Yearly Program with outcomes

What’s happening to our young heroes? 

When bad things happen we ask; “Why? Despite the comparative comfort and wealth we enjoy in this country, we still 

often lack the paradigm to comprehend and deal with adversity. 

Mental illness among young people is on the rise and now reaching epidemic proportions. 

Statistics reveal that around 1 in 7 young Australians (aged 4-17) experience a mental health condition, about 1 in 14 

young Australians experience an anxiety disorder and suicide is the biggest killer of young Australians – accounting 

for more deaths than car accidents. Evidence also reveals that half of all long-term adult mental health conditions 

emerge by the age of 14. 

https://www.youthbeyondblue.com/footer/stats-and-facts 

Whilst there are calls for governments and schools to do more, it is still uncertain where this dramatic rise in mental 

health disorders is coming from. Many believe that the pressure of living in today’s fast paced world and the linked 

effect of reduced time in nature and reduced time with adult mentors plays a major role. 

The Adventure Quest Experience is a preventative program that teaches young people powerful mindset strategies 

to deal with challenge and adversity. Participants recognise the universal hero’s journey and that struggle can be 

understood beyond be just a source of pain and disappointment, but also the potential for positive growth. The young 

Adventurers in this program become more resilient and develop what positive psychology refers to as a growth 

mindset – one of the single greatest factors in a young person achieving success in their life. 

The Adventure Quest program takes young people out into the wilderness where true living can take place, away from 

screens and negative peer pressures and unlocks the mental, physical and spiritual benefits to be gained through time 

in nature. 

Time in nature has a profound impact on us all. It is scientifically proven to: 

• improve memory and concentration 

• reduce stress and rekindle mental energy 

• improve vision 

• enhance critical thinking and creativity 

• reduce inflammation, immunity and the onset of serious diseases such as cancer 

• promotes kindness, generosity and positive attitude 

http://www.businessinsider.com/scientific-benefits-of-nature-outdoors-2016-4?IR=T/#3-stress-relief-3 

Time is nature is identified as one of the Therapeutic Lifestyle Choices (or TLC’s) by Dr Roger Walsh and later 

popularised by ‘Hackschooling’ advocate Logan LaPlante. YouTube Video here 

The Adventure Quest program is designed to deliver a unique Life Coaching experience that will develop 

Growth Mindset, Mental Toughness, Teamwork, Creativity, Decision-Making and Communication skills 

whilst studying aspects of the NSW Curriculum in Mathematics, English, Science, History, Geography and 

PDHPE. 

© Blueprint Life Coaching, 2018, All rights reserved.

Recognising Success 

As if they weren’t having enough fun already! - our unique achievement recognition system gives 

participants even more reason to engage with learning activities and be individually recognised for their 

accomplishments. 

This program focuses on building young people in 3 key areas (known as ‘scopes’): 

• Knowledge 

• Character 

• & Skills 

Each of the Scopes has 5 ‘sectors’ and each sector has 7 ‘blocks’. 

Each of the blocks has a performance descriptor and Adventure Quest participants progress through a 

series of levels of recognition as they show mastery in a range of activities. 

GLOSSARY SO FAR… 

SCOPE – 3 key areas in the Adventure Quest program (Knowledge, Character & Skills) 

SECTOR – 5 areas of growth that make up each Scope 

BLOCKS – the 7 steps of development available in each sector 

PERFORMANCE DESCRIPTOR – the description of what a participant can do – all Adventure Quest activities 

are designed to teach, practice and assess these areas of knowledge, character or skill. 

LEVELS – as participants work through the Adventure Quest activities and develop their knowledge, 

character and skills, it is only natural to recognise their achievements. Each Level of achievement comes 

with a certificate and badge which they can proudly wear on Adventure Quests. The requirements for each 

level are outlined on the following page… 


Stage 3 

Stage 4 

The following table appears at the back of the recognition certificates presented to students at the end of the participation in the Adventure Quest experience. 

The knowledge criteria are taken directly from the stage 3 & 4 stage statements and relate to the 5 core KLA areas, Maths, English, Science, History and Geography. 

The following program notes use a matching colour-coding scheme to link our recognition levels with syllabus outcomes. 

KNOWLEDGE The Art of the Bard 1 Number Wizardry 2 Alchemy 3 Archaeology 4 World Explorer 5 

Seeker 

Pioneer 

Explorer 

Ranger 

Warrior 

Paladin 

Champion 

A Seeker demonstrates active listening 

behaviours to gather specific information 

and ideas 

Pioneers create well-structured and wellpresented, 

imaginative and informative 

texts [journals]. 

Explorers learn to spell common words 

accurately and use a variety of strategies to 

spell less common words. 

Rangers collaborate with others to and 

evaluate ideas and opinions and develop 

different points of view. 

Warriors reflect on their learning, 

becoming aware of how they learn and 

identifying what they have learned, 

effective ways to learn and what they need 

to learn next. 

Paladins use English in personal, social and 

learning contexts with increasing control 

and understanding of the form and 

features of language and structures of 

texts, and with increasing awareness of 

purpose, audience and context. 

A Champion respond to literary and other 

texts {both in and outside Adventure 

Quest} for enjoyment and to expand their 

perspectives on their own lives. They 

engage with images of their real and 

imagined worlds and explore the 

relationship between them. 

A Seeker asks questions and undertakes 

investigations… 

Pioneers solve word problems and apply 

the order of operations to number 

sentences. They use a grid-reference 

system to locate landmarks and describe 

routes using landmarks and directional 

language. 

Explorers estimate, measure and calculate 

length, area, volume, capacity and mass. 

They solve problems involving length and 

area. They use 24 hr time and timetables in 

real life situations. 

Rangers measure and construct angles to 

solve problems and find unknown angles 

and gradients using distance. They 

recognise number patterns and locate 

missing numbers in number sentences. 

Warriors are familiar with the concept of 

rates and ratios and apply these to solve 

problems. They collect and display a range 

of data sets. 

Paladins develop a range of mental 

strategies to enhance their computational 

skills. 

Pythagoras theorem is used to calculate 

side lengths in right angled triangles and 

solve problems in 2D & 3D 

In solving problems, they compare the 

strengths and weaknesses of different 

strategies and solutions. 

They apply their mathematical knowledge, 

skills and understanding in analysing and 

solving problems in real-life situations. 

Seekers are interested in and willing to 

engage in issues relevant to their lives… 

A Pioneer uses a range of representations 

to present, document and communicate … 

including tables, graphs and diagrams. They 

describe key features of the solar system. 

Explorers follow instructions, pose 

questions for investigations, predict 

outcomes and collect accurate data. 

Rangers observe and can explain rapid 

changes in the Natural Environment caused 

by natural events. They describe how 

features of living things help them to 

survive and how as things grow they in turn 

affect the environment. 

Explains how raw materials are processed 

by society in everyday life and considers 

potential impacts on the environment and 

resource management for a sustainable 

future. 

Paladins recognise and classify 

sedimentary, igneous and metamorphic 

rocks and the process with which each are 

formed. They recognise how the structure 

and function of living things relate to their 

survival. 

A Champion identify questions and 

problems that can be researched 

scientifically. They conduct first-hand 

investigations and fieldwork in the Natural 

World ensuring that safety and ethical 

guidelines are followed. 

A Seeker show an interest in people, 

groups, place and events from the past 

Pioneers identify factors from the past that 

have influenced change in Australian 

society and demonstrate a willingness to 

become a positive citizen in the future. 

Explorers explore the factors that led to 

Federation, democracy and citizenship. 

They examine resources to identify and 

describe different points of view. 

Rangers recognise the struggle of different 

groups over different periods in Australian 

history including Aboriginal & Torres Strait 

Islanders people. 

A Warrior can describe and assess the 

motives and actions of people in the past. 

They identify different contexts, 

perspectives, points of view and 

interpretations of the past. 

Paladins use a range of primary and 

secondary sources to answer inquiry 

questions. They develop knowledge of 

chronological events that have shaped lives 

in the 20 th century. 

A Champion describe the nature of history 

and archaeology and explain their 

contribution to an understanding of the 

past. A Champion conduct a site study and 

present their findings to a group of their 

peers. 

Shows an interest in learning more about 

the world around them. 

Pioneers describe the diverse 

characteristics of places in different 

locations. Students can explain interactions 

between people, places and environments. 

Students explore how people respond to a 

geographical challenge and investigate 

reasons for differing perspectives. 

They propose solutions and take action in 

response to contemporary geographical 

challenges on local and global scales. 

Warriors describe how places are 

perceived and valued differently. They can 

explain complex interconnections between 

people, places and environments. 

Paladins participate in fieldwork on AD and 

develop their personal capabilities and 

workplace skills. They examine differences 

in human wellbeing and discuss strategies 

for addressing challenges. 

A Champion demonstrate a commitment to 

address geographical and challenges 

improve the world around them, taking 

into account environmental, economic and 

social factors. 

1 

-English 2 

-Mathematics 3 

-Science 4 

-History 5 

-Geography 


Discovery 

Leadership 

Students also learn and develop in Stage 4 PDHPE and which are covered by the 2 other recognition scopes – Character and Skills – shown below: 

CHARACTER Caring Creative Positive Vision Diligent 

Seeker 

Pioneer 

Explorer 

Ranger 

Warrior 

Paladin 

Champion 

Is aware that other people have needs 

beyond their own… 

Shows sportsmanship and respect to all 

during team challenges. Enjoys the 

company of others and exhibits caring 

qualities that promote friendship. 

Consistently respectful to others on AD. 

Uses language that builds others up. 

Supports those who may be struggling. 

Understands the symbiotic relationship 

between humans and nature. Uses 

resources carefully and respectfully. Shows 

kindness to living things. 

Adept in P2/P3 thinking & empathetic 

response. Able to hold multiple points of 

view simultaneously, promote 

communication and resolve conflicts 

amongst peers. Willing to forgive. 

Understands the hero’s quality of service. 

Puts the needs of others above their own. 

Exhibits conversation and actions rich with 

kindness and generosity. 

Insightful & intuitive to the needs of 

others. Cares deeply for and actively 

supports the personal growth of others. 

Able to empathise with others. Patient. 

