Curriculum Framework Overview: (highlight those that are relevant to your program)

OVERARCHING LEARNING OUTCOMES

1. Students use language to 2. Students select, integrate 3. Students recognise when 4. Students select, use and 5. Students describe and 6. Students visualise 7. Students understand and
understand, develop and and apply numerical and and what information is adapt technologies reason about patterns, consequences, think laterally, appreciate the physical,
communicate ideas and spatial concepts and needed, locate and obtain it structures and relationships in recognise opportunity and biological and technological
information and interact with techniques from a range of sources and order to understand, interpret, potential and are prepared to world and have the knowledge
others evaluate, use and share it with justify and make predictions test options and skills to make decisions in
others relation to it

8. Students understand their
cultural, geographic, historical
contexts and have
knowledge, skills, values
necessary for active
participation in Australian life.
9. Students interact with
people and cultures other than
their own and are equipped to
contribute to the global
community
10. Students participate in 11. Students value and
creative activity of their own implement practices that
and understand and engage promote personal growth and
with the artistic, cultural and well being
intellectual work of others
12. Students are self- 13. Students recognise that
motivated and confident in everyone has the right to feel
their approach to learning and valued and be safe and
are able to work individually understand their rights and
and collaboratively obligations and behave
responsibly

1 A pursuit of knowledge and a commitment
to achievement of potential
1.1 The pursuit of personal excellence: Each
person should be encouraged to achieve his or
her personal best in all undertakings and to
respect the achievements of others.
1.2 Domains of human experience: Each
person should be encouraged to develop an
understanding of all the domains of human
experience; physical, emotional, intellectual,
aesthetic, social, moral and spiritual.
1.3 Empowerment: Each person should be
encouraged to develop critical thinking, the
creative imagination, interpersonal and
vocational skills, and basic competencies in the
various forms of disciplined inquiry.
1.4 Knowledge: Each person should recognise
the tentative and limited nature of knowledge.
1.5 Values systems: Each person should have
the opportunity to explore different values and
the right to develop a personal value system.
1.6 Critical reflection: Each person should be
encouraged to reflect critically on both the
cultural heritage and the attitudes and values
underlying current social trends and institutions.
1.7 World views: Each person should be
equipped with the tools to critically examine
world-views (both religious and non-religious),
especially those dominant in his or her
background and school community.
2 Self acceptance and respect of self
2.1 Individual uniqueness: Each
person should acknowledge his or her
own uniqueness and be encouraged to
develop self-respect and dignity.
2.2 Personal meaning: Each person
should develop a sense of personal
meaning and identity, and be
encouraged to reflect critically on the
ways in which that occurs.
2.3 Ethical behaviour and
responsibility: Each person has
freedom of will, is responsible for his or
her own conduct and should be
encouraged to develop discernment on
ethical issues and to recognise the
need for truthfulness and integrity.
2.4 Openness to learning: Each
person should welcome opportunities
for learning from all sources, including
the formal study of the learned
disciplines; from investigations,
contemplation and the cultural tradition;
and from people of divergent views.
2.5 Initiative and enterprise: Each
person should have the confidence to
show initiative and be enterprising in his
or her approach to life’s challenges.
VALUES
3 Respect and concern for others and their
rights
3.1 Compassion and care: Each person has
a right to receive care and compassion and
have a life of dignity, free from harassment and
discrimination.
3.2 Equality: Each person has equal worth
and basic rights, regardless of differences in
race, gender, age, ability, religious belief,
political affiliation, national origin, citizenship,
regional
3.3 Respect: Each person should respect
those of different opinion, temperament or
background.
3.4 Open learning environment: Each person
has the right to a friendly learning environment
free of coercive or indoctrinative elements,
whether in the explicit or implicit curriculum.
3.5 Individual differences: Each person
differs in his or her readiness and ability to
learn and has the right to be given access to
available knowledge at a level appropriate to
his or her developmental needs and interests.
3.6 Cooperation/Conflict resolution: Each
person should strive to work cooperatively and
to resolve conflict peacefully while respecting
differences and valuing the other person.
3.7 Family/home environment: Each person
should recognise the importance of a secure
and caring family/home environment.
4 Social and civic responsibility 5 Environmental
4.1 Participation and citizenship: As a democratic responsibility
society, Australia should encourage its members to 5.1 Cultural heritage: The
participate in the political process and to contribute to cultural heritage of Australia,
community services consistent with good citizenship. including Aboriginal sacred
4.2 Community: Interpersonal cooperation and social and archaeological cultural
responsibility are encouraged. heritage, should be
4.3 Diversity: The richness of many cultural expressions respected and maintained.
is recognised, and diversity in the context of shared 5.2 Conservation of the
community life is welcome. environment: The
4.4 Contribution: Society has something to gain from management of the
every individual life, and should maximise the environment should take into
opportunities for all persons to contribute to the common account the need to
good. preserve its diversity and
4.5 Authority: People should respect legitimate and just balance for the future.
authority structures and the rule of the law, while 5.3 Sustainable
recognising and observing human rights. development: There is a
4.6 Reconciliation: Strategies of cooperation and need to continue to develop
reconciliation are preferred to coercion and confrontation, natural resources to sustain
especially where groups or individuals are in conflict. human life. This should be
4.7 Social justice: The right of each person to a fair done in a way consistent
share of society’s economic and cultural resources is with long-term ecological
recognised. sustainability and
4.8 Responsibility and freedom: People have the right rehabilitation practices.
to choose their way of life, and are responsible for the 5.4 Diversity of species:
impact of their choices on nature and other community Each person should
members. recognise a need to
4.9 Benefits of research: Society should support the preserve native habitats and
advancement of knowledge in all its domains, promote arrest the extinction of
scholarship and research that promise to improve the presently-surviving native
quality of life and share the benefits as widely as possible. species.

