English Year level plan · Web view2019. 3. 11. · Year level plan, Year 4. State Schools. Updated: January 2019. Curriculum into the classroom (C2C), Design Technology. Band plan

Pialba State School

Year Level PlansAustralian Curriculum V8

Year 4Curriculum into the classroom (C2C), MathematicsYear level plan, Year 4State SchoolsUpdated: January 2019

Year level plan Mathematics Year level Year 4C

urric

ulum

inte

nt

Year level description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.At this year level:Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes.Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations, and collecting and recording data.Problem Solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties of numbers to continue patterns.Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

Achievement standard

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.

Curriculum into the classroom (C2C), MathematicsYear Level plan, Year 4State SchoolsPage 2 of 34

Unit Overview SEMESTER 1 SEMESTER 2Se

quen

cing

teac

hing

and

lear

ning

Unit 1 Unit 2 Unit 3 Unit 4

Students develop understandings of: Number and place value — make

connections between representations of numbers, partition and combine numbers flexibly, recall multiplication facts, formulate, model and record authentic situations involving operations, compare large numbers, generalise from number properties and results of calculations, derive strategies for unfamiliar multiplication and division tasks

Fractions and decimals — communicate sequences of simple fractions

Patterns and algebra — use properties of numbers to continue patterns

Using units of measurement — use appropriate language to communicate times, compare time durations and use instruments to accurately measure lengths

Chance —compare dependent and independent events, describe probabilities of everyday events

Data representation and interpretation — collect and record data, communicate information using graphical displays and evaluate the appropriateness of different displays.

Students develop understandings of: Number and place value —

recognise, read and represent 5-digit numbers, identify and describe place value in five-digit numbers, partition numbers using standard and non-standard place value parts, compare and order 5-digit numbers, identify odd and even numbers, make generalisations about the properties of odd and even numbers, make generalisations about adding, subtracting, multiplying and dividing odd and even numbers, recall of 3s, 6s, 9s facts, solve multiplication and division problems, use informal recording methods for calculations, apply mental and written strategies to computation

Fractions and decimals — revisit and develop understanding of proportion and relationships between fractions in the halves family and thirds family, count and represent fractions on number lines, represent fractions using a range of models, solve fraction problems in familiar contexts

Money and financial mathematics — read and represent money amounts, investigate change, rounding to five cents, explore strategies to calculate change, solve problems involving purchases and the calculation of change, explore Asian currency and calculate foreign currencies.


interpret number representations, sequence number values, apply number concepts and place value understanding to the calculation of addition, subtraction, multiplication and division, develop fluency with multiplication fact families., apply mental and written computation strategies, recall multiplication and division facts and apply place value to partition and regroup numbers to assist calculations

Fractions and decimals — partition to create fraction families, identify, model and represent equivalent fractions, count by fractions, solve simple calculations involving fractions with like denominators, model and represent tenths and hundredths, make links between fractions and decimals, count by decimals, compare and sequence decimals

Money and financial mathematics — represent, calculate and round amounts of money required for purchases and change

Patterns and algebra — use equivalent addition and subtraction number sentences to find unknown quantities

Using units of measurement — use scaled instruments to measure and compare length, mass, capacity and temperature, measure areas using informal units and investigate standard units of measurement


calculate addition and subtraction using a range of mental and written strategies, recall multiplication and related division facts, calculate multiplication and division using a range of mental and written strategies, solve problems involving the four operations, use estimation and rounding, apply mental strategies, add, subtract, multiply and divide two- and three-digit numbers

Fractions and decimals — count and identify equivalent fractions, locate fractions on a number line, read and write decimals, identify fractions and corresponding decimals, compare and order decimals (to hundredths)

Money and financial mathematics — calculate change to the nearest five cents, solve problems involving purchases

Patterns and algebra —use equivalent multiplication and division number sentences to find unknown quantities

Using units of measurement — use am and pm notation, solve simple time problems

Shape — measure area of shapes, compare the areas of regular and irregular shapes by informal means

Data representation and interpretation — write questions to collect data, collect and record data, display and interpret data.


Shape — explore properties of polygons and quadrilaterals, identify combined shapes, investigate properties of shapes within tangrams, create polygons and combined shapes using tangrams

Location and transformation — investigate the features on maps and plans, identify the need for legends, investigate the language of location, direction and movement, find locations using turns and everyday directional language, identify cardinal points of a compass, investigate compass directions on maps, investigate the purpose of scale, apply scale to maps and plans, explore mapping conventions, plan and plot routes on maps, explore appropriate units of measurement and calculate distances using scales

Geometric reasoning — identify angles, construct and label right angles, identify and construct angles not equal to a right angle, mark angles not equal to a right angle.

