Christies Downs Primary School - UNIT

Australian Curriculum (AC)

Learning and Assessment Planner
Unit outline/learning intentions (to match visible learning language): Subject: Term: 3
This term our overarching theme is OLYMPICS, based on the weekly RWI letter sounds. Within this theme we have a Literacy
specific literacy focus on INFORMATION REPORTS and students will be encouraged to communicate and organise
factual information in a variety of ways. Teacher: Time frame and duration:
Nikki Greenham 10 weeks
Students will: Carmen Britton
 Match symbols and meaning
 Order symbols to express ideas
 Know how to present written material
 Repeat or retell information.

Background information (prior knowledge):

 Students have varying knowledge and abilities within the classes. Some students engage in table top activities while others engage within sensory
experiences.
 All students have their own individualised differentiated learning plan and One Plan document to address and support their individual needs.
 All students have varying degrees of sensory needs and all activities will provide different entry points to allow students to participate at a level which
meets their individual needs.

Content descriptors/ABLES readiness statements:

Australian Curriculum

English Language English literature English Literacy

Moving towards FOUNDATION LEVEL Moving towards FOUNDATION LEVEL Moving towards FOUNDATION LEVEL

Language for interaction Literature and context Interacting with others

Explore how language is used differently at home Discuss how authors create characters using Listen to and respond orally to texts and to the
and school depending on the relationships between language and images (ACELT1581) communication of others in informal and structured
people (ACELA1428) classroom situations (ACELY1646)

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Understand that language can be used to explore
ways of expressing needs, likes and
dislikes (ACELA1429
Text structure and organisation
Understand that punctuation is a feature of
written text different from letters; recognise how
capital letters are used for names, and that capital
letters and full stops signal the beginning and end of
sentences (ACELA1432 
Recognise that sentences are key units for
expressing ideas (ACELA1435 )
Recognise that texts are made up of words and
groups of words that make meaning (ACELA1434)
Understand the use of vocabulary in familiar contexts
related to everyday experiences, personal interests
and topics taught at school (ACELA1437)
Recognise and name all upper and lower case letters
(graphemes) and know the most common sound that
each letter represents (ACELA1440)
Understand how to use knowledge of letters and
sounds including onset and rime to spell words
(ACELA1438)
Know how to read and write some high-frequency
words and other familiar words (ACELA1817)
Year 1
Language for interaction
Understand that there are different ways of asking for
information, making offers and giving
commands (ACELA1446
Text structure and organisation
Responding to literature
Respond to texts, identifying favourite stories, authors
and illustrators (ACELT1577)
Share feelings and thoughts about the events and
characters in texts (ACELT1783)
Identify some features of texts including events and
characters and retell events from a text (ACELT1578)
Replicate the rhythms and sound patterns in stories,
rhymes, songs and poems from a range of cultures
(ACELT1579)
Year 1
Responding to literature
Discuss characters and events in a range of literary
texts and share personal responses to these texts,
making connections with students' own
experiences (ACELT1582)
Express preferences for specific texts and authors
and listen to the opinions of others (ACELT1583
Examining literature
Listen to, recite and perform poems, chants, rhymes
and songs, imitating and inventing sound patterns
including alliteration and rhyme (ACELT1585  recognising the contributions of others, speaking
Use interaction skills including listening while
others speak, using appropriate voice levels,
articulation and body language, gestures and eye
contact (ACELY1784)
Identify some familiar texts and the contexts in which
they are used (ACELY1645 )
Read decodable and predictable texts, practising
phrasing and fluency, and monitor meaning using
concepts about print and emerging contextual,
semantic, grammatical and phonic knowledge
(ACELY1649)
Use comprehension strategies to understand and
discuss texts listened to, viewed or read
independently (ACELY1650)
Year 1
Interacting with others
Engage in conversations and discussions, using
active listening behaviours, showing interest, and
contributing ideas, information and
questions (ACELY1656 - Scootle )
Use interaction skills including turn-taking,
clearly and using appropriate volume and
pace (ACELY1788)
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Recognise that different types of punctuation,
including full stops, question marks and exclamation
marks, signal sentences that make statements, ask
questions, express emotion or give
commands (ACELA1449 