THE ARTS ENGLISH HEALTH & PHYSICAL EDUCATION LOTE

1. ARTS IDEAS
Students generate arts
works that communicate
ideas.
2. ARTS SKILLS &
PROCESSES Students
use the skills,
techniques, processes,
conventions and
1. UNDERSTANDING LANGUAGE Students understand that the way language is used 1. KNOWLEDGE & UNDERSTANDINGS 1. LISTENING & RESPONDING & SPEAKING Students
varies according to context. Students know and understand health and comprehend and communicate in the target language
2. ATTITUDES, VALUES & BELIEFS Students understand that language has an important physical activity concepts that enable informed through listening and responding, and speaking.
effect on the ways in which they view themselves and the world in which they live. decisions for a healthy, active lifestyle. 2. VIEWING, READING & RESPONDING Students view
3. CONVENTIONS Students use the conventions of Standard Australian English with 2. ATTITUDES & VALUES Students exhibit and read a variety of texts in the target language and
understanding and critical awareness. attitudes and values that promote personal, respond appropriately.
4. PROCESSES & STRATEGIES Students select from a repertoire of processes and family and community health, and participation in 3. WRITING Students write a variety of texts in the target
strategies by reflecting on their understanding of the way language works for a variety of physical activity. language.
purposes in a range of contexts. 3. SKILLS FOR PHYSICAL ACTIVITY Students 4. THE SYSTEM OF CULTURAL UNDERSTANDINGS
technologies of the arts. 5. LISTENING Students listen with purpose, understanding and critical awareness in a wide demonstrate the movement skills and strategies Students develop sociolinguistic and sociocultural
3. ARTS RESPONSES range of situations. for confident participation in physical activity. understandings and apply them in their use of the target
Students use their 6. SPEAKING Students speak with purpose and effect in a wide range of contexts. 4. SELFMANAGEMENT SKILLS Students language.
aesthetic understanding 7. VIEWING Students view a wide range of visual texts with purpose, understanding and demonstrate self management skills which 5. THE TARGET LANGUAGE Students apply their
to respond to, reflect on critical awareness. enable them to make informed decisions for knowledge of the system of the target language to assist
and evaluate the arts. 8. READING Students read a wide range of texts with purpose, understanding and critical healthy, active lifestyles. them to make meaning and create text.
4. ARTS IN SOCIETY awareness. 5. INTERPERSONAL SKILLS Students 6. LANGUAGE LEARNING STRATEGIES Students
Students understand the 9. WRITING Students write for a range of purposes and in a range of forms using demonstrate the interpersonal skills necessary acquire a range of skills and strategies to support their
role of the arts in society. conventions appropriate to audience, purpose and context. for effective relationships and healthy, active ability to make meaning of and express themselves in the
lifestyles. target language.
SCIENCE SOCIETY & ENVIRONMENT TECHNOLOGY & ENTERPRISE
1. INVESTIGATING Students investigate to answer questions about the natural and 1. INVESTIGATION, COMMUNICATION & PARTICIPATION 1. Students 1. TECHNOLOGY PROCESS Students apply a technology
technological world using reflection and analysis to prepare a plan; to collect, process investigate the ways in which people interact process to create or modify products, processes, systems,
and interpret data; to communicate conclusions; and to evaluate their plan, procedures with each other and with their environments in order to make informed services or environments to meet human needs and realize
and findings. decisions and implement relevant social action. opportunities.
2. COMMUNICATING SCIENTIFICALLY Students communicate scientific 2. PLACE & SPACE 2. Students understand that the interaction people have 2. MATERIALS Students select and use materials that are
understanding to different audiences for a range of purposes. with places in which they live is shaped by the location, patterns and processes appropriate to achieving solutions to technology challenges.
3. SCIENCE IN DAILY LIFE Students select and apply scientific knowledge, skills and associated with natural and built features. 3. INFORMATION Students design, adapt, use and present
understandings across a range of contexts in daily life. 3. RESOURCES 3. Students understand that people attempt to meet their information that is appropriate to achieving solutions to
4. ACTING RESPONSIBLY Students make decisions that include ethical consideration needs and wants by making optimum use of limited resources in enterprising technology challenges.
of the impact of the processes and likely products of science on people and the ways. 4. SYSTEMS Students design, adapt and use systems that
environment. 4. CULTURE 4. Students understand that people form groups because of their are appropriate to achieving solutions to technology
5. SCIENCE IN SOCIETY Students understand the nature of science as a human shared understandings of the world, and, in turn, they are influenced by the challenges.
