Good to Great Schools Australia’s Oz-e-English Writing units allow you to fit more Australian Curriculum into your day. It does this by integrating key learning areas -including Humanities and Social Sciences (HASS)- with English through rich exemplar texts, writing tasks, discussions and activities.
Oz-e-English Writing is built on the science of learning, using automaticity, pacing and continuous assessment of learning to ensure students master all concepts and skills.
Progress and end-of-unit tests enable teachers to track students and adjust their teaching to meet student needs, so students can reach their appropriate grade level and become confident and engaged learners.
Reduce teacher workload by accessing a complete toolkit of ready-to-deliver lessons.
All units include:
- classroom-ready PowerPoint lessons
- assessment framework
- student workbook
- teaching guide.
The Oz-e-English Writing curriculum for Years 5-6 is structured to span nine weeks, featuring five lessons each week. To maximise learning outcomes, students should ideally complete the units and year levels in order. This is because the instructional design incorporates interconnected schemas and scaffolded learning, building skills and concepts gradually. However, lessons can be delivered standalone.
All resources below are free for Australian educators. Please ensure you are signed up and signed in to access the links.
Our Resources Are Free
As a non-profit with the mission of improving education outcomes for all Australian children, we provide free resources to all Australian educators.
Oz-e-English Writing Units Available Now
Oz-e-English Writing (Creative) Years 5-6
Unit 1: Narrative - Year 5
Overview
Unit 1: Narrative – Year 5 is an English language strand unit for Year 6 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
Literacy:
- Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative, and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06)
- Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05)
- Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LA03)
Learning Objectives
In lessons 1 to 45, students learn to:
- identify the structure and elements of a narrative.
- plan the elements of a narrative.
- write a narrative.
Unit 1: Narrative - Year 6
Overview
Unit 1: Narrative – Year 6 is an English language strand unit for Year 6 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
Literacy:
- Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative, and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06)
- Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05)
- Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LA03)
Learning Objectives
In lessons 1 to 45, students learn to:
- identify the structure and elements of a narrative.
- plan the elements of a narrative.
- write a narrative.
Oz-e-English Writing (Civics) Years 5-6
Unit 2: Persuasive - Year 5
Persuasive – Year 5 is an English language strand unit for Year 5 students with Cross Curricular links with Year 5 HASS Civics and Citizenship. It aligns to the Australian Curriculum: English Year Level Achievement Standards:
English:
• AC9E5LA02 Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.
• AC9E5LA03 Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts.
• AC9E5LY02 Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.
• AC9E5LY03 Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text.
• AC9E5LY04 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming.
• AC9E5LY05 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
• AC9E5LY06 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation.
Humanities and Social Sciences (HASS):
• AC9HS5K06The key values and features of Australia’s democracy, including elections, and the roles and responsibilities of elected representatives.
• AC9HS5K07 How citizens (members of communities) with shared beliefs and values work together to achieve a civic goal.
Learning Objectives
Lessons 1 to 5:
• We will learn about the Australian Constitution. We will learn about persuasive texts and analyse the persuasive song, ‘The Australian Constitution’.
• We will rewrite the persuasive song to show our understanding of the Australian Constitution. We will jointly construct a persuasive song to show our understanding of the Australian Constitution. You will plan and independently write a persuasive song or poem.
Lessons 6-10:
• We will learn about democracy. We will learn about the purpose and elements of persuasive posters.
• We will rewrite a poster to show our understanding of a persuasive text.
• We will jointly construct a persuasive poster for a candidate.
• You will complete the Civics and Citizenship Progress Test. You will independently construct a persuasive poster to show your understanding of democracy.
Lesson 11-15:
• We will learn about the foundational maps of Australia.
• We will learn about the vocabulary and meaning of the persuasive text about the Foundational maps of Australia.
• We will rewrite the text to show our understanding of the Foundational maps of Australia.
• We will jointly construct a persuasive text about the importance of the foundational maps of Australia.
