Bound for Success Scope and Sequence Statements

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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
Page 1 and 2: Bound for A3 success cover 2/1/07 1
Page 3 and 4: Bound for Success Scope and Sequenc
Page 5: How to use Scope and Sequence State
Page 9 and 10: ENGLISHReading, Viewing and Interpr
Page 11 and 12: ENGLISHWriting Imaginative TextsIn
Page 13 and 14: ENGLISHWriting Information and Argu
Page 15 and 16: ENGLISHSpeaking and ListeningIn Yea
Page 17 and 18: SPELLINGAbout spellingWhile English
Page 19 and 20: SPELLINGYear One Year Two Year Thre
Page 21 and 22: Vowel patterns inunaccented syllabl
Page 23 and 24: HEALTH AND PHYSICAL EDUCATIONPromot
Page 25 and 26: HEALTH AND PHYSICAL EDUCATIONPerson
Page 27 and 28: MATHEMATICSWorking Mathematically(N
Page 29 and 30: MATHEMATICSSpaceConcept In Year 1th
Page 31 and 32: MATHEMATICSSpaceConcept In Year 1th
Page 33 and 34: MATHEMATICSNumberConcept In Year 1t
Page 39 and 40: MATHEMATICSMeasurementConcept In Ye
Page 41 and 42: MATHEMATICSMeasurementConcept In Ye
Page 43 and 44: MATHEMATICSChance and DataConcept I
Page 45 and 46: MATHEMATICSPatterns and AlgebraConc
Page 47 and 48: MATHEMATICSPatterns and AlgebraConc
Page 49 and 50: SCIENCEWorking Scientifically(Note
Page 51 and 52: SCIENCEWorking Scientifically(Note
Page 53 and 54: SCIENCEEarth and BeyondConcept In Y
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SCIENCEEnergy and ChangeConcept In
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SCIENCEEnergy and ChangeConcept In
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SCIENCELife and LivingConcept In Ye
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SCIENCELife and LivingConcept In Ye
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SCIENCENatural and Processed Materi
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SCIENCENatural and Processed Materi
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STUDIES OF SOCIETY AND ENVIRONMENTI
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STUDIES OF SOCIETY AND ENVIRONMENTP
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STUDIES OF SOCIETY AND ENVIRONMENTC
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STUDIES OF SOCIETY AND ENVIRONMENTS
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THE ARTSPresents and Communicates t
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THE ARTSThe role of the Arts in Soc
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TECHNOLOGYTechnology PracticeNote t
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TECHNOLOGYInformationMany forms of
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Bound for A3 success cover 2/1/07 1
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