Kind. A champion’s compassion is unfailing 

even in the face of adversity. 

Is open to new ideas and keeping a journal 

to express new experiences… 

Shows an appreciation for the unique 

qualities and diversity that individuals 

bring to a group. Willingly suggests new 

ideas in team challenges. 

Uses words, images and other media to 

create an interesting and engaging recount 

of AD experiences in the journal. 

Develops creative solutions for survival and 

thriving in the natural environment. Offers 

unique and clever solutions to AD 

challenges. 

Able to combine divergent perspectives to 

develop inventive solutions. Intuitive & 

wise. Promotes creative personal 

expression among their peers. Shares 

allegory in a unique and engaging way. 

Shows initiative in team situations and 

offers inventive solutions to increasingly 

complex AD challenges. Bold in proposing 

new ideas in order to learn and grow. 

Wise and courageous in the face of 

adversity. Tested and adept at finding 

novel, alternate solutions to physical, 

emotional, survival, social and personal 

challenges. Applies their understanding of 

the creative process in everyday life. 

Happy to take part in Adventure Quest 

experiences… 

Recognises our emotions are subject to 

thought patterns and self-belief. 

Acknowledges that attitude determines 

happiness. 

‘Response-able’ Positive about taking part 

in all activities and recognises the fun in a 

variety of AD challenges. 

Shows an appreciation and joy in nature. 

Able to communicate the inspiration and 

uplifting qualities they find in the natural 

world to others. 

Motivates and inspires others through 

words, action and attitude even in the face 

of defeat. They recognise and articulate 

the strengths in others and use this to 

build courage in a group. 

A Paladin looks for and sees the best in 

others. Demonstrates a strength that flows 

from their positive outlook. Uses language 

effectively & consistently to lift the mood 

of a group. 

A Champion lives a life of gratitude. They 

have developed personal habits for 

happiness including journaling and random 

acts of kindness. They inspire others 

through their strength that comes from a 

positive mindset. 

Understands and cooperates with the 

planned AD schedule… 

Develops basic plans and carries them out 

to achieve personal goals and objectives. 

Understand P1, P2, P3. 

Has an increasing awareness of the 

thoughts and feelings of those around 

them. Sets 5-week goals and takes action 

to achieve them. 

Recognises the hero’s qualities and lifelessons 

personified in nature. Able to lead 

a small team in a mock critical survival 

situation. 

A Warrior sees multiple perspectives. 

They can clearly see in P2/P3 and can lead 

others in a variety of activities. Well 

organised and disciplined. Uses resources 

effectively to achieve goals. 

Develops detailed plans and can guide 

others achieve cooperative team goals and 

objectives. Unwavering and focused on 

achieving their goals even in the face of 

adversity. 

A Champion can see the big picture. They 

help others better understand themselves 

and guides them to grow and move 

forward. Calm and flexible under pressure. 

Clear and confident on how to achieve 

their goals in the future. 

Energetic and enthusiastic about taking 

part in AD experiences… 

Willingness to follow the directives of a 

participant team-leader in a competitive 

challenge situation. 

Energetic, enthusiastic and hardworking – 

a sought after member of any team. 

Shows initiative in safe work practices and 

clean up. Shows care and pride in their 

work. 

Shows leadership in safe work practices 

and clean up. Physically fit and able to 

support others on AD challenges. 

Understands the importance of rest and 

balanced lifestyle. 

Willingly serves others to make their AD 

experience easier or more enjoyable. 

Demonstrates an enjoyment of work. Able 

to deliver sustained effort even in the face 

of adversity. 

Has developed a strong work ethic and 

habits. Takes initiative and leadership in 

situations requiring their contribution. 

Generous. Humble. Enthusiastic and eager 

to help others. A Champion can be given 

high levels of responsibility. 


Trainee 

Proficient 

SKILLS Hike Swim Survive Cook Build 

Seeker 

Pioneer 

Explorer 

Ranger 

Warrior 

Paladin 

Champion 

Is willing and eager to participate in AD 

hiking and climbing activities… 

Has completed 3 or more 3km hikes of 

various grades including one Grade 3 hike. 

Records hiking experiences regularly in AD 

journal. 

Has completed 3 5km hikes of various 

grades including one Grade 4 hike. 

Confident to use a map and compass to 

navigate effectively in light bushland or on 

trails. 

Shows respect in nature by taking out all 

waste, minimising impact on bushland and 

avoiding unnecessary noise pollution. 

Demonstrates an appreciation for the 

hiking experiences. 

Has completed a Grade 5 hike of 2+km. 

Has completed a 10km hike. Support 

others of various fitness levels to complete 

a Pioneer level hike. 

Can traverse climb 7+ metres. 

Plans and leads a group of 5-8 participants 

on one of the Pioneer/Explorer Grade 4 

hiking challenges. Have participated in a 

variety of rock-climbing and abseiling 

experiences. 

A Champion takes part in increasingly 

challenging hiking experiences as a part of 

their healthy and active lifestyle and 

appreciation for the natural environment. 


swimming and surf safety activities… 

Swim 100m in a pool. 

Has completed the Royal Life Saving’s 

Water Safety Quiz. 

Swim 50m then tow a patient on a board 

another 50m to safety. Able to catch a 

wave using a board. Able to retrieve a 

submerged object at 2m in a pool without 

goggles. 

Swim 150m in open water. Identify and 

explain natural hazards including rips, 

stingers, heatstroke and sunburn. 

Participate in a beach clean-up activity. 

Swim 50m clothed, tread water to remove 

clothing, then swim 150m back. 

Able to stand up surf and/or participate in 

a 2km kayaking challenge 

Complete a 400m swim including 100m 

each of freestyle, backstroke, breaststroke 

and survival backstroke. Demonstrate 

initiative and competence in a rescue 

scenario. Can explain tides and how this 

affects water activities. 

A strong independent swimmer. Enjoys 

water activities as a part of their daily life 

and helps others to do the same. They 

have an in-depth knowledge of the ocean 

and waterways. 

Is willing and eager to participate in bush 

survival activities… 

Demonstrates basic bush safety including 

water bottle, snacks, hat, sunscreen and 

listening carefully to instructions. 

Light a small fire using up to 10 matches to 

boil water. 

Participates successfully in at least 2 AD 

survival scenario challenges 

Can identify 3 forms of bush tucker from a 

selection of 6 plants. 

Has completed AD knife safety training. 

Can demonstrate effective CPR. 

Understands basic first aid principles and 

can demonstrate these is a bush survival 

activity. 

Uses lay of the land to find and retrieve 1L 

of water. Identify 1 other method of 

collecting water. Able to light fire using 

flint, magnifying glass or battery to boil 

water. Able to identify and collect at least 

1 form of bush food in a wilderness 

environment. 

Able to help others, including AD 

participants better understand the 

principles for surviving in the wilderness. 

Regular outdoor adventures are a part of 

their lifestyle. 


cooking activities… 

Willing to collect firewood and undertake 

food preparation activities. 

Understands and applies basic hygiene 

principles. 

Able to shop efficiently and plan a meal 

using limited ingredients and cooking 

resources. Demonstrates an awareness of 

‘balanced diet’ 

Explains the impact of food production on 

the natural environment and demonstrates 

a willingness to make food choices that 

positively benefit the natural environment 

Able to plan for and produce a camp style 

meal that includes 2+ modifications based 

on individual dietary requirements. 

Demonstrates an awareness of healthy 

eating and makes positive personal choices 

when preparing for AD. Creatively uses 

resources and facilities to prepare a 

nutritious meal for 4+ people. 

Able to cook a wide range of nutritional 

camp-style meals with limited resources 

and facilities. Demonstrates a 

comprehensive awareness of nutrition to 

make positive life choices beyond AD 


building and construction activities… 

Uses a bush saw safely. Can tie a Clove 

Hitch, Square Lashing and construct a 

useful device from wooden poles and 

ropes. 

Can build an effective bush shelter for 

survival purposes. 

Understands the way that timber grows 

and the effect this has on its inherent 

qualities as a building resource. 

Able to build a raised platform using 

traditional bearer, joint and decking 

construction. Leads others in construction 

projects. 

Recognises and can explain the role that 

State Forests play in supplying timber to 

the building industry. Shows initiative, 

adaptability and design skill in using bush 

construction knowledge in a variety of 

contexts. 

Has developed a deep respect for the 

natural world an interest in preserving it 

through ecological sustainable life choices 

when. Makes eco-friendly choices when 

creating a living space at home. 

* The Hero’s Journey model and contemporary Life Coaching concepts are dispersed throughout through the program. 

* Positive psychology, mindset and mindfulness techniques and strategies all feature as a part of the program. 


◦ 

Seeker 

A new Adventurer on the Adventure Quest experience. 

The open circle on the Seeker badge represents open-hearted, open-minded and ready to learn! 

 

 

Pioneer 

Pioneering means to take the first step. 

The 3-point star of Pioneer level represents the 3 areas of growth of 

the Adventure Quest and the first steps toward becoming your best 

self. 

A Pioneer has achieved 8+ blocks in each of the knowledge, skills and 

character scopes. These can be in any sector. 

Explorer 

An Explorer examines and searches for something new. 

The 4-point star represents the Southern Cross used by past generations 

for navigation and guidance. The explorer listens to wisdom and learns to 

be courageous. An Explorer has achieved all Pioneer level scope blocks +4 

additional blocks in each scope. These can be in any sector. 

 

 

Ranger 

A Ranger cares for nature and thrives in the wilderness. 

The symbol represents the balance of the natural world. A Ranger 

strives to protect this balance and emulate its wisdom in their own life. 

A Ranger has achieved all Explorer level scope blocks + a Ranger level 

block in Geography, Diligence Hiking & Survival sectors. 

Warrior 

A Warrior has the knowledge, character and skills to live life to the full! 

They have the wisdom to understand people and the courage to lead. 

A Warrior is a peacemaker amongst their friends. The symbol represents a 

conference of 4 friends discussing and resolving their differences. 

A Warrior has achieved all Ranger level scope blocks + a Warrior level 

block in any 5 of the following sectors: Positive, English, Swim, Survive, 

Cook, Build. 