• You will plan and independently write a persuasive text about the importance Foundation Maps of Australia.
Lessons 16-20:
• We will learn about the state and territory parliaments and voting in Australia.
• We will learn about the vocabulary and meaning of the persuasive text about the state and territory governments and voting.
• We will rewrite the persuasive text to show our understanding of the state and territory parliaments and voting.
• We will jointly construct a persuasive text about the importance of voting for representatives to parliament.
• You will complete the Civics Progress Test. You will complete the Writing Progress Test.
Lessons 21-25:
• We will learn about the federal parliament. We will learn about compulsory voting.
• We will rewrite the persuasive text to show our understanding of the federal parliament and compulsory voting.
• We will jointly construct a persuasive text to show our understanding of federal parliament. You will plan and independently write a persuasive text.
Unit 2: Persuasive – Year 6
Overview
- Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes and recognising how authors often adapt text structures and language features. AC9E6LA03
- Understand that cohesion can be created by the intentional use of repetition and the use of word associations. AC9E6LA04
- Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas. AC9E6LA05
- Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups. AC9E6LA06
- Identify and explain how images and figures contribute to meaning, tables, diagrams, maps and graphs. AC9E6LA07
- Identify authors’ use of vivid and emotive vocabulary such as metaphors, similes, personification, idioms, imagery and hyperbole. AC9E6LA08
- Responses to characters and events in literary texts drawn from historical, social or cultural contexts by First Nations Australian, wide-ranging Australian and world authors. AC9E6LE01
- Explain the way authors use sound and imagery to create meaning and effect in poetry. AC9E6LE04
- Examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created. AC9E6LY01
- Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions. AC9E6LY02
- Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences. AC9E6LY03
- Select, navigate and read texts for a range of purposes while monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings. AC9E6LY04
- Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources. AC9E6LY05
- Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features. AC9E6LY06
- Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features. AC9E6LY07
It aligns to the Australian Curriculum: Civics and Citizenship Year Level Achievements Standards:
- Students learn about the key institutions of Australia’s system of government, how it is based on the Westminster system and the key values and beliefs of Western democracies. AC9HS6K06
- Students learn about the roles and responsibilities of the three levels of government in Australia. AC9HS6K07
Learning Objectives
In Lessons 1 to 45, students will:
• Examine Civics and Citizenship subjects that are covered in exemplar texts.
– Where do Australians come from?
– Who Are We? Bonding Identities
– Our Ancestors
– Our Future Unborn
– A Fair Go
– Mateship
– How Do We Live together?
– Leadership
– Who Are We? Bridging Identities.
• Recognise the organisational principles of persuasive writings and transform informative text models into persuasive messages.
• Create convincing texts, express their viewpoints, and rely on both their prior knowledge and latest information.
Oz-e-English Writing (Economics & Business) Years 5-6
Unit 3: Informative - Year 5
Unit 3: Informative – Year 6 is an English language strand unit for Year 6 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
• Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative, and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06).
• Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05).
• Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas and developing and supporting arguments and sharing and evaluating information, experiences and opinions (AC9E6LY02).
• Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LY03).
It aligns to the Australian Curriculum: Economics and Business Year Level Achievement Standards:
• Influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choices (AC9HS6K08).
• Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (AC9HS6S07).
Learning Objectives
In lessons 1-45, students will:
1. examine eight economics and business themes that are discussed in informative exemplar texts:
o Supply and Demand
o Inventions and Commodities
o Enterprise and Entrepreneurs
o Companies
o Competition
o E-Commerce
o Pricing Nature
o Money
2. recognise the graphic aspects, language, and structural components of instructive writings.
write educational texts on business and economics.
Unit 3: Informative - Year 6
Unit 3: Informative – Year 6 is an English language strand unit for Year 6 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
• Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative, and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06).
• Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05).
• Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas and developing and supporting arguments and sharing and evaluating information, experiences and opinions (AC9E6LY02).
• Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LY03).
