Students need to be literate to Identify and explain characteristic text structures and language features Fluency reading word lists and fluency passages – experience success in all other used in imaginative, informative and persuasive texts to meet the purpose (use of mp4 player or iPod touch / stimulus) learning areas. Becoming a more of the text. (ACELY 1701) fluent reader will assist in acquisition Navigate and read texts for specific purposes applying appropriate text and and comprehension material in other processing strategies, for example predicting and confirming, monitoring learning areas. meaning, skimming and scanning. (ACELY 1702) Improving writing conventions, Plan, draft and publish imaginative, informative and persuasive print and including spelling, punctuation and multimodal texts, choosing text structures, language features, images and grammar will allow students to sound appropriate to purpose and audience (ACELY 1704) communicate their ideas more effectively across all learning areas. Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions. DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Effective Communicator Designer and Creator Leader and Collaborator Active Investigator Quality Producer CROSS CURRICULA PRIORITIES Catholic Aboriginal and Torres Strait Islander Education Asian Education The overarching purpose of Catholic schools of the past, Active engagement of inclusive curriculum practices This perspective requires students to develop skills, as well as the future, is to bring the Good News of Jesus which reflect Aboriginal and Torres Strait Islander knowledge and understandings related to Asia and to all who hear it. In the midst of a world of educational, perspectives, knowledge, histories, cultures and Australia’s engagement with Asia. social and economic change the focus on the holistic spirituality. A genuine commitment to Reconciliation, growth of the individual remains the surest way catholic guided by principles of personal dignity, social justice and The curriculum provides opportunities to know, school can prepare students for the uncertainties of the equity, which reflects the Gospel message and the understand and be able to: future. mission of the Church. Understand ‘Asia’ Develop informed attitudes and values Defining Features, Diocese of Cairns The curriculum provides opportunities to value and Know about contemporary and traditional Asia respect: Connect Australia and Asia
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701) Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702) 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 (ACELY 1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705) Fluency reading – word lists and fluency passages (use of mp4 player or iPod touch / stimulus) Students need to be literate to experience success in all other learning areas. Becoming a more fluent reader will assist in acquisition and comprehension material in other learning areas. Improving writing conventions, including spelling, punctuation and grammar will allow students to communicate their ideas more effectively across all learning areas. In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions. DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer CROSS CURRICULA PRIORITIES Catholic Aboriginal and Torres Strait Islander Education Asian Education The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Defining Features, Diocese of Cairns Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. The curriculum provides opportunities to value and respect: This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia. The curriculum provides opportunities to know, understand and be able to: Understand ‘Asia’ Develop informed attitudes and values Know about contemporary and traditional Asia Connect Australia and Asia
year_5_part_2.docx