 

 

Paladin 

A Paladin is an ancient name used for a noble and wise knight. 

A Paladin cares for nature, people and embraces the challenges of the 

Adventure Quest and life. The 5-pointed star represents honour and 

strength and the 5 sectors in each of the scopes of growth. 

A Paladin has achieved all Warrior level scope blocks + a Paladin level 

block in the following sectors: Caring, Creative, Vision, History, Maths. 

Champion 

An Adventure Quest Champion is adept in all aspects of knowledge, 

character and skills. They have embraced the challenges given to them and 

through these learned to be selfless and brave. A Champion has developed 

their own special powers/qualities and uses them to serve others. A 

Champion is confident in all aspects of the Adventure Quest Challenge and 

has demonstrated an ability to lead others. The 12-pointed star represents 

wholeness and completion. A Champion has achieved 7th level blocks in 

each sector on all scopes of growth. 


TERM 1 – SUMMER 

Adventure Begins Hero’s Journey + 

SCOPE & SEQUENCE 

Solar System & History Hunt Puzzles & Platforms The Amazing Race Beach Day Big Hike Masterchef Celebration on the 

Water Safety 

Swim 

(Fed + Roto) 

Water 

Indian Head Port Macquarie Wauchope Flynns Beach Bago State Forest Hat Head Port Macquarie Jolly Nose Settlement Point TownGreen/Marina 

TERM 2 – WINTER 

Overcoming 

Reptile Discovery Bottlebutt & Bago Bago Mountain Minne Muddies Masterchef Bush Constructions Eco Warriors High Ropes Kiparra Retreat 

Obstacles 

Maze 

Blackbutt Oval Port Macquarie Burrawan SF Bago SF Bago Vineyard Bago SF Bago SF Port Macquarie Yarrahapinni Kiparra SF 

TERM 3 – WINTER * 

Natural Spectacular 

History Hunt Highs & Lows North Brother Lake Innes Ruins AQ CAMP AQ CAMP Abseiling Koree Island Kayaks Epic Scavenger 

(St Thomas) 

Mountain 

& Rafts 

Hunt 

Perpendicular Point Port Macquarie Coorabakh NP Laurieton Lake Innes Indian Head Indian Head Yarrahapinni Beechwood Port Macquarie 

TERM 4 – SUMMER 

Bago Battles Surf & Swim Safety Boogana Bush 

Koolungbung Bike Waitui Falls Mangrove Magic Water Battles Creativity Circuit Physics of Falling Lakeside 

Walks 

Riding 

Celebrations 

Bago SF Port Macquarie Comboyne Port Macquarie Coorabakh NP Settlement Point Bago SF Lake Cathie Ellenborough Lake Cathie 

* Term 3 starts in week 2 as the Blueprint Life Coaching team is a major supporter of the Luminosity Youth Summit in week 1. This is made up for by a 2 day, overnight camp in week 7. 

All program activities are subject to weather conditions, tides and availability of linked service providers 


ENGLISH SYLLABUS ELEMENTS 

• Stage Statements – highlighted to show areas covered 

• Syllabus Outcomes – highlighted to show areas covered 

• Teaching & Learning Activities by week/theme 


Stage 3 – Statements and Outcomes 

English 

By the end of Stage 3 students communicate effectively, using considered language to entertain, inform and persuade audiences 

for an increasing range of purposes. They work productively and independently in pairs or groups to deliver effective presentations 

using various skills and strategies. Students collaborate with others to share and evaluate ideas and opinions and to develop 

different points of view. They express well-developed and well organised ideas about literary texts and respond constructively to 

different opinions. They demonstrate active listening behaviours in order to gather specific information and ideas, recognising and 

exploring how spoken and written language differ and how spoken language varies according to context. Students evaluate 

characteristic language features and organisational patterns of challenging spoken texts. 

Students independently read and view an extensive range of complex texts and visual images using a comprehensive range of 

skills and strategies. They respond to themes and issues within texts, recognise point of view and justify interpretations by referring 

to their own knowledge, values and experiences. They identify, critically analyse and respond to techniques, literary devices and 

language features used by writers to influence readers. Students compare and accurately summarise information on a particular 

topic from different texts and make well supported generalisations about the topic. Students identify text structure of a range of 

complex texts and explore how grammatical features work to influence an audience’s understanding of written, visual, media and 

multimodal texts. 

Students create well-structured and well-presented written and multimodal imaginative, informative and persuasive texts for a wide 

range of purposes and audiences. They deal with complex topics, issues and language features. Students select information and 

ideas from personal, literary and researched resources, and adapt imaginative ideas and situations from literature. They make 

considered choices in written texts from an expanding vocabulary and from growing knowledge of grammatical patterns, complex 

sentence structures, cohesive links and literary devices. Students write well-structured sentences and paragraphs on particular 

aspects of the topic, clarifying and explaining how choices of language and literary features were designed to influence the 

meaning communicated in their texts. They spell most common words accurately and use a variety of strategies to spell less 

common words. They develop a fluent writing style and employ digital technology to present written texts effectively in a variety of 

ways for different purposes and audiences. Students evaluate the effectiveness of their writing by drafting, proofreading, editing, 

reviewing and publishing, focusing on grammatical features and the conventions of writing. 

Stage 3 English Outcomes 

A student: 

EN3-1A 

EN3-2A 

EN3-3A 

EN3-4A 

EN3-5B 

EN3-6B 

EN3-7C 

EN3-8D 

EN3-9E 

communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, 

issues and language forms and features 

composes, edits and presents well- structured and coherent texts 

uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of 

texts in different media and technologies 

draws on appropriate strategies to accurately spell familiar and 

unfamiliar words when composing texts 

discusses how language is used to achieve a widening range of purposes for a widening range of audiences 

and contexts 

uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear 

and cohesive texts in different media and technologies 

thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies 

connections between texts when responding to and composing texts 

identifies and considers how different viewpoints of their world, including aspects of culture, are represented in 

texts 

recognises, reflects on and assesses their strengths as a learner 


Stage 4 English Stage Statement 

By the end of Stage 4 students respond to a variety of texts critically, imaginatively and interpretively and compose accurate, 

clear and coherent texts. They use English in personal, social and learning contexts with increasing control and 

understanding of the form and features of language and structures of texts, and with increasing awareness of purpose, 

audience and context. Students make connections between texts, they recognise the main ideas and points of view, and the 

ways in which texts seek to position responders. They make decisions about whether content and language are appropriate 

to purpose, audience and context. 

In speaking, writing and representing, students shape meaning through the thoughtful selection and ordering of appropriate 

content and by drawing on a widening repertoire of language choices. They can express a personal point of view, give words 

and images to their imaginings and compose logical argument. They experiment with form and language in different modes 

and technologies to produce various types of texts for specific purposes. As appropriate, they plan, draft and edit to produce 

polished texts. 

Students apply their knowledge of textual features and conventions to their texts. They constructively analyse and evaluate 

their own and others' compositions and they articulate their response to texts and to the process and experience of 

composing. Students reflect on their learning, becoming aware of how they learn and identifying what they have learned, 

effective ways to learn and what they need to learn next. 

Students who have achieved Stage 4 respond to literary and other texts for enjoyment and to expand their perspectives on 

their own lives. They engage with images of their real and imagined worlds and explore the relationship between them. They 

explore texts critically, evaluating content, differentiating between fact and opinion, challenging points of view and identifying, 

considering and appreciating cultural expressions. They respond to imagery and symbolism in verbal and visual forms. They 

engage with print, film and digital texts with an informed awareness of the language forms and features and structures of 

those texts. Students develop personal preferences in what they hear, read and view, and are able to articulate their 

preference in personal and critical responses. 

Stage 4 English Outcomes 

A student: 

EN4 - 1A 

EN4 - 2A 

EN4 - 3B 

EN4 – 4B 

EN4 – 5C 

EN4 – 6C 

EN4 – 7D 

EN4 – 8D 

EN4 – 9E 

responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and 

pleasure 

effectively uses a widening range of processes, skills, strategies and knowledge for responding to and 

composing texts in different media and technologies 

uses and describes language forms, features and structures of texts appropriate to a range of purposes, 

audiences and contexts 

makes effective language choices to creatively shape meaning with accuracy, clarity and coherence 

thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond 

to and compose texts 

identifies and explains connections between and among texts 

demonstrates understanding of how texts can express aspects of their broadening world and their relationships 

within it 

identifies, considers and appreciates cultural expression in texts 

uses, reflects on and assesses their individual and collaborative skills for learning 


ADVENTURE 

BEGINS - 

INDIAN HEAD 

HEORS JOURNEY + 

WATER SAFETY 

WAUCHOPE - 

SOLAR SYSTEM 

HISTORY HUNT – 

PORT 

MACQUARIE 

BAGO – PUZZLES 

& PLATFORMS 

HAT HEAD 

AMAZING RACE 

BEACH DAY 

BIG HIKE – JOLLY 

NOSE 

MASTERCHEF 

CHALLENGE 

CELEBRATION ON 

THE WATER! 

Active listening 

EN3-2A 

EN3-3A 

EN3-8D 

EN3-9E 

EN4-9E 

EN4-7D 

Term 1 

Week 

English/Literacy Focused T&L Activities 

Reg’ 

d 

Date 

1 

• Check In & Circle Ceremony 

• Understand circle culture and support networks 

• Goal setting – Quality Key words 

• Journal reflections 

✓ ✓ 

✓ ✓ ✓ 

2 

3 

4 

• Check In/Out 

• Hero’s Journey 

• Key words 

• Journal favourite scenario 

• Water Safety Comprehension Quiz 


• P1, P2, P3 

• Goal setting language 

• OAR/BED 

• What if… narrations 

✓ ✓ 

✓ ✓ 

✓ 

✓ ✓ ✓ ✓ 


• Listening & Review – Federation BTN 

• Listening & Recount – Roto House tour ✓ ✓ ✓ ✓ ✓ 

• Spelling Challenge 

5 

✓ 

6 

• Comprehension - clues and riddles. 