ABLES

Speaking and listening Reading and writing

INFORMATION REPORTS INFORMATION REPORTS

Question 7 Students are able to repeat or retell a message or story Question 11: Students are able to retell stories
Level A,B
LEVEL A,B Uses illustrations, pictures or symbols to retell a simple message
Reproduces part of a short message (eg by pointing, or using pictures or objects to show meaning) Level C,D
Level C Retells information in own words
Repeats or retells a short message in own words Level F
Level D Combines information from reading materials with own ideas and reflections when retelling information,
Provides background information to explain the meaning of a message showing identification with information
Level F
Elaborates on retelling of a message or story to assist the understanding of different audiences Question 14 Matching symbols and meaning
Level A, B
Overall ABLES levels Responds to photographs of familiar object/animal
Level C
LEVEL A, B, C, D & F Uses single photographs or pictures to represent animals
Level D
1) Students can receive and respond to environmental stimuli and communicate with others Uses and combines pictures or symbols to send simple messages
Level F
LEVEL B, C, D & F Combines and orders symbols to convey messages and ideas

 Students can make simple requests Question 15 Ordering symbols to express ideas
 Students can communicate their basic needs, wants and feelings Level A
Makes choices between objects
LEVEL C, D & F Level C
Matches and sorts pictures, photographs and objects and presents them in random sequence
1) Students can recognise the basic social rules of communication Level D
2) Students can convey information to others Sequences symbols/words to provide background information and convey meaning
Level F
LEVEL D & F Plans and adapts ordering of ideas in written work to express and explain ideas
1. Students can take turns Question 18 Knowing how to present written materials
2. Students can ask and answer questions Level A
3. Students can extend vocabulary to include descriptions and observations Draws non-linear shapes and forms
Level B
Makes linear scribbles, which may include repeated forms
Level 1&2 Level C,D

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1) Students can use different strategies to communicate with different people. Writes or types from left to right across a page
2) Students can communicate with both familiar and unfamiliar audiences in a variety of contexts. Writes or types from top of page to bottom
Level F
Adapts presentation of written material to suit a range of purposes and audiences

Overall ABLES levels

LEVEL A, B,C, D & F

1) Students explore objects within familiar environments

2) Students show interest in photographs of familiar objects and people

LEVEL B, C, D & F

1) Students can identify objects, pictures, shapes and sounds

2) Students can scribble freely
3) Students recognise own name in print
4) Students role play reading

LEVEL C, D & F

1) Students can sort, match or identify letters and numbers

2) Students can recognise very familiar words by sight
3) Students can link familiar words to needs and wants
4) Students can recognise the difference between text and pictures

LEVEL D & F

1) Students can name some letters of the alphabet

2) Students can identify some common sounds
3) Students can read some familiar words and signage using partial cues and
illustrations
4) Students recognise the connection between print and the spoken word

LEVEL F

1. Students can match print and spoken text in the environment

2. Students can recognise how sounds are represented alphabetically

LEVEL 1&2
1) Students can use known spelling patterns to attempt unfamiliar words.
2) Students can read and responds to short texts.

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Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Living communities Asia and its diversity Systems
Identity Achievements and contributions of the peoples of Asia World views
People Australia/Asia engagement Futures
Culture
Country/place
Differentiation and extension One Plan goals, where they fit:
strategies Curriculum/Literacy

- Accommodations to meet individual

learning needs.
-All students require 1:1 support Lachlan
– One Plan goals include actively • By the end of term 4 2021, Lachlan will request what he wants by speaking, pointing at photographs and/ or PQ2G (low
participating / engaging in tasks /
group skills
tech/iPad).
- The class in split into three groups • By the end of term 4 Lachlan will consistently follow a simple instruction such as 'work/eat at the table' before moving on to a
with targeted learning intentions and preferred activity.
each student has individual goals to
meet these intentions. The students Zane
have been placed into these groups • By the end of term 4, Zane will use ProloQuo2go to greet his peers during circle time 3 days a week.
according to their ABLES data.
-Each student has targeted learning Macen
intentions and each student has
• By the end of term 4, Macen will follow instructions given with a verbal prompt straight away 80% of the time.
individual goals to meet within these
intentions. The goals have been set • By the end of term 4, Macen will progress form a level 1 reader to a level 3 reader.
according to ABLES data.
Henry
• By end of term 4, Henry will sit and engage with his peers during circle time for a least 10 minutes each day.
All students have individual learning • By the end of term 4, Henry will correctly pronounce the first 5 RWI letter sounds with 80% accuracy.
schedules and visuals on desk/in trays
according to their needs / OP goals.
- students have learning goals on desk