activity. particular culture so formed. 5. ENTERPRISE Students pursue and realize opportunities
6. EARTH AND BEYOND Students understand how the physical environment on Earth 5. TIME, CONTINUITY & CHANGE Students understand that peoples’ actions through the development of innovative strategies designed to
and its position in the universe impact on the way we live. and values are shaped by their understanding and interpretation of the past. meet human needs.
7. ENERGY & CHANGE Students understand the scientific concept of energy and 6. NATURAL & SOCIAL SYSTEMS Students understand that systems provide 6. TECHNOLOGY SKILLS Students apply organisational,
explain that energy is vital to our existence and to our quality of life. order to the dynamic natural and social relationships occurring in the world. operational and manipulative skills appropriate to using,
8. LIFE & LIVING Students understand their own biology and that of other living things, 7. ACTIVE CITIZENSHIP Students demonstrate active citizenship through their developing and adapting technologies.
and recognise the interdependence of life. behaviours and practices in the school environment, in accordance with the 7. TECHNOLOGY IN SOCIETY Students understand how
9. NATURAL & PROCESSED MATERIALS Students understand that the structure of principles and values associated with the democratic process, social justice and cultural beliefs, values, abilities and ethical positions are
materials determines their properties and that the processing of raw materials results in ecological sustainability. interconnected in the development and use of technology
new materials with different properties and uses. and enterprise.
MATHEMATICS
APPRECIATING MATHEMATICS Students a had, and continues to have, in their own and other communities. In particular, they:
1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own
continued involvement in learning and doing mathematics.
2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.
WORKING MATHEMATICALLY Students use mathematical thinking processes and skills in interpreting and dealing with mathematical and non-mathematical situations. In particular, they:
3. Call on a repertoire of general problem solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.
4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.
5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.
NUMBER Students use numbers and operations and the relationships between them efficiently and flexibly. In particular, they:
6. Read, write and understand the meaning, order and relative magnitudes of numbers, moving flexibly between equivalent forms.
7. Understand the meaning, use and connections between addition, multiplication, subtraction and division.
8. Choose and use a repertoire of mental, paper and calculator computational strategies for each operation, meeting needed degrees of accuracy and judging the reasonableness of results.
MEASUREMENT Students use direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct. In particular, they:
9. Decide what needs to be measured and carry out measurements of length, capacity/volume, mass, area, time and angle to needed levels of accuracy.
10. Select, interpret and combine measurements, measurement relationships and formulae to determine other measures indirectly.
11. Make sensible direct and indirect estimates of quantities and are alert to the reasonableness of measurements and results.
CHANCE AND DATA Students use their knowledge of chance and data handling processes in dealing with data and with situations in which uncertainty is involved. In particular, they:
12. Understand and use the everyday language of chance and make statements about how likely it is that an event will occur based on experience, experiments and analysis.
13. Plan and undertake data collection and organise, summarise and represent data for effective and valid interpretation and communication.
14. Locate, interpret, analyse and draw conclusions from data, taking into account data collection techniques and chance processes involved.
SPACE Students describe and analyse mathematically the spatial features of objects, environments and movements. In particular, they:
15. Visualise, draw and model shapes, locations and arrangements and predict and show the effect of transformations on them.
16. Reason about shapes, transformations and arrangements to solve problems and justify solutions.
ALGEBRA Students use algebraic symbols, diagrams and graphs to understand, to describe and to reason. In particular, they:
17. Recognise and describe the nature of the variation in situations, interpreting and using verbal, symbolic, tabular and graphical ways of representing variation.
18. Read, write and understand the meaning of symbolic expressions, moving flexibly between equivalent expressions.
19. Write equations and inequalities to describe the constraints in situations and choose and use appropriate solution strategies, interpreting solutions in the original context.
 Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