• Teamwork challenges 

✓ 

✓ 

7 


• Journal work – catch up 

✓ ✓ 

• Journal – OWW/WOW Brains 

8 

✓ 

9 

• Communication challenge and reflection 

• Journals 

✓ ✓ ✓ ✓ 

10 

• Journal Feedback 

• Guest speaker 

• Review Quiz 

• Movie Film Study 

• Presentations 

✓ ✓ 

✓ ✓ ✓ 


OVERCOMING 

OBSTACLES 

REPTILE DISCOVERY 

BOTTLEBUTT & 

BAGO MAZE 

BAGO MOUNTAIN 

MINNIE MUDDIES 

MASTERCHEF 

CHALLENGE 

BUSH 

CONSTRUCTIONS 

ECO WARRIORS 

HIGH ROPES 

KIPPARA RETREAT 


EN3-2A 

EN3-3A 

EN3-8D 

EN3-9E 

EN4-9E 

EN4-7D 

Term 2 

Week 


Reg’ 

d 

Date 

1 

• Goal-setting 

• Creating culture through communication 

✓ ✓ ✓ 

2 

3 

• Reflecting on perspectives and culture through 

artwork 

• P1, P2, P3 

• Listening – snake talk 

• Reading and comprehending signs – discovery tour 

• Journals 



✓ ✓ ✓ ✓ ✓ 

✓ ✓ 

✓ 

4 



✓ ✓ 

✓ 

5 



✓ ✓ 

✓ 

6 


• Spelling Quiz challenge for food 

• Journals ✓ ✓ ✓ ✓ ✓ 

7 



• Articles & Media Studies – state forests ✓ ✓ 

8 


• Examining texts – posters, documentaries & articles 

• Teamwork – Beach/Bush Clean Up 


✓ ✓ 

✓ ✓ ✓ ✓ 

9 



✓ ✓ 

✓ 

10 

• Journal Feedback 


• Movie Film Study 

• Presentations 

✓ ✓ 

✓ ✓ ✓ 


POINT PERPENDICULAR 

PORT HISTORY 

HUNTING 

HIGHS & LOWS 

NORTH BROTHER 

MOUNTAIN 

LAKE INNES RUINS 

CAMP - INDIAN HEAD 

ABSEILING - 

YARRA 

KOREE ISLAND 

KAYAKS/RAFTS 

EPIC SCAVENGER 

HUNT 


EN3-2A 

EN3-3A 

EN3-8D 

EN3-9E 

EN4-9E 

EN4-7D 

Term 3 

Week 


Reg’ 

d 

Date 

2 

3 

4 

• Greeting – language – Guudji Yiguu 

• Circle communication structure 

• Check In activity 

• Ways of listening, P1, P2, P3 

• Yarning Circle – what does a good team look like? 

• Poetic devices – alliteration 

• Journal 

• Check In Chat 

• The Hero’s Journey 

• Listening to history presentation – St Thomas’s 

• Writing – 2 facts, 2 feelings 

• Journal 

• Check In - reflection 

• Recognise and discuss narrative technique – highs & 

lows 

• Journal 

✓ ✓ 

✓ ✓ 

✓ ✓ 

✓ ✓ ✓ ✓ 

✓ 

✓ 

5 

• Check In 

• Listening, reflection and recount – story of 3 brothers 

• OWW/WOW 

• Journal 

✓ ✓ 

✓ 

6 

• Check In 

• Team challenge and communication 

• Reflection of history – 2 facts, 2 feelings 

• Journal 

✓ ✓ 

✓ 

7A 

• Check In 

• Team challenge and communication – Masterchef 

• Hero’s Stories ✓ ✓ 

7B 

• Reflection and Journal time 

• Check out chat 

✓ ✓ 

✓ ✓ 

• Abseiling 

8 

9 

• Check In 

• Recording information – cemetery hunt 

• Raft Building Challenge - Teamwork 

• Journal 

✓ ✓ 

✓ 

10 

• Journal 

• Listening - Marine rescue talk 


• Movie 

• Presentation 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 


BAGO BATTLES 

SURF SAFETY 

BOOGANA BUSH 

WALKS 

KOOLUNGBUNG 

BIKE RIDING 

WAITUI FALS 

MANGROVE 

MAGIC – 

AMAZING RACE 

WATER BATTLES _ 

BAGO STATE 

FOREST 

3 PART 

CREATIVITY 

PHYSICS OF 

FALLING 

LAKESIDE 

CELEBRATOINS 


EN3-2A 

EN3-3A 

EN3-8D 

EN3-9E 

EN4-9E 

EN4-7D 

Term 4 

Week 


Reg’ 

d 

Date 

1 

• Greeting – language – Guudji Yiguu 

• Circle communication structure 

• Check In activity 

• Happiness Habits 

✓ ✓ 

✓ 

2 

• Check In Chat 

• The Hero’s Journey 

• Listening to history presentation – Surf Safety 

• Writing – 2 facts, 2 feelings 

• Journal 

✓ ✓ 

✓ ✓ ✓ ✓ 

3 

• Check In 

• Listening, reflection and recount – timber history 

• OWW/WOW 

• Journal 

✓ ✓ 

✓ 

4 

• Check In 

• Reading and interpreting clues - spelling 

• Journal ✓ ✓ ✓ ✓ 

5 

• Check In 

• Journal 

✓ ✓ 

✓ 

6 

• Check In 

• Reading and interpreting clues - spelling 

• Journal ✓ ✓ ✓ ✓ 

7 

• Check In 

• Journal 

✓ ✓ 

✓ 

8 

• Check In 

• Journal 

✓ ✓ 

✓ 

9 

• Check In 

• Journal 

✓ ✓ 

✓ 

10 

• Journal 


• Movie 

• Presentation 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 


MATHEMATICS SYLLABUS ELEMENTS 





Stage 3 Mathematics Stage Statement 

By the end of Stage 3, students ask questions and undertake investigations, selecting appropriate technological applications and problem-solving 

strategies to demonstrate fluency in mathematical techniques. They use mathematical terminology and some conventions, and they give valid 

reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. 

Students select and apply appropriate mental, written or calculator strategies for the four operations and check the reasonableness of answers 

using estimation. They solve word problems and apply the order of operations to number sentences where required. Students identify factors and 

multiples and recognise the properties of prime, composite, square and triangular numbers. They connect fractions, decimals and percentages as 

different representations of the same value. Students compare, order and perform calculations with simple fractions, decimals and percentages 

and apply the four operations to money in real-life situations. Students record, describe and continue geometric and number patterns, and they find 

missing numbers in number sentences. They locate an ordered pair in any one of the four quadrants on the Cartesian plane. 

Students select and use the appropriate unit to estimate, measure and calculate length, area, volume, capacity and mass. They make connections 

between capacity and volume, and solve problems involving length and area. Students use 24-hour time in real-life situations, construct and 

interpret timelines and use timetables. They convert between units of length, units of capacity and units of mass. They construct and classify threedimensional 

objects and two-dimensional shapes, and compare and describe their features, including line and rotational symmetries. Students 

measure and construct angles and find unknown angles in diagrams using known angle results. They use a grid-reference system to locate 

landmarks and describe routes using landmarks and directional language. 

Students use appropriate data collection methods to interpret and analyse sets of data and construct a range of data displays. They assign 

probabilities as fractions, decimals or percentages in simple chance experiments. 

Stage 3 Mathematics Outcomes 

MA3-1WM 

MA3-2WM 

MA3-3WM 

MA3-4NA 

MA3-5NA 

MA3-6NA 

MA3-7NA 

MA3-8NA 

MA3-9MG 

MA3-10MG 

MA3-11MG 

MA3-12MG 

MA3-13MG 

MA3-14MG 

MA3-15MG 

MA3-16MG 

MA3-17MG 

MA3-18SP 

MA3-19SP 

A Student: 

describes and represents mathematical situations in a variety of ways using mathematical terminology and some 

conventions 

selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking 

investigations 

gives a valid reason for supporting one possible solution over another 

orders, reads and represents integers of any size and describes properties of whole numbers 

selects and applies appropriate strategies for addition and subtraction with counting numbers of any size 

selects and applies appropriate strategies for multiplication and division, and applies the order of operations to 

calculations involving more than one operation 

compares, orders and calculates with fractions, decimals and percentages 

analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points 

on the Cartesian plane 

selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and 

converts between units of length 

selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles 

selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts 

between units of capacity 

selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of 

mass 

uses 24-hour time and am and pm notation in real-life situations, and constructs timelines 

identifies three dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, 

sketches and constructs them given drawings of different views 

manipulates, classifies and draws two- dimensional shapes, including equilateral, isosceles and scalene triangles, and 

describes their properties 

measures and constructs angles, and applies angle relationships to find unknown angles 

locates and describes position on maps using a grid-reference system 

uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, 

line graphs and two-way tables 

conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes 


Stage 4 Mathematics Stage Statement 

By the end of Stage 4, students use mathematical terminology, algebraic notation, diagrams, text and tables to communicate 

mathematical ideas, and link concepts and processes within and between mathematical contexts. They apply their 

mathematical knowledge, skills and understanding in analysing real-life situations and in systematically exploring and solving 

problems using technology where appropriate. Students develop fluency with a range of algebraic techniques and in the 

solution of familiar problems. In solving particular problems, they compare the strengths and weaknesses of different strategies 

and solutions. 

Students develop a range of mental strategies to enhance their computational skills. They operate competently with integers, 

fractions, decimals and percentages, and apply these in a range of practical contexts, including problems related to GST, 

discounts and profit and loss. Students are familiar with the concepts of ratios and rates and apply these when solving 

problems. They investigate divisibility tests, use index notation for numbers with positive integral indices, and explore prime 

factorisation, squares and cubes, and related square and cube roots, and the concept of irrational numbers. 

Extending and generalising number patterns leads students into an understanding of the use of pronumerals and the language 

of algebra. They simplify algebraic expressions, substitute into algebraic expressions and formulas, and expand and factorise 

algebraic expressions. Students solve simple linear and quadratic equations. They develop tables of values from linear 

relationships and illustrate these relationships on the Cartesian plane, with and without the use of digital technologies. 

