Bound for Success Scope and Sequence Statements

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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
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ENGLISHReading, Viewing and Interpr
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ENGLISHWriting Imaginative TextsIn
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SPELLINGAbout spellingWhile English
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Vowel patterns inunaccented syllabl
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MATHEMATICSWorking Mathematically(N
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