KU 3: Understands that a) Provide students with an insight Introduction: (5 Min) Generic Resources Observation
Week 1 personal health, and into talent ID and team - Introduce SEPEP and its concepts - 12 x Cones Observation and
Year 4/5 safety practices; in selection processes - Outline term focus and teacher expectations - 2 x Tape measures anecdotal
particular choices that - Restate teacher rules - 3 x Basketballs records
enhance the physical, b) Appreciate that others may - Key teaching points for, running, throwing and jumping - 3 x Cricket balls
mental, emotional and have different physical abilities - Tag belts option
social aspects of their and work as a team to optimise Activity 1 (Warm up 5 -10 Min) - Whistle FMS
own and others’ health. those abilities - Rabbits / Roosters - Beep test Observation
- 2 teams spaced 1.5m apart (tag belts option) - CD Player Sheets
IPS3: c) team or group can identify and - Focus: Tagging, acceleration, evasion - First aid kit Initial criteria
Uses communication work toward common goals to - Area: 20 x 20m grid - Sunscreen Checklists
and cooperation skills be successful
that contribute to group Activity 2 (Baseline standard: 30- Min) Publications
interactions. d) Practise and refine skills to - Students randomly divided into 4-6 groups and listed on - SA SEPEP result sheets Focused
competently complete the recording sheet. - Blue Earth FMS analysis
AV following skills: - There are 4 rounds of activities and three activity stations. - Kellogg’s Modified Games Of values
- leader ball - All students complete each activity with one group undertaking - First Steps FMS displayed.
- Throwing the roles of official. - First Steps Observation
- Running - Student result sheets will be placed at each of the stations Records
- Jumping - Activities include; (SEPEP Athletics SA) - SEPEP Athletics SA
1. Beep test
2. Stand and jump
3. Multi throw (Cricket throw, chest pass)