Students calculate the perimeters and areas of a variety of polygons, circles, sectors and simple composite figures, and solve 

related problems. They calculate the volumes and capacities of right prisms and cylinders and solve related problems. They 

convert between units of area and units of volume and connect units of volume and capacity. Pythagoras' theorem is used to 

calculate side lengths in right-angled triangles and solve problems in two dimensions. Students calculate time duration and 

apply their understanding of Australian and world time zones to solve problems. 

Knowledge of the properties of two-dimensional geometrical figures, angles, parallel lines, perpendicular lines and congruent 

figures enables students to apply logical reasoning to solve numerical exercises involving unknown lengths and angles in 

figures. 

Stage 4 Mathematics Outcomes 

WM = working mathematically 

MG = measurement and geometry 

NA = number and algebra 

SP = statistics and probability 

MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols 

MA4-2WM applies appropriate mathematical techniques to solve problems 

MA4-3WM recognises and explains mathematical relationships using reasoning 

MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation 

MA4-5NA operates with fractions, decimals and percentages 

MA4-6NA solves financial problems involving purchasing goods 

MA4-7NA operates with ratios and rates, and explores their graphical representation 

MA4-8NA generalises number properties to operate with algebraic expressions 

MA4-9NA operates with positive-integer and zero indices of numerical bases 

MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations 

MA4-11NA 

creates and displays number patterns; graphs and analyses linear relationships; and performs transformations 

on the Cartesian plane 

MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles 

MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area 

MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume 

MA4-15MG performs calculations of time that involve mixed units, and interprets time zones 

MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right angled triangles, and solves related problems 

MA4-17MG 

classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent 

triangles to find unknown side lengths and angles 

MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines 

MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays 

MA4-20SP analyses single sets of data using measures of location, and range 

MA4-21SP represents probabilities of simple and compound events 


ADVENTURE 

BEGINS - INDIAN 

HEAD 


WATER SAFETY 

WAUCHOPE - 

SOLAR SYSTEM 


PORT MACQUARIE 


& PLATFORMS 

HAT HEAD 

AMAZING RACE 

BEACH DAY 


NOSE 

MASTERCHEF 

CHALLENGE 


THE WATER! 

IMA3-3WM 

MA3-6NA 

MA3-8NA 

MA3-9&10MG 

MA3-13MG 

MA3-16MG 

MA3-17MG 

MA3-18SP 

MA4-2&3WM 

MA4-7NA 

MA4-12&16MG 

Term 1 

Week 

Mathematics Focused T&L 

Activities 

Reg’d 

Date 

1 

• Scale drawing 

• Calculate area – rectangle and 

triangles 

• Introduce 24-hour time 

✓ ✓ ✓ ✓ 

• 

2 

3 

• Scale Model 

• Scientific notation 

✓ ✓ ✓ ✓ 

4 

• Puzzles – geometric sequence 

• Order of operation (BIDMAS) 

• Mapping – estimating and 

measuring distances 

✓ ✓ ✓ ✓ 

✓ 

5 





• Grid referencing 

✓ ✓ ✓ ✓ ✓ ✓ 

6 






✓ ✓ ✓ ✓ ✓ ✓ 

7 





✓ ✓ ✓ ✓ 

✓ 

• Trigonometry calcs and angles 

8 

✓ 

✓ ✓ 

• Budgeting / Spending 

9 

✓ 

✓ 

• 

10 


OVERCOMING 

OBSTACLES 

REPTILE 

DISCOVERY 

BOTTLEBUTT & 

BAGO MAZE 

BAGO MOUNTAIN 


MASTERCHEF 

CHALLENGE 

BUSH 

CONSTRUCTIONS 

ECO WARRIORS 

HIGH ROPES 


IMA3-3WM 

MA3-6NA 

MA3-8NA 

MA3-9&10MG 

MA3-13MG 

MA3-16MG 

MA3-17MG 

MA3-18SP 

MA4-2&3WM 

MA4-7NA 

MA4-12&16MG 

Term 2 

Week 


Activities 

Reg’d 

Date 

• Perimeters and areas 

1 

✓ ✓ ✓ ✓ 

• 

2 

3 

• Measuring distance 

• Scales 

✓ ✓ ✓ 

• Angles and trigonometry 

4 

✓ ✓ ✓ ✓ 

• 

5 

• Budgeting and spending 

6 

✓ 

✓ 

7 

• Measurements in building 

• Pythagoras in building 

✓ ✓ ✓ 

• Data collection and graphs 

8 

✓ 

✓ ✓ ✓ 

• Perimeter 

9 

✓ 

• 

10 


POINT 

PERPENDICULAR 

PORT HISTORY 

HUNTING 

HIGHS & LOWS 

NORTH BROTHER 

MOUNTAIN 



ABSEILING - 

YARRA 

KOREE ISLAND 

KAYAKS/RAFTS 


HUNT 

IMA3-3WM 

MA3-6NA 

MA3-8NA 

MA3-9&10MG 

MA3-13MG 

MA3-16MG 

MA3-17MG 

MA3-18SP 

MA4-2&3WM 

MA4-7NA 

MA4-12&16MG 

Term 3 

Week 


Activities 

Reg’d 

Date 

2 

• Square numbers 

• Introducing Pythagoras 

✓ ✓ ✓ ✓ 

3 






✓ ✓ ✓ ✓ ✓ ✓ 

• 

4 

• Altitude graphs 

5 

✓ ✓ 

• Data collection and graphing 

6 

✓ ✓ 

7A 






✓ ✓ ✓ ✓ ✓ ✓ 

• 

7B 

• 

8 

• 

9 

• 

10 


BAGO BATTLES 

SURF SAFETY 

BOOGANA BUSH 

WALKS 

KOOLUNGBUNG BIKE 

RIDING 

WAITUI FALS 

MANGROVE 

MAGIC – 

AMAZING RACE 


BAGO STATE 

FOREST 

3 PART 

CREATIVITY 

PHYSICS OF 

FALLING 

LAKESIDE 

CELEBRATOINS 

IMA3-3WM 

MA3-6NA 

MA3-8NA 

MA3-9&10MG 

MA3-13MG 

MA3-16MG 

MA3-17MG 

MA3-18SP 

MA4-2&3WM 

MA4-7NA 

MA4-12&16MG 

Term 4 

Week 


Activities 

Reg’d 

Date 

1 

• Converting between units 

• Multiples to mark regular distance 

on building 


✓ ✓ ✓ ✓ 

• Measuring tides 

2 

✓ 

• 

3 

4 

• Maps 

• Measuring and graphing speed 

• Rates and Ratios of different units 

(if ready) 

• Calculating perimeter of wheels 

and applying gear ratio calcs (if 

ready) 

• 

✓ ✓ ✓ ✓ ✓ ✓ 

5 

6 






• 

✓ ✓ ✓ ✓ ✓ ✓ 

7 

8 

• Puzzles 

• Introducing the Cartessian Plane 

• Budgeting & Spending ✓ ✓ ✓ ✓ ✓ 

• 

9 

• 

10 


SCIENCE SYLLABUS ELEMENTS 





Stage 3 Science – Stage Statements 

By the end of Stage 3 students show informed attitudes to issues related to the current and future use and influence 

of science and technology. They are interested and willing to engage in local, national and global issues that are 

relevant to their lives and the maintenance of a sustainable future. They are able to discuss how science and 

technology directly affect people’s lives and are used to solve problems. 

Students initiate, use and apply the processes of Working Scientifically and Working Technologically with a greater 

level of independence. They are more self-reliant in undertaking a range of scientific investigations and design 

projects, and in collaboratively completing the tasks. Students select and safely use a variety of equipment, materials 

and resources identifying potential risks. They identify where improvements to their methods, techniques or research 

could enhance the quality of the information gathered. Students use a range of representations to present, document 

and communicate methods, findings and ideas, including tables, graphs, diagrams and multi-modal texts, using digital 

technologies where relevant. 

When Working Scientifically, students follow instructions, pose questions for investigations, predict likely outcomes 

and demonstrate honesty and accuracy in collecting, recording and analysing data and information. In planning and 

conducting fair tests they are able to identify variables to be changed and measured, and check results by repeating 

observations and measurements. They construct tables and graphs to organise data and identify patterns. They use 

evidence to draw conclusions and develop explanations. 

When Working Technologically, students plan and implement a design process to meet the needs and wants of 

users/audiences. They explore and define the design task, establishing design criteria and considering constraints 

when planning the process. Students select and apply appropriate methods to develop and generate ideas and apply 

established criteria to evaluate and modify them. They develop plans, specifications and production sequences to 

produce solutions for built environments, information and products. They evaluate their solutions using self and peer 

assessment, and identify the strengths and limitations of the process used. 

As students continue to observe and investigate aspects of the Natural Environment, they explain how natural events 

cause rapid changes to the Earth’s surface. They describe key features of the solar system and the contribution of 

people from a range of cultures over time to the advancement of science. Students explain everyday phenomena 

associated with the transfer of light and requirements for the transfer and transformation of electricity. They identify 

how energy from a variety of sources can be used to generate electricity and how science knowledge is used to 

inform personal and community decisions. Students describe how features of living things help them to survive in 

their environment and how the growth and survival of living things is affected by changes in the physical conditions of 

their environment. 

Students identify the observable properties of solids, liquids and gases. They compare and classify different types of 

observable changes to materials, considering how their properties determine their use. 

Within the Made Environment students explain how production systems are used to manufacture products. They 

explore changes that have occurred in the design of products over time and the social and environmental factors that 

influence the design of products. Students investigate how systems in built environments are designed to meet the 

needs of people, in response to social and environmental influences. They explain how systems can be used to 

transfer information and support communication, and how social influences impact on the design of a range of 

emerging information products. 