Shape — compare the areas of regular and irregular shapes using informal units of area measurement

Location and transformation — investigate different types of symmetry, analyse and create symmetrical designs.

General capabilities and cross-curriculum priorities

Opportunities to engage with:




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracy

Information and CommunicationTechnology (ICT) Capability

Personal and Social CapabilityEthical Understanding

Intercultural Understanding

Critical and Creative thinking

Aboriginal and Torres Strait IslanderHistories and CulturesAsia and Australia’s Engagement with Asia

Sustainability


Ass

essm

ent

Assessment Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.

Semester 1 Semester 2

Unit 1: Recalling and using multiplication and division factsShort answer questionsStudents recall multiplication and division facts, identify unknown quantities and solve problems using appropriate strategies for multiplication and division

Unit 2: Using the properties of odd and even numbersShort answer questionsStudents use the relationships between the four operations and odd and even numbers

Unit 3: Recognising and locating fractionsShort answer questionsStudents locate familiar fractions on a number line and recognise common equivalent fractions in familiar contexts

Unit 4: Solving purchasing problemsShort answer questionsStudents solve simple purchasing problems including the calculation of change

Assessment Due Term 1 Week 6 Term 2 Week 3 Term 3 Week 3 Term 4 Week 7

Unit 1: Identifying and explaining chance eventsShort answer questionsStudents identify dependent and independent events and explain the chance of everyday events occurring

Unit 2: Recalling multiplication and division facts, interpreting simple maps and classifying anglesShort answer questionsStudents recall multiplication and division facts, interpret information contained in simple maps and classify angles in relation to a right angle

Unit 3: Comparing areas and using measurementShort answer questionsStudents compare areas of regular and compare areas of regular and irregular shapes using informal units. Students use scaled instruments to measure temperature, mass, capacity and length. Students recall multiplication and division facts

Unit 4: Analysing dataShort answer questions Students define the different methods for data collection and representation and evaluate their effectiveness. They construct data displays from given or collected data

Assessment Due Term 1 Week 8 Term 2 Week 6 Term 3 Week 5 Term 4 Week 2

Unit 1: Investigating the nature of 10 000 (optional)Assignment/ProjectStudents use simple strategies to reason and solve measurement and location inquiry questions

Unit 2: Investigating distance on maps (optional)Assignment/ProjectStudents use simple strategies to reason and solve a location inquiry question

Unit 3: Investigating mass (optional)Assignment/ProjectStudents use simple strategies to reason and solve a measurement inquiry question

Unit 4: Connecting decimals and fractionsShort answer questionsStudents demonstrate and explain the connections between fractions and decimals to hundredths


Assessment Due

Term 1 Week 4 Term 2 Week 8 Term 3 Week 7 & 8 Term 4 Week 5

. Unit 4: Investigating time (optional)Assignment/ ProjectStudents use simple strategies to reason and solve a measurement inquiry question

Assessment Due Term 4 Week 8

Mod

erat

ion Consistency of

teacher judgmentsTeachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.


Content descriptions for Year 4 MathematicsReview for balance and coverage of content descriptions

Number and AlgebraSemester 1 Semester 2


Number and place value

Investigate and use the properties of odd and even numbers (ACMNA071)

Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

Fractions and decimals

Investigate equivalent fractions used in contexts (ACMNA077) Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)

Money and financial mathematics

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

Patterns and algebra

Explore and describe number patterns resulting from performing multiplication (ACMNA081)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)

Measurement and GeometrySemester 1 Semester 2


Using units of measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)

Compare objects using familiar metric units of area and volume (ACMMG290)

Convert between units of time (ACMMG085) Use am and pm notation and solve simple time problems (ACMMG086) Shape

Compare the areas of regular and irregular shapes by informal means (ACMMG087)

Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)

Curriculum into the classroom (C2C), Mathematics Year level plan, Year 4State SchoolsPage 7 of 34

Location and transformation

Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)

Geometric reasoning

Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)

Statistics and ProbabilitySemester 1 Semester 2


Chance

Describe possible everyday events and order their chances of occurring (ACMSP092)

Identify everyday events where one cannot happen if the other happens (ACMSP093)

Identify events where the chance of one will not be affected by the occurrence of the other. (ACMSP094)

Data representation and interpretation

Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Curriculum into the classroom (C2C), MathematicsYear level plan, Year 4State SchoolsUpdated: October 2017

Year level plan English Year level Year 4C

urric

ulum

inte

nt


The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.


Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Curriculum into the classroom (C2C), EnglishYear level plan, Year 4State SchoolsUpdated: October 2017

Unit overview SEMESTER 1 SEMESTER 2Se

quen

cing

teac

hing

and

lear

ning

Unit 1: Investigating author’s language in a familiar narrative

Unit 2: Examining humour in poetry

Unit 3: Examining traditional stories

Unit 4: Exploring recounts set in the past

Unit 5: Exploring a quest novel

Unit 6: Examining persuasion in advertisements and product packaging

Students read a narrative and examine and analyse the language features and techniques used by the author. They create a new chapter for the narrative for an audience of their peers.

Students read and listen to a range of humorous poems by different authors. They identify structural features and poetic language devices in humorous poetry. They use this knowledge to innovate on poems and evaluate the poems by expressing a personal viewpoint using evidence from the poem.

Students read and analyse traditional stories from Asia and from Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They demonstrate understanding of the stories by identifying structural and language features, finding literal and inferred meaning and explaining the message or moral. Students plan, create and present a traditional story which includes a moral for a younger audience.

Students listen to, read and explore a variety of historical texts including historical and literary recounts written from different people’s perspectives. There are two assessment tasks: a reading comprehension and a spoken presentation. In the reading comprehension task, students answer questions about different historical texts. In the spoken presentation, students present an account of events in the role of a person who was present at the arrival of the First Fleet.

Students read and analyse a quest novel. Throughout the unit, students are monitored as they post comments and respond to others’ comments in a discussion board to demonstrate understanding of the quest novel. Students also write a short response explaining how the author represents the main character in an important event in the quest novel.

Students recognise and analyse characteristic ideas and persuasive techniques including language features and devices, audio effects and visual composition in advertisements and their impact on the target audience. Students use appropriate metalanguage to describe the effects of persuasive techniques used on a breakfast cereal package and report these to peers. Students use word processing software tools to manipulate text and images to create an effective composition for a breakfast cereal. They write and present a persuasive speech to promote their cereal.









Information and communicationtechnology (ICT) capability

Personal and social capabilityEthical understanding

Intercultural understanding

Critical and creative thinking

Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with Asia

Sustainability

Curriculum into the classroom (C2C), EnglishYear level plan, Year 4State SchoolsPage 10 of 34

Ass

essm

ent

Assessment

Assessment Due

Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over the reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard.


Unit 1: A new chapterImaginative response – writtenStudents create an imaginative new chapter for a book.

Unit 2: Interpret and evaluate a humorous poem: Reading comprehensionExam/TestStudents interpret and evaluate a humorous poem for its characteristic features.

Unit 3: Create and present a traditional storyAssignment/ProjectStudents create and present a traditional story which includes a moral for a younger audience.

Unit 4:Comprehending historical recountsExam/TestStudents read historical recounts, answer comprehension questions and identify language features used to engage the audience.

Unit 5: Written responseInformative response – writtenStudents explain how the author of a quest novel represents the main character in an important event.

Unit 6: Reading and viewing comprehension:Short answer questionsStudents identify and interpret the persuasive language features and visual elements of the product’s packaging

Term 1 – Week 5 Term 2 – Week 2 Term 2 – Week 6 Term 3 – Week 3 Term 3 – Week 10 Term 4 – Week 4

Unit 4:Spoken presentationImaginative response – oralStudents deliver a spoken recount in role as a character from a particular historical context.

Assessment DueTerm 3 – Week 4

Mod

erat

ion Consistency of


Curriculum into the classroom (C2C), EnglishYear level plan, Year 4State SchoolsPage 11 of 34

Content descriptions for Year 4 EnglishReview for balance and coverage of content descriptions

LanguageSemester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6Language variation and changeUnderstand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Language for interactionUnderstand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Text structure and organisationUnderstand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Expressing and developing ideasUnderstand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Phonics and word knowledgeUnderstand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

LiteratureSemester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6Literature and contextMake connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Responding to literatureDiscuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Curriculum into the classroom (C2C), EnglishYear level plan Year 1 State SchoolsUpdated: April 2017

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literatureDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literatureCreate literary texts that explore students’ own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)

LiteracySemester 1 Semester 2

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6Texts in contextIdentify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Interacting with othersInterpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Interpreting, analysing, evaluatingIdentify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating textsPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Curriculum into the classroom (C2C), EnglishYear 4State SchoolsPage 13 of 34

Year level plan Humanities and Social Sciences (HASS) Year level Year 4C

urric

ulum

inte

nt


How people, places and environments interact, past and presentThe Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people’s need and want of resources over time has affected peoples, societies and environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people’s needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is enacted.The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

� How have laws affected the lives of people, past and present?� What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices?� What is the significance of the environment and what are different views on how it can be used and sustained, past and present?


