SEBSS Annual Overview 2024

Term One

Laying the Foundation - Connection

Connecting with people, place, creatures and plants in balance and harmony
Prep Class 1 Class 2 Class 3 Class 4 Class 5 Class 6

The Local Area Farming Building Farming Building European Effects of European
English/History Families, communities colonisation and colonisation on Aboriginal
*Historical Aboriginal Life: The early contact with communities, resistance to
Indigenous Dreaming Stories Practices of Dreaming, and Aboriginal dispossession
Farming and connection to Place communities.
Building in the and Country
Local Area

Mythological Mythological story Mythological story Mythological story recall from

story recall from recall from Australian recall from Australian Dreaming.
Australian Dreaming. Australian
Dreaming. Dreaming.

English/History Traditional ways Traditional ways of life in Development of Local Area: Australian History: British colonisation, Australian
of life, of different cultures, of communities in relationship between Colonisation, Early History up to Federation:
changing family changing family and * the local area geography, history Farming, Early significant events and figures,
and community community structures and its farming and development. contact with Contribution of Aboriginal and
history Aboriginal Torres Strait Islander peoples.
* indigenous life Investigate and communities.
of the area integrate different Investigate and Investigate and integrate
 sources and integrate different different sources and
perspectives on sources and perspectives on
*indigenous ways of perspectives on* *Australian History through
life the state and maps, diaries, convict records,
regional history of ships logs and government land
Australia grants as well as newspaper
entries and political history

Number

Maths Place Value

Patterns and Algebra

Measurement

Data Representation

Biology Our Living World

Living Things Botany/Zoology
Science (Biology)
Chemistry, Creative Play, Cooking, Composting
Cooking, composting, Handcrafts
(Chemistry)
Earth Sciences
The Earth and Cosmos The Earth and Cosmos
(Earth and Space Sciences)
Physics
Creative play, building Science and the Human Being
Science Methodology
(Science Inquiry)

The World is The World The World I Stand on the We Know and Map Beyond Our Place: I see our Whole World of
Geography One; The World is of Many Earth and Can Our Place and the regions around Mountain and River, Light,
is Good Beautiful Contrasts: Live in the journey into it. me. I journey Warmth, Land, Oceans, Sky.
 I am World with through the lands
I experience Connecte I relate to confidence of the historical
Gratitude d to the the World world
world with Love
and
Reverence
Place, Space, Environment: Place, Space, Environment:