Stage 3 Science Outcomes 

A student: 

ST3-1VA 

ST3-2VA 

ST3-3VA 

ST3-4WS 

shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and 

perceived needs, wants and opportunities 

demonstrates a willingness to engage responsibly with local, national and global issues relevant to their 

lives, and to shaping sustainable futures 

develops informed attitudes about the current and future use and influence of science and technology 

based on reason 

Investigates by posing questions, including testable questions, and gathering data to draw evidencebased 

conclusions and develop explanations 


ST3-5WT 

ST3-6PW 

ST3-7PW 

ST3-8ES 

ST3-9ES 

ST3-10LW 

ST3-11LW 

ST3-12MW 

ST3-13MW 

ST3-14BE 

ST3-15I 

ST3-16P 

Plans and implements a design process, selecting a range of tools, equipment, materials and techniques 

to produce solutions that address the design criteria and identified constraints 

Describes how scientific understanding about the sources, transfer and transformation of electricity is 

related to making decisions about its use 

Uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives 

Describes how discoveries by people from differ4ent cultures and times have contributed to advancing 

scientific understanding of the solar system 

Explains rapid change a t the Earth’s surface caused by natural events, using evidence provided by 

advances in technology and scientific understanding 

Describes how structural features and other adaptations of living things help them to survive in their 

environment 

Describes some physical conditions of the environment and how these affect the growth and survival of 

living things 

Identifies the observable properties of solids, liquids and gases, and that changes made to materials are 

reversible or irreversible 

Describes how the properties of materials determine their use for specific purposes 

Describes systems in built environments and how social and environmental factors influence their design 

Describes how social influences impact on the design and use of information and communication 

systems 

Describes systems used to produce or manufacture products, and the social and environmental 

influences on product design 


Stage 4 Science Stage Statement 

By the end of Stage 4 students use scientific inquiry by actively engaging in using and applying the processes of Working 

Scientifically. They identify questions and problems that they can test or research scientifically. They select and use appropriate 

strategies, understanding and skills to generate creative plausible solutions to identified problems. Individually and collaboratively they 

plan and conduct a range of types of first-hand investigations, including fieldwork and controlled experimental methods, ensuring that 

fairness, safety and ethical guidelines are followed. 

Students process and analyse data and information from first-hand investigations and secondary sources to identify trends, patterns 

and relationships, drawing relevant, evidence-based conclusions. They reflect on how the methods, strategies used and the quality of 

data obtained could be improved. Their ideas, methods and findings are communicated to a given audience using appropriate 

scientific language, representations and text types, with information sources acknowledged using a recognised method. 

By engaging in scientific inquiry, students develop their knowledge of and about science ideas and concepts, as well as the nature, 

development and importance of scientific evidence. They explain how scientific knowledge changes as new discoveries and 

technological developments are made available, appreciating that new evidence leads to an improved understanding of the world. 

Students describe the action of unbalanced forces on the motion of objects in everyday situations, including the Earth's gravity. They 

discuss how developments in scientific knowledge and technology have contributed to finding solutions to problems involving the use 

of energy transfers and transformations in simple systems and how the solutions may impact on other areas of society. 

Students relate the structure and function of living things to their classification, survival and reproduction. They predict the effects of 

environmental changes on ecosystems and how scientific understanding influences the development of some management practices. 

They explain the contribution and influence of scientific knowledge and technological advances in finding solutions to contemporary 

issues and that these solutions may involve ethical considerations. 

Students describe the dynamic nature of models, theories and laws in developing scientific understanding of the Earth, solar system 

and observed properties and behaviour of matter. They describe processes occurring in and on the Earth and the time scales 

involved, as well as situations where understanding and skills from across the disciplines of Science are used in exploration for 

resources and obtaining and processing of materials. They explain how advances in scientific understanding influence the choices 

people make about resource use and management practices in shaping sustainable futures. 

Students relate the physical and chemical properties of matter to how materials are processed and used by society in everyday life. 

They describe situations where scientific knowledge and collaboration between scientists generates solutions to obtaining and making 

new substances from the Earth's spheres. 

Stage 4 Science Outcomes 

VA = values and attitudes 

WS = working scientifically 

PW = physical world 

ES = earth and space 

LW = living world 

CW = chemical world 

SC4-1VA 

appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world 

around them 

SC4-2VA 

shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping 

sustainable futures 

SC4-3VA 

demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of 

science and technology, including ethical considerations 

SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge 

SC4-5WS collaboratively and individually produces a plan to investigate questions and problems 

SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually 

SC4-7WS 

processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and 

relationships, and draw conclusions 

SC4-8WS 

selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified 

problems 

SC4-9WS 

presents science ideas, findings and information to a given audience using appropriate scientific language, text types and 

representations 

SC4-10PW describes the action of unbalanced forces in everyday situations 

SC4-11PW 

discusses how scientific understanding and technological developments have contributed to finding solutions to problems 

involving energy transfers and transformations 

SC4-12ES 

describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar 

system 

SC4-13ES 

explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices 

people make about resource use and management 

SC4-14LW relates the structure and function of living things to their classification, survival and reproduction 

SC4-15LW explains how new biological evidence changes people’s understanding of the world 

SC4-16CW 

describes the observed properties and behaviour of matter, using scientific models and theories about the motion and 

arrangement of particles 

SC4-17CW 

explains how scientific understanding of, and discoveries about the properties of elements, compounds and mixtures relate 

to their uses in everyday life 


ADVENTURE 


HEAD 


WATER SAFETY 

WAUCHOPE - 

SOLAR SYSTEM 




& PLATFORMS 

HAT HEAD 

AMAZING RACE 

BEACH DAY 


NOSE 

MASTERCHEF 

CHALLENGE 


THE WATER! 

ST3-1 & 2VA 

ST3-3VA 

ST3-4WS 

ST3-8 & 9ES 

ST3-10 & 11LW 

SC4-2VA 

SC4-14LW 

Term 1 

Week 

Science Focused T&L Activities 

Reg’d 

Date 

1 

• Science of Flight 

• Scale Drawing for building 

✓ 

✓ 

2 

• Tides – how they work 

• Rips – how they work 

• Waves – how they work and impacts 

they have on us 

✓ 

✓ 

3 

• Scale Solar System Model 

• History of Space discovery 

• 

4 

• 

5 

• 

6 

7 

• Plant biology and classification 

• Rips and Waves 

• Bush Turkeys 

• Goannas 

✓ ✓ ✓ 

• Elevation graphs 

8 

✓ 

✓ 

9 

• Mangrove study 

• Appied problem solving and design 

✓ ✓ ✓ ✓ ✓ 

• 

10 


OVERCOMING 

OBSTACLES 

REPTILE 

DISCOVERY 

BOTTLEBUTT & 

BAGO MAZE 

BAGO MOUNTAIN 


MASTERCHEF 

CHALLENGE 

BUSH 

CONSTRUCTIONS 

ECO WARRIORS 

HIGH ROPES 


ST3-1 & 2VA 

ST3-3VA 

ST3-4WS 

ST3-9ES 

ST3-10 & 11LW 

SC4-2VA 

SC4-14LW 

Term 2 

Week 


Reg’d 

Date 

• 

1 

• Reptile & Snakes 

2 

✓ 

✓ 

• Bottlebutt tree and forest study 

3 

✓ 

✓ 

• 

4 

• 

5 

• 

6 

7 

8 

• Problem solving and applied solutions to 

address local and global problems 

related to human waste ✓ ✓ ✓ ✓ 

• 

9 

• 

10 


POINT 

PERPENDICULAR 

PORT HISTORY 

HUNTING 

HIGHS & LOWS 

NORTH BROTHER 

MOUNTAIN 



ABSEILING - 

YARRA 

KOREE ISLAND 

KAYAKS/RAFTS 


HUNT 

ST3-1 & 2VA 

ST3-3VA 

ST3-4WS 

ST3-9ES 

ST3-10 & 11LW 

SC4-2VA 

SC4-14LW 

Term 3 

Week 


Reg’d 

Date 

2 

• Whale migration study 

• Bird spotting 

• Flower biology ✓ ✓ ✓ ✓ 

• 

3 

• RAS – human brain functions 

4 

✓ 

• Practical Psychology 

5 

✓ 

• 

6 

• Types of waves 

7A 

✓ 

• Marsupials – what are they? 

7B 

✓ 

• 

8 

• 

9 

• 

10 


BAGO BATTLES 

SURF SAFETY 

BOOGANA BUSH 

WALKS 

KOOLUNGBUNG 

BIKE RIDING 

WAITUI FALS 

MANGROVE 

MAGIC – 

AMAZING RACE 


BAGO STATE 

FOREST 

3 PART 

CREATIVITY 

PHYSICS OF 

FALLING 

LAKESIDE 

CELEBRATOINS 

ST3-1 & 2VA 

ST3-3VA 

ST3-4WS 

ST3-9ES 

ST3-10 & 11LW 

SC4-2VA 

SC4-14LW 

Term 4 

Week 


Reg’d 

Date 

• Pendulum motion 

1 

✓ 

✓ 

• Rips, Tides, Waves 

2 

✓ 

3 

• Rainforest structure 

• Rainforest animals 

• Rainforest birds 

• Rainforest plants 

✓ ✓ ✓ 

• 

4 

• 

5 

• Natural wonders – mangroves 

6 

✓ ✓ ✓ 

• 

7 

• 

8 

9 

• Motion study 

• Effects of gravity 

✓ 

✓ 

• 

10 


HSIE SYLLABUS ELEMENTS 





Stage 3 – History Stage Statement 

By the end of Stage 3, students describe and explain the significance of people, groups, places and events to 

the development of the Australian colonies and then Australia as a nation. They describe and explain 

different experiences of people living in the Australian colonies and then in Australia as a nation. Students 

identify change and continuity and describe the causes and effects of change in Australian society. Students 

explore the factors that led to Federation and trace experiences of democracy and citizenship over time , 

including the struggles of various groups for rights and freedoms including Aboriginal and Torres Strait 

Islander peoples. Students engage with global connections through stories of various migrant groups and 

their contribution to Australia’s economic and social development. 

Students sequence events and people in chronological order, and represent time by creating timelines. 

When researching, students develop questions to frame an historical inquiry. They locate, identify and use a 

range of sources to record relevant historical information to answer inquiry questions. They examine sources 

to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In 

developing these texts, and organising and presenting their information, they use historical terms and 

concepts and incorporate relevant sources. 