Activity 3 (Object Control: 10 Min)

- Leader ball
- Focus: Passing, catching, rolling, locomotion skills
- Area: 20 x 20m grid

KU 3: Understands that a)
Week 2 personal health, and
Year 4/5 safety practices such as
drug education enhance b)
the physical, mental,
emotional and social
aspects of their own and
others’ health.
SMS 3: Uses basic self c)
management skills and
considers longer-term
consequences to meet
personal health and
physical activity needs
IPS3:
Uses communication
and cooperation skills
that contribute to group
interactions.
Conclusion
- Students to collect results sheets and store equipment
- Discuss the skills covered within the lesson.
Introduce the basics of sprints, Introduction: (Team selection: 5 Min) Generic Resources Observation
long jump and discuss throw - Outline lesson focus and teacher expectations - 12 x Cones Observation and
- Divide students into their designated teams and place result - 1 x Rake anecdotal
Students will gain exposure to sheets at each station (combined score) - 1 x Sand pit records
the following areas - Restate teacher rules - 4 x Bean bags
- Setting up competition - Key teaching points for, running, throwing and jumping. - 2 x Buckets
- Officiating rules - Whistle FMS
- Record student results Activity 1 (Skill Development: 30- Min) - 4 x Discuss Observation
- 4 rounds of activities at three activity stations. - 1 x Bucket Sheets
team or group can identify and - All students complete each activity with one group undertaking - Marking chalk Initial criteria
work toward common goals to the roles of official. - 2 x Tape measures
be successful - Student result sheets will be placed at each of the stations - First aid kit
- Activities include; (SEPEP Athletics SA: Session 3 WK 2) - Sunscreen Focused
1. Get up and go sprint starts (pg 8) analysis
2. Touch downs (pg 8) Publications Of values
3. Discuss derby (pg 9) - SEPEP Athletics SA displayed.
- SA SEPEP result sheets
Activity 3 (Object Control: 10 Min) - Kellogg’s Modified Games
- Baton relay - First Steps FMS
- Focus: Baton transfer, IPS, locomotion skills - First Steps Observation
- Area: 10 x 25m grid (Basketball court) Records

