Saturday, 10 August 2013

Australian Curriculum: English Year 1/2 Learning Sequence


The Year One/Two learning sequence contained in this post was developed by Year One/Two teacher Megan Wilkinson from Woodlands PS in our work as a Teacher Development School.

The sequence is linked to The Australian Curriculum - English content descriptions. 
You can access The Australian Curriculum by clicking this link:

The AC:E content is written as a continuum of understandings and skills. In terms of composite classes it is important to look for the build between year levels in content descriptions. 
 In the "Organisation" tab of The Australian Curriculum online, there is an informative document entitled, "Implications for Teaching, Assessment and Reporting." Part of this document states: "Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at and above the year level expectations) and that teachers plan to build on current learning"  Therefore it is important for teachers to ascertain WHAT skills and knowledge students already bring to the learning sequence, WHAT misunderstandings they have, and then adjust/devise the learning sequence in response. The ENTITLEMENT of the students is to be provided with opportunities to learn the AC:E content - at whatever stage in their learning that content sits.  
The learning sequence uses the Year Level Descriptions from both Year 1 and Year 2. At both the Year One and Year Two level the sequence addresses Imaginative texts through creating spoken and written poetry and performances. You can see this is highlighted on the planning sheet below.

Click HERE to download/view the teacher's lesson plan.When you click the link it will open in Google Docs. When that screen opens, click on FILE and then DOWNLOAD. There are two pages to the Learning Sequence to address the build between Years 1 and 2.

Our next Woodlands Australian Curriculum Implementation (WACI) Club is on September 5 from 4pm to 5pm at Woodlands PS.  We are focusing on s
Communicate: The Who, the What and the How!
  To register please go to the Institute for Professional Learning Online Calendar which can be accessed through the Portal via Professional Learning.

Or for more details please email
WACI Club also operates via
 The Collie-Preston and Capes Networks! 

You can register NOW on the IPL Calendar for :

Collie-Preston WACI Club on  13 August from 4:15 - 5:15pm at 
Dalyellup Primary School on Hartog Road.   This WACI Club will focus on Assessment and the Australian Curriculum. It is a FREE event.
Capes WACI Club on 15 August from 4pm to 5pm at  Geographe Primary School in Busselton. This WACI Club will focus on Assessment and the Australian Curriculum. It is a FREE event.

We are excited to announce the formation of WACI Club at Craigie Heights Primary School!

You can register NOW on the IPL calendar for:
Craigie Heights WACI Club on 15 August from 3:45m to 4:45pm at 
Craigie Heights Primary School. This WACI Club will focus on the Literature strand. It is a FREE event.

Copyright notice for use of Australian Curriculum material
In regards to the planning tool in this post:

© Australian Curriculum, Assessment and Reporting Authority 2013.
This is an extract from the Australian Curriculum.
ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:

  • The content descriptions are solely for a particular year and subject;
  • All the content descriptions for that year and subject have been used; and
  • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at This material is reproduced with the permission of ACARA.

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