwordsdge and ge word patterns inmore complex wordsComplex consonantpatterns• Words with silentconsonants(castle, design, wrinkle,knuckle rhyme)• gh and ph patterns(enough, phonograph)• qu patterns(squirm, equator, conquer)Complex consonantpatterns• Words with silentconsonants• gh and ph patterns• qu patternsOpen and closed syllables inmore complex wordsComplex consonantpatternsOpen and closed syllables inmore complex wordsComplex consonantpatterns in multi syllablewordsOpen and closed syllables inmore complex wordsAdding –ion to base word,no spelling change• Base –ct• Base –ssAdding –ian to base word,no spelling change• Base -icAdding –ion, e-drop andspelling changeComplex consonantpatterns in multi syllablewordsAdding –ion to base word,no spelling changeAdding –ian to base word,no spelling changeAdding –ion, e-drop andspelling changeAdding –ion, predictablechanges in consonantsComplex consonantpatterns in multi syllablewordsAdding –ion, predictablechanges in consonantsInflectional endings in morecomplex wordsVowel patterns in accentedand unaccented syllablesVowel patterns in accentedand unaccented syllables inmore complex wordsVowel patterns in accentedand unaccented syllables inmore complex wordsConsonant alternation:• Silent/soundedVowel alternation:• long to short• long to short/schwaVowel alternation:• Schwa to short(moral/morality;neutral/neutrality)Vowel alternation:• accented to unaccented(comedy/comedian;emphasis/emphatic)Consonant alternation:Silent/soundedVowel alternation:• long to short• long to schwaUnaccented vowels inderived words(confident, civilise,opposition)Open and closed syllables• vccv double• vcv open• vccv different• vcv closedOpen and closed syllables inmore complex wordsVowel patterns in accentedsyllables in more complexwordsAdding –ion to base word,no spelling change• Base –ct• Base –ssAdding –ian to base word,no spelling change• Base -icAdding –ion, e-drop andspelling changeAdding –ion, predictablechanges in consonantsAdding –able: when do youkeep the E?• Drop e (consumable,excusable, reusable)• Keep e (noticeable,manageable,knowledgeable)Adding –able, adding –ible• -able (Dependable,profitable, laughable)• -ible (credible, plausible,feasible)Greek and Latin elements:size• micro-, mega-, super-,hyper(microphone, megaphone,superhero, hyperactive)Greek and Latin elements• Latin word roots : -man,scrib, script, cred, fac(manuscript, circumscribe,incredible, factory)• Latin word roots: fract,flect, flex, ject, mis, mitGreek and Latin elements• Latin word roots : -man,scrib, script, cred, fac• Latin word roots: fract,flect, flex, ject, mis, mitGreek and Latin elements• Latin word roots: -jud-, -leg-, -mod-, -biblio-(Prejudice, legalistic,legible, moderate)• Government: -crat/-cracy,archy/arch-(autocrat/autocracy,monarch/monarchy)• Amount: magni-, macro-,poly-, equ-, omni-(magnificent, macroscopic,polysyllabic, equitable,omnipotent)Vowel patterns in accentedsyllablesMore vowel patterns inaccented syllables• au, aw, al(author, akward, although)HomophonesAdvanced homophones(holy/wholly, incite/insight;patience/patients)Consonant alternation• Silent to sounded• Predictable changesConsonant alternation(critic/criticise;political/politicise)Greek and Latin numberprefixes• quadr-, tetra-, quint-,pent-, dec-(quadruple, tetrapod,quintuplets, pentagon,decimal)Latin word roots: -bene-,mal-(benevolent, malfunction)Prefixes: ante-, post-(antebellum, post-mortem)Bound for Success Scope and Sequence Statements V2 Page 17 Working Document Semester One 2007

Vowel patterns inunaccented syllablesSPELLINGYear Six Year Seven Year Eight Year Nine Year TenVowel patterns inunaccented syllablesUnaccented final syllable –le• vcle (title)• vcle doublet (little)• vccle (simple)Review of prefixes andsuffixesTwo syllable homophones Two syllable Homophones Adding –ion to base word:no spelling changeAdding –ian to base word,:no spelling changeAffixes• Base word plus prefix(en, em, pre, post)Suffixes• Base word plus suffixes(iest, ly)• Adding –ion to base word,e-drop and spellingchange(Congratulate/congratulation; translate/translation)• Adding –ion to base word:predictable changes inconsonants(explode/explosion;decide/decision)Two syllable homographs Two syllable Homographs Introduce concept ofalternation which refers tothe sound changes thatoccur across words that arerelated in spelling andmeaning.Affixes (introduced as unitsof meaning)• Base word plus simpleprefixes• Base word plus simplesuffixes• Comparative suffixesAffixes• Base word plus prefix(in, non, pre, uni, bi, tri)• Base word plus suffix inmore complex wordsConsonant alternation• Silent to soundedSign/signal; soften/soft• Predictable changes inconsonants –adding –ion(Explode/explosion;decide/decision)Vowel alternation• Long to short• Long to schwaAffixes• Base word plus prefixSuffixes• Base word plus suffixes(Murkiest, frequently)Greek and Latin numberprefix• (mono-, bi-, tri-)Vowel alternation:• accented to unaccented(similar/similarity;familiar/familiarity)• Vowel alternation:• adding -ity - schwa toshort(moral/morality;brutal/brutality)• Accented to unaccented(comedy/comedian;history/historian)Greek and Latin elements:number prefixes• quadr-, tetra-, quint-,pent-, dec-(quadruple, tetrapod,quintuplets, pentagon,decimal)Adding –ion to base word,no spelling change• Base –ct(subtract/subtraction)• Base –ss(express/expression)Adding –ian to base word,no spelling change• Base word plus -ic(magic/magician)Vowel alternation• Adding –ity: vowelalternation, schwa toshort(general/generality;normal/normality)• Long a to short a(cave/cavity; nature/natural)• Long i to short i(crime/criminal;divide/division)• Long e to short e(please/pleasant/pleasure• Long u to short u(reduce/reduction)Adding –ion: e-drop andspelling change(Congratulate/congratulation)Greek and Latin elements 2• Number prefix(mono-, bi-, tri-)• Size(micro, mega, super, hyper)• Greek roots(auto, bio, geo, graph,meter, photo, tele)Additional referencesAdams, MJ. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MITPressCunningham, P. (1995) Phonics they use (2 nd ed). New York: HarperCollins.Ehri, L.C. 1994. ‘Development of the ability to read words: Update’. In R. Ruddell, M. Ruddell &H. Singer (eds). Theoretical Models and Processes of Reading 4 th edition, 323-359. InternationalReading Association, Newark.Gentry, J.R. and Gillet, J.W. (1993). Teaching Kids to Spell. Portsmouth, HeinemannHenderson, E.H. (1990) Teaching spelling (2 nd ed.) Boston: Houghton Mifflin.Moats, L.C. (1995) Spelling: Development, disabilities, and instruction. Baltimore, MD: York.Moustafa, M. 1997, Beyond Traditional Phonics: Research Discoveries and Reading Instruction.Portsmouth, Heinemann.2To explore the origins of English words use an English Etymology dictionary (e.g. English words originating from French: chef, figurine, ballet, niche; and from Greek: asylum)Bound for Success Scope and Sequence Statements V2 Page 18 Working Document Semester One 2007

HEALTH AND PHYSICAL EDUCATIONPromoting HealthIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Describes anddemonstrates whatpeople do to stay healthyincluding: brushing teeth,washing hands beforeeating and after toileting,blowing nose effectively,coughing safely, beingphysically active, resting,eating a variety of foods,using appropriate sunprotection, drinking plentyof water, safe use ofmedicine.• Classifies foods such asvegetables, fruit, meat,cereals and dairyproducts, identifyingfoods that keep us healthy.Associates foods withparticular events such asbreakfast, birthday partyor other celebration.• Discusses how rules keepus safe in various settingsincluding: home, school,and around water.Identifies and explainssafety rules in theclassroom and play areas(e.g. walk when carryingscissors).• Draws/ illustratespotential hazards (e.g.hot surfaces; damagedplay equipment) andsuggests specific actions(e.g. moving away;reporting to an adult).• Describes physicalreactions to appropriateand inappropriatetouching (e.g. smile,laugh, feeling sick,increased heart beat).Discusses appropriatephysical contact fromothers during self-careactivities, such as toiletingand dressing, and that thiscontact is only OK if itfeels right and if we agreeto it.• Lists the people who helpus to be healthy and safeincluding: nurse or clinicsister, teacher or teacheraide, dentist, chemist,friend/s, and parent orother relative.• Discusses the need forhealthy food, physicalactivity and safetyincluding: drinking extrawater in hot weather andwearing protectiveclothing while outdoors.• Discusses diseasetransmission, via touch,open sores and bodywaste, and that goodhygiene (personal, home,school) is the bestprotection for me and myfamily. Takes action tominimise risks frominfectious diseaseincluding: turn away anduse tissues to blow noseand cough, washregularly, cover cuts andsores, and control insectpests.• Makes decisions byconsidering options andconsequences.• Devises a healthy picnicmenu by choosingnutritious foods based ona simple classificationsuch as ‘eat lots of thesefoods’; ‘eat moderateamounts of these foods’;‘eat only small amounts ofthese foods’.• Demonstrates safemovement and storageof familiar schoolequipment including:chairs, classroom tools,sports equipment, smallAV appliances, books andart equipment.• Discusses the concept of‘personal space’ and howwe can take action tomaintain our personalspace and respect thepersonal space of others.Uses strategies such asNo, Go, Tell to maintainpersonal safety.• Identifies safe and unsafesituations including:around people; in theplayground; on and nearroads; travelling to andfrom school; in and nearwater. Develops anddemonstrates confidencein dealing with potentialhazards.• Describes on a Y chartwhat a healthy personlooks like, feels like andsounds like in terms ofactivity, food, rest/sleep,hygiene and connectionsto family, friends andcommunity.• Demonstrates basicdecision-making skills infamiliar health-relatedsituations (e.g. what foodto buy from the tuckshop)and is able to explain thedecision.• Groups/classifies foodsaccording to how theymeet our body’s needs(e.g. milk is good forbones). Explains thatbeing healthy includesselecting food from eachof these food groups.• Classifies safety intosimple categories (e.g.play safe, weather safe,people safe, travel safe,bug safe, drug safe) andrecognises commonthemes.• Describes characteristicsand personal reactions thatsignal safe/unsafepersons, places andcircumstances (e.g. beingaway from trusted adultsand feeling nervous).• Demonstrates basic firstaid treatment including:protecting an open woundwith a ‘bandaid’.• Identifies and namesplaces where healthinformation and servicescan be obtained (e.g.clinic for treatment ofminor injuries,shop/chemist formedicines).• Discusses/explainsinterdependence ofindividuals, groups (e.g.family) and serviceproviders (e.g. clinic/hospital) in promotingindividual and communityhealth (e.g. advice fromthe clinic nurse andfollow-up treatment athome can help healinjury).• Explores/discusses howthe way we describe andtreat people impacts onthe health of allconcerned (e.g. whenpeople are treated withrespect they generallygive respect in return).• Discusses the dimensionsof health: physical, social,spiritual, mental andemotional health – andthat promoting healthrequires attention to allthe dimensions.• Demonstrates simpledecision-makingprocesses and theirapplication to health (e.g.I consider the costs andbenefits of a number ofalternatives beforemaking a food choice thatsuits my resources, beliefsand health goals).• Investigates and discussestechniques for safepreparation and storageof food.• Identifies anddemonstrates the ability todeal with unsafeenvironments andsituations includingbullying.• Identifies sources ofinformation abouthealth and health servicesincluding: product labels,the health clinic/chemist,friends, magazines andother media. Assesses thevalue and validity ofinformation from each ofthese sources.• Identifies products andsubstances that havepositive and negativeeffects on the body (e.g.food, drinks, prescriptionand non-prescriptionmedication, alcohol andtobacco).• Describes features ofplaces of work(including schools) thatcan pose threats tohealth, safety andwellbeing (e.g. noisecontrol, air quality,lighting). Proposes actionplans to promote health.• Discusses standards andvalues and how theseimpact on personal health(e.g. how food-handlingstandards and schoolvalues influence ourhealth).• Identifies factors thatmay impair health (e.g.poor nutrition,disease/sickness andinactivity) − and describesways to promote health(e.g. re.g.ular physicalactivity).• Uses a guided approachto planning and decidingpersonal health behaviour.Considers rights andresponsibilities, theimpact of choices on selfand others, the impact ofemotions, resourcesavailable and capacity tocarry out chosen actions.• Investigates and describesthe factors that influencefood choices including:media, family, culture andknowledge of nutritionalneeds.• Assesses the safety ofsituations in home,school, water and outdoorenvironments andidentifies appropriateresponses to manage riskand avoid harmincluding: maritime safetyand/or safety in the bush.• Assesses factors (such aspeer pressure) that maylead young people intoharmful behaviours(such as smoking) androle play ways of avoidingharm (such as having apractised way of sayingno).• Describes anddemonstrates ageappropriateresponsibilities forcommunity healthincluding: personalhygiene to avoidtransmission of infection,getting help to resolveconflict, and personalinvolvement in healthpromotingactivities (e.g.‘Jump Rope for Heart’,sports teams and activeleisure).• Explores the relationshipbetween personalstrengths and healthbehaviour (e.g. the valueof self-understanding inmaking sound healthdecisions).• Explores social, culturaland environmentalinfluences on healthincluding: immunisation,diet, over-exposure to thesun and substance abuse.• Makes personal healthdecisions, recognising theeffects that decisions haveon self and others. Uses astructured approach tosupport follow-up action(e.g. a written plan ofaction with objectives,milestones, people whocan help).• Investigates therelationship betweenfood intake, energyexpenditure, healthybody weight andpersonal identity.• Discusses/explores androle plays a range ofpersonal safetystrategies for use inthreatening or abusivesituations.• Discusses how they havea responsibility for thesafety of themselves andothers and demonstratesbasic first aid proceduresincluding: calling for help,and controlling bleeding.• Identifies media imagesand advertisements forproducts and servicestargeting young people.Describes their impact onhealth and wellbeing.• Discusses factors thatinfluence choice ofhealth products andservices including: cost,availability, beliefs aboutbenefit, and the impact offriends and family.• Discusses the challengesof transitions (e.g.primary school to highschool, childhood toadolescence) andresearches a range ofcoping strategies,particularly from amental-health perspective.• Demonstrates increasingresponsibility for selfmotivation,goal setting,diet, exercise, makingfriends and other selfimprovementand selfmonitoringactivities.Develops an action planand keeps a journal totrack progress.• Demonstrates increasingsophistication indecision-makingprocesses including:− setting realistic,measurable short-termgoals such as balancingenergy in (from food)against energy out(from activity),− demonstrating decisionmakingthat includes anappreciation of beliefsand values and howthese impact on healthand activity choices,− predicting risks andbenefits from a range ofchoices,− prioritising goals andreflecting these indecisions,− realising that decisionswill not always suitfriends and thatindividuals have thestrength of character todo what they know isright for them,− applying ways tomonitor and managethe impact of personaldecisions (e.g. peerinfluence),− strategies to monitorand evaluate selfthrough giving andreceiving feedback,reviewing goals, andweighing costs andbenefits.• Describes the social andemotional aspects ofeating and how theseimpact on food choices.• Conducts a case study toanalyse and comparelifestyle balance inrelation to the dimensionsof health. Recommendsstrategies to address anyimbalance.• Discusses and role-playsmaking decisions whereindividuals and groupshold conflicting valuesand beliefs, and have avariety of health needs.• Resolves a range ofsimulated health-relatedscenarios depicting issuesthat typically confrontteenagers (e.g. diet, druguse, sexuality, sun safety,road safety and mentalhealth).• Identifies unsafe orabusive situationsrelated to childprotection includingrecognising abuse, useand misuse of power inrelationships andprotective strategies.Responds by suggestingand applying personalsafety strategies.• Analyses and uses arange of information(e.g. product labels, costcomparisons, productreviews and informedanalysis) to make andjustify consumer choicesin areas such as nutrition,exposure to drug use,exercise programs, andpersonal health products.• Proposes an action planto promote healthyenvironments, forpresentation to anappropriate organisation(e.g. waste management,infection controlstrategies, standards forproduct quality andsafety).• Explains how the healthof individuals and groupsvary and is determined bythe interaction ofphysical, cultural,economic, social andenvironmental factors, iean ecologicalunderstanding of health.• Explains how factorsinfluence emotionalwellbeing and resiliencesuch as belief systems,parenting practices andindividual temperament.Explores ways to enhanceresilience and a robustsense of personal worth.• Creates, maintains anduses a personal supportnetwork as an aid todecision-making andpersonal healthpromotion.• Devises, implements andmonitors a personal plan- including prevention andemergency responses − todeal with specificadolescent health issues.Responses should includesenior first aid proceduressuch as CPR, injurymanagement; andresponse to commonmedical conditions suchas asthma, diabetes andheart attack.• Investigates/researchespersonal and communityvalues relating to health.Devises, implements andevaluates specificstrategies to enhancepersonal and communityhealth status − taking intoaccount key health-careagencies (e.g.immunisation program,dealing with depression;lobbying for sportfacilities and/or shadestructures).• Critically analyses andassesses health-relatedtrends and fads includingthe use of planned dietsand exercise re.g.imes −while recognising mythsand fallacies related toproduct marketing claims.Composes a report to raiseawareness of thesefindings with peers.• Examines and discusseshealth trends and issues,assesses the consequencesfor young people, andinvestigates a range ofpossible responses (e.g.:− How will living awayfrom home impact onpersonal healthbehaviour related tonutrition, friendships,activity habits and newlevels of personalfreedom andresponsibility?− Rate the efficacy ofpersonal healthbehaviour and capacityto deal with changingdemands. Are personalhealth behavioursadequate andappropriate for now andnext year?− Critically analysepersonal health-relatedbehaviours toassess/predict shorttermand long-termconsequences. Devise apersonal action plan totarget identified needs).• Analyses a local healthissue (e.g. substanceabuse, obesity, boredom)and devises an appropriatestrategy for young peopleto respond.• Critically analyses andassesses how a range ofhealth information,services and productscan be applied to meetspecific health needs.• Examines and discussesstrategies to promotehealth and well being inthe local community.Demonstrates anunderstanding of thesocio-cultural, political,economic andenvironmentalcircumstances. Choosesand supports a localinitiativeOR• Develops, implements andevaluates a local healthpromotion initiative.Collaborates with relevantcommunitymembers/groups, such ascouncil, state/localmembers of parliament,Bound for Success Scope and Sequence Statements V2 Page 19 Working Document Semester One 2007

HEALTH AND PHYSICAL EDUCATIONPromoting HealthIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Lists/labels health andhygiene productsincluding: medicines,tissues, body soap, toothbrush, insect repellent.• Recommends ways tomake the classroom orschool environmenthealthier (e.g. open morewindows, keep walkwaysuncluttered, plant moretrees, be kind to eachother, minimise litter orrecycle waste).• Creates a media campaignor documentary, for aspecific target audience,to promote a healthylifestyle or explore ahealth issue.• Assesses factors thatinfluence the use ofharmful substancesincluding: caffeine,tobacco and alcohol.Proposes alternativeactions to choosing to usethese substances.• Identifies implements andevaluates personal andcommunity strategiesthat address healthrelatedsituations (e.g.planning thoroughly,being assertive, learningfirst aid, advertising).• Uses critical literacy skillsto acquire, process,question, challenge andevaluate a range ofhealth information,services and productsand describes how theycan be applied to meet thehealth needs of youngpeople.• Uses strategies such asSWOT analysis(strengths, weaknesses,opportunities, threats) orField Analysis (barriersand enablers) to analysehealth issues orchallenges (e.g. rubbishdisposal; land, water,noise and air pollution;diabetes or otherpreventable disease).• Investigates a localhealth/environmentalissue and devisesrecommendations forpersonal and communityresponse. (Local issuesmay include pest controlfor disease management,water management, safetravel in bush or on waterways,strategies to combatdiabetes, hepatitis andother infectious diseases).peers and neighbours.Evaluates the success ofthe plan and makesrecommendations forfuture action.• Develops a menu basedon knowledge ofnutritional foods andexpected energyexpenditure. Then worksin groups to create aseries of meals for themenu, ranging frombreakfast to dinner.• Gathers, records anddiscusses healthindicators (e.g. nutritionand energy intake,physical activity, bodymass index, familyhistory, blood pressure,aerobic fitness and stressmanagement). Uses thisinformation to developand analyse personalhealth profiles and, whereappropriate, makesrecommendations forhealth enhancement.Bound for Success Scope and Sequence Statements V2 Page 20 Working Document Semester One 2007

HEALTH AND PHYSICAL EDUCATIONMovement SkillsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Moves freely in a space -hop, skip, gallop, run, rolland combinations of these− both spontaneously andwhen prompted by voice,music or signal (e.g.whistle).• Explores differentmovements withdifferent body parts (e.g.pull, push, swing, twist,sway, bend and crawl).• Transitions from onesurface or position toanother (e.g. jump, step,swing, roll).• Manipulates equipment(e.g. hoop, ball, rope, stickor floatation aid) usingtechniques such as grip,twist, swing, throw andhit.• Creates simplemovement sequences -(e.g. imitating familiaranimals like kangaroo andsnake) − while stationaryand while moving freelyand safely aroundequipment and people.• Describes cause andeffect in relation tobalance, swing, landingand the manipulation ofequipment (e.g. I balanceeasier when I spread myfeet a little wider).• Describes indicators thatreflect physicalcondition including hot,cold, sweaty, puffed andthirsty.• Participates in simpleteacher-led games suchas ‘Simon Says’.• Demonstrates increasingconfidence andfamiliarity with basiclocomotor skillsincluding hop, skip andrun.• Moves in response todifferent commandsincluding stop, start andchange direction; take offand land – one foot andboth feet – changedirection to avoidobstacles, and changespeed.• Pushes off from shallowwater, swim 10 meters indeep water and treadwater confidently.• Develops a range ofobject control skillsusing hands, feet andequipment (e.g. bean bag,small bat and soft ball).Control skills include:roll, throw, catch, trap,strike and dribble – whilestationary and moving ona range of surfaces.• Experiments with simplemovement principlessuch as: weight transfer;follow through; and keepa low base of support forbest balance.• Demonstrates how thebody adjusts to differentdemands (e.g. breathingmore heavily during andafter a run).• Describes the benefits ofphysical activityincluding: having fun andbeing with friends.• Applies the rules ofplayground games (e.g.games of chase) – and hasthe confidence to join in.• Demonstrates the fullrange of fundamentalmovement skills andbody management skillsincluding:− rhythmic actions withhands and feet as indance,− moving confidentlythrough, over andaround equipment,other participants, atdifferent levels and ondifferent surfaces,− stop, start and changedirection safely andefficiently.• Swims confidently over20 meters usingbreaststroke, crawl(freestyle) or sidestroke.• Demonstrates a range ofways to use body position,balance, acceleration andother movement conceptsto participate effectivelyin play and simplegames.• Applies basic movementprinciples to create thedesired performance (e.g.stand side-on and followthrough to throw fordistance and accuracy).• Demonstrates competentobject control skills suchas:− roll a hoop, ball orother equipment,− throw and catch a beanbag or soft ball,− strike and dribble a ballwith foot, hand or shorthandled bat,− skip a rope turned byself or others,− run with a ball,− use a kickboard or otherflotation aid.• Describes the intensity ofphysical activity – low,medium, high – from thebody’s reaction (e.g.warm and comfortable vsvery hot, sweaty andtired).• Demonstrates ways tomanage the risk involvedwith physical activities(e.g. falls and feelingtired).• Demonstrates cooperativeteam-work, use of spaceand personal skills toparticipate in minor games(e.g. tag and dodge).• Demonstrates proficiencyin fundamentalmovement skillsincluding static balance,sprint run, vertical jump,catch, hop, side gallop,skip and over-arm throwthrough practice andapplication in differentgames and sports.• Describes and appliesbasic movementprinciples to improvetechnique (e.g. usepreparatory steps to buildmomentum, bend knees toreduce impact on landing,alter the angle of ballrelease to maximisedistance, and change bodystance to maximisestability and balance).• Describes the physical,social and emotionalbenefits of physicalactivity includingbuilding strength andspeed, and feeling goodabout oneself.• Compares the effects onthe body of participationin physical activities ofdifferent types andintensities including: thedifference in heart ratewhen at rest, walking andjogging. Explains whythese changes occur.• Applies movement skillswith consistency andcontrol and practicesmanipulative skills usingequipment in a range ofminor games that requireteamwork, effort andrules.• Describes how everydayactivities and physicalpursuits contribute togeneral fitness andwellbeing.• Explains how variousfactors, such as availablefacilities, disability andpreference may influencechoices andparticipation in physicalactivity.• Performs coordinatedactions, object-controlskills and sequences (e.g.a pass in football and adribble in basketball).Demonstrates these skillsto a level where they canperform through andaround obstacles and inmodified games of (e.g.soccer, basketball andfootball).• Recognises, describes andapplies movementprinciples such asdynamic balance andstability (e.g. inthrowing), adjusting thebody to preventoverbalance (e.g. inkicking), lowering bodyposition when turning andpushing off with theopposite foot (e.g. inbasketball).• Describes differentaspects of physicalactivity (e.g. type,frequency, intensity andduration) and be.g.ins toreflect on how theseimpact on performanceand health.• Demonstrates simpletactics and strategies,such as creating anddefending space, toenhance individual andteam performance in avariety of physicalactivities.• Participates in anddescribes how physicalactivity contributes to abalanced, healthy andactive lifestyle andidentifies the differentcomponents of healthrelatedfitness.• Participates confidentlyand skilfully in gamesand modified sportsdemonstrating a commandof the rules.• Describes barriers tore.g.ular participation inphysical activity andsuggests some ways toenhance participation byall people.• Participates in a range ofmoderate to vigorousphysical activities andapplies movement skillsincluding the leap, kick,two-handed pass anddodge − with increasedconfidence, coordinationand precision.• Monitors and adjustsown performance byconsidering circumstancesand applying knowledgeof basic movementprinciples (e.g. limit longpasses in windyconditions, expect slowerball speed on a wetsurface).• Takes and records simplemeasures (e.g. heart rate)to track the body’sresponse to physicalactivity.• Applies the relationshipsbetween principles ofmovement andperformance in sport(e.g. steady the bodybefore releasing abasketball shot, keep lowto block or to tackle anon-coming player).• Demonstrates teamworkand tactics such asmoving to a space toreceive a moving ball, orworking with a team-mateto outmanoeuvre anopponent.• Applies basic offensiveand defensive strategiesin games (e.g. using thebody to protect the ballwhile it is in mypossession).• Devises and implements abasic game plan.• Devises a personal planto ensure a healthy levelof physical activity, athome and at school,illustrating understandingof the importance ofphysical activity forhealth, and a balancebetween active andpassive pursuits.• Demonstrates increasingcompetence in variousgames through mastery ofskills and tactics,awareness of personal andopposition strengths, andappreciation of the rulesand strategies of the game.This includes learning andpractising:− specialised roles anddifferent positions in ateam (e.g. offence,defence, sweeper),− strategies formonitoring opponents− techniques forcreating, using anddefending space.• Identifies and participatesin physical activities thatdevelop particularcomponents of healthrelatedfitness including:strength, speed,endurance. Explains howgeneral fitness is animportant aspect ofphysical performance andan essential component ofoptimum health andwellbeing.• Investigates the healthrisks associated with asedentary lifestyle.Monitors and sets goalsfor adjusting daily andweekly physical activitylevels to eliminate orreduce the risk.• Investigates the factorsthat influenceparticipation in physicalactivity. Identifiesactivities that have thepotential to meet theirpresent and future needs,taking into considerationthe changes that may takeplace when moving tohigh school. Choosesactive pursuits that suitpersonal interests andbody characteristics.Justifies activity choicesin terms of interests,abilities and healthbenefits.• Executes specialisedforms of passing,shooting, tagging,tackling, blocking andstopping to suit differentcircumstances (e.g. chest,shoulder, overhead andbounce pass; drawing aplayer and handpassing tothe space in front of ateam mate).• Participates in a rangeof physical activities inincreasingly complexenvironments, (e.g.competitive, noncompetitive,individual,group, fitness initiatives)to maximise participationand enjoyment, andfurther enhance skills andstrategies.• Plans and performsmovement sequencesusing the elements ofcomposition (e.g. puttingtogether a sequence ofsteps in an aerobics/danceroutine, or designing andimplementing a set play inbasketball).• Demonstrates appropriatesports conventions (e.g.sportsmanship) and safetyprinciples.• Plans and implementsways of improvingphysical performance byestablishing goals, thenusing feedback fromcoach, fellow player andother sources to buildskills and strategies.• Participates confidentlyand regularly, preferablydaily, in sport orrecreational activities ofsufficient intensity to havea health benefit.• Makes decisions aboutchanges in technique orstrategy based on a soundunderstanding ofmovement principles anda capacity to ‘read theplay’.• Moves efficiently andeffectively to achieveobjectives such ascreating space, protectingthe ball, forcing anopponent off-side (or outof position), and adaptingto changed conditions.• Devises, implements andevaluates individualoffensive and defensiveskills in a team strategy(e.g. double teaming anopponent, using a series ofpasses to outmanoeuvreopponents).• Demonstrates enhancedcompetence in games by:− using feedback fromcoach to adjusttechnique,− applying knowledge offorce and motion toadjust technique forchanged circumstancessuch as slipperysurface,− choosing strategiesfrom a repertoire ofpossibilities, toaccommodate changedcircumstances such as anew opponent or newgame plan,− interpreting umpiringdecisions and applyingrules to own advantage(e.g. drawing a foul inbasketball),− implementing preplannedstrategies tore.g.ain the ascendancyin a game (e.g. switchto zone defence inbasketball).• Officiates (umpire, score)or coach a familiar gamewith support (e.g. help outat a modified games dayfor junior participants).• Participates with successin a range of physicalactivities adapting andtransferring skills,strategies andtechniques to suitdifferent circumstances(e.g.:− use skills andknowledge gained fromlessons and experiencein tennis to participatesuccessfully in a relatedgame such as squash orbadminton,− adapt skills andstrategies from thecompetitive sportsarena to buildcompetence and gainenjoyment from activerecreational activitiessuch as bushwalking).• Appraises and evaluatesskills, tactics and teamworkin a variety ofgames, dance andrecreation activities.Demonstrates anddiscusses how theinformation gained can beused to further enhanceperformance andenjoyment.• Promotes and models anactive lifestyle throughinvolvement in roles suchas player, team leader,coach, administrator,advocate, official orpromoter. (School use ofthe Sport Education modelis one way to providethese opportunities forstudents in a supportiveenvironment).Bound for Success Scope and Sequence Statements V2 Page 21 Working Document Semester One 2007

HEALTH AND PHYSICAL EDUCATIONPersonal DevelopmentIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Describes emotionsincluding happy, excited,shy and frightened.• Discusses the importanceof managing emotions –that it’s OK to feel angryand tell someone but it’snot OK to react violentlyin anger. Plans for andapplies alternativereactions to challengingsituations (e.g. take threedeep breaths before retryinga difficult task).• Identifies characteristicsthat make individualsdifferent from others andtherefore ‘special’.• Demonstratescooperation in smallgroups in work and playincluding: taking turns,sharing equipment,communicatingeffectively, makingfriends.• Discusses changes thatare being experiencedincluding: growing taller,learning to read, makingnew friends, losing babyteeth.• Applies appropriateconventions, includingmanners and schoolprocedures, when relatingto teacher/s, other studentsand visitors.• Explores ‘self’ in thecontext of family,friendship group andschool. Identifies personalqualities, interests,learning styles and othercharacteristics.• Role plays assertive voiceand posture − brave talk(e.g. when a friend wantsto break a school rule orwhen reporting anincident, or advocating fora friend).• Identifies body cues –such as ‘butterflies’ – thatsignal changes in personalfeelings. Manages theseemotions in challengingsituations (e.g. speaking infront of the whole classand attempting a newskill).• Demonstrates ways toencourage and supportothers including listeningattentively to news,spending time playingwith friends, and invitingothers to join in a game.• Demonstrates skills forcooperation, safety andindependence withequipment, anddemonstrates acceptanceof situations where thereare winners and losers.• Describes personal needsand interests and howthey have changed frominfancy to the presenttime.• Explains qualities andcharacteristics that aresimilar to and differentfrom other people andhow this contributes to asense of self. Describescharacteristics andqualities that make allpeople unique such as eyecolour, generosity,friendliness.• Labels a ‘high five’diagram − on each fingerof a hand nameappropriate friends andfamily to seek help fromwhen feeling lonely,unsafe or simply wantingcompany.• Discusses how roles andresponsibilities changeas we grow older and thatmales and females mayhave different needs andinterests.• Discusses physicaldifferences betweenmales and femalesincluding body shape anddifferent sex organs.Discusses how a variationin growth rates amongpeers is normal.• Justifies actions infamiliar situations anddifferentiates between ‘Ihave to’ and ‘I want to’.Identifies what actions areof personal importance(e.g. says “ I like to paintand I like outdoorgames”).• Discusses how positiverelationships enhancefeelings for all who areinvolved in therelationship.Demonstrates cooperativeskills (e.g. I involve othersby pausing or altering anactivity and inviting themto join in).• Demonstrates personalresponsibility inclassroom and otheractivities (e.g. taking onspecific roles andfollowing through oncommitments).• Switches between codesof behaviour to suitcircumstances, such assports field to classroom,home to school.• Explains how differentways of describing andrelating to other peopleinfluences the way peoplevalue and treatthemselves and others.• Identifies the physicalchanges that occur aspeople age such as gettingtaller, stronger andknowing more, and howthese changes can beeffected by good health(e.g. a balanced diet andactive lifestyle enhancesenergy, helps preventillness and contributes to aheightened sense ofwellbeing).• Explores and recognisesfeelings associated withbody changes duringgrowth.• Manages emotions usinga variety of strategies suchas counting to ten,prioritising tasks, takingpreventive action, selftalk,early recognition,changing things that canbe changed throughplanning and practice.• Devises and role playsstrategies to solveproblems and manageconflict while recognisingand accepting differencesand the rights, values andfeelings of others.• Demonstrates actions,behaviours and attitudesthat support positiverelationships withdifferent groups of people,including people fromother cultures (e.g. how tobe.g.in conversation witha new student, ways toinclude others in socialactivities, learning aboutthe beliefs and traditionsof other cultural groups).• Describes a wider rangeof feelings and emotionsassociated with changeand describes how peoplemanage them. Explainshow emotions can bere.g.ulated by managingcircumstances anddeepening selfunderstanding.Uses richervocabulary (synonyms) todescribe emotions (e.g.amused, delighted,thrilled or overjoyedinstead of happy).• Role plays ways tomanage being left out,ignored, put down, notselected, teased or losingincluding what to do, howto manage emotions, andwhere to get help.• Explores different rolesand responsibilities inrelationships and takeson various roles withingroup activities with afocus on communicationskills and positive ways todeal with conflict.• Demonstrates assertiveverbal and non-verbalcommunication withfriends and family (e.g.explaining views about asensitive issue).• Describes the changesthat occur duringpuberty and how the rateof change varies amongindividuals.• Demonstrates ways toshow care and respectincluding assisting othersto communicate, offeringand accepting help, andasking permission.• Role plays ways to join anew group and initiateand maintainconversation.• Actively contributes togroup cohesion andeffectiveness by offeringopinions, listeningattentively, seekingclarification, acceptingresponsibility, followinginstructions.• Describes the physical,social and emotionalfactors that influencepersonal identity, andhow one’s sense ofidentity may changeduring puberty.• Discusses how pubertalchanges may affectrelationships and selfesteem.• Demonstrates moreadvanced skills forestablishing andmaintaining positive andcaring relationshipsincluding: empathy andrespect in relationships,expressing feelings andpoints of viewappropriately, negotiating,effective communication,and practising assertivebehaviours. Demonstrateshow to deal with positiveand negative commentsfrom peers.• Manages conflict throughstrategies and attributesincluding: re-evaluatingpersonal position, selfmonitoringvoice tone andvolume, separating theperson from the issue,offering suggestions,accepting the umpire’sdecision, negotiating ingood faith, dealing withown and others’ anger,and respondingappropriately to teasing.• Describes the physicaland emotional changesthat are part ofmaturation and strategiesto cope with the changes.Discusses specificchanges in thereproductive structuresand functions that occurduring early adolescence(puberty).• Describes qualities andvirtues that we value infriends such as honesty,loyalty, trust, sharing, andsincerity. Uses words andactions that convey thesequalities in a range ofcircumstances.• Challengesdiscrimination andharassment, activelyvaluing the differencesbetween individuals.• Identifies the influenceson personal sense of selfas individuals make thetransition to adolescenceincluding changing bodyimage, sexual maturation,and new skills andinterests.• Demonstrates a growingawareness of uniquepersonal identity and theidentity of others. Thisincludes a growingawareness of the influenceof others and the impactof personal maturation onpersonal identity.• Identifies ways to buildpersonal capacity –physical, social andemotional (e.g. by tryingnew activities).• Demonstrates awarenessand understanding of howrelationships can changeover time. Devisesstrategies for coping withchange, grief and loss(e.g. discuss going toboarding school and theresulting impact onrelationships).• Manages conflict throughstrategies includingassertive language,forward planning,negotiation, and focus onthe issues.• Describes changingfamily and peerrelationships that occurin adolescence anddiscusses the positive andnegative impacts of thepeer group duringadolescence.• Explores and discusseshow positiverelationships areenhanced byunderstanding diversityand difference, anddemonstrates personal andinterpersonal skillsincluding assertiveness,questioning, and justifyinga position.• Identifies and analyses thelinks between thoughts,feelings and behaviour(e.g. feelings of anxietycan result in sweating andheadaches). Discusseshow and why thoughts,• Identifies challenges andopportunitiesexperienced at this stageof their lives. Identifiesand selects strategies toaddress these challengesincluding developinginterpersonalcommunication skills andestablishing supportnetworks of both adultsand peers.• Assertivelycommunicates decisionsabout personal health andphysical activity withpeers, especially whenconfronted by unwantedpeer influence.• Analyses how individualsand groups may seek toinfluence the behaviourof others. Role playsharm-minimisationstrategies includingconflict resolution,negotiation and refusalskills − to deal with theseinfluences.• Demonstrates processesfor managing changeand conflict inrelationships includinghow to consider andaccept other people’sperspectives.• Distinguishes betweenpositive use of power andabuse of power inrelationships. Discussesand role plays ways todevelop, maintain, or end,a relationship whenpower, gender, race orculture are (or become)issues.• Investigates and describesthe physical andemotional changes thatare part of maturationand devises strategies tocope with the changes.• Demonstrates increasingbreadth and depth inrelationship skills suchas:− helping behaviour andcompassion (e.g.participating in acharitable activity),− knowing what toconsider when decidingif something is fair andjust (e.g. think aboutthe other person’s• Describes personalstrengths and how to usethese to make changes inother areas of life.• Confidently andassertivelycommunicates a point ofview by making anddefending decisions −both independently and aspart of a group - (e.g.when umpiring a game orjustifying a healthdecision).• Interprets and uses nonverbalcommunicationsto monitor the feelings ofothers and expresspersonal thoughts andfeelings.• Demonstrates personalskills and strategies thatsupport the rights andfeelings of others whileforming, adapting,developing and endingrelationships.• Describes how youngpeople can express theirpersonal identity andsexuality in ways that arerespectful of others andwill not result in harm toself or others (e.g. makingand breaking friendships,expressing closeness,appropriate touching, andrespecting privacy).• Analyses own andothers’ communicationskills, identifyingstrengths and areas forimprovement. Setspersonal goals forenhancement of weakerskills. Maintains a journalto track progress.• Raises issues of concernto self and others (e.g.challenge injustice in anassertive, non-threateningway).• Demonstrates enhancedsense of self andcommunity such as:− sensitivity andtolerance of self andothers (e.g. respondpositively to criticism),− consideration for othersin group and teamactivities (e.g. share theworkload, play in anon-preferred position),• Identifies and discussessignificant transitions inan adolescent’s life, suchas be.g.inning a casual joband getting involved inmore seriousrelationships. Suggestsstrategies to deal withthese in ways that enhanceresilience and self-esteem.• Evaluates the influence ofdifferent beliefs andvalues - including thoserelated to sexuality andgender − on self-esteemand decision-making (e.g.explore the relationshipbetween body image andgender, and the impact ofthe media on the notion ofthe ideal male and femalebody types).• Assesses the level ofintensity in a range ofemotions and manages orexpresses theseappropriately in differentcontexts. Transfersemotional managementstrategies betweencontexts (e.g. angermanagement strategieslearned in sport can betransferred to the homesituation).• Demonstrates (e.g.through role play)flexibility and maturityin understanding andmanaging emotions (e.g.uses self-talk to monitorand manage emotions,asks open-ended questionsto determine otherpeoples’ perspectives,uses consistent standardsand limits as referencepoints for decisions aboutbehaviour).• Demonstrates maturedecision-making thatincludes:− understanding thesituation and context,− people, risks, is adecision required?− planning to make adecision - analysepersonal strengths,attitudes,responsibilities andgoals,− deciding and acting -choosing from options,communicating adecision, acting on thedecision,Bound for Success Scope and Sequence Statements V2 Page 22 Working Document Semester One 2007

HEALTH AND PHYSICAL EDUCATIONPersonal DevelopmentIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:feelings and behaviourschange over time, and thatindividuals areresponsible for theirmanagement.• Mediates for others,responding appropriatelyto teasing and other formsof harassment.• Participates in groupdecision-making andunderstands how thesedecisions affect individualand group goals.feelings - empathy),− knowing and usingwords and actions totreat others fairly andjustly,− adapting rules toinclude people whomight otherwise be leftout,− knowing how and whento report concerns toother people (e.g.teachers and parents),and how to do thiswithout losing facewith peers,− encouraging otherpeople when they arelearning new skills, feelsad or need support,− coping with unhappyrelationships such asinconsiderate friends,being excluded,boyfriend/girlfriendrelationships, andtension with parents.• Resolves a range ofsimulated personaldevelopmentscenariosdepicting issues thattypically confrontteenagers.− empathy wheninteracting with thepeer group (e.g. beingsupportive when othersmake a mistake,accepting differences inculture and religion),− focusing on positives indifficult situations,− personal andinterpersonal skills totackle conflict andadversity,− arbitration andcompromise tonegotiate with otherindividuals or groups,− maintainingcommunications inchallenging situations,until priorities havebeen set or otherprogress has beenmade,− modelling fairness,empathy in coaching orschool leadershipsituations.− monitoring andevaluation - usingreflections, friends,mentors and otherfeedback to adjust theresponse and learn fromthe experience.• Applies relationship skillsto nurture friendships,manage conflict andbuild community.Specific activities couldinclude: Peer Support,school leadership,volunteering, communityservice projects, charityfund raisers,environmental projects,work experienceplacements, or specifichealth-related projects.Bound for Success Scope and Sequence Statements V2 Page 23 Working Document Semester One 2007

MATHEMATICSWorking Mathematically(Note that this strand should be addressed simultaneously with all mathematics content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Contextualisingand Posingquestions• Talks about where they seenumbers, shapes andmeasurements and givesexamples of some of theways they and theirfamilies use numbers (e.g.says “there are numberson our phone and on footyjumpers”)• Knows that numbers areused for differentpurposes; some to tell howmany (cardinal), others aslabels (nominal) and othersto describe order (ordinal)• Describes some of theways they and their friendsand families use numbers,shapes and measurements(e.g. says “we use thenumbers on the clock totell us when to havelunch” and “Mummeasures the flour whenshe makes a cake”)• Identifies and distinguishesbetween different purposesfor numbers andmeasurements (i.e.cardinal, nominal andordinal numbers; startingtimes, finishing times andelapsed time)• Identifies familiarmathematical features intheir activities and those oftheir community (e.g. findsout about and reports onthe mathematics used bypeople they know at homeand at work, and identifiesmeasuring tools from othercultures and times such asabacus, sundials, systemsof knots)• Identifies and describesmathematical features inthe built, creative andnatural environmentincluding those of othercultures and societies (e.g.shapes in buildings,pentagons in flowers,tessellations in paving,shapes in artworks)• Compares the ways thatfamiliar mathematics isdone in their own andother communities (e.g.compares how time isexperienced in WesternCultures- by measuringstart and finish times- withthose in some Indigenouscultures- by the quality ofthe experience; the yeardivided into four ‘western’seasons compared withthat divided into 6 seasons;including the wet and thedry)• Researches and reports ondifferent ways numbers areused in society (e.g.Dewey system, labellingsections in a paper, cricketovers, petrol prices, 10-point type face) andexplains why they aredifferent and yetappropriate for differentcircumstances)• Knows and respectsdifferences betweenWestern Mathematics andother ways of imposingorder in society throughnaming, ordering, valuingand pattern (e.g. usingperimeter to delineateboundaries for ownershipcompared with the use ofphysical features such asrivers and mountains todelineate territory; use oflatitude and longitude tolocate places comparedwith an affinity with theland)• Poses questions (withprompting) that can beanswered using numbers(e.g. asks “How old areyou?”)• Poses questions that can beanswered by counting,ordering, matching andclassifying (e.g. asks “Howmany jars are on the shelf?and “Why have you putthis shape with these othershapes?”)• Represents questions usingobjects, pictures, symbolsor mental images (e.g. for:Sam was picking 4 teamswith 3 players, how manypeople will Sam need?represents Sam’s teamswith shells or toy people)• Poses questions promptedby a number sentenceinvolving one operation(e.g. writes astory/question leading to15 x 3 such as “how muchwill 15 CDs cost if they are$3 each?”)• Poses questions suggestedby data they have collected(e.g. having gone on a‘shape walk’ they mightask “What shapes aremostly in buildings?”)• Generates simplemathematical questions forthemselves and others toinvestigate, stimulated by afamiliar context such as aphoto of a crowd at afootball match (e.g.” howmany people are in thecrowd?”)• Asks clarifying questionsto make sense ofinstructions and ensuresthat they know themathematical terms beingused (e.g. says “when yousay that I should draw anisosceles triangle youmean I should draw atriangle with two sides thesame length?”)• When given a list of theirown or someone else’squestions used in anattempt to make sense of asituation, can eliminatethose which won’t provideinformation that helps• Suggests questions leftunanswered by theirmathematical work (e.g.says “the method workedfor all the shapes I usedbut I’m not sure it wouldwork for triangles”)• Discriminates betweenimportant and incidentalinformation in a context orsituation and states relatedassumptions/conditions,varying these in a contextif needed (e.g. questionsthe level of accuracyneeded and decides as aresult to calculate to 4decimal places whenworking with currencyconversions)• Respond to ‘what wouldhappen if…?’-typequestions duringmathematical activities(e.g. says “it would beheavier”)• Asks ‘what if…?’questions and makessimple conjectures aboutthem and attempts toexplain their reasoning(e.g. says “what wouldhappen if we covered theplate with bigger biscuits?I think we wouldn’t needas many biscuits becausethey are bigger”)• Makes conjectures aboutoperations on numbers,shapes and measurements(e.g. says “I think thiscontainer will hold morethan that one” ;“If 3 + 6 =9 then 13 + 6 must equal19”, and “You can onlymake a triangle if you onlyhave three sticks”)• Makes and tests simpleconjectures (e.g. that everyrectangle made using thesame number of identicalsquares has the sameperimeter) and explains theapproach taken and theconclusions reached (e.g.says “the perimeterbecomes smaller as thelength and width becomecloser to each other insize”)• Makes their ownconjectures and designssimple experiments to testthem (e.g. conjectures thatthe sum of the angles of apentagon equals 450º anddraws a pentagon,measures its angles,decides they were wrongand can explain why)• Collects data to help themwhen making and testingconjectures about numbers(e.g. to find what happenswhen you add two oddnumbers tries different oddnumbers and conjecturesthat they always give asum that is even)• Generates newmathematical questionsand conjectures based ontheir results (e.g. “what ifwe had used a line graphinstead of a bar graph –would our results havebeen different?”, and “Ithink this will work forpentagons too becausethey are also regularpolygons”)• Tests and checks thevalidity of propositions byidentifying counterexamples(e.g. tests theclaim that all dice beingused are biased, or allnumbers [such as 4n – 1]are even)MathematicalStrategies• Shows some selfcorrectingbehaviourduring mathematicalactivities (e.g. whensharing out lollies realiseswhen one person has toomany and takes it away)• Represents a problem withconcrete materials (e.g.given a bag of lollies canshare them out between agroup of friends, or canattempt to find out howmany children are at theschool by using a box torepresent every classroomand putting stones intoeach box to represent thechildren)• Represents a problem withconcrete materials andmanipulates these to find asolution; represents aproblem with a drawing• Represents a problem withan appropriate numberoperation (e.g. represents‘there are three teams withfour players in each; howmany players are there?’with 3 x 4)• Responds to questionssuch as “What do weknow?”, “What do wewant to know?”, “What arewe trying to find out?”,“Can you say it in yourown words?”• Attempts to understand theessential features of aproblem by askingthemselves organisingquestions such as “Whatdo we know?”, “What dowe want to know?” ,“Whatare we trying to findout?”, “Can you say it inyour own words?” in anattempt to get started;When using ‘guess andcheck’ as a strategy, writesdown the guesses so thatthey know they’ve triedthem already; Uses adictionary to find out whata word means in a problemor asks others if they know• Makes organised listswhen examiningmathematical situations(e.g. when examining andclassifying some 3Dshapes, labels each shapeusing digits 1 to 10, andexamines the shapes oneby one using tabularheadings: ‘faces, edges,vertices/corners’ withoutbeing asked to do so;Recognises and crosses outirrelevant information in aproblem)• Systematically generatesand lists possibilities, andexplains why they thinkthey have listed them all;Produces a systematicapproach to solving aproblem (e.g. for getting agroup of people over ariver)• Plans and conductsinquiries that require themto pose questions andformulate propositions,hypotheses or conjecturesrelated to a given contextand uses a range ofstrategies (e.g. considersthe safety of surfconditions at a givenlocation on a particular dayand time in terms of windand current strength anddirection and tide height);Chooses and uses aspectsof mathematics to carryout investigations, modelsituations and solveproblems (e.g. analysesdata from a data logger orBound for Success Scope and Sequence Statements V2 Page 24 Working Document Semester One 2007