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/ in their trays
Lincoln
We accommodate students by • By the end of term 4, Lincoln will follow instructions given with a verbal prompt straight away 80% of the time.
providing:
• By the end of term 4, Lincoln will progress form a level 2 reader to a level 4 reader.
Use of visual prompts
Visual schedules
James
Key word sign/ AAC
Highly structured workbox activities • By the end of Term 4, James will use his AAC device to greet his peers with 1:1 support each day during circle time.
Modelling • By the end of Term 4, James to share his feeling during circle time, with adult support, 3 times a week.
Structured and individualised learning
tasks Harry
Sufficient time to complete tasks  By the end of term 4, Harry will sit and engage with his peers during circle time for at least 10 minutes each day.
All activities have multiple entry points
to meet each student at their  By the end of term 4, Harry will progress from a level 15 reader to a level 18 reader with 100% comprehension.
appropriate level. Activities are
designed to support students in Brodie
moving towards the next level in • By the end of term 4, Brodie will sit and engage with his peers each morning during circle time for at least 5 minutes each day.
ABLES. • By the end of term 4, Brodie will successfully transition to other learning areas within the school with 1:1 support 3 times a week.
Teacher / SSO working with students • Brodie will complete an activity in his workbox with adult support 4 times out of 5 by the end Term 4, 2021
have extensive knowledge on students
and differentiate tasks accordingly to
meet students OP goals and needs.

Activities are changed regularly to

meet the changing interests of each
child

Data Information: Pre Check In Post

(assessment)
 Check lists  Observations  ABLES assessment- input 2
 Work samples  Daily Work Box Tasks (ie reading, name  Photo evidence
 Observations recognition, sight words, letter sounds)  Observations
 Smartar goals (ONE PLAN)  Work box tasks checked daily and modified  Videos of communication
 ABLES assessment input 1 weekly  Work samples (Clicker)
 Conversations with student and  Tasks embedded in Cross curriculum activities  Completion of HST tasks
parent/caregivers and learning tasks  RWI assessment – set 1
 Conversations with previous  SSO Books

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 teacher  Testing sounds
 RWI assessment – set 1 sounds  Daily Berry Street Circle time with focus on  Harry – Words their way
 Harry – Words their way pre using communication devices to greet others
assessment and express feelings
 OnePlan goals  Teacher Communication with Speech
 Reports from relevant Pathologists/OTs
professionals

Links to other curriculum areas:

Sound of the week crosses all curriculum areas.
Including visual arts, design and technology, mathematics, HASS, cooking, personal & social.
See term overview for more information

Oxford / WTW: All students exposed to sight words through matching activities, stories, songs, sensory activities, group time activities ie. Sunshine online.
Individual students reading writing and listening focus:
Current Reading levels Current Oxford Word levels
Harry – level 16 Macen – Green words 31-40
Macen – level 2 Lincoln - Blue words 21-30
Lincoln – level 2 Henry – Golden words – 1-10
Henry – level 1

RWI: Speed sound lessons h,sh,r,j,v,y,w,th,z,c and a review of set 1 sounds.

Focus on one sound per week.

All students taught RWI sounds through RWI speed sound lesson, cross curricula activities, assorted activities in workboxes such as
matching, stories, songs, sensory, dramatic play, group time activities ie. Sunshine online.

See learning intentions and learning activities for individual student goal/focuses.

Learning Intention and Learning Activities

Student Tasks and activities Assessment against Achievement Standard General Capability Links
Name including Success Criteria

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 See attached term outline for focus activities for The Olympics & Navigate read and view learning area
texts
Information Reports 1 navigate, read and view a wide range of
more demanding subject-specific texts with
 All activities based around Sound of the Week and students an extensive range of graphic
All interest representations

students  Explicit use of visuals, key word sign, AAC to model and teach Listen and respond to learning area texts
students to indicate needs, wants and make simple requests
 Student has their own individual and classroom schedules 2 listen to a range of
 Daily shared reading – individual, small group, class/ visiting extended spoken and
library/ using IWB, Sunshine Online and assorted visuals to
support shared reading audio texts and respond
 Daily RWI sound practice to include sound of the week and
to, interpret and evaluate
revision of previously learnt sounds-
 Daily practice of sound of the week in work box including ideas, information and
tracing, matching, words related to the sound, book making etc
opinions
 Use of ICT- Clicker ,whiteboard, lap tops and iPad
Interpret and analyse learning area texts

Reading 3 interpret and evaluate

information within and

Group 1
between texts, comparing
Level F/1
and contrasting
working  Look, cover, write and check  Students will identify the main characters
towards  Follow recipes during cooking of a text. information using
 Read to an adult each morning  Student will combine information from
1/2
 Practice oxford words with an adult each morning reading materials with own ideas and comprehension strategies

Harry reflections when retelling information,

Composing Texts:
showing identification with information.
Lincoln 4 compose and edit longer and more
complex learning area texts

Macen 5 use pair, group and class

discussions and formal

and informal debates as

learning tools to explore

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Group 2 ideas, compare solutions,

evaluate information and

Level D  Class story time  Students will read and respond to short
(working  Read to an adult each morning texts with familiar ideas. ideas, refine opinions and

towards  Literacy activities on the iPad  Students will retell information in own
arguments in preparation
level F)  Practice oxford words with an adult each morning words
 Students will show interest in for creating texts
Henry photographs of familiar objects and people
6 plan, research, rehearse

and deliver presentations

on more complex issues

Group 3
 Listening to a story  Students will recognise own name in print and learning area topics,

 Letter matching activities and match the correct letters accordingly.