By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 4 State SchoolsUpdated: January 2019

Unit Overview Unit 1: Early exploration and settlement Unit 2: Sustainable use of placesSe

quen

cing

teac

hing

and

lear

ning

Inquiry questions:� What were the short- and long-term effects of European settlement?

In this unit, students will:� explore the diversity of different groups within their local community� consider how personal identity is shaped by aspects of culture, and

by the groups to which they belong� examine the purpose of laws and distinguish between rules and laws� make connections between world history events between the 1400s

and the 1800s, and the history of Australia, including the reasons for the colonisation of Australia by the British

� investigate the experiences of British explorers, convicts, settlers and Australia’s first peoples, and the impact colonisation had on the lives of different groups of people

� analyse the experiences of contact between Australia’s first peoples and others, and the effects these interactions had on people and the environment

� draw conclusions about how the identities and sense of belonging for Aboriginal and Torres Strait Islander peoples in the past and present were and continue to be affected by British colonisation and the enactment of law of terra nullius.

Inquiry questions:� How can people use environments more sustainably?

In this unit, students will:� explore the concept of ‘place’ with a focus on Africa and South America � describe the relative location of places at a national scale � identify how places are characterised by their environments � describe the characteristics of places, including the types of natural

vegetation and native animals � examine the interconnections between people and environment and the

importance of environments to animals and people� identify the purpose of structures in the local community, such as local

government, and the services these structures provide for people and places

� investigate how people use, and are influenced by, environments and how sustainability is perceived in different ways by different groups and involves careful use of resources and management of waste

� recognise the knowledge and practices of Aboriginal and Torres Strait Islander peoples in regards to places and environments

� propose actions for caring for the environment and meeting the needs of people.




Key General capabilities Cross-curriculum prioritiesLiteracyNumeracyInformation and CommunicationTechnology (ICT) Capability


Intercultural UnderstandingCritical and Creative thinking


Sustainability

Curriculum into the classroom (C2C), Humanities and Social SciencesYear level plan Year 4 State SchoolsPage 15 of 34

Ass

essm

ent


Unit 1: European exploration and settlement Unit 2: Sustainable use of places

Assessment task To explore the experiences of an individual and group in the past, aspects that have changed and remained the same and the importance of laws and factors that shape a person’s identity and sense of belonging in society.The assessment will gather evidence of the student’s ability to:

� describe factors that shape a person’s identity and sense of belonging

� recognise the importance of laws in society� examine information to distinguish between facts and opinions and

detect points of view� explain how and why life changed in the past� identify aspects of the past that have remained the same� describe the experiences of a group in the past� recognise the significance of events in bringing about change� locate information from different sources to answer questions� sequence information about events and the life of individual in

chronological order with reference to key dates � present ideas, findings and conclusions using discipline-specific

terms in a range of communication forms.

Assessment task To investigate the interconnections and diverse characteristics of the environment, interpret data to describe simple patterns and identify different views to respond to a challenge. The assessment will gather evidence of the student’s ability to:

� pose questions to guide an investigation � locate and collect information and data from different sources, including

observations, to answer questions� sort, record and represent data in different formats, including large-scale

maps using basic cartographic conventions � describe and compare the diverse characteristics of different places at

local and national scales � identify interconnections between components of the environment and

between people and the environment� identify structures that support waste management in their local

community� identify different views on how to respond to an issue or challenge� interpret data and information to identify and describe distributions and

simple patterns and draw conclusions� reflect on their learning to propose action in response to an issue or

challenge, and identify the possible effects of their proposed action� present ideas, findings and conclusions using discipline-specific terms in

a range of communication forms.