MATHEMATICSWorking Mathematically(Note that this strand should be addressed simultaneously with all mathematics content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:video to model thedistance travelled by afalling rock in a giventime) and discusses thelimitations of the model;Represents, interprets andanalyses measurements,shapes, data, relationshipsand functions, sets ofthings, tables, diagramsand graphs; Usestechnology to explorepatterns and structures andgeneral representations ofthese (e.g. cycles incalendars, computergenerateddesigns, Eschertypeprints or snowflakes)Checking andverifying/Communicating• When prompted, checkstheir calculations byrepeating what they havedone• Independently checks theircalculations whenperforming operations byhand or with a calculator• Checks that answers makesense in a given contextand uses ‘because’ whenexplaining that they do ordon’t• When challenged abouttheir solution is preparedto take another look or tryanother method• Responds confidently toquestions such as “Howconfident are you about thesolution that you got?” ;When asked if theirmethod is sensible in thecontext draws on their ownexperience to justify themethod they used (e.g.says “it’s not possible towalk 3 kilometres in fourminutes”)• Checks that their solutionfulfils each of the originalproblem givens and ‘doesthe job’ (e.g. checks thatthe carton they have madeactually holds one litre);Check results for accuracyat each stage of solvingproblems; Alters answersobtained mathematically tomake them fit the realitiesof the situation byrounding appropriately(e.g. stating that thenumber of buses neededfor an outing is 6 eventhough calculations resultin 5.334)• Communicates theprocesses used during aninvestigation, explorationand other inquirysituations by describingtheir analysis of thesituation, decisions aboutwhat was required,assumptions made, choicesabout what technologies,models, strategies, toolsand methods they used, theeffectiveness of theirapplication of these, resultsobtained andappropriateness of theirchoices, including anyrefinements to choices andapplications following theanalysis/interpretation oftheir results in context;Provides a clear account oftheir mathematicalreasoning behind aparticular result orapplication;Communicates findingsand processes in variousformats making choicesdepending on the purposeof their presentation andtheir audience• When prompted, describesa single action that theyhave done when workingin a mathematical context(e.g. says “I put the yellowone behind the red one”)• When asked, gives ananswer and explains why(e.g. says “The time is 3o’clock because the bighand is on 12 and the littlehand is on 3”, and “Thereare 13 shells becausethat’s what I got when Icounted them”)• Describes a sequence ofacts that lead up to a result(e.g. says “we put theshells in the jar till it wasfull and then tipped themout and counted them tofind out how many shellsthe jar would hold”)• Explains their reasoningwhen making a simplechoice (e.g. says “wedecided to use the bigbucket to water the gardenbecause it holds morewater than the little bucketor the jug and we wouldn’thave to make as manytrips”)• Explains their reasoningwhen justifying an answer(e.g. says “one quarter ofthe counters are redbecause when we countedthem we found that there isone red one for every threegreen ones”)• Explains their thinkingprocesses when justifyinga chosen plan of attack(e.g. says “We wanted tofind out how many peoplebring their lunch to schoolbut we didn’t want to askeveryone so we decided toask one quarter of thepeople from each class andthen multiply our answersby four”)• Explains their questioningwhen communicating theirproblem solving processes,independently andcollaboratively (e.g. says“The problem asked whichcontainer is ‘bigger’ andwe didn’t know whetherthat meant ‘wider’,‘taller’ or ‘longer’ so welooked at what it wasgoing to be used for andmade an assumption”)• Makes assumptions abouta context based on thesituation (e.g. when askedwhich container is ‘bigger’assumes that they aredetermining capacity sinceit is a container andcomputes based on thatassumption) drawingattention to theirassumption incommunicating theirresult)Bound for Success Scope and Sequence Statements V2 Page 25 Working Document Semester One 2007

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:2D and 3D shapesDescribe and analyseshapes and objects anduse their properties tosolve problems• Pays attention to shape inmaking and drawing things(e.g. knows that a wheel isround with no ‘bumpybits’)• Recognises and namescircles, squares andtriangles in the built andnatural environment• Recognises and describesfamiliar 2D and 3D shapesin the built and naturalenvironment (e.g. conesand rectangles) andrepresents them bydrawing, making and/orusing technology• Draws 2D and 3D shapes(using technology or byhand) from differentpositions (e.g. draws fivedrawings of a jug bymoving around the jug andviewing it front-on andfrom a ‘bird’s-eye-view’;Draws a box, placed on atable, from differentpositions and shows somesimple attention toperspective)• Represents and describes2D shapes in differentorientations and 3D shapesand objects from differentperspectives, highlightingrelevant features, usingtechnology as appropriate;Makes drawings or modelsthat accurately reflect thesize and significantfeatures (e.g. draws ahuman head with eyes halfway up the head instead ofat the top)• Recognises and matches a‘bird’s-eye view’, frontview and side views of a3D shape with the actualshape and explains why itis a match; Recognises anddraws the net of a cube andknows that there are manydifferent nets that can bedrawn for this object• Draws the nets of prisms,pyramids and cylinders byhand or with drawingsoftware, or, given theirnets can construct theshapes using materials ordrawings; Draws squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles using theirproperties (usingcompasses andtechnological drawingsoftware) and paysattention to theconventions of drawingincluding the use ofperspective• Draws isometric/ front,side, top views of regularprisms and distinguishesbetween these (e.g. says“that view is an isometricview since it has an edgeclosest to me”); Drawscross-sections of regularprisms, spheres, cylindersand knows that the verticalcross-section will berepresented by a differentshape than a cross-sectionon an angle (e.g. says “thevertical cross section of acylinder is a circle but ifyou cut it on an angle youget an ellipse”); constructsa cube from its net; makesmodels of right prismsgiven their isometricdrawing-• Uses drawing tools,including geometrysoftware, models andmaterials to represent andconstruct common 2Dshapes and 3D shapes andobjects includingcomposite shapes andobjects; Shows front, sideand top views and crosssectionsof 3D shapes andobjects including simplepolyhedra, cylinders,spheres and cones andcomposite shapes formedfrom these (e.g. a drinkbottle) ; Draws 2D shapesto specification in terms ofboundary, angle and scale(e.g. a symbol including astar in a circle is a 5-pointed star inscribed in acircle of a given diameter);Uses geometric shapes toconstruct accurate 2Drepresentations of 3Dobjects (e.g. an isometricdrawing, front-side, topview or a single pointperspectives drawing of anhourglass, draws variouscross-sections of a toothpastetube, draws a suitablenet for constructing a coneof a given slant edgelength with a lid from asheet of paper) anddiscusses which propertiesare preserved by therepresentation and whichare not (e.g. angle, sidelength, area); Constructs3D objects from nets andmakes models of 3Dobjects from isometricdiagrams (e.g. a soccer ballfrom the net of its stitchingpattern involving atessellation of pentagonsand hexagons) anddiscusses their properties(e.g. what is the differencebetween two tetrahedronsjoined at their bases and anoctahedron, and which ofthese is a space-fillingshape?)In three dimensions• Sorts ‘boxes’, cones andspheres and makes simplestatements about theirdifferences (e.g. says“these boxes are long andthese ones aren’t”)• Uses spatial features andcharacteristics to sort,compare and describecommon 3D shapes andobjects (e.g. says “theseones have flat sides andcorners but these havecurvy sides and they roll”)• Identifies and describes byname families of 3Dshapes (prisms, pyramids,cones, cylinders andspheres) and makesmodels and sketches ofthem• Identifies and describesfamilies of 3D shapes(prisms, pyramids, cones,cylinders and spheres) andmakes models andsketches of them, and usesappropriate spatiallanguage when describingfeatures including parallel,perpendicular, vertex,edge, baseIdentifies the unique featuresof some shapes withinfamilies of 3D shapes andgeneralises about theirfeatures (e.g. all of the facesof triangular pyramids aretriangles; the two ends ofcylinders are circles); candraw a 3D shape when givenan oral or written descriptionof it• Describes a 3D shape to apeer so that they coulddraw or recognise it (e.g.over the phone or inwriting) referring to theproperties of the shapesand using the correctwords to describe the facesand angles including thecorrect names of the faces)• Identifies prisms,pyramids, spheres andcylinders and describespart and composite shapesand objects in terms oftheir properties (e.g. says“that tent looks like atriangular prism so the twoends must both becongruent triangles”)• Describes features thatdistinguish one commonclass of shapes fromanother, (e.g. says “prismshave two parallel facesthat are exactly the samebut pyramids don’t”)• Identifies and classifiesdifferent representations of3D shapes and objectsincluding cylinders, cones,the platonic solids,packages and containerswith reference to faces andsurfaces (e.g. atetrahedron-shapedpackage has a shape whichconsists of four equilateraltriangles, any three ofBound for Success Scope and Sequence Statements V2 Page 26 Working Document Semester One 2007

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:which are adjacent)• Describes and classifies abroad range of 2D and 3Dobjects and shapes andsimple composite shapes(e.g. an ice-cream conewith a hemisphere of icecreamon top); Describesand classifiesquadrilaterals in terms ofsides, diagonals and angles(e.g. the diagonals of arhombus bisect each otherat right angles); Identifiespolygons, circles andellipses and simple partand composite shapesmade from theseIn two dimensions• Sorts squares, circles andtriangles not necessarilyknowing their names• Uses spatial features tosort, compare and describecommon 2D shapes andobjects (e.g. says “theseones have got 3 cornersand these have got 5”)• Identifies and describescommon 2D shapes(squares, rectangles,triangles and circles) anddraws them usingtechnology by focusing ontheir characteristics• Identifies and describescommon 2D shapes(squares, rectangles,triangles and circles) anddraws them usingtechnology by focusing ontheir characteristics, anduses appropriate spatiallanguage when describingfeatures including side,angle, centre,circumference, parallel,perpendicular• Identifies the uniquefeatures of some shapeswithin families of 2Dshapes and generalisesabout their features (e.g.says “all squares have twopairs of parallel sides”,and “ a parallelogram is aquadrilateral with twopairs of parallel sides”);Can draw a 2D shapewhen given an oral orwritten description of it• Describes a 2D shape to apeer so that they coulddraw or recognise it (e.g.over the phone or inwriting) referring to theproperties of the shapesand correct names of theshapes (squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles)• Describes and classifiestriangles and quadrilateralsin terms of sides andangles (e.g. says “anisosceles triangle has twoequal sides and two equalbase angles and the sum ofthe three internal angles is180 degrees”); Identifiesproperties of squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles and describes part(e.g. semi-circles) andcomposite shapes (e.g. starshapes) in terms of theirproperties• Applies the distinguishingfeatures of commonclasses of quadrilaterals todetermine ‘inclusive’relationships between them(e.g. showsparallelograms, rectanglesand squares in a Venndiagram and says “allsquares are rhombuses butnot all rhombuses aresquares because theirangles aren’t all 90°”)• Determines the sum of theinterior angles of apolygon with 3, 4, or 5sides• Makes deductions relatedto geometric properties ofshapes (e.g. when twostraight lines intersect,opposite angles are equal;the sum of the interiorangles of a polygon with nsides is always 180° x [n -2] )Lines and angles• Describes parts of shapesas ‘pointy’ or ‘smooth’• Describes lines as‘straight’ or ‘curvy’• Knows that circles don’thave corners and boxes do• Recognises angle inshapes, objects and turns(e.g. box, turning bookpages, pizza slices)• Identifies and describesangles as right, acute,obtuse and reflex in theenvironment and makes ordraws them• Classifies and describesright, acute, obtuse andreflex angles andrecognises them in 2Dshapes; draws andrecognises right angles ina range of differentorientations• Uses the language of lines(vertical, horizontal,oblique, parallel) correctly• Knows that the sum of theinternal angles of a triangleis 180º and candemonstrate by making atemplate of each angle andlaying them next to eachother on a straight line;Explains why a trianglecan not have two rightangles• Knows that the sum of theangles of the internalangles of a quadrilateral is360° and demonstrates thisby tearing/cutting each ofthe internal angles from aquadrilateral drawn onpaper and placing themaround a point• Knows the angleproperties related toparallel, perpendicular andtransversal lines (i.e. cointerior,corresponding andalternate angles) and canuse these termsappropriately in a sentence(e.g. says “ The oppositeangles formed by theintersection of the roadand the creek are alternateangles”)• Explores demonstrationsand informal proofs ofgeneral propositions (e.g.the sum of angles in aplane (flat surface) triangleis always 180°; ifcorresponding angles areequal then alternate anglesare equal, Pythagoras’Theorem); Applies theangle properties related toparallel, perpendicular andtransversal lines to find thesize of unknown anglesVisualisation• Draws pictures by firstimagining them (e.g.imagines a book or a dogand draws it)• Turns simple shapes tomatch other shapes• Draws an object from anoral description whichimplies shape such as“draw a skinny hat with apointy top”, by firstimagining it and selectinga shape ‘most like a treetrunk’, for example• Visualises familiar shapeswithin other familiarshapes (e.g. draws what asquare might look like if itis folded in half)• Makes constructions fromvisual instructionsincluding those used forchildren’s constructiontoys• Draws from memory, anarrangement of severalshapes (e.g. looks at anarrangement of four shapesdrawn by their partnerbefore covering it andmaking a sketch of it)• Imagines and draws crosssectionsof simple 3Dshapes (e.g. slices ofcarrots at different angles)• Imagines a single flip,slide or turn and drawswhat it might look like• Inspects a 3D shape(pyramid or prism), puts itaside and then selects 2Dshapes to match the facesof the 3D shape• Uses drawing conventionsincluding dotted lines toindicate what they can’tsee in reality but what theycan visualise• Combines what they seewith what they think isthere based on theirknowledge of shapes, anddescribes it (e.g. describesa cube from a 3D drawingusing their knowledge ofthe properties of cubes andreasoning)• Draws an object (such as ajug with a handle) and thenimagines what it mightlook like from anotherdirection and draws it fromthat direction, payingattention to specifics(including the placementof the handle)• Examines the drawing of anet of a shape anddetermines whether it willin fact, fold up to make theshape based on theirvisualisation, and explainswhy or why not• Visualises and plansessential details whenconstructing figures andobjects (e.g. decides whereto best place the tabs on anet to ensure the made-upobject holds together)• Visualises an object orscene in differentorientations and drawspossible ‘other views’ ofan object from informationcontained in 2D drawingsBound for Success Scope and Sequence Statements V2 Page 27 Working Document Semester One 2007

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Symmetry andTransformationsMathematicallytransforming shapesand objects assists inunderstanding patternand design in thenatural and builtenvironment• Folds shapes that have linesymmetry across the lineof symmetry so that oneside fits exactly onto theother• Knows what linesymmetry is and foldsshapes along the ‘line ofsymmetry’ when directedto• Recognises line symmetryin nature (e.g. butterflies,faces) and uses mirrors andfolding to explore andidentify symmetry in avariety of shapes; uses theword ‘symmetry’appropriately in a sentence(e.g. says “this shape hasline symmetry and this onedoesn’t”)• Uses mirrors and foldingto show why some shapesare not symmetrical abouta given line(asymmetrical)• Identifies symmetricalshapes and designs, createssome usingtransformations (e.g. flips)and explains why othersare not symmetrical(asymmetrical)• Decides whether arotation, reflection, ortranslation is involved inproducing a symmetricalarrangement and describesit using spatial language(e.g. says “the logo for thatbusiness is based on atriangle that is repeatedthree times and then fitsback on itself and so it hasrotational symmetry”)• Identifies lines ofsymmetry for 2D shapesusing mirror lines, andidentifies points and anglesof rotational symmetry(e.g. says “a snowflake (orpentagon) has a point ofcentral rotation and anangle of rotation of 72degrees about the point”);Identifies lines and planesof symmetry for 3Dobjects and tests whether2D and 3D shapes aresymmetrical; Appliessymmetry to construct 2Dand 3D shapes using paperfolding and/ortechnological drawingsoftware• Uses an appropriate grid toproduce a specifiedsymmetrical shape (e.g.uses circular grid paper orcomputer graphics torotate a given figure tomake a design which hasrotational symmetry, andwhich is rotated six timesto get back to where itstarted; Uses square gridpaper or computergraphics to reflect a shapeacross a line of symmetryto create a shape that hasfour internal squaresastride the line ofsymmetry)• Demonstrates flips, slidesand turns using materialsincluding pattern blocks• Identifies when flips,slides and turns have beenused to change the positionof 2D and 3D shapes (e.g.says “that shape has beenturned around and thatone has been pushedalong”)• Explores and describes theeffect of a single flip, slideor turn on different shapes(e.g. says “if you turn thatone around in a full circleit comes back on itself”and “if you flip that shapeit points the other way”)• Explores and describes theeffect of multiple/consecutive flips, slides orturns one after the other ondifferent shapes and talksabout their results usingappropriate mathematicalterms (e.g. says “If youturn that shape around ina half circle and then flipit, it comes back to whereit was at first”)• Describes the result ofcombinations oftransformations on a shape(e.g. a slide then a turn)and creates patterns anddesigns using thesecombinations• Knows that two shapes arecongruent if one flips,slides or turns (or acombination of these)exactly onto another;Knows that if it foldsexactly onto itself over amirror line then it issymmetrical and that theoriginal shape and itsimage are congruent andhas a line of symmetry,and can explain and showwhy using an example• Recognises symmetry andcongruence and relatesthese to transformationsand patterns involvingshapes in the plane, anddescribes theserelationships using correctterminology (e.g. says “allof the triangles in thatborder pattern arecongruent and the next onealong is found by rotatingthe one before it ninetydegrees”)• Determines when twotriangles are similar orcongruent using theproperties of similarity orcongruency• Uses congruent and similartriangles to solvegeometric problemsinvolving patterns anddesign• Creates a continuouspattern using a translationby drawing (by hand orwith technology) or usingmaterials including patternblocks• Predicts and draws (orpositions using objects)what the next position andorientation will look like ina border pattern• Uses symmetry and/ortransformations to createor continue patterns,including tessellations• Knows and understandsthat a tessellation is madeby a complete covering ofa surface by one or moreshapes in a repeatedpattern so that there are nogaps or overlaps, and canrecognise and explainwhether a pattern is atessellation or not• Uses multiple copies ofdifferent shapes to observethat some shapes willalways tessellate (e.g.triangles andquadrilaterals) and somewon’t (e.g. pentagons)• Uses single congruent,regular shapes to producetessellations on a flatsurface (e.g. makes/drawsa brick pattern for paving)• Uses two regular shapes toproduce a tessellation on aflat surface (e.g.makes/draws a brickpattern for paving) byusing one different shapethat fits inside another anumber of times with nooverlaps including asquare and the twotriangles thatsymmetrically fit inside it)• Uses transformations tomodify tessellating shapesto produce othertessellating shapes, andinformally explains whythey do or don’t work (e.g.a tessellation using squarescan be modified to form an‘’Escher-type’ design byoutwardly extending oneside and inwardlyextending the opposite sidethe same way; says “thisshape won’t tessellatebecause if you translatethis side onto the oppositeside it’s not exactly thesame”)MapsMaps help locateplaces and objects infamiliar andunfamiliarenvironments• Uses appropriate languageof position (e.g. next to,behind, below, above) insimple sentences• Uses positional language(e.g. to the right of,between) and referencepoints or landmarks todescribe locations,arrangements andpathways (e.g. says “allthe shops are in a row”and “the school is betweenthe post office and thepolice station”)• Identifies key features onsimple maps, grids andplans (e.g. says “that is thetoilets and this block hereis the classrooms”)• Interprets and developssimple keys/legends fortheir own maps and mapsof peers, of familiar andlocal locations• Interprets and usessymbols (e.g. the northsymbol and thekey/legend) andconventions (e.g. A6 ongrids) when planningdirections or placement offeatures on maps, andwhen reading a map• Holds a map with the northpoint in front of them andcan determine whether toturn left or right in real lifebased on the position onthe map• Provides and followsinstructions for movingfrom one location toanother based on plans andmaps referring to distance,left and right, and angles indegrees (e.g. says “to getto the shop go down thisroad about two hundredmetres, and turn left” and“go straight and then turnto the right forty-fivedegrees”)• Follows and givesdirections for locationsusing coordinates (e.g.using a street directoryplans the shortest distancefrom a house at B4 to thebeach at H12; Programs acomputer to generate aspecified shape (e.g. arectangle) using theproperties of the shape• Provides directions fromone location to another ona variety of maps and planswith reference to keyfeatures, distance andorientation, calculatingapproximate distance fromscales (e.g. when planninga family holiday throughcentral Australia says “thescale on the map in theatlas says 1:1000 so to getto Alice Springs from herewe will need to drive aboutBound for Success Scope and Sequence Statements V2 Page 28 Working Document Semester One 2007

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:two thousand kilometresnorth but we can also seeUluru if we take a left turnfrom the main highway aboutsix hundred kilometres southwest of Alice Springs”)• Can move forward, back,left and right a given(small) number of paces insequences i.e. respondscorrectly to “move forward3 paces then left 2 paces”• Follows simple directionsfor locating objects on asimple grid (e.g. 2 squaresup, turn right, 3 down)• Follows and givesdirections for movingaround and finds specificlocations (e.g. says “goesten paces left and then 24paces right” tellingsomeone else where to go,and follows thesedirections when given bysomeone else)• Uses the position of theirbody to understandquarter, half, three-quarterand full turns i.e. knowthat a full turn will bringthem back to their originalposition after spinning onthe spot• Makes links between thefour major compass pointsand quarter, half, threequarterand full turns whenfollowing or givingdirections (e.g. knows thatif they are facing south andturn right a quarter turnthey will be facing west)• Knows how to readcoordinates on a map,going along the verticalaxis first and then up ordown to the requiredhorizontal axis, and that acoordinate point (e.g. D5)describes a whole gridsquare not a point• Uses distance, compasspoints (including NE, NW,SE, SW) fractions of a turn(½, ¼, 1/8 and multiples ofthese), angles in degrees,grids and coordinates toread and follow simplemaps• Understands that bearingsare given in degrees,clockwise from the northpoint (ie that a bearing of180° is south) and knowsthese equivalences for allmajor compass points• Uses grids andcoordinates, scale and truebearings to read, interpretand follow maps (e.g. on abush walk, orienteering)(e.g. says “On the map it is2 cm on a bearing of 270°so that means I need towalk 200 metres in awesterly direction”)• Can use a simple sketchplacement or drawing ofobjects to place the realobjects relative to eachother (e.g. shown a pictureof three different bottles ona table in front of them canplace the bottles on thetable duplicating thepositions of the bottles)• Produces informal bird’seye-viewmaps payingattention to what things arebetween and pathwaysbetween locations (e.g.knows that the shop isbetween the school and theroad and shows that ontheir map)• Makes sketches of, andinterprets maps of familiarenvironments including theschool yard, local shops orthe island• Develops their owninformal scales whenmaking sketches offamiliar environments (e.g.1 cm on the map = 10steps in real life)• Estimates lengths anddistances on maps, gridsand plans with respect to astraightforward scale (e.g.uses a scale of 1 cm = 10metres to estimate thelength of a street)• Accurately uses simplescales including 1 cm = 10cm on a drawing todetermine the exact lengthof an object; uses 1 cm =10 m on a plan todetermine the exact lengthof a room or other part ofthe school grounds• Accurately draws mapsand plans that includescale in familiar contexts(e.g. places a bus stopcloser to a school than ashop on a map usingstraight-forward scalesincluding 1 cm represents100 m accurately, and,given that a 20 m wall of ahouse measures 5 cm on aplan, calculates that thescale is 1 cm = 4 m)• Draws diagrams torepresent familiar places orsituations, paying closeattention to arrangementsrather than scale (e.g.draws a network-typediagram to represent thearrangement of the mainbuildings in theirschool/town; Draws adiagram to represent whichteams play each other inthe football finals)• Interprets and constructsmaps, diagrams and plansand uses these to specifylocation and move fromone location to another;Draws and uses diagramsto represent and analyserelationships (e.g. theshortest path for a touraround a zoo, a draw for aknockout competition)Bound for Success Scope and Sequence Statements V2 Page 29 Working Document Semester One 2007

MATHEMATICSNumberConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Place Value andnumber concepts(Whole number anddecimals)Understanding wholenumbers and decimals;what they mean andhow they work• Counts, reads, writes , saysand orders whole numbersto 10 and makescollections up to 10• Understands that the lastnumber said whencounting tells you ‘howmany’ and ‘trusts thecount’ (i.e. knows that thenumber of objects countedremains the same evenafter being scattered orcovered-up)• Represents one-digitnumbers with concretematerials, pictures,symbols, verbally and withcalculators• Counts, reads, writes, saysand orders whole numbersto 100 and makescollections up to 100 bythinking of these as groupsof tens and ones• Knows that numbers canbe represented by wordsand symbols/digits (e.g.three = 3)• Understands that numbersin the ‘teens’ have somespecial characteristics thatdon’t fit the patterns after20• Represents 2-digitnumbers with symbols,materials and calculators• Counts, reads, writes, saysand orders whole numbersto 999 and makescollections up to 1 000• Knows that numbers canbe made up of digits andwords and that ‘numbers’are not the same as ‘digits’(e.g. ‘3 tens’ is a numbermade up of the digit ‘3’and the word ‘tens’)• Understands that thepattern of numbers from 1to 100 is repeated forevery hundred to 999 andbeyond• Represents 3-digitnumbers with symbols,materials and calculators• Counts, reads, writes, saysand orders whole numbersto ten thousands anddecimal fractions (tenths)(e.g. reads 6..2 as “sixpoint two” or “six and twotenths”)• Knows that numbers madeup of digits and words canalso be written as justwords and just digits (e.g.’64 tens’ = 640 = sixhundred and forty)• Understands that thepattern of numbers from 1to 1 000 is repeated forevery thousand• Compares 3-digit wholenumbers, and tenths usingmaterials• Counts, reads, writes, saysand orders whole numbersto hundred thousands anddecimal fractions tohundredths (e.g. reads 0.46as “zero point four six” not“zero point forty six”)• Knows that numbers canbe made up of digits andwords (e.g. ’36 thousand’= 36 000)• Understands that the ones,tens and hundreds‘thousands’ display thesame relationships as theones, tens and hundreds‘ones’• Compares 4-digit wholenumbers, and tenths andhundredths using objectsand other materialsincluding drawings• Counts, reads, writes, saysand orders whole numbersto hundred millions anddecimal fractions tothousandths; countsforwards and backwardsfrom any whole number• Knows that numbers canbe made up of digits andwords (e.g. ‘4 million’ is anumber)• Understands that the ones,tens and hundreds‘millions’ display the samerelationships as the ones,tens and hundreds‘thousands’ and ‘ones’• Compares 6-digit wholenumbers and tenths,hundredths andthousandths using a varietyof methods and models• Counts, reads, writes, saysand orders integers anddecimal fractions; countsforwards and backwardsfrom any integer• Understands and usessmall, whole powers, e.g.2 3 , 3 5 ,10 3• Knows that numbers canbe made up of digits andwords (e.g. ‘6.4 million’ =6 400 000)• Understands that rationalnumbers are numbers thatcan be expressed asfractions (neithernumerator nordenominator is recurring)• Compares any integers anddecimal fractions using avariety of methods andmodels; explains/showswhy one decimal fractionis larger or smaller (interms of value) thananother (e.g. explains why0.29 is not larger than 0.3)• Understands that 10 -1 is thesame as 1/10 and 0.1; usesan efficient method toevaluate powers on acalculator (e.g. uses the x ykey); knows whatirrational numbers are• K nows the place valueinterpretations foruncommon numberrepresentations (e.g. ‘3.45tens’ is the same as 34.5)• Understands place andface value concepts forlarge and small numbers(e.g. reads 34 597 628 as“thirty four million, fivehundred and seventhousand six hundred andtwenty eight”, explainsthat the ‘3’ tells you thereare three ‘ten millions’ and‘0’ tells there are no ‘tenthousands’; reads 4.205 as‘four point two zero five’and explains the zero tellsus there are no hundredths’and the ‘0’ in 3.540 tells usthere are no thousandths)• Uses scientific notation tointerpret very large or verysmall numbers in practicalsituations including resultsarising from the use oftechnology (e.g. where atotal national debt of $234billion = 234 000 000 000= 2.34 x 10 11 is representedas 2.34 E11, or thediameter of superfinemicron wool is 11 X 10 -6 mis expressed as 1.1 E-6)• Finds a number betweentwo decimals using anumber line (e.g. between2.34 and 2.35), partitionsdecimals in standard ways(e.g. 0.345 = 0.3 + 0.04 +0.005) and uses placevalue to partition decimalsflexibly (e.g. 0.48 = 0.3 +0.18)• Arranges 4 countingnumbers (up to 10) inorder of value• Arranges 4 countingnumbers (up to 100) inorder of value• Arranges 4 countingnumbers (up to 3 digits) inorder of value• Arranges four wholenumbers (up to 3 digits) inorder of value and 2decimal fractions (tenths)in order of value (i.e.knows that 0.4 > 0.2)• Arranges four wholenumbers (up to 4 digits)and two decimal fractions(up to hundredths) in orderof value (i.e. knows that0.4 > 0.39)• Arranges four wholenumbers and 3 decimalfractions (up tothousandths) in order ofvalue• Arranges four integers(whole numbers and theiropposites) and threedecimal fractions (up tothousandths) in order ofvalue• Arranges four numbers ofany size in order of value• Expresses any natural(counting) number as aproduct of powers of primenumbers (e.g. the factortree for 36 000 is 2 5 x 3 2 x5 3 )• Places 1-digit numbers ona number line correctly• Uses non-standard andstandard place valuepartitions for 2 digitnumbers (e.g. 26 = 2 tens +6 ones, or 26 ones) anduses concrete materials todemonstrate thesegroupings• Places 2 and 1-digitnumbers on a number linecorrectly• Uses non-standard andstandard place valuepartitions for 3-digitcounting numbers (e.g.325 = 3 hundreds + 2 tens+ 5 ones, or 32 tens + 5ones, or 325 ones) anduses concrete materials todemonstrate thesegroupings• Places 1, 2, 3 digitnumbers on a number linecorrectly• Uses non-standard andstandard place valuepartitions for 3-digit wholenumbers (i.e. countingnumbers and zero) (e.g.405 = 4 hundreds + zerotens + 5 ones, or 40 tens +5 ones) and uses concretematerials to demonstratethese groupings• Uses place value tocompare and order wholenumbers to 3 digits andtenths, and locates them,relative to zero, on anumber line• Uses non-standard andstandard place valuepartitions for 4-digit wholenumbers and decimalfractions to hundredths;recognises differentrepresentations of numbersinvolving decimalfractions (e.g. 2.12, 2 +2/10, 2 + 0.1 + 2/100) andexplores related contextsinvolving money andmeasures (e.g. $2.12 and2.12 metres) and usesconcrete materials todemonstrate thesegroupings• Writes a decimal as afraction (e.g. 0.16 =16/100); counts forwardsand backwards in decimalfractions (e.g. says “zeropoint three eight, zeropoint three nine, zero pointfour zero – or zero pointfour”)• Uses skip counting to labela scale (e.g. marks from0 – 5 on a number line andcalibrates using 0.2, 0.4,0.6, 0.8, 1.0, 1.2…)• Knows the relationshipbetween decimal fractionsand money (i.e. knows that$2.43 is the same as twopoint four-three dollarswhich is “two dollars andforty three cents”)• Represents integers on anumber line anddetermines the differencebetween them as length(e.g. the distance between-3 and 2 is 5 units); orderrational numbers on asuitably scaled part of thereal number line• Explains why money andmeasures use decimalnotation (e.g. says “$5 and16 cents is written as $5.16and 5 m 16 cm is writtenas 5.16 metres becausethere are 100 cents in adollar and 100 cm in ametre• Represents any integersand halves and quarters(e.g. 2¾, -3½) on a numberline and approximationsfor some irrationalnumbers including0.333… and 0.666….)• Determines a decimalapproximation to a givendegree of accuracy in apractical situation (e.g.determines the side of asquare with area given insquare metres, to thenearest cm• Locates integers, decimals,fractions and decimalapproximations to someirrational numbers on thereal number line (e.g.3.5,-2/5, π ,√90)Bound for Success Scope and Sequence Statements V2 Page 30 Working Document Semester One 2007

MATHEMATICSNumberConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:(Fractions)Understandingfractional quantitiesand representing theseamounts with numbers• Knows portions of a whole(e.g. a cake can be cut intopieces for sharing and theycan be equal and unequalportions)• Knows that ‘half’ meanstwo equal shares andrecognises and representshalves of collections andsingle objects/shapes• Reconstructs the wholefrom the half in multipleways (e.g. given arectangle and told it is‘half’, places anotherrectangle on any side atany point along the side,knowing that symmetry isnot an issue, andphysically set apart fromthe original rectangle todemonstrate half of acollection)• Knows the relationshipbetween one half and onequarter and demonstratesthis with materials• Recognises and representshalves and quarters ofcollections, lines andsingle objects/shapes anduses their symbolicrepresentations (i.e.½ and¼) reading ½ as ‘one outof two equal parts’ andknowing that the two partsmust be exactly the sameamount but not necessarilylook the same, and ¼ as‘one out of four equalparts’ and knowing that thefour parts must be exactlythe same amount• Knows that for ½ and ¼the denominator tells thenumber of equal parts thewhole has been dividedinto• Accurately places ½ and ¼on a number line andcolours the line to showthe equal parts representedby these numbers• Reads, writes, says andunderstands the meaningof small unit fractions (iethose with a numerator of‘1’ and denominator up to10), estimating theirrelative size in shapes andtheir position on a numberline• Knows that ten tenthsmake one whole anddemonstrates this withmaterials• Knows that more than tentenths means more thanone whole and can say, forexample “one whole andtwo tenths left over”• Skip counts in tenths• Explains symbolicrepresentations of fractions(e.g. reads ¾ as “three outof every four equal parts”);places fractions and mixednumbers (e.g. 3/8,7/4, 3½)accurately on a numberline; recognises and usesfractions in everyday andpractical situations (e.g.works out that if the firstquarter of a football gametakes 12 minutes then thewhole game will take 48minutes); places unitfractions in order usingdiagrams or objectsincluding pattern blocks(e.g. shows that 1/5 < ¼ ofthe same whole); knowsthat in the symbolicrepresentation of a fractionthere is a relationshipbetween the numerator anddenominator so that, forexample, 1/5 < ¼ eventhough 5 is greater than 4because 1 out of 5 equalparts must be smaller than1 out of 4 equal parts ofthe same whole• Knows that ‘percentage’means ‘out of a hundred’and so 3% = 3/100 and‘three out of one hundred’and can move flexiblybetween theserepresentations• States fractionalequivalents in words anddiagrams (e.g. says “twosixths are the same as onethird”) and can showthese using diagrams;uses concreterepresentations tocompare and order them(e.g. uses diagrams toshow why 2/5 is less than½ and 5/8 is more than ½)including when twofractions are equivalent);Understands and canshow using diagrams andmaterials, that 1 whole isthe same as 2/2, 3/3,4/4…10/10); addsfractions with the samedenominator to make onewhole using adiagrammaticrepresentation (e.g. showsthat 1/5 + 4/5 = 5/5 whichis one whole)• Knows the relationship ofpercentages to hundredthsand explains why (e.g.says “56 percent is thesame as 56 out of onehundred “, writes 56/100and places theseequivalent representationsin a table with columnsheaded ‘words, symbols,fractions, decimals’)• Recognises fractions inboth mixed-number form(e.g. 3¼) and improperfraction form (i.e. 13/4) andtheir equivalents (3¼ =13/4); knows decimalequivalents for ½, 1/3, ¼,1/5, 1/8, 1/10 and uses theseto find and interpretdecimal and percentageequivalents for fractions(e.g. 3/8 = 0.375 = 37.5%);counts forwards andbackwards with the samedenominator and knowsequivalent fractionalrepresentations for wholenumbers (e.g. says “threeand two thirds, three andone third, three or ninethirds, two and twothirds…”); represents mixednumbers with diagrams(e.g. shows 3 2/5 usingthree whole squares and 2/5of another whole square);orders fractions withdifferent denominators andexplains the order usingdiagrams or representations(e.g. 2/3 > 2/5); adds andsubtracts fractions with thesame denominators (andreadily identifiable commondenominators) and explainstheir reasoning verbally orwith the help of diagrams(e.g. for ¾ + 5/8); calculatesa fraction of a wholenumber using diagrams andmaterials as a first resortand written multiplicationmethods when needed, andjustifies their answer usinga diagram• Draws or visualises adiagram to compare twofractions of the same unit(e.g. draw 2/3 of a circleand 3/5 of a circle thesame size to comparewhich has the greater areaand hence locate eachfraction on a number line);Expresses two fractionswith a commondenominator in order todecide which is greater(e.g. two-fifths is smallerthan three-seventhsbecause fourteen thirtyfifthsis greater than fifteenthirty-fifths); Understandsthat percentage is aboutfractional values as ‘out ofone hundred equal parts’;Estimates a fraction of awhole and explains theirreasoning (e.g. says “2/5 ofthirty two is about 13because a fifth of 30 is 6and so two fifths is 12 soit’s a bit more”; Statesfractional equivalents inwords and symbols (e.g.says “we found onequarter of the chocolatewas the same as twoeighths of it”)• Uses equivalent fractional,decimal and percentageforms (e.g.⅜ = 0.375 –37.5%, 2 4/9 = 2.444… =244%); Distinguishescommon fractions whichshow the ratio of parts tothe whole from ratioswhich describe parts toparts (e.g. says “thecordial to water was oneto four so the fraction ofcordial is one-fifth”);Recognises a percentage asa way of describing a ratioof part to whole, where allthe denominators havebeen made 100 to alloweasier comparison;Interprets and usespercentages to makestraightforwardcomparisons (e.g. says“yesterday I got 26 ballsfrom 50 tries, that’s 52%.Today I got 24 from 40tries – that’s 60%, so Imight be improving a bit”);Uses the more commonequivalences betweencommon fractions andpercentages whencomparing quantities (e.g.says “fifty percent off is thesame as one half off”, and“thirty percent off the priceisn’t as good as one-thirdoff” and explains why)• Uses fractions torepresent proportionalrelationships (e.g.explains that a mark of7/10 means that they got 7out of 10 and that in thiscase both the 7 and the 10are whole numbers but7/10 is not and it doesn’tmake sense to say theygot ‘seven tenths’ fortheir test mark or that theygot ‘seven tenths’ of thetest right; knows that ifhalf the class watch acertain TV program andthere are 14 students inthe class then 7 of themwatch the program and 7don’t)• Represents a part-to-partrelationship (e.g. number ofboys to girls) or part-towhole relationship (e.g.boys to class) as a ratio andexpress in simplest form(e.g. 2:4 = 1:2); calculatesproportions of a given ratiousing multiplication ordivision (e.g. converts arecipe for 4 people to onefor 1, 2, 6, 8 or 12, or uses ascale of 1 cm to 100 m on amap to know that 3 cm onthe map is 300 m in realdistance• Interprets published ratiosand rates in order to makecomparisons (e.g. usesmortality rates to compareillnesses; compares pricesin junk mail including375 g for $2.50 comparedwith 500 g for $4.25 forthe same product)• Given a ratio of two ormore decimal numbersdetermines correspondingproportions, percentages orrates in order to solveproblems (e.g. given theexchange rate for oneAustralian dollar is 0.7304US dollars can determinehow many US dollars 550Australian dollars willbuy); Converts one form ofa rational number toanother in order tointerpret practicalsituations (e.g. converts67% to approx. 2/3 tomake sense of a signsaying “67% full”)Bound for Success Scope and Sequence Statements V2 Page 31 Working Document Semester One 2007

MATHEMATICSNumberConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Operations,calculating andproblem-solvingin Number• Understands addition as aconcept of ‘finding thetotal’ and the ‘+’ symbolas representing theoperation• Understands addition andsubtraction concepts,symbols and words thatindicate these including‘difference’, ‘total’, ‘sum’,‘altogether’, ‘adding to’,‘taking away’• Works out and extendsaddition and subtractionfacts and recognises bywords and situations wheneach is required (e.g.knows that “how much is 4and 3?” means add 4 and 3together)• Recalls or calculatesmentally addition andmultiplication facts for anypair of whole numbers upto 5 (i.e. 5 + 5 and 5 x 5)• Recalls or calculatesmentally addition andmultiplication facts for anypair of whole numbers upto 10 and uses their inverseoperations when needed(i.e. knows to use the factthat 3 x 5 = 15 to find15 ÷ 3)• Recalls most basicmultiplication facts to 10x 10 and mentally extendsto multiply one-digitnumbers by multiples of10 (e.g. says “4 x 90 is 4times 9 lots of ten so it’s36 lots of ten, 360”)• Mentally multiplies doubledigitby single-digitnumbers using partitioningstrategies (e.g. says “6thirty-eights is 6 thirties and6 eights which is 180 and48, that’s 228”)• Applies number facts andproperties to carry outmental calculations (e.g.says “the GST on $156 is$15.60 which gives a totalof $171.60”)Understanding theoperations of addition,subtraction,multiplication anddivision;Choosing the correctoperation for aparticular situationand using it to solveproblems• Partitions single-digitnumbers using additionand subtraction (e.g.partitions 5 as 4 and 1, 3and 2, 7 take away 2)• Places up to 10 objects inequal groups (e.g. 2 lots of5 pencils, 3 lots of 3 toys)• Partitions 2-digit numbersusing addition andsubtraction (e.g. partitions16 as 15 + 1, 14 + 2, 13 +3, …) and shows this withmaterials• Uses mental strategies tocompute addition andsubtraction of 1 and 2-digitnumbers• Knows all doubles facts to20 (e.g. knows that double19 is 38)• Use words, drawing andrepresentations of arrays toexpress ‘lots of’ (e.g. 2 lotsof 3: # # ## # # )• Knows single-digitaddition and relatedsubtraction facts bypartitioning (e.g. knows 9+ 7 = 9 + 1 + 6 so it mustbe 10 + 6 which is 16) anddemonstrates this usingsymbols and materials• Uses mental strategies tocompute addition andsubtraction of 1 and 2-digitnumbers and choosesbetween mental andwritten methods to do thesame• Uses words and models ofarrays to express ‘lots of’and solve multiplicationsituations (e.g. uses anarray to determine howmany apples each personwill have if they have 4each)• Knows that subtraction isthe inverse (i.e. ‘undoes’)of addition and vice-versaand that division is theinverse of multiplicationand can show theserelationships for numbersusing drawings• Knows that subtraction isnot commutative (i.e. 7 – 3≠ 3 – 7)• Uses mental strategies toestimate computationsinvolving a singleoperation (e.g. 45.3 + 190is about 50 plus 200, or250)• Multiplies whole numbersup to 3 digits by numbersup to 10 using mentalstrategies as a first choiceand other written orcalculator strategies fornumbers beyond theirmental scope• Recalls addition andsubtraction facts, andworks out multiplicationand related division,applying numberproperties and mentalcomputation strategies tolarger numbers (e.g. says“3 eights is 24 so 6 eightswill be double that so 6times 8 is 48”)• Multiplies and dividesnumbers by 10 and 100mentally and shows‘what’s changing’ whenthey do this using a placevalue chart or calculator)• Multiplies whole numbersup to 6 digits by numbersup to 10, using mentalstrategies as a first choiceand other written orcalculator strategies fornumbers beyond theirmental scope (e.g. says“4 530 times 3 is 12thousand plus onethousand 500 – which is13 500 and then addanother 90 – answer is 13590”)• Partitions double-digitnumbers in order tomentally multiply bysmall single-digitnumbers (e.g. realises that3 twenty-sixes is the sameas 3 twenties added to 3sixes which is 60 + 18which is 78; factorises 38in order to make thecomputation of 38 x 5easier; thus 38 x 5 = 19 x2 x 5 = 19 x 10 = 190)• Multiplies by tenths andhundredths and explainsthat multiplying by tenthsis the same as finding onetenth of it and multiplyingby one hundredth is thesame as finding onehundredth of it• Multiplies whole numbersup to 6 digits by numbersup to 10 using roundingand mental strategies inorder to estimate first,when written andcalculator methods areneeded (e.g. uses acalculator to multiply62 350 by 5, estimatingthat the answer obtainedwill be between 300 000and 400 000 in order tojudge whether the answerobtained on their screen isreasonable)• Partitions double-digitnumbers in order tomentally divide by smallsingle-digit numbers (e.g.realises that 97 ÷ 3 is 90divided by 3 and 7 dividedby 3 which is 30 and twowith one left over; thirtytwo and one left over)• Divides by tenths andhundredths and explainsthat dividing a number byone tenth makes it ten timeslarger (since there are tentenths in every wholenumber) and similarly forhundredths• Applies effective writtenmethods (not necessarilyalgorithms) to carry outcomputations with decimalsto at least thousandths (e.g.2.852 x 12.3) by mentallyestimating the result first inorder to judge thereasonableness of theanswer obtained• Knows to divide when thedivisor is less than one(e.g. knows that tocalculate how many piecesof string 0.3 metres longcan be cut from a roll ofstring 2 m long they needto divide 2 m by 0.3 m);Knows to multiply whenthe multiplier is a fractionor decimal less than 1 (e.g.when given the cost of onemetre of ribbon knows tomultiply it by 0.75 to findwhat 0.75 m will cost)• Multiplies and dividesdecimals by one-digitnumbers, interpretingremainders for divisionand deciding whether toround up or downdepending on the context(e.g. divides 39.5 by 6 toshare $39.50 among 6people, calculates theanswer as 6.58333… andknows to round the answerdown to $6.55 because ifthey round up to $6.60there will not be enoughmoney to share equally)• Understands the effect ofmultiplying and dividingby fractional and decimalnumbers less than 1 (e.g.when given a number suchas 220 and challenged tofind a number to multiplyit by to get 200 using acalculator, selects anumber slightly less than1); Understands thatdividing a fraction by afraction will result in anumber greater than theinitial fraction (e.g.recognises that 2/5 ÷3/4could not possibly be 1/5)Calculates problemsinvolving two integers anda single operation usingeffective written methods(e.g. when calculating 20billion divided by 350 000,or 546 x -389) byestimating first (e.g. says“546 x 389 is about 550times 400 which is about22 000 so I’m expectingabout -22 000”) ; thewritten method will notnecessarily be an algorithmbut may be based on theirunderstanding of numbersand number properties(e.g. 546 x 300 + 546 x 80+ 546 x 9)• Shares materials equally(e.g. given 10 objects for 5people gives each person2)• Shares and groupsmaterials up to 100 (e.g.given 40 objects and 6people gives them out andnotices there are some leftover)• Shares and groupsmaterials (for single digitdivisors i.e. up to 10shares) up to 1 000)• Understands that divisionis about repeatedsubtraction and usesdrawings (by hand or withtechnology) to representdivision of quantities up to100• Knows that prime numbersare numbers that divideevenly (with no left oversor remainders) by themselfand one, and knows theseup to 19• Identifies prime factors ofany whole number up to100• Identifies and uses factors,including prime factors, toassist mental computation(e.g. 27 x 3 = 9 x 3 x 3 = 9x 9 = 81)• Calculates and recallssimple powers and squareroots (e.g. 3 4 = 3 x 3 x 3 x3 and √169 = 13) mentallyand uses technology formore difficult cases (e.g.√4509)Bound for Success Scope and Sequence Statements V2 Page 32 Working Document Semester One 2007

MATHEMATICSNumberConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Skip counts in 2s to 10,forwards and backwards• Skip counts in 2s, 5s, 10sto 100• Skip counts in 2s,5s, 10s to100 and relates this tomultiplication (e.g. says“five, ten, fifteen, twenty isfour lots of 5”)• Uses the patterns in ahundreds chart to helpunderstand multiplicationtables (up to 10 x 10) andknows that because of theproperty of commutativityof multiplication (i.e. a x b= b x a) they only have tolearn half of them• Knows what factors andmultiples are for 2 and 3-digit numbers (e.g. knowsthe first six multiples of 25and the factors of 80)• Knows that ‘25% off’ thefull price means theywould save ¼ of the priceand that ‘50% off’ meansthey would save half thefull price; knows and canshow that 50% of ahundreds square meansthat 50 of the 100 squaresare shaded and they canbe any 50 of the squares• Knows and can show on ahundreds square that 12/20as a percentage is 12 out ofevery 20 squares on thehundreds square; calculateswith fractions andpercentages based onmultiples of 10% and 25%of a given unit or quantity(e.g. 60% of a 1 kg bag ofnuts; what proportion of 2 Ljuice bottle is mango juiceif 30% is mango juice)• Uses a calculator toexpress one quantity as a% of another and to findfractions and percentagesof numbers (e.g. can find38% of 4 500) estimatingfirst to gain a sense of thereasonableness of theanswer produced; Recordsstages of findingpercentages of quantitieswhich they cannot findmentally (e.g. finds 20% of384 by writing !0% of 384= 38.4 and doubles that toget 20% is 3.8.4 + 38.4 =76.8)• Critically interpretspublished percentages bydeciding what the ‘whole’is first (e.g. knows what‘increased by 200%’means and determineswhether it is correctly usedin an advertisement);knows how to increasenumbers by a percentageusing a calculator (e.g.knows that to increase avalue by 20% they need tomultiply it by 1.2)• Uses technology for singleoperations involving singledigit numbers (e.g. presses‘4’ ‘+’ ‘2’ ‘=’ on a simplecalculator)• Uses technology for singleoperations involving 2-digit numbers and explainswhat they have done• Uses technology for singleoperations involving 2 and3-digit numbers andexplains what they havedone• Uses technology for singleoperations for 2 and 3-digitnumbers and explains whatthey have done and found• Uses technology includinga calculator for singleoperations and explainsand shows what they havedone and found (e.g.knows that 3 x 15 is threelots of 15 and can prove itby adding 15 + 15 + 15);uses a calculator to divideand knows that 4)35 isentered as 35 ÷ 4• Understands the ‘rule oforder’ for +, -, x, ÷ (ie,that in a string ofoperations, multiplicationand division are done firstin the order in which theyoccur; 2+4 x 3 will bedone as 4 x 3 and 2 addedto the result); can explorewhether their calculatorfollows this rule of orderor not and explains howthey know; Can use thememory to store the resultof 4 x 3 and adds thenumber stored to 2 if theircalculator doesn’t use therule of order• Uses a calculator orspreadsheet to carry outcomplex repetitivecomputations, payingattention to rule of order(order of operations) (e.g.adds amounts for itemsfrom a mail order catalogueand includes GST andpostage); uses a calculatorto carry out and checkcalculations involvingrational numbers andjustifies the size of theanswer (e.g. 4¾ - 2 1/3 =2.41666…) based onknowledge of the operationand the numbers used; usesa calculator memory orbrackets to calculateexpressions such as (4.1 x1.2) + (3.5 x 3)• Plans and explains asequence of calculationsusing a calculator memoryfacility when there are nobrackets on the calculator(e.g. to calculate (2.358 x3.5) + 2.4 3 ) plans toexecute the calculation as2.358 x 3.5 saving theanswer in their calculatormemory, clearing, finding2.4 x 2.4 x 2.4 and thenadding their result to thenumber stored in thecalculator memory, andexplains this sequence oftheir activities)• Uses technologicalcalculation tools to carryout efficient computations(e.g. √(27.4 3 – 18.6 2 , $4800 x (1.05) 10 to calculatecompound interest) givinganswers to a reasonablelevel of accuracy; Carriesout, with technology,computations involvingdecimal approximations toirrational numbers inmeasurement contexts andto given degrees ofaccuracy (e.g. says ” thediagonal of a rectanglewith side lengths 10m and5m is √125 ≈ 11.18 or 1.2metres to one degree ofaccuracy” and “a circlewith a circumference of100 m has a diameter of100 ÷ π which is about31.8 metres”)• Identifies additionsituations from simplenumber stories (e.g. the 3bears) and draws a pictureto represent the situation• Identifies addition andsubtraction situations fromsimple number stories;writes simple stories aboutsingle operations (e.g. forthe operation 5 – 3, writes“there were 5 baby turtlesand 3 of them got eaten bythe birds”)• Represents mathematicalquestions using objects orpictures or symbols orparaphrasing (e.g. whentold there were 5 babyturtles and 3 of them goteaten by the birds, writes 5– 3)• Interprets (and creates)problems based around asingle operation anddecide which operation isrequired; +, -, x, ÷ (e.g. for“20 lollies are sharedequally between 4 boys;how many will they eachget?” can determine thatsharing is needed to solve)• Explains and comparesstrategies for solvingsimple problems (e.g. says“I gave out the 20 lolliesone at a time to eachperson until I ran out, butNatalie did it another waysheput the lollies in littlegroups on the table”)• Reads and interpretspractical problems,identifies which operation(+, -, x, ÷) to use,expresses itmathematically and thensolves it• Reads and interpretspractical problems,identifies which operation(+, -, x, ÷) to use,expresses itmathematically and thensolves it, making sure theiranswer makes sense in thecontext• Reads and interpretspractical problems,identifies which operationto use, expresses itmathematically and thensolves it, making suretheir answer makes sensein the context, andexplains their choice ofoperation• Interprets problemsituations to choose and usean appropriate sequence ofoperations and appliessuitable methods ofcomputation (e.g. choosesto calculate a 20% discountusing multiplication andsubtraction)• Uses a number line ormaterials to solve practicalproblems involving additionand subtraction of integers(e.g. uses a number line toshow that an overnighttemperature drop of 12°Cfrom 5°C results in aminimum of -7°C)• Recognises and informallyexplain negatives whichmay appear on a calculatordisplay when somesubtractions are carried outin a context (e.g. whenusing a calculator to findhow much more they needto pay if they’ve paid 156out of 234 explains whythe display shows -78 ifthey enter ‘156 – 234’ inerror); Knows how to usethe ‘+/-‘ key on acalculator when entering asubtraction anderroneously entering thesmaller number first• Understands the sequenceof operations used bysimple technologies (e.g. a4-function calculator) maydiffer and checks andinterprets these when usingthem; Is able to explain thesequence of operationsneeded to duplicate thesequence of operationsused by a calculator (e.g.says “to show using acalculator that (3 x 4) ÷(2 x 6) is equal to one Ineed to press the ÷ keytwice since I’m dividing by2 and by 6”)Bound for Success Scope and Sequence Statements V2 Page 33 Working Document Semester One 2007

MATHEMATICSNumberConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Understands thecommutativity andassociativity of additionand multiplication anduses these properties toassist in their calculations(e.g. 12 + 15 = 15 + 12)and in learning their tables(e.g. 6 x 4 = 4 x 6 so I onlyhave to know 6 x 4)• Applies the commutative,associative and distributiveproperties to help withtheir calculations andchooses whether tocalculate using mental,written or calculator/othertechnology methods or acombination of these, andexplains their methods• Applies the commutative,associative anddistributive properties tohelp with theircalculations and chooseswhether to calculate usingmental, written orcalculator/othertechnology methods or acombination of these andexplains their methods(e.g. knows that 5 x 26 isthe same as 5 x (20 + 6)which is (5 x 20) + (5 x6), and having written thisdown is able to calculatethe answer mentally• Applies commutative andassociative properties toexpressions to exploregeneral mathematicalproperties of numbers (e.g.shows how 6 lots of 15 000could be calculated as 3 lotsof 30 000 and generalisesthis principle to othercalculations including 6 x12 = 3 x 24; says “if I halveone number and double theother one then multiply, Iget the same answer”) andknows that this can bewritten as n x m = 2 x n x ½x m where n and mrepresent any two numbers• Can explain usingmaterials, the associativeand commutativeproperties formultiplication and additionto their peers usingspecific examples and thengeneralising to show that itworks every time (e.g. usesa 3 by 5 array of blocks toshow that 3 rows of 5blocks will always be 15blocks and that 5 rows of 3blocks will be the same);explains using diagrams orthe same methods whysubtraction and divisionare not commutative.• Applies commutative andassociative propertieswhen calculating mentally(e.g. says “29 x 7 is thesame as 20 x 7 plus 9 x 7which is 140 plus 63 whichis 203”)• Rounds small decimalnumbers up or down to thenearest 10 to facilitatecalculation and knowswhich two whole numbersthe answer will be betweenand explains why (e.g.says “2.1 x 4.5 will bebetween 8 and 10 because2 x 4 is less than 2 x 5”)• Uses rounding andpowers of ten to estimatecalculations (e.g.estimates 43.7 x 531 to beabout 40 x 500 which is20 000) and knowswhether the estimate willbe more or less than thereal answer because of thedirection of the roundingwhen both numbers arerounded up or both arerounded down (e.g. says“it will really be morethan 20 000 since Irounded both numbersdown”)• Estimates the result of asimple calculationinvolving whole numbers,decimals and fractionsarising from a practicalsituation (e.g. total from ashopping bill, mean of asmall set of numbers andproportion of a quantityincluding 3/5 of a 44 Lcooler) and interprets andjustifies their reasoning(e.g. says “it will cost aboutten dollars because the firstitem is about 2 dollars, thesecond is about 4 dollarsfifty cents and the third isabout 3 dollars fifty”)• Estimates the result of acalculation based on theirknowledge of numbers andoperations, and justifiestheir estimate (e.g.estimates that 38 x 495will be about 40 x 500which is 4 x 5 with threezeros saying “the answerwill be in the thousandsbecause tens multiplied byhundreds givesthousands”)• Finds upper and lowerestimates for calculations,forms closer estimateswithin this interval forcomputation in a givencontext (e.g. for splitting arestaurant bill betweenseveral people); Formsestimates for square roots(e.g. says “√500 isbetween 20 and 30because the square root of400 is 20 and 30 squaredis 900” and “ 2 times π is abit more than 6 because πis just more than 3”);Chooses a suitable level ofaccuracy for a calculationdepending on the contextand reason for calculating(e.g. to order a load ofmulch for a garden theywould use cubic metresand not litres or metres)Bound for Success Scope and Sequence Statements V2 Page 34 Working Document Semester One 2007

MATHEMATICSMeasurementConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Attributes(length, mass,area, volume,mass) andchoosing andusing units tomeasure themDifferent units areneeded to measuredifferent attributes.Deciding what needsto be measured in asituation and choosingthe most appropriateunit and tool to carryit out to the neededdegree of accuracy.• Understands the concept oflength and respondscorrectly to “findsomething ‘longer’ or‘taller’ or ‘wider’”• Decides which attribute ashape or object mainlydisplays (e.g. knows that apiece of string has lengthand a stone has mass)• Knows that you talk aboutkilograms when lifting andweighing things• Knows that you talk aboutlitres when you talk abouthow much liquid• Knows that length andwidth and height are aboutdistance between twopoints• Identifies and distinguishesthe attributes of shapes andobjects with respect tolength, area, volume andmass (e.g. selects the mostappropriate attributes todescribe a shape or object;knows that the ‘amount ofheaviness’ is about ‘mass’)• Knows roughly what akilogram and litre are inthe context of familiaritems (e.g. identifies akilogram packet of sugarand a litre carton of milk)• Uses appropriate languageto describe length, widthand height and the distancebetween two points andmeasures these usinginformal units such asstraws, string and pacesand formal units includingcentimetres and metres• Identifies and comparesthe attributes of shapes andobjects with respect tolength, area, volume andmass (e.g. knows that asuitcase has height, width,length, capacity and massand describes thedifference, saying “themass is how much itweighs when it is emptyand the capacity is howmuch it will hold”)• Knows of related historicalunits of length includinginches to centimetres, feetand yards to metres• Measures lengths ofstraight and curved edgesusing simple straight edges(such as rulers) and payingattention to the exact startand end of the length beingmeasured (to ensure theyare measuring and not justcounting units)• Uses measuringinstruments includingrulers, tape-measures, litrejugsand area grids• Chooses the appropriateattribute when comparingobjects or solving practicalproblems (e.g. decideswhich suitcase is the‘biggest’ in order to packmore clothes, knows it isthe capacity that isimportant not the height orwidth of the suitcase)• Knows that the larger theunit chosen, the fewerrequired to measure (e.g. ifthey use a piece of A3paper to measure the areaof the table top there willbe less needed than if theyuse a piece of A4 paper tomeasure it with, and usinga metre ruler to measurethe length of the verandahwill give a smaller amountthan using a 30 cm ruler• Measures and comparesdifferent lengths using anappropriate instrument byfirst identifying theprecision required for thecontext (e.g. to decidewhether a table will fitthrough a doorwaychooses a centimetre tapemeasureand measures tothe nearest centimetre)• Understands that toadequately compare anddescribe something, two ormore attributes are betterthan one (e.g. whencomparing two people’sbuilds, heights, and massesprovides more informationthan just height)• Uses commonsense in thechoice of units of lengthfor familiar practicalmeasurement tasks (e.g.uses ‘hand spans’ for thefirst rough measure ofwhether a bookcase will fitthrough a doorway)• Chooses and uses anappropriate unit andinstrument (or othertechnology) to measure arequired attribute orcharacteristic (e.g. choosesa tape measure orblackboard ruler tomeasure heights ofstudents in the class andknows that this willprovide measurements thatare ‘accurate enough’ forfilling in a personal form);Is familiar with SI units ofmeasurement and candistinguish them from‘older units’ such as tons,inches, pints, and pinch,smidgen and tad• Chooses and uses variousunits of length as beingmore suitable for variouscontexts, and measuringtools as giving greateraccuracy (e.g. a trundlewheel for measuring thedistance of a 400 metrerunning track or a rulerwith millimetre gradationsto measure the length of aneedle)• Selects units that aresensible for the purpose foreveryday descriptions andcomparisons (e.g.compares two boxes bycapacity if they want tostore tennis balls but bylength if they want to packbooks)• Knows of related historicalunits of area includinghectares to acres andperches• Uses a variety ofinstruments andtechnologies for indirectmeasures of quantities(e.g. stopwatch to measureelapsed time, data-loggerto measure temperaturechange)• Chooses and uses informal(e.g., pinch, span), metricor SI (Internationalsystem) units (metres,minutes) to measure withto suit the context (e.g.knows that their handspanwill be good enough as aguide to see whether awardrobe will fit into aspace on the wall in thenext room but if they arepurchasing a wardrobe thatwill fit they will need to bemore accurate and measurewith a metric ruler beforethey leave home); Knowswhen measuring whenmore than one attribute isneeded (e.g. knows tomeasure height and widthwhen placing a bookcaseunder a window in ahallway)• Chooses and uses a varietyof instruments for indirectmeasures of quantities (e.g.a stopwatch to measureelapsed time, data-loggerto measure temperaturechange) and justifies theirchoice based on the levelof precision needed (e.g.chooses a normal watch tomeasure time taken in abackyard race but explainsthat a stopwatch is neededto measure time taken in arace at the school sports)• Distinguishes between flatand curved surfaces• Decides which uniformunits (e.g. a piece of paperor square tile used againand again) could best beused to measure flatsurfaces and talks aboutthem in terms of ‘gaps’and ‘overlaps’ (e.g. says“this table top can becovered with this piece ofpaper over and over butthe last ones hang over theedge”)• Understands area is aboutcoverage of a surface andmeasures the area of flatregions using pieces ofpaper, and curved regionssuch as a ball, using, forexample, curved hands• Visualises the size of asquare metre and can‘show’ it using their arms• Measures areas of surfacesusing materials provided(such as gridtransparencies and piecesof A4 paper), payingattention to gaps andoverlaps (i.e. knows thegaps and overlaps areimportant and doesn’tignore them)• Measures and comparesdifferent areas or surfacesusing a range of units suchas grids made of squareunits, A4 sheets of paper,square centimetres andsquare metres (e.g. todetermine which book hasthe biggest cover uses A4sheets of paper but usessheets of newspaper todetermine which floor hasthe biggest floor space)• Understands that a unit ofarea can be cut andrearranged and still be thesame ‘unit’ (i.e. knows thata ‘square metre’ is a sizeand doesn’t have to be a‘square’; a circle or atriangle can have an areaof a square metre)• Specifies area in terms ofunits 2 by first visualisingthe shape and estimatingits area based on theknown size of a squarecentimetre or squaremetre; Calculates thesurface area of shapes andobjects such as cubes andrectangular and triangularprisms and makes ajudgment about thereasonableness of theresult based on estimation• Knows the relationshipbetween length, width andarea of a rectangle (e.g.says “two rectangle canhave the same perimeterbut different areas” )• Distinguishes the need tofind area rather thanperimeter (and vice-versa)in problem-solvingsituations (e.g. knows theyneed to find perimeter tocalculate fencing costs fora property but area tocalculate amount of seedneeded)• Suitably dissects acomposite shape intoseveral rectangles (andother shapes as needed) inorder to find the area of theshape choosing and usingappropriate formulae• Correctly decides which oftwo containers containsmore or less,demonstratingunderstanding of these twoideas• Explains and shows why aparticular container holdsmore than another one andis not confused by whichone ‘looks bigger’ (e.g.fills two containers using athird container to• Measures how much acontainer holds andcompares and orders up tothree containers accordingto their volume (amountthey hold when full) usingliquid• Measures volumes ofliquids using simplemeasuring instrumentsprovided (such as jugswith 100 ml gradations)being careful to ensure thereading is ‘exact’• Measures and comparesvolumes of liquids by firstchoosing appropriateinstruments and units andreading scales as needed(e.g. choosing an eyedropperor teaspoon to• Measures the volume ofprisms made up of cubesby counting the number ofcubes in one layer of theprism and multiplying bythe number of layers• Specifies volume in termsof units 3 by firstvisualising the container orspace and estimating itsvolume based on theknown size of a cubiccentimetre or a litre;• Explores the volume ofpyramids and cones andtheir relationship with thevolume of the prism thatwould exactly encompassthem; calculates thevolume of a sphere and• Suitably dissectscomposite shapes intoseveral rectangular prisms(and other 3D shapes asneeded) to determinevolume of the shapechoosing and usingBound for Success Scope and Sequence Statements V2 Page 35 Working Document Semester One 2007

MATHEMATICSMeasurementConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:demonstrate that one measure 10 ml of medicine Calculates the volume of explores its relationship appropriate formulaecontainer holds more)• Measures how much a boxholds and compares andorders up to three boxesaccording to their volume(amount they hold whenfull)and graduated measuringjug to measure 150 ml)cubes, rectangular andtriangular prisms (usingbase x perpendicularheight) and makes ajudgment about thereasonableness of theresultwith the volume of thecube that would exactlyencompass it• Hefts two objects (lifts andholds them) and correctlysays which is heavier orlighter• Arranges 3 objects interms of mass and is notconfused by which looksheavier or lighter• Uses words such as ‘light’and ‘heavy’ to describeand compare mass by firsthefting (e.g. says “thisbook is really light andthis one is heavy so thelight one has more mass”)• Measures masses ofdifferent objects usingsimple measuringinstruments provided (suchas bathroom scales, withkg gradations) beingcareful to ensure theirreadings are ‘exact’• Measures and comparesmasses of different objectsby first choosingappropriate instrumentsand reading scales asneeded (e.g. chooseskitchen scales to measure500 grams of flour andbathroom scales to weighthemselves and a friend tothe nearest kg)• Adds length and massmeasurements in order tocalculate total size (e.g. tomake up 1 kg of bananaswith a scale that only goesto 500g, weighs a fewbananas at a time and addstheir weights)• Knows the relationshipbetween the length, widthheight, and volume of aright (angled) prism (e.g.says “the length and widthtell us what the area of thebase or first layer is andthen the height tells us howmany layers there are sowe can work out thevolume: the greater theheight the greater thevolume”)• By measuring accuratelydetermines when anestimate or a measurementhas been made (e.g.determines whether theweight of a personindicated is really 150 kgor 154 kg by weighingusing an accurate scalewith gradations marked at150, 151, 152 …160rather than just 150 and160)• Reads scales and makesreasonable estimates wheremeasures fall betweenmarked graduations (i.e.intermediate graduationsnot marked); Identifies theinterval within which ameasurement occurs (e.g.the speedometer of a cartypically provides a valuewhich is accurate to plus orminus 3 km per hour)• Knows comparablemeasurement languageincluding bigger, smaller,taller, tallest, heavy,heaviest, longest, shorter,same length, near, far• Makes direct comparisonsof two objects (compareswith each other) for length,width, height, width andmass• Makes direct comparisonsbetween objects for agiven attribute (e.g.arranges people in order ofheight or hefts 3 or moreobjects and puts them inorder of mass)• Compares the length oftwo objects not in the sameroom using a ‘go-between’(i.e. a third object) (e.g.uses a piece of string tocompare the width of a bedin one room with a bed inanother room)• Arranges recordedmeasurements inincreasing or decreasingorder of magnitude by firstidentifying different formsof recording these (e.g. 1½kg, 1700 g, 175 kg, 200g)• Knows equivalent forms ofstandard units (e.g. 1.5 kg= 1 500 g, and 600 ml =0.6 L)• Knows how many of onesize unit there are in thenext size unit (bigger andsmaller) (e.g. knows thereare 1000 mg in a g and1000 g in a kg)• Reads and recordsmeasurements fromcalibrated scales in whichintermediate gradations arenot numbered (e.g. amedicine glass, aspeedometer)• Converts from one sizeunit to the next size unit(e.g. m to cm, cm to mmetc) and can roundupwards or downwards tothe next unit depending onthe degree of accuracyrequired in context (e.g.converts 3 200 ml to 3.2 Land says “that 3 litre jugwon’t hold this liquidbecause there’s too muchof it”)• Converts between differentunits of measure for thesame attribute (e.g.expresses 4.5 ha in squaremetres, converts 35.67tonnes to kilograms,calculates the number ofseconds in 3 hours and 25minutes, finds the metricequivalent in mm of a 1/8inch drill bit)• Chooses things that have‘length’ as an obviousattribute (e.g. pencil, stick)• Chooses and uses thingsthat relate well to length touse as units for measuring(e.g. chooses and uses apiece of string for‘measuring’ length)• Chooses and uses theappropriate metric unit tomeasure different lengthsand different masses (e.g.cm and m for length and gand kg for mass)• Chooses and uses theappropriate metric unit tomeasure different lengthsand different masses (e.g.chooses and used cm formeasuring length of a deskand m for measuring thelength of the room)• Understands the concept of‘accuracy’ and knows thatsome measurements needto be more precise thanothers because of thecontext and purpose formeasuring (e.g. knows thataccuracy is needed whenmeasuring quantities tomake a cake but whencooking potatoes ‘one foreach person’ is accurateenough)• Chooses an appropriateunit and instrument orother technology tomeasure a requiredattribute or characteristic(e.g. chooses a tapemeasure or blackboardruler to measure height ofstudents in the class andknows that this willprovide measurements thatare ‘accurate enough’ forfilling in a personal form)• Can identify relationshipsbetween metric units (e.g.2.75 KL = 2750 L) and canconvert from one size unitto the next size unit (e.g. mto cm; converts 3.4 m to340 cm and vice versa, cmto mm; 4.1 cm to 41 mmand vice versa)• Chooses and effectivelyuses an appropriate unitand instrument ortechnology to measure arequired attribute orcharacteristic and justifiestheir choice in the context(e.g. says “I need somekitchen scales becausebathroom scales are notaccurate enough tomeasure recipe ingredientswith”)• Uses everyday measuringinstruments correctly andaccurately in order tominimise error for a givencontext (e.g. places ameasuring jug on a flatsurface and readsgradations at eye-level tomeasure as accurately aspossible)• Makes non-numericalestimates of size usingmovements and actions(e.g. uses hands/armswhen describing ‘howbig’)• Estimates length usingbody parts such as fingers,spans, feet and otherpersonal referents (e.g.says “the pencil is about 3fingers long” and “thedoor is about the sameheight as I am”)• Estimates whethercontainers hold more, lessor the same as a litre (e.g.says “the jug holds a bitmore than a litre”);expresses theirmeasurements using‘between’ using everydayobjects as their reference(e.g. says “the doorway isbetween 5 and 6 bookswide”)• Estimates lengths andmasses by makingcomparisons (e.g. says “Ithink it weights about 4 kgbecause it’s about twice asheavy as this bottle whichweighs 2 kg” and “it’sabout 2 metres highbecause I’m one metretall”)• Uses known measures offamiliar objects to makereasonable estimates oflength, area, mass andvolume (e.g. volume of adrink can, mass of amargarine container, ownheight, area of piece of A4paper; uses language suchas ‘between’ to describemetric estimates (e.g. says“the book weighs between1 kg and 2 kg” using aone-kg bag of sugar astheir reference)• Recognises when anestimate is sufficient andwhen they need to measure(e.g. to order a newbookcase over the phonethey need to measurerather than describe bysaying ‘it’s about 1 metrewide”)• Identifies unreasonableestimates of measurementsbased on their ability to‘see’ the unit in theirmind’s eye (e.g. says“there is no way ourbackyard is 2 hectares”)• Identifies unreasonableestimates of measurementsby comparing with aknown measurement (e.g.says “that room can’t be 8metres long since my strideis less that a metre and theroom is only 7 strideslong”)• Estimates length, area,volume, mass, time of dayand duration of time, angleand temperature bycomparison withexperience and withrespect to knownreferences (e.g. estimatesthe time of day byreferring to the position ofthe sun); Makes judgmentsabout acceptable variationin estimation of quantitiesbased on experience (e.g.wants 250 g of olives froma deli, but will accept aquantity within the rangeBound for Success Scope and Sequence Statements V2 Page 36 Working Document Semester One 2007

MATHEMATICSMeasurementConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:of 240 g to 260 g)• Estimates, measures andcompares angles to thenearest 10 °• Estimates whether anangle is greater or less than90° and can ‘make’ anglesof more, equal to or lessthan 90° using their arms• Measures and makesangles to a specified sizeusing a protractor or otherequipment; knows anglesin terms of what fractionof a whole turn they are(e.g. half a turn is 180°)• Measures and makesangles to a specified sizeusing a protractor or otherdrawing aid, accurately towithin 5°• Understands that perimeteris the length of theboundary of closed(joined) shapes, anddetermines the perimeterof polygons (closedshapes, including withcurved edges); measuresthese and identifies whereshort cuts can be used forcalculation (e.g. forrectangles, squares)• Knows circumference is ameasure of length• Estimates thecircumference of a circleby exploring therelationship between thecircumference anddiameter (i.e. realises thatthe circumference is about3 times as long as thediameter) and uses ‘x 3’ asa rough approximation forestimating the length of acircumference if theyknow the diameter• Knows the relationshipbetween the length of aside of a square and itsperimeter (e.g. says “sincea square has four sides ofthe same length then oneside is a quarter of theperimeter”)• Develops and appliesformulas for the perimeter(and area) of triangles andparallelograms, given therelevant lengths of sides,and judges thereasonableness of resultsby estimating perimetersand areas before applyingthe formula to particularshapes• Demonstrates that shapeswith different perimeterscan have equal areas andthose with different areascan have equal perimeters(e.g. makes rectangles withareas of 24 square cm butwith different perimeters,and rectangles withperimeters of 16centimetres but withdifferent areas)• Uses appropriatecombinations of units andformulae to measure andcalculate length, area andvolume in a given context(e.g. designs and costs anautomatic watering systemfor a garden)• Shows a sense of scalewhen making maps andmodels and reading maps(e.g. knows the river is thesame distance from theroad as from the building;knows to make the modelcar proportional to the sizeof the road when workingwith plasticine)• Uses a grid to enlarge orreduce a figure in aspecified way (e.g. given afish drawn on a squaregrid, draws another fish 3times as long and 3 timesas wide by making allmeasurements 3 timeslonger)• Attends to scale whenenlarging figures andobjects on grids and withcubes and understands thatfor the final object to ‘lookthe same shape’ as theoriginal all lengths have tobe scaled by the sameamount (e.g. uses a squaregrid to enlarge a drawingby three times where onesquare long in the originalequals 3 squares long inthe image, and one cube inthe original equals fourcubes in the image, eventhough it’s only twice asbig because the length,width and height are alltwice as long)• Understands that if a shapeis scaled in all directions(e.g. length and width) alllinear measurements willbe changed by the sameratio (e.g. given a rectangledrawn on a grid and askedto triple the length andwidth, predicts the newlength of a diagonal)• Understands when twofigures or objects aremathematically similar andcan explain why in termsof lengths and angles• Identifies the hypotenusein a right triangle and candetermine which side is‘opposite’ and which is‘adjacent’ with respect tothe two non-right angles• Applies scale andsimilarity, Pythagoras’Theorem or trigonometryto find lengths and anglesin situations where theycannot be measureddirectly (e.g. usessimilarity to find lengths ofsides of polygons, uses sin,cos and tan ratios or thePythagorean Theorem tofind missing sides orangles in right triangles)• Understands that allmeasurement involvessome error (since allmeasurements areapproximations) anddetermines this byengaging in independentmeasurement tasks andcomparing results withpeers• Understands that the unitand instrument theychoose to measure with(which determines thelevel of accuracy obtained)is actually a decision abouthow much error istolerable (e.g. says “if weuse a trundle wheel tomeasure the 100 metresprint track at school itwill be accurate enoughfor us but wouldn’t be forthe Olympic Games”)• Observes how error can beaccumulated when severalrelated measurements aremade (e.g. three lengths ofcloth measured and cut toan accuracy of 3 mm froma single piece of cloth mayhave a total error of up to9 mm; the calculatedlength of the hypotenuse ofa right triangle depends onthe amount of roundingthat occurs whencalculating lengths of theother sides and finding theBound for Success Scope and Sequence Statements V2 Page 37 Working Document Semester One 2007

MATHEMATICSMeasurementConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:square root• Uses the language ofsimple rates to compare(e.g. says “ my Dad’s carwill go 120 km per hourwhereas my Mum’s carwill only go up to 80 kmper hour”)• Calculates simple rates andresults that proceed fromthem (e.g. determines thattravelling 150 km at 30km/hr in a boat will take 5hours; calculates that ifthey can walk three km in30 minutes then that is arate of 6 km/hr, assumingtheir rate remains constant)• Calculates and appliesrates in familiar contexts(e.g. cordial mixturesmL/L to obtain desiredsweetness, average speedin km/h to determine timeneeded to complete ajourney; says “I need to getto Pete’s place 3 km awayin 2 hours so I will need towalk at a rate of 1.5 kmper hour”)Time and DatesTime cannot bemeasured directly;only elapsed time canbe measured.Times and dates assistin keeping a record ofevents in history.• Knows there are 12 hourson an analogue clock and24 hours on a digital clock• Reads ‘o’clock’ on ananalogue clock• Knows am and pm onanalogue and digital clocks• Reads hours and half hourson analogue clocks• Estimates one minute bycounting up to sixty• Reads the time on digitalclocks for specificpurposes (e.g. knows thatwhen 1530 shows on theclock they will be pickedup from school or at 1215they will have lunch)• Represent analogue time indigital form (e.g. ninethirty as 0930)• Reads hours, half hours,and quarter hours onanalogue clocks• Understands the nature of24-hour time; that there are24 hours in a day and soafternoon and night arenumbers greater that 1200• Reads analogue clocks andunderstands why the‘small hand’ is halfwaybetween 1 and 2 at 1.30;recognises equivalentforms for times at the hour,half and quarter hour (e.g.knows that ‘four thirty’ is‘half past four’, ‘noon’ and’midday’ are 12 o’clock,and ‘quarter past three is3.15)• Reads, says and recordsthe time of day to thenearest minute on a digitaland analogue clock andrecognises equivalentforms (e.g. 9.56 am is ninefifty-six or four minutes toten in the morning)• Uses the conventions ofam and pm withoutprompting• Calculates the duration ofevents that last minutes,hours, days, weeks,months and years• Uses straightforwardtimetables and programswith both 12 and 24-hourtimes (e.g. reads a TVprogram and converts to24-hour time in order toset a video or DVDrecorder)• Knows key times in 24-hour time; that 0000 ismidnight; times between0000 and 1200 are am andtimes after 1200 are pm• Knows the names oflonger periods of timeincluding decade andcentury• Calculates time elapsed interms of hours, minutesand seconds from analogueand digital timepieces, forboth 12 and 24-hour cycles(e.g. time of travel duringa flight across differenttime zones)• Knows decimalrepresentations of time(e.g. that 2.25 hours is not2 and a quarter hours and 3and a half hours is not 3.50hours)• Knows how a century isnamed (e.g. that the 21 stcentury is between 2001and 2100)• Determines the time invarious capital cities inAustralia (including duringdaylight saving months)using both 12 and 24-hourclocks• Knows Australian timezones (EST, CST, WST)• Estimates the time indifferent parts of the worldusing various benchmarks(e.g. estimates the time inFrance knowing thatLondon is 8 hours behindAustralia)• Understands Greenwichmean time (GMT) and theInternational Date Line• Knows the names andorder of months in the yearand days of the week• Knows how many days ina week and days in eachmonth• Knows the (westernworld’s) seasons in order• Knows how many weeksin a year and months in ayear• Writes the names of themonths in words• Knows the names oflonger periods of time (e.g.decade, century)• Uses a calendar to identifyspecific information aboutdays and dates for thecurrent month and week(e.g. determines what daythe 23 rd of the month willfall on)• Uses a calendar to identifyspecific information aboutdays and dates for thecurrent month, week andyear (e.g. determineswhether the 5 th Novemberwill fall on a weekend thisyear)• Interprets and uses a rangeof calendars, timetables(including electronic anddigital formats) andtimelines to record andlocate specific information(e.g. dates occurring ineight weeks, locatesspecific information aboutpast events, illustratingsequences of events overtime, organising a scheduleof forthcoming events)• Reads and makesstraightforward schedules(e.g. makes a time plan forthe school sports day byestimating how longevents will take)• Uses an electronic and/ormanual personal timetableand diary effectively• Synchronises events sothat they finish at the sametime (e.g. when planningthe school athleticscarnival knows to start the10 sprint races at the sametime as the final high jumpevent because they willboth take 40 minutes andthen they will both finishat lunch time)Bound for Success Scope and Sequence Statements V2 Page 38 Working Document Semester One 2007

MATHEMATICSChance and DataConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Words of chance,likelihood andrisk• Knows the differencebetween ‘will happen’ and‘won’t happen’ (e.g.knows that it definitelywon’t snow in TI and thatit definitely will be nighttime soon)• Uses the word ‘might’appropriately todistinguish between ‘will’and ‘won’t’,acknowledging an elementof chance (e.g. says “myMum might pick me upfrom school if she’s gottime”)• Makes a range ofstatements about thelikelihood of events usingwords including‘impossible, ‘certain’‘could’, ‘might’, ‘likely’,‘unlikely’ (e.g. says “it isimpossible for you to turninto a frog”) and knowsthe difference betweenreality and fantasy• Orders events in order oflikelihood (e.g. knows thatit is more likely they willgo home after school thanit will snow in January)• Knows when situationshave equally likelyoutcomes and when theydon’t (e.g. equally likelywhen tossing a coin or diebut not equally likely whenthrowing a matchbox);uses predictive languageincluding never,sometimes, highly unlikelywhen making predictionsand ordering events inorder of likelihood• Orders some easilyunderstood statements (e.g.‘Tomorrow is Monday’,‘my teacher will come toschool with her headshaved’, ‘in three days itwill snow’) from leastlikely to most likely;Becomes familiar with apack of cards and knowsthat each card is equallylikely to be drawn in arandom selection and thatthere is one in four chancethat a card from a givensuit will be drawn, and canexplain why• Describes probabilities interms of a number between0 (impossible) and 1(certain) and placesinformal expressions ofchance (e.g. ‘goodchance’, ‘even chance’) onthe scale between thesetwo extremes; Identifiesevents as more or lesslikely or equally likely(e.g. although each card isequally likely to be drawnat random from a 52- cardpack, an ace is less likelyto be drawn than a redcard)• Recognises equally likelyoutcomes from those thataren’t (e.g. knows that onthe throw of a die, all 6numbers are equally likelyand that it isn’t harder toget a 6 than any othernumber, and can explainwhy; Uses fractions toassign probabilities (e.g. if8 boys’ names and 15girls’ names are placed ina bowl then the probabilityof drawing a boy’s name is8/15)• Estimates probabilities fora range of events usingmaterials and technology(e.g. gender sequences infamilies or schoolperformance in a sportscompetition); Analysessituations involvingrandom events and chance(e.g. when playing a gameof snakes and ladders orcards, decides the level oflikelihood of landing on asnake or drawing an ace)Understands and usesthe everyday languageof chance, talkingabout the likelihoodthat events will occurand associatedrisk/uncertainty basedon experience,experiments andanalysis• When asked a questionincluding “How many redcounters are you likely todraw out of a jar with thesame number of red asgreen counters in it in tendraws?” can design asimple experiment tocollect data and makepredictions based on thedata collected (e.g. draws30 counters out of a jar andpredicts that about halfwill be red and half green,explaining their reasoning)• Understands that chancecan be measured‘theoretically’ but that inreality it’s not always theseresults that are found. Forexample, knows‘theoretically’ that there isequal chance of getting asmany heads as tails whentossing a coin a number oftimes but that in realitythis is not always the wayit turns out. Can makesuggestions about possiblebias if the ‘real’ results aretoo far from the predictedresults (e.g. if they get 80heads in 100 tosses of thecoin they might suggestthat the coin is biased or‘weighted’ in some way)• Determines empiricalestimates of probability(e.g. uses last season’sperformance data toestimate that a player has50% chance – or one intwo- of scoring on a singlefree shot during abasketball game);Compares experimentaldata from simple trials,with theoretical probability(e.g. knows thattheoretically one shouldget equal numbers of headsas tails when tossing a coina number of times but isnot surprised when tossinga coin four times to findthat three throws result in ahead)• Compares experimentaldata from simple trials,with theoretical probability(e.g. knows thattheoretically one shouldget equal number of headsas tails when tossing a coina number of times but isnot surprised when tossinga coin four times to findthat three throws results inheads) and can explain thedifference (e.g. can explainwhy they are not surprised)• Interprets colloquialismsincluding you’ve gotBuckley’s, fifty-fifty, oncein a blue moon, fat chancein terms of likelihood ofoccurrence• Explores thereasonableness ofestimates of relativelikelihood based onpersonal experience (e.g.explains why a studentmight claim that they aretwice as likely to finish a1500 metre race ahead oftheir training partner thanvice-versa)• Can determine the samplespace for an experimental‘event’ (e.g. knows thereare six possibilities whenthrowing a 6-sided die,there are two possibilitieswhen tossing a coin orkicking a goal, and 52possibilities when drawinga card from a pack ofplaying cards)• Understands that acompound event is anevent made up of twosimultaneous experiments(e.g. tossing a coin whilstsimultaneously throwing adie)• Knows what independencemeans (e.g. says “theresults of tossing a cointwice in a row areindependent because evenif you get a head on thefirst one that doesn’t effectwhat you get on the secondone”)• Uses differentrepresentations to specifythe sample space forstraightforward compoundevents (e.g. a grid for thescores on a regular sixsideddie and an octahedraldie, a tree diagram for thecombination of resultsobtained by spinning a sixcolouredspinner andtossing a coin);Determines the probabilityfor a straightforwardcompound event (e.g. theprobability of having analternating gendersequence [boy, girl, boy,or girl, boy, girl] in afamily of 3 children)Bound for Success Scope and Sequence Statements V2 Page 39 Working Document Semester One 2007

MATHEMATICSChance and DataConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Collecting andinterpreting dataStudents plan andundertake datacollection, or locatedata, organising andsummarising forparticular purposesincluding for effectiveand validinterpretation andcommunication.They understand thatdata can be misusedand misrepresented forparticular purposesand are careful toexamine techniquesand biases imported inorder to deliberatelymislead and influence.• Classifies and sorts objectsand pictures and talksabout the basis for theirclassification (e.g. says“these are all pointy”)• Gathers or provides asmall amount of data tosupport a class decision(e.g. says “put your handup if you’d rather draw orwatch a video?”) andcounts the number ofhands• Answers questions aboutthemselves and drawspictures to produce a set ofdata about themselves (e.g.pictures of their pet orfavourite food or eyecolour)• Collects and classifies datato investigate particularsituations (e.g. shows onTV watched the nightbefore by class members)• Organises their owninformation in a classdisplay (e.g. having eachdrawn a picture of theirfavourite animal, decideswhich animal group on achart it belongs with)• Uses the web to findinformation about areas ofpersonal interest• Collects and interprets datarelating to their ownquestions of interest (suchas ‘what are the mostpopular pets of students inthe class’?) where there isone piece of informationfor each student (one-toonedata)• Organises data dependingon how it will be usedusing lists, tables, tallies,and simple graphsincluding pictographs (e.g.to find out who bringswhat to school for lunch,lists likely foods and thenputs peoples’ names nextto them)• Uses technology to access,retrieve and present dataand information aboutthings that interest them(e.g. creates a folder tostore files, uses the‘favourites’ list for storingURLs and organisesemails in email folders)• Collects and interprets datarelating to their ownquestions of interest thatrequire data collectionoutside the class (such as“what are the most popularpets of students in theschool?”) and those thatrequire many-to-one(frequency) organisationfor larger numbers ofstudents (e.g. the numberof students with a dog =56)• Contributes to discussionsabout the best ways tocollect data (e.g. to findout about the cars that passthe school or the lunchesstudents in the wholeschool buy in the tuckshop)• Enters one-to-one data intoa simple spreadsheet byfirst allocating everystudent a number and thenplotting a simple graph todisplay each student’sdata-point• Collects data to answersimple questions andissues presented (e.g.”what is the most popularTV program?”) by firstconsidering what datawould help and thenchoosing from a range ofdata collection methods(including simple surveys,observations, experiments,and simulations)depending on the one mostsuited to the context;Decides whether thecollected data helps toanswer the question orwhether they need to useanother method• Uses a range of tables andgraphs to represent theirdata (including bar graphsand pictographs created byhand and technology) anddiscusses the effectivenessof those chosen• Uses technology-generatedgraphs by first enteringdata on a spreadsheet andthen viewing differentdisplays to select the bestway to display theinformation for theirpurposes; Manageselectronic files andexplains their foldersystem to someone else• Revises a survey questionso it can be answered withyes/no or a simple multiplechoice (e.g. changes“which foods do youlike?” to “which two foodsshould be included for theclass picnic?”) andprovides a choice fromwhich to choose• Realises that it issometimes helpful togroup data and, given theclass intervals, can groupdata involving wholenumbers into classintervals (e.g. each student,having estimated thenumber of shells in a jar,can organise the estimatesin intervals such as 41- 45,46-50, 51-55 …)• Uses technology-generatedgraphs by first enteringdata on a spreadsheet,viewing different displaysto select the best way todisplay the information fortheir purposes, and makingsimple statements aboutwhy they chose a certaintype of graph (e.g. says “apie chart is best becauseyou can see at a glancethat there are more peoplewho like that type of filmand you don’t need detailsabout how many in eachgroup”)• Knows the differencebetween sample andpopulation data (e.g.knows that the ages ofstudents in their Year 7class is a sample of theages of all students in Year7 in Queensland); infersthings about a populationfrom a given sample (e.g.if all students in their Year7 class are 12 years oldthey infer that most Year 7children in Queensland are12); Knows the differencebetween discrete (e.g. eyecolour, number ofsandwiches brought toschool) and continuousdata (e.g. height, weightetc where these measurescan take on any value on acontinuum); Develops asimple survey to generateyes/no answers and trials itwith classmates (e.g. usesquestions including “Doyou think year 7s shoulddo homework?”)• Uses two-way tables torepresent categorical data(e.g. the proportion ofboys/girls with blue/greeneyes); displays data in bargraphswhere thefrequency axis is scaledwith multiples such as 5,10, 15, … and groupedmeasurement data istreated in categories (e.g.graphs frequencies for thegroups 23-25, 26-28…)• Uses technology-generatedgraphs by first enteringdata on a spreadsheet,viewing different displaysto select the best way todisplay the information fortheir purposes, andjustifies their choice in thecontext (e.g. says “wechose a line graph becausewe needed to show whatwas happening over timein order to answer thequestion about whether thenumber of people going tothe movies is decreasing”)• Describes the differencebetween a random sampleand a stratified randomsample and knows when itwould be useful toundertake each (e.g. says“to survey the school aboutwhat school uniform wewant I need to make sure Isurvey the same number ofboys as girls otherwise ifthere were more boyssurveyed it’s likely that wewould get most peoplewanting grey sockswhereas girls might preferwhite socks”)• Represents two-variabledata in scatter-plots (e.g.plots their arm lengthagainst their height); Usesa range of representationsfor discrete data includingbar and column graphs;Recognises that linegraphs might not beappropriate for discretedata since the lines joiningthe points don’t showinformation• Enters data in data-baseswith fields already defined(e.g. in preparation for aschool healthy foodsdisplay enters informationon what foods each classmember eats)• Explores bias and how biascan arise if randomsampling is not used (e.g.if only children aresampled to explore thequestion “are childrenbetter with technologythan their parents?” then itis likely that the answerwill be biased in favour ofchildren) and uses simplerandom sampling insurveys; Identifies biasused in the media andother forms of advertising,and suggests likely reasons• Uses a range ofrepresentations forcontinuous data includingstem and leaf plots andhistograms – decidingwhich type of plot bestsuits the data and thepurpose• Makes qualitativejudgments about datacollected and presented(e.g. says “heavy blackclouds means it might raintoday”)• Analyses displays of theirdata (i. e. simplepictographs, one-waytables and data-point/dotfrequency graphs) andmakes simple statementsabout the display (e.g. says“there are 15 students inMrs White’s class”)• Analyses data and displaysof their data and makesstatements and predictionsabout the issues using theirdisplays to support theirarguments (e.g. predictsfairly accurately, theheight of someone joiningtheir class next week;• Analyses informationpresented in tables, bar andline graphs and diagrams;Asks questions about thatdata for a peer to answer,providing suitable answersto the questions as well• Reads and makes sensiblestatements about theinformation provided intables, bar and line graphsand diagrams andcomments on how well thedata answers their ownquestions, informallydescribing any trends in• Makes informal statementsabout relationships shownin scatter-plots (e.g. says“most students who spenda lot of time reading don’twatch much T.V.”);Presents an accuratesummary (includingverbal) of what their• Makes statements aboutproportions related to apopulation based onestimates formed from arandom sample (e.g. theproportion of people whothink the leader of apolitical party is doing apoor, satisfactory, or goodBound for Success Scope and Sequence Statements V2 Page 40 Working Document Semester One 2007

MATHEMATICSChance and DataConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:reads a 2-way table andsays “there were 20 cars,eight were white and theother 12 were blue”; readsa bar graph and says “thereare 15 students in year 4 in2005 and 12 in 2006 sothere will probably be lessthan 20 in 2007”)their data (e.g. says “wewanted to know whichfoods to take on the campbut the question we askedjust told us people’sfavourite foods. Next timewe would…” and “Thisshows that we raised mostof the money in the firstthree weeks and then theamount dropped off duringthe last two weeks”)graphs show (e.g.describes what their linegraph of ages of parents orcarers shows); Presentsshort written or oralreports of their surveysincluding what they werewanting to find out, whatquestions they used, howthey collected andorganised their data,conclusions from their dataand how they might dothings differently next timejob in relation to age group• Identifies and describes thevariation within a set ofdata (e.g. says “some of usreally like that TV showand others really hate it”)and between sets of data(e.g. says “the parentsreally hate the TV showwhereas the kids really likeit”)• Describes variation withina data set acknowledging asense of what the numbersmight mean (e.g. says“more than half of us likethat show”, and “less thana quarter of the parentslike it”)• Describes variation in datain terms of relativefrequency (e.g. over 80%of students in thebasketball team are tallerthan 1.7 m compared withless than 20% of studentsin the soccer team) andinterprets variationbetween data sets (e.g.having noted that onefootball team has older,more experienced playersthan the other they explainthe possible effect of thisdifference)• Uses ‘average’ in acolloquial, vernacular way(e.g. says “My averagescore was five”) knowingthat average is used as ameasure of ‘centredness’• Calculates the mean,median and the mode(measures of location or‘centredness’) by firstestimating, knowing thatthese result in a singlefigure that is ‘central’ tothe set of numbers, anddiscusses the usefulness ofeach of these threemeasures for particularcontexts (e.g. mode forshoe size, median for a setof house prices and meanfor a set of numbers evenlyspread); Uses measures oflocation to make generalstatements about data sets(e.g. knowing that themean rainfall in January is30 cm more than the meanrainfall in June, says “Itrains more in January thanin June”)• Calculates the range of aset of scores and knowsthat having a measure oflocation (mean, median ormode) and the range of thescores provides a good‘picture’ of the scores andtheir distribution and caninformally ‘sketch’freehand what a graph ofthe scores might look likegiven the range and ameasure of location• Interprets data andconsiders the impact ofoutliers on the means,median and mode and theusefulness of range as ameasure of spread (e.g.house prices in a givenlocation); Uses averagesand features of a set ofdata, including graphicalrepresentation, includingclusters, the middle 50%and outliers, to discuss thedistribution of data in asample and analysesrelated claims andquestions (e.g. claims inthe media aboutunemployment rates,questions about the fitnessof a particular portion ofthe population)Bound for Success Scope and Sequence Statements V2 Page 41 Working Document Semester One 2007

