AC v.9 alignment - Hoodwinked! (Yr 5)

WebPartZone1_1

PublishingPageContent

The Hoodwinked! Storythread supports teachers and schools in the implementation of all the three dimensions of the Australian Curriculum in an authentic and purposeful way both inside and outside the classroom through the Blanket Role (Modern-Day Bush Kids), which enables students to apply their learning to real situations and places and deepen and expand their understanding of curriculum content and ideas. Students are inspired and guided by the characters in the program-specific story (The Bush Kids of Pullen Pullen Creek) to develop as successful learners, confident and creative individuals and active and informed citizens.

Below you will find the Learning Areas - and their key content descriptors and acheivement standards (AC v.9) - embedded within this Storythread unit and excursion program, as well as the relevant General Capabilities elements and sub-elements and Cross-Curriculum Priorities aspects. For more information on 'second tier' links within these Learning Areas, as well as within The Arts: Dance, Drama, Music and Visual Arts, that you may choose to activate within your Storythread unit, please contact our bookings team to request a copy of to our Hoodwinked! Additional Resources PDF.

If you belong to a State School following or working from the DoE AC v.9 exemplar sequencing, the Hoodwinkeed! Storythread unit can be aligned with elements within the following Year 5 units:

HASS Unit 1 – History (Shaping a Nation: Colonies and Civic Goals)
English Unit 1 (Appreciating and Responding to Literary Texts)
English Unit 2 (Engaging with Information Reports)
English Unit 3 (Persuading Others)
Science Unit 1 – Biological Sciences (how features and behaviour of living things contribute to their survival within habitats)
Science Unit 3 - Earth and Space Sciences (erosion and changes in earth's suface)

Learning Areas
Science
Strands	Science Understanding	Science as a Human Endeavour
Sub-strands & content descriptors -Year 5	Biological Sciences *(Modern-Day Bush Kids)* examine how particular structural features and behaviours of living things enable their survival in specific habitats (AC9S5U01)	Use and influence of science *(Modern-Day Bush Kids)* investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions (AC9S5H02)
Achievement Standard	By the end of Year 5 students explain how the form and behaviour of living things enables survival. They describe key processes that change Earth's surface. They identify sources of light and model the transfer of light to explain observed phenomena. They relate the particulate arrangement of solids, liquids and gases to their observable properties. They describe examples of collaboration leading to advances in science, and scientific knowledge that has changed over time. They identify examples where scientific knowledge informs the actions of individuals and communities. Students plan safe investigations to identify patterns and relationships and make reasoned predictions. They identify risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed and measured. They use equipment to generate data with appropriate precision. They construct representations to organise data and information and describe patterns, trends and relationships. They compare their methods and findings to those of others, identify possible sources of error in their investigation, pose questions for further investigation and draw reasoned conclusions. They use language features that reflect their purpose and audience when communicating their ideas and findings.
English
Strands	Language	Literacy
Sub-strands & content descriptors - Year 5	Language for interacting with others *(Modern-Day Bush Kids)* understand that language is selected for social contexts and that it helps to signal social roles and relationships (AC9E5LA01)	Interacting with others *(Modern-Day Bush Kids)* use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea (AC9E5LY02) Analysing, interpreting and evaluating *(Modern-Day Bush Kids)* use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas (AC9E5LY05)
Achievement Standard	By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They use different text structures to organise, develop and link ideas. They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text. They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.
HASS
Strands	Knowledge and Understanding	Inquiry and Skills
Sub-strands & content descriptors -Year 5	History (*Modern-Day Bush Kids investigate)* the impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment (AC9HS5K02) Geography (*Modern-Day Bush Kids explore)* the influence of people, including First Nations Australians and people in other countries, on the characteristics of a place (AC9HS5K04)	Questioning and researching *(Modern-Day Bush Kids)* develop questions to investigate people, events, developments, places and systems (AC9HS5S01) Concluding and decision-making *(Modern-Day Bush Kids)* develop evidence-based conclusions (AC9HS5S05)
Achievement Standard	By the end of Year 5, students explain the causes of the establishment of British colonies in Australia after 1800. They explain the roles of significant individuals or groups in the development of an Australian colony and the impact of those developments. They explain the influence of people on the characteristics of places and in the management of spaces. Students explain the key values and features of Australia's democracy and how people achieve civic goals. They explain the nature of resources, and how they meet needs and wants. Students develop questions and locate, collect and organise information and data from primary and secondary sources. They evaluate sources to determine origin and perspectives. Students evaluate information and data to identify and describe patterns or trends. They suggest conclusions based on evidence. Students consider criteria in proposing actions or responses. Students select ideas and findings from sources and use relevant terms and conventions, to present descriptions and explanations.
Health and Physical Education
Strand	Personal, Social and Community Health
Sub-strands & content descriptors - Year 5	Interacting with others (*Modern-Day Bush Kids): describe and demonstrate how respect and empathy can be expressed to positively influence relationships (AC9HP6P04);* apply strategies to manage emotions and analyse how emotional responses influence interactions (AC9HP6P06)
Achievement Standard	By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes and transitions. They propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and responsibilities. Students explain how communication skills, protective behaviours and help-seeking strategies keep themselves and others safe online and offline. They analyse health information to refine strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students refine and modify movement skills and apply movement concepts across a range of situations. They transfer movement strategies between situations and evaluate the impact on movement outcomes. Students propose strategies to promote physical activity participation that enhance health, fitness and wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion across a range of movement contexts.