Level C  Students will recognise very familiar
combining visual and
(working  Literacy activities on the ipad
words by sight multimodal elements
towards D)  Students will link familiar words to needs
creatively to present
and wants
Lachlan  Students can recognise the difference ideas and information
between text and pictures
James and support opinions and

Brodie engage and persuade an

audience.
Zane
Grammar Knowledge:

11 use language that

Writing indirectly expresses

Group 1 opinions and constructs

 Identify the who, what and where during functional grammar  Students will recognise own name in print representations of people
Level F/1 and match the correct letters accordingly
lessons using the picture of the day writing prompts
(working and events, and consider
 Following recipes during weekly class cooking lessons
towards  Answering questions during class story reading time  Students will use a range of strategies to
expressed and implied
1/2) show their understanding of text
judgments.
 Students will used known spelling
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Harry patterns to spell unfamiliar words Visual Element:

14 evaluate the impact of different visual

Lincoln choices in the composition of images,
INCLUDE USE OF CLICKER AND SYMBOLSTIX ACTIVITIES including symbolic images and movement
Macen of camera or light, to achieve different
nuances

Group 2
 Students will complete sentence structure activities during  Students will select the correct letters to
Level D functional grammar lessons using photo of the day writing spell their first name in the correct order.
(working prompts
towards  Students will complete look, cover write check activities with  Students will comment, ask questions and
level F) their sight word list make predictions
 Students will use play dough/ lego/ manipulatives to make
Henry letter to form sight words  Students will comment, ask questions and
make predictions.

Group 3  Letter formation using play dough/ manipulatives  Students will wait their turn and ask
 Letter activities using kinetic sand questions.
Level C  Students will match and sort pictures,
 Name tracing sheets
(working photographs and objects and presents them
 Tracing name of Olympic sport during functional grammar
towards D) in random sequence
activities

James
Lachlan

Group 4
 Name tracing sheets  Students will identify objects, pictures,
 Tracing activities using the ipad shapes and sounds
Level B
 Play dough activities  Students will recognise very familiar words

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(working  Tracing name of Olympic sport during functional grammar by sight
towards C) activities

Brodie

Speakin
g
 Students will make comments when presented with the
picture of the day. They will then make predictions on what  Students will use different strategies to
Group 1 communicate with different people.
could have happened before and after the picture was taken.
Level 1 They will identify the who, what and where.  Students will communicate with both
 Students will engage with class cooking lessons familiar and unfamiliar audiences in a variety
(working
 Students will engage in group class activities of contexts
towards 2)

Harry

Macen

Lincoln

Group 2
 Students will engage in morning circle time
Level D  Students will follow instructions during class cooking lessons  Students will use verbal communication to
(working  Students will engage in group class activities follow instructions.
 Students will use different strategies to
towards 1)
communicate with different people.
Henry

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Group 3
 Students will use ProloQuo2Go to say good morning during  Students will use AAC to greet others
Level B/C circle time.  Students will make simple requests
(working  Students will use the visual contained in their All about me  Students will communicate their basic
towards book to tell the group how they are feeling needs, wants and feelings
C/D)  Students will use classroom visuals to show needs.

Lachlan

James

Brodie

Zane

Listening
Group 1
 Students will present the morning calendar to the class  Students will listen to instructions, wait
Level 1 during morning circle time their turn to ask and answer questions in a
 Students will use effective verbal communication skills when group setting
(working
engaging with weekly cooking lesson  Students will listen and respond to a
towards 2) familiar adult using appropriate social
 Students will use effective verbal communication skills when
attending class excursions. skills
Harry

Lincoln

Macen

Group 2

Level D  Students will respond to questions about the photo of the day
(working during morning circle time. With adult support they will be  Students will communicate their
towards F able to identify the ‘who’ in the picture. basic needs, wants and feelings
 Students will listen to a story as a class and answer questions  Students will take turns
 Students will ask and answer

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Henry about the characters etc when prompted questions

Group 3

Level B/C  Students will put their rubbish in the bin when given a verbal  Students will make simple requests
(working prompt to do so.  Students will communicate their basic
towards  Students will listen to songs and rhymes needs, wants and feelings
C/D)  Students will listen to a story being read to them

Lachlan

Brodie

James

Zane

Reviewed / Updated

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