MATHEMATICSPatterns and AlgebraConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Patterns andfunctionsFunctionalrelationships can beexpressed usingsymbols and thisallows complexmathematical ideas tobe expressedsuccinctly and changeto be analysedefficiently• Identifies whether objectsin a set with less than 10elements are the same ordifferent and counts them• Understands ‘put in order’and can order three objectsfrom one container, inorder of a simple criteriasuch as size• Identifies when two setsare not the same size (e.g.4 children and 3 chairs)• Orders up to ten objects ina set given a simple criteriaincluding size• Establishes simple one-toonecorrespondencesbetween sets (e.g. writesstudents’ names with theirfavourite food next tothem)• Makes simple ‘trades’given one or two rulesincluding: 1 red countertrades for 2 green ones and3 red counters trade for 1black one – can trade 3reds for 6 greens and 10greens for 5 reds and 1black for 6 greens• Has a simpleunderstanding ofproportion through trading(e.g. knows and canexplain that if one redcounter is worth 4 greencounters then 3 redcounters must be worth 12green counters; and that ifthere are 5 twenty-centpieces in a dollar thenthere are 15 in 3 dollars)and can show theserelationships in a table ofvalues:Red 1 2 3Green 4 8 12• Constructs their ownsimple input-output(function) tables usingsimple rules involvingsingle operations (e.g.given the rule “add four”and the input numbers 2, 3,4, 5 generates a table withan input column showing2, 3, 4, 5 andcorresponding outputcolumn for numbersgenerated i.e. adds four to2, 3, 4 and 5 and getscorresponding outputnumbers 6, 7, 8, and 9shown in the outputcolumn next to their inputnumber)• Constructs tables of valuesfor functions given bysimple rules (including‘double the numbersubtract one’ and the inputnumbers 1, 2, 3, 4, 5, 6,writing the output numbersin a table) , graphs theordered pairs produced inthe first quadrant, and usesthe table of valuesproduced to predict thevalue of the 20 th number;Explores and interpretsfunctions shown in a graphand predicts from them(e.g. graphs the price fortaxi fares for variousdistances and uses thegraph to predict for variousdistances not shown on thegraph)• Generates a table ofinput/output values for afunction rule such as y =2x + 1 and graphs thepoints on the coordinateplane; Recognises where itdoesn’t make sense to ‘jointhe points’ of a functiongraph; Interprets the pointson a coordinate grid interms of the variablesgraphed (e.g. matchesAustralian cities withpoints plotted on acoordinate grid withpopulation on one axis anddistance from Brisbane onthe other)• Plots points for linearfunctions [e.g. thetemperature conversionbetween celcius andfahrenheight scales, F –1.8C+32,C=5/9(F–32)]and simple non-linearfunctions of a discrete orcontinuous variable (e.g.the area of a circle in termsof its radius, numberpatterns generated byconstant multiplicationfrom a given starting value(1, 15, 225, …) , (80, 40,20, 10…) and usessketches done by hand,graphing aids andtechnology to generategraphs of these functions;Interprets the variablesinvolved in using somesimple non-linearfunctions to modelsituations and makesrelated predictions (e.g.uses a constant ratio togenerate a pattern forcompound interest such as$10 000, $10 600, $11236…, and the time takento complete a 24 kmbushwalk for variousaverage speeds); Interpretsthe variables involved inusing linear functions tomodel situations andmakes related predictions(e.g. uses a linear modeldeveloped from Year 9student data to predict theheight of a Year 9 studentfrom their forearm length)• Recognises variation intheir lives, saying, thingslike “your dog is biggerthan mine’, and ‘I amtaller than you’• Knows that somequantities change overtime including their ownheight and length of theirhair• Records time-series datafor quantities that changeover time in a personalcontext including growinga plant (relating time andheight of the plant), ortheir own height, relatingage to time• Shows some understandingof when it makes sense to‘join up the dots’ on atime-series graph andwhen it doesn’t• Makes statements aboutvariation in changes overtime (e.g. says “I grewmore during April thanMay” and “the plant grewmore last week than thisweek”)• Given two points on agraph without a scale canmatch the points with twogiven ordered pairs (e.g.given the points (1,6) and(5,3) can indicate which ofthe points on the graph iswhich)• Given three points on agraph without a scale candetermine which pointrepresents which value byknowing what the pointsrepresent (e.g. knowingthat one axis representsheight and the other weightcan determine which pointmight represent ‘Sarah’and which might represent‘Fred’ given a picture ofFred and Sarah)• ‘Tells the story’ shown bya graph (e.g. a graph ofsomeone’s emotionsduring the day, noise levelsin a room during a party)by describing how onequantity varies with theother; Identifies thevariables in a situationbased on a description of itor familiarity with it (e.g.for the statement “Theamount of daylight in atypical day changes overthe year” can determinethat the ‘amount ofdaylight’ and ‘time’ are thevariables)• Sketches graphs and usestechnology to explore theeffect of varying the valuesof a and b in the rule of alinear function f(x) = ax+bon the correspondinggraph, and describes theseeffects with reference togradient and the y axisintercept (e.g. y = x → y =2x, y = 3x, y = -2x , y = -3x , y = -3x + 2, y = -3x +4); Investigates rules for aset of four linear functionsthat create a shape betweenthe points of intersectionof their graphs (e.g. y = x,y = -x, y = 4 – x, y = x –4); Draw graphs of somesimple non-linearfunctions interpreted in apractical context (e.g.graphs of vt = 6, vt = 12, vt= 24, vt = 48) where v isinterpreted as averagespeed in km/hr and t isinterpreted as time ofBound for Success Scope and Sequence Statements V2 Page 42 Working Document Semester One 2007

MATHEMATICSPatterns and AlgebraConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:travel at a given averagespeed in hours) and describesthe effect of changingconstants used to specify therule of the function on thecorresponding graphs• Knows the differencebetween ‘does’ and‘undoes’ in terms of oneundoing what has beenpreviously done as a set oftwo actions (e.g. whenwrapping or unwrapping apresent, turning a tap onand off, putting shoes onand off or tying anduntying shoelaces)• Can determine 3 or 4sequential actions that canbe performed in order and‘undone’ in reverse order(e.g. clap, stamp, click,stomp in reverse orderbecome stomp, click,stamp, clap)• Skip counts forwards andthen backwards (2s, 5s,10s) using a calculator andfinishes at the samenumber• Follows the steps in asequence includingfollowing the steps in a‘think of a number’sequence (e.g. “think of anumber, add 2, take 1, add5, what is the number?”)• Skip counts forwards andthen backwards from anynumber (up to 3 digits)using a calculator (andfinishes at the samenumber)• Follows the steps in asequence includingfollowing the steps in a‘think of a number’sequence and can alsoremember them in inverse(reverse) order• (This line continues asEquivalence andEquations below,backtracking skills beingused to solve equations)Equivalence andequationsThe equals sign is asymbol of equivalenceand balance, notdemanding an actionbut symbolising arelationship.Understandingequivalence enablesmathematicalmodelling which helpsto informunderstandings of realworld phenomenaeand situations.• Solves simple equationsorally with single digitnumbers (e.g. respondscorrectly to ‘What numberdo I add to 5 to get 8?”,“What number do I takefrom 7 to get 3?”)• Uses ‘think addition’ tosolve unknown subtractionfacts from known additionfacts (e.g. solves 28 – 7 bythinking “20 plus 1 plus 7is 28 so 28 – 7 must be21”)• Follows the steps in asequence (such asfollowing the steps in a‘think of a number’sequence) and canremember them in inverse(reverse) order to arrive atan answer• Uses ‘think multiplication’to solve unknown divisionfacts from knownmultiplication facts (e.g.solves 56 ÷ 7 by thinking“I know that 7 lots of 8 is56 so that means 56 ÷ 7must be 8”)• Solves simple equationsusing inverses andinformal ‘backtracking’(e.g. says “If ⌂ + 3 = 12then ⌂ must equal 12 – 3”)• Solves simple equations(involving +, - ) using avariety of methods,including with a calculator,and substitutes the solutionback into the equation toshow their answer iscorrect (e.g. in solving“Find the value of thenumber represented by ‘g’if 3 x g = 7” determinesthat ‘g’ must be thenumber that you get whenyou divide 7 by 3 and findsthe solution by using acalculator, storing thesolution in the memoryand finding 3 times thesolution stored in thememory to check theanswer is 7)• Solves simple equations(involving +, -, x, ÷,) usinga variety of methods andsubstitutes the solutionback into the equation toshow their answer iscorrect (e.g. in solving“find the value of thenumber represented by ‘h’if 2 x h – 3 = 11” solves byreading this as “two times‘something’, take three is11 so the ‘something’ takethree must be equal to fiveand a half. That means the‘something’, or ‘h’ must beeight and a half”, and thenwrites the equation againreplacing the ‘h’ with 8.5,calculating to show itequals 11)• Graphs two linearequations and knows thatthe point where theyintersect on the graph is anordered pair that is a pointon both graphs (e.g. graphsy = 2x + 1 and y = 1 – xand recognises that theirpoint of intersection (0,1)is a point on y = 2x + 1and y = 1 – x)• Uses graphs, tables oralgebra to solvesimultaneous linearequations involvingexpressions of the form y =ax + b (e.g. solving y = 4x– 3 and y = 2x + 5simultaneously)• Finds a starting point bybacktracking usingaddition and subtraction(e.g. says “my answer is 17and the sequence was add10, subtract 2 so I musthave started with 9”)• Solves simple equationswith double-digit numbersby inspection (e.g. solves24 = ∆ – 5 saying “24 isthe same as what numbertake 5?” or “what numberdo I take 5 from so that I’mleft with 24?”• Solves simple equationsusing inverses and usesreasoning to solve formore complex numbers(e.g. reasons that 4 + ∆ = 7can be solved usingsubtraction and uses thesame reasoning to solve 26+ ∆ = 70); Uses ‘guess andcheck’ strategies to solveequations involvingmultiplication and division(e.g. ∆ x 3 = 120 or 3 =150 ÷ ∆ )• Determines when numberssatisfy a given equation(involving +, - ) or not(e.g. determines that 4 and6 satisfy the equation ‘thesum of two numbersequals ten’ and ‘thedifference between the twonumbers is 2’)• Determine when numberssatisfy a given equation(involving +, -, x, ÷ ) ornot (e.g. determines that 4and 6 satisfy the equation“the sum of two numbersequals ten” but not “thesecond number is twice thefirst number”)• Determines when numberssatisfy given inequalities(e.g. which of the numbersin the set {2, 3, 4, 5, 6}satisfy the inequality 2x +4.5 > 11?)• Determines bysubstitution, with theassistance of technologyfor more complicatedexamples, whether a set ofvalues satisfies an equationor inequality (e.g. ‘when a= 3, b = 2 does 3a + 2b =12?’, or ‘does a square ofside length 3.5 metres havean area less than 10 squaremetres?’)• Recognises when a seesawor balance beam is‘balanced’ or not (i.e.whether the beam ishorizontal/level)• Recognises when a seesawor balance beam is‘balanced’ or not and ifnot, can make suggestionsabout how to restore thebalance (e.g. says “thatside is too low and needsto come up a bit”, and “it’stoo low because there are3 people on that side and• Uses balance or materialsto describe equivalencewhere only addition isused (e.g. Shows usingmaterials that 6 + 4 isequivalent to 3 + 3 + 2 + 2without calculating anyanswers)• Uses balance or materialsto describe equivalencewhere addition andsubtraction are used (e.g.shows that 6 + 4 isequivalent to 3 + 5 - 4 + 6+ 2 without calculating anyanswers)• Identifies situations thatare ‘unbalanced’• Uses balance or materialsto describe equivalencewhere addition andmultiplication are used(e.g. for 20 counters in a 4x 5 array, writes 4 x 5 = 20and 2 x 2 x 5 = 20 and (3 x5) + (1 x 5) = 20)• Writes equivalentstatements, recognisingthat the ‘=’ symbolrepresents equivalence,and is not compelled to‘close’ the statement byperforming thecalculations indicated (e.g.writes 3 + 5 = 12 – 4 and iscontent that both sides are• Writes equivalentstatements using algebraicvariables and is content toleave the statements ‘open’knowing that both sides areequivalent and that thevariable used representsthe same number each timeit occurs (e.g. given theexpression ‘3 + a = ?‘ and• Recognises when afunction is linear or nonlinear(e.g. knows thatwhen they graph 2x + 4 =y they will get a straightline but that 2x 2 + 4 = ywill not be linear andexplores what the shapemight be)• Solves simple linearequations of the form y =ax + b, using a variety ofmethods, including algebra(e.g. solves 3x + 7 = 22;finds the cost of a taxicharge in dollars per km ifthe flagfall is $2.80 and a60 km trip costs $100)• Uses a variety of methodsBound for Success Scope and Sequence Statements V2 Page 43 Working Document Semester One 2007

MATHEMATICSPatterns and AlgebraConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:only 2 on the other side sowe need to put anotherperson on that side tomake it balanced”)(including 2 + 3 + 3 isgreater than 4 + 1 + 1) or‘unequal’ (including 6 – 4does not equal 10 – 5)equivalent, leaving it atthat)being told that the value ofa is 5 writes ‘3 + a = 4 + a– 1 = 12 – a – 2 = a – 3 +6’)to solve simple non-linearequations (e.g. finds thetime taken to travel 300km at an average speed of85 km/h, finds the value ofx for which 2x 2 + 3 = 53and determines theapproximate dimensions ofa rectangle with area100 cm 2 , width w andlength 3 cm greater than itswidth)Patterns,sequences andgeneralisationsPatterns provide thepower to think beyondspecific cases togeneral ones• Recognises patterns intheir daily lives (e.g.sunrise and sunset, goingto school for 5 days andhaving 2 days off)• Identifies a repeatingpattern made of actions orsounds or objects andperforms these in the orderidentified (e.g. hearssomeone stamp, click andclap, stamp, click, clap,and can repeat that pattern)• Recognises, continues anddescribes repeatingpatterns, identifying theelements of the patterncycle (e.g. says “there arethree colours in thepattern; red, blue andgreen and it goes red,blue, green, red, blue,green, red,…”)• Identifies and describespatterns as growing orrepeating and whatchanges from one elementof the pattern to the next(e.g. for the pattern, [ring],[ring, stamp, ring], [ring,stamp, ring, stamp, ring]says “there is another‘ring, stamp’ each time”)• Creates and continuespatterns and makes generalstatements of predictionabout what comes next(e.g. says ”the sixth onewill be green” andcontinues the pattern to seeif they are right)• Uses materials to representnumber and spatialpatterns for both growingand repeating patterns anddescribes what is changingfrom one element to thenext• Given the first 5 elementsof a pattern predicts thenext five and explains thebasis for their prediction,particularly for growingpatterns, and continues thepattern showing theirprediction to prove theyare right; Shows what iscommon (or generalisable)in a repeating pattern byusing a different form (e.g.shows the colour patterngreen, blue, green, blueusing actions such as clap,jump, clap, jump by firstrecognising there are twoelements in the pattern andthey repeat alternately)• Uses materials to representnumber and spatialpatterns (e.g. uses countersto model and identifytriangular and squarenumbers, and matchsticksto make growth patterns)• Understands therelationship between anelement in a pattern cycleand its position in thatcycle and can predict whatcomes next in the pattern(e.g. for the patternF E F E F E1 2 3 4 5 6 7they are able to see that ‘E’is in the ‘even’ positionsand can predict that the16th position will be evenand hence ‘E’ if the patterncontinues• Identifies and continuesnumber patterns anddescribes what is changingin words (e.g. continues 3,6, 9, 12…. and says “thepattern is ‘add three’ eachtime”, and continues 2, 5,10, 17…saying “thedifference between the firsttwo numbers is 3, the nexttwo 5, and the next two 7:this makes a new numberpattern where thedifference is two eachtime”); Writes the pointsgenerated as ordered pairs[e.g. (1,3),(2, 6), (3, 9) …and (1,2), (2,5), (3,10) ]• Identifies number patternsthat are ‘linear’ byexamining the differencepattern and recognisingthat linear patterns have aconstant difference termbetween the elements ofthe pattern, and that whenthese number patterns aregraphed in the firstquadrant the points form astraight line [e.g. (1,3),(2,6),(3, 9) … will form alinear pattern while (1,2),(2,5), (3,10) will not] andplots these points by handand with a graphingcalculator• Expands numbers andvariables represented byindex powers (e.g. 3 4 = 3 x3 x 3 x 3 and y 3 = y x y xy); Generalises numberpatterns and describeswhat they have noticed aschanging in the pattern in ageneral sense (e.g. onexamining the pattern2,4,8,16,… can describethe pattern as “eachnumber in the pattern isdoubled to get the nextterm”, for the sequence )• Explores and establisheslinear equivalences [e.g.2(4x + 8) = 4(2x + 4) = 8(x+ 2) ] and explores andestablishes simple nonlinearequivalences (e.g.generalises numberpatterns including 27 2 =(20 + 7) 2 = 20 2 + 2 x 20 x7 + 7 2 = 400 + 280 + 49 =72920 +7400 140 20140 49 +7• Uses a diagram to show (a+ 2) x (a + 3) = a 2 + 5a +6 and (2x) 2 = 4x 4 ;Generalises from numberexamples including 4 3 x 4 2= 4 5 and 4 5 ÷ 4 2 = 4 3 toshow that x 3 x 2 = x 5 andx 5 ÷ x 2 = x 3• Identifies where letters areused in mathematics torepresent words (e.g. ‘3c’represents ‘three cents’ and‘20 m’ represents ‘twentymetres’)• Identifies where letters areused in formulae torepresent differentquantities (e.g. l = 2 x wcan be used to representthe formula “length equalstwo times the width” andthat the two quantities‘length’ and ‘width’ canvary depending on the sizeof the quadrilateral) andcan tell the differencebetween two statementsusing letters: one wherethe letter represents a word(e.g. 5c) and one where theletter represents a quantitythat varies• Uses a letter/variable torepresent a variablequantity and explains whythe letter does not stand forthe word but for a number(e.g. given the statement‘Mary is three years olderthan John’ is representedby M = J + 3, can explainwhy ‘M’ does notrepresent ‘Mary’ but infact represents Mary’s age- a number, and in theformula P = 2 x l + 2 x w,l represents the numbermeasurement of the lengthand not the word ‘length’,reading this as “Perimeter• Understands concatenation(i.e. that ‘3x’ represents ‘3lots of whatever number xrepresents’ since x is avariable quantity; if ‘c’represents ‘the number ofcats’ then ‘4c’ does notrepresent four cats but‘four lots of the number ofcats’) and can complete atable such as the followingshowing differentrepresentations; Usesconcatenation to expand4(2x + 8) by reading thisas “four lots of, two lots ofwhatever number xrepresents, plus 8”;• Re-arranges linear andsome simple non-linearalgebraic expressions (e.g.p = 3q – 2 to obtain q =(p-2)/3; given A = πr 2 anda specific value of A, findsthe corresponding value ofr and obtains the generalcase r = √A/π noting that rmust be positive in therelated practical context;Uses words and symbols torepresent variables andconstants and interpretsalgebraic expressions forrelationships developed incontext; Constructsexpressions that involveBound for Success Scope and Sequence Statements V2 Page 44 Working Document Semester One 2007

MATHEMATICSPatterns and AlgebraConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:is equal to two times themeasurement of thelength plus two times themeasurement of thewidth”• Translates simple wordstatements involving onevariable and addition andsubtraction, into symbolicstatements by representingthe variable quantity with aletter (e.g. writes “fourmore than a number” as g+ 4 (or 4 + g) and “eightless than a number” as f –8)symbols expansion3y 3 x y4(2x +8)4 x (2 x x+ 8)In words“Three lotsof whateveryrepresents”“four lotsof, two lotsof whateverx representsplus 8”• Understands inequalities[e.g. given 3 > xdetermines that the valueof x can be any realnumber (not just integers)less than 3; given that anumber is less than 0.4 canwrite this asc < 0.4, or 0.4 > c]the four arithmeticoperations, simplereciprocals, whole numberpowers and substitutesinto and evaluates theseexpressions with theassistance of technologyas required; Models,applies and interpretsrelationships, includingsimple inequalities,involving variables relatedto a given context (e.g.calculates a human bodymass index (BMI) asweight w kg divided byheight h metres squared,or w/h 2 and compares withthe healthy BMI range of20 to 25; the area of arectangle with breadth Bcm and length L cm is lessthan 100 cm 2 ; Formulateslinear functions todescribe a situationinvolving constant rates ofchange given various data(e.g. given two valuesfrom the graph of astraight line and aconstant gradient); Usesknown formulas todevelop, apply andinterpret new relationships(e.g. a cube of side lengthb cm has a surface area of6 x b 2 square centimetres,the volume of a cylinderheight h metres and radiusr metres as circular basearea x height = πr 2 x h m 3 )Bound for Success Scope and Sequence Statements V2 Page 45 Working Document Semester One 2007

SCIENCEWorking Scientifically(Note that this strand should be addressed simultaneously with all Science content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Science as humanendeavourThe nature of Scienceas a human activity• Cooperates with others in agroup or pair setting.• Knows that scientists oftenwork together in groups tosolve problems (just asstudents work together inclass).• Identifies throughengaging in relevantinvestigations, that scienceideas are part of their dailylife; recognizes that thingsthey already know aboutoutside school are‘science’ (e.g. pets needfood and water and theT.V. won’t work withoutelectricity).• Knows that science is apart of the daily lives of allpeople in the community(e.g. football is not usuallyplayed in summer becauseit’s too hot and players canbecome sick because of theheat, and people userefrigerators to keep foodcold so it doesn’t spoil).• Identifies the place ofscience in the work ofpeople in their community;knows that many people inthe community (e.g.doctors, chemists,electricians, plumbers,gardeners, mechanics) usescience ideas in their dailywork.• Knows that scientists playa major role in determiningmany of the things we doin our daily lives (e.g.says “we should try not touse too many plastic bagsbecause scientists tell usthey are bad for theenvironment” and “we tryto recycle and use lesswater because scientiststell us we should”).• Knows that scientificknowledge can beimportant in helping us tolive (e.g. being able to useelectricity) but that careneeds to be taken to makesure that it is not usedinappropriately.• Knows that things thathappen around themeveryday can be explainedby science ideas (e.g. themoon appears to changeshape on different nights;their food and drink givesthem energy to do things;their pets need food anddrink to survive; a carwon’t go without petrol;they ‘grow out of’ theirshoes and clothes).• Knows that scientific ideashelp to explain how thingsmight work (ie productsand tools such asappliances they useincluding bicycles,toasters, T.V.) have beendeveloped through theapplication of science.• Knows that scientific ideasplay a part in improvingthe quality andsustainability of life (e.g.using modern medicine tocombat disease andgenerating electricity fromthe heat of the sun).• Knows what a ‘scientist’ isand can list occupationsthat engage with science(e.g. inventor, CSIROscientist, agricultural andmedical researcher,laboratory technicians,science teacher, universityresearcher).• Knows that people usesimple science ideas tosolve problems in daily life(e.g. says ‘Mum puts breadin the fridge to stop itgoing mouldy’ and ‘Wecan’t put the bottle of fizzydrink in the freezerbecause it will burst whenit freezes’).• Shows an understanding ofhow science helps us inour daily lives by giving avariety of examples ( egsays “without a mobilephone I’d have to find aphone box to get mum topick me up from school”and “email is a mucheasier way to contact myfriends” and ‘iPods aremuch more portable thanCD players”).• Knows that individualsengage in, and findscientific work rewarding,for a variety of reasons;citing contemporaryAustralian work in scienceincluding genetic researchon the human genomeproject and the discoveryof new objects in theuniverse.• Recognizes that scientificunderstandings havechanged over time ( egdevelopment of bettertechnology for the purposeof study in astronomy hasresulted in scientificknowledge of the Universeincreasing dramatically,while medical technologyand improvedunderstandings of how thebody works have led toimproved treatments ofdiseases).• Understands thatindividual cultures mayhave different views inrelation to scientificpractices in areas such asmedicine (e.g. Indigenousand Asian culturessometimes have their ownbeliefs regarding illnessand healing).• Knows that science ideascan form the basis of manysolutions to challenges inour everyday lives (e.g.says “We need to wash ourhands to help avoid thespread of disease” and “weshould eat healthy foodand exercise to avoiddisease and obesity” ).HPE• Knows that science workis highly valued in thecommunity and can nameseveral historical orcontemporary Australianscientists (e.g. those oncurrency, Ian Fraser) andknows about theirachievements.• Knows that science ideascan be used to solveproblems and explainevents or phenomena ineveryday life (e.g. says“solar hot water systemsare ideal to save money onenergy bills” or explainswhy rain accompanies lowair pressure, and recyclingof water and other naturalresources is needed helpkeep our planetsustainable).• Appreciates that scienceprovides rewarding careersand lists some of these• Recognizes that the workof contemporary scientistsis multi-disciplinary andcollaborative.• Knows that people ofdiverse cultures havecontributed to and shapedthe development of science( eg understands theimportance of scientistssuch as Mendel, Galileo,DaVinci, Mendeleev, theCuries, Fleming).Select and applyscientific knowledge,skills andunderstandings acrossa range of contexts indaily life• Makes observations aboutthings they can see, feel,taste, touch and smelldirectly or indirectly(including on T.V. or inbooks), experiencing realand concrete objects andevents.• Describes their scientificobservations in simpleterms (e.g. says “theclouds are big’ or ‘thesnail shell is round’ or‘when I clap it makes anoise”).• Listens and responds toothers sharing theirobservations and to teacherexplanations andresponses.• Asks questions to find outwhy things happen.• Speaks about any priorexperience or knowledgethey may have about whatthey are investigating,making connectionsbetween daily life andwhat they are doing in‘science’.• Observes using their fivesenses.• Draws a diagram of theirobservations with simplelabels to communicate toothers (ie as distinct from apicture).• Develops the ability toinfer from theirobservations (e.g. says“that feather on the groundmeans a bird is near” and“that snail trail means asnail has gone past here”).• Listens to and respects theideas of others.• Interprets a partner’sdiagram and explains theirown to others.• Identifies things that arecommon to their diagramand someone else’s work.• Uses simple scientificterms including ‘observe’,‘measure’ and ‘investigate’when communicatinginformation aboutobservations.• Begins asking questionsand making predictionsrelated to their everydayexperience.• Knows that as well asinferences, predictions arepossible from observations(e.g. knows that a showerof rain may result in beingable to find snails outafterwards; that lots ofheavy dark clouds mayresult in rain; that beingable to see the sun in thesky means that sunburn isa possibility).• Describes theirobservations with othersusing simple labelleddiagrams and makescomparisons between theirown and others’ work byidentifying similarities anddifferences.• Uses scientific words (e.g.thermometer, temperature)during investigations.• Recognises scientificaspects of their everydayactivities and theapplication of science intheir own lives; knows that• Knows that some thingsaround them that theyobserve can change (e.g. anail or pair of scissors cango rusty or food can spoil,their feet and pets getbigger as they grow) andthey begin to recognizethat real and concretethings don’t always staythe same.• Names features of thingsthey observe (e.g. says‘this material is soft andfluffy’ and “the metal ruleris hard and shiny”).• Knows at a simple levelthat things that happenaround them everyday(e.g. changes in theweather, growth of theirgarden, night and day,drinking through a straw)can be explained byscience ideas.• Develops their scientificvocabulary to describetheir observations.• Begins to know thatchanges to things theyobserve occur for a reason(e.g. changes in terms ofcause and effect).• Describes changes theyobserve (e.g. says ‘theapple went brown after itwas cut’ and ‘the jellywent hard after a longtime’) recognising thattime is a factor.• Describes and comparesproperties of concretethings based onobservation (e.g. says ‘thispiece of paper is muchthicker that that one’).• Applies their scientificunderstanding to theirexperiences and todescribe how products andtools have been developed.• Describes how people in awide range of occupationsand cultures use science intheir work and leisure.• Knows the relationshipbetween observations andchanges that occur (ie theyunderstand cause andeffect saying ‘the icemelted because it gothotter’ or ‘the plant diedbecause it didn’t have anywater’).• Compares the properties ofthings based on havingdone some testing ratherthan from the obvious useof their five senses (e.g.says ‘this tee shirt is morestretchy than that one’).• Makes concretegeneralizations as a resultof their observations and,having made these andworked out ‘a rule’, canapply it to makepredictions (e.g. says “allplants will die if they don’thave water” and “ice andice creams will melt if thetemperature gets hotter”).• Demonstrates that usingscience ideas can help tosolve relevant problems indaily life ( eg says “I needto put my sandwiches in acool place at school sothey don’t go bad”, and“We can’t go out in the sunwithout a hat because wemight get skin cancer”,and “My pen leaked inkeverywhere because it gotreally hot in my school bagwhen I left it out in thesun; next time I will put itin the shade”).• Explains and evaluateshow the use of science andtechnology has changedthe ways people live (e.g.understands and explains• Generalizes from theirobservations and frompredictions and appliesideas to other contexts orsituations.• Attempts to explainobservations in terms ofnon observable, or abstractideas ( eg says “somethingmight be happening thatwe can’t see”, and “sincethe plant is still alive andwe didn’t water it maybewater might be getting intothe plant from somewhereelse”, and suggests somepossibilities such as ‘fromthe air’)• Explains their observationsand interactions betweenevents or variables interms of a single abstractidea or at the particle level(e.g. says “the plant muststill be alive even thoughwe haven’t watered itbecause it is absorbingwater through it’s leaves”and “carbon dioxide andwater come into the plantcells and through achemical reaction arecombined to make food forthe plant”).Bound for Success Scope and Sequence Statements V2 Page 46 Working Document Semester One 2007

SCIENCEWorking Scientifically(Note that this strand should be addressed simultaneously with all Science content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:what they already know,can help them understandor interpret theirobservations eg knowingthat ice melts in a warmplace assists anunderstanding of why acandle might melt in thesun).that dual flush toiletsystems were developed toenable us to save water,and that microwave ovensare a relatively recentinvention to make cookingmuch easier than it used tobe, and email makes day today communicationsimple).Decision makingincluding ethicalconsideration of theimpact of processesand products ofscience on people andthe environment• Knows that being safe isimportant when they areusing their senses (e.g.they know they shouldn’ttaste or touch some thingsand that looking at the sunis unsafe; they know whythey should wash theirhands after handling livingthings). HPE• Knows the importance ofbeing responsible (ietakes care of and respecteach other, any equipmentthey use and the living andnon-living environmentwhen makingobservations).• Knows the need to actresponsibly when takingmeasurements andworking in groups (e.g.care is needed whenmeasuring water so theydon’t make a mess or wetothers, while equipmentneeds to be looked after toavoid breakages). T• Knows why safety isimportant when doinginvestigations.• Explains why they need toact responsibly towardseach other, the equipmentand towards any livingthings they may beworking with.• Demonstrate their sharedresponsibility for theclassroom, school andcommunity environmentand in conservingresources.• Demonstratesunderstanding about whywe need to look after ourenvironment.• Knows that science andethics are closely related(e.g. says “electricity isgood and we can’t livewithout it but it can causefires and can be dangerousif it’s not used properly”and “matches are useful tous but it isn’t right to playwith them or use them tostart bushfires”).• Knows the importance ofscience and scientists tosociety in the developmentof things that make ourlives easier (e.g.refrigerators keep foodfresh and cars help us toget around) but recognizesthat there is a need todevelop ways of lookingafter the environmentbetter (e.g. car wastes arenot good for theenvironment).• Describes appropriateethical issues relevant tothem and the consequencesof human activity.• Investigates how theiractions contribute tosustainability of resourcesand the local environment;determines theirenvironmental footprint.• Knows that human activitycan impact in a negativeway on the environment(e.g. use of naturalresources) and that theyhave a part to play insociety’s response to thisat the local andcommunity level (e.g.knows that land clearingfor housing is necessarybut impacts on theenvironment and thatplanting trees is one wayof ensuring theenvironment issustainable).• Lists and demonstratesways of recycling in thehome, school andcommunity and showssocial responsibility byturning off leaking taps orpicking up litter whereverthey may be.• Demonstrates awareness ofthe negative effects ofman’s activities on thelocal environment (e.g.recognizes that landclearing and tourismdevelopment have affectedthe environment, bothliving and non-living).• Uses their scientificunderstandings to considerand respond to appropriateethical and social issuessuch as those related tohealth and wellbeing (e.g.understands that smokingcan lead to cancer andrecognizes theconsequences of passivesmoking and the ethicaland social issuesassociated with this). HPE• Examines and describesissues of the sustainabilityof the natural, built orsocial environment,extending from local toglobal perspective (e.g.understands that pollutionis a local and globalproblem with numerouscauses (includingindustrial, commercial andcommunal) and thatalthough scientists areinvolved in findingsolutions, studentsthemselves can play a partin the prevention ofpollution by preventinglitter, actively beinginvolved in clean-ups andconvincing others to rideor walk instead ofdriving). SS HPE• Makes connectionsbetween local and globalenvironmental andresource issues.• Investigates and describescurrent and possible futureimpacts of theircommunities on thesustainability of theenvironment.• Recognises why they needto know and understandabout important scienceissues and information inorder to make choicesabout how they live.• Understands thatenvironmental andresource issues affectindividuals, localcommunities and the entireplanet and recognises theneed for cooperation at alllevels to deal with thechallenges.• Suggests ways they can beinvolved in addressingissues at the communitylevel.• Examines and describesalternative communitystrategies to minimizepossible future impacts onthe sustainability of theenvironment.• Applies relevant scientificunderstandings to makeresponsible, ethical andinformed decisions aboutissues including theapplications andimplications of science andsustainability.• Understands theirresponsibility as acommunity member toshare communal andglobal concerns about theenvironment.• Cites instances in whichsocial priorities have hadan impact on or have beeninfluenced by science ( egscientists know there is alink between increasedincidence of Type 11diabetes and obesity in thepopulation thereforetackling obesity is acurrent social priority, andAIDS education programsare the result of scientificresearch revealing howAIDS is spread).• Knows how importantscience is to their dailylives and that scienceunderstandings are neededfor them to be able tomake responsible decisionsabout personal andcommunity issues.ScientificInvestigationInvestigation toanswer questionsabout the natural andtechnological worldusing:• Contributes to a classdiscussion aimed atfinding a solution to aproblem suggested by theteacher and suggests ideasfor how they might findsomething out.• Tackles a problemsuggested by the teacher,(e.g. something the groupmight like to find out orknow).• Responds to questionsposed by the teacherrelating to what theyalready know about theproblem in focus.• Contributes relevant ideas,based on their ownpersonal experiences, to aclass discussion aimed atplanning an investigationto solve a problem ofinterest.• When prompted, draws adiagram of what theinvestigation might looklike and the equipmentthey could use.• Contributes to a class orgroup plan for aninvestigation aimed atsolving a problem.• Develops a simple plan ontheir own (ie suggests howthey might go aboutanswering a question anddraws a diagram to showwhat they would do).• Derives questions andpredictions (from theirinterests or experience) fortesting.• Contributes to planning avariety of investigations,recognizing wherecomparisons might be fairor unfair.• Derives questions andpredictions for testingfrom a given problem orfrom their own interest orexperience.• Plans an investigation witha framework or structureprovided by the teacher,indicating equipment touse and scaffolding withrespect to controlled andmanipulated variables.• Poses questions and makespredictions that can beinvestigated scientifically.• Explains their predictionbased on prior knowledge,in simple terms but withno logical explanation.• Plans and conductsinvestigationsdemonstrating that theyunderstand therequirements of fairtesting (i.e. given the• Understand what ahypothesis is and writestheir own hypothesis fortesting given a problem orquestion by the teacher.Identifies when prompted,the variable to be changed(independent) and thevariable to be measured(dependent) and uses thisinformation to plan aninvestigation, identifyingthe variables to be• Formulates questions orhypotheses (given acontext by the teacher) andplans their owninvestigations, taking intoaccount the principles offair testing.• Identifies withoutprompting, the dependentand independent variablesthat need to be controlled.NBound for Success Scope and Sequence Statements V2 Page 47 Working Document Semester One 2007

SCIENCEWorking Scientifically(Note that this strand should be addressed simultaneously with all Science content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:dependent andindependent variablesthey devise a method tocollect the data requiredto answer the question ortest the prediction).controlled. N- reflection andanalysis to prepare aplan• Plans and conducts simpleinvestigations and learnshow to use appropriatetools and equipment..• Predicts what they thinkwill happen in theinvestigation and why theythink it will happen.• Contributes ideas aboutfactors that may have anaffect on the investigation.• Follows suggestions tocollect, record and presentdata.• Makes a prediction aboutwhat might happen andknows their investigationis aimed at showingwhether or not theirprediction comes true.• Contributes ideas aboutfactors or variables thatmay have an effect on theinvestigation and begins tounderstand how thesemight make the results‘unfair’ if they are not thesame each time.• Suggests the type ofvariables that need to beconsidered when doing aninvestigation (e.g. ifplanting seeds to test theeffect of salt water, says“the type of seeds oramount of salt in the waterare important”).• Shows an understanding offair testing (i.e. the needfor conditions to be thesame so that the test is‘fair’) (e.g. says ‘I think weshould give all plants thesame amount of water’ or ‘if our group is blowingbubbles in the wind theywon’t last as long as thatgroup’s bubbles will on theverandah so it’s not fair’).• Knows the need forcontrolled variables tomake a fair comparisonand can suggest severalvariables that need to becontrolled.• Plans how they will collectdata and chooses theequipment to be used froma selection suggested orsupplied by the teacher. N• Knows the need to conductpreliminary trials to refineprocedures.• Plans the method of datacollection, independentlychoosing equipment. N- collecting,processing andinterpreting data• Collects and uses simpleequipment (e.g. hand lens,cup filled with water,spoon).• Conducts simpleinvestigations with only afew steps, following theteacher’s instructions.• Makes simplemeasurements as part oftheir observations (e.g.measures a cup or half cupof water before they watera plant, and uses a ruler tomeasure how high a plantis in centimeters). N• Uses simple instruments tomake measurements (e.g.graduated jug, cup,teaspoon, hand lens). N• Keeps simple records(data) to indicate anymeasurements taken (e.g.uses pencil strokes or‘sticky dots’ to show on abasic chart how manysteps they took betweentrees in the playground orthe number of seeds foundin each apple). N• Carries out simpleinvestigations with a smallnumber of steps followingthe teacher’s instructions.• Collects data andinformation aboutobservations in variousforms (e.g. puts ticks orcrosses in a simple table toshow which foods a snaileats or records the dailytemperature on a chart, orcan use ‘sticky dots’ toshow a graph of how far aball rolled on carpetcompared to cement). N• Makes accuratemeasurements andunderstands at a basic levelwhy things need to bemeasured when makingobservations (ie knowsthat saying ‘this one isbigger than that one and sois that’ is not an accurateobservation). N• Knows that some pieces ofequipment are better for atask than others (e.g. sayswhy it is better to use ateaspoon to measure a verysmall amount than a cup).N• Checks measurements byre-measuring or recountingnumbers.• Organises their data indifferent ways (e.g. lists,simple tables, groups,graphs with ‘sticky dots’).N• Presents their data toothers in different formats(e.g. a diagram, talk orwriting) to show whathappened.• Carries out investigationsinvolving a small numberof steps, related to theirquestions and predictions,and collects required data.• Uses simple equipment tomake non-standardobservations ormeasurements (e.g. cup).N• Recognises the need to beaccurate in measuring (e.g.says “I have to pour a halfa cup of water on the potplant so that it gets thesame as every other plantor it won’t be fair”)• Knows that checkingmeasurements is importantwhen writing down results.• Organises and presentsdata in different ways (e.g.a labelled diagram, table,simple graph or writtenreport). N• Compares measurementsand data within andbetween groups. N• Collects data, checkingand repeating observationswhile conducting theirinvestigations.• Makes measurements (e.g.to the nearest cm or 20 ml)using appropriateequipment such as amedicine glass,demonstrating safety andcare. N• Presents data inappropriate ways (e.g. sayswhat happened in words orpictures or simple graphsusing ‘sticky dots’ on achart).• Collects datademonstrating signs ofawareness orunderstanding of the needfor accuracy, and repeatstrials without promptingby the teacher (e.g. says “Ineed to do it againbecause I might have madea mistake the first time”).• Uses standardmeasurements such as5mls, 10 ml, 15 ml, 20ml.N• Presents data appropriatelysuch as in an unstructuredtable showing ‘ticks’ or‘crosses’ or writtenresponses or a bar graph. N• Undertakes systematicobservations and datacollection, taking steps tominimize error. N• Explains the need forrepeated trials in terms ofhow error can effect theresults of the investigation.• Measures variables that arediscrete (e.g. single eventssuch as height a ballbounces). N• Demonstrates consistencyin the use of equipmentand attempts greaterprecision in theirmeasurements. N• Records data in a simple,organized table (no linesrequired). N• Uses appropriate means ofpresenting data (e.g.structured table with lines,bar graphs, models anddiagrams) andcommunicates effectivelyusing scientificterminology.• Demonstrates consistencywhen using equipment,using the same procedureeach time.• Measures more precisely(e.g. to within one or twogradations such as time inseconds or liquids in ml).• Conducts repeat trialswithout prompting and canexplain why they improveaccuracy in results.• Records data in anorganized table withcorrect headings whereappropriate. N• Chooses appropriatemeans of presenting dataand can say whether agraph is required. N• Understands the differencebetween discrete andcontinuous data. N• Plots graphs accuratelywith correctly labelledaxes., selecting range andintervals. N• Explains the relationshipbetween variables. N• Recognizes variables thatwere difficult to control(e.g. external factors suchas air temperature,humidity). N• Uses appropriatetechniques to improvereliability of their results.• Uses independent variablesthat are usually continuousrather than discrete (e.g.time). N• Takes care with accuracyof measurements andcollection of data. N• Uses equipmentconsistently, using thesame units and procedureseach time. N• Take precisemeasurements to onegradation. N• Explains trends andpatterns in data andpresents information usingappropriate format.• Calculates averages fromrepeat trials. N• Recognizes which type ofgraph suits the data (line,bar, pie) and plots dataaccurately with correctlylabelled axes. N• Selects origin andunderstands why a brokenaxis may be required. NBound for Success Scope and Sequence Statements V2 Page 48 Working Document Semester One 2007

SCIENCEWorking Scientifically(Note that this strand should be addressed simultaneously with all Science content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:- communicatingconclusions,-evaluating plans,procedures andfindings• Says what they did andobserved and draws apicture to show whathappened.• Describes and records theirobservations by drawing apicture of what they haveseen or experienced andtells others what they havedrawn.• Explains to others insimple terms the meaningof their data (e.g. says“there are four sticky dotsthere to show there werefour seeds in that apple”).• Describes the questionthey were trying to answer.• Describes their results toothers showing anunderstanding of thepurpose of theinvestigation and relatestheir results back to theirprediction by sayingwhether they thought whathappened would happen.• Makes comparisonsbetween objects or events(e.g. compares the numberof seeds that germinatedwith each concentration ofwater, saying “the ones insalt didn’t sprout and theones without salt did”).• Communicates resultsusing scientific words orterms.• Uses language, appropriateforms of representationand conventions specific tothe discipline, tocommunicate theirinvestigations andunderstandings ofscientific issues.• Identifies patterns andbegin to understandwhether there is a ‘trend’demonstrated or suggestswhat might happen withthe results if they keptdoing what they weredoing in the investigation(e.g. when measuring thedistance a ball runs down aramp as it is raised highersays “raising it higher willmake it roll even further”).N• Identifies patterns ortrends by makingcomparisons betweenobjects or events observedin terms of cause andeffect (e.g. says “the moresalt water we gave theplants the quicker theydied”) and based on thepattern they haveidentified predicts whatmight result withcontinued trials. N• Offers explanations forpatterns in their data (iemakes generalizations oridentifies a rule saying“the thicker the paper thefaster it absorbs water”.)N• Makes conclusions basedon patterns in data. N• Attempts to explainpatterns in the data or therelationship between thevariables in terms ofsimple scientific concepts.N• Attempts to explain anycontradictions (orvariations to the patterns)in the data. N• Recognises where datamay be unreliable.• Compares their resultswith their initial ideas todraw simple conclusions.• Understands that if whathappened wasn’t expectedto happen it doesn’t meanit’s ‘wrong’.• Discusses and comparesresults with predictionsand draws conclusions.• Draws conclusions fromtheir data. N• Draws conclusions relatingthe results of theirprediction, communicatingand comparing their ideasand conclusions with thoseof others and appreciatingthere are no ‘right’ or‘wrong’ results, only‘different’.• Makes conclusions andrelates these to the originalhypothesis.• Talks about what they didand what they found out insimple terms (e.g. says “wedrew the clouds each dayto see what the cloudswere like and we found outthey aren’t the same”).• Evaluates results in simpleterms (e.g. says whatproblem or question theywere trying to answer,what they thought wentwrong and answers simplequestions about theinvestigation such as‘”Why do you think thishappened?’).• Suggest how and why theywould do things differentlyin the future (e.g. says“next time I would countthe number of seedsagain”).• Evaluates the results insimple terms, saying whatthe question or problemwas, what they found out,what they thought wentwell, what the difficultieswere, and saying in simpleterms why the difficultiesmay have occurred.• Makes suggestions abouthow they could do thingsdifferently to improve thenext investigation orproject.• Communicate their ideasand understandings andsuggests (simple) generalimprovements to theinvestigation (e.g. says“We could have measuredthe water using somethingdifferent”).• Suggests ideas forimproving their results interms of accuracy andmaking data collectioneasier. N• Makes general suggestionsfor improving theinvestigation afterconsidering their own andtheir peers’ findings (iecollectively suggestsreasons for differences inresults between groups andsays “We need to measureit better” or “We shouldmeasure the string nexttime”).• Renews theirunderstandings in light ofnew information.• Suggests generalimprovements (e.g. says‘‘We should have held theramp so it didn’t movewhile the ball was runningdown it” and “we shouldmeasure the string using aruler next time”).• Recognises that scientistswork in a similar ways tothemselves, understandingthat there are no ‘right’ or‘wrong’ results, onlyresults that can beconfirmed or otherwise byfurther investigations.• Understands thatinvestigations reveal newideas that form the basis ofnew theories andunderstandings.• Suggest specificimprovements (ie suggestsspecific equipment thatmight have made the datamore accurate, saying “Weneed to use an electronicscale instead of beambalance” and “We shoulduse a protractor tomeasure the angle of theramp” and “We need tomeasure a 20 cm piece ofstring” or “we need to domore trials”). N• Reflects on and discussesdiscrepancies whendrawing conclusions orevaluating aninvestigation.• Relates their ownexperiences to the way thescientific communitymodifies its concepts andmodels as evidencebecomes available frominvestigation.Bound for Success Scope and Sequence Statements V2 Page 49 Working Document Semester One 2007