Assessment DueEuropean exploration and settlement

Term 1 Week 3 - Part A: James Cook’s first journeyTerm 1 Week 6 - Part B: How and why life changed for convicts on the First FleetTerm 1 Week 10 - Part C: Points of viewTerm 2 Week 3 - Part D: Profile of a friend

Sustainable use of places

Term 3 Week 2 - Part A: Compare locations / Mapping.Term 3 Week 5 - Part B: Questions 1-5Term 4 Week 8 - Part C and D

Term 4 Week 6 & 7 – Digital Technologies (Assessment linked to HASS)


By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view.They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

Mod

erat

ion Consistency of



Content descriptions for Year 4 Humanities and Social SciencesReview for balance and coverage of content descriptions

Knowledge and UnderstandingUnit

1 2

How people, places and environments interact, past and present

The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)

The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)

The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)

The importance of environments, including natural vegetation, to animals and people (ACHASSK088)

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)

The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)

The role of local government and the decisions it makes on behalf of the community (ACHASSK091)

The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)

The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

Inquiry and SkillsUnit

1 2

Questioning

Pose questions to investigate people, events, places and issues (ACHASSI073)

Researching

Locate and collect information and data from different sources, including observations (ACHASSI074)

Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)

Sequence information about people’s lives and events (ACHASSI076)

Analysing

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)

Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns

Curriculum into the classroom (C2C), HASS Year level plan, Year 4State SchoolsPage 18 of 34

(ACHASSI078)

Inquiry and SkillsUnit

1 2

Evaluating and reflecting

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Interact with others with respect to share points of view (ACHASSI080)

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Communicating

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Curriculum into the classroom (C2C), HASS Year level plan, Year 4State SchoolsPage 19 of 34

Year level plan Science Year level Year 4 C

urric

ulum

inte

nt


The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.Incorporating the key ideas of science Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.


By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 4State SchoolsUpdated: January 2019

Unit Overview SEMESTER 1 SEMESTER 2Se

quen

cing

teac

hing

and

lear

ning

Unit 4: Fast forces! Unit 2: Ready, set, grow! Unit 3: Material use Unit 1: Here today, gone tomorrow

Students use games to investigate and demonstrate the direction of forces and the effect of contact and non-contact forces on objects. They use their knowledge of forces to make predictions about games and complete games safely in order to collect data. They use tables and column graphs to organise data and identify patterns so that findings can be communicated. They identify how science knowledge of forces helps people understand the effects of their actions.

The swap of Unit 1 and 4 is due to Design Technology unit (Unit 3 Pinball Paradise) integrated into Unit 4 Fast Forces (Science).

Reporting Semester 1 Science Units 4 and 2Design Technology Pinball Paradise

Students investigate life cycles and sequence key stages in the life cycles of plants and animals. They examine relationships between living things and their dependence on each other and on the environment. By considering human and natural changes to the habitats, students will predict the effect of these changes on living things, including the impact on life cycles and the survival of the species. They identify when science is used to understand the effect of their own and others' actions. They identify investigable questions and make predictions based on prior knowledge. They discuss ways to conduct investigations safely and make and record observations with accuracy. They use tables and column graphs to organise their data, suggest explanations for observations and compare their findings with their predictions. They communicate their observations and findings.

They investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes. They consider how science involves making predictions and how science knowledge helps people to understand the effect of their actions. They make predictions and use appropriate materials and equipment safely to make and record observations when conducting investigations. They represent data, identify patterns in their results, suggest explanations for their results, compare their results with their predictions, and reflect upon the fairness of their investigations. They complete simple reports to communicate their findings.

In this unit students will explore natural processes and human activity that cause weathering and erosion of Earth's surface. Students relate this to their local area, make observations and predict consequences of future occurrences and human activity. They describe situations where science understanding can influence their own and others' actions. They identify questions and make predictions based on prior knowledge. They safely use equipment and make and record observations with accuracy. They suggest explanations for their observations, compare their findings with their predictions and communicate their observations and findings.






Key General capabilities Cross-curriculum prioritiesLiteracyNumeracyInformation and CommunicationTechnology (ICT) Capability




Sustainability

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 4State SchoolsPage 21 of 34

Ass

essm

ent



Unit 4: Investigating contact and non-contact forcesExperimental investigationStudents conduct an investigation about how contact and non-contact forces are exerted on an object. They design and investigate their own forces game, make a prediction, collect data and identify patterns. Students identify when science is used to understand the effect of their actions

The swap of Unit 1 and 4 is due to Design Technology unit (Unit 3 Pinball Paradise) integrated into Unit 4 Fast Forces (Science).

Unit 2: Mapping life cycles and relationshipsResearch Students understand how relationships of living things impact on their life cycle. To describe situations when science is used to understand the effect of actions, and organise and communicate findings.

Unit 3: Investigating properties affecting the use of ochreSupervised assessmentStudents investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.

