The Muddles 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 (Wildlife Investigators), 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 Adventures of Mrs Muddle-Up, Mango and Maddy) 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 and Music - that you may choose to activate within your Storythread unit, please contact our bookings team to request a copy of to our Muddles Additional Resources PDF.
If you belong to a State School following the DoE AC v.9 exemplar year level plans (and corresponding unit sequencing), the Muddles Storythread unit aligns with elements within the concurrent Year 2 unit:
- English Unit 3 (Expressing Opinions)
For schools working with adjustments to unit sequencing, strong learning links can also be made to content within:
- English Unit 1 (Sharing ideas and responding to imaginative texts)
- English Unit 3 (Understanding and creating informative texts)
The program day can also be linked through post-excursion reflective discussion and tasks to learning in:
- HASS Unit 2 – Geography (People and Places Around Us)
- Science Unit 3 – Physical Sciences (sound)
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Strands
| Science Understanding
| Science as Human Endeavour
| Science Inquiry Skills
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Sub-strands & content descriptors - Year 2
| Physical sciences (Wildlife Investigators) explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate (AC9S2U02)
| Use and influence of science (Wildlife Investigators) describe how people use science in their daily lives, including using patterns to make scientific predictions (AC9S2H01) | Questioning and predicting (Wildlife Investigators) pose questions to explore observed simple patterns and relationships and make predictions based on experiences (AC9S2I01)
Communicating(Wildlife Investigators) write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary (AC9S2I06) |
Achievement Standard
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Strands
| Language
| Literature
| Literacy
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Sub-strands & content descriptors - Year 2
| Text structure and organisation (Wildlife Investigators) identify how texts across the curriculum are
organised differently and use language features depending on purposes (AC9E2LA03) | Examining literature (Wildlife Investigators) identify, reproduce and experiment with rhythmic
sound and word patterns in poems, chants, rhymes or songs (AC9E2LE04) | Interacting with others (Wildlife Investigators) use interaction skills when engaging with
topics, actively listening to others, receiving instructions and extending own
ideas, speaking appropriately, expressing and responding to opinions, making
statements, and giving instructions (AC9E2LY02) |
Achievement Standard
| By the end of Year 2, students interact with others, and listen to and create spoken texts including stories. They share ideas, topic knowledge and appreciation of texts when they recount, inform or express an opinion, including details from learnt topics, topics of interest or texts. They organise and link ideas, and use language features including topic-specific vocabulary and features of voice
They read, view and comprehend texts, identifying literal and inferred meaning, and how ideas are presented through characters and events. They describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features. They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words. They use punctuation for phrasing and fluency.
They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose. They punctuate simple and compound sentences. They use topic-specific vocabulary. They write words using consistently legible unjoined letters. They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns. |
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Strands
| Inquiry and Skills
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Sub-strands & content descriptors -Year 2
| Interpreting, analysing and evaluating (Wildlife Investigators) discuss perspectives related to objects, people, places and events (AC9HS2S04) Concluding and decision-making(Wildlife Investigators) draw conclusions and make proposals (AC9HS2S05) Communicating(Wildlife Investigators) develop narratives and share observations using sources and subject-specific terms (AC9HS2S04) |
Achievement Standard
| By the end of Year 2, students identify the significance of a local person, group, place and/or building. They identify the effects of changes in technologies on people's lives. Students identify that places can be spatially represented in different geographical divisions. They identify how people and places are interconnected both at local and broader scales.
Students develop questions, and collect, sort and record related information and data from observations and provided sources. They interpret information and data, and identify and discuss perspectives. Students use interpretations to draw conclusions and make proposals. Students use sources, and subject-specific terms to present narratives and observations about the past, people and places at different scales.
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Strand
| Personal, Social and Community Health
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Sub-strands & content descriptors - Year 2
| Interacting with Others (Wildlife Investigators) identify how different situations influence emotional responses (AC9HP2P03) |
Achievement Standard
| By the end of Year 2, students explain how personal qualities contribute to identities. They describe how
emotional responses affect their own and others' feelings. They demonstrate skills and describe strategies required to develop respectful relationships. Students apply protective behaviours and help-seeking strategies to keep themselves and others safe. They explain why health information is important for making choices. Students apply fundamental movement skills in different movement situations and explain how they move with objects and in space effectively. They describe factors that make physical activity beneficial. Students develop and apply rules while collaborating with others in a range of movement contexts.