SCIENCEEarth and BeyondConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Forces on Earthand BeyondThe earth is made upof materials that arealtered by forceswithin it and on itssurfaceSustainability of lifedepends on the qualityof the air and theavailability of waterand materials fromthe ground• Knows the differentobservable features of thenatural environment (e.g.hills, plains, valleys,bushland, wind, clouds,sun, rain, desert, beach)and identifies the naturalfeatures within and aroundthe school. SS• Knows the differentcomponents of the naturalenvironment (e.g. soil,rocks, shells, water, air)and where they are (ierocks and soils make upthe ground, air is all roundand water is found in theoceans, rivers and creeks).• Knows that differencesexist between differenttypes of rocks, soils andwater (ie can compare andsay that two rocks aredifferent or the same orthat two soils are differentor the same).• Knows that theenvironment can changefrom day to day and fromnight to night (e.g. says“yesterday it was rainingand today it is sunny” and“you can’t see the sunanymore but I can see themoon and the stars”).• Makes simple statementsto describe how werespond to changes in theweather (e.g. says “when itis cold I wear a jumper” or“we will probably eatdinner outside tonightbecause it is hot”).• Knows that things in thenatural environment occurtogether (e.g. draws apicture of the beach andincludes shells, sand,water). A• Identifies features of theschool environment thatare natural (not made byman) and man-made. SS• Investigates which soilmakes the best sand castlesand speculates about why(e.g. says “this soil feelslike powder and is dry andred but this soil is grainyand feels wet and isbrown”).• Identifies parts of ournatural environment weneed to survive (e.g. says“we need water to stayalive”).• Knows that the sun isresponsible for shadowsand that they can ‘make’their own shadow.• Knows that that the airchanges in terms of smell,movement and clarity (e.g.says “the air is smoky andit’s really still”).• Recognises that differentaspects of the environment(temperature, clouds,wind, sun, visibility) canchange in different waysover a 24 hour period andthat they can predict thesedepending on the seasonand sometimes the time ofday (e.g. says “it’s reallyhot and windy today but itwas cold and still lastweek”).• Describes the majorfeatures of their own localenvironment, such asbushland, trees, beachland,swamps or wetlands,hills, valleys, rocky areas,gardens and ovals, andknows that a variety ofdifferent environmentsincluding snow-lands anddeserts exist beyond thelocal environment.• Sorts and classifies parts oftheir local environment asnatural or man-made andsays why (e.g. says “roadsare made by men becausethey clear a path”). SS• Recognises that differenttypes of soils exist and cansay which types are bestfor different common uses(e.g. says “beach sand isnot good for buildingcubby houses because itcollapses”).• Collects data showing howthe weather (temperature,rainfall, cloud cover andwind speed) changes overa week and comments onwhat it shows. N• Describes the effects of thewind, sun and rain on theenvironment.• Describes changes on theEarth, recognising thatsome are predictable as aresult of patterns (e.g.says “rain comes from low,black clouds so it doesn’tusually rain when cloudsare high and white”).• Begins to understand theways in which they andother living things dependon the Earth and areaffected by its changes.• Knows that environmentalforces or changes canaffect other parts of theenvironment (e.g. the windaffects waves and rain;wind moves dirt and sand;temperature and rainaffects water supply,sunlight affect plantgrowth).• Knows and describes waysthat we respond to the• Describes the differenttypes of environments intheir community andsurrounding region (e.g.says “a swamp is muddyand has lots of long grassand frogs” or “a desert isdry and has quite differentplans and animals”).• Knows the features of thewider environment that arenot natural (e.g. beachgroin, suburban canal,town garden plantings).• Knows how extremes ofweather such as droughtsand floods, effects acommunity.• Identifies the things thatmake up the environmentthat are used by humansfor their purposes (e.g. soiland rocks are brought infor gardens, water is usedby shire councils forwatering parks and ovalsand by us for washing anddrinking; trees are choppeddown for light poles).• Knows how the processesresulting from severeweather can bring aboutchanges to the earth’ssurface (e.g. says “therain- storm last nightwashed the river bankaway” or “every time thewind blows more sand isblown off the sandhills”).• Knows ways that thecommunity responds tochanges made by theweather (e.g. says “drainsare to stop the watermaking furrows on the sideof the road or playground”or “putting a load ofgravel here will stop thesand from washingaway”).• Recognises the differenttypes of environments thatexist and can compare thebasic differences betweenthem in terms of soil types,climates, plant and animallife (e.g. says “in a beachenvironment you wouldfind sandy soil, beach-typeshrubs and salt water butin a wetland area you findswampy, damp soil, reedsand wetland birds”).• Sorts and classifies soils,sands, water samples onthe basis of features suchas colour, particle size, andsaltiness.• Describes identifiablecauses for some of thechanges to the surface ofthe Earth or in theatmosphere; Identifieswhere some elements ofthe weather have causedmajor changes to theEarth’s surface over time(e.g. where erosion hasworn away river banks andseashores or where windhas blown away or shiftedsandhills).• Knows that the Earthdemonstrates powerfulforces such as volcanoes,cyclones, earthquakes,hurricanes and tsunamis;knows why these aredisasters in terms of thenegative effects onhumans, and knows wherethese disasters have and dooccur.• Identify was that theEarth’s resources are usedin the community. Knowsthat people are constantlychanging the environmentby clearing land and makesconnections betweenclearing the land,development andpopulation increases.Knows that a range ofnatural resources are usedby humans to makeimprovements to thecommunity (e.g. trees arefelled for timber and stoneis used to make walls andhouses). Names some ofthe Earth’s mineralresources (e.g. gold andother minerals, metal ores,oil, coal and natural gas).• Knows the need toconserve water and• Knows that there aredifferent types of rocksand that they are oftenfound in differentlocations. Compares rockscollected from differentlocations based onobservable characteristicssuch as colour, hardness,size of grains and particles,presence of fossils andlayers, crystals and shine.Knows that the origin ofdifferent rocks gives usinformation about the past(e.g. limestone rocks in anarea suggest that the areawas once coastal; basalt ishardened lava so it’spresence indicates avolcano was once nearby).• Knows that humans havean effect on the naturalenvironment throughprocesses such as mining,land clearing, building ofcanals for irrigation andcan recognise the effects ofthese changes on both theliving and non-livingenvironment.• Knows how the use of theEarth’s resources (water,soil, rocks, trees, coal, oiland gas) can change thephysical environment.• Knows that naturalcatastrophes includingfloods, droughts, cyclones,dust storms, earthquakesand tsunamis, occurfrequently on Earth due tonatural processes in theatmosphere and in theEarth itself and knows thepositive and negativeeffects of on theenvironment and onhumans.• Knows that someresources are renewableand some are not (nonrenewable)and says whichtype belongs to eachgroup.• Identifies and describes theeffects of low rainfall anddrought on theenvironment and onhumans.• Knows that the Earth ismade up of a variety ofdifferent materials(including soil, coal, oil,minerals, rocks) and thatthese have originated indifferent ways (e.g. soiloriginates from rocksthrough weatheringprocesses; coal and oil areformed from ancient livingplants and animals inswamps and the sea, latersubject to huge pressuresand earth movements overmillions of years; rocks aremade up of minerals (e.g.quartz, mica) formed by avariety of pressures andheat beneath the Earth’ssurface.• Knows that commonfeatures of the Earth’ssurface are due to longterm repetitious processes(e.g. water flowing overrocks creating gravel,waves hitting rockscreating sand and thecontinual heating andcooling of rocks causingcracks and dents in theirsurface).• Knows that humans andnatural processes effect theenvironment and cancompare the similaritiesand differences inconsequences, to theenvironment and tohumans, of processes suchas land clearing (throughincreased salinity, waterquality and loss ofbushland and the impacton farming), housingdevelopment, erosion andmining.• Knows that humans use awide variety of resourcesform the Earth includingwater, coal, oil, natural gasas well as gold and otherminerals (e.g. iron ore andaluminium ore) and knowsthat some of these arerenewable and some arenot.• Knows which of theEarth’s resources arereusable, renewable orneither.• Knows that the Earth’sweather can result in shortterm changes in the Earth’ssurface (e.g. processes ofthe water cycle such as• Knows the types of earth’sresources (e.g. water - soil-minerals).• Identifies sea and landbreezes and the effects ofheating of the earth’ssurface.• Knows the characteristicsand origins of soils, fossilfuels and commonminerals and can identifythese using observablefeatures.• Knows there are threetypes of rock (igneous,metamorphic andsedimentary); knows theirorigins and how they areclassified, and identifieswhere these might befound in the localenvironment.• Knows the Earth’s basicinternal structure and usesmodels to show howfaulting and folding of theEarth’s crust can bringabout the formation of hillsand mountains overmillions of years. SS• Knows that movement ofthe Earth’s crust results inearthquakes and volcanoesand identifies earthquakezones. Labels the parts of avolcano and understandsthe two types of lava;locates famous volcanoesand examines anddescribes patterns oferuption over time.• Knows the water cycle andrecognizes and describeshow the processes ofevaporation, condensationand precipitation occur.• Knows basic weatherpatterns and differentmethods and toolsscientists use to gatherinformation (barometer,thermometer, anemometer,weather balloons,satellites).• Knows the causes andeffects of changes inenvironments andcompares natural processessuch as erosion andweathering with human• Knows how soils varyacross different locationsand how this relates to thegrowth of plants.• Classifies igneous,sedimentary andmetamorphic rocks bytheir physical properties.• Knows the basic rockcycle and the processes ofphysical and chemicalweathering; knows theeffects of weathering onbuildings and monuments.• Knows how fossil fuels(oil, gas and coal) areformed and knows thelocations of major metalore bodies in the Earth’scrust.• Knows basic processes ofobtaining resources(underground and open cutmining); gives examples ofwhere these occur andknows that these haveshort and long termphysical and biologicaleffects on the environment.• Uses concepts such asconvection to explain landand sea breeze patterns.• Knows the water cycle interms of the finite amountof fresh water on earth.• Knows the different layersof the atmosphere fromtroposphere to ionosphere,their features and man’sinteractions with them.• Uses the theory of platetectonics to explain globalpatterns of geologicalactivities; knows thattectonic forces result infault lines, earthquakes,volcanoes and formation ofmountains and oceanictrenches and uses modelsto show how these occur,describing the effects ofthese on the living andnon-living environments.Recognises that plateboundaries coincide withearthquake and volcanozones and knows howscientists are able topredict where futurecatastrophes may occur.Explores the causes andconsequences of globalatmospheric changes;knows how environmentalchange results from man’sBound for Success Scope and Sequence Statements V2 Page 50 Working Document Semester One 2007

SCIENCEEarth and BeyondConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:environment (e.g. wearingsunglasses and sunscreen;some sports not played inthe middle of summer)• Recognises that theenvironment can bechanged by people (e.g.land-clearing, building).describes how they arehelping to do this at homeand at school. SSevaporation andprecipitation – rainfall)and makes connectionsbetween processes ofchange and changes to theenvironment including thelowering of the water tabledue to salinity and thedrying up of a lake orwetlands.processes such as mining andland clearing.interaction with theenvironment including theeffects of certain emissionson the atmosphere (theGreenhouse effect). Knowsthe effect of land clearing onthe water table and how thisresults in land salinityincluding its effects onfarming.• Knows that changes to theEarth occur over differenttime scales and usesgeological evidence tointerpret past events.• Knows that water isneeded for drinking,washing, cleaning and forthe garden and that itshould not be wasted.• Knows the need to care forthe environment. SS• Knows the importance ofconserving water and otherways of caring for theenvironment. SS• Identifies and describesmethods that humans useto prevent the effects oferosion including plantingson dunes and river banksand bringing in rocks toprotect the seashore.• Knows the relationshipbetween the seasons andwater use and the need tobe constantly ‘water-wise.• Knows that pollution islargely caused by the useof some of the Earth’sresources (coal and oil)and the effect this ishaving on the naturalenvironment.• Knows that manypollutants come from carexhausts and knows thatthey can play a part inminimising this effect bywalking, taking the busand riding their bike.• Knows the need to recyclerenewable and nonrenewableresources andproducts made from them.• Knows that differentgardens require differentamounts of water andrecognises different waysto save water in gardens(including mulching, useof water-holding soils anddrought-resistant plants).• Identifies man’s negativeimpact on the environmentand understands humanresponsibility towardsenvironmentalmanagement.• Knows the finiteness offossil fuels and the need todevelop alternative energysources. Knows the needfor the wise use ofresources and theimportance of recycling.Examines and describesways of reducing resourceuse in the community.Earth and Space• Knows that the sun canonly be seen during theday.• Associates the moon with‘night time’ and knowsthat sometimes they cansee the moon during theday [the moon is onlythere at night ∗ ]• Knows that the sun‘appears to’ rise in themorning, move in a setpattern across the sky andset in the evening.• Recognises that the moondoes not always appear tobe the same shape and thatsometimes the moon can’tbe seen at all (e.g. says“last week the moon wasjust a little piece of a circleand this week it is a halfcircle”).• Knows that the seasonsvary in different ways (e.g.length of daylight) and thatseason are related to thechanging position of theearth in relation to the sun.• Identifies a basic pattern tothe sun’s movement (e.g.says “the sun is overheadin the middle of the dayand it comes up in themorning and goes down atnight”) and that features ofthe day and night skychange.• Explains using a model,that our sun is the centre ofour solar system and thatthe Earth moves around itevery year.• Knows that the moon doesnot support life and it isvery different from theEarth and that we knowthese things as a result oftelescopes and spacetravel.• Understands that the moonand stars are still in the skyduring the day but aremore difficult to see whenthe sky isn’t dark and thatsometimes we can see themoon during the daybecause its’ close to theEarth.• Knows that the moon doesnot ‘shine’ like the sun butmerely reflects the sun’slight ∗ .• Recognises the importanceof the sun for life on Earth.• Knows the features of themoon and compares it tothe Earth in explainingwhy nothing can live there.• Understands that theEarth’s revolving aroundthe sun once every yearresults in the differentseasons.• Uses models to understandthat the Earth rotates (onits axis) as it revolvesaround the sun and thatthis results in night andday.• Knows that planets do notshine but reflect the sun’slight and uses a telescopeto observe some of thesefeatures.• Knows that all planetsrevolve around the sun andthe times they take to dothis vary.• Knows that the Earth’sorbit of the sun is close tospherical.• Examines the relationshipbetween the Earth, moonand sun, using models tounderstand the orbits withrelations to each other andexploring the effectsobservable from the Earth,(ie knows that as the Earthrevolves around the sun,the moon revolves aroundthe Earth, the Earth’srotation causes night andday, the Earth’s tilt causesthe seasons [ ∗ the Earth’sorbit of the sun is ellipticalresulting in summer whenit is closer to the sun] andcan explain why it is hotterin summer usingappropriate reasoning).• Understands how themovement of the sun andmoon affect the earth - thetilt of the earth causesseasons and the mooncauses tidal changes; thesolar and lunar eclipse andlights of the Aurora.• Knows the history ofman’s journeys to themoon and the resultingdiscoveries.∗ identifies common misconceptions in ScienceBound for Success Scope and Sequence Statements V2 Page 51 Working Document Semester One 2007

SCIENCEEarth and BeyondConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:There arerelationships betweenthe Earth, our solarsystem and theuniverse• Knows that some changesin our behaviour dependon the sun (e.g. says “wedon’t swim in winterbecause it’s cold” ).• Knows that we live on aplanet called ‘Earth’ andthat there are other planets.• Explores relationshipsbetween distance andapparent size of objects.Understands that the sun ismany times bigger than theearth but appears muchsmaller because it is so faraway. Understands that themoon is much smaller thanthe Earth and tinycompared to the sun but itappears to be comparableto the size of the sunbecause it is closer to theEarth than the sun.• Knows that our solarsystem is made up of thesun and eight planetsincluding Earth.• Knows that there are sevenother planets besides theEarth in our solar systemand that all of these aredifferent distances awayfrom the Earth and allrevolve around the sun –describes this using amodel.• Understands that the Earthturns slowly on its ownaxis so that sometimes wecan see the sun and othertimes we can’t; describesthis using a model.• Understands that many ofthe other planets are muchgreater in size than theEarth but appear smallerdue to their great distancefrom Earth.• Can name the eight planetsin the solar system in orderof their distance from thesun.• Knows that our sun is astar and that all stars are asbright as or brighter than,our sun and learns this byinvestigating “doesdistance away from anobject affect itsbrightness?’• Knows that other planetsdo not support life as weknow it here on Earth.• Knows the commonfeatures in the night skyincluding comets andmeteors [a meteor is afalling star ∗ ] and knowsthat we can often see otherplants with a telescope orthe naked eye.• Knows that many stars aremuch greater in size thanour own star, the sun, butappear much smaller dueto the distance from us.• Knows that each of theother seven planets in thesolar system is different toearth in many waysincluding temperature, andrecognises the immensedistances across the solarsystem.• Knows that the moonaffects the Earth causingtides. Knows that a totaleclipse causes the moon toblock the sun’s rays fromreaching Earth.• Understands the spatialrelationships between theEarth, Moon and Sun.• Knows that the phases ofthe moon are the result ofthe reflection of the sun onthe moon’s surface [thephases of the moon are dueto clouds ∗ ]• Knows that stars formpatterns in the sky but thatthese stars are differentdistances away from theEarth and that these are allsuns like our suns but ofdifferent sizes.• Recognises the SouthernCross constellation in thenight sky.• Compares the sizes ofother plants to Earth andthe relative distances ofthese to each other andfrom the sun; understandsthat some planets havetheir own moon or moons.• Uses a telescope toobserve changes in thenight sky and identifiesnearby planets.• Knows the requirementsfor life on earth andidentifies what would berequired for life on otherplanets and in space.• Understands the basicfeatures of each of theeight planets and thedifferences between rocky(inner) planets and gaseous(outer) planets.• Knows our solar system islocated in the Milky Waygalaxy and that there aremillions of other galaxiesthat make up the Universe.• Knows features of theuniverse – e.g. galaxies,comets, asteroids - andtheir relationship to eachother and to the universe asa whole.• Considers and explainsscientific theories of theorigin of the universe;Explains how man’sknowledge andunderstanding of theuniverse has developedover time aided by thedevelopment of technologyfor this purpose, includingtelescopes, observatoriesand space travel).• Identifies key figures inthe history of astronomy(Newton, Galileo,Einstein) and knows theircontribution.• Comprehends some of thedifficulties of space traveland recognizes moderndevelopments in this area.• Knows that things on orabove the Earth’s surfaceare pulled towards it bygravity.• Knows that gravity is aforce that pulls smallerobjects towards largerones, and that because thesun is so much bigger thanall the planets this forcekeeps the planets in orbitaround the sun.• Knows that the force ofgravity keeps the moon inorbit around the Earth andholds humans to theEarth’s surface.• Knows that gravity is aforce that acts betweenobjects, tending to pullobjects of smaller masstowards objects of largermass.• Knows that gravity keepsthe planets of the solarsystem in their orbitsaround the sun and themoon in orbit around theEarth and holds humans tothe Earth’s surface.• Know that gravitationalattraction exists betweenall the objects in the SolarSystem.• Knows that all objects inthe solar system areinfluenced by the force ofgravity – a force that tendsto pull smaller objectstowards larger ones – andthat the bigger the object,the greater the force itexerts on other bodies (e.g.the Sun exerts a very largeforce on all the planets; theEarth exerts acomparatively smallerforce on the moon and onhumans).∗ identifies common misconceptions in ScienceBound for Success Scope and Sequence Statements V2 Page 52 Working Document Semester One 2007

SCIENCEEnergy and ChangeConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Energy andchangeEnergy is vital to ourexistence and to thequality or life asindividuals andsociety• Knows that energy issomething that we need inour daily lives (e.g. says“I need energy to runaround and throw a ball”and “I run out of energywhen I’m tired”).• Knows that we have manyuses of energy in our lives(e.g. says ”we use energyto keep warm or cold, helpus see at night and use theTV”).• Knows that leaving a lighton all night ‘wastes’energy and takes action toavoid this.• Knows that differentthings can ‘have’ energy(e.g. says “things thatmove such as cars, footyplayers, and wind-up toyshave energy”).• Knows that the sun is asource of energy because itmakes us warm and helpsplants to grow.• Knows the basic effect ofenergy is to enable thingsto work or happen (e.g.says “We need energy forplants to grow, for the sunto shine, for music toplay”).• Identifies when energy isbeing used (e.g. says“energy is being usedbecause I am breathingand walking, toys aremoving and fruit issmelling”).• Recognises that differenttypes of energy are neededfor things to ‘work’ ineveryday lives (e.g. says“electricity is needed forthe TV and washingmachine, petrol is neededfor the car and food isneeded for us”).• Knows that heat and lightare types of energy andthat when a heater or lightis turned off we ‘save’energy.• Knows that petrol,batteries, and food, as wellas oil, gas and candle waxare types of energy.• Knows that sound is a typeof energy and there aredifferent sounds.• Lists the forms of energypresent in their home andclassroom (e.g. light, heat,sound, electricity) andgives examples ofappliances that use theseforms (e.g. a hairdryermoves air which makes asound and gives heat).• Knows that ‘fuels’ are aform of energy (e.g.petrol, oil, gas, food) andcan list how each of thesefuels are used at home andin the community.• Knows that the sun is themain sources of energy forlife and can say how weuse the sun’s energy in ourdaily lives (e.g. says “weuse the sun’s energy tokeep us warm, to see, toheat water and for plantsto grow”).• Knows the dangers of thesuns rays and knows howto protect themselves fromover-exposure. HPE• Knows that householdfuels (petrol, gas and oil)are natural forms ofenergy, knows theircommon source is oil andknows where oil comesfrom. Knows that coal isanother natural source ofenergy and can say whereit comes from, how it ismined and how it ischanged from coal toproduce electricity for ouruse.• Identifies different formsand sources of energy usedin their communities andgives examples. Knowsthat the sun is the mainsource of energy for lifeand that from it we getheat, light and solarenergy, and can say howwe use this energy.• Knows that food is asource of energy andrecognises that some foods(e.g. fatty foods) containmore energy than others.HPE• Knows that water andwind are energy sourcesand can say how they areused in their localcommunity.• Knows different sourcesand forms of energy andthe different uses each ofthese may have.• Knows that water andwind are energy sources(e.g. water wheels, tidalenergy, windmills andwind turbines) and givesexamples of how andwhere these are utilised.• Compares the differenttypes of energy in terms ofthe variety of uses eachmight have.• Knows different patternsof energy use, in terms ofseasons and times of day,and understands why it isimportant to conserveenergy including thedifferent ways this can bedone in communities andhomes.• Classifies energy types interms of whether they arerenewable (sun, wind,water) or non-renewable(fossil fuels) andunderstands theimplications of this for ourcommunities.• Knows that some forms ofenergy are better for ourenvironment that others(e.g. says “adding ethanolto petrol can help reducecarbon emissions”)• Describes ways in whichdifferent forms of energycan be stored. Knows thatenergy is stored in foodand classifies foods as highin energy or low in energy,and knows that foods highin energy are more likelyto result in weight gain.• Knows that energy isstored in batteries and thatdifferent batteries lastlonger than others becausethey store more energy.Knows that petrol, oil andgas are examples of storedenergy and can generalisethat all fuels (includingfood and candle wax) aretypes of stored energy.Knows that stored energydoes not result in workbeing done until it is used(e.g. says “we don’t haveenergy to move until thefood is eaten” and “untilthe battery is in the torchand it’s switched on wedon’t have the energy tomake the light”).• Compares the use ofrenewable and nonrenewableenergy sources).• Investigates alternativesources of energy andknows why it is importantthat these be developedand used.• Knows the nature ofenergy and is familiar withdifferent forms and thenature of each typeincluding heat, electricity,sound, light, stored(chemical), movement(mechanical), tidal, wave,nuclear.• Knows that when an objectis poised ready to move ithas potential energy(energy of position) (e.g. acoiled spring and personon a bike at the top of ahill poised ready to comedown have potentialenergy).• Knows that when an objectis moving (e.g. personrunning, plane flying, ballmoving) it has kineticenergy.• Knows the features ofrenewable energy sourcessuch as wind, solar andwave, and of nonrenewable sources such asnatural gas, coal, andpetrol.• Knows how energy can beconserved in the home andcommunity and practicesenergy efficiency in theclassroom, school and athome.• Considers and comparesexamples of energysources (including wind,solar, wave, coal, gas) interms of use, cost, abilityto be renewed and theireffects on the environment.• Knows that the sun is thesource of fossil fuels (coal,gas, oil) and what it meansin terms of human activityand the total energy cycle.• Knows that all energy canbe classified as potential(when things are stored,under pressure or ready tomove) or kinetic (when anobject is moving) andgives examples.• Knows that potentialenergy can be harnessedfor useful purposes (e.g.water in a dam).• Knows how the choice ofbuilding materials anddesign when building anew home can result inenergy wastage and howenergy can be conservedthrough wise choices andgood design.Energy can betransferred from oneform to another andchange involves thetransfer of energy• Knows that things move indifferent ways (e.g. “thatcar is moving slowly “ and“the ball is moving up anddown and spinning”).• Knows that we can pushand pull things and knowsthe difference (e.g. says “Ipush the door open” and“I pull the dog on theleash”).• Knows that sometimesenergy makes things move(e.g. says “the wind ismaking that flag move, and“when we move our legson the pedals the bikemoves”).• Recognises that pushing orpulling objects can makethem move (e.g. says“when I push the chair itmoves” and “when I pullthe lid off it moves”).• Can compare themovement of differentobjects (e.g. says “the redball is going faster thanthe blue one”).• Knows that pushing andpulling something indifferent ways affects itsmotion and shape and thatenergy causes that change(e.g. uses a knife to cut apizza and knows thatpushing or pulling itforwards, backwards,sideways results indifferent effects), ie.knows that forces (pushesand pulls) can be big orsmall and so can theeffects (e.g. says “when Ipush the toy car hard itgoes faster and for longerthan when I push it softly”,and “I need to push hardon my bike pedals whenI’m going up hill”).• Knows how pushing andpulling can make thingsmove in a variety ofdirections.• Knows the effects ofpushing and pulling inswings in the playgroundin different ways and candescribe these using wordslike ‘twists, turns, spins’.• Explores the effects ofpushing and pulling onplasticine or poster puttyand demonstrates theresulting different shapes.• Predicts then investigatesthe effects of differentforces (pushes and pulls)(e.g. says “If I squeeze thetoothpaste it will come outthe top” and “if the windblows that way the flagwill fly that way”).• Recognises that energymoves from one thing toanother (e.g. says“electricity moves througha cord from the powersocket into the fan and thiscauses the blades to move”and “gas from the hotplateheats the frying pan whichheats the sausages so theycook” and “a personkicking a football causesthe ball to move”).• Compares the effects thatdifferent sized forces haveon the shape and motion ofobjects. Knows thatpushing and pulling cancause things to changeshape or even break.Knows that when a push orpull occurs energy movesfrom one object to another(e.g. when a toy car ispushed energy moves fromthe person to the car andwhen they push on theirpedals energy moves fromthem to the pedals).• Knows that when energymoves from one thing toanother it changes forms(e.g. when electricitymoves through a cord intothe washing machine theelectrical energy changesinto movement (ormechanical) energy insidethe machine; whenelectricity goes into an ironthe electrical energychanges into heat energy;when sound energy goesinto a telephone it changesinto electricity and backinto sound energy at theother end).• Knows that forces causemotion and that someforces can act at a distancefrom an object (e.g.magnetism, gravity)without touching it (a noncontactforce) while others(e.g. pushes and pulls) canonly act when in contactwith another objects(contact forces).• Describes ways in whichdifferent forms of energycan be transferred. Knowsthat objects can beclassified as either sourcesof receivers of energy(e.g. says “the sun is asource of energy andplants are receivers” and“a battery is a source anda torch is a receiver”).Knows that differentenergy converters changeone form of energy intoanother (e.g. says “an ironconverts electricity intoheat and a person convertsfood into movement orsound and a car convertsfuel into movement”).Knows that electricalenergy can be transferredinto other forms through abasic circuit (e.g. says“stored energy in a batterycan be converted intoelectrical energy and theninto light energy in a globeor sound energy in abell”).• Knows that energytransfers are involved inthe operation of everydayequipment or machines(e.g. MP3 player,hairdryer, CD player,fridge) and shows these assimple flow diagrams.• Investigate simple energytransfers and depicts themas flow diagrams or energychains, emphasizing theimportance of the sun asthe primary source of mostenergy (e.g. sunswamp oil reserveservice station petrol;sun sheep meathuman exercise; sunclouds rainfalldamshydroelectricitysound (radio)).• Knows how energy isconverted from one formto another and representthis in simple flowdiagrams (e.g. electricheater: electrical energy heat energy; light globe:electrical energy heat• Considers and describeshow and why energymoves through differentmedia; knows theimportance of heat energyto life on the planet andhow it can be transferred,by conduction (using thekinetic model), convectionand radiation; knows howcolour and texture ofsurfaces effects heattransfer. Knows how theprinciples of heat transferapply to vacuum flasks,insulation in houses andsolar hot water systems.• Knows the importance ofexpansion with heat andways it is used in daily life(e.g. thermostats, bimetalfire alarms, thermometers,car cylinders).• Knows that atoms haveelectric charge (thatprotons have a positivecharge and electrons havea negative charge), thattransfer of electronsproduces like and unlikeBound for Success Scope and Sequence Statements V2 Page 53 Working Document Semester One 2007

SCIENCEEnergy and ChangeConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Classifies familiar forceson the sports field ascontact or non-contactforces (e.g. throwing andkicking a football ornetball, hitting a tennis orcricket ball with a racquetor bat) and the forcepulling a ball back to earthafter being airborne andthe force acting on thethrower as they throw.• Knows that energy istransferred through pushes,pulls and collisions andthat when forces act onobjects energy transfersare occurring (energy istransferred from the handof the thrower to the ballas it moves and from theball to the ground as itlands).• Knows that when a personis walking energy istransferred from the personto the ground with everystep.• Knows that forces may actin the same direction ofdifferent directions onobjects and so support oroppose each other. Knowsthat a pushing force acts inthe same direction as anobject and so supports themovement (e.g. kicking ormoving a ball moving inthe same direction such asin dribbling the ball insoccer). Knows that theless friction there is actingon a moving object theeasier the object willmove. Knows that when aforce on an object has anopposite force actingagainst it the forces mayprevent movement (canceleach other out) as in a‘tug-of-war’, and that aperson will float in water ifthe force pulling him down(gravity) is greater than theforce holding him up(buoyancy) and that theseare examples of balancedforces. Knows that whenopposing forces are actingon an object the object willslow down (e.g. a ballflying through the air willeventually fall down due togravity) while if the forcessupport each other theobject will speed up.and light energy; food:chemical energy mechanical energy; doorbell: electrical energy mechanical energy (sound energy).• Understands that forcescan be due to contact(pushes, pulls) or noncontact(magnetism,gravity, electricity) andthat all forces causemotion.• Knows that forces can bemeasured in units calledNewtons.• Uses a spring balance tocompare the forcesinvolved in variouseveryday activities (e.g.pulling a ‘pop top’ off afizzy drink can).• Knows that gravitationalforce (weight) is measuredin Newtons and canconvert mass in kilogramsto weight in Newtonsindicating the connectionbetween the two units ofmeasurement.charges and that forcesexist between these.• Knows the differencesbetween static and currentelectricity and how thisaffects their uses.• Knows that electricityinteracts differently withconductors and insulatorsand gives examples ofthese. Knows principlesof electric current,resistance and voltage;knows mains electricity(fuses, three pin plugs,earth wires) and the needfor safety when usingelectricity.• Knows series and parallelcircuits and theirapplication in daily life.• Chooses and uses thecorrect formula (R= V/I)to solve simple circuitproblems.• Knows how energytransfer is impeded orenabled in each of thefollowing: sound energyinterms of solids, liquids,gases and a vacuum; lightenergy- in terms oftransparent, translucentand opaque objects,electrical energy-in termsof conductors andinsulators of electricity;magnetic energy-in termsof magnetic shields.(Optional: nuclear energyinterms of alpha, beta andgamma rays).• Knows that energy isconserved; that whenenergy is transferred it isnever lost but is convertedto other forms.• Uses simple flow diagramsto show the forms ofenergy that are involved inenergy conversions,recognizing that someforms of resulting energyare not useful (ie energyconverters are not 100%efficient: washingmachines convert electricalenergy into mechanicalenergy but also sound andheat; cars convert fuel(stored energy) intomovement but also heatand sound).Bound for Success Scope and Sequence Statements V2 Page 54 Working Document Semester One 2007

SCIENCEEnergy and ChangeConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Knows that magnetism is atype of energy and knowsthat pulling and pushingare different forces of amagnet.• Knows that magnets exerta pulling force on someobjects but not on others.• Knows that magnets areused in different ways infamiliar objects where apulling force is needed(e.g. a fridge door latch orthe side of a torch).• Explores the idea thatsome forces (e.g.magnetism) can act at adistance while others needto be in contact with theobject to affect it (e.g.shows using paper clipsand magnets how anattraction force can existbetween the two objectswhen the magnet isn’ttouching the clip).• Knows the common uses ofmagnets in daily life• Knows that whencollisions occur friction isa force that acts to stopthings moving; it is acontact force (e.g. when amoving car collides with atree or another car thefriction stops themovement altogether).• Knows that some types ofsurfaces (including carpet,grass, cement, gravel andbitumen) slow movingobjects - such as a ball -more than others andcompares the effect ofsurfaces, objects and othercircumstances.• Knows what magneticfields are• Knows the force ofmagnetism; that magnetsattract some materials andnot others [ ∗ all metals aremagnetic”] and knowsThe Pole Law.• Knows about the earth’smagnetic field and howcompasses work.• Knows that friction is aforce preventingmovement and that this isdetermined by surfacearea, nature of the surfacein terms of rough/smooth,and mass of an object.• Knows that friction can beincreased or reduced invarious ways and that thiscan be useful in everydaylife (e.g. for maximizinggrip on a tennis racquet orshoes, or using lubricantsin machinery to reducewear).• Knows how a magnet canbe made from an electriccurrent using a solenoid.• Considers and describeseffects on the motion andenergy of objects insituations where severalforces are acting. Knowsthat forces rarely act inisolation and usually act inpairs. Represents forcesdiagrammatically usingvectors to show whereforces are balanced and nomovement is occurring andwhere forces areunbalanced resulting inmovement (e.g. forces on aplane in flight, on a car orbicycle in motion, on aman running).• Knows how forces such asweight and friction affectthe movement of an object(e.g. a person riding a bikedown a hill or child slidingdown a slide, how frictionis transformed into heatenergy, and potentialenergy is transferred intokinetic energy as they slideor ride down).• Knows the principles ofdensity, volume and massand uses Density =mass/volume to determinecomparative values fordifferent substances.• Uses a measuring cylinderto compare the volumesand densities of objects inwater.• Knows the opposing forcesof buoyancy and upthrustand explain the flotation orotherwise of differentobjects including ships andrazor blades).• Knows and describes theeffects of fluid friction(resistance) on objectsmoving through air orwater and how manattempts to overcome thesechallenges.∗ identifies common misconceptions in ScienceBound for Success Scope and Sequence Statements V2 Page 55 Working Document Semester One 2007

SCIENCEEnergy and ChangeConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Knows that a ramp is asimple machine thatsupports the movement ofa ball downwards (i.emakes it roll further).• Knows that simplemachines turn small forcesinto large forces makingwork easier (e.g. says “if Iuse a ramp to move this upthe hill it will be easier”and “if I lift the lid using aspoon as a lever it’s easierthan without one”).• Knows that simplemachines make workeasier by converting smallforces into large forces andrecognises everydayapplications of inclinedplanes (screw, ramp),levers (wheelbarrow,fishing line), axels, cogsand wheels, and pulleysystems.• Knows that machinesmake forces moreconvenient to use and are acomposite of simplemachines; that they eithermagnify or increasemovement (e.g. a bike orrotary beater) or theymagnify force (e.g. pliers,car jack) and that a tradeoffexists between thesetwo (i.e. machines whichincrease force decreasemovement and machineswhich increase movementdecrease force).Bound for Success Scope and Sequence Statements V2 Page 56 Working Document Semester One 2007

SCIENCELife and LivingConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Structure andFunctionThere is a relationshipbetween the structureand function of livingthings and this is thebasis forunderstanding lifemaintainingprocesses• Knows that things areliving or non-living andgives examples of each(e.g. animals, people areliving and rocks, soil,clouds and sun are nonliving).• Knows that there are manydifferent types of livingthings including insects,birds, fish, worms, plants[ ∗ plants are not living].• Recognises that peoplehave different body partsand can say what they are(e.g. says “that is the headand that is the arm”). HPE• Can use a hand lens ormagnifying glass toobserve the structure ofliving things.• Sorts living things into twogroups: plants or animals.• Gives examples of whatliving things do that makethem ‘alive’ (e.g. eat,grow and move).• Knows that all livingthings die and that thismeans they can’t ‘eat,grow, and move’ anymore.• Recognises and names awide variety of plants andanimals in terms of theirsize, shape and colour.• Knows that living thingsare more than just commonplants and large landanimals (mammals) andrecognises those that aren’t(e.g. fungi, seaweed, moss,seeds, snakes).• Matches living things’body-parts with groups ofliving things (e.g. matchesfins with fish, wings withbirds, shells with snails)and can describe thesedifferences (e.g. says“birds use their wings tofly”).• Can use a hand lens ormagnifying glass toobserve the structure ofliving things and candescribe what they see(e.g. says “I can see littlelines in the wing of thedragonfly”).• Sorts living things into twogroups: plants or animalsand makes simplestatements about the basisfor their sorting (e.g. says“plants are green and haveleaves” and “animalsmove”).• Distinguishes betweenliving and non-livingthings using basic criteria(such as movement,growth, feeding ornutrition, breathing,reproduction, reaction) andknows that all living thingsappear to do all thesethings [ ∗ only things thatmove are alive].• Knows that it is thesethings that living things‘do’ that help them to liveor survive and that theyhave special features orstructures that help them todo these things (e.g. finsand legs help animals tomove to find food; leaveshelp plants to make food;lungs help animals tobreathe).• Gives examples of thingsthat are living and nonlivingand can distinguishbetween ‘dead’ and nonliving(e.g. a rock is notdead).• Identifies obvious featuresof a variety of plants andanimals (e.g. says“animals have eyes andears and some have legsand arms, hair and fur” or“plants are usually greenand have leaves, stems,and sometimes flowers”).• Describes the features ofstructures that all livingthings of the same typehave in common (e.g. says“all dogs have legs, nose,eyes, ears and a tail”).• Sorts and classifies similaranimals and plants intogroups and says why theyare similar or different(e.g. says “These birds aredifferent because theseones have long legs andthese have short legs”).• Recognises that someliving things may notappear to do all the thingsthat other livings things do(e.g. says “those thingsdon’t move/breathe”) butknows that living things donot have to move orbreathe to be alive.• Compares the needs ofdifferent animals such asbirds, fish, horses, peopleand insects, and knowsthat living things vary intheir needs with respect toshelter (e.g. says “animalswith fur don’t need asmuch shelter as thosewithout fur”).• Recognises similarities anddifference between a widevariety of living things(e.g. says “most animalshave ears even though youcan’t always see them”and “all living things‘breathe’ but some don’thave noses – insectsbreathe through theirbodies”).• Recognises similarities anddifference between a widevariety of plants (e.g. says“some have leaves that arespongy or like needles andsome have prickles,flowers or cones”) andspeculates on why.• Sorts things into group of‘living’ and non-living’and ‘dead using basiccriteria as well as visualaids such as hand lens andmagnifying glass.• Sorts living things intogroups based on types ofmovement, and recognisessimilarities in structure(e.g. says “birds, bats andinsects can fly and thingswith legs can run”).• Identifies structures ofliving things and describesthe relationship betweenstructures (as being relatedto meeting their survivalneeds) and function (e.g.ducks have webbed feet tohelp them swim, a bird’sbeak helps it to cracknuts).• Knows that animals usedifferent senses to helpthem find food, and thattheir senses might bespecialised for this purpose(e.g. night animals haveeyes that see well in thedark, dogs have a keensense of smell).• Knows that some plantshave parts that arespecialised to live indifferent environments(e.g. flowers to attractbees, thick trunks toprovide stability, pricklesso they won’t be eaten).• Sorts living things intogroups based onobservable characteristicssuch as structures andfeatures (e.g. ducks,platypus and seagulls havewebbed feet, plants haveleaves and stems).• Understands thatorganisms have differentfeatures that suit them tothe environment in whichthey live and can compareliving in water to living onland in terms of thedemands of theenvironments. Knows thatfish have gills and thissuits them to a waterenvironment whilemammals breathe withlungs, suiting them to aland environment(mammals like dolphinsand whales need to cometo the surface to breathe).Compares plants andanimals that are suited tolive in water with thosesuited to live on land andsays what features suitthem to living in theseenvironments (e.g. says“fish wouldn’t be able tomove on land andoctopuses have moist skinso they’d dry out if theywere out of water).• Compares animal size,body covering (fur,feathers and skin) presenceor absence of limbs (legs,fins, wings) and relatesthese features to wherethey live and how theyfind food.• Knows that behaviours andappearances of organismscan help them to survive intheir environments (e.g.camouflage, hibernation,migration).• Has a simpleunderstanding ofadaptation.• Knows that the basic unitof all living things is thecell; knows that just as ahouse is made of smallerparts called bricks orpieces of wood, so too allliving things are made ofbuilding blocks calledcells; can draw a typicalcell labelling the nucleus(control centre), cellmembrane (holding thecell together) and thecytoplasm or fluid insidethe cell.• Knows the importance ofbiological classificationsystems and applies them.Knows that there are fivemain groups (kingdoms) ofliving things, and that theorganisms in each groupshare similar features(mammals, reptiles, fish,birds and amphibians).• Knows the main featuresof plants (make their ownfood, usually have stems,leaves and roots).Identifies the main featuresof fish (gills, fins, tail andscales). Identifies the mainfeatures of birds andmammals (need to take infood from the environmentand have special featuresto enable them to do that),and amphibians.• Knows that animals can begrouped according to whatthey eat (herbivore,carnivore and omnivore).• Knows that plants can begrouped into two maingroups - those with seeds(cone plants and floweringplants) and those withoutseeds (ferns and moss).• Knows that living thingsare grouped according tosimilarities in theirfeatures and that these canindicate how closelyrelated living things are toeach other (e.g. a seagull ismore closely related to acrow than it is to a flyinginsect).• Knows that structure andfunction of different bodyparts are related and candescribe the similaritiesand differences betweenanimals (e.g. can comparethe feet – size, shape,claw-type – of differentbirds and animals and• Knows the maincomponents of cells andunderstands theirfunctions.• Knows that plant cells andanimal cells havesimilarities and differenceand can describe thereasons for these (e.g.says “plant cells have acell wall to providestructure and chloroplastswhile animal cells don’thave either of these”).• Knows that classifyingthings into groups helps usto learn about them andunderstand theirrelationships moreeffectively.• Classifies animals andplants according to theirfeatures (e.g. recogniseswhy mammals, reptiles,fish, birds and amphibiansare classified as groups interms of their bodytemperature, covering,reproduction and canclassify plants into themain groups on the basisof transport system andreproduction using asimple classification key).• Knows that the lifeprocesses of all livingthings (breathing, taking innutrients, eliminatingwastes, growing,responding to stimuli,moving, reproducing) helpthem to survive and thatliving things havespecialised features thathelp them to do thesethings (e.g. musclesystems in animals enablethem to move to find foodor escape danger; thesenses enable them todetect changes in theenvironment).• Knows that humans have avariety of different bodysystems to help themsurvive (circulatory,respiratory, reproductive,digestive, excretory) andthat living things havespecialised features thathelp them to do thesethings (musculatorysystem to move to findfood or avoid danger andsenses to detect changes inthe environment) and thata similar pattern exists in• Knows that cells within anorganism are differentbecause they have differentspecialised functions (e.g.plant cells havechloroplasts to enablethem to make their ownfood using the sun’senergy in a process calledphotosynthesis, whileanimal cells can bespecialised for movementand have structures calledmitochondria whereenergy is produced for acell’s activities).• Knows that organisms canbe unicellular or multicellularand compares thelife processes of each ;knows that multi-cellularanimals have basic levelsof organisation (cells,tissues, organs, systems).• Describes the chemicalprocess of respiration andhow it is different fromphotosynthesis.• Knows that sometimesspecies that are unrelatedmay share similarcharacteristics becausethey are adapted to similarenvironments (includingbirds and insects, fish andsea snakes).• Uses a classification key toidentify collected insectspecimens.• Understands that systemsand parts of systemsinteract to enable survivaland knows that anorganism’s body systeminteracts to meet its needs.• Describe the functions ofthe systems of the humanbody. Knows that thecirculatory and respiratorysystems work together toenable body cells to obtainoxygen. Understands thehuman muscular system:voluntary, involuntary,cardiac muscles - and theirbasic structure andfunctions. Recognises andlabels the parts of thehuman digestive systemand understands itsfunctions.• Describes how the systemsof tubes between the roots,stem and leaves (xylemvessels) work together in aplant to enable plant cellsto obtain water.∗ identifies common misconceptions in ScienceBound for Success Scope and Sequence Statements V2 Page 57 Working Document Semester One 2007

SCIENCELife and LivingConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:elates this information totheir purpose and use) andcan compare beakstructures of birds to typesof food (e.g. eagles havebeaks designed to tearmeat while a pelican canstore fish and a parrot’sbeak cracks seeds).• Knows that special tubestransport sugars (made bya plant) around the plantand that these structuresinside the plants areconnected to make up atransport system.• Knows that animals(including humans)transport nutrients aroundtheir bodies in specialtubes called blood vesselsand that these structuresare connected to the heartto form the circulatorysystem which transportsnutrients in blood to allparts of the body.ther mammals.• Understands the structureand function of the humanskeletal system at a basiclevel.• Understands that plantshave a simple transportsystem to carry water andnutrients throughout theplant.• Knows that multi-cellularorganisms respond tochanges in theenvironment and givesexamples.InterdependenceAll living things in anenvironment areinterdependent, andchanging one aspectof the environmentwill affect otherorganisms• Knows that things areliving or non-living andgives examples of each(e.g. animals and peopleare living and rocks, soil,clouds and sun are nonliving).• Knows that there are manydifferent types of livingthings including insects,birds, fish, worms, plants[*plants are not living].• Recognises that peoplehave different body partsand can say what they are(e.g. says “that is the headand that is the arm”). HPE• Can use a hand lens ormagnifying glass toobserve the structure ofliving things.• Knows that many livingthings have common basicneeds (e.g. says “people,insects, elephants and fishneed to drink and eat, treesdon’t drink in the sameway but they need water”).• Knows that living thingshave different survivalneeds• Sorts and classifies livingthings into groupsdepending on their similarneeds (e.g. says “fish needto live in water and plantsneed the sun”).• Identifies some of theways that living thingsdepend on the environmentand each other.• Knows that all livingthings use resources fromtheir environment in orderto live and breed.• Knows that if anorganism’s basic needs arenot met then it will die(e.g. says “if we don’twater the plant it willdie”).• Knows that living thingsoften depend on otherliving things to survive(e.g. knows that someanimals eat other animalsor plants).• Recognises that livingthings depend on manynon-living things for theirsurvival, such as soil toburrow in, water to swimin and rocky places to hidein.• Describes the sources offood for common animals(e.g. says “dogs eat meatand birds eat seeds ormeat”) and can describeand compare food sources.• Understands that differentliving things live indifferent places (e.g. says“slaters like dark placesand worms like dampplaces”) and can speculateabout why.• Describes interactionsbetween living things andtheir environment (e.g.says “some living thingsneed water and sun, andanimals need plants forfood”).• Compares the needs ofplants with the needs ofanimals.• Knows that living thingsneed other living things tosurvive; animals mightneed to eat other animalsor plants to survive; someanimals might need otheranimals for shelter such asfleas and leeches.• Recognises that livingthings require differentthings from theirenvironments and thatthese often determinewhere they live (e.g.mangrove trees live on theshore because they needsalt; many birds need treesto make nests; someanimals thrive best inwarm climates and someare more suited to a coldclimate; some plants growbest in a wet environmentand others prefer a dryplace).• Describes the relationshipbetween an animal’sfeatures and behaviour,and its preferredenvironment - desert,arctic, rainforest (e.g. says“animals that live in dryplaces sometimes don’tneed to take in a lot ofwater” and “animals thatlive in cold places oftenhave fur to keep themwarm” ).• Knows that a plant’sfeatures suit it to itsenvironment and candescribe the features plantshave that support theirsurvival in a particularplace.• Compares the similaritiesand differences betweenanimals and plants that livein land and waterenvironments.• Knows that a givenenvironment, such as atropical rainforest, canprovide the thingsnecessary for the survivalof a great variety of livingthings (i.e. food, shelter,light, camouflage).• Knows that all the livingthings in an environmentdepend on each other andon the non-livingenvironment (includingdead plants and animals,• Knows why some livingthings are better suited totheir environment thanothers.• Knows that characteristicsthat suit some animals andplants to one environmentwould not suit them forsurvival in anotherenvironment (e.g. says “akoala would not survive infar north Queenslandbecause it’s too hot for itwith all that fur” and “thatbroad-leaf plant wouldn’tsurvive in a desert becauseit needs too much water”).• Knows that animals thatlive on land have arespiratory system madeup of lungs and as series oftubes to help them breathe.• Knows that plants getwater from the soil andthat it is transported to theleaves through specialtubes inside the stem(having observed thisprocess through a celerydemonstration).• Knows the uniquecharacteristics of someAustralian animals andplants (e.g. platypus,kangaroo, koala).• Constructs and interpretsfood chains and webs tomodel relationships withinliving communities; knows• Constructs food chainsusing data; knows that afood chain represents atransfer of energy betweenone organism and anotherand that the originalenergy comes from thesun. Knows thatinterconnected food chainsform a food web andconstructs simple foodwebs from data. Knowsthe similarities across allfood webs (producers,consumers anddecomposers) and the rolesof these.• Understands that thehabitats of organisms havea variety of physicalfeatures (e.g. light,moisture, temperature) andthat these can greatlyaffect their chances ofsurvival.• Knows that changes toenvironments can occurfor many different reasons,natural and otherwise andidentifies possible causesof some of these in thelocal area. Predicts theeffects of changes inenvironments on thenumbers of organisms in afood web.• Knows that human activity(clearing land and buildinghouses) can greatly impact• Uses scientific conceptsand models to explain theinterdependence ofpopulations of organismsand the environment.• Knows that ecosystemsdepend on the sun andphotosynthesis for food.• Makes connectionsbetween living things andconstructs food webs andpyramids to show theirunderstanding of thecomplexity of relationshipsin communities. Knowsthe significance ofdiminishing numberstowards the top of a foodpyramid. Knows theimportance ofdecomposition in terms ofmatter cycling and releaseof nutrients into the soil.Knows that ecosystems areaffected by numbers oforganisms and the patternsof distribution withinthem; interprets changes innumbers of organisms inwebs and pyramids, andpredicts possible reasonsfor such changes.• Recognises the greatvariety of relationshipsthat occur in ecosystems(e.g. competition,cooperation, predator/prey, parasite/host) andthat such relationships canBound for Success Scope and Sequence Statements V2 Page 58 Working Document Semester One 2007