Unit 1: Investigating soil erosion ProjectStudents describe the natural processes and human activity that cause changes to the Earth’s surface. They plan, conduct and report on an investigation of the erosion process. Students apply science understandings to formulate control strategies in real-life situations.

Assessment Due

Fast forces! – Smooth MovesTerm 1 Week 7 -Part A: Investigation and report Term 1 Week 8-Part B: Game design and build (Linked to Design Technology Unit 3)Term 1 Week 9 -Part C: Game play and report (Linked to Design Technology Unit 3)

Mapping life cycles and relationshipsTerm 2 Week 7 -Part A: Research a life cycle

Term 2 Week 8-Part B: Research relationships of living things

Investigating properties affecting the use of ochre

Term 3 Week 7 & 8 – Supervised Assessment (identify physical properties of materials and objects that are made from particular materials)

Here today, gone tomorrow- Investigating soil erosion

Term 4 Week 8 Part A: Surface changesTerm 4 Week 9 Part B: Modelling erosion investigation

Mod

erat

ion Consistency

of teacher judgments

Teachers use moderation to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.

Curriculum into the classroom (C2C), ScienceYear Level plan, Year 4State SchoolsPage 22 of 34

Content descriptions for Year 4 ScienceReview for balance and coverage of content descriptions

Science UnderstandingSemester 1 Semester 2


Biological sciences

Living things have life cycles (ACSSU072) Living things depend on each other and the environment to survive (ACSSU073)

Chemical sciences

Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

Earth and space sciences

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Physical sciences

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science as a Human EndeavourSemester 1 Semester 2


Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry SkillsSemester 1 Semester 2


Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

Planning and conducting

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Curriculum into the classroom (C2C), .Band plan Year 4State SchoolsUpdated: January 2019

Band plan Design and Technologies (Year 4) Semester 1 (Linked to HASS {Unit 2} & Science {Unit 4) Band level Years 3 and 4

Cur

ricul

um in

tent

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments.Across each band from Foundation to Year 8, students will have the opportunity to produce at least three types of designed solutions (product, service and environment) through the technologies contexts identified for a band.The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.The Design and Technologies processes and production skills strand focuses on creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing.

Curriculum into the classroom (C2C), .Band plan Year 4State SchoolsUpdated: January 2019

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Band description Years 3 and 4Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.By the end of Year 4, students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.In Years 3 and 4, students develop a sense of self, and ownership of their ideas, and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future.Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas, such as basic drawing symbols, and use simple flow diagrams.Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success, including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.

Curriculum into the classroom (C2C), Design TechnologyBand plan Year 4State SchoolsPage 25 of 34

Achievement Standards

Years 3 and 4By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.


Unit Overview Unit 1: Repurpose it (Linked to HASS Unit 2) Unit 2: What’s for lunch? (Linked to HASS)Unit 3: Pinball paradise (Linked to Science Unit 4 and Completed Semester 1 with Science Unit 4 Term 1 Fast Forces.)

Sequ

enci

ng te

achi

ng a

nd le

arni

ng

Materials and technologies specialisationsIn this unit, students investigate the suitability of materials, systems, components, tools, equipment and techniques for specific purposes. They repurpose an item of clothing to create another useful item.

They explore the role of people in design and technologies occupations as well as factors, including sustainability, that impact on designs that meet community needs.

Students apply processes and production skills, including:

� investigating by:o communicating with client and critiquing needs

or opportunities for designso testing materials including fabrics and

exploring techniques for shaping and joining them

o identifying examples of recycling, up-cycling and re-using

� generating design ideas for a useful item and communicating them with annotated design drawings

� producing a useful item by selecting relevant tools and resources and using them safely

� evaluating design ideas, processes and solutions� collaborating as well as working individually

throughout the process� managing by sequencing production steps.

Food and fibre production and Food specialisationsIn this unit, students investigate food and fibre production and food technologies used in modern and traditional societies. They design and make a lunch item that includes modern and traditional technologies.

They explore how people in different times developed food and fibre technologies to meet human needs.


� investigating by: o exploring traditional food and fibre production

and food technologieso identifying contemporary technologies for

growing food and fibre and preserving and preparing foods

� generating, developing and communicating design ideas for a food product

� producing by working safely with equipment and ingredients to create a food product

� evaluating design ideas and processes for the product

� collaborating as well as working individually throughout the design and production process

� managing by sequencing production steps.

