TERM FOUR ENGLISH

General Capabilities
Critical and Creative Literacy Numeracy Personal and Social ICT Ethical Understanding Intercultural
Thinking Understanding
Cross Curricular Priorities
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
cultures
Early Years Learning Framework
Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5

Children have a strong sense of Children are connected with and Children have a strong sense of Children are confident and Children are effective
identity contribute to their world wellbeing involved learners communicators
1.1 Children feel safe, secure, and 2.1 Children develop a sense of 3.1 Children become strong in 4.1 Children develop dispositions 5.1 Children interact verbally and non-
supported belonging to groups and their social and emotional for learning such as curiosity, verbally with others for a range of
communities and an wellbeing cooperation, confidence, purposes
1.2 Children develop their understanding of the reciprocal creativity, commitment,
emerging autonomy, inter- rights and responsibilities 3.2 Children take increasing enthusiasm, persistence, 5.2 Children engage with a range of
dependence, resilience and necessary for active community responsibility for their own imagination and reflexivity texts and gain meaning from these
sense of agency participation health and physical wellbeing texts
4.2 Children develop a range of
1.3 Children develop 2.2 Children respond to diversity skills and processes such as 5.3 Children express ideas and make
knowledgeable and confident self with respect problem solving, meaning using a range of media
identities inquiry, experimentation,
2.3 Children become aware of hypothesising, researching and 5.4 Children begin to understand how
1.4 Children learn to interact in fairness investigating symbols and pattern systems work
relation to others with care,
empathy and respect 2.4 Children become socially 4.3 Children transfer and adapt 5.5 Children use information and
responsible and show respect for what they have learned from one communication technologies to access
the environment context to another information, investigate ideas and
represent their thinking
4.4 Children resource their own
learning through connecting with
people, place technologies and
natural and processed materials
 WHOLE CLASS ENGLISH OVERVIEW / FOCUS

WEEK READING WRITING SPEAKING AND LISTENING PHONICS/SPELLING

ONE Introduce information texts. Labelled diagrams. Making Appropriate use of voice and Revise previously taught digraphs
Features of non-fiction texts observations and creating labelled
listening skills and blends
(Special places) diagrams. Use interaction skills including Understand how to use knowledge
Identify some differences between (maps, special place class book)
listening while others speak, using of letters and sounds including
imaginative and informative texts Create short texts to explore,
appropriate voice levels, onset and rime to spell words
(ACELY1648) record and report ideas and events
articulation and body language, (ACELA1438)
using familiar words and beginning
gestures and eye contact
writing knowledge (ACELY1651)(ACELY1784)
TWO Big book – Information texts Unaided writing samples. Write a
Appropriate use of voice and  “ing” Word Families
Guided reading – individual group holiday recount for Brightpath
listening skills  Words Their Way
goals assessment Use interaction skills including Assessment
Identify some differences between Create short texts to explore, record
listening while others speak, using
imaginative and informative texts and report ideas and events using
appropriate voice levels,
(ACELY1648) familiar words and beginning articulation and body language,
writing knowledge (ACELY1651)gestures and eye contact
(ACELY1784)
THREE Finding the Main Idea Writing descriptions. Chn make Presenting descriptions to class  “ang” Word Families
Use comprehension strategies to observations of objects and
understand and discuss texts experiences and write what they Deliver short oral presentations to Small group – individual lists, based
listened to, viewed or read see, hear, smell, feel peers (ACELY1647) on WTW data
independently (ACELY1650) Understand how to use knowledge
of letters and sounds including
onset and rime to spell words
(ACELA1438)
FOUR Finding the Main Idea Writing prayers to God Sharing prayers with a friend  “ong” Word Families
Create short texts to explore, record
Use comprehension strategies to and report ideas and events using Deliver short oral presentations to Small group – individual lists, based
understand and discuss texts familiar words and beginning peers (ACELY1647) on WTW data
listened to, viewed or read writing knowledge (ACELY1651) Understand how to use knowledge
independently (ACELY1650) of letters and sounds including
onset and rime to spell words
(ACELA1438)
FIVE Reading texts on natural and Writing a description of the Appropriate use of voice and  “ung” Word Families
constructed features and students special place. Introduce listening skills
sustainability
 children to labelling features of Use interaction skills including
their chosen special place. listening while others speak, using
appropriate voice levels,
articulation and body language,
gestures and eye contact
(ACELY1784)
SIX 
SEVEN ** Words their way 2nd assessment 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Helen Writing Helen Writing Helen Reading Helen Reading
 Group one  Group two  Group one  Group two
 Group three  Group four  Group three  Group four
Jodie Reading Jodie Reading Jodie Writing Jodie Writing
 Group two  Group one  Group two  Group one
 Group four  Group three  Group four  Group three

 Week 6 Science fair. Spend week six planning, preparing, making etc