General Capabilities
Critical and Creative Thinking
Elements	Inquiring	Generating	Analysing	Reflecting
Sub-elements - Level 4	Develop questions *(Bush Kids):* develop questions to examine unfamiliar ideas and topics; and to focus on improving understanding about a topic and clarifying information about processes or procedures Identify, process and evaluate information (*Bush Kids*): identify and examine relevant information and opinion from a range of sources; compare information and opinion that can be verified against claims based on personal preference	Create possibilities *(Bush Kids)* create possibilities by changing, combining, or elaborating on new and known ideas in a variety of creative ways Consider alternatives *(Bush Kids)* consider alternatives by challenging or creatively adjusting existing ideas in situations where current approaches do not work and recommend a preferred option	Interpret concepts and problems *(Bush Kids)* identify the relevant and significant aspects of a concept or problem, understanding that approaches may change depending on the subject or learning area Draw conclusions and provide reasons *(Bush Kids)* draw conclusions and make choices when completing tasks, using discipline knowledge to provide reasons and evaluate arguments for choices made Evaluate actions and outcomes *(Bush Kids)* evaluate the effectiveness of a course of action or the outcome of a task, including using a given or co-developed set of criteria to support decisions	Think about thinking *(Bush Kids)* identify and reflect on thinking and assumptions when completing activities or drawing conclusions Transfer knowledge *(Bush Kids)* apply aspects of knowledge and skills gained in one context to a new or unrelated context to achieve a specific purpose
Ethical Understanding
Elements	Understanding ethical concepts and perspectives		Responding to ethical issues
Sub-elements - Level 4	Explore ethical concepts *(Nature Kids)* identify examples of ethical concepts, such as right and wrong Examine values, rights and responsibilities and ethical norms (*Nature Kids)* identify examples of values, rights and responsibilities Recognise influences on ethical behaviour and perspectives (*Nature Kids*) identify examples of how emotions affect behaviour		Explore ethical perspectives and frameworks *(Nature Kids)* identify examples of different consequences and explain how these might affect the way people behave or act Explore ethical issues *(Nature Kids)* identify different ethical problems or issues from examples such as stories
Literacy
Elements	Speaking and Listening		Reading and Viewing
Sub-elements - Year 5	Listening (P2) *(Nature Kids can): respond to short spoken texts relying on key words, obvious cues, tone of voice and intonation; follow a simple command; repeat familiar words heard in a text or conversation. Interacting (P2)* (*Nature Kids can): contribute simple ideas and opinions to class or small group discussions; show signs of active listening by sustaining attention across a short, spoken text; show beginning awareness of discussion conventions; use appropriate language or dialect to interact with speakers of the same language Speaking – Crafting ideas (P1)* (*Nature Kids can): speak in short phrases or simple sentences about familiar objects, people or events; use simple language to express feelings and needs; make simple requests; indicate a preference when offered a choice; use simple, appropriate personal greetings Speaking – Vocabulary (P1)* (*Nature Kids*): use a small range of familiar words; name common items from the environment or pictures; use mainly correct word order in simple sentences		Understanding texts - Comprehension (P3) *(Nature Kids can):* listen actively and responds to a range of texts read by others; make a simple statement about the content of a text; engage in group discussion about a text or shared learning experience; talk about images and/or some printed words in a text; answer and pose mainly literal questions about the text; infer and then describe obvious cause and effect relationships Understanding texts - Vocabulary (P3) *(Nature Kids can)*: asks questions to find out meaning of unfamiliar words; use words that have been encountered in simple texts
Personal and Social Capability
Elements	Self-awareness	Self-management	Social awareness	Social management
Sub-elements - Level 4	Personal awareness *(Nature Kids)* identify their likes, dislikes, strengths, abilities and interests, and describe how these influence choices Emotional awareness (*Nature Kids)* identify their own emotional responses Reflective practice (*Nature Kids)* identify how their choices affect the development of personal abilities and achievements	Goal setting *(Nature Kids)* co-create goals to assist learning when working independently or collaboratively Emotional regulation *(Nature Kids)* express emotions in familiar settings, demonstrating consideration for others Perseverance and adaptability *(Nature Kids)* demonstrate perseverance with familiar tasks when first attempts are unsuccessful, and adapt attempts as needed	Empathy *(Nature Kids)* demonstrate an awareness of the needs, emotions, cultures and backgrounds of others Relational awareness *(Nature Kids)* share feelings, needs and interests with others through play and working with diverse groups Community awareness *(Nature Kids)* describe the ways they are connected and can contribute to their community groups	Communication *(Nature Kids)* develop positive communication skills by initiating, joining or contributing to conversations Collaboration *(Nature Kids)* engage with others and participate in group play, tasks and activities Leadership *(Nature Kids)* practice self-leadership by taking responsibility for their own actions Decision-making *(Nature Kids)* identify choices that meet the needs of themselves and others when making decisions

Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
Aspects	Country / Place	Culture
Organising ideas	A_TSICP1 (*Nature Kids*) recognise that First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.	A_TSIC2 *(Nature Kids)* understand that First Nations Australians' ways of life reflect unique ways of being, knowing, thinking and doing.
Sustainability
Aspects	Systems	World Views
Organising ideas	SS1 *(Nature Kids)* recognise that all life forms, including human life, are connected through Earth's systems on which they depend for their wellbeing and survival. SS2 *(Nature Kids)* understand that sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments	SW1 *(Nature Kids)* recognise the interdependence of Earth's systems, and value diversity, equity and social justice, as essential for achieving sustainability.

WebPartZone1_2

WebPartZone2_1

WebPartZone2_2

WebPartZone2_3

WebPartZone3_1

WebPartZone3_2

WebPartZone3_3

WebPartZone3_4

WebPartZone4_1

WebPartZone5_1

WebPartZone5_2

WebPartZone6_1

WebPartZone6_2

WebPartZone7_1

WebPartZone7_2

WebPartZone8_1

WebPartZone8_2

AC v.9 alignment - Hoodwinked! (Yr 5)

​Learning Areas​​​

​Strands ​​

​Science Understanding

​Science as a Human Endeavour

​Strands

​Language

​Literacy

​Strands

​Knowledge and Understanding

​Inquiry and Skills

Strand

​Personal, Social and Community Health

​​​​​​​​​​General Capabilities​​​

​Element​s​​​​​

Inquirin​g

​Generating

​Analysing

​Reflecting

​Ethical Understanding​

​Elements

​Understanding ethical concepts and perspectives

​​Responding to ethical issues

​Elements

​Speaking and Listening

​Reading and Viewing

​Personal and Social Capability​​​

​Elements

​Self-awareness

​Self-management

​Social awareness

​​Social management

​​​​Cross-Curriculum Priorities​

​Aspects

​Country / Place

​Culture

​Aspects

​Systems

​​World Views

Learning Areas

Strands

Science Understanding

Science as a Human Endeavour

Strands

Language

Literacy

Strands

Knowledge and Understanding

Inquiry and Skills

Personal, Social and Community Health

General Capabilities

Elements

Inquiring

Generating

Analysing

Reflecting

Ethical Understanding

Elements

Understanding ethical concepts and perspectives

Responding to ethical issues

Elements

Speaking and Listening

Reading and Viewing

Personal and Social Capability

Elements

Self-awareness

Self-management

Social awareness

Social management

Cross-Curriculum Priorities

Aspects

Country / Place

Culture

Aspects

Systems

World Views