Suggested partner unit:

� HASS Year 3 Unit 1 – Our unique communities

Engineering principles and systemsIn this unit, students investigate how forces and the properties of materials affect the behaviour of a product or system. They make a pinball machine and design a games environment for its use.

They explore the role of people in engineering technology occupations and how they address factors that meet client needs.


� investigating by: o exploring games with moving partso testing materials, tools and techniqueso exploring techniques for shaping and joining

materials and creating mechanisms� generating, developing and communicating design

ideas for:o a pinball machineo a games room environment

� producing by working safely with components and materials to create a functioning product

� evaluating design ideas and processes for the product and environment

� collaborating as well as working individually throughout the design and production

� managing by sequencing production steps.










Sustainability


Ass

essm

ent


Unit 1: Repurpose it (Linked to HASS Unit 2) Unit 2: What’s for lunch?(Year 3) linked to HASS Unit 3: Pinball paradise (Linked to Science Unit 4)

Portfolio

Students repurpose an item of clothing to create another useful item.

Assessment will gather evidence of the student’s ability to:

� explain how the design of products meets the needs of the community

� identify how materials and components can be used to create designed solutions

� explain needs � develop and expand design ideas� communicate using annotated drawings and symbols� identify appropriate materials, equipment and

techniques � demonstrate safe work practices� plan and sequence steps in design and production � evaluate ideas and solutions against success criteria.

Portfolio

Students design and make a lunch item that includes modern and traditional technologies.


� describe contributions of people in design and technologies occupations to meet community needs

� describe how features of technologies can be used to produce designed solutions

� explain opportunities� develop design ideas using annotated drawings� identify appropriate technologies and techniques� demonstrate safe work practices� plan and sequence major steps in design and production� evaluate ideas and solutions against criteria for success� consider environmental sustainability.

Portfolio

Students design and make a pinball machine that is fun to play, and design a games environment for pinball machines.


� explain how designed environments meet needs of communities

� describe contributions of people in design and technologies occupations

� describe how engineering principles can be used to make a pinball machine

� explain opportunities for a games environment� develop design ideas and communicate these using

models, annotated drawings and symbols � identify appropriate technologies� use safe work practices � plan and sequence major steps in design and production� evaluate designs against criteria for success.

Assessment DueRepurpose it Repurpose it

Term 3 Week 4 Part A: Investigating materials and technologies

Term 3 Week 6 Part B: Investigating and generating designed solutions

Term 3 Week 8 Part C: Managing and producing designed solutions

Term 3 Week 10 Part D: Evaluating the design process

Note: This unit is integrated into HASS Unit 2 Using Place Sustainably.

Pinball ParadiseTerm 1 Week 5 Part A: Making a pinball machine

Term 1 Week 8/9 Part B: Designing a games environment

Note: This unit is integrated with Science Unit 4 Fast Forces Term 1.

Mod

erat

ion Consistency of



Content descriptions for Years 3 and 4 Design and TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Design and Technologies knowledge and understanding Unit 1(Year 4)

Unit 2(Year 3)

Unit 3(Year 4)

Technologies and society

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

Technologies context

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)

Investigate the suitability of materials, components, systems, tools and equipment for a range of purposes (ACTDEK013)

Design and Technologies processes and production skills Unit 1 Unit 2 Unit 3

Investigating and defining

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)

Generating and designing

Generate, develop, and communicate design ideas and decisions using technical terms and graphical representation techniques (ACTDEP015)

Producing and implementing

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

Evaluating

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Collaborating and managing

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)


Band plan Digital Technologies (Year 4) Semester 2 (linked to HASS Unit 2) Band level Years 3 and 4C

urric

ulum

inte

nt

Technologies learning area

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts.As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.The Australian Curriculum: Technologies describes two distinct but related subjects. Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and

opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

Phase curriculum focus

Years 3 to 6The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.Literacy and numeracy are again prioritised across these years of schooling. The curriculum further builds the essential knowledge and skills in literacy, consolidating ‘learning to read and write’ through English, as well as increasingly using literacy skills for ‘reading and writing to learn’ in other learning areas. Similarly, the curriculum continues to progress the development of specific mathematical skills and knowledge, and uses these skills in learning across the curriculum to both enrich the study of other learning areas and contribute to the development of broader and deeper numeracy skills. The development of Information and Communication Technology Capability is more apparent across the curriculum at this level.The Technologies curriculum, in Years 3–6 Design and Technologies, introduces a systematic approach for students to design, produce and evaluate a range of designed solutions in at least three technologies contexts, considering sustainability and future use. In Digital Technologies, there is a focus on knowledge and understanding of data, digital systems and their interactions; and computational thinking skills and their application to design and implementation of digital solutions.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Year 4State SchoolsUpdated: January 2019

Band description Years 3 and 4Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used, and could be used at home, in school and in the local community.By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.In Years 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation. Using the concept of abstraction, students define simple problems using techniques, such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams, and develop their designing skills, from initially following prepared algorithms, to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software, including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs, and consider how society may use digital systems to meet needs in environmentally sustainable ways.With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments, they develop an understanding of why it is important to consider the feelings of their audiences, and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.

