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Mapping for topic 5

Last updated 12 July 2020

The following maps Paying It Forward, Year 5 and Year 6, Topic 5: Saving and superannuation to the Western Australia syllabuses.

Mapping for topic 5 Year 5

English

Text structure and organisation

  • Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) – activity 6

Expressing and developing ideas

  • Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) – activity 6
  • Understand how noun groups/phrases and adjective groups/ phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) – activity 6
  • Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) – activity 6

Interacting with others

  • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) – activities 1, 5
  • Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) – activities 4, 6
  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) – activities 6, 7

Creating texts

  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) – activity 6
  • Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) – activity 6

Mathematics

  • Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099) – activity 3
  • Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291) – activities 2, 3, 4
  • Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100) – activity 4
  • Create simple financial plans (ACMNA106) – activity 2

HASS

Inquiry and skills

  • Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50) – activity 2
  • Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52) – activity 5
  • Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60) – activities 4, 5

Economics and business

  • Due to scarcity, choices need to be made about how limited resources are used (e.g. using the land to grow crops or to graze cattle) (ACHASSK119) – activities 2, 3, 4
  • Strategies for making informed consumer and financial decisions (e.g. budgeting, comparing prices, saving for the future) (ACHASSK121) – activities 1, 2, 3, 4

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Mapping for topic 5 Year 6

English

Text structure and organisation

  • Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) – activity 6

Expressing and developing ideas

  • Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) – activity 6
  • Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/ phrases (ACELA1523) – activity 6
  • Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) – activity 6

Interacting with others

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) – activities 1, 5
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) – activities 4, 6
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) – activities 6, 7

Creating texts

  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) – activity 6
  • Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715) – activity 6

Mathematics

  • Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) – activities 3, 4
  • Make connections between equivalent fractions, decimals and percentages (ACMNA131) – activities 3, 4
  • Explore the use of brackets and order of operations to write number sentences (ACMNA134) – activities 3, 4

Interacting with others

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) – activity 1
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) – activities 4, 6
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) – activity 6

Creating texts

  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) – activity 6
  • Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715) – activity 6
  • Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) – activities 6, 7

HASS

Inquiry and skills

  • Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50) – activity 2
  • Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52) – activity 5
  • Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60) – activities 4, 5

Economics and business

  • Choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity) (ACHASSK149) – activities 3, 4, 5
  • Decisions about the alternative use of resources result in the need to consider trade-offs (e.g. using the land to grow crops or to graze cattle) (ACHASSK149) – activities 1, 2, 3, 4

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Mapping for topic 5 general capabilities

Literacy

Comprehending texts through listening, reading, and viewing element

  • 1.1 Comprehend texts – activity 5
  • 1.2 Navigate, read and view learning area texts – activities 5, 6
  • 1.3 Listen and respond to learning area texts – activities 1, 2, 3, 5, 6
  • 1.4 Interpret and analyse learning area texts – activities 5, 6

Composing texts through listening, reading, and viewing element

  • 2.1 Compose texts – activity 6
  • 2.2 Compose spoken, written, visual and multimodal learning area texts – activity 6
  • 2.3 Use language to interact with others – activities 1, 3, 4, 6
  • 2.4 Deliver presentations – activity 7

Text knowledge element

  • 3.1 Use knowledge of text structures – activity 6
  • 3.2 Use knowledge of text cohesion – activity 6

Grammar knowledge element

  • 4.1 Use knowledge of sentence structures – activity 6
  • 4.2 Use knowledge of words and word groups – activity 6
  • 4.3 Express opinion and point of view – activity 6

Word knowledge element

  • 5.1 Understand learning area vocabulary – activity 6
  • 5.2 Use spelling knowledge – activity 6

Numeracy

Estimating and calculating with whole numbers element

  • 1.1 Understand and use numbers in context – activities 3, 4, 5
  • 1.2 Estimate and calculate – activities 3, 4, 5
  • 1.3 Use money – activities 3, 5

Using fractions, decimals, percentages, ratios and rates element

  • 3.1 Interpret proportional reasoning – activity 4
  • 3.2 Apply proportional reasoning – activity 4

Information and Communication Technology capability (ICT)

Investigating with ICT element

  • 2.1 Define and plan information searches – activity 6
  • 2.2 Locate, generate and access data and information – activity 6
  • 2.3 Select and evaluate data and information – activity 6

Creating with ICT element

  • 3.2 Generate solutions to challenges and learning area tasks – activity 7
  • 5.1 Select and use hardware and software – activities 6, 7

Critical and creative thinking

Reflecting on thinking and processes element

  • 3.1 Think about thinking (metacognition) – activity 3
  • 3.2 Reflect on processes – activity 3

Analysing, synthesising and evaluating reasoning and procedures element

  • 4.1 Apply logic and reasoning – activity 4
  • 4.2 Draw conclusions and design a course of action – activities 3, 4
  • 4.3 Evaluate procedures and outcomes – activity 4

Personal and social capability

Self-management element

  • 2.2 Develop self-discipline and set goals – activity 2

Social awareness element

  • 3.2 Contribute to civil society – activity 6

Social management element

  • 4.1 Communicate effectively – activity 6
  • 4.2 Work collaboratively – activity 6

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See also:

QC100336