Stage 3 History Outcomes 

A student: 

HT3-1 

HT3-2 

HT3-3 

HT3-4 

HT3-5 

describes and explains the significance of people, groups, places and events to the development of 

Australia 

describes and explains different experiences of people living in Australia over time 

identifies change and continuity and describes the causes and effects of change on Australian society 

describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres 

Strait Islander peoples 

applies a variety of skills of historical inquiry and communication 

Stage 3 – Geography Stage Statement 

By the end of Stage 3, students describe the diverse characteristics of places in different locations across local and 

global scales. They explain interactions between people, places and environments and identify factors influencing 

interconnections. Students compare spatial distributions and patterns among phenomena. They explore how people 

respond to a geographical challenge and investigate reasons for differing perspectives. 

Students develop geographical questions to frame an inquiry. They use a variety of strategies to locate, collect and 

record relevant data and information to answer inquiry questions. They represent data in different forms. Students 

interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships 

and draw conclusions. They present findings and ideas using geographical terminology in a range of communication 

forms. They propose solutions, and may take action, in response to a geographical challenge and describe the expected 

effects of their proposal. 

Stage 3 Geography Outcomes 

A student: 

GE3-1 

GE3-2 

GE3-3 

GE3-4 

Describes the diverse features and characteristics of places and environments 

Explains interactions and connections between people, places and environments 

Compares and contrasts influences on the managements of places and environments 

Acquires, processes and communicates geographical information using geographical tools for inquiry 


Stage 4 History Stage Statement 

By the end of Stage 4, students describe the nature of history and archaeology, and explain their contribution to 

an understanding of the past. They describe major periods of historical time and sequence events, people and 

societies from the past. Students recognise and explain patterns of change and continuity over time and explain 

the causes and consequences of events and developments. They describe and assess the motives and actions of 

people in the past. Students demonstrate an understanding of the causes and effects of events, past societies 

and developments over time. 

Students sequence events and developments within a chronological framework with reference to periods of time. 

They select and organise information from primary and secondary sources and use it as evidence to answer 

inquiry questions. They identify and describe the meaning, purpose and context of historical sources and use the 

evidence from these sources to support historical narratives and explanations. They identify and describe different 

contexts, perspectives and interpretations of the past. Students identify and explain different points of view in 

sources. They develop texts, particularly descriptions and explanations. In developing these texts, and organising 

and presenting their findings, they use historical terms and concepts. They use evidence in sources and 

acknowledge their sources of information. They select and use appropriate oral, written, visual and/or digital forms 

to communicate about the past. Students undertake a relevant site study either by visiting an actual site or 

through a virtual source. 

Stage 4 History Outcomes 

HT4-1 

describes the nature of history and archaeology and explains their contribution to an understanding of 

the past 

HT4-2 describes major periods of historical time and sequences events, people and societies from the past 

HT4-3 

describes and assesses the motives and actions of past individuals and groups in the context of past 

societies 

HT4-4 describes and explains the causes and effects of events and developments of past societies over time 

HT4-5 identifies the meaning, purpose and context of historical sources 

HT4-6 uses evidence from sources to support historical narratives and explanations 

HT4-7 identifies and describes different contexts, perspectives and interpretations of the past 

HT4-8 locates, selects and organises information from sources to develop an historical inquiry 

HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past 

HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past 

Stage 4 Geography Stage Statement 

By the end of Stage 4, students describe geographical processes that influence the features and characteristics of 

places and environments across a range of scales. They describe how places are perceived and valued differently 

and explain interconnections within environments and between people, places and environments. Students 

investigate environmental change and differences in human wellbeing and discuss strategies for addressing 

geographical challenges, taking into account environmental, economic and social factors. 

Students undertake geographical inquiry to build knowledge and understanding of people, places and 

environments through the collection, collation and analysis of primary data and secondary information. Students 

propose explanations for spatial distributions, patterns and trends and infer relationships. They propose solutions, 

and may take action to address contemporary geographical challenges and predict outcomes. Students 

participate in fieldwork to collect primary data and develop their personal capabilities and workplace skills. 

Stage 4 Geography Outcomes 

GE4-1 locates and describes the diverse features and characteristics of a range of places and environments 

GE4-2 describes processes and influences that form and transform places and environments 

GE4-3 explains how interactions and connections between people, places and environments result in change 

GE4-4 examines perspectives of people and organisations on a range of geographical issues 

GE4-5 discusses management of places and environments for their sustainability 

GE4-6 explains differences in human wellbeing 

GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry 

GE4-8 communicates geographical information using a variety of strategies 


ADVENTURE 


HEAD 


WATER SAFETY 

WAUCHOPE - 

SOLAR SYSTEM 




& PLATFORMS 

HAT HEAD 

AMAZING RACE 

BEACH DAY 


NOSE 

MASTERCHEF 

CHALLENGE 


THE WATER! 

HT3-1 

HT3-2 & 3 

HT3-4 

HT3-5 

GE3-1 & 2 

Ht4-3 

HT4-5 & 6 

GE4-6 

GE4-7 & 8 

Term 1 

Week 

HSIE Focused T&L Activities 

Reg’d 

Date 

1 

• Captain Cook’s Coastal Encounter 

• Kylie’s Hut 

• Mapping 

• Personal reflections - gratitude 

✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ 

2 

• Hero’s Journey Archetype 

• Ocean features 

• Aboriginal art and stories ✓ ✓ ✓ ✓ ✓ 

• 

3 

4 

• Federation study 

• Historic Roto House 

• Mapping ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• 

5 

• History Station on Amazing Race 

6 

✓ 

✓ 

• 

7 

8 

• 3 brothers’ story 

• Mapping + looking at landmarks 

• Attitudes and wellbeing ✓ ✓ ✓ ✓ ✓ ✓ 

• 

9 

• 

10 


OVERCOMING 

OBSTACLES 

REPTILE 

DISCOVERY 

BOTTLEBUTT & 

BAGO MAZE 

BAGO MOUNTAIN 


MASTERCHEF 

CHALLENGE 

BUSH 

CONSTRUCTIONS 

ECO WARRIORS 

HIGH ROPES 


HT3-1 

HT3-2 & 3 

HT3-4 

HT3-5 

GE3-1 & 2 

Ht4-3 

HT4-5 & 6 

GE4-6 

GE4-7 & 8 

Term 2 

Week 


Reg’d 

Date 

1 

• Compass for navigation 

• Mapping skills 

• Teamwork 

• Creating culture 

✓ 

✓ ✓ 

2 

• Live animal study 

• Connections to Aboriginal history 

• Hero’s Journey Archetype 

• History Hunting 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

3 

• Special features of Bottlebutt tree 

• Orienteering 

• Navigating in bushland 

• Finding your way discussions 

✓ 

✓ ✓ 

4 

• Mapping 

• Trig station 

• Landmark spotting 

• Mindset discussions 

✓ 

✓ ✓ 

• 

5 

• 

6 

• 

7 

8 

• Care of natural environments 

• Discussion about people interaction 

with places ✓ ✓ 

• Facing fears 

9 

✓ 

• 

10 


POINT 

PERPENDICULAR 

PORT HISTORY 

HUNTING 

HIGHS & LOWS 

NORTH BROTHER 

MOUNTAIN 



ABSEILING - 

YARRA 

KOREE ISLAND 

KAYAKS/RAFTS 


HUNT 

HT3-1 

HT3-2 & 3 

HT3-4 

HT3-5 

GE3-1 & 2 

Ht4-3 

HT4-5 & 6 

GE4-6 

GE4-7 & 8 

Term 3 

Week 


Reg’d 

Date 

2 

• Brief history of Pythagoras 

• Why Journaling matters 

• Mapping and exploration ✓ ✓ ✓ ✓ 

3 

• Local historic landmarks 

• Convict history 

• Development of Port Macquarie 

since 1821 

• Mapping and exploration 

4 

• Geographic Landmarks 

• Appreciation for different landforms 

• Recognition of personal growth and 

wellbeing to be found in nature 

✓ 

✓ ✓ 

5 

• 3 brothers 

• Local significant site 

• Mindset ✓ ✓ ✓ ✓ 

• Local site study and fieldwork 

6 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• 

7A 

• 

7B 

• 

8 

• 

9 

• 

10 


BAGO BATTLES 

SURF SAFETY 

BOOGANA BUSH 

WALKS 

KOOLUNGBUNG 

BIKE RIDING 

WAITUI FALS 

MANGROVE 

MAGIC – 

AMAZING RACE 


BAGO STATE 

FOREST 

3 PART 

CREATIVITY 

PHYSICS OF 

FALLING 

LAKESIDE 

CELEBRATOINS 

HT3-1 

HT3-2 & 3 

HT3-4 

HT3-5 

GE3-1 & 2 

Ht4-3 

HT4-5 & 6 

GE4-6 

GE4-7 & 8 

Term 4 

Week 


Reg’d 

Date 

• 

1 

2 

• Ocean and environmental 

awareness 

✓ 

✓ 

3 

• Diversity and eco-systems 

• History of the timber industry and 

local farming ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• Mapping & exploration 

4 

✓ 

✓ 


5 

✓ 

✓ 


6 

✓ 

✓ 


7 

✓ 

✓ 

• 

8 

• 

9 

• 

10 


PDHPE SYLLABUS ELEMENTS 





PDHPE 

Fundamental Movement and Physical Activity 

■ Healthy Choices ■ Self and Relationships 

Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range 

of minor games. They perform movement sequences with consistency and control and demonstrate cooperation, 

effort and practice in physical activity. Students demonstrate proficiency in the fundamental movement skills of static 

balance, sprint run, vertical jump, catch, hop, side gallop, skip and overarm throw through practice and application in 

different games and sports. They participate in physical activity and investigate how it contributes to a healthy and 

active lifestyle. 

Students describe the factors that influence healthy lifestyle decisions and demonstrate an understanding of the 

decision-making process. They examine how the use of drugs such as tobacco and alcohol can cause harm. They 

investigate nutritional choices relating to cultural beliefs, special dietary needs and ‘fast food’. 

Students demonstrate behaviours to stay safe at home, on and near roads, when travelling to and from school, and 

near water. They demonstrate the capacity to deal with unsafe situations including abuse, bullying and harassment. 

Students recognise individual strengths and limitations and they identify characteristics that make them unique. They 

explore body changes that occur during life, including puberty. 