Achievement Standards

Years 3 and 4By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Curriculum into the classroom (C2C), Digital TechnologiesBand plan Years 4State SchoolsPage 31 of 34

Unit Overview Unit 1: What digital systems do you use? (Year 3) Linked to Science Unit 1 Unit 2: What’s your waste footprint? (Year 4) Linked to HASS unit 2Se

quen

cing

teac

hing

and

lear

ning

Time allocationEach unit – 50% of total teaching time

In this unit students will explore and use a range of digital systems including peripheral devices and create a digital solution (an interactive guessing game) using a visual programming language. They will:� identify and explore a range of digital systems and their use to meet

needs at home, in school and in the local community, and use a range of peripheral devices to transmit data

� define simple problems and identify needs� develop technical skills in using a visual programming language to

create a digital solution� describe, follow and apply a sequence of steps and decisions

(algorithms) in non-digital contexts and when using a visual programming language

� implement a simple digital solution that involves branching algorithms and user input when creating a simple guessing game

� explain how their solutions and existing information systems, such as learning software, meet personal, school and community needs

� develop skills in computational and systems thinking when solving simple problems and creating solutions.

Suggested partner units:� Any unit in Years 3-4

For example: Science Year 3 Unit 1 – Is it living?

In this unit students will explore and manipulate different types of data and transform data into information. They will create a digital solution that presents data as meaningful information to address a school or community issue (such as how lunch waste can be reduced). They will:� recognise different types of data and represent the same data in different

ways� collect, access and present data as information using simple software (such

as spreadsheets)� explore and describe how a range of common information systems present

data as information to meet personal, school and community needs� develop skills in computational and systems thinking when solving problems

and creating solutions� plan, create and communicate ideas and information independently and with

others, applying agreed ethical and social protocols � explain how existing information systems meet personal, school and

community needs. Suggested partner unit:� HASS Year 4 Unit 2 – Using places sustainably









Sustainability


Ass

essm

ent


Unit 1: What digital systems do you use? (Year 3) Unit 2: What’s your waste footprint? (Year 4)

PortfolioAssessment of student learning will be gathered from a design challenge and project. Students will:� describe how a range of digital systems (hardware and software) and

their peripheral devices can be used for different purposes� define simple problems� design and implement digital solutions using algorithms that involve

decision-making and user input� explain how the solutions meet their purposes.

PortfolioAssessment of student learning will be gathered from completing project work. Students will:� collect and manage data about lunch rubbish, use software to calculate their

waste footprint and create an infographic that displays their data� explain how the same data sets can be represented in different ways� collect and manipulate different data when creating information and digital

solutions� describe how existing information systems are used for identified needs� safely create and communicate information applying agreed ethical and

social protocols.

Assessment DueWhat’s your waste footprint?

Term 3 Weeks 6 & 7 – Part B: Describe how a familiar information system is used.

Term 3 Week 10 – Part C: Draw, identify and explain data types and representations.

Term 4 Weeks 6 & 7 – Part A: Collect and manipulate data to create information. (Linked to HASS Unit – NPDL)

Mod

erat

ion Consistency of



Content descriptions for Years 3 and 4 Digital TechnologiesReview for balance and coverage of Content Descriptions and Concepts in each unit

Digital Technologies knowledge and understanding Unit 1(Year 3)

Unit 2(Year 4)

Digital systems

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Representation of data

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

Digital Technologies processes and production skills Unit 1 Unit 2

Collecting, managing and analysing data

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Investigating and defining

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Producing and implementing

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Evaluating

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Collaborating and managing

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Curriculum into the classroom (C2C), Digital Technologies Year level plan, Years 4 State SchoolsPage 34 of 34

Documents

English Year level plan · Web view2019. 3. 11. · Year level plan, Year 4. State Schools. Updated: January 2019. Curriculum into the classroom (C2C), Design Technology. Band plan