SCIENCELife and LivingConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Knows that living thingslive in a variety ofdifferent places includingrivers, oceans, mountains,trees and swamps.• Describes familiarenvironments in terms ofwhat lives in them (e.g.says “frogs, plants andweeds live in the pond”).• Describes familiarenvironments in terms ofwhat lives in them (e.g.says “frogs and plants andweeds live in the pond”)• Describes places wherecommon animals live (e.g.says “cows live inpaddocks and fish live inrivers or oceans”) anddescribes the basic featuresof these environments (e.g.says “the river has sand onthe bottom and flows fromone end to another andsometimes there are plantsgrowing in it”). SS• Knows that theenvironment consists ofliving and non-livingthings and can listexamples of both in theschool and localenvironments (e.g. listsplants, animals, soils androcks that occur in theschool grounds, localwetlands and theneighbourhood).• Knows about types ofenvironments beyond theirlocal environment (e.g.desert, jungle, rainforest,beach) and can talk abouthow these are different interms of living and nonlivingthings. SSsoil, rocks, air) fordifferent needs to be metand can consider anddescribe how changes tothe environment (such asclearing the trees) wouldaffect the things that livethere.• Knows that in anyenvironment there existsmany different connectionsor feeding relationshipsbetween the living thingspresent (ie recognises thatanimals that eat certainfoods are themselves thefood of other living things(e.g. says “frogs eat insectsbut snakes eat frogs”).that all living things arepart of food chains andthat the sun is the sourcesof energy for most ofthese; knows that plantsuse the sun to make foodand this is why food chainsstart with plants.• Knows that environmentscan change due toflooding, drought, salinityand bushfires, and thatliving things are affectedby these (e.g. knows thatdinosaurs may have diedout due to environmentalchange and that manymodern day species aredying out for the samereasons).• Explains the meaning ofthe concept of adaptation.• Recognises that humanscan have an impact on theenvironment and that wehave a responsibility tominimise this and to carefor and protect endangeredspecies of plants andanimals.• Compares the similaritiesand differences betweendifferent land and waterenvironments (e.g. urbanand rural, salt andfreshwater) and betweenthe animals and plants thatmay live in them.on the environment andthat loss of habitats mayresult in species dying out.• Knows that humans have aresponsibility to protectand care for theenvironment and practicesconservation in an effort toensure endangered andthreatened species survive.• Understands thatorganisms are adapted tosurvival in a particularenvironment and candescribe a variety of plantand animal examples;understand that withoutthese adaptations theywould not survive.• Understands that changesto environments can meanthat organisms adapted tothe original environmentmay no longer be suited tosurvival in the newenvironment.be positive or negative.• Predicts the effect of anintroduced species into anenvironment.• Knows and describes howhumans can bring aboutchanges to food chains andpyramids by changingenvironments for their ownpurposes.• Recognises the need forconservation to minimizethe impact of developmenton living and non livingthings.• Knows that organismshave features that suitthem to their environment(adaptations) and that thesefeatures are inherited fromtheir parents and passed onto their offspring usingreproductive processes.Examine how inheritedcharacteristics are passedfrom parent to offspring.Change andReproductionOrganisms grow andreproduce and theycan change overgenerations• Recognises that peoplegrow and as they growthey change (e.g. says“last year I was only littlebut now I can reachhigher”) and that this is thesame for most plants andanimals.• Gives examples of howthings change as theygrow, other than just in ageand size (e.g. says “babiescan’t walk but when theyget a bit older they can”and “that plant was brownyesterday and it’s greentoday”).• Describes some of thechanges that take place asliving things grow (e.g.says “people grow frombeing babies to old peopleand they get bigger, theirhair gets longer andsometimes darker and theymight have grey hair whenthey’re really old” and“plants start out as seedsand then they grow intoseedlings and then theysometimes get fruit orflowers, when they are oldthey shrivel up”).• Knows that there aresimilarities in the growthof living things that can berecognised as basic stages,that is, that living thingshave a life-cycle that canbe described in stages(e.g. says “an insect canstart as an egg, thenbecomes a cocoon andthen a caterpillar and thena moth”) and can drawthese ‘stages’. A• Recognises that livingthings grow and changeover time and that somehave shorter life-span thanothers (e.g. cats and dogsare ‘old’ when they are 10years old and some plantsonly last one season).• Compares the lifecycles offamiliar living things suchas humans, pets andinsects, in terms of time.Describes and draws thechanges of a tadpole as itbecomes a frog.• Observes and records dataassociated with thechanges to a living thing asit grows (e.g. puppy,kitten, baby) recognisingthe things that change thatare easy to measure(shape, length) and not soeasy to measure (colour,level of activity). N• Compares and contrastsdifferences in life cycles inliving things.• Know that familiaranimals usually give birthto live young (e.g. humanscats, dogs, cows,kangaroos and othermammals) and that thesehave life cycles withsimilar stages (ie baby ,infant, young adult, adult).• Knows that insects havedifferent life cycles stagesfrom egg through tolarvae, pupa and adult.• Knows that there aredifferent ways in whichliving things reproduce(e.g. hens, snakes and fishlay eggs; cats and dogsgive birth to liveoffspring).• Knows that plant offspringdiffer by observing plantsgrowing (through growingcuttings, seeds, seedlings).• Knows that insects havevery different life cyclestages – from egg throughto larvae – (no legs orwings) to pupa (formant)and adult which often haswings.• Knows the waysAustralian mammalsreproduce and care fortheir young (e.g.kangaroos and koalas givebirth to live young andcare for them in pouchesand produce milk to feedthem).• Knows that plants canreproduce with only oneparent (strawberriesreproduce by sending outrunners, new plants can bedeveloped by cuttings,bulbs taken from one plantgrow into a new plant,potato eyes from into newpotatoes) while otherplants (those whichreproduce by seeds) needtwo, and knows that thisalso applies to someanimals including somebees, jellyfish, corals andanemones).• Compares and contrastssimilarities and differencesbetween life cycles andreproductive processes oforganisms.• Understands there are twokinds of reproduction –sexual, in which twoparents are involved, andasexual, where there isonly one parent.• Gives examples oforganisms, plant andanimal, that reproduceasexually (e.g. singlecelledorganisms, hydra(budding), strawberriesand tuberous plants).• Knows that sexualreproduction results ingreater variety amongstoffspring while asexualreproduction usuallyresults in offspringidentical to the parent.• Knows about sexualreproduction in floweringplants and carries outdissections of flowers togain information.• Knows how sexualreproduction occurs withthe uniting of egg andsperm to produce a cellwhich grows into a neworganism. HPE• Knows the responsibilitieshumans need to show inbeing sexually active(contraception, avoidingsexually transmitteddiseases including AIDS).HPE• Understands that eggs andsperms have geneticinformation found in DNAin chromosomes abouteach parent and that theformation of a zygotemeans that the geneticinformation from eachparent is combined.• Predicts the consequencesof environmental change toan organism. Knows thatsometimes organismsinherit characteristics thatare the result of mutationsand that changes caused bymutations can be anBound for Success Scope and Sequence Statements V2 Page 59 Working Document Semester One 2007

SCIENCELife and LivingConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Recognises that there is alot of variation betweenliving things and identifiesa wide variety oforganisms (e.g. says“apples are red and roundand bananas are yellowand long”).• Recognises that livingthings reproduce youngthat look like the parents.• Knows there are a widevariety of different typeswithin a single group oforganisms (e.g. knowsthere are many differenttypes of dogs, fish andbirds and can describesome of the variation,saying “in that box ofwatermelons there aresome big ones and somelittle ones and the coloursare different”).• Realises that offspring aresimilar to their parents(e.g. says “in our familythere are three kids; mybrother look like my Mumand I look like my Dad”)• Knows that living thingsfrom the same family maynot look similar (e.g. says“those puppies from thatlitter are all differentcolours”) and that no twoliving things will lookexactly the same exceptidentical twins.• Knows that stages ofgrowth are similar in someanimals but different inothers (e.g. kittens canwalk when they’re bornbut human babies can’t).Knows that some plantsand animals change verylittle from when they’reyoung to when they’refully grown (e.g. fish,lizards, worms, crabs)while other change a lot(e.g. birds, grasshoppers,frogs).• Knows that plant offspringcan differ from the parentplant. Knows that plantsdon’t give birth or lay eggsbut develop seeds whichcan grow into adult plants.Knows that some plantsgrow from cuttings and‘baby plants’, which growfrom the adult plant (e.g.suckers) and from seeds.• Knows that offspring arethe same as their parents insome ways and differentfrom their parents and alsofrom each other, in others(e.g. in a litter of pups theyall have legs, ears but aredifferent in colour,patterning, proportion,activity level, appetite andsome are more like oneparent than others andsome don’t resemble eitherparent) and appreciatesthis in human familiesalso.• Knows that where onlyone parent is involved theoffspring will lookidentical to the parent.• Knows that offspring havecombinations of inheritedfeatures from both parents.advantage to their survivalor a disadvantage. Knowsthe causes andconsequences of mutationsto organisms and the effecton variety within speciesand on biodiversity ofliving things inecosystems.• Examines the theory ofevolution by naturalselection to explain thediversity of living things.Knows that changes to theenvironment can mean thatorganisms adapted to aparticular environmentmay have less chance ofsurvival, and that overtime these organisms as aspecies may becomeextinct and that newspecies may develop (e.g.knows why modern horseslook different to ancienthorses and why thescarcity of eucalypt treesfavoured as food by koalasmay lead to their eventualextinction). Knows thatadaptability and extinctionare consequences ofchange over time.Bound for Success Scope and Sequence Statements V2 Page 60 Working Document Semester One 2007

SCIENCENatural and Processed MaterialsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Properties ofmaterialsDifferent materialshave differentproperties and there isa relationship betweentheir properties andwhat they are used for• Recognises that things aremade of different materialssuch as wood, plastic,glass, metal, concrete,fabric and can say whatcommon things are madeof. T• Uses their senses todescribe the ways thingsfeel different (rough,smooth, hard, soft) lookdifferent (shiny, differentcolours) taste different(sweet, bitter, sour), smelldifferent (nice, nasty).• Says what commonmaterials are used for (e.g.says “glass is used forwindows, bricks are usedfor houses and wool isused for jumpers”). T• Knows that differentmaterials can also ‘act’ orbehave differently (e.g.elastic bands stretch,aluminium foil scrunches,paper and wood dent,fabric and paper tear).• Knows that the types ofmaterials things are madefrom and what they areused for are related (e.g.says “sponges soak upwater” and “concrete isused to make footpathsbecause paths are made ofhard stuff”).• Recognises that someobjects look similar but aremade of different materials(e.g. says “this chairs lookthe same but that one ismade of metal and this oneis made of plastic”).• Recognises that an objectcan be made from a rangeof different materials (e.g.says “my bike has someparts that are plastic andsome parts that aremetal”).• Examines and comparesthe observable propertiesof common materials in avariety of everyday objects(e.g. says “fur, wool andhair are soft and concrete,wood and metal arehard”).• Recognises that somematerials come fromthings in nature (e.g.wood, wool, milk) andsome from other sources(e.g. glass).• Understands that air is atype of material (e.g. says“I can breathe in air” or“when I blow up a balloonit fills up with air” [*air isnot a real substance].• Recognises that a varietyof different objects can bemade from the samematerials (e.g. a bike,knife, jug and window -metal; footpath, buildingfence -concrete; cake andcustard - egg, flour, sugarand milk).• Recognises that somematerials are used to makecertain types of things andnot others (e.g. says “youuse wood and concrete tobuild things but can’t makea pillow from concrete”).T• Compares properties of anobject with those of thematerial from which it ismade (e.g. compares eggsand sugar (hard and runny)with meringue (soft andlight) and sand, cementand water (hard, powderyand runny).• Recognises that differentmaterials are used fordifferent purposes and hasan understanding of thereasons in terms ofproperties (e.g. says “thebathroom has tiles on thefloor because it can getwet” and “ you can’t use aplastic spoon to take thelid of the tin because it willbreak).• Understands how theselection of materials for aspecific purpose dependson what it is required foras well as the properties ofthe materials that are beginconsidered (e.g. a bridgerequires hard, strong, longwearingmaterials ratherthan soft, weak materialssuch as plastic, fabric andceramic).• Chooses materials theyconsider would be best forspecific purposes based onthe properties and sayswhy (e.g. says “I woulduse wood to make a boatbecause it floats”). T• Recognises that there canbe different types of onematerial and they havedifferent uses dependingon their properties (e.g.says “paper can be hard orsoft heavy or light, thick orthin and that ‘tissue isused for blowing noses onand thick paper is forwriting on”).• Knows that all glues stickthings together but thatdifferent glues are used fordifferent purposes, anddifferent types of stickytape are stronger, wider,and more transparent andthese determine their use.• Knows there are differenttypes of familiar metalsand can identify somecommon uses for these,making connectionsbetween uses and theirproperties (e.g. says “goldand silver are used formaking jewellery becausethey shine up well are softand easy to shape” and“copper and aluminiumare used for saucepansbecause they heat upquickly”).• Knows that manymaterials are composed ofparts (e.g. grains or fibres)some of which may not bevisible with the naked eyebut may be visible with amagnifying glass.• Explores the relationshipsbetween properties,composition and use ofdifferent materials.• Knows that different typesof one material havedifferent uses but that theyoften share similarproperties because theyhave the same buildingblocks (e.g. says “there arehard plastics such asmelamine, and soft plasticssuch as book covering andyou shouldn’t put softplastics near constantheat” and “some ceramicscan go in the oven butsome will break”).• Knows that whether asubstance dissolvesdepends on the quantityand type of substance (e.g.says “it’s easy to dissolvea teaspoon of sugar in acup of water but a lotharder to dissolve a half acup of sugar in it” and“jelly crystals dissolve bestin boiling water”).• Recognises by using amagnifying glass ormicroscope, that materialsare made up of muchsmaller parts than they firstappear.• Knows the basicdifferences between solids,liquids and gases (shape,volume, compressibility,ability to be poured) andexamples of these.• Knows that matter iscomposed of atoms whichare so small they cannot beseen and that an element isa substance made up ofonly one type of atomrecognising that theseoccur as solids, liquids orgases.• Knows that there are over100 types of atoms andrecognizes fifteen of themost common atoms.• Knows that compounds aremade up of two or moretypes of atoms.• Knows the basic properties(phase, colour, occurrence,use) and symbols of thecommon elements.• Produces and testshydrogen, oxygen andcarbon dioxide.• Knows that molecules aremade up of groups ofatoms in prescribednumbers; explains thisusing models and writesthe formulae of commonsubstances and compoundsincluding water, oxygen,gas, salt, carbon dioxideand sugar.• Uses scientific models andterms to explain theproperties of materials.• Knows the basic structureof the periodic table andrecognizes that elementsare grouped togetheraccording to theirproperties.• Compares the properties ofmetals and non-metals andunderstands how these canbe changed by mixing withother substances toproduce alloys; recognisescommon alloys and theiruses.• Knows that families ofelements and compoundscan have similar structures,properties and uses.Recognises symbols of atleast the first twentyelements and understandsand write the formulae ofcommon compounds.• Knows that atoms have anucleus made up ofprotons and neutrons and acloud of electrons, and theelectric charge of these.• Knows the behaviour ofsolids, liquids and gases interms of the particle modeland describes theproperties of everydaymaterials in terms of themodel including strength,conductivity, hardness,flexibility and solubility.• Groups materials based onsimple criteria (e.g.runny/not/runny, hard/soft,strong/weak• Groups or sorts materialsthat are ‘runny’ and ‘notrunny’ and says which aremore runny than others, orthose that can be poured ornot poured.• Sorts similar materials intogroups based on whatmaterials are used for (e.g.groups as building,sewing, cookingmaterials).• Knows that materials thatare ‘runny’ are calledliquids while materials thatare hard are called solids.• Recognises that somematerials occur in nature(e.g. wood, gold, fruit,eggs) while other are manmade (e.g. plastics) andcan sort things on thisbasis.• Knows that the propertiesof different materials canbe used to group themtogether (e.g. materialsthat will stretch such aselastic, poster putty) ormaterials that aretransparent (clear plastic,glass, some fabrics, water).• Compares the solubilitiesof substances includingwater, milk, vinegar, oil,orange juice, salt water ondifferent liquids (solvents)and groups them accordingto their solubility.• Knows that materials canbe classified as beingsolid, liquid or gas andrecognises some basicsimilarities or differencesbetween these (e.g. says“solids don’t changeshape but liquids andgases do” and “gases andliquids can be poured butsolids can’t”).• Knows the basic propertiesof metals (malleability,ductility, conductivity,shiny, sonorous) andspecifies uses for familiarexamples (e.g. says whichmetal is best suited towhich use in terms of itsproperties such as “gold isused for jewellerybecause…. “ and “copperis used for wiringbecause…”). T• Knows a solution is madeup of a solute and solventand gives commonhousehold examples ofthese. Recognises thatsolutions can be strong orweak, concentrated ordilute. Understands thedifference betweenmixtures and solutions anddescribes these usingexamples.• Explains the effects of heaton particle movement andgives everyday examples(e.g. butter melting,expansion of metal lids inboiling water, gas insideballoons expanding on ahot day) and understandswhy certain materials arechosen for specific usesbased on this information.• Knows that substanceshave different melting andboiling points and thatthese can change underdifferent conditionsincluding levels ofimpurities and atmosphericpressure.• Writes formulae forchemical substances,understanding the meaningof numbers used.• Knows that solutions canbe saturated andBound for Success Scope and Sequence Statements V2 Page 61 Working Document Semester One 2007

SCIENCENatural and Processed MaterialsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:unsaturated and canproduce examples ofthese.• Knows that air is a mixtureof gases and knows howits composition can vary.Knows why air isimportant for living things.Lists uses of oxygen,nitrogen and carbondioxide.• Knows the properties ofacids and bases, the uses ofcommon household acidsand bases and writesformulae for many ofthese. Recognizes thatacids and alkalis may bestrong or weak, dilute orconcentrated and the needfor safety precautionswhen handling these.Knows the pH scale and itsuse in showing strength ofacids and alkalis andrecognises that somesubstances are pH neutral,using a variety ofindicators• Knows the effects ofnatural (carbonic) andindustrially produced (e.g.sulphuric)acids on theenvironment as a result ofpollution and recognizesthe need to reduce these.Materials canchangeMaterials can changeas a result of naturalprocesses or manmadeprocesses suchas manufacturing;these result in newmaterials withdifferent propertiesand uses• Knows that materials canchange and makes simplestatements about how (e.g.says “the match went blackwhen it burned” or “thewood changed size when itwas sawed” or “the cakewent hard when it wascooked”).• Knows that after somechanges things can go backthe way they were andwith others they can’t (e.g.says “elastic springs backto how it was” and “whenyou burn biscuits you can’tunburn them”).• Recognises that somechanges to materials arefaster than others (e.g.freezing is slow whilecutting paper is fast).• Recognises that propertiesof things that can bechanged include colour,taste, hardness, softness,shape, stretchiness(elasticity), ‘runniness’(ability to be poured),temperature (e.g. says“when water changes toice it isn’t runny anymorebut it’s hard” and “if youcook toast for too long itgoes hard and black”.• Knows that materials canbe changed by mixingthem together (e.g.cooking ingredients, flourand water make glue,sugar dissolved in water).• Recognises that changingthe properties of a materialcan change its use (e.g.melted ice cannot be usedto keep things cold, burntpaper can’t be written on).• Recognises that heatingand cooling things oftenresults in things changing(e.g. ice-cream melts in thesun and melted waxbecomes hard when it’scooled).• Recognises the cause of achange in a material (e.g.says “the ice-cream meltedbecause it got too hot” and“the sun faded the jeans”and “the heat cause theclothes on the line to dryout”).• Conducts experiments andmakes statements aboutdifferent materials (e.g.tries different glues to seewhich one is the strongestand says “this one isstrongest because it staysstuck for longer” and “thissugar is sweetest becauseyou don’t need as much”).• Compares the ways thatdifferent materials change(e.g. says “bread changescolour when it’s heated,cheese melts, eggs gohard and onions go soft”).and know that some thingschange from liquid to solidwhen they are in thefreezer (e.g. water) andothers just go cold (e.g.spoon).• Compares the differencesin the extent to whichthings dissolve in water• Identifies a variety ofchanges that materials mayundergo; understands thatheating and cooling causechanges and the time takencan result in materials withdifferent properties anduses (e.g. says “an egg willget hard if boiled for along time but stays soft ifit’s only boiled for a shorttime” and “toast goesbrown if it’s cooked for ashort time but black if it’sa long time”).• Recognises that in dailylife some solids change toliquids if heated too long(e.g. wax melts) andliquids become solids ifcooled enough (e.g. waterfreezes to ice).• Knows that water canevaporate if it is heatedlong enough (e.g. says“that puddle of water musthave evaporated because itdisappeared during theday”) and that when saltwater is heated or left inthe sun the waterevaporates but the saltdoesn’t.• Knows that some changessuch as freezing, melting,or salt-water evaporation,can be reversed and theseare called physicalchanges; that physicalchanges such as dissolvingsalt or sugar in water, icecubes melting, stretchingelastic, butter hardening inthe fridge occur in dailylife.• Knows that chemicalchanges are permanent orirreversible (the substancecan’t be changed back toits original state) and thatthese occur in daily life,including burning paper orwood, cooking a cake,rusting metal on a bike.• Knows that when thingschange their propertiesalso change (e.g. whencream is whipped for toolong it turns into butter;raw sausages are pink andbend easily while cookedsausages are hard andbrown).• Groups together similarchanges to materials andmakes generalisationsabout them by identifyingpatterns (e.g. says “whenthings burn chemicalchanges occur becausenew substances are made”and “when things melt orfreeze they change from asolid to a liquid and nonew substances if formed –it’s a physical change”).• Explores and describeshow the properties ofmaterials can varydepending on theproportions of thesubstances of which theyare composed andrecognises that this mayalter their suitability for aparticular use.• Knows that changes inphase are physicalprocesses caused byparticle movement(evaporation, melting,condensation and freezing)and recognizes that no newsubstance is formed andhence these processes arereversible.• Knows that a variety ofsolids (solutes) candissolve in a variety ofliquids (solvents).• Knows that when asubstance dissolves nonew substance is formedand that the substance canbe recovered using simpleseparation techniques(evaporation).• Knows the properties ofsolutions.• Knows that atoms andmolecules can combinechemically to form newsubstances or materialsand that these havedifferent properties to theoriginal materials; oxygen(gas) plus hydrogen (gas)gives water (liquid), and• Understands the electronconfiguration of atoms anddraws atoms givenappropriate data;understands how ions formfrom atoms and representsthese symbolically; knowsthat physical and chemicalbonds hold atoms andmolecules together;understands how ionic andcovalent bonds are formedbetween atoms and givesexamples.• Understands the meaningof formulae of commonionic substances in termsof electric charge (e.g.NaCl).• Knows properties such ashardness, melting point ofmaterials in terms ofstrength of bondingbetween particles.• Distinguishes betweenphysical and chemicalchanges in terms ofparticle arrangement.• Knows that changes ofstate result from changesin temperature andresulting speed of particlemovement becauseBound for Success Scope and Sequence Statements V2 Page 62 Working Document Semester One 2007

SCIENCENatural and Processed MaterialsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:(e.g. says “sugardisappears when youdissolve it in waterwhereas chalk and sandwont dissolve”).• Knows that some changesdo not result in a newsubstance being formed(e.g. cutting paper,sharpening a pencil,freezing water, a glassbreaking) while otherchanges do (e.g. cooking acake, burning wood orpaper, making toffee).uses word equations todescribe these changes.• Recognises that chemicalchanges have occurredwhen there is a change incolour of a substance or agas is given off, and givesexamples from everydaylife including cooking andburning.• Identifies physical andchemical changes in dailylife and knows thatchemical and physicalchanges can occur atdifferent rates dependingon heating or cooling (e.g.concrete setting and rustforming are slow reactionswhile cooking or heatingwith gas causes a fasterreaction).• Understands thatchemicals can have aneffect on the environmentthat can be harmful andthat humans can minimizethis effect in their choiceof household chemicals(e.g. detergents and soaps)that are biodegradable.• Recognises the need forindustrial chemicalprocesses to beenvironmentally sensitive(e.g. is aware of the risksof using fertilizers nearrivers and that factorywaste may containmercury which isdangerous to fish).particles gain energy whenthey are heated.• Understands that solubilityoccurs when particles of asolute distributethemselves betweenparticles of a solvent.• Describes the process ofdiffusion and givesexamples of where thismight occur from dailylife.• Knows that solvents can besolid, liquid or gas andgives examples of these.• Knows the processes ofseparation (evaporation,filtration, distillation) anddescribes where these areused recognising that thetype of separation dependson the nature of themixture or solution.• Understand that chemicalchanges can be recognizedby colour change,production of a gas,release of energy (usuallyheat) and formation of asolid (precipitate).• Uses scientific models andterms to explain thechanges materials undergoand the conservation ofmatter.• Understands that chemicalchanges occur whenparticles of substancesrearrange themselves in achemical reaction and thatmatter is not created ordestroyed in suchreactions, showing howthis can be illustrated bygiven balanced chemicalequations.• Uses word equations todescribe commonexamples from daily life ofchemical changes (e.g.says “oxygen and ironform rust”, “acid and baseresults in a salt andwater”).• Understands that acid/basereactions are examples ofneutralization.• Knows given chemicalequations to describeprocesses of chemicalchange (e.g.photosynthesis,respiration, aluminiumextraction from bauxite).• Explores and describesfactors that affect chemicalchanges and relate these toeveryday situations.Recognises that somereactions happen quicklyBound for Success Scope and Sequence Statements V2 Page 63 Working Document Semester One 2007

