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Year 5: Save one island, save them all

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: sub-strand Content description Elaboration in this unit of work

Language

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality. ACELA1504

Sequence 2: Becoming familiar with the typical stages and language features of types of texts, such as historical accounts/journals/recounts and how they can be composed and presented in written, digital and multimedia forms.

 

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold. ACELA1505

Sequence 8: Observing how writers use the beginning of a sentence to signal to the reader how the text is developing.

Language for interaction

Understand that patterns of language interaction vary across social contexts and types and that they help to signal social roles and relationships. ACELA1501

Sequence 3: Identifying ways in which cultures differ in making and responding to common requests such as periods of silence and degrees of formality.

 

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view. ACELA1502

Sequence 7: Recognising that a bare assertion (for example, ‘This is the best film of the year’) often needs to be tempered by using the ‘impersonal it’ to distance oneself (for example, ‘It could be that this is the best film of the year’); recruiting anonymous support (for example, ‘It is generally agreed that this is the best film of the year’); indicating a general source of the opinion (for example, ‘Most critics agree that it is the best film of the year’); specifying the source of the opinion (for example, ‘David and Margaret both agree that it is the best film of the year’) and reflecting on the effect of these different choices.

Expressing and developing ideas

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause. ACELA1507

Sequence 3: Knowing that the function of complex sentences is to make connections between ideas and that the conjunction may signal the type of connection being made. For example: to provide a reason (for example, ‘He jumped up because the bell rang’); to state a purpose (for example, ‘She raced home in order to confront her brother’); to express a condition (for example, ‘It will break if you push it’); to make a concession (for example, ‘She went to work even though she was not feeling well’) and to link two ideas in terms of various time relations (for example, ‘Nero fiddled while Rome burned’).

 

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea. ACELA1508

Sequence 9: Learning how to expand a description by creating extended noun groups and adjective groups.

Literature

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. ACELT1608

Sequence 1: Describing how aspects of literature (for example, illustrations, symbolic elements, dialogue and character descriptions) can convey information about cultural elements, such as beliefs, traditions and customs.

 

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses. ACELT1610

Sequence 1: Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement.

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences. ACELT1795

Sequences 2 and 4: Providing a considered interpretation and opinion about literary texts, by analysing the language features and organisational framework of different texts.

Creating literature

Create literary texts that experiment with structures, ideas and stylistic features of selected authors. ACELT1798

Sequences 4, 6, 7 and 9: Drawing upon a range of elements in a variety of texts (for example, main idea or theme, characterisation, setting [time and place] and narrative point of view); and devices (for example, figurative language [simile, metaphor, personification], as well as non-verbal conventions in digital and screen texts – in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts).

Examining literature

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. ACELT1611

Sequence 4: Recognising how descriptive and figurative language, including complex noun groups, personification and metaphor, can enhance writing.

Literacy

Texts in context

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context. ACELY1698

Sequence 10: Constructing sentences to convey particular viewpoints.

Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view. ACELY1699

Sequence 1: Asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions.

 

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. ACELY1703

Sequence 1: Using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources, and summarising information from several sources.

Interpreting, analysing and evaluating

Identify and explain characteristic structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. ACELY1701

Sequences 2, 3, 8 and 9: Explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text.

Creating texts

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements. ACELY1707

Sequences 7 and 11: Writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear.

 

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

Sequences 10, 11 and 12:

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions.

 

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features. ACELY1705

Sequences 10 and 11: Editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact.

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

Australian Curriculum: Humanities and Social Sciences (Geography)

Strand: sub-strand Content description Elaboration in this unit of work

Geographical knowledge and understanding

 

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places. ACHASSK112

Sequence 1: Identifying an environment impacted by human decisions such as fishing (sealing), eradication of species and dependence on resources.

 

The environmental and human influences on the location and characteristics of a place and the management of spaces within them. ACHASSK113

Sequence 7: Creating a radio broadcast about the conditions of Macquarie Island, considering flora and fauna, in its current state with reference to past decisions.

Sequence 8: Identifying the reasons why some places established in the 1800s in Australia have either not survived, or failed to grow.

Geographical inquiry and skills

Collecting, recording, evaluating and representing

Locate and collect relevant information and data from primary and secondary sources. ACHASSI095

Sequence 1: Reading and interpreting an interactive map with a legend.

Sequence 6: Using Google Earth to investigate present-day conditions on Macquarie Island as a source of primary data.

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions. ACHASSI105

Sequences 11 and 12: Presenting a viewpoint, supported by evidence, on an investigation into a local issue and communicate with an audience using geographical terms (for example, relative location, natural hazard and interconnections).

Reflecting and responding

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects. ACHASSI104

Sequences 11 and 12: Suggesting possible actions (as persuading arguments) that could be taken to reduce the impact of the environmental issues in the local community.

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