It aligns to the Australian Curriculum: Economics and Business Year Level Achievement Standards:
• Influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choices (AC9HS6K08).
• Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (AC9HS6S07).
Learning Objectives
In lessons 1-45, students will:
1. examine eight economics and business themes that are discussed in informative exemplar texts:
o Supply and Demand
o Inventions and Commodities
o Enterprise and Entrepreneurs
o Companies
o Competition
o E-Commerce
o Pricing Nature
o Money
2. recognise the graphic aspects, language, and structural components of instructive writings.
3. write educational texts on business and economics.
Oz-e-English Writing (Geography) Years 5-6
Your Title Goes Here
Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.
Informative: Geography Year 5
Students will examine the text structure and language features of informative texts. Students will write informative texts. Unit content will focus on Europe: Physical geography, mapping of Europe, the extent of change in environments over time and effects of change on development and sustainability. Content also covers identifying influences of people on places in Europe and how environments are used and managed.
Relevant Australian Curriculum: English Content Descriptors:
• AC9E5LA03 Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts.
• AC9E5LA08 Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words.
• AC9E5LY02 Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion.
• AC9E5LY04 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming.
• AC9E5LY05 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
• AC9E5LY06 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation.
Relevant Australian Curriculum: HASS
• AC9HS5K04 Students learn about the influence of people, including First Nations Australians and people in other countries, on the characteristics of a place.
• AC9HS5S07 Students develop descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions.
Focuses:
• The Continent of Europe:
o Place of Europe in the world
o Identifying Europe
o Regions of Europe.
• The Mediterranean Sea:
o Southern Europe and regional significance
o Vegetation and farming in Mediterranean Region
o European countries in the Mediterranean Region.
• Greenland and Northern Europe
o Northern Europe and the Arctic Region
o Location, climate and environment of Greenland
o Inuit People.
• The European Union
o Impact of WW1 and WW2 on Europe
o The EU has helped unite and rebuild the European economy
o The EU has transformed Germany.
• Volcanoes and Mountains in Europe
o Volcanic regions in Europe
o Mount Vesuvius and Pompei
o Mountain ranges in Europe and the formation of mountains and volcanoes.
• Rivers and Waterways in Europe
o Rivers/freshwater part of water cycle
o Waterways in Europe used for transport, trade and agriculture
o Waterways in Europe are artificial and natural.
• Art and Architecture in Europe
o Timeline of art and architecture in Europe – Classical and Modern.
o Culture is expressed through architecture and art.
o Art and architecture in Europe.
• Eastern Europe and the Chernobyl Disaster
o The location of Eastern Europe, Russia, Ukraine.
o Sources of energy: nuclear, wind, solar. Need for electricity.
o Chernobyl disaster and environmental impact.
• Climate Change in Europe
o Climate change in regions of Europe
o Impact of Greenhouse effect on European flora and fauna
o Sustainability solutions to climate change in Europe.
Oz-e-English Writing (History) Years 5-6
Your Title Goes Here
Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.
Unit 4: Narrative - Year 5
Unit 4: Narrative – Year 5 is an English language strand unit for Year 5 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704).
• Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798).
• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (AECLY1703).
It aligns to the Australian Curriculum: History Year Level Achievement Standards:
• Reasons (economic, political and social) for the establishment of British colonies in Australian after 1800 (ACHASSK106).
• The nature of the convict or colonial presence, considering the elements that impacted patterns of growth, characteristics of the daily lives of the locals (particularly Aboriginal Peoples and Torres Strait Islander Peoples), and how the environment changed (ACHASSK107).
• The effects of a noteworthy development or event on a colony in Australia (ACHASSK108).
• The reasons people migrated to Australia and the experiences and contributions of a certain migrant group within a colony (ACHASSK109).
• The influence a major person or group had on the development of a colony (ACHASSK110).
• The role that a significant individual or group played in shaping a colony (ACHASSK110).