SCIENCENatural and Processed MaterialsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:(e.g. explosions, burning)while others such asfermentation and rustinghappen slowly.Understands that differentfactors such astemperature, particle sizeor surface area, stirring,affect the rate of reactions,and can describe everydayexamples of this (e.g. says“putting food in the fridgeslows down decompositionand the hotter the water ina cup of coffee the fasterthe sugar dissolves”);recognises that the natureof reactants is also a factor(e.g. salt water/ pure waterin rusting, concentration ofbleach in stain removal).Recognises the risks to theenvironment of acid rain,heat from factories andpower stations, chemicalsfrom factories, oils at seaand untreated sewerageand, understands ourcommunal responsibility toensure safe waste disposaland to minimize potentialhazardous situations.Bound for Success Scope and Sequence Statements V2 Page 64 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTInquiryNote that this strand be addressed simultaneously with all SOSE content strandsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Plans investigations• Identifies an area forinvestigation (somethingthey want to find outabout).• Talks about a topic usingtheir own experience orstimulus such as a picture,film or story (e.g. talksabout how people used toget from one place toanother before cars wereinvented, having seen thefilm…….).• Identifies an area forinvestigation andbrainstorms somequestions they want theinvestigations to answer.• Describes what is going tobe investigated and howthey will collectinformation. N• Plans an investigation fora topic by collaborativelypreparing a step-by-stepplan.• Identifies possible sourcesof information appropriateto a topic and decides howthey will be used to gaininformation.• Independently identifiesthe requirements of aninvestigation (e.g.explains, describes, usesstatistical evidence).• Applies the requirementsof an investigation to arelevant, social issue intheir local communitysuch as graffiti orviolence.• Analyses asocial/environmentalissue, formulatesquestions and plans waysof investigating them (e.g.plans to investigatemulticulturalism byexplaining it, describing it,and gathering statisticaldata about it). NDesigns questions • Poses simple questions togather information or seekclarification (e.g. says“Who are those people?”).• Designs questions forinvestigation (e.g. writes“how did Aboriginal andTorres Strait Islanderpeople live?”).• Designs questions to askgroups or individuals (e.g.decides to ask the Chinesepeople in the community:“did you come here fromChina or was it yourparents orgrandparents?”).• Designs inquiry questionslinked to the purpose ofthe investigation ( e.g. ininvestigating BritishColonisation writes “Howdid British Colonisationaffect the lives ofAboriginal and TorresStrait Islander peoples?”).• Designs focus questions(in groups) to investigate atopic (e.g. in investigatingBritish Colonisation andhow it impacted on thelives of Aboriginal andTorres Strai t Islanderswrites the question “Howdid your ancestors findfood?”).• Designs focus questionsand sub-questions frombroad inquiry topics (e.g.in investigating a worldevent that brought aboutsignificant change; such asAustralian Federation;writes questions such as:“did Queensland want tobe part of theFederation?”• Designs focus questions togather inferential andinterpretive information toelicit a person’s viewpoint(e.g. “what do you thinkabout reconciliation?).• Recognises bias indesigned focus questions.Collects/Gatherssorts and organisesinformation andevidence(independently andcollaboratively.)• Gathers materials andanswers from familiarplaces and people by firstlocating them in the schoolcommunity (e.g. goes tothe school library and askthe librarian where thebooks about Australia are).• Gathers information fromsources, includingnarratives on individualsand groups who contributeto the local community(e.g. asks Mr Smith at thePost Office how long thePost Office has been there,or their grandfather aboutwhat school was like whenhe went).• Selects useful informationby using simple scanningtechniques (e.g. looks atbooks covers, pictures andtitles).• Gathers evidence andinformation from a rangeof sources (including theinternet, interviews,photos, stories).• Uses indexes and headingsto select relevantinformation in resources.• Gathers evidence andinformation from a rangeof sources and recordsinformation gathered (e.g.uses an audio recorder torecord the narrative of anelderly man in thecommunity describing anevent in the past).• Gathers a range ofevidence (includingnarrative and nonnarrativeaccounts)showing differentperspectives and recordsuseful information using avariety of techniques.• Knows the differencebetween primary andsecondary sources.• Gathers information frommore than one secondarysource (e.g. reads severalaccounts or narrative andgathers two or moredifferent interpretations ofthe same event).• Gathers information fromprimary and secondarysources showing differentperspectives (e.g. gathersartefacts, photographs,books, newspaper articlesor films) and determineswhether they are useful ornot useful for theirpurpose, describing whyor why not.• Gathers information fromprimary and secondarysources that revealdifferent values andbeliefs.• Gathers information fromprimary and secondarysources choosing thosethat are appropriate, anduses different methods torecord the informationgathered that is useful(e.g. mobile phone, digitalcamera, tape- or videorecorder, scans,photocopies).• Sorts objects and artefactssuch as photos, books andpictures. N• Sorts photos related to atopic (e.g. says “these areold photos of the town andthese aren’t as old”). N• Arranges personalexperiences in order.• Organises one type ofinformation (e.g. put datescorrectly in order on atimeline, and arranges aseries of photographs torepresent the past and thepresent.• Groups or labels objects ina display.• Organises informationthey have gathered fromtalks, interviews, simplesurveys, books and theinternet.• Organises informationthey have gathered bynote-taking, sketching,audio-taping, video-tapingand photographing.• Organises and categoriesinformation using digitalfiling methods ICT• Organises ideas andinformation logically.• Chooses between twoformats to organisecollected information andevidence and justifies theirchoice in the context (e.g.chooses to record theinterview using anaudiotape rather thantaking notes so that theycan listen to it again later).ICT• Chooses between a rangeof formats to organisecollected information andevidence and justifies theirchoice in the context (e.g.says “we decided to scanall the old photos becausewe didn’t want to damagethem by handling and sothat we could easily printout copies when weneeded them”). ICT• Organises data so thatconclusions related to theoriginal aims of theinvestigation can bedrawn.• Decides how theinformation will beorganised beforeattempting to collect andgather it in order tominimise problems withretrieval (e.g. decides toscan all newspaperclippings and store inelectronic files, decides tostore learning objectURLs in their favouriteslist). ICTEvaluates gatheredinformation andevidence(independently andcollaboratively).• Knows that theirviewpoint can be differentfrom someone else’s (e.g.says “he thinks the dog isnice but I think it isawful”).Recognises differentviewpoints in narratives (e.g.says “in the story Mario saidthat his friend didn’t tell thetruth but Mario’s brothersaid that he did”).• Recognises differentviewpoints or values innarratives or evidencerelating to familiar orcommunity events.• Decides whether evidenceand information is relevantor not relevant.• Assesses primaryevidence to identify factsand opinions.• Gives reasons foraccepting or rejectinginformation.• Assesses evidence fromsecondary sources toidentify facts and opinions(e.g. reads narratives thatpresent a view onAustralia before and afterBritish colonization anddetermine those which• Analyses secondarysources presented indifferent formats to detectpoints of view (e.g.identifies differing pointsof view or perspective bycomparing a segment of afilm to a written textdescribing/depicting the• Analyses and comparessources of evidence andsuggests possible reasonsfor different points ofview (e.g. suggests that adescription of Australia asan awful place waswritten by a Britishpatriotic officer missing• Assesses evidence forrelevance, authenticity,reliability and purposewhen comparinginterpretations derivedfrom primary andsecondary sources of thesame event.• Assesses evidence forrelevance, authenticity,reliability and purposewhen comparing their owninterpretation of picturesand narrative with theinterpretation of anotherauthor.Bound for Success Scope and Sequence Statements V2 Page 65 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTInquiryNote that this strand be addressed simultaneously with all SOSE content strandsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:might be fact and thosethat might be opinion,giving reasons).same event).home and anotherdescribing Australia as a‘land of milk and honey’might have been writtenby a convict glad to beaway from England).• Evaluates sources forpoint of view, bias, andstereotyping.• Evaluates sources forvalue judgements andassumptions.Presents andcommunicatesgatheredinformation.• Presents their ownexperiences in a variety ofways (e.g. draws a picture,takes a photograph, writesa narrative about theirbirthday party or day atthe beach). L• Presents information usingdifferent – provided -formats (e.g. shows dateson a simple providedtimeline or reads them inorder to the class). N• Presents information usingdifferent formats (e.g.gives a talk on thecontribution of a selectedcultural group to the localcommunity or makes aphoto collage showing thehistory of the community).A• Presents information usingdifferent formats, such asa before and afterrepresentation of an eventOR map and describeheritage sites.• Presents gatheredinformation in summaryformats such as a writtensummary or timeline (e.g.develops a writtendescription or a timelineshowing changes inAustralia’s populationsize). N• Presents evidence andinformation in ways thatreveal gaps if they exist(e.g. draws a chartshowing how Britishcolonisation changedAustralia’s political,social, cultural andeconomic organisationand realises they have noinformation between 1820and 1860). N• Presents evidence andinformation by exploringdifferent formats(including digital) ICTand suggesting which onethey think might best suittheir purpose (e.g. says“we looked at using acircle graph or a bargraph but thought a circlegraph would be better toshow the percentage ofpeople living in eachcountry”). N• Presents information andevidence in a range offormats as required by thetask (e.g. in investigatingthe impact of the event onpolitical, social, culturaland economic changes andcontinuities; presents thesocial impact using anarrative and theeconomic impact using agraph). N, ICT• Chooses how to presentinformation and evidencebased on the purpose andhow it will be used (e.g.says “we chose to presentphoto evidence as well asstatistical data so that wecould show everyone whatfelling the trees was doingto the environment as wellas how many trees werebeing cut down everyyear”). Sc, NDraw conclusionsand responds.• Expresses a personal viewof the information theyhave sorted (e.g. says “themost important part of thisstory is….”).• Describes a graph or otherdisplay in their ownwords.• Compares their owninterpretation with that ofothers (e.g. says “I thinkthat this graph showsthere are 10 creeks thatflow into this river buteveryone else thinks thereare nine”). N• Identifies causes andeffects in evidence to formconclusions e.g. for theimpact of Britishcolonisation on Australia.• Listens to generalisationsmade by others andcompares them with theirown (e.g. says “I thinkthat all rivers must flowinto the ocean but otherpeople think that onlysome rivers do”).• Examines evidence toidentify connections anddraw conclusions, e.g.,British colonisation ofAustralia changed itspolitical, social, culturaland economicorganisation.• Evaluates presentations,reports and models toidentify gaps ininformation (e.g. checks tosee that the report containssomething about thenumber of trees being cutdown every year, or looksfor evidence that alldifferent types ofenvironments have beenincluded).• Examines and combinesevidence to identifyconnections, drawconclusions and makedecisions; assess anevent’s impact onpolitical, social, culturaland economic changes andcontinuities, e.g. researchand discuss findings abouta significant person’scontribution to the localcommunity.• Presents a groupviewpoint in an oralreport, a dramaticpresentation or a debate,providing a strongevidence base.• Analyses and integratesevidence to identifyconnections, drawconclusions, makedecisions and arguments.• Identifies findings thatcould change in the lightof further information.• Analyse and integrateevidence to identifyconnections, drawconclusions, makedecisions and arguments.• Presents a position basedon the evidence andjustifies their position.Reflects andcommunicatesmethods andfindings of theirinquiry.• Tells stories describingpersonal events or localenvironments.• Shares their response orpoint of view towards astory or narrative.• Completes generalisationswhen given sentencebeginning such as most orsome (e.g. says “most ofthe class have birthdays insummer”).• Explains their findings insimple written or oralaccounts (e.g. says “Wefound that lots of TorresStrait Islander peoplelived in huts near thebeach”, and “They carriedtheir water from the riverto their huts”).• Explains their findings insimple written or oralaccounts and comparesthese interpretations withthose of others (e.g. says“I think that photo of thewar should be in thatgroup because there is acar on that one so it can’thave been the Boer War”).• Explains their methodsincluding the questionsthey asked and the sourcesof the information theygathered and how theyorganised it.• Justifies decisions fromtheir own perspective (e.g.says “we decided tointerview all the oldpeople at the shopsbecause we thought thatthey would be old enoughto know about the SecondWorld War”).• Justifies decisions fromtheir own perspective andsuggests changes theycould make to improvetheir investigation (e.g.says “if we did it again wewould ask old people inlots of places, not just theshops because a lot of oldpeople don’t go to theshops”).• Recognisesinconsistencies inconclusions and offerssimple explanations forthem (e.g. presents awritten explanation of theinformation presented in abar graph or timeline andsays “that one must bewrong – I must havecounted that informationtwice” and “I thought thateveryone was poor duringthe war and so I didn’tbother asking peoplewhether they had a car”).N• Presents expositions,reports, summaries,procedures, descriptions,explanations and oralreports, and presents theirposition describing howand why it might differfrom those of others. LBound for Success Scope and Sequence Statements V2 Page 66 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTTime Continuity and ChangeConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Evidence over Time• Understands that time canbe separated into past,present and future, (e.g.says “before I was born”or “when I grow up”).• Sequences evidence suchas their own photographsor drawings, to show howthey have changed overtime, (e.g. places three oftheir own photos in order–baby, toddler and now).• Sequences events thathappen in their lives inorder, (e.g. Christmas,New Year, Chinese NewYear, first day of schoolyear, Easter, ANZACDay, Mother’s Day,Father’s Day).• Uses the language of timeto explain a sequence ofevents, (e.g. uses phrasessuch as ‘in recent times’,‘a long ago’, familygeneration, decade,century).• Recognises that time isused to organiseinformation about eventsin the past, present andfuture (e.g. life cycles).• Collects objects fromdifferent time periods andclassifies them as beingfrom the past or present,(e.g. grandparent’s toys,parents toys, their toys).• Describes similarities anddifferences that exist infamilies in differentgenerations (e.g. role ofmum and dad, type offamily – nuclear,extended, blended - anddifferent countries such asAsia).• Makes a calendar torecord events at schooland home over a timeperiod (e.g. week, month,year).• Describes events that haveoccurred at particularplaces in the community(e.g. shipwreck, drowning,wedding).• Researches the lives ofpeople from differenttimes and places (e.g.Australian explorers).• Knows key events ofAustralian history fromEuropean ‘discovery’ until1900 including theDuyfken sailing along theWA coast and east toWeipa, the Endeavour’sarrival in Botany Bay in1770, and theestablishment of a penalcolony at Sydney in 1788.• Selects information fromvarious sources (e.g.photos, newspaperaccounts, interviews) todescribe the developmentof a local industry, facilityor building).• Collects and organisesevidence from sourcessuch as journals, paintings,letters that describelifestyles and practices ofpeople in the past.• Knows particular events inAustralian history (e.g.Eureka Stockade,Gallipoli) and describesthese events with an oralor written narrative.• Makes a timeline to showchanges that haveoccurred in the localcommunity with respect totransport andcommunication.• Knows events from Worldhistory which involvedAustralia (e.g. WW1,WW2, Vietnam andKorean War).• Describes a sequence ofevents and conditions inAsia that led to theVietnam War, and inBritain which led to theBritish colonisation ofAustralia and the Pacific.• Makes a timeline to showchanges that haveoccurred in Australia andQueensland with respectto transport andcommunication.• Describes the impact thatdevelopments intransportation and othertechnologies have had onthe lifestyles of men andwomen in Australia.• Compares significantevents people and ideas inone period of time withthose of another and noteschanging and lastingaspects of these.• Makes a timeline to showchanges that haveoccurred in the world withrespect to transport andcommunication.Change andContinuityCause and effects• Uses the language of time,(e.g. “before lunch” and“after lunch”) and knowsthat time can be separatedinto ‘chunks’ and that thepassage of time can bedisplayed as a calendar. N• Sequences members oftheir family in order ofage, (e.g. baby, self,mother, father,grandfather).• Knows that people havedifferent needs and wantsat different stages in theirlives (e.g. knows thatbabies need to be fed andhave their nappy changedbut they can feedthemselves).• Creates drawings thatrepresent life stages inorder, (e.g. baby, toddler,teenager, adult, seniorcitizen).• Lists some aspects ofpeople’s lives that changeover time, (e.g. hair colourand height).• Understands that someobjects have remained thesame over time, (e.g.combs, books,newspapers) and othershave changed (e.g.telephones, televisions,washing machines).• Describes how an object orenvironment has changedover time, (e.g. telephoneto mobile, cassette to CD,bush to suburb).• Identifies aspects ofpeople’s lives that stay thesame, (e.g. name, eyecolour)and aspects thatchange, (e.g. hair colour,weight, height, shoe size).• Describes aspects ofcommunity life that staythe same over time (e.g.some cultural events,customs, social behaviourssuch as eating together).• Describes aspects ofcommunity life that havechanged over severalgenerations (e.g. transport,production of goods andservices).• Identifies some events thatmight have caused changein the local community inthe past (e.g. discovery ofgold, immigration ofcultural groups).• Identifies and suggestsreasons for changes inland use in the local areaover time.• Explains and describeswhy some people fromAsia and the Pacific mayhave wanted to move toAustralia in the past, andin the future.• Understands that variousfactors have resulted inchange by a) describingthe traditional way of lifeof the local Indigenouspeople and the impact ofEuropean settlement on it,and b) changes intechnologies used in thehome or community.• Describes the impact oftechnology on the dailylife of men and womenwho were early farmersand graziers in the top endof Australia.• Describes the work donewith children by UnitedNations organisations.• Describes changes inAustralian citizenship andexamines and explainsreasons why peoplebecome citizens ofAustralia.• Identifies key events in thedevelopment of Australiaas an independent, selfgoverningdemocracyfrom colonisation todemocracy.• Understands that beliefsand ways of life of peopleresult from changes inprevious times (e.g.describes the influence ofconvicts and squatters onimages of Australia, or theinfluence of golddiscoveries on the natureof Australian society, orthe influence onAustralian society ofdifferent immigrantgroups in Australia in the19 th and 20 th centuries).• Identifies why AustralianGovernments haveresponded to internationalevents including wars.People and theirContributionsHeritage• Understands that somestories tell us what peopledo for their community(e.g. stories in booksabout peoples lives or thenewspaper reporting oncommunity events ortelevision stories).• Identifies how familymembers and otherindividuals contribute totheir own lives, (e.g. Dadmakes breakfast, Grannyminds me after school).• Understands that stories ornarratives about peoplepresent a view of the past,present or future.• Describes their role androles of others in theirfamily (e.g. “I go toschool; the policemanlooks after us”).• Knows that Australia’sIndigenous people wereAustralia’s first people.• Identifies cultural groupswho have contributed tochange in the community,(e.g. the Italians whoestablished the bananaindustry, the Japanese whodived for pearls in theTorres Strait).• Recognises in stories aview of the contribution ofsubgroups of society,including women andmigrants, to thedevelopment ofcommunities (e.g. DaisyBates, Miles Franklin…).• Reflects on ways in whichpeople’s lives can changeunder different types ofrule (knows that earlyAustralians lived underBritish rule (1800s) andnow live under ademocratic government).• Identifies and knows thecontribution of leaders andsignificant contributorsand groups in their localarea and community.• Knows that Australia hada long Aboriginal andTorres Strait Islanderhistory before the arrivalof Europeans and that thishistory is told throughDreamtime stories.• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1770 and1850 (including JamesCook, Joseph Banks,Burke and Wills, Humeand Hovel ….).• Knows the contribution ofsignificant groups between1770 and 1850 (e.g.convicts, pastoralists,settlers).• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1851 and1900.• Knows that Queenslandbecoming a colony in1859 and the eventspreceding this.• Knows the contribution ofsignificant groups between1851 and 1900 (e.g.pastoralists, graziers, andminers establishedsettlements and cities, andports grew with trade)• Knows the events leadingup to the Federation ofAustralia.• Knows about Australia’scontribution in World War1 including why wecelebrate Anzac Day.• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1901 andthe present (includingDeakin, Chifley, Menzies,Hughes, Whitlam,Hawke).• Knows the contribution ofsignificant groups between1901 - present (e.g. AsianPacific immigrants impacton the cane growingindustry in NorthQueensland).• Understands that changein a country at a particulartime reflects beliefs ofindividuals (e.g. describesachievements of peoplewho championed humanrights such as FredHollows, Mother Teresa,Nelson Mandela).• Describes the influence onthe identity of an Asiancountry of significantfigures such as Ghandi,Mao Zedong, Shiang Kai-Shek, Aung San Suu Kyi.Bound for Success Scope and Sequence Statements V2 Page 67 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTPlace and SpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Human –EnvironmentrelationshipsProcesses over timecontribute to thedevelopment ofnatural and culturallandscapes.• Knows that some objectsand places are natural andsome are built (e.g. sortspictures into groups asnatural environments andbuilt environments). Sc• Classifies elements of theenvironment as living andnon-living, (e.g. water,soil, rocks, birds). Sc• Sorts or classifiesphotographs ofenvironments as rural orurban; coastal ormountainous; natural orbuilt. Sc• Knows that people useresources to satisfy theirneeds and wants. Sc• Knows that people need tomanage the resources theyneed so they will haveenough to last (e.g.rationing water andmaking sure taps areturned off). Sc• Knows that theenvironment affectspeople’s housing, clothing,food, leisure and work in arange of environments,including rural and urban,(e.g. in rainforests peopleoften use wood to buildhomes, in deserts peopleuse food and watersparingly, in coastalenvironments people eatfish). Sc• Knows that environments(places) are characterisedby locations (where theyare) and specific naturaland built features. Sc• Knows that the globerepresents the Earth andlocates continents andbodies of water on it. Sc• Knows that the features ofenvironments areinfluenced by naturalprocesses (e.g. desertsmight result from climatechange, mountains mightresults from volcaniceruptions). Sc• Knows some naturalprocesses (those that resultfrom the forces of nature)such as erosion, volcaniceruption, bushfires. Sc• Locates and identifiesplaces according to naturalfeatures (e.g. tropical,polar, desert). Sc• Knows some naturalprocesses such as erosion,volcanic eruption and thatthese might result indifferent environmentalfeatures such as mountainsand burnt-out bushland.Sc• Locates places withsimilar climates,landforms or vegetationand draws generalisationsto describe their location.• Understands that there arecertain patterns in landuses and attempts togeneralise from them (e.g.says “a lot of bigindustrial cities are on thecoast since they use shipsfor transport” or “mostbig cites have marketgardens near them to feedthe population”).• Identifies features ofenvironments that enablethem to be classified as‘regions’ and recognisesthese locally andnationally.• Understands thatenvironments can bemanaged or mismanagedand can give national andinternational examples ofeach. Sc• Recognises thatenvironments includeliving and non-livingthings. ScManaging andprocessingresourcesPeople choose tomanage and processresources for theirown purposes.• Knows that needs andwants are different ( e.g.water is a need andchocolate is a want).• Knows that we need thingsto live such as water, air,food. Sc• Knows that people work tomake money to pay forthings that they need suchas food, clothes and house• Makes lists of things theywant and can identifythose they need.• Lists examples of elementsof an ecosystem that arenatural (forest, ocean,river) and built (road,house, bridge) in theirlocal area. Sc• Identifies examples ofresources being usedwisely or being wasted intheir home and theirschool and discusses waysthey can address wastage• Describes feelingsassociated with needs andwants being met (says “Iget unhappy when myMum won’t buy the thing Iwant – she says I don’tneed them”).• Explains what someresources in theirenvironment are used for(says “water is used todrink, wash, grow fruit &vegetables; trees are usedfor shade, buildinghouses”). Sc• Identifies different waysthat they can use moneywisely (e.g. budgeting,saving, sharing).• Understands that peoplecooperate to manageresources in an effort tosatisfy their needs andwants and make surethere’s enough foreveryone (e.g. waterrestrictions). Sc• Knows that people usedifferent resources tomake different goods andservices and lists some ofthese in their localcommunity (e.g. baker,farmer, bus-driver).• Knows that there aresimilarities anddifferences in the waysthat people work (e.g. says“some people get paid forthe work they do andothers don’t”).• Describes personalchoices that they makeabout the environment(e.g. says “I decided not toplant flowers because withwater restrictions theywould probably die”). Sc• Identifies renewable andnon renewable resources.Sc• Explores which resourcesare used to build housesand buildings in cities inAustralia and how andwhy this might havechanged over the courseof Australia’s history. Sc• Assists in planning aschool enterprise such as acake stall and discussesthe ways that resourcesare used.• Understands that peoplemake choices about howthey will use and manageresources that are in shortsupply (e.g. knows thatsome resources arerenewable and othersaren’t and that if we useall the world’s oil therewill be none left whereasif we use solar power it isconstantly beingreplaced). Sc• Draws a ‘flow-chart’showing how resourcesare processed to makesomething (e.g. to make abread farmers grow wheatwhich is processed tobecome flour and thenbaked into bread).• Knows types ofmanufactured resourcesand products. Sc• Identifies and explainshow some innovations canimprove output but mighthave a negative affect onthe environment (e.g.fertilisers, carbon fuels).Sc• Identifies products madefrom familiar resourcesand investigates theirconsumption (e.g.identifies products fromthe coconut palm, whoproduces them and whobuys them)• Identifies some economicfactors that influenceresources development.• Knows that people choosehow to spend and makemoney and this can beefficient or inefficient,impacting on theiraccumulation of wealthand spending power.• Identifies ways thatconsumers gather and useinformation about makingdecisions on spending(e.g. advertising, financialplanning, banks, friendsand relatives).• Explores different mobilephone plans and organisesinformation gathered inways that help them tomake informed choices,justifying their finalchoice. N• Reports on laws that makesure people aren’tdiscriminated against inthe workplace.• Describes the types ofsocial security benefitsavailable to Australiancitizens.• Describes ways thatpeople gain access to, orare prevented from,gaining resources (e.g.employment, socialwelfare, superannuation,social security, lack ofeducation).• Describes information andservices that are availableto help people managetheir finances. N• Investigates the currentworkplace laws anddiscusses the implicationsfor employers andemployees.• Describes how gender,geographic location,disability, race haveimpacted on access tocareer advancement andemployment in Australiaover time.Bound for Success Scope and Sequence Statements V2 Page 68 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTPlace and SpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Significance ofplace andstewardshipPeople have arelationship with theenvironment andthis can beenhanced by acommitment tosustainability.• Knows that to care forliving things means tolook after them.• Identifies ways to care forliving things (wateringplants, protecting koalasfrom being hit by cars).• Knows that some placesare important to people fordifferent reasons (e.g.meeting places for people,places honouring the dead,places where peoplecelebrate importantevents).• Shows care for their ownclassroom and property(keeps their desk andspace free of litter and tidyand helps clean up andafter an activity).• Describes their journey toa significant place (e.g.their home) by talkingabout the features theypass on the way.• Recognises the features ofa place that make itsignificant (e.g. thefeelings that a placeevokes: wonder –bushland or mountains;gratitude - war memorial;sadness - grave)• Know that many placesare associated withparticular activities (e.g.sporting fields, churches,mosques, temples, operahouse).• Examines why people carefor their local environment(says “we look after thetrees because we needwater and food and itneeds to be healthy like weare”). Sc• Identifies a place in needof care and plans positivelocal environmental orcivic action to restore thearea (e.g. sees that thebeach has lots of litter andrubbish and plans withclassmates to clean it uponce a week to keep ithealthy). Sc• Understands that people ina community cancooperate to care forplaces (e.g. works withothers to save water andrecycle rubbish). Sc• Identifies people in thecommunity who take careof places (e.g. sanitationworkers, park rangers).• Identifies examples ofAboriginal and TorresStrait Islander influenceson the valuing and namingof places in Australia andthe local community(Uluru, Gympie,Doomadgee, Yarrabah,Bamaga).• Identifies issues aboutcare of places in theschool and community.• Knows some places wherefew people are allowed tovisit in order to preservethe place or where wehave to pay money to visitin order to pay for upkeepof the environments (e.g.national parks).• Knows that not everyoneagrees on what places tocare for (e.g. proposeddam or road sites).• Knows the meaning of theterms conservation,protection and preventionrelates them to real lifeexamples.• Identifies examples ofwhere the use of a placechanges (e.g. an old PostOffice or school, or amine site) and the conflictthat may result whenpeople disagree aboutdemolition anddevelopment versuspreservation (e.g. FranklinRiver development).• Recognises that conflictover land usage may arisedue to cost, age, culturalbackground.• Describes the positionspeople hold on an issuerelated to the impact ofpeople’s actions on plantsand animals in a place(e.g. describes theviewpoints that peoplepresent concerning theintroduction of the canetoad in Queensland andproposed measures ofcontrol). Sc• Investigates and reports onthe management of naturalenvironments inQueensland.• States their own views onissues relating to caringfor places and justifiesthese.• Describes how beliefs andpractices influence wherethey settle, how they farmor use the land in otherways and the style ofsettlements that theycreate.• Identifies the humanimpacts on ecosystems. Sc• Identifies the impact ofhumans on naturalecosystems in Australia.• Knows that differentvalues affect ways thatpeople act to sustain theenvironment (e.g.identifies the values thatunderpin an issue ofenvironmental usage suchas making money ormaintaining wildernesswhen mining is proposedin a natural forest, orwhen the wood-chippingindustry might be closedto present trees affectingpeoples jobs). Sc• Identifies impacts onglobal ecosystems.Spatial Patterns• Knows that theenvironment is made updifferent types of placesand can draw picturesrepresenting them. A• Identifies places in thelocal environment that arespecial to the community(e.g. waterways, meetingplaces, town hall , warmemorial).• Distinguishes natural,social and built places -areas distinguished bynatural features likeforests, mountains andrivers; areas altered byhumankind such as towns,farms and highways;places of importance toIndigenous groups such asUluru, meeting places andhomelands; social placessuch as where kids ridetheir skateboards, play ormeet with friends). Sc• Identifies natural, socialand built places on simplemaps (mountains, rivers,coastlines, cities). N• Knows that places areused for different purposesand describes some ofthese (e.g. park is used forrecreation, tip is used todump rubbish).• Describes how thedifferent rooms in thehome or the school areused.• Understands that peoplemake choices about howto use places.• Knows that someenvironments are hard touse for some people (e.g.beaches, mountains, andsome buildings may bedifficult to access forpeople in a wheelchair).Sc• Suggests reasons whysome people choose tolive and work where theydo (e.g. access to schools,hospitals, the arts, family).• Locates major waterways,other natural features andpopulation centres on amap of Queensland. N• Knows that natural andbuilt features can meanthat people use places indifferent ways (e.g.climate, soil and marketsaffect farming patterns,mineral deposits andtransport affect miningdevelopment).• Locates major populationcentres and naturalfeatures and waterways ona map of Australia. N• Examines and describeshow advancements intechnologies haveinfluenced how places areused and give examplesfrom Australia and theancient world (e.g.irrigations, mining).• Locates places on theglobe with similarclimates, landforms orvegetation.• Locates major populationcentres, waterways andnatural features on allcontinents. N• Describes how differencesin world-view can resultin different land use (e.g.broad-acre farming forcash crops in westernnations verses intensivefarming, for localconsumption, in manyAfrican and Asian nations.• Describes the changingpatterns of landuse(agricultural and urban)over time in Australia.• Knows that spatialpatterns result from theinterrelationships betweenvarious processes (e.g.laws and technologymight result in roadpatterns, soil and climatemight affect farmingpatterns by these are notalways similar becausethey’re also affected byproximity to markets).• Examines and describesthe range of data used bygeographers (maps, tables,statistical) and identifieswhat it tell us about theimpact of change on theenvironment. N, Sc• Represents informationabout places in drawingsand simple maps. N• Represents environmentsusing different formatssuch as simple maps anddiagrams. N• Uses a grid references tolocate places on maps(e.g. B13). N• Identifies some of thesymbols used onAboriginal maps (e.g. dotand circle drawings). A• Identifies latitude,longitude, direction andscale on a map. N• Uses latitude, longitude,direction and scale on amap to identify and locatefeatures. N• Identifies spatial patterns(including irrigation,mining, farming) frommaps using the given key.N• Uses latitude andlongitude to locate placesin an atlas. NBound for Success Scope and Sequence Statements V2 Page 69 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTCulture and IdentityConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Cultural DiversityRecognising andrespecting differentcultures within ourcommunity.• Knows that people fromsome cultural groups maylook or dress differentlyfrom them.• Knows that people aredifferent and can sortpeople into groups (e.g.boy/girl, young/old, skincolour, left/right handed).• Describes how peoplemeet their physical needsin different ways (e.g. says“we all eat different typesof food and wear differenttypes of clothes”).• Identifies how social andemotional needs are met indifferent ways (e.g. says“we go to church everySunday” or “we listen toDreaming stories when weget together as a bigfamily”).• Gives examples of diverseways in which particularoccasions are celebratedby groups in theircommunity (e.g.Christmas, Chinese NewYear, ANZAC Day) andknows that groups thatcelebrate the sameoccasion do not alwayscelebrate in the same way.• Knows that Australia is apluralist society withcitizens of diverse originsand cultural backgrounds.• Knows that the culture ofpeople changes over time.• Knows that ‘being anAustralian’ can meandifferent things todifferent people andgroups.• Knows some of thecharacteristics of theiconic Australianindividual.• Identifies a number ofdiverse groups, includingimmigrants andIndigenous, and reportson their development,impact and contributionsto national identity overtime.• Describes the culturalconnections (ie religious,spiritual, social values andbeliefs) of Australianpeople/groups topeople/groups in the Asia-Pacific region.• Knows that culturalgroups share the samevalues, needs andexpectations and that theseare often reflected in theirsocial organisation.• Knows that the values,needs and expectationsshared by groups canchange over time and indifferent contexts.• Knows that culturalgroups share the samevalues, needs andexpectations but that thedegree to which they sharethem might be different(e.g. not all Muslimwomen wear a scarf, notall conservationists areinvolved in SeagrassWatch).• Explains values reflectedin national celebrationsand what these represent(now and in the past) todiverse people and groups,including RemembranceDay, Australia Day,NAIDOC week, ChineseNew Year, Labour Day.• Examine and describes thebelief systems of differentcultural groups inAustralia.• Describes the respectiveroles of men and womenin particular culturestoday, and in othercultures over time.• Knows that nationalAustralian identity canhave different meaningsfor different individualsand groups.• Constructs a timeline todocument key events inthe development ofmulticulturalism andimmigration policies inAustralia.• Understands that somecultural groups maychange their beliefsystems and socialorganisation over time inorder to survive.• Describes how Australia’scultural diversity has beenshaped by governmentpolicies onmulticulturalism,immigration, publicopinion and globalisation.Culturalexpressions andpracticesAll cultural groupsare characterised byvarying degrees ofcohesion anddiversity.• Listens to stories fromdifferent cultures andidentifies similarities anddifferences in thesestories.• Participates in events fromdifferent cultures such asChinese New Yearcelebrations and an end ofRamadan meal.• Knows that some groupscelebrate differentreligious, cultural orhistorical events (e.g.Christians celebrateChristmas and Easter,Muslims celebrateRamadan).• Knows that there aredifferent cultures andforms of culturalexpression and that thesecultures have differentways of singing, dancing,painting and children’sgames.• Identifies some rituals andsymbols with particularcultural groups (e.g.knows that Australianscelebrate Anzac Day toremember the soldiers whodied in wars).• Knows and usessalutations in languages ofother groups.• Knows that symbols,rituals and places reflectidentities of differentcultural groups (e.g. theAustralian flag symbolisesthe Australian nation andthat Uluru is special to allAustralians).• Identifies different formsof cultural expression (e.g.some Aboriginal peoplemay use dance and musicto tell a stories as well aswritten forms).• Describes customs andtraditions of their ownfamily.• Knows that a tradition is atale or a belief or a customand can describe some oftheir family traditions, e.g.how they celebrate NewYear.• Knows that there is arange of diversity withinAustralian Aboriginal andTorres Strait Islandercultures and cultures ofother groups withinAustralia.• Knows that culturalgroups have traditionaland non-traditionalaspects (e.g. knows that agroup of Aboriginalpeople might have atraditional language thatis still used at home butthat they listen to radiobroadcasts in StandardAustralian English, andthat Chinese people mightgive each other gifts atChinese New Year as wellas at Christmas.• Knows that AustralianAboriginal and TorresStrait Islander identitiesgive central place to‘country’ and investigateswhat this means.• Lists and describes valuescontributing to peace andequity in Australiancommunities.• Recognises theinterdependence ofcultural groups and theirworld.• Understands that beliefsand traditions influencethe nature of cultures (e.g.the impact of theenvironment on manyAboriginal lifestyles, andattitudes towards the oldpeople in Chinesecultures).• Identifies national andglobal events that haveinfluenced culturalperceptions of a group ofpeople, analysing the roleof government action andpolicy, individuals and themedia in influencing thesein positive and negativeways (e.g. September 11,drug trafficking, famine inAfrica).• Investigates and reports onthe role of communityperception and responsesto the AustralianAboriginal and TorresStrait Islander people inAustralia, with particularemphasis on racism anddiscrimination.• Knows howimprovements indemocratic participationand citizenship rightsimpact on racism anddiscrimination on groupsand cultures in Australia,and knows the influencesthat shape this change.• Knows that culturalbeliefs and traditions canchange over time (e.g.describes the customs,dominant beliefs, religiousinstitutions, values andeducation system of anancient civilisation such asEgypt, and of a presentdaycivilisation such asAustralia or New Guinea;knows that this too ischanging).Bound for Success Scope and Sequence Statements V2 Page 70 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTCulture and IdentityConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Personal, group andcultural IdentityCultures structurerelationships amongindividuals and groupsthat help to shapedistinctive identities.(Note links to thepersonal identitysection of the Healthand Physical EducationKLA)• Talks about themselves interms of what they looklike, what they like andwhat they don’t like.• Identifies the roles thatpeople in their familyhave. HPE• Identifies significantpeople in their community(e.g. police officer,librarian, park ranger).HPE• Identifies which groupsthey belong to (e.g. says “Iam a member of the Jonesfamily and I’m in the Year1 class at school”). HPE• Identifies the roles peopleplay in their school (e.g.caretaker, principal,teacher) and knows thatsome roles are taken bymen and some by women.• Identifies and acts outemotions human emotionssuch as anger, happiness.HPE• Knows that they havedifferent roles/labels indifferent settings (e.g. atschool they are a student,at home they might be ason or daughter or niece)and that there may bedifferent expectations ofthem in each setting.• Describes the roles andresponsibilities of peopleat their school (e.g. says“the school librarian hasto look after the books andkeep them tidy and putthem away and makes surewe don’t talk in thelibrary”). HPE• Knows that some groupshave stories about theirhistories that tell themabout their identity (e.g.Aboriginal people have thedreaming, Christians havethe Bible).• Knows what they have incommon with others andwhat makes them unique.HPE• Knows that they havedifferent roles dependingon the groups they belongto (e.g. as the oldestbrother in the family, asthe newest member of thecricket team).• Knows that some storiesportray male and femaleroles in different ways.• Identifies the roles ofpeople in their community(e.g. says “the policeofficer helps to keep ussafe”).• Knows that some groupshave rituals that help themfeel that they belong (e.g.families eating specialmeals together, footballteam has a special song orhand-shake).• Knows that the roles andresponsibilities of peoplecan change over time.• Knows that eachindividual is unique eventhough some people havesimilar physicalcharacteristics or behavein similar ways. HPE• Knows that people belongto different groupsaccording to age, gender,ethnic background andlocation.• Knows that theenvironment shapes whowe are.• Knows that genderstereotypes can impact onthem (e.g. boys and girlsmay become aware ofdifferent expectationswhen choosing friends,sports, clubs and culturalactivities).• Knows that their identity(or who they are) isdisplayed through whatthey believe, how theybehave, what theirinterests are and whatgoals they might have(e.g. knows that if theybelong to the cricket clubthen they are showing thatthey are interested incricket).• Knows that people belongto a number of differentgroups and that theybehave differently inthese groups based on theexpectations of the group.• Identifies stereotyping,discrimination andharassment (racial andsexual) and knows thatthere are people or groupswho can support victimsof these activities.• Knows that membershipof different groupsinfluences the identity ofindividuals (e.g. explainsthat being an Aboriginalor Islander person meansbehaving in certain waystowards the environmentor that they are notallowed to talk to somepeople in their extendedfamily).• Identifies some of theirown family values.• Identifies the valuescommonly held by peoplein the community inwhich they live.• Compares and contrastsnational events thatportray/present positive ornegative perceptions of agroup of people andanalyses how the mediahas represented thesedifferent cultural groups.• Knows that cultural moressometimes exert influenceon people’s identities andtheir roles, rights andresponsibilities.• Knows that politicalinfluences exert influenceson people’s identities androles, rights andresponsibilities.• Identifies the valuescommonly held by peoplein the communities intheir state.• Produces ‘before’ and‘after’ representations indifferent time periods toshow attitudes towardsgender, age, ethnicityand/or socio-economicidentities.• Assesses the impact ofchanging attitudes towardsgender, age, ethnicityand/or socio-economicidentities on diversegroups in different timeperiods.• Knows what‘constructions of gender’and ‘constructions of race’are and how these havechanged over time.• Knows and appreciates thecontribution that differentlife experiences make tothe development ofpersonal and groupidentities.• Examines and reports onthe ways that the mediastereotypes groups inways that influences theviews and actions ofconsumers.• Identifies wherediscrimination(differential treatment oracceptance) can/hasresulted from gender, race,disability, ethnic groupmembership or socioeconomicstatus.• Evaluates Australiansociety’s effectiveness inbalancing majority ruleand respect for minoritiesin civic decision-making.• Knows that acts of racismand prejudice constitutediscrimination and acts to(and describes how theymight) counter or preventthese.• Analyses the beliefs andattitudes of individualstowards groups which aredifferent from the ones towhich they belong.Bound for Success Scope and Sequence Statements V2 Page 71 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Natural SystemsNatural systemsinteract with eachother and othersystems.(Note the links with theTechnology KLA andthe Science KLA)• Knows the names ofthings in the naturalenvironment (e.g. trees,waterhole, rock, creek)and that these are differentfrom the builtenvironment. Sc• Knows that naturalsystems are made up ofelements such as people,animals, plants, rocks, soiland water ). Sc• Knows that the builtenvironment is mainlyconstructed and made bypeople to offer protectionand comfort from thenatural environment,including houses forshelter, playgrounds forplay.• Retells stories about howpeople are related to thenatural environment (e.g.Aboriginal Dreamingstories, fables).• Knows that naturalsystems provide resourcesfor familiar productsconsumed by people (e.g.wheat for bread).• Explores ways in whichAustralians are connectedto other regional andglobal communitiesthrough travel, family,business, trade, sport andcultural links as well as‘instant’ communicationstechnologies.• Locates on a world map orglobe an example of local,regional and globalcommunities (ThursdayIsland, Far NorthQueensland, Australia,South east Asia, thePacific, the world). N• Knows that elements ofnatural systems formcommunities in which theelements depend on eachother (e.g. bees, ants,people). Sc• Describes how peoplechange natural systems tomake their lives easier(e.g. building bores anddams, and planting trees).• Explores and describeswhat happens in acommunity of one elementof a system is removed. Sc• Describes specificexamples of plants andanimals linked by a foodchain. Sc• Knows that the elementsof a natural system link toform cycles of whichpeople are a part. Sc• Identifies inputs(sunshine, water and airmovement) and outputs(growth of animals, plantsand people) in naturalsystems. Sc• Knows that some peoplegroups organise their waysof life to fit in with naturalcycles (e.g. planting andharvesting of crops, touristseason when weather isbest). Sc• Describes how people intheir community and staterespond to seasonal,gradual and catastrophicchanges in naturalsystems.• Describes how plants,animals and peopleglobally respond toseasonal, gradual andcatastrophic changes innatural systems (such asclimate change and globalwarming, tsunamis,earthquakes, bushfires).Sc• Identifies the interactionbetween natural systems(e.g. knows thatAustralia’s weatherpattern is affected by theprevailing winds and themountain ranges). Sc• Identifies ways that thegovernment acts to protectthe natural environment(e.g. council regulations,encouraging re-cycling,assisting with the purchaseof water tanks).• Explains how theinteraction betweennatural systems impact onthe globe (e.g. the impactof the gulf-stream on theclimate of western Europeand the El Nino effect inthe Pacific Region). Sc• Understands that peopleare affected by (andaffect) the interactionbetween natural systemson a global scale. Sc• Explains how acceleratingpopulation growth isimpacting on globalsystems, both natural andman-made. Sc• Understands that a rangeof factors influence theinterdependence of peopleand places (e.g. identifieschanges in land-usepatterns over time andinvestigates how peopleexploited the land duringdifferent periods ofhistory).Economic systemsSystems provideorder to theeconomy and enableallocation ofresources to meetthe needs and wantsof individuals andthe community.• Knows that needs andwants are different (e.g.water is a need andchocolate is a want).• Knows that we needsthings to live such aswater, air, food. Sc• Identifies people in theirschool that provideservices (e.g. canteen staff,librarian, office workers).• Identifies some of thechoices they make insatisfying their needs andwants (e.g. walks to schoolto save bus-fare).• Explores examples ofgovernment services (e.g.government hospital andschools).• Identifies some of thechoices people make insatisfying their needs andwants (e.g. using animalsfor food and clothing).• Identifies places wherethey obtain a good or aservice (e.g. schools,hospitals, shops, schoolcanteen, movies, library,council swimming pool).• Identifies goods andservices that they consume(e.g. water, fruit, healthcare,school).• Knows that ‘flows’ existin the production,distribution and exchangeof goods and services (e.g.the stages of production ofa product such as milk –farmer, transport, refinery,distribution to shops,buyers) and drawsdiagrams to representthese ‘flows.’ ICT T• Identifies people in thelocal community whowork in production ordistribution.• Knows that people dodifferent types of work(e.g. teacher does differentwork to the gardener).• Describes networks thatcarry flows of goods andservices (e.g. roads, airservices,telecommunications) anddescribes what happenswhen a network breaksdown.• Identifies barriers thatindividuals and groupsmight experience inobtaining goods andservices (e.g. language,distance).• Knows that workers havespecialist skills (e.g.mechanics have skills thatmake them ‘experts’ atfixing cars).• Knows that ‘how muchsomething costs’influences the decision tobuy it or not.• Identifies decisions madeby producers andconsumers to protect theenvironment (e.g. aboutwaste disposal and cleanproduction process).• Identifies ways thatproducers change theirpractices in response tochanging environmentalconditions (e.g. farmerschoosing to diversify inresponse to changingclimate conditions).• Knows that naturalresources are used byAustralian industries toproduce goods andservices.• Identifies examples ofproducts produced byprimary industry (e.g.agriculture, farming),secondary industry (e.g.paper production, sugarrefining), and tertiaryindustry (e.g. education,health).• Knows that consumersconsider options beforedeciding to purchasegoods and services (e.g.when deciding what T-shirt to buy).• Suggests reasons whysome goods and servicescost more in somelocations (e.g. the cost ofpetrol in some rural andremote areas, DVDs incorner shops comparedwith large retail outlets).• Knows that someworkplaces are moreefficient that others andsuggests reasons for this(e.g. says “if you’remaking something withlots of parts it makes senseto use a production linebecause people arequicker and more efficientif they just doing one thingeven though they mightget bored”).• Knows that people makedecisions about theproduction, distributionand exchange of goodsand services to satisfytheir needs and wants (e.g.about what to produce,how much to produce,how to distribute aproduct, protection of theenvironment).• Identifies how consumersmake decisions aboutpurchases (e.g.environmental impact,price, value/quality,country of production,advertising).• Knows that Australia sellsgood and services to othercountries through itsparticipation in the globaleconomic system.• Knows that someindustries export andimport goods and servicesand that they employmany workers.• Identifies, by readingproduct labels, goods andservices that are exportedand imported.• Knows that features ofeconomic systems adapt tochange to ensure people’sneeds and wants aresatisfied (e.g. explainsways in whichgovernments adjust theirrole in the Australianeconomic system to meetchanging priorities such asthe impact of globalwarming). Sc• Explains, using a diagramor model, the flow ofgoods, services andmoney in and out ofAustralia.Bound for Success Scope and Sequence Statements V2 Page 72 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Citizenship andGovernmentRules and laws – theLegislative system.• Knows that rules tell youwhat you should andshouldn’t do.• Responds to simple rulesat school.• Can say some of the rulesthat exist in their home(e.g. says “ we have a rulethat we are not allowed togo swimming straight afterdinner”).• Knows that there areconsequences if they‘break the rules’.• Knows that rules have tobe followed and there areconsequences if theyaren’t (e.g. knows thatthey will get into troublefrom the teacher if theybreak the rule ‘don’t leavethe room withoutpermission’).• Identifies rules andresponsibilities ofmembers of the schoolcommunity, (e.g. says“everyone has to turn offthe tap after they havewashed their hands”).• Knows some of the rulesof the community (e.g.‘dogs must be kept on alead in public places’, or‘don’t leave litter on thebeach’).• Knows that if they breakcommunity rules they mayget a fine or some otherpunishment.• Gives examples of rulesapplied within families,classrooms, schools andidentify theirfunction/purpose, (e.g.says “a rule we have athome is don’t talk whenyou mouth is full and thisis so that people can’t seefood in your mouth”).• Contributes to discussionsin developing rules,considering fairness (e.g.says “we can’t have a rulethat lets the tallest peopleget their lunch firstbecause that is unfair”).• Recognises communityexpectations often outlinedin codes of behaviour andrules.• Discusses the purpose ofrules (e.g. knows that rulesgovern how sport isplayed; knows that rulesguide drivers on the road;knows the role rules playin the school community).• Identifies consequenceswhen people break rulesand considers how peoplemake amends, (e.g. says “Iwas rude to my teacher soI had to say sorry and mypunishment was that Icouldn’t go to drama classthis week”).• Recognises that rules maybe considered ‘fair’ and‘unfair’ from a range ofperspectives (e.g. knowsthat some rules mayadvantage some peopleand disadvantage others).• Knows the differencebetween a rule and a law.• Understands that groupsand communities interactaccording to rules (e.g.having listened to storiesthat illustrate codes ofconduct – such as Aesop’sFables, AboriginalDreaming stories and theBible, identifies the ‘rules’inherent in them).• Describes what mighthappen if people don’tobey the laws in society(e.g. if people don’t driveon the left hand side of theroad or stop at stop signs).• Knows what it means to‘break the law’.• Knows that every countryhas their own set of laws• Knows that some laws arespecific to the state ofQueensland and others toAustralia.• Knows that some groupsin society have ‘socialrules’ that other groupsdon’t have (e.g. puttingyour hand over yourmouth when you cough orsaying ‘thank you’ whensomeone gives yousomething). HPE• Explores why society haslaws and examines whathappens when peoplebreak laws.• Explores whetherpunishment is always themost appropriateconsequence when a ruleor law is broken andconsiders other ways inwhich people can makeamends.• Discusses rules and lawsthat affect young peopleand assess these accordingto fairness andappropriateness.• Identifies key personnelwithin the legal systemwho help to protectpeople’s rights• Understands that aconstitution is an agreedset of rules of guidelinesfor an organisation.• Recognises that the lawsof other countries apply toAustralians when theytravel overseas.• Knows what a constitutionis (e.g. examines theconstitution for the localfootball club).• Knows that changes ininternational law mayaffect Australian law.• Understands that rules andlaws result from decisionsabout rights andresponsibilities.• Knows that the AustralianConstitution can bechanged through areferendum.• Knows the elements ofAustralia’s law and itsdevelopment.• Knows that laws arewritten by parliaments orthrough decisions made bytheir courts over time (e.g.the driving age and bloodalcohol limits).• Knows that laws maychange over time throughamendments.• Reflect on ways in whichchanging values caninfluence the law (e.g.smoking in public).• Recognise the role of thecourt system (includingfamily court, districtcourts, children’s courts,Magistrates) in upholdingthe law and democraticrights (freedom of speech,of the media, of religion,of association).• Understands that Australiahas a constitution thatdescribes the key featuresof the Federal system ofgovernment and can beamended by referendum.• Recognises that Australiais a signatory to a range ofinternational agreementsthat influence Australianlaw.• Knows about the role ofthe High Court ofAustralia.• Knows the elements of a‘fair trial’ and that peopleare ‘presumed innocent’until proven guilty.• Describes how laws aremade, administered andenforced.• Relates some instanceswhere the justice systemmay have provided aseemingly ‘unjust’outcome (e.g. where oneperson may receive atougher sentence thananother person whocommitted the samecrime, in another city).• Knows about ‘humanrights’ and can talk aboutthese in various contexts(e.g. human rights ofIndigenous people overtime in Australia).• Identifies different levelsin legal structures and thecontributions they make tothe legal system(including district courtsand Supreme Court).• Knows the principles oflaws includingindependence of thejudiciary, equality beforethe law and innocent untilproved guilty.• Considers the role ofgovernment in developingpolicy and formulatinglegislation.• Recognises that there aredifferent types of law (e.g.criminal and corporate).• Explores principles ofjustice includingindependence of thejudiciary, equality beforethe law, presumption ofinnocence, the right ofappeal and restorativejustice.• Recognises that theAustralian Constitutionestablishes the powers andresponsibilities of thenational parliament andthe federal legal systemincluding the High Court.• Evaluates theeffectiveness ofinternational organisationsin protecting human rights(e.g. AmnestyInternational, UnitedNations).Rights andresponsibilities• Identifies some rights andresponsibilities of studentsin their class and in theschool (e.g. knows theyhave a right to feel safeand not be bullied). HPE• Displays personal rightsand responsibilities asstudents, members of asporting team, or membersof the community (e.g.knows that as a member ofa sporting team aresponsibility is to trainwith the team and be ontime to play in the gameand a right is to be treatedwith respect as a teammember). HPE• Identifies some rights andresponsibilities of citizensin their local community(e.g. knows that everyonehas the right to use thetown library and that theresponsibility that goeswith that is to look afterthe books and let otherpeople read quietly).• Knows that somecommunity rules are abouthaving a responsibility tothe community (e.g. thepark/beach belongs to allthe people in thecommunity so we have aresponsibility to all keep itclean for everyone). HPE• Recognises that rightscome with responsibilities(e.g. if we want to usepublic recreation areas forenjoyment we have aresponsibility to help keepit clean) and that if wedon’t carry out ourresponsibilities there areconsequences (e.g. thepublic area may beclosed). HPE• Recognises discriminatingbehaviour (such astreating people differentlybecause they havedifferent coloured skin ortalk differently) anddescribes how this affectsthe rights of others (e.g.says “girls have as muchright as boys to playfootball at school”). HPE• Knows about ‘democraticrights’ and what they arein Australia includingfreedom of speech, of themedia, of religion and ofassociation.• Knows that rights helpprotect citizens fromexploitation and abuse.• Understands that rules andlaws result from decisionsabout rights andresponsibilities (e.g.knows that the purpose oflaw-making is to protectpeople and their property).• Explores the rights ofcitizens in ancient andhistorical societies (e.g.Ancient Greece, AncientRome, Ancient China).• Considers some rights anddetermine whether theresponsibilities that gowith them are fair.• Knows about ‘humanrights’ and can talk aboutthese in various contexts(e.g. human rights ofIndigenous Australianover time).• Knows what it means to‘think global, act local’ inthe context of Australiancitizens’ responsibilities inenvironmental issues suchas water usage. Sc• Defines, exercises andevaluates rights andresponsibilities associatedwith being a young adultincluding the concept of‘working together for thecommon good’.• Understands that thefeatures of political andlegal systems adapt toensure people’s rights andresponsibilities.• Examines the rights andresponsibilities of theworld’s countries in thecontext of globalwarming, nuclear weaponscapability, and otherglobal issues. ScBound for Success Scope and Sequence Statements V2 Page 73 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Participative decisionmaking• Makes choices ordecisions about theiractions (such as what toeat for lunch, how to helpfamily or class members).HPE• Makes decisions withclassmates for somethingthat they all want (e.g.agrees to work quietly sothey can finish early).• Participates in democraticdecision-making (e.g. talksabout rules for theclassroom or votes toselecting a team leader).• Makes decisions in groupsto achieve common goalsfor an environmental orcivic action, (e.g. decideswith classmates to care forbushland or a part of theschool grounds). Sc• Identifies and discussesexamples of situationswhere people have a directsay and situations whereothers make decisions ontheir behalf (e.g. says “Iam allowed to go to bedwhen I like on the weekendbut during the week Mumsays I have to be in bed by8.00pm”).• Knows what theQueensland Governmentis and what it does.• Gives examples ofgovernment organisationsand non-governmentorganisations in theircommunity.• Talks about school rules(including the code ofconduct) and understandsprocesses for theirformulation and review.• Understands the role oflocal government inmaking rules e.g. aboutwaste management, petcare and the use of localparks.• Knows what a petition is.• Describes the way that thestudent representativegroup in their schoolmakes decisions.• Analyses how individuals,organisations andgovernments can be globalcitizens (e.g. everybodycan use less water, usepublic transport). Sc• Explores the role ofgovernment in makingdecisions.• Identifies work that peoplecan do together incommunities and exploreshow shared values canhelp resolve conflict orachieve consensusbetween diverse views(e.g. different religiousgroups coming together todiscuss how they can carefor the environment).• Knows what a referendumis and can give someexamples of instanceswhere these have beenheld in Australia.• Identifies and classifiesdecisions that are made bythe QueenslandGovernment in areas suchas health, education,infrastructure anddiscusses which decisionsmade by the QueenslandGovernment will affectthem in their localcommunity.• Considers the purpose of ademocratic civil societyand discusses how it canbe achieved (e.g. how weare governed, how wetreat each other, thesociety we aspire to).• Identifies howgovernments makedecision and exploresways in which thesedecisions impact onpeople.• Identifies ways that peopleattempt to influencegovernment decisions (e.g.rally, media campaign,petition, hunger strikes)and how these varydepending on which levelof government they aretrying to influence.• Identifies howgovernments have beeninfluenced by people suchas Ghandi, Mandela, Bonoand describes the methodsthat these people used.• Develop skills incollective decisionmakingand informedcivic action (e.g. contactlocal member, join asupport group, participatein town-hall meetings,civic petition, letterwritingcampaigns, seekelection to public office).• Develop skills to becomeinvolved in or influencerepresentative groups inthe school community.• Recognises that citizenscan individually andcollectively influencedecision-making.• Investigates ways inwhich non-governmentorganisations cancontribute to communitiesand influence governmentdecisions.Elections and voting• Can describe instanceswhere they take part in a‘class vote’ or ‘familyvote’ (e.g. says “Mr Smithsaid to put our hand up ifwe wanted to go for a walkand all of us did except forSam so we did”).• Knows how voting worksand votes forrepresentative (e.g. drawsa ballot paper andconducts a class electionfor a leader or monitor).• Makes decisions withclassmates for somethingthat they all want (e.g.agrees to work quietly sothey can finish early).• Draws a ballot paper andconducts an election ofclass leader or votes tofind the most populartuckshop food.• Explains how voting isused to make decisionsand select leaders (e.g.says “we all wrote onpiece of paper the name ofwho we wanted to be theclass leader for term 2 andthe one with the most votesgot to be ‘it’”).• Identifies when electionsin their community areheld and can describe howthe election worked, whovoted and the outcome(e.g. says “last night thefooty club voted for a newcaptain; everyone in theteam got to have one voteeach and we all put theperson’s name we wantedon a piece of paper andthe person with the mostvotes was made thecaptain”).• Understands the purposeof elections and theresponsibilities of electedrepresentatives (e.g.knows that the captain ofthe school footy team isresponsible for makingsure everyone knowswhen training is on,collecting the footyjumpers at the end of thegame and telling peoplewhat to do on the field).• Knows that elections areused to elect governments;knows their local memberof Parliament and localcouncillor and that thesepeople represent theirparents (constituents) atparliamentary forums.• Knows when and howlocal governmentelections are held for theirlocal area and what theelected people do forthem.• Knows that whole-of-Australia elections andQueensland elections areheld every 3 years and candescribe how the electionis run includingelectorates, the setting upof polling booths, secretballot, crossing off ofpeople’s names as theyvote, counting of votes,absentee votes, donkeyvotes).• Knows that all 18-yearoldsin Australia arerequired to vote in federaland state governmentelections, that they mustregister to vote and thatthere are fines if theydon’t vote.• Knows that preferentialvoting is used for theHouse of Representativeswhile proportional votingis used for the Senate.Leaders• Recognises leaders in thefamily and school (father,mother, principal, schoolcaptain, sporting teamcaptain).• Identifies the role ofleaders within acommunity, includingschool, community group,local community andnation (e.g. knows that theprincipal and councillorare leaders and that werespect their authority).• Identifies leadershipresponsibilities (e.g. says“he was in charge so wedid what he said”.• Knows that heroes can beleaders because we might‘want to be like them’(e.g. sport figures, musicstars, actors).• Describes some of thetactics that good leadersuse to influence others(e.g. speak calmly toindividuals to make sureevery one understandstheir job; encourageseveryone).• Knows that leaders downthrough history haveinfluenced and shaped thehistories of countries anddescribed how they didthat.• Identifies different typesof leaders in Australia’shistory (e.g. politicalleaders, activist leaders,cult leaders) and describeshow they led people.• Identifies different typesof leaders in the world’shistory (e.g. social rightsleaders, human rightsleaders, governmentstatesmen, politicalleaders).• Evaluates the power,responsibilities andinfluences exercised bypolitical leaders andelected representatives.Bound for Success Scope and Sequence Statements V2 Page 74 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:• Knows that good leadershave certain qualities (e.g.says “he is a good leaderbecause he is fair”).• Identifies leaders in thecommunity such as thepoliceman, mayor,Aboriginal elders,teachers.• Knows that leaders should‘show the way’ and be agood example.• Identifies the leaders intheir own lives – thosethat they know personallyand others they know byreputation oradvertisement.• Knows the names andresponsibilities of localgovernment leaders andofficials.• Knows Queensland’spolitical leaders (i.e.leaders of the majorpolitical parties) and otherlocal/state leaders e.g.Elders, sports leaders.• Identifies tyrannicalleaders in the worlds’history (e.g. SaddamHussein, Adolf Hitler,Milosovic) and explainswhy they were not goodleaders.• Knows Australia’s majorleaders in the FederalParliament, includingleaders of the majorpolitical parties, PrimeMinister, Speaker of theHouse, Leaders of theOpposition, ministers).• Describes whatAustralia’s politicalleaders through history areremembered for, inparticular, their strengthsand weaknesses.• Knows who Queensland’smajor leaders in StateParliament are, includingleaders of the majorpolitical parties, Premier,Leader of the Oppositionand ministers).• Knows who the stateGovernor is.Institutions andfeatures ofgovernment.• Knows that there aredifferent levels ofgovernment (local, stateand Federal).• Describes the decisionmakingprocesses used bylocal government.• Knows different types ofgovernance (e.g.monarchy, aristocracy,tyranny, democracy).• Knows what aconstitutional and absolutemonarch are.• Knows that Australia is ademocracy (i.e. governedby the people) and has keyfeatures includingelections, parliaments,political parties, aconstitution, freedom ofspeech and citizens’participations.• Knows that the role ofParliament is to representpeople, make laws andpublicly debate issues.• Knows what the majorpolitical parties are inQueensland and inAustralia and who theirleaders are.• Knows some of the majordemocracies in the worldand which countries haveconstitutional monarchs.• Explores the functions ofthe three levels ofgovernment.• Describes the structureand function of theQueensland Parliament.• Examines the role of keyinstitutions and principlesof Australianrepresentative democracy(e.g. Parliament, head ofstate, political parties, freeand fair elections, secretballot, universal adultsuffrage).• Compare democraciessuch as Australia’s tocountries with other formsof government.• Identifies different typesof political systemsaround the world and theirkey features.• Knows the majorstructures of theAustralian Parliament andhow that compares withthe QueenslandParliament.• Knows the role of theGovernor General inFederal Parliament, andthe name of the currentincumbent.• Describes the role of theConstitution in Australia’spolitical and legal systems• Identifies divisions andresponsibility inAustralia’s three-tierpolitical structures (local,State/Territory andCommonwealth.• Explores significantfeatures and principles ofdemocracy in Australiaincluding the commongood, separation ofpowers, governmentaccountability andparliamentary elections.• Considers the role ofgovernment in developingpolicy and formulatinglegislation• Understands howAustralia’s system ofgovernment is similar toand different from otherdemocracies.- Influencingdemocratic decisionmaking.• Knows that ads on TV areused to get our attentionand try and make us dothings.• Lists examples of mediaand the types ofinformation theycommunicate (e.g.billboards, advertisements,newspapers).• Lists the mediaadvertisements that theylike and say why they likethem (e.g. says “I reallylike the ad aboutMcDonalds because I likethe girl and boy in it andthey look like they like thefood they are eating”).HPE• Knows that through themedia we receivedifferent types ofinformation such as aboutthe people and the culturalgroups they belong to. A• Explores the ways inwhich the mediacommunicates messages toinfluence people (e.g.through televisioncommercials that warn usabout smoking, or TVnews programs informingus of a natural disaster, orsigns telling us not to droplitter).• Identifies examples of howviews and ideas arecommunicated through themedia and ICT (e.g.advertisements promotinga political party in anelection OR newspaperarticles informing parentsof the new starting age forschool OR internetwebsites providinginformation about newwater restrictions in a• Knows what values areand can list some of thevalues that their familyhas or that the school has(e.g. respect, compassion)and can explain in theirown words, what thesevalues mean.• Knows there are ‘twosides to every story’ andcan role play to see thingsfrom different points ofview. HPE• Engages with values thatare important toAustralian democracy.• Compares the ways that anissue or event can beportrayed in the media andhow this can influencepeople’s views andactions. T• Identifies the values thatare portrayed in the media(e.g. on watching an adabout fast food on TVsays “that ad makes it lookcool to eat food fromSubway” or, on reading abillboard showing rubbishon the beach surroundedby pigs says “that admakes it look messy anddirty to leave rubbishlying around”). A• Follows an issue throughthe media from when it israised until when it diesdown and describes how itis represented by differentgroups (e.g. compares thetreatment by a TVnetwork with that by thenewspaper). A• Reflects on ways in whichchanging values caninfluence the law.• Analyses media portrayalof current issues toexplore viewpoints, biasand stereotypes. A• Investigates ways inwhich the media and ICTsare used to influencecitizens’ views in localcontexts. A ICT• Describes how and whyelectors may changegovernments.• Examines and describesthe treatment by the mediaof the war in Vietnam andother issues in Australia’shistory where the mediahave influenced publicopinion. A• Knows the role of lobbygroups in representinginterest groups andshaping/influencinggovernment policy.• Evaluates ways in whichindividuals, groups andgovernments use themedia and ICTs to shapeopinion and managecontroversy. ABound for Success Scope and Sequence Statements V2 Page 75 Working Document Semester One 2007

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:community).• Considers why views andideas are communicatedthrough the media (e.g.why water restrictions areadvertised by the mediaOR political partiespromote their leaders withadvertisements ontelevision).Bound for Success Scope and Sequence Statements V2 Page 76 Working Document Semester One 2007

THE ARTSCreating art works using skills, techniques, processes and technologiesConcept In Year 1 In Year 2 In Year 3 In Year 4 In Year 5 In Year 6 In Year 7 In Year 8 In Year 9CreateStudents select,arrange andmanipulate elementsfor a purposeStudents use simple andfamiliar, everydaymaterials, instruments andtools when pretending,imagining and inventingthrough experimentingwith art elements.Students use simple andfamiliar, everydaymaterials, instruments andtools, gradually extendingtheir repertoire andbecoming more familiarwith these by working formore sustained periods oftime.Students identify and use arange of simple artsprocesses, appropriatetechnologies, skills and artslanguages to engage in artsactivities with others.Students make independentchoices from a range offamiliar and unfamiliaravailable tools, instrumentsand materials to create artworks for their ownsatisfaction.Students apply a range ofspecific skills, techniques,processes and appropriatetechnologies, demonstratingan understanding of artsconventions and structuresand working at prescribedactivities for identifiedaudiences or purposes.Students draw on anextensive repertoire of artstechniques, skills andprocesses from a range ofart forms, formats andstyles to design andcomplete a work of art.Students select from arange of skills, techniquesand processes, andappropriate technologies,organising andmanipulating elements tocomplete tasks of aspecified form, format orstyle.Students independentlycombine arts skills,techniques, technologies,and processes to create andshare art works.Students develop a personalaesthetic by drawing on arange of forms, formats andstyles to create art worksand explain and describetheir style usingappropriate terminology.In Visual Arts thestudent might, forexample…In Drama the studentmight, for example…In Dance the studentmight, for example…In Media the studentmight, for example…In Music the studentmight, for example…(note this is KLAMusic, not theSpecialist MusicProgram)• Design a texture picturechoosing textures thatmatch their subject andmakes simple statementsabout their choice (e.g. inresponse to “what couldyou use to make a pictureof a cat?” choose cottonwool and charcoal and say“I chose them becausethey’re soft and furry”).• Choose and use simplepersonal props that matchtheir subject such as acrown for a king, anotebook or pretendmicrophone for a reporterand a broom for a cleaner.• Choose to use parts oftheir body to createimpressions (e.g. moveslowly on all fours andcrouch close to the floorwhen being a stalkinganimal).• Choose to cut outmagazine photos for acollage and says why,relating their choice to thesubject (e.g. say “Photoswill show the colours andcostumes better than adrawing”).• Choose body-partmovements to create asequence of percussionsounds to accompany asong (e.g. clapping andhitting knees alternately intime).• Design and make agreeting card usingcardboard, scissors andpens and cutting lettersfrom magazines to makesimple greetings such asHappy Birthday, or tocelebrate the Coming ofthe Light.• Choose and use furnitureprops to further definetheir character and role(e.g. use a chair as athrone, a desk as a caveand a row of chairs asseats in a bus).• Move within the imaginaryenvironment choosing andusing actions that indicatewhere they are (e.g.shimmy along the groundto get under a rope ormove their arms in asweeping motion to showthey are swimming).• Choose to write their owncaptions and combinesthem with digital photosthey have taken to create aposter.• Choose and use purposebuiltor improvisedpercussion tools toaccompany recorded orperformed music payingattention to the strong beatin each bar.• Design and make a nametag using letters generatedby a computer, discussingthe font size needed to ‘fit’the name tag and justifyingtheir choice .ICT• Work with others todevelop and perform anact with a distinctintroduction andconclusion, explainingwhere these sections beginand end.• Move on different spatiallevels (low, middle andhigh) within the imaginaryenvironment using theirown actions that indicatewhere they are (e.g. climbover rocks, through thebush and under a cliffoverhang).• Cut, drag and paste imagesand words using basicediting software to maketheir own sequence ofphotos of an event,collaboratively decidingwhich photos to use. ICT• Develop a simple rhythmN to accompany a piece ofrecorded music andperform it with the musicin time, using rhythmsticks, bongo drums orother percussioninstrument.• Choose to paint a portraitof themself using onlythree colours, a wide brushand acrylic paint using nowater and explains theirpreferences in the contextof their design (e.g. say “Iwant to show myself in myfavourite colours and wantit to be big and bold, likeme”).• Offer suggestions for whatcould happen next when incharacter to achieve theoutcome they want.• Choose some familiar andsome new steps to puttogether in a sequence to‘show off’ the steps theyhave learned and theirtechnique in dance.• Bring together photos andsounds captured from arecent event such as therodeo or Torres Strait Cup,writing accompanying textand sequencing the imagesto describe theirexperience. ICT• Rehearse and performmusic as part of a classensemble incorporatingsome of their owninterpretation and explainwhy.• Manipulate images to fitspaces and size parametersby scaling up and down,enlarging, reducing ordistorting using drawngrids or computer drawingtools of their own choice.• Use voice, posture andmovement in creatingvarious given and selfdeterminedroles (e.g.create a two-minuteimprovisation based on abottle and a bag).• Develop a sequence ofmovements within aspecified timeframe (e.g.creates a dance involvingdifferent movements, totake no more than twominutes, about a bearcoming to life afterhibernation).• Construct a claymation ona topic such as watersafety, for children in theschool, using the cameraappropriately, using sometechniques such aszooming, panning andmasking, and usingresearched ‘best-practice’for timing and extent ofclay changes/movementbetween photo frames.• Rehearse and performmusic as part of a classensemble with confidenceand overall accuracy so asto enhance theperformance and not todraw attention tothemselves.• Develop an art work thatexhibits a range oftechniques, skills andprocesses suited to aparticular style or format(e.g. develop a cartoon fora newspaper or anillustration for a children’sbook using skills andtechniques suited to theaudience).• Develop a short skit aboutan issue they feel stronglyabout to get a messageacross (e.g. choose to doan interview so that theviewer will be left in nodoubt about their issue ortheir personal viewpointput forward in the answersgiven).• Develop a short dance todemonstrate technicalexpertise using a range ofmovements in a chosenstyle (e.g. hip-hop, rap)and explain how they putthe movements together into get a fluid style.• Produce a videoadvertisement about atopical issue (e.g.environment, health) usingvideo editing techniquesand documentary styleinterviews based on theirresearch into techniques ofTV documentaries that areeffective and explaininghow the researchinfluenced theirproduction.• Rehearse and performworks as a soloist or partof a class ensemble,demonstrating accuracy inpitch and rhythm.• Show the development ofan art work from their firstrough sketches to thefinished product andexplain why they chose aparticular medium, sizeand style and chosentechniques, in the context.• Research and useinformation from externalmedia sources includingnewspapers and TV, todevelop their role as amember of the oppositionlobbying the federalgovernment onconservation andsustainability.• Develop a traditionaldance for one and twopeople, describing thedifferent technical skillsneeded for each, whengiven a particular stimulussuch as some traditionaldrum music.• Manipulate digital imagesof the school and studentsfor use in a photo displaythat portrays the school ina positive way to supportthe year 7 to 8 transition,tailoring the photos usingtechnical expertise from arange of media formsincluding noticeboards,newspapers and websites.• Rehearse and performworks as a soloist or partof a class ensemble, withaccuracy in pitch, rhythm,dynamics and phrasing.• Design and make a seriesof an object exploring afunctional theme (e.g. aseries of bowls of mugs)displaying varioustechniques and using avariety of technologies.• Choose and repeatexaggerated movementsand other gestures foreffect (e.g. when playing aclown) and explain whythey chose the movementsand the effect they expectthem to have.• Create a short dancesequence for a peeraudience, demonstratingtechnical expertise throughcombinations of jumps,swinging movements androlls.• Manipulate time in a videoproduction by creating amontage to cut betweendifferent scenes andactions when exploringdifferent points of viewand explain how they havedone that.• Play or sing an individualline or part in an ensembleshowing ability to fit theirpart into the whole -including by counting - toensure they come in at theright places.• Create a work of art usingtheir own preferred form,style and format anddescribe what theyappreciate or value in theirwork, using appropriateterminology.• Create a character sketchbringing together theirown preferred gestures,voice intonation, andmovements anddescribing/explaining whythese work in a holisticway to bring the characterto life, using appropriateterminology.• Create a dance to illustratea chosen theme bybringing together theirown preferred movementsto compliment themessages in the theme,explaining how they dothat, using appropriateterminology.• Create an audio or videopresentation on a chosentheme using their ownpreferred techniques andtechnologies and explainwhy they chose theseparticular elements toillustrate the theme, usingappropriate terminology.• Perform in their ownchosen medium a preferredwork that they considerbest demonstrates theirpersonal style, technique,expertise and preferenceand explain why usingappropriate musicalterminology.Bound for Success Scope and Sequence Statements V2 Page 77 Working Document Semester One 2007

