CBCA/SLASA Australian Curriculum Evening Picture Books and their place in the literature strand of the curriculum
STUDENTS ENGAGE WITH A VARIETY OF TEXTS FOR ENJOYMENT.
Foundation Personal and Family Histories HISTORY Key Inquiry Questions What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared? Who the people in their family are, where they were born and raised and how they are related to each other The different structures of families and family groups today, and what they have in common How they, their family and friends commemorate past events that are important to them ENGLISH Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences Respond to texts, identifying favourite stories, authors and illustrators Identify some features of texts including events and characters and retell events from a text Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
Foundation Tom Tom by Rosemary Sullivan and Dee Huxley Talk about the members of your family, where they re born where they live. Look at different family structures. Compare your family to Tom Tom s family Identify the author. Talk about why an author might write a book. Talk about how your family is the same or different to Tom Tom s family. Look at how Tom Tom s day may be different to your day.
Foundation Shoes from Grandpa by Mem Fox and Patricia Mullins Identifying the different members of a family, (for example mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating simple family trees with pictures or photographs. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines listening, responding to and joining in with rhymes, poems, chants and songs
Foundation Hush, Baby, Hush! By Kathy Henderson and Pam Smy Finding out where family members were born, and finding them on a map. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures. Includes a Maranoa lullaby, and Aboriginal lullaby from Southwest Queensland)
Year 1 Present and Past Family Life HISTORY Key Inquiry Questions How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past? How do we describe the sequence of time? ENGLISH Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. Discuss how authors create characters using language and images Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
Year 1 All Through the Year by Jane Godwin and Anna Walker & Walking the Seasons in Kakadu by Diane Lucas and Ken Searle How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons Examining Aboriginal and Torres Strait Islander seasonal calendars Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts
Year 1 When I Was Little Like You by Mary Malbunka Differences and similarities between students' daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and communications. How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as by dates. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences Identifying who is telling the story in different texts
Year 2 The Past in the Present HISTORY Key Inquiry Questions What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life? ENGLISH Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created Compare opinions about characters, events and settings in and between texts Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
Year 2 The Past in the Present The Road to Goonong by David Cox What aspects of the past can you see today? What do they tell us? Examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people s lives. identifying where the technology used in their grandparents childhoods was made compared with the technology they use today. Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created Discussing each others preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own
Year 2 The Past in the Present Queenie by Corinne Fenton and Peter Gouldthorpe What aspects of the past can you see today? What do they tell us? Examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people s lives. identifying where the technology used in their grandparents childhoods was made compared with the technology they use today. Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created. Discussing each others preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own.
Year 3 Community and Rememberance HISTORY Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past? ENGLISH Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons Draw connections between personal experiences and the worlds of texts, and share responses with others Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Year 3 You and Me Murawee by Kerri Hashmi and Felicity Marshall Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? Reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students own lives, noting similarities Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Year 3 You and Me Murawee by Kerri Hashmi and Felicity Marshall Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? Reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonist s and making links to students own lives, noting similarities Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Year 3 My Place by Nadia Wheatley and Donna Rawlins Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? Reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students own lives, noting similarities Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative Draw connections between personal experiences and the worlds of texts, and share responses with others
Year 3 My Grandad Marches on ANZAC Day by Catriona Hoy and Benjamin Johnson Identifying and discussing the historical origins of an important Australian celebration or commemoration Comparing the significance of national days in different countries, looking at why they developed and elements they have in common Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative Draw connections between personal experiences and the worlds of texts, and share responses with others
Year 4 First Contact HISTORY Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers? The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. ENGLISH Make connections between the ways different authors may represent similar storylines, ideas and relationships Discuss literary experiences with others, sharing responses and expressing a point of view Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example character development and plot tension Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns
Year 4 The Rabbits by John Marsden and Shaun Tan The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects Make connections between the ways different authors may represent similar storylines, ideas and relationships Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example character development and plot tension discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet s subject matter
Year 5 Australian Colonies HISTORY What do we know about the lives of people in Australia s colonial past and how do we know? How did an Australian colony develop over time and why? How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped Australian colonies? ENGLISH Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
Year 5 The Little Wooden Horse by Mark Wilson identifying the reasons why people migrated to Australia in the 1800s (for example as convicts) investigating colonial life to discover what life was like at that time for different inhabitants (for example a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, language, housing and childrens' lives'. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement discussing how figurative language including simile and metaphor can make use of a comparison between different things
Year 5 The Night We Made the Flag by Carole Wilkinsin and Sebastian Caiaffaglone The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. exploring the motivations and actions of an individual or group that shaped a colony creating what if scenarios by constructing different outcomes for a key event, for example What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees? describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs posing and discussing questions, such as Should this character have behaved as they did?, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm
Year 5 Meet Ned Kelly by Janeen Brian and Matt Adams Investigating colonial life to discover what life was like at that time for different inhabitants in terms of clothing, diet, leisure, paid and unpaid work, language, housing and childrens' lives'. What were the significant events and who were the significant people that shaped Australian colonies? Creating what if scenarios by constructing different outcomes for a key event Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement posing and discussing questions, such as Should this character have behaved as they did?, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm
Year 6 Australia as a Nation HISTORY Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society? ENGLISH Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts Analyse and evaluate similarities and differences in texts on similar topics, themes or plots Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Year 6 The Little Refugee by Anh Do, Suzanne Do and Bruce Whatley exploring individual narratives using primary sources (for example letters, documents and historical objects); interviewing and recording an oral history; dramatising the journey and circumstances of arrival based on the sources describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia connecting stories of migration to students own family histories (where appropriate) recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events identifying how language choice and imagery build emotional connection and engagement with the story or theme
Year 7 Ancient World HISTORY How do we know about the ancient past? Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies? ENGLISH Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view
Year 7 Ancient Egypt: Tales of Gods and Pharoahs by Marcia Williams The physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there. The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical contexts. Discussing a text s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
Year 7 The Romans: Gods Emperors and Doormice by Marcia Williams Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs The role of a significant individual in ancient Rome s history such as Julius Caesar or Augustus Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical contexts. Discussing a text s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
Year 7 The Song of Mu Lan by Jeanne M Lee Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion. The significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. The role of a significant individual in ancient Chinese history. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical contexts. Discussing a text s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts experiencing the sound and rhythm of poetry and using metalanguage, for example refrain, chant to discuss the layers of meaning that are created