2.+Curriculum+Links


 * =**English ** = ||
 * ==**Identify curriculum ** == ||
 * **Essential Learnings – **by the end of Year 5 ||
 * Ways of working |||||| Knowledge and understanding ||
 * * Identify the relationship between audience, purpose and text type
 * Identify main ideas and the sequence of events, and make inferences


 * Construct literary and non-literary texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose |||||| * Reading and viewing:
 * Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting.
 * Writing and designing:
 * Writers and designers can adopt different roles, and make language choices appropriate to the audience
 * Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting
 * Language elements:
 * Paragraphs separate ideas in texts and contain a topic sentence
 * A sentence can be simple, compound or complex
 * Text connectives signal how things, ideas and information are related
 * Conjunctions signal relationships between things, ideas and events
 * Punctuation marks, including commas, apostrophes and speech marks, signal meaning in texts
 * Vocabulary is chosen to express ideas and information in a common-sense or technical way
 * Literary and non-literary texts
 * Information and news reports, articles, features, simple arguments, descriptions, explanations, group discussions and formal presentations are types of non-literary texts. ||
 * **Australian National Curriculum – **Year 4 content ||
 * Language || Literature || Literacy ||
 * * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">6. Vocabulary expansion
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">7. Grammar of simple sentences
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">10. Conjunctions
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">14. Spelling
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">15. Punctuation || * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">5. Features of texts || * 1. Comprehension strategies
 * 4. Reading strategies
 * 5. Vocabulary
 * 6. Features of texts
 * 9. Research skills
 * 10. Organise information
 * 14. Multimodal texts ||


 * <span style="background-color: #005622; color: #ffffff; display: block; font-size: 140%; text-align: center;">**<span style="font-family: 'Arial','sans-serif';">Science ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Identify curriculum ** ||
 * <span style="background-color: #005622; color: #ffffff; display: block; font-size: 120%; text-align: center;">**<span style="font-family: 'Arial','sans-serif';">Essential Learnings – **<span style="font-family: 'Arial','sans-serif';">by the end of Year 5 ||
 * Ways of working |||| Knowledge and understanding ||
 * * <span style="font-family: 'Arial','sans-serif';">collect and organise data, information and evidence
 * <span style="font-family: 'Arial','sans-serif';">draw conclusions that are supported by evidence, reproducible data and established scientific concepts
 * <span style="font-family: 'Arial','sans-serif';">communicate scientific ideas, data and findings, using scientific terminology and formats appropriate to context and purpose |||| * Earth and beyond:
 * Changes and patterns in different environments and space have scientific explanations
 * The earth, solar system and universe are dynamic systems ||
 * <span style="background-color: #005622; color: #ffffff; display: block; font-size: 140%; text-align: center;">**<span style="font-family: 'Arial','sans-serif';">Australian National Curriculum – **<span style="font-family: 'Arial','sans-serif';">Year 4 content ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Science Inquiry Skills (SIS) |||| <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Science as a Human Endeavour (SHE) || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Science Understanding (SU) ||
 * * <span style="font-family: 'Arial','sans-serif';">Represent and communicate ideas and explanations using methods such as diagrams, physical representations and simple reports **(S4SIS7)**
 * <span style="font-family: 'Arial','sans-serif';">using simple explanations and arguments and descriptive text types such as information reports to communicate science ideas |||| * <span style="font-family: 'Arial','sans-serif';">Science helps us to understand our world and can be used to make predictions (e.g. to explain interesting phenomena) **<span style="font-family: 'Arial','sans-serif';"> (S4SHE2) ** || * Not applicable ||