• Present ideas, results, points of view, and conclusions using a variety of texts and formats that include source materials, analog and digital representations, and terminology and customs particular to the discipline (ACHASSI105).
Learning Objectives
In Lessons 1 to 45, students will:
1. Learn about the structure of a factual recount.
2. Learn the main facts about nine significant events from Australian history 1800s to 1900s analysing the perspectives from three groups: migrants, British colonists, and indigenous people.
• – Circumnavigation of the continent
• – The Rum Rebellion
• – The Black War
• – Eureka Stockade
• – Burke and Wills
• – Coranderrk
• – South Sea Islander Indentured labour
• – Bushrangers
• – WA Pearl trade
• Examine the textual organisation and linguistic elements used in imaginative diaries, letter writing, and narrative recounts as part of a connected learning history course to offer personal perspective replies.
• Analyse primary and secondary source documents supporting the focus of nine Australian historical events from 1800 to 1900.
• Jointly write a narrative recount about Australian history 1800-1900s.
Unit 4: Narrative – Year 6
Unit 4: Narrative (History) – Year 6 is an English language strand unit for Year 6 students.
It aligns to the Australian Curriculum: English Year Level Achievement Standards:
• Identify responses to characters and events in literary texts, drawn from historical, social, or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E6LE01).
• Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative, and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06).
• use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05).
It aligns to the Australian Curriculum: History Year Level Achievement Standards:
• Composing informative and persuasive texts, supported by evidence, to describe and explain conclusions from their economic, civic, historical, and geographical inquiries (AC9HS6S07).
• Study Australia’s path to Federation through an examination of key people and events (AC9HS6K01).
• Investigating how Australia’s system of law and government has origins in the Magna Carter, the English Civil War and Westminster system and therefore why we have a constitutional monarchy and why there was a separation of powers (legislative, executive, judiciary) (AC9HS6K01).
• Describing the significance of the 1962 right to vote federally and the importance of the 1967 referendum for First Nations Australians (AC9HS6K02).
• Investigating the developments in advancing democracy and citizenship for all citizens, including migrant groups, for example the establishment of the minimum wage, anti-discrimination legislation and official national multicultural policy (AC9HS6K02).
Learning Objectives
In Lessons 1 to 45, students will:
• Learn the main facts about eight significant events in twentieth-century Australian history:
– The formation of the Commonwealth of Australia at Federation in 1901.
– Australia’s entry into WW1, the Gallipoli campaign and the legacy of ANZAC.
– The wool and mining industry in Australia as the mainstays of the economy through much of the century.
– Australia in the 1930s following the 1929 worldwide depression.
– The Great Australian Silence – the history of Aboriginal and Torres Strait Islander people through the twentieth century.
– Australia’ entry into WW11 and the imminent Japanese invasion of Australia.
– The White Australian policy and the story of immigration.
– The three stories of Australian migration.
• Use artefacts and source documents to write about the main facts about Australian history in the 1900s.
• Identify and use language features to write narrative recounts.
• Jointly construct narrative recounts about Australian history in the 1900s.
• Independently plan and draft narrative recounts about Australian history in the 1900s.
Teaching Indigenous Australian Culture, History and Identity
Good to Great Schools Australia also offers a great range of Indigenous Culture lessons, featuring explicit instruction and ready-to-deliver (no lesson planning!). These units are aligned to HASS (Version 8.4) with an update to V9.0 planned for the future.
Homelands, History and Identity (F to 6)
View the full Homelands, History and Identity unit here. Or view a short summary of the learning objectives for each year level below.
Your Title Goes Here
Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.
Foundation Year – My Place, Our Place
By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people.
Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share and compare observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.
Year 1 – Knowing Our Land
By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Students identify changes in features and describe how to care for places.
Students respond to questions about familiar and unfamiliar places by locating and interpreting information from sources provided. They represent the location of different places and their features on labelled maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.
Year 2- Our Connections to Places
By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning.
Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.
Year 3 – Exploring Places Near and Far
By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics of different places at local scales and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have different perceptions of places.
Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual action in response to a geographical challenge.
Year 4 – Caring for Our Land
By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between components of the environment and between people and the environment. Students recognise the importance of the environment and identify different possible responses to a geographical challenge.
Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using grid references and compass direction. Students interpret geographical data to identify spatial distributions and simple patterns, and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.
Year 5 – People and Our Changing Earth
By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. They identify and describe different possible responses to a geographical challenge.
Students develop appropriate geographical questions for an investigation. They locate, collect and organise data and information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point. They describe the location of places and their characteristics using compass direction and distance. Students interpret maps, geographical data and other information to identify and describe spatial distributions, simple patterns and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the possible effects of their proposed action.
Year 6 – Our Diverse and Connected World
By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the interconnections between people in different places, identify factors that influence these interconnections and describe how interconnections change places and affect people. They identify and compare different possible responses to a geographical challenge.
Students develop appropriate geographical questions to frame an inquiry. They locate, collect and organise useful data and information from primary and secondary sources. They record and represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret maps, data and other information to identify, describe and compare spatial distributions, patterns and trends, to infer relationships and to draw conclusions. They present findings and ideas using geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge and describe the probable effects of their proposal.
Art, Materials and Technology (F to 6)
View the full Art, Materials and Technology unit here. Or view a short summary of the learning objectives for each year level below.
Your Title Goes Here
Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.
Year 1 – Stories: Exploring Design
Students investigate the technological change of products over time. They identify and describe the purpose, features and uses of traditional and modern technologies. Through investigation, students recognise different properties of materials and how they are joined. They identify that forces create movement in products. Following the design process, students meet the identified needs of users through the creation and modification of products.
Foundation Year – Stories: Exploring Art
Students explore what art is and what it can look like. They learn that anyone can be an artist. The elements of art are explored to develop an understanding of how artworks are created.
Students learn that artists can express their ideas, observations and imagination through different techniques. They develop an awareness of what an art exhibition is and what it means to exhibit art.
Year 2 – Stories: Creating Art
Students learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and technologies.
They explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape, colour and texture. Students develop an understanding of how art can be effectively displayed at an exhibition. As a viewer, they respond to visual artworks and consider the artists’ intent and viewpoint, as well as their own. As an artist, they express their ideas through various creations and learn how to write an artist’s statement to welcome others to their art.
Year 3 – Stories: Creative Designers
Students describe the contributions of designers over time. This includes designing products, services and environments that make people’s lives easier, safer and more comfortable. They will explore how materials and design features can be used to produce designed solutions that meet the needs of the community and environment. Students will be involved in the design and technology processes and productive skills. They will investigate existing designs, explore needs for new designs, generate ideas, select, test and use materials to make design examples, evaluate their ideas and processors, and make changes where applicable. Following the design process, students meet the identified needs of users through the creation and modification of products.
Year 4 – Stories: Understanding Art
Students investigate the technological change of products over time. They identify and describe the purpose, features and uses of traditional and modern technologies. Through investigation, students recognise different properties of materials and how they are joined. They identify that forces create movement in products. Following the design process, students meet the identified needs of users through the creation and modification of products.
Year 5 – Stories: Designing Solutions
Students investigate the technological change of products over time. They identify and describe the purpose, features and uses of traditional and modern technologies. Through investigation, students recognise different properties of materials and how they are joined. They identify that forces create movement in products. Following the design process, students meet the identified needs of users through the creation and modification of products.
Year 6 – Stories: What’s Your Story?
Students investigate the technological change of products over time. They identify and describe the purpose, features and uses of traditional and modern technologies. Through investigation, students recognise different properties of materials and how they are joined. They identify that forces create movement in products. Following the design process, students meet the identified needs of users through the creation and modification of products.
We have a full range of curriculum resources across English, Maths, Science, and The Arts.
All our resources are built on the science of learning. We provide all the lesson content teachers need, so all that’s left to do is teach!