Students explain how positive relationships are formed and the importance of effective communication of feelings and 

needs in maintaining relationships. They recognise the rights, values and feelings of others and devise strategies to 

solve problems, recognise and accept differences and manage conflict. 

Stage 3 PDHPE Outcomes 

A student: 

COS3.3 

DMS3.2 

INS3.3 

MOS3.4 

PSS3.5 

ALS3.6 

DAS3.7 

GSS3.8 

GDS3.9 

GYS3.10 

IRS3.11 

PHS3.12 

SLS3.13 

Communicates confidently in a variety of situations 

Makes informed decisions and accepts responsibility for consequences 

Acts in ways that enhance the contributions of self and others in a range of cooperative 

situations 

Refines and applies movement skills creatively to a variety of challenging situations 

Suggests, considers and selects appropriate alternatives when resolving problems 

Shows how to maintain and improve the quality of an active lifestyle 

Performs a range of dance styles and sequences confidently 

Applies movement skills in games and sports that require communication, cooperation, 

decision making and observations of rules 

Explains and demonstrates strategies for dealing with life changes 

Demonstrates coordinated actions of the body when performing gymnastic sequences 

Describes roles and responsibilities in developing and maintaining positive relationships 

Explains the consequences of personal lifestyle choices 

Describes safe practices that are appropriate to a range of situations and environments 


Stage 4 PDHPE Stage Statement 

Stage 4 students have developed an understanding of the influences on their sense of self as they make the transition to 

adolescence. They identify challenges and opportunities they may experience at this stage of their lives. They enhance their 

capacity to manage these challenges as they identify and select strategies that promote connectedness, develop interpersonal 

communication skills and establish support networks of both adults and peers. 

Students have an enhanced capacity to manage personal safety and wellbeing. They understand the characteristics and 

qualities of caring and respectful relationships. They have understanding and skills related to the child protection themes 

recognising abuse, power in relationships and protective strategies. They identify unsafe or abusive situations and respond by 

applying safety strategies. 

Students analyse the health issues most affecting young people. They select strategies to effectively communicate their 

knowledge, values and needs in meaningful contexts, including mental health, healthy food habits, drug use, sexual health, 

road safety and physical activity. 

Students predict the consequences of risk behaviours associated with relevant adolescent health and safety issues. They 

describe and practise harm minimisation strategies including conflict resolution, negotiation and refusal skills. Students 

develop skills in critical literacy as they acquire, process, question, challenge and evaluate a range of health information, 

services and products and describe how they can be applied to meet the health needs of young people. 

Students demonstrate an awareness and understanding of how and why people move. They display and refine movement 

skills in increasingly complex environments. They apply and transfer their movement skills in and across a range of movement 

contexts including aquatics, athletics, dance, games and gymnastics. Students plan and perform movement sequences using 

the elements of composition. They display an understanding of rules and conventions, strategies and tactics, and safety 

principles. 

Students describe the importance of lifestyle balance and the value of leisure and physical activity. They identify and 

participate in a range of competitive, non-competitive, individual, group, fitness, initiative and contemporary physical activity 

options. 

Students appreciate that regular physical activity and health-related and skill-related fitness contribute to a healthy lifestyle and 

to enjoyable and successful movement performance. They explain the factors that influence participation and identify lifelong 

physical activities that have the potential to meet their present and future needs. 

Stage 4 PDHPE Outcomes 

Strand 1: Self and relationships 

4.1 describes and analyses the influences on a sense of self 

4.2 identifies and selects strategies that enhance their ability to cope and feel supported 

4.3 describes the qualities of positive relationships and strategies to address the abuse of power 

Strand 2: Movement skill and performance 

4.4 demonstrates and refines movement skills in a range of contexts and environments 

4.5 combines the features and elements of movement composition to perform in a range of contexts and environments 

Strand 3: Individual and community health 

4.6 describes the nature of health and analyses how health issues may impact on young people 

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm 

4.8 describes how to access and assess health information, products and services 

Strand 4: Lifelong physical activity 

4.9 describes the benefits of a balanced lifestyle and participation in physical activity 

4.10 explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity 

Skills that enhance learning in PDHPE 

Communicating 

4.11 

selects and uses communication skills and strategies clearly and coherently in a range of new and challenging 

situations 

Decision-making 

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions 

Interacting 

4.13 demonstrates cooperation and support of others in social, recreational and other group contexts 

Moving 

4.14 

engages successfully in a wide range of movement situations that displays an understanding of how and why people 

move 

Planning 

4.15 devises, applies and monitors plans to achieve short-term and long-term goals 

Problem-solving 

4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them 


ADVENTURE 


HEAD 


WATER SAFETY 

WAUCHOPE - 

SOLAR SYSTEM 




& PLATFORMS 

HAT HEAD 

AMAZING RACE 

BEACH DAY 


NOSE 

MASTERCHEF 

CHALLENGE 


THE WATER! 

COS3-3 

DMS3-2 

INS3-3 

MOS3-4 

PSS3-5 

ALS3-6 

GSS3-8 

GDS3-9 

IRS3-11 

PHS3-12 

SLS3-13 

PDHPE 4-1,2 & 3 

PDHPE 4-9 & 10 

PDHPE 4-11 

PDHPE 4-12 

PDHPE 4-13 

PDHPE 4-15 

PDHPE 4-16 

Term 1 

Week 

PDHPE Focused T&L 

Activities 

Reg’ 

d 

Date 

1 

• Setting the circle 

• Check In 

• Trail walk ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

2 

• Traverse Rock climb 

• Water safety 

• Games ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

3 

• Bush Trail walk 

• Obstacle course 

• Team challenges ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

4 

• Treasure Hunt 

• Clues/Problem solving 

• Teamwork ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

5 



• Problem solving 

• Team challenge 

• Tool/climbing safety 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

6 


• Swimming 

• Walk/Run race 


✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

7 

• Games and activities 

• Team challenges 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• Hiking 

8 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

9 

10 

• Nutrition 

• Planning 

• Teamwork 

• Catering for individual 

needs 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• Recreational lifestyle 

• Reflection Quiz 

• Positive recognition ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 


OVERCOMING 

OBSTACLES 

REPTILE 

DISCOVERY 

BOTTLEBUTT & 

BAGO MAZE 

BAGO MOUNTAIN 


MASTERCHEF 

CHALLENGE 

BUSH 

CONSTRUCTIONS 

ECO WARRIORS 

HIGH ROPES 


COS3-3 

DMS3-2 

INS3-3 

MOS3-4 

PSS3-5 

ALS3-6 

GSS3-8 

GDS3-9 

IRS3-11 

PHS3-12 

SLS3-13 

PDHPE 4-1,2 & 3 

PDHPE 4-9 & 10 

PDHPE 4-11 

PDHPE 4-12 

PDHPE 4-13 

PDHPE 4-15 

PDHPE 4-16 

Term 2 

Week 


Activities 

Reg’ 

d 

Date 

1 


• Check In 

• Trail walk 

• Obstacle Course 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 

2 


• Games 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

3 



• Team challenges ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

4 

• Mountain Hiking 

Challenge 

• Reflection & Discussion ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

5 

• Minnie Muddies Obstacle 

Challenge 

• Reflection & Discussion ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

6 

• Nutrition 

• Planning 

• Teamwork 


needs 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

7 

• Building challenge 

• 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

8 

• Problem solving to 

address a social 

problem/need. 

• Beach walk 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

9 

• Physical and metal 

challenges 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

10 





POINT 

PERPENDICULAR 

PORT HISTORY 

HUNTING 

HIGHS & LOWS 

NORTH BROTHER 

MOUNTAIN 



ABSEILING - 

YARRA 

KOREE ISLAND 

KAYAKS/RAFTS 


HUNT 

COS3-3 

DMS3-2 

INS3-3 

MOS3-4 

PSS3-5 

ALS3-6 

GSS3-8 

GDS3-9 

IRS3-11 

PHS3-12 

SLS3-13 

PDHPE 4-1,2 & 3 

PDHPE 4-9 & 10 

PDHPE 4-11 

PDHPE 4-12 

PDHPE 4-13 

PDHPE 4-15 

PDHPE 4-16 

Term 3 

Week 


Activities 

Reg’ 

d 

Date 

2 


• Check In 

• Trail walk ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

3 

• Treasure Hunt 

• Clues/Problem solving 

• Teamwork 


✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

4 


• Reflection and 

Discussion 

• Walking as a group 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

• Hiking Challenge 

5 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

6 


• Personal reflection 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

7A 

7B 


• Swimming 

• Hiking 

• Survival challenges 


• Discussion and reflection 

• Nutrition 

• Planning 


needs 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

8 

• Hiking 

• Climbing 

• Abseiling ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

9 

• Cooperation & Teamwork 

• Rafting challenge 

• ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

10 





BAGO BATTLES 

SURF SAFETY 

BOOGANA BUSH 

WALKS 

KOOLUNGBUNG 

BIKE RIDING 

WAITUI FALS 

MANGROVE 

MAGIC – 


BAGO STATE 

FOREST 

3 PART 

CREATIVITY 

PHYSICS OF 

FALLING 

LAKESIDE 

CELEBRATOINS 

COS3-3 

DMS3-2 

INS3-3 

MOS3-4 

PSS3-5 

ALS3-6 

GSS3-8 

GDS3-9 

IRS3-11 

PHS3-12 

SLS3-13 

PDHPE 4-1,2 & 3 

PDHPE 4-9 & 10 

PDHPE 4-11 

PDHPE 4-12 

PDHPE 4-13 

PDHPE 4-15 

PDHPE 4-16 

Term 4 

Week 


Activities 

Reg’ 

d 

Date 

1 


• Check In 

• Trail walk 


✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ 

2 


• Games 

• Swim test 


✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

3 


• Obstacle course 


• 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

4 

• Bike Ride 

• Mapping 

• Puzzle solving ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

5 


• Swimming 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

6 

• Swimming 

• Walk/Run race 


AMAZING RACE • Problem solving 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

7 



• ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

8 

• Problem Solving 


✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

9 

• Hiking 

• Swimming 

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

10 



✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Yearly Program with outcomes

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