AV Conclusion
- Students to collect results sheets and store equipment
- Discuss the skills covered within the lesson.
 Week Aspect/Levels
KU 3: Understands that a)
Week 3 personal health, and
Year 4/5 safety practices; in
particular choices that
enhance the physical,
mental, emotional and b)
social aspects of their
own and others’ health.
IPS3:
Uses communication
and cooperation skills c)
that contribute to group
interactions.
AV
d)
KU 3: Understands that
Week 4 personal health, and
Year 4/5 safety practices such as
drug education enhance
the physical, mental,
emotional and social
aspects of their own and
others’ health.
SMS 3: Uses basic self
management skills and
considers longer-term
consequences to meet
personal health and
physical activity needs
IPS3:
Uses communication
and cooperation skills
that contribute to group
interactions.
AV
Specific Lesson Outcomes
Provide students an
opportunity to earn personal
achievement awards in sprints,
long jumps and discuss.
Organise and agree on team
roles and responsibilities.
- Team Captain and VC
- Equipment Manager
- Publicity Reporter
Students will gain exposure to
the following areas
- Rules of each event
- Set up of each event
- Maintain a personal
achievement record.
- Officiating rules
- Record student results
Work co operatively in small
groups by displaying the
following behaviours;
- Sportsperson ship
- Manners
- Fairness
- Consideration of others
Learning Experiences Resources Assessment Links
Introduction: (Team selection and roles: 5 Min) Generic Resources
- Restate teacher rules / divide students into teams based on - 12 x Cones
selection.Discuss with students the roles of each student. - 1 x Rake
- Handout player agreements and allow students time to - 1 x Sand pit
organise themselves into appropriate roles. - 4 x Bean bags
- Collect player agreements - 2 x Buckets
- Inform students of activity schedule and duty rotation. - Whistle
- Instruct students to move off to relevant fields - 4 x Discuss
- Key teaching points for, running, throwing and jumping - 1 x Bucket
- Marking chalk
Activity 1 (Skill development: 30- Min) - 2 x Tape measures
- 4 rounds of activities and three activity stations. - First aid kit
- All students complete each activity with one group undertaking - Sunscreen
the roles of official. (Combined score)
- Student result sheets will be placed at each of the stations Publications
- Activities include; (SEPEP Athletics SA) - SA SEPEP result sheets
1. 20m 30m 40m sprint (pg 9) - Kellogg’s Modified Games
2. Long jump (pg 9) - First Steps Observation
3. Discuss (pg 9) Records
- SEPEP Athletics SA
Activity 3 (Object Control: 10 Min) - SEPEP: Manual
- Leader ball - Siedentop CD
- Focus: Passing, catching, rolling, locomotion skills
- Area: 20 x 20m grid
Conclusion
- Team captains and equipment managers to collect results
sheets and store equipment
- Discuss the skills covered within the lesson.
Introduction: (Team selection and roles: 5 Min) Generic Resources
- Captains organise their team into lines and sit down - 12 x Cones
- Restate teacher rules and demonstrate skill activities -
- Equipment mangers to help set up drill area. - 1 x Rake
- Hand out MVP and fair player score sheets to captains - 1 x Sand pit
- Inform students of activity schedule and duty rotation. - 4 x Bean bags
- Instruct students to move off to relevant fields - 2 x Buckets
- Whistle
Activity 1 (Warm up: 5- Min) - 4 x Discuss
- 4 rounds of activities and three activity stations. - 1 x Bucket
- All students complete each activity with one group undertaking - Marking chalk
the roles of official. (Combined score) - 2 x Tape measures
- First aid kit
Activity 2 (Skill development: 30 35- Min) - Sunscreen
- 4 rounds of activities and three activity stations.
- All students complete each activity with one group undertaking Publications
the roles of official. (Combined score) - SA SEPEP result sheets
- Student result sheets will be placed at each of the stations - Kellogg’s Modified Games
- Activities include; (SEPEP Athletics SA Annex 5) - First Steps Observation
1. Over & under hurdles (pg 9) Records
2. Up and over high (pg 9) - SEPEP Athletics SA
3. Shot with the lot (pg 9) - SEPEP: Manual
- Siedentop CD
Conclusion
- Congratulate students on skills shown
- Team captains and equipment managers to collect results
sheets and store equipment
- Collect MVP and fair player score sheets from coach
- Discuss the skills covered within the lesson.
 Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

KU 3: Understands that -
Week 5 personal physical activities
Year 4/5 practices enhance the
physical, mental,
emotional and social
aspects of their own and
others’ health.

IPS3:
Uses communication
and cooperation skills that
contribute to group
interactions.

KU 3: Understands that -
Week 6 personal health, and
Year 4/5 safety practices such as
drug education enhance
the physical, mental,
emotional and social
aspects of their own and
others’ health.

SMS 3: Uses basic self

management skills and
considers longer-term
consequences to meet
personal health and
physical activity needs

IPS3:
Uses communication
and cooperation skills that
contribute to group
interactions.

AV
Week Aspect/Levels Specific Lesson Outcomes Learning Experiences Resources Assessment Links

KU 3: Understands that e)
Week 7 personal health, and safety
Year 4/5 practices; in particular
choices that enhance the
physical aspects of their
own and others’ health.

IPS3:
Uses communication
and cooperation skills that
contribute to group
interactions.

AV
 KU 3: Understands that a)
Week 8 personal health, and safety
Year 4/5 practices such as drug
education enhance the
physical, mental, emotional
and social aspects of their
own and others’ health.

SMS 3: Uses basic self

management skills and
considers longer-term
consequences to meet
personal health and
physical activity needs

IPS3:
Uses communication
and cooperation skills that
contribute to group
interactions.

AV