F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This sequence of five lessons unpacks the features of a ballad using Banjo Patterson’s ‘Mulga Bill’s Bicycle.’ Students are guided through the process of analysing a poem before using it as a model to create a version of their own.
This sequence of eleven lessons explores the structure, grammar and vocabulary used in biographical texts. They compose a biography of Faith Bandler and build their word knowledge.
This sequence of five lessons guides students through the process of creating a persuasive text. The unit explores decisions people make around where they choose to build houses, with a focus on issues related to building on floodplains.
This sequence of five lessons explores the narrative ‘The Happy Prince’ by Oscar Wilde. Students will discuss the story’s theme and the author’s use of language to create atmosphere and reader engagement.
This sequence of ten lessons guides students through the process of creating a non-chronological information text. The unit investigates the characteristics, habitat and diet of the deep-sea anglerfish.
Developed in partnership between AERO and Ochre Education, these lesson resources support the use of effective, evidence-based practices and address the learning expected in the Australian Curriculum. An exemplar unit plan provides guidance on the structure, sequence and decision-making made during the planning process. ...
This sequence of fifteen lessons supports students to unpack the features of a narrative using Charles Dickens’ ‘A Christmas Carol’. They will then work through the process of planning and composing a narrative text.
In this unit, students explore the many perspectives surrounding the significance of the 26th of January in Australia. They hear from Traditional Custodians about the laws, protocols and welcoming practices that existed for thousands of years before colonisation, and understand that these practices were not observed nor ...
This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 3 English . The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation of ...
Ideas and resources that connect the learning of Chinese language with other learning areas.
Ideas and resources that connect the learning of Japanese language with other learning areas.
Students learn about the Rainbow Serpent and begin to compare different representations. By creating their own character portraits they also begin to see how they can create their own representation of different well-known stories.
Add descriptive words to two simple sentences about a cat and a fish to make the sentences more interesting. Substitute different descriptive words in each sentence. Notice how your choice of words affects the animations for the sentences. Use your two lively sentences as the start and ending of an imaginative story. Check ...
This unit explores the concept and language of time and then moves to using sources to create a personal representation of the passing of time by exploring memory and creating a personal timeline.
This inquiry-based unit presents students with a range of visual primary sources to spark curiosity about life in the 1800s. Each activity introduces a new concept related to the Australian Gold Rushes.
This integrated lesson sequence that explores the concept and language of time and then moves to using sources and artefacts to show their own personal history. Students will share personal artefacts and those shared from their families to explore concepts of time, history and change.
This unit presents a learning sequence for Year 6 students to develop their historical inquiry skills by investigating the key immigration policies and programs Australia has implemented, identifying a range of reasons for migration, highlighting key events from post Federation to present day.
This integrated lesson sequence will allow students to explore how and why people choose to remember significant events of the past, specifically Anzac Day and the Legend of the ANZACs.
This teaching and learning sequence has a focus on Australian celebrations and commemorations to coincide with the actual dates of the various significant celebrations and commemorations in Australia, culminating in a student-led inquiry on global celebrations.
In this activity, students will read Kim Mahood's article Country needs people, analyse the opening quotation and a painting, and explore the diverse representations of traditional ecological knowledge, culminating in a written reflection on how these elements shape their understanding of Martu burning practices.