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Elements
| Inquiring
| Generating
| Analysing
| Reflecting
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Sub-elements -
Level 2
| Develop questions
(Wildlife Investigators): develop questions to explore a familiar idea or topic; and that reflect their curiousity about the world
| Create possibilities (Wildlife Investigators) create possibilities by connecting or creatively expanding on ideas in ways that are new to them Consider alternatives(Wildlife Investigators) consider alternatives and explore ifferent or creative ways to approach a task or problem
| Interpret concepts and problems (Wildlife Investigators) identify the main parts of a concept or problem and describe how these relate to each other
Draw conclusions and provide reasons(Wildlife Investigators) draw conclusions and make choices when completing tasks and explain the reasons for choices made Evaluate actions and outcomes (Wildlife Investigators) evaluate whether they have accomplished what they set out to achieve, including using a given set of criteria to support decisions | Transfer knowledge (Nature Detectives) use ideas and information from a previous experience to inform similar learning experiences |
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Elements
| Understanding ethical concepts and perspectives
| Responding to ethical issues
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Sub-elements - Level 2
| Explore ethical concepts (Wildlife Investigators) identify ethical concepts, such as honesty and fairness, and describe actions and behaviours associated with these
Examine values, rights and responsibilities and ethical norms (Wildlife Investigators) identify values, rights and responsibilities and shared expectations, and explain why these are important Recognise influences on ethical behaviour and perspectives (Wildlife Investigators) identify examples of how emotions affect behaviour
| Explore ethical issues (Wildlife Investigators) identify different perspectives and approaches when discussing ethical issues from a given example Making and reflecting on ethical decisions(Wildlife Investigators) identify examples of how perspectives and values influence decision-making |
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Elements
| Speaking and Listening
| Reading and Viewing
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Sub-elements: Year 2
| Listening (P4) (Wildlife Investigators can) respond to simple and elementary texts; experiment with a small range of listening strategies; recall specific information, answer literal and simple inferential questions and infer obvious meaning from a spoken text ; use learnt vocabulary and simple adjectives to recount key ideas from heard text Interacting (P3) In small group and whole-class discussions, (Wildlife Investigators can): listen actively to stay on topic; take an active role by volunteering ideas and opinions; ask relevant questions for clarification or to find out others' ideas; take turns; interact using appropriate language to complete tasks Speaking – Crafting ideas (P3) (Wildlife Investigators can): create short texts using a few connected sentences on familiar and learnt topics, demonstrating that they can use some extended sentences, provide some supporting details, express causal relationships and/or provide simple justifications; speak audibly and clearly to a familiar audience, using some varying intonation or volume for emphasis and regulating pace with pausing Speaking – Vocabulary (P3) (Wildlife Investigators): use some precise vocabulary from learning areas; use vocabulary to express cause and effect; use some modal language to influence or persuade | Understanding texts - Comprehension (P5) (Wildlife Investigators can): locate directly stated information; recount or describe sequenced ideas or information; identify a clearly evident main idea in a simple text; listen to texts to engage with learning area content; draw obvious inferences by integrating print, visual and audio aspects of simple texts; identify some differences between imaginative and informative texts
Understanding texts - Vocabulary (P5)(Wildlife Investigators can): identify key words and the meaning they carry; understand simple qualifying or emotive words |
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Elements
| Self-awareness
| Self-management
| Social awareness
| Social management
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Sub-elements - Level 2
| Personal awareness (Wildlife Investigators) describe personal qualities and how these contribute to growth
Emotional awareness (Wildlife Investigators) describe the emotional responses of themselves and others
Reflective practice (Wildlife Investigators) describe what they have discovered about themselves by engaging with feedback
| Goal setting (Wildlife Investigators) collaboratively develop goals to improve learning
Emotional Regulation(Wildlife Investigators) describe ways to moderate emotions in familiar contexts Perseverance and adaptability (Wildlife Investigators) demonstrate perseverance and adaptability with unfamiliar tasks
| Relational awareness (Wildlife Investigators) describe ways they can initiate and develop relationships, including identifying how others may feel in a range of contexts
Community awareness(Wildlife Investigators) describe how they contribute to their communities and how others care for and assist them | Communication (Wildlife Investigators) use a range of skills to enhance verbal and non-verbal communication
Collaboration(Wildlife Investigators) participate cooperatively in groups on common tasks and activities
Leadership(Wildlife Investigators) practice ways they can lead self and others
Decision-making(Wildlife Investigators) practice individual and group decision-making |
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Aspects
| Country / Place
| Culture
| People
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Organising ideas
| A_TSICP1 (Wildlife Investigators) 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 (Wildlife Investigators) understand that First Nations Australians' ways of life reflect unique ways of being, knowing, thinking and doing A_TSIC3(Wildlife Investigators) recognise that the First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures | A_TSICP1 (Wildlife Investigators) understand that Australia has 2 distinct First Nations Peoples; each encompasses a diversity of nations across Australia. Aboriginal Peoples are the first peoples of Australia and have occupied the Australian continent for more than 60,000 years. Torres Strait Islander Peoples are the First Nations Peoples of the Torres Strait and have occupied the region for over 4,000 years A_TSICP3(Wildlife Investigators) recognise that the
significant and ongoing contributions of First Nations Australians and
their histories and cultures are acknowledged locally, nationally and globally |
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Aspects
| Systems | World Views
| Futures
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Organising ideas
| SS1 (Wildlife Investigators) recognise that all life forms, including human life, are connected through Earth's systems on which they depend for their wellbeing and survival
SS2(Wildlife Investigators) 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 (Wildlife Investigators) recognise the interdependence of Earth's systems, and value diversity, equity and social justice, as essential for achieving sustainability.
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SF1(Wildlife Investigators) understand that sustainable futures are achieved through informed
individual, community, business and political action that values local,
national and global equity and fairness across generations into the future
SF2(Wildlife Investigators) recognise that sustainable futures require individuals to seek
information, identify solutions, reflect on and evaluate past actions, and
collaborate with and influence others as they work towards a desired change |