THE ARTSPresents and Communicates through and in the ArtsConcept In Year 1 In Year 2 In Year 3 In Year 4 In Year 5 In Year 6 In Year 7 In Year 8 In Year 9PresentStudents display andperform art works tocommunicate ideasIn Visual Arts thestudent might, forexample…In Drama the studentmight, for example…In Dance the studentmight, for example…In Media the studentmight, for example…In Music the studentmight, for example…(note this is KLAMusic, not SpecialistMusic Program)Students expressthemselves spontaneouslyin play and use play as thebasis for sharing art works.• Choose and presentdifferent colours andshapes to represent realand imagined images (e.g.choose different colouredand sized circles torepresent flowers and linethem up across the page ontop of hand-drawn stems).• Spontaneously pretend tobe someone else (e.g.pretend to be a young childfinding their way out of ascary bush) even whenthey notice the teacher iswatching.• Pretend to be an animalstalking prey while theysway to some music andsay that is what they aredoing.• Collect and share mediaproducts (e.g. play in their‘home corner’ with theirBig Bird doll, making thedoll move in the sameways that the mediacharacter moves).• Perform Looby Loo byplacing the ‘body parts’ inthe same order as the textof the song (right leg, leftleg, right arm, left arm,head, whole self)Students express their ownfeelings through the arts byexploring andexperimenting with a rangeof mediums and respondsin simple ways to aninformal audience.• Draw a picture using warmcolours to express feelingsof happiness and joy andsay “this shows me beinghappy”.• Pretend to be anothercharacter (in role playsstructured by the teacher)and respond to theaudience by talking loudlyand standing up so thatother classmates can seeand hear what ishappening and bowingwhen they are applauded.• Move in different ways inresponse to differentfeelings (e.g. sway slowlyfor tiredness, jump andskip for joy, thrash aroundand hit the air for anger).• Place a favourite mediadoll/character (e.g.Superman) in front of aposter showing buildingsthat they created as abackdrop and arrangingthe doll horizontallysaying to those watching:“he is flying”.• Hum, whistle or sing‘twinkle, twinkle littlestar’ loudly so everyone inthe class can hear but thensing it softly so only theirpartner can hear, saying“you have to sing louderfor more people becausethey’re further away”).Students display andperform art works infamiliar and informalcontexts (own family, classgroup) for personal,creative expression drawingon personal experience andwhat they’ve observed.• Make a card for theirMum/Nanna/Auntydrawing a picture offlowers on the frontbecause they know shelikes flowers.• Take on the character (inrole-plays structured bythe teacher) by respondingto specific nuances of therole based on what they’veexperienced or observed(e.g. when the friendlyalien tells them that it isdifficult to breathe on theplanet, they stagger, holdtheir throat and ask thealien to help them).• Communicate events fromhome or school in asequence of movements(e.g. arriving at school,coming into class, puttingpens on the desk).• Display or publish theirmedia products (such asphotos they took of theCroc Festival) onclassroom, library andschool noticeboardswriting captions to ensurepeople stop and look.• Sing or play a short tunethey made up of first linesfrom various songs in asequence using songs thatthe class are familiar withor enjoy.Students present art worksto a familiar audience for aparticular event designed toentertain, selecting displayand performancetechniques from specificforms and formats.• Paint a picture to hang inthe classroom about therodeo (or other communityevent) and then choose tomount it for hanging on aseparate piece of paper,explaining why (e.g. say Iput my picture on a redpiece of paper becausethere is red in the pictureand the red makes thegreen grass stand out”).• Speak and move asrequired by the dramaticaction (e.g. select shortmoments or sequencesfrom the hospital dramathey previously developed,and share with others).• Develop and present totheir class a short dancesequence mimicking oneof the acts at the CrocFestival after firstdescribing what they sawand observed.• Design a presentation andpost it to the schoolwebsite - loading photos,sounds and captions - toshare the events of a recentschool excursion to therodeo or other event. Uselong shots to establish thesetting, close-ups foremotion and action shotsfor interest.• Put together and perform asmall repertoire of songsor pieces to entertain thejunior school, choosingsongs or pieces that willengage their audience,including an interactivepiece, and saying why.Students present art worksto an audience beyond theschool for a particularevent, using a range ofdisplay and performancetechniques.• Make a collage torepresent ‘the wet’ to hangin the community,choosing to use naturalmaterials such as sand andseaweed and explain whyin context (e.g. say “I usedthe sand and seaweed tomake it more real and weglued them onto thestraight lines to make itlook like moving water”).• Present their own shortskit at a public concert;speaking and moving asthe dramatic action require(e.g. speaking in adistorted voice and movingas if they were free ofgravity in one part of theskit, and walking andtalking normally inanother).• Present a structured dancewith a beginning, middleand end, that theydeveloped, usingtraditional (Aboriginal orIndian) dance styles for apublic concert.• Display posters andbrochures they created,and play a video theymade at their localcommunity centre toadvertise their CrocFestival performance orpromote their water safetyvideo• Put together and perform arepertoire of songs orpieces for a communityconcert to demonstratetheir versatility and toentertain a wide variety ofages and tastes.Students present art worksto an audience beyond theschool for a particularevent designed with a clearcommunication purpose,(showing a willingness torehearse to developtechnical proficiency).• Make a collage usingdigital photographs for acommunity competitionwith a theme of‘technology in the arts’and practice distortingtheir photos beforeselecting the ones they willuse, justifying their choicein the context of what theyare communicating.• Rehearse moments andscenes of a play,memorising lines to ensurethat significant lines in thescript are prominent andpronounced.• Put together a class dancefor the Croc Festival toraise money for victims ofa cyclone andcommunicate the need for‘caring and sharing’through their dancemovements.• Develop and distributebrochures made usingpublisher to promote watersafety, distributing a‘mock up’ to the schoolcommunity to obtainfeedback prior todistributing to the widercommunity.• Perform a song or piece asan opening for an eventsuch as a town meeting todiscuss water shortagesand choose a song thatrelates to the issue.Students present art worksto audiences within formalcontexts for a particularpurpose, collaborativelydeciding on what to presentor perform to fit the context(showing a willingness torehearse to developtechnical proficiency andseek instruction anddirection in order topersonally improve).• Collaborate with others todesign a 3D sculpturalform which will enhance alocal area (e.g. a sculpturefor the front entry of thecouncil building) andexplain why they chose theform/texture (e.g. say “weused a rough surfacebecause we wanted torepresent the struggles ofthe Indigenous people intheir fight for equality”).• Present a dramatic play fora local concert, refiningand reworking scenes atrehearsal collaborativelywith peers, sustaining theirrole by concentrating onthe action and staying incharacter when notspeaking.• Collaborate to present adance sequence thatexplores a theme (e.g. adance for NAIDOC Weekor the ‘Coming of theLight’ that presents thetheme of reconciliation).• Use industry practices topublish media products ina specific context (e.g.collaboratively publish anddisplay CDs, videos anddigital photos, about alocal environmental issuesuch as Sea Grass Watersin local communitywebsites, newsletters andnoticeboards targetingfamilies with youngchildren).• Sing or play a repertoirefor a concert to raisemoney for a worthy causein an old people’s home,choosing songs from thewar years and attendingrehearsals to improve theirperformance.Students present art workswithin formal and artsindustry contexts using arange of forms and formatsincluding new forms ofexpression and indicatewhy these weretried/incorporated.• Make a painting for anexhibition using paint andcharcoal applied first andcovered in a water-colourwash saying “I wanted it tolook wet and this effectwas the best one that Itried”.• Present a group-deviseddrama for a communityaudience about familiesliving in the city based ona magazine article saying“we chose to use paceembedded in variousmovements to give animpression of the hustleand bustle of city life”.• Present a group-deviseddance at an event such asthe Croc Festival, showcasingindividual stylesand using solo and groupdances, saying “wecontrasted the differenttypes of dance styles andused them all in aconnected way”.• Create a webpage usinghyperlinks and ‘grabs’saying “we used hyperlinksand grabs to incorporatesound to heighten theimpact of the images”.• Perform a program ofmusic including somethingcompletely different to thenormal style, saying “Iplayed it like a blues piecejust to try somethingdifferent” or “I arrangedthat waltz tune so that itwould sound like amarch”.Students display andperform art works in arange of school,community, and artsindustry contexts, choosingworks designed to blend,surprise, entertain orchallenge and justify theirchoice.• Use images from severalsources such as computerimages and photo copier asthe basis for an art work aspart of a communitydisplay about climatechange and say “I usedblack and white pictures toshow the starkness of theenvironment as if all thecolour and life was gone”).• Develop and perform amime or short play thatchallenges perceptionsabout disability, racism orsome other issue thatcrosses cultures and say“we used mime so thatlanguage wouldn’t stopsome people from knowingwhat we wanted to say andeveryone watching wouldget the message”.• Develop and perform adance exploring differentways of expressing thesame idea (e.g. a dancedemonstrating how ‘thewet’ affects differentmembers of thecommunity).• Exhibit media products incontemporary, publiccontexts for particulareffect (e.g. collaboratewith a local communitygroup to distribute leafletsand set up campaigndisplays explaining stemcell research, saying“leaflets provided us witha format for a short, sharpmessage about stem cellresearch; we used a photoof a dog with 2 heads toget their attention”).• Write music to accompanya silent movie, matchingthe mood to the musicsaying “we used the musicfor dramatic effect havingloud bangs when thingsdropped, fast music duringa chase and slow,romantic music during thelove scenes”.Bound for Success Scope and Sequence Statements V2 Page 78 Working Document Semester One 2007

THE ARTSRespond, Reflect and EvaluateConcept In Year 1 In Year 2 In Year 3 In Year 4 In Year 5 In Year 6 In Year 7 In Year 8 In Year 9RespondStudents appraise andreflect on their ownand others’ art worksStudents make personalresponses to representationsof familiar and everyday artexperiences, saying how theexperiences made them feel.Students respond to theirown experiences andrepresentations of artexperiences, noting thedifference between what isreal and what isrepresentational.Students understand thereare a range of differentresponses and know thatothers can haveperspectives different fromtheir own, and respondsubjectively, displaying asimple command of artslanguage.Students make objectiveobservations about artworks in holistic statementsabout them.Students make objectiveobservations about keyfeatures of the art works ofothers recognising patternsin art works and usingappropriate terminology.Students make objectiveobservations aboutrepresentations in art worksbeyond their localenvironmentStudents respond to andreflect on features andconventions of arts works,making relationships withinthem.Students respond to andreflect on features andconventions of arts works,making relationships andcomparisons between them.Students analyse their ownand other’s art works andexpress informal opinionsabout them usingappropriate artsterminology and commentsinformed by research whereappropriate.In Visual Arts thestudent might, forexample…In Drama the studentmight, for example…In Dance the studentmight, for example…In Media the studentmight, for example…In Music the studentmight, for example…(note this is KLAMusic, not SpecialistMusic Program)• Talk about how the muralwas made, what it meansand how it makes them feel(e.g. say “We used the glueto get the wool to stick”and “the really brightcolours make me feelhappy”).• Say how they felt duringindependent dramatic play(e.g. say “I felt brave whenI escaped from the witchand made my way out ofthe bush”).• Talk about how the actionsof the characters madethem feel (e.g. say “thelion made me feel scared”).• Comment on how themedia portrays a familiarexperience (e.g. say “I likeBig Bird because he’sfunny”).• Talk about the song beinghappy or sad, slow or fastand how it makes them feel(e.g. say “this song is fastand makes me feel happy”and “It’s hard to put your‘whole self’ in”).• Recognise when an artswork looks like somethingreal and when it doesn’tand say why (e.g. say “thefrog in the painting doesn’tlook like a real frogbecause its legs are toolong and it’s pink”).• Talk about the realism ofthe characters (e.g. says“The witch in the playmade me really frightenedbut it’s only a play so she’snot real”).• Talk about the realism ofthe characters (e.g. say “Iwas really scared whenSam was a tiger and I feltsorry for the rabbit, but it’sonly pretend”).• Describe differencesbetween media textsdepicting similarcharacters (e.g. say “TheSuperman doll is differentto the one in the moviebecause it’s just a doll andit doesn’t fly”)• Use response to musicalsounds that reflect theirimmediate world (e.g. say“the violin is high andsqueaky and the pianosounds like a drum”).• Say “I’m the only one inthe class who likes thatpicture and I like itbecause you can see thebrush lines in it and thecolours aren’t all mixed uptogether”.• Talk and write about theirreflections (e.g. write “Ithink that when the boyplaying the part of thefriendly alien told us thatthe air was hard to breatheit should have been louderso we could all hear it”and “Fred and Sam didn’tlike the play but I thoughtit was fun”).• Critically reflect on theskills and processes used(e.g. say “in the dance theywore hippy clothes andsort of glided across thestage” and “I think theyshould have shaken theirhips when the words said“shake and roll”).• Distinguish one shot fromthe next knowing that theorder is important (e.g. say“there was a close-up firstto get our attention”).• Know that different typesof music are for differentpurposes (e.g. say “youneed a drum for a march tokeep the 1-2-3-4 count”and “a lullaby should besoft, because it’s for ababy and you want tosoothe them to sleep”).• Compare art works inholistic ways (e.g. say “Ithink that sculpture is arepresentation of acrouching lion and thatone is a dog that isrunning”).• Say “I think that play wasabout a girl who got lostand couldn’t find her wayhome” and “it was a reallylong play but the costumeswere bright”.• Say “I think the dance wasabout six people living onan island” and “it was aslow dance but the propsused were really good”.• Say “the DVD of theanimals in the bush was agood film and it has lots ofanimals in it and the bushlooked dry” and “thewebsite showed long shotsof the rodeo but we thenneeded some of theaudience to show theexcitement”.• Say “the music was brightand fast and theinstruments were reallyloud some of the time andsoft other times”.• Describe art worksfocusing on forms, colours,shapes and lines (e.g. say“in this picture the colouris used to create animpression and isn’t like inreal life” and “the textureof this tree is too smooth”).• Identify the key features ofthe drama while in and outof character (e.g. say“Mary played the role ofthe NASA chief wellbecause she used a strongvoice in a confident way”).• Study a danceperformance, video orphotograph and identifykey features (e.g. say “inthe video of the CrocFestival you could see therepetition of some of thedance sequences”)• Explain why some settingsor symbols are better thanothers for setting the mood(e.g. say “in this video thebeach on the island makesit seem lazy and dreamy”and “the music makes itseem dangerous”).• Say “in the claymationthere were too manymovements and it wasjerky”).• Describe the features of themusic (e.g. say “the mainbit was repeated a lot in apattern and as it got fasterit got louder and more andmore instruments joinedin”).• Say or write “this paintingis called ‘Rain’ and thebrush strokes look likeraindrops and they’ve beenblurred so they look wet”).• Say or write “a mime wasused because it was abouta boy who was deaf so itwas really effectivebecause it made you thinkabout what it would be liketo be deaf”.• Say or write “the dancewas about some big catsand the movements weresmooth and gliding tomatch the way that big catswalk”.• Say or write “on the TVfurniture ad the voices arereally loud and fast so thatyou get drawn into it andfeel really tense like youwant to rush and buy it; weused the same technique inour Croc Festadvertisement”• Say or write “the violinssounded all fast andscratchy and made you feellike you were in a cage andcouldn’t get out”.• Compare different parts ofthe painting describingdifferences in technique(e.g. write ‘in the partbelow the road, the paint isput on using a wash lightlybut in the part above thetexture is rougher”).• Compare different parts ofa play they have seen (e.g.say “the theme was aboutpunishment and the secondand fourth scenes had lotsof dramatic tension”).• Describe and comparedifferent parts of the dancefocusing on rhythm, spatialorganisation and mood(e.g. say ‘in the first partthe dancers were allspread out across the stagebut in the second part theywere huddled together insmall groups”).• Say or write “in thisnewspaper the headlineson the front page are largeand with only a few wordsbut on the fourth page theheadline letters are a lotsmaller and there are morewords” and “in the majornewspapers our school ishardly ever shown in agood way but the local TVnews is always positiveabout our school”.• Identify the musicalelements which they thinkstrongly shape a piece ofmusic saying what theybelieve the composer wastrying to do (e.g. say “Ithink Mozart used the harpin that bit to make it soundlike water” and “In theBeatles’ song Imaginethere are very few differentnotes used and it is slowand an even rhythm whichmakes it sound dreamy butserious”).• Compare two paintings orsculptures describingdifferences in technique(e.g. say “one painting wasdone in watercolours usingwashes and the other wasdone using oil paints andapplied with paletteknife”).• Compare two plays (e.g.say “they were both verydifferent even though theyboth had the theme ofman’s use of theenvironment, one treated itvery superficially while theother used lots of imageryto describe what the planetmight look like in thefuture”).• Compare two dancesfocusing on structure,rhythm, spatialorganisation and mood(e.g. say “the first one usedan ABA structure,repeating the first bit at theend, the rhythm wasupbeat, the second one hadtwo parts to it – the firstpart was a fast tempo andthe second was slow andmore flowing”).• Compare the layout of twomedia works such as twonewspapers or brochures(e.g. say “this one is atabloid and you can tellbecause the front pageheadline is only 2 wordsthat take up have the page– real sensationalism –whereas the second hasthree different headlines onit and they’re smaller”).• Compare the musicalelements used in twodifferent works (e.g. say“the Bach work is writtenas a cannon whereas theone by Handel has adistinct melody” and “thissong by Bono has a humanrights theme the musicreally fits the words – themost important lyrics havean even beat to them soyou can understand them;but this song by …… isloud with an erraticrhythm and you can’t hearthe words”).• Describe images, colours,forms, techniques andmedia (e.g. say “theAustralian Impressionistpaintings are often aboutthe bush and the sun on thetrees – the artists use lightcolours and apply it with alot of water to make itseem hot and dry”).• Use the language andterminology of drama todescribe and support theirobservations about theirown drama (e.g. say “theuse of a single spotlightmade the character seemisolated and lonely” and“my character spoke tooquickly in this scene”).• Research and identifysome ways that Aboriginaldance differs from those ofthe traditional Chinese andIslander forms (e.g. say“the Aboriginal dance usesmore animal images andlots of sharp movements” )and watches dancesdirected by differentchoreographers andidentifies differences instyle and interpretation).• Explain how productionprocesses impact onrepresentations (e.g. say“in the local news theyused the same video clip asthe national one becausethere are not manyjournalists who work forlocal TV”).• Listen to differentperformances of a workand describe and comparethe differences ininterpretation (e.g. say “theBrandenburg Concertossound different whenplayed on a piano insteadof a harpsichord and don’tseem to ‘fill the space’around you like they wouldif you heard them played ina cathedral”).Bound for Success Scope and Sequence Statements V2 Page 79 Working Document Semester One 2007

THE ARTSThe role of the Arts in SocietyConcept In Year 1 In Year 2 In Year 3 In Year 4 In Year 5 In Year 6 In Year 7 In Year 8 In Year 9Arts in SocietyStudents demonstrate anawareness of artsexperiences in daily life intheir immediate experience.Students demonstrate anawareness of artsexperiences in daily life intheir local community.Students know that the artsare used for a range ofpurposes in their own lifeand that of theircommunity.Students identify anddiscuss specific features ofthe arts in their owncommunity.Students explore anddescribe how the arts areused for different purposesin a variety of cultures.Students know that the artsand artists of Australiamake contributions to oursociety, and our culture.Students compare andcontrast art works fromdifferent periods of time inAustralia’s history.Students know that artsand artists makecontributions to societies,cultures and times and usethis understanding in theirown art works.Students know the keyfeatures of arts workswhich locate them inparticular societies,cultures and times, as wellas in contemporaryAustralian society.Students, forexample…• Recognise arts inimmediate andunprompted ways.• Recognise that the arts arepresent in their lives in arange of different waysand can talk about theirown personal experiencessaying for example, “wewatched the video ofDabu,( the baby dugong)”and “people dance atweddings”.• Relate music to specialoccasions such as singing‘Happy Birthday’ onsomeone’s birthday andChristmas Carols atChristmas and theNational anthem at schoolassemblies.• Know the differencebetween a play and aconcert and that paintingsare done by painters.• Recognise that differentart forms are combinedand can say how, forexample, music can addextra ‘feeling’ to a film.• Know the maindifferences between thearts forms and can talkabout those differences insimple terms. Forexample, they might say“dances are where youmove different to whenyou walk and usually havemusic playing”, and “aplay is when you watchsomeone acting in front ofyou and they pretend theyare someone else”, and“music is when you sing orplay an instrument orlisten to someone elsedoing it”.• Can connect the arts formswith their knowledge ofthe activity likely to begenerated by them. Forexample, they know that ifthere is a dance onsomewhere people will bemoving around to musicand if someone has a newpainting it is likely to beon a piece of board orpaper and that it will be apicture of something usingpaints.• Recognise that the artsserve a social purpose aswell as a personal one;they can talk about howthe arts are used to passstories on through familiesand communities from onegeneration to the next.• Recognise the range of thearts in their everydaylives.• Know that in Aboriginaland Torres Strait Islandercommunities dance is aform of kinship and usedto pass on stories andbuild cultural identity, andthat their paintings areoften used to show anevent that happened or aplace of somesignificance.• Identify the different waysmusic is used on TV, forexample in advertisingjingles and video clips andthe variety of TV genressuch as news and cartoons,saying which they preferand why.• Identify ways that the artsare advertised in theircommunities through themedia, posters, leaflets,and ‘word-of-mouth’.• Know the differencesbetween the key art forms:dance, media, music,drama and visual arts andcan identify to which ofthese certain artefacts,performances andproducts belong.• Know that there are someart forms that usecombinations of formsincluding opera, musicalcomedy and video musicclips, and can makestatements about theconnections and howeffective these are [e.g.say “that video music clipof Yothu Yindi (or DeltaGoodrum) is good becausethe dance steps they use fitexactly with the lines intheir song and so the songseems to have moreenergy than if it was justsomeone singing].• Talk about the keyfeatures of the arts in theirimmediate lives and inother cultures or times inthe past.• Talk and write aboutspecific examples of artsin their society includingthe use of ritual inwedding ceremonies ofdifferent cultures (e.g.exchanging rings andsaying vows), teammembers hugging eachother at football matches,the New Zealand rugbyteam doing the Haka at thestart of a match, orAboriginal or Islanderdancing rituals.• Can compare different artstyles from othercountries. For example,they might say “wewatched a French cartoonand there was lots ofviolence compared withour cartoons”, and “I readthe Aboriginal story of‘Mar the Cockatoo’ and itwas different to storiesthat I read at homebecause it seemed morerealistic as if it could havereally happened”.• Show an understanding ofthe ways that Australiansociety is enriched byartists.• Know that nearly 10% ofthe Australian workforceare artists, identifying thesorts of things thesepeople do, and can explainwhat this means in termsof the importance of thearts in Australian society.• Know what it means to bean ‘amateur’ or‘professional’ artist,identifying these in theirown community.• Know and state the majorarts events that are heldevery year as well as thosethat are not regular (e.g.Laura Dance Festival,Culture Festival) and candescribe the arts focus ofeach of these.• Recognise and identify artin their local communityin its broadest senseincluding thecraftsmanship ofbuildings, infrastructure,decorations, book coversand greeting cards.• Aurally identify knownmusic as belonging to aparticular culture (e.g.Irish music, Africanmusic) and visuallyidentify artworks asbelonging to particularculture groups (AustralianAboriginal and TorresStrait Islander paintings,Indonesian hand-paintedfabrics) .• Make comparisons andconnections between thearts of Australia duringdifferent periods of historyand of different culturalgroups living in Australia.• Research and compare thedifferent art forms used byAboriginal and TorresStrait Islanders, Europeansand other cultural groupsin their community.• Know that AustralianAboriginal peopleused/use the arts insignificant ways tocommunicate and createbonds between peoplegroups and can explainhow.• Undertake research tolearn that Europeansbrought the British artstraditions with them toAustralia and that over thepast 200 years Australianart has developed it’s owndistinctive style.• Analyse Australiancontemporary art anddescribe it (e.g. say“Australian soap operaslike ‘Home and Away’always have a person thatwe all love to hate andsomeone that we feel sorryfor”).• Research and know thatcontemporary Australianart contributes to theeconomy and to thedevelopment of Australiansociety, and can say how.• Identify key Australianartists through historyincluding a general senseof when they lived andworked in Australia andthe conditions of society atthe time. For example,they know that AlbertNamatjira was one of thefirst nationally acclaimedAustralian Aboriginalartists who contributedboth to the economy andto the artistic reputation ofAustralia and can describehow.• Know that manyAustralian musicians,actors, dancers, visualartists and media artistshave internationalreputations and can namemany of them, includingnotable Indigenous artists,describing their particularart forms.• Knows some artists’ stylesand can describe them anduse them for particulareffects (e.g. use the ‘dotpainting’ techniquesdeveloped by Seurat,placing particular coloursside by side to createdepth)• Recognise and respect theissues associated with theappropriation of imagesand dances fromAboriginal and othercultures.• Can locate informationfrom a variety of sourcesabout aspects of artsworks or experiences, anduse this information inanalysis and evaluation.• Know and understand thatdifferent sections ofsociety use the arts indifferent ways and candescribe these uses (forexample, they describehow the arts shape values,define social structure andin some opinions, defineand shape societal ‘class’structures).• Know and understand thataccess to the arts issometimes through‘having money to pay’such as going to thepictures, seeing anexhibition, going to theballet or theatre, but thatmany arts performancesare becoming increasinglyavailable to the wholepublic, and they cancritically discuss the ethicsof this situation.• Identify (and use) a rangeof forms in drama (mime,melodrama, circus), music(rock, classical, romantic),visual arts (sculpture,painting).• Compare the majorcultural periods in one ormore countries, drawing atimeline to facilitate theircomparisons.• Explain how mediaproducts such asadvertisements and talkbackradio, illustrate achanging mediaproduction environment inAustralia, including theuse of celebrities inmarketing a mediaproduct.Bound for Success Scope and Sequence Statements V2 Page 80 Working Document Semester One 2007

TECHNOLOGYTechnology PracticeNote that this strand should be addressed simultaneously with all Technology content strands.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Investigatesrelevant issues, values,technologicaldevelopments andapplications oftechnology, includingimplications forcommunities, societiesand environments.• Investigates byobservations andconversations theconnection betweeneveryday products andtheir uses in terms ofmaterials and information(e.g. having gatheredinformation about partyhats makes simplestatements about themsuch as “the party hats areall made of cardboard andthey can stand up and notgo floppy”).• Investigates existingsolutions and talks to asingle client, using asimple interview scheduleprovided by the teacher toget information aboutdesign and materials thatwill help them to design agood product (e.g. says “Italked to my brother aboutthe sort of insect trap hewanted and he said it hadto be made of wood”).• Investigates and gathersinformation from familiarsources using simplesurveys and questionnairesprovided for them togather information thatwill help design a goodproduct (e.g. asks peoplewhat they like to eat,whether they like to sit orstand, and collects picturesabout table layout to helpthem design a morningtea).• Identifies designconstraints likely toinfluence their design,including materialsavailable and time forproduction, and examineshow others have solvedsimilar problems (e.g.when designing a desktoporganiser they look atcommercial solutions andresearches who theproduct is for and when itneeds to be ready).• Investigates ideas andpossibilities from a rangeof sources, includingthrough experimentingand testing materials todirectly inform theirdesign and constructionprocess (e.g. collects andcritiques variouspromotional andinformation packs fromthe tourist office and thelibrary when gatheringideas for their ownbrochure, experimentingwith layouts to see howmuch text will fit).• Investigates potentialusers through developingtheir own surveys,questionnaires andinterviews, and recordingdata from clients in theirschool in a systematic way(acknowledging sources)identifying key designconsiderations by drawingconclusions about anytrends in the data andimplications for theirdesign (e.g. surveysstudents at the school tofind out what they want tosee in a solar car designwebsite and attends totheir suggestions in thecreation process). N• Investigates theappropriateness oftechnologies forcommunities andenvironments (e.g.researches a range ofbattery-driven toys toevaluate design featuresand to determine how wellthe toys will meet theneeds of the intended agegroup, or investigates pastand present playgroundequipment to identify thefeatures which areattractive to consumersand which meet thedevelopmental needs of allusers, including those withspecific disabilities).• Knows that marketresearch can be used toinvestigate aspects of aproduct and investigateshow data collectedinfluences product designoptions (e.g. investigateshow hydroponicsbusinesses influencedtheir decision about whichto choose throughadvertising, promotionsand feedback).• Investigates, choosing andusing appropriate methodsof inquiry that they havedeveloped and explainshow a design and itsproduction is affected bythe needs of communitiesand environments (e.g.investigates food-relatedbehaviours includingproduction, distribution,packaging, preparation,consumption practices thatminimise environmentalimpacts; undertakesmarket research todetermine client needs interms of food products;develops detailed designspecifications for asupermarket productbased on their findings).Generates andrecords designideasin response toconstraints identified .• Generates and recordstheir design ideas throughplay and pictures (e.g.draws party hat designs fora class celebration,crossing drawings out andstarting again a number oftimes to improve theirdesign).• Generates and recordsideas using drawings andsimple writtenexplanations (e.g. writeson their drawing of theinsect trap “spring trapdoor to catch insects ” ).• Generates and recordstheir design ideas usingannotated drawings thatidentify basic designfeatures (e.g. draws a‘birds eye view’ of thelayout of tables and wherethe food should be placedfor the communitymorning tea, includingleaving room neardoorways for serving). N• Generates and recordstheir design ideas usingsimple plans and labelsthat describe how aspectsof the finished productwill function (e.g. creates2D plan of ‘deskorganiser’ to fit into adrawer, which includeslabels explaining the keypurposes of the storagesections).• Generate a range ofcreative design ideas andrecords these usingpresentations, models andplans, taking into accountthe product’s purpose andaudience (e.g. generates arange of brochure layoutideas noting that they needto use large print for theirelderly audience and sowill need more pages).• Creates proposalscollaboratively to improveand extend their pool ofideas that include optionsto be evaluated whenchoosing which designthey will use (e.g. says“we listened to otherpeople’s comments aboutour ideas before wedecided on our finaldesign”).• Generates and recordstheir design ideas in adetailed design proposal(e.g. puts together adesign proposal for thehealthy lifestyles websitethat includes a timelineand work-plan, expectedcosts, final plan andexpectations).• Generates and recordstheir design ideas forseveral options for onedesign solution usingscale drawings andworking drawingsincluding the justificationfor their final selection byconsidering functional,aesthetic, social andenvironmental issues (e.g.says “we recorded severalideas for portablehydroponics systems andchose the one that waseasiest to fold and post”).• Generates and recordstheir design ideas using arange of presentations forimproving their ownproducts based on analysisof existing products usingcriteria of functionality,aesthetics, socialimplications andenvironmental friendliness(e.g. presents a designfolio including detailedsketches and scaledrawings for a range ofnew and improved foodproducts for distribution ina supermarket to promotethe ‘eating green’concept).Producesa product byconsideringconstraints.• Produces simple modelsand products that relate todesign challenges (e.g.uses glues and sticky tapeto create a party hat forthemselves using theirselected materials) anddescribes the steps inmaking the product.• Produces a productfollowing a set ofproduction proceduresprovided by the teacher(e.g. constructs an insecttrap using the teacher’sinstructions andconsidering the needs ofinsects and what has beenlearnt throughinvestigation).• Produces productsindependently and in smallgroups on design projects,using a simple sequenceand sharing tasks (e.g.works in small teams andallots prescribed tasks inthe order they need tooccur, N collectingingredients needed, andcreating a healthy foodsnack for their morningtea).• Produces products bycooperatively developingproduction procedures anda simple flow chart, andallotting tasks to meet agiven timeframe andrequired levels ofprecision (e.g.collaboratively makes adesk organiser, collectingmaterials, measuring,cutting, testing and gluingas planned in sequence).• Produces products bycooperatively developingproduction procedures anda simple flow chart, andallotting tasks to meet agiven timeframe and meetrequired levels ofprecision consideringaccuracy and safety (e.g.draws a flowchart andwork-plan to make abrochure, making sure themargins are inside thepage and taking care –such as wearing protectiveclothing - when usingink).• Produces their own andexternal specifications fora product that reflect theneeds of specific users(e.g. designs a solar car tomeet therules/specifications of thelocal competition), using ateam chosen for mixedexpertise.• Produces products usingthe skills and practicalknowledge of others toassist them to createquality products for aspecific user (e.g. asks theICT teacher to help createthe front page of theirhealthy lifestyles website)• Plans ahead to minimisewaste and reduce the finalcleaning up process whenmaking something (e.g.deletes files that are nolonger needed). ICT• Produces products to setspecifications, recognisingsafety risks/hazards andadopting safe workpractices (e.g. uses ajigsaw to cut holes in theframe for the hydroponicssystem and is careful towear protective clothingand ensure the electriccord is not in the way ofpeople walking through,and re-checks theirmeasurements beforecutting).• Produces products thatmeet detailedspecifications that aredescribed using technicallanguage and conventions(e.g. uses specialised foodpreparation techniqueswhen producing a range oforiginal (or improved)food products for aparticular target marketthat promote the conceptof ‘eating green’ and canbe distributed through asupermarket).Evaluatestheir intentions, plansand actions andconsiders refinementsand modifications forimprovement.• Talks about how well theirproduct ‘works’ bydescribing their feelingsabout it (e.g. says “I likethe party hat I madebecause it fits well anddoesn’t fall off”).• Evaluates their productsand the products of othersby discussing what theymost like about theirdesigns (e.g. says “I reallylike John’s insect trapbecause it contains a lightfor attracting and trapping• Evaluates by discussinghow their productcompares with theiroriginal ideas and givesreasons for similarities anddifferences (e.g. says “itwas a great morning tea,but we could have left• Evaluates by describinghow well the steps in theprocess worked and givesreasons for changes madeduring the productionprocess (e.g. says ‘I had tomodify the size of myoriginal design for the• Evaluates each step of thedesign process as ithappens and makesrecommendations forchanges to the overallproduct and plan (e.g. says“they should have takentheir photos first to make• Evaluates at the designstage by gatheringfeedback from potentialusers on the usefulnessand appropriateness of theproduct and suggestsfurther changes that couldbe made (e.g. says “we• Evaluates by testing at theinvestigation stage andseeking feedback frompotential users and/orexperts on the usefulnessand appropriateness of theproduct, suggestingchanges that could be• Evaluates by developingcriteria for the process andproduct, gatheringfeedback from potentialusers, and uses thisinformation to refine theirprocesses and product(e.g. says “we changed the• Evaluates their productagainst predeterminedcriteria, including ethicalcriteria (e.g. evaluates the‘eating green product’against pre-determinedcriteria that includeenvironmentalBound for Success Scope and Sequence Statements V2 Page 81 Working Document Semester One 2007

TECHNOLOGYTechnology PracticeNote that this strand should be addressed simultaneously with all Technology content strands.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:insects at night”).more room around thetables so people could getto the food easier”).desk organiser because Ididn’t make the sectionlong enough to hold thepens; I should havemeasured them first’).sure they fitted the layoutof the brochure”).asked the grade fours andfives to tell us what partsof our design they likedand which we shouldmodify further”).made (e.g. tests each ofthe cars using the samesize solar cell, drawing upa table to record results forcomparison; interviews anexpert to get feedback ontheir design).dimensions of thehydroponics systembecause people said theywanted to use less water ifpossible” and “we roadtestedthe survey formbefore using it”).appropriateness) andsuggests recommendationsfor modifications andimprovements.Bound for Success Scope and Sequence Statements V2 Page 82 Working Document Semester One 2007

TECHNOLOGYSystemsSystems are created from a series of interrelated components that work together.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Students identify anddescribe systems thatare appropriate toachieve solutions totechnology challenges.• Identifies and describessome of the features ofsystems which exist intheir local environment(e.g. says “wateringsystems have pipes, valvesand taps”).• Designs and creates simplesystems to undertakefamiliar tasks within theclassroom and school (e.g.designs and creates aclassroom roster to waterthe plants in the room).• Explains the operationalsequence of familiarsystems (e.g. says “whendad was making thesandwich, he first put thebread out, then he butteredit, then he put meat andlettuce on the bottom bit;then he put mayonnaise onthe other piece of breadand put it on top”).• Describes the componentsof familiar systems, howsome of their majorelements operate and whothey are designed for. (e.g.says “my mum uses a faxmachine for work, sheloads the paper here, theprinting cartridge hereand the fax comes outhere”).• Draws and labels simplediagrams of some ofobvious elements ofsystems created by others(e.g. students draw thefeatures of a simpleplumbing system such astaps, pipes and drains andsuggest how a filter couldbe added to trickle thewater onto plants).• Knows that simplesystems are made up ofpeople and parts andidentifies these (e.g. says“the watering system ismade up of a tap, a hose,some sprinklers and needsa person to switch it on”).• Describes and draws flowcharts of the inputs,processes and outputs ofsystems. (e.g. describeshow a production line -such as food line or avehicle manufacturing line- works and the stepsinvolved).• Describes the relationshipbetween the inputs,processes and outputs ofsystems and considerswhat might happen if onepart of the process ismodified or breaks down(e.g. says “We could addlaundry water to ourirrigation system butwould need a differentfilter and a tank to controlthe flow of water from thewashing machine to thetrickle pipes”).• Identifies subsystemswithin a system and thesequencing of theiroperation within thesystem (e.g. knows thatwhen building a house theelectrical appliances areinstalled after the buildingis finished and each ofthese are constructed offsite as part of a separatesystem).• Identifies theinterdependence of allelements of a system (e.g.crop production system:light, water, nutrients,plant support andprotection) and recognisesthe significance of theirapplication through subsystemssuch as irrigationand disease control).• Understands that theelements, structure,sequences, operation andcontrol of systemsinfluence the ways thatsystems interact withpeople and theenvironment (e.g.describes the impact onthe community and themanufacturer whenforeign material such asmetal is found in amanufactured item such asa packaged cake).Students design, adaptand use systems thatare appropriate toachieve solutions totechnology challenges.• Draws a simple diagram(or sequence of diagrams)depicting the cause andeffect notion of a system(e.g. diagram 1 ofsomeone turning on a tap,diagram 2 of water comingfrom a sprinkler anddiagram 3 of grass andtrees growing).• Designs and carries out asimple operationalsequence to produce aproduct (e.g. makes asandwich using a system;establishes an in-classmailing system).• Creates a simple system -with three or more parts -to undertake a task aroundthe home or school (e.g.creates a cooling systemusing a fan, spray bottleand water).• Suggests ideas forimprovement andautomation of everydaysystems, some viable andothers not so viable (e.g.says “traffic lights couldbe modified with musicsystems so that peoplecould listen to music whilethey wait for the lights togo green”) and discusseswhy some design ideas areviable and some aren’t.• Organises and participatesin a simple system such asa production line to makea class product (e.g. helpsto design a better sportsequipment borrowingsystem or creates a foodmanufacturing system fora charity fund-raisingevent).• Identifies a fault in asystem and acts to fix it(e.g. sees that the screenprinting system isproducing a ‘bleed’ in thefinished print and mendsthe tear in the wire mesh,or notices that their solarpoweredcar isn’t going asfast as it should and cleansthe cells).• Knows that systems canbe combined in new waysto create better or morerefined systems andsubsystems ( e.g.combines a torch and fanto create a device that willgive light and keep themcool when camping).• Creates systems (oftencalled protocols) to ensurethat all parts of the systemcontinue to work well (e.g.when using a sewingmachine they design asystem to ensure thequality of the finishedgarment - first check thebobbin, then the tension,then that the machine isthreaded correctly andthen sew a sample.• Examines the systems ofothers (e.g. looks atprocesses used to makeburgers in a fast foodchain) to identify the‘quality assurance’processes.• Selects and safely usesprocedures and techniquesappropriate to safetystandards and workplacedesign to monitor andmaintain sub-systemswhile adhering toenvironmental and/orhealth and safety standards(e.g. chooses to use anorganic pest controlmethod to get rid of snailsin the school garden andjustifies their decision).Bound for Success Scope and Sequence Statements V2 Page 83 Working Document Semester One 2007

TECHNOLOGYInformationMany forms of media are designed by people for particular social and commercial purposes. Each is designed using the same technology processes that are used to create all products of technology.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Information…knows aboutmethods, techniquesand purposes ofinformation.• Explores and describesways in which informationis passed on (e.g. aninvitation to a party tellspeople when and where itis; the news on TV tellspeople what is happeningin the world).• Explores and compareshow information can bepresented and used indifferent ways and fordifferent audiences (e.g.compares different formsof advertising for the sameproduct and says “the flyerisn’t as good as the posterbecause it is hard to readand doesn’t have brightcolours”).• Investigates techniquespeople use to makeadvertising interesting fordifferent audiences.• Explores and describesrelated forms of media andhow they are used bydifferent people, (e.g.examines newspapers, TVnews and radio news asways of spreading thenews about a specifictopic). N• Knows that informationcan be stored andtransmitted in differentways within thecommunity (e.g. soundsand pictures can be storedon CDs in a standardformat for sharing;information on foodpackets indicate what is inthe packet; labels on seedpackets displayinformation about seedsand how to plant them).• Knows and describes theways information is used,created and presented indifferent ways forparticular audiences (e.g.says “I have used a posterinstead of a brochurebecause it is larger andmore people can see itfrom a distance”).• Describes the advantagesand disadvantages ofdifferent forms ofinformation (e.g. says“Billboards are designedto be large so that theycan easily be seen whiledriving but they maydistract drivers causingaccidents”).• Identifies differentfeatures of informationproducts that suggest thetarget audiences andpurposes of eachinformation product (e.g.examines the language andgenre to decide the agegroup that a narrative ispitched at; examines theway graphs and tables areincluded in reports andpictures of people areselected and used inadvertising).• Knows that there aredifferent forms, standardsand conventions used inparticular informationproducts and processes(e.g. knows that labelsshowing type and quantityof ingredients are requiredon food packaging, andexamines various junkmail comparing size ofphotos and aspects ofphotography). N• Knows that the use ofinformation has changedover time and that newtechnologies haveincreased the impact onusers, the speed ofdissemination ofinformation (e.g.compares radioadvertising with TVadvertising and the humansenses that are influencedin marketing; compares a1940’s newscast with ablog to consider howinformation impacts onand changes society).• Knows that variousmethods and strategies inadvertising are used toinfluence buyers (e.g.identifies the use of aloud, fast voice inadvertising furniture orcars and knows that thiscreates a sense of urgency,or identifies the use ofcolour on food packagingfor children).• Knows that control anddissemination ofinformation can be used toinfluence society (e.g. useof propaganda to influencevoters; targeting fast foodadvertisements at youngchildren).…uses methods,techniques andpurposes ofinformation.• Uses informationtechnologies tocommunicate simplemessages (e.g. designs aparty invitationconsidering importantdesign factors such as fontsize).• Designs simpleinformation products witha particular audience inmind (e.g. an informationbrochure for parents onhealthy eating, or a posterfor others in the school).• Creates classroom displayson current classroomtopics (e.g. make a posterto promote healthy eating).• Uses simple techniques toaccess, record and presentinformation (e.g. operatesa DVD player or iPOD,and presents theinformation gathered in adifferent form using wordsor pictures).• Creates simple advertisingproducts using existingadvertising as a model(e.g. makes a poster toadvertise a public displayof their insect-catchingdevices). N• Designs and generates arange of informationproducts for real life andlife-like purposes (e.g.prepares a two-pageadvertising brochure tomarket their desktoporganiser to other classes).M• Designs and generatesseveral related informationproducts for a specificevent (e.g. designs posters,business cards andbrochures to highlight thelocal festival). N• Transforms informationfrom one form to anotherfor a different purpose oraudience and recogniseswhen this has been done(e.g. re-writes a brochurereducing its complexityfor a younger audience, ordevelops a web pagetutorial using a technicalmanual as their source;creates a brochureincorporating tables andgraphs). N• Designs their ownadvertising material orproduct label such as a CDlabel or food-productlabel, using standards andconventions. N• Selects and usesprocedures, conventionsand language to create arange of informationproducts (e.g. develops astep-by-step set ofinstructions to set a videotimer or program an MP3player; develops a criteriasheet to be used to awardmarks for their ownassessment; developsadvertising materials foran election campaign). N• Manipulates, transformsand creates information toachieve particular effects(e.g. uses colour anddesign when serving foodin order to make it lookmore appetising anddescribes how and whythey have done this, ordesigns a brochure onrecycling, promoting thehealth benefits rather thanjust the technical aspects).N• Analyses issues related tocopyright of packagingideas and control ofinformation related to foodstandards (e.g. nutritionpanel labellingrequirements according toFSANZ) to identifyrequirements on thepackaging for an ‘eatinggreen’ product they havedeveloped.Bound for Success Scope and Sequence Statements V2 Page 84 Working Document Semester One 2007

TECHNOLOGYMaterialsMany forms of media are designed by people for particular social and commercial purposes. Each is designed using the same technology processes that are used to create all products of technology.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:MaterialsUnderstands that theproperties of materialsneed to be considereddepending on thepurpose of theproduct.(note the links to theScience KLA ‘naturaland processes materials’)• Names and identifiesdifferent materials used ineveryday products andmakes simple statementsabout why particularmaterials are suitable forthe product (e.g. says“party hats are made frompaper because it is lightand easy to shape ”). Sc• Tries simple methods forjoining materials whencreating products (e.g.tries gluing and stapling tocreate a party hat andcompares results).• Matches the characteristicsof materials to designrequirements. Sc• Considers products, andmaterials used to makethem, and proposes logicalreasons for designer’schoices (e.g. says “insectscan’t chew through theplastic and it lets inlight”). Sc• Uses a range ofconstruction materials todesign products whichrelate to the stories andactivities they areundertaking in theclassroom.• Explains how the materialsthey have selected matchthe design needs of theproduct they are creating(e.g. says “we selectedcarrots because they arehealthy and last a longtime but not celerybecause it goes limp”) andchooses to cover theirmorning tea with plasticwrap so to protect it frominsects and to prevent itfrom drying out.• Examines the materialsused by others in theirproducts and discussesprobable reasons for theirchoices (e.g. says “theyprobably used clearplastic so that they can seewhat is inside thecontainer”). Sc• Selects materials from arange of similar materialsfor a purpose, explainingtheir choice (e.g. selectsfrom a range of pliablematerials where flexibilityis required, and explainswhy they suit the product).Sc• Compares variousmaterials by consideringenvironmentalappropriateness and theintended use of theproduct (e.g. says “Iselected plastic materialto print my brochure onbecause it will be hung ontrees in the rainforest andif it’s plastic it will lastlonger than if it ispaper”). Sc• Compares and contrastsmaterials consideringcombination of factorsincluding functionality,appearance, andenvironmental impact(e.g. says “we created ourpackaging from recycledcardboard for strengthand to minimise the longtermimpact on theenvironment”). Sc• Compares and contrasts arange of modern materialswith those used in thepast, relating properties totheir performance andsuitability.• Compares and contrastsmaterials of similarproperties to identify amore specific materialappropriate to the designbrief.• Creates ‘eating green’products as part of a rangeof products to bedistributed through asupermarket, whereaccuracy, specialisttechniques and equipmentare required to make itemsto detailed specifications,and justifies their choiceof materials. Justifieschoice of specificmaterials in terms ofperformance required,market research,environmental impactsand aesthetic qualities.Understands that thechoice and use ofequipment andtechniques will varydepending onavailability, physicalconstraints, safetyrequirements,presentation andprecision required.• Uses simple equipment,with care, to change theshape or appearance oftheir product (e.g. usesscissors carefully to cut apiece from their party hatso that it will lookdifferent).• Selects and usesequipment and techniquesfor manipulating materialsincluding cutting, shaping,joining (e.g. choosesheavy duty scissors to cutcardboard and kitchenscissors to cut the plasticnetting, and uses thisequipment with care).• Selects and usesappropriate equipment forprocessing materialsincluding baking,moulding, melting,pulping) with safety andhygienic control (e.g.chooses and carefully usesa heavy duty saucepan tomelt wax when making acandle and washes itbefore the residue sets).• Creates products usingsimple hand tools tocombine materials withawareness of safetyrequirements. (e.g.combines parts A and B ofa glue using a palate knifeand is careful to clean itafter use).• Creates products usingsimple hand and electrictools to process materialsin order to meet designrequirements (e.g. choosesan electric beater to beatthe eggs for a pavlovaknowing that a whiskwon’t make the eggmixture stiff enough).• Knows that lack ofappropriate care withequipment can shorten itslife or cause it not to workwell (e.g. knows that paintbrushes lose theirflexibility if they aren’twashed and storedproperly, and that caketins will rust if not driedout after use).• Recognises the need foraccuracy when designingand creating products (e.g.says ”we had to cut a holein the centre of the roofreally carefully to fit oursolar cell so that it didn’tmove around” and “wehad to make sure we speltthe words right when icingthe cake”).• Compares and contrastsmaterials that are viableoptions in terms of designrequirements as well asimpacts and consequencesfor one or more definedaspects of appropriatenessincluding aesthetics,environment, culture andeconomics (e.g. creates aproduct for a gift andexemplifies a commitmentto recycling by processingand manipulatingdiscarded materials,making writing paperfrom recycled paper andtoys from discardedtextiles).• Without prompting,maintains equipment afterits use (e.g. having painteda wall ensures that brushesare cleaned and storedproperly).• Operates equipment andapplies specialisedtechniques to safelymanipulate and/or processmaterials to meetpredetermined standards.• Selects techniques andequipment to effectivelyand efficiently work thematerials, henceenhancing the qualitiesthat make them suitablefor a product (e.g. uses afine grade of sandpaper tosand a new table, bringingout the colour and textureof the timber andsmoothing flaws createdin the making processes,and glazes a pastry withegg to improve itsappearance and make itmore appetising).Bound for Success Scope and Sequence Statements V2 Page 85 Working Document Semester One 2007

Bound for A3 success cover 2/1/07 1:46 PM Page 1C M Y CM MY CY CMY KComposite