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Year 1: Reading the landscape

Australian Curriculum summary tables

Students will be provided opportunities through the activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand and sub-strand Content descriptions Elaborations in sequence content
Text structure and organisation
Understand that the purposes texts serve shape their structure in predictable ways. ACELA1447 Sequence 3: Comparing and contrasting pictures from two texts.
Sequence 8: Using the narrative structure to gain information about landscapes.
  Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands. ACELA1449 Sequence 7: Writing questions for the ePals class.
  Understand concepts about print and screen, including how different texts are organised using page numbering, tables of contents, headings and titles, navigation buttons, bars and links. ACELA1450 Sequences 4, 5, 8: Using Google Earth navigation.
Sequence 9: Engaging with text layouts.
Sequence 10: Retelling a text with multimodal aspects.
Expressing and developing ideas  Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning. ACELA1453 Sequence 3: Comparing images from two different sources.
Sequence 5: Engaging with multimodal text.
Sequence 8: Engaging with a variety of multimodal texts.
Sequence 9: Comparing images from text.
Sequence 10: Engaging with images in Mirror.
  Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances. ACELA1451 Sequence 2: Introducing parts of a sentence.
Sequences 3, 5: Identifying parts of a sentence by studying illustrations.
Sequence 6: Composing sentences using process, participant and circumstance.
Sequence 7: Writing questions.
Sequence 8: Using three parts of a sentence to study visual images.
Sequence 9: Using three parts of a sentence to make connections.
Sequence 10: Writing a retelling of a text using three questions as a guide.
Sequence 12: Writing a sentence using process, participant and circumstance.

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences. ACELT1582 Sequence 5: Engaging with Why I Love Australia and sharing connections.
Sequence 8: Engaging with a variety of texts to gain information for Data chart.
Sequence 9: Comparing images from Mirror and using background knowledge to infer how land is used.
Sequence 10: Gaining meaning from a multimodal text.
  Express preferences for specific texts and authors and listen to the opinions of others. ACELT1583 Sequence 8: Discussing a variety of texts and which they prefer.
Examining literature  Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts. ACELT1584 Sequence 8: Discussing features of illustrations.
Sequence 11: Retelling a text using information from illustrations.
Creating literature  Recreate texts imaginatively using drawing, writing, performance and digital forms of communication. ACELT1586 Sequence 5: Creating a map of the excursion.
Sequence 10: Using inferring strategies to gain more understanding of a text.
Sequence 12: Creating a diorama.

Texts in context

Respond to texts drawn from a range of cultures and experiences. ACELY1655 Sequence 3: Engaging with Patterns of Australia.
Sequence 5: Engaging with Why I Love Australia.
Sequence 8: Engaging with a variety of texts from other cultures.
Sequence 9: Engaging with Mirror.
Interacting with others  Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. ACELY1656 This is evident in most of the sequences.

Interpreting, analysing, evaluating 

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read, by drawing on growing knowledge of contexttext structures and language featuresACELY1660 Sequence 9: Making connections to the text and self.
Sequence 10: Gathering keywords from the text to assist with retelling.
Sequence 11: Practising inferring.
Sequence 12: Developing keywords.
Creating texts Construct texts that incorporate supporting images using software including word processing programs. ACELY1664 Sequence 5: Making a visual representation of the landscape walk.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)

Australian Curriculum: Humanities and Social Sciences (Geography)

Strand and sub-strand Content descriptions Elaborations in sequence content

Geographical knowledge and understanding

The natural, managed and constructed features of places, their location, how they change and how they can be cared for. ACHASSK031

Sequence 1: Looking at different landscapes and producing describing words for each.
Sequence 3: Looking at different landscapes.
Sequence 7: Using Google Earth and Google Maps.
Sequence 8
: Engaging with texts from different cultures.

  Activities in the local place and reasons for their location. ACHASSK033

Sequence 4: Discussing features of landscape on the landscape walk.
Sequence 8: Looking at how people use land in different landscapes
Sequences 9, 1011, 12: Engaging with the book Mirror and looking at differences and changes in location.

Geographical inquiry and skills


Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location. ACHASSI027 Sequence 1 and Sequence 2 (and throught the unit): Contributing to a ‘Landscape language’ display.
Sequence 12: Producing a diorama of a certain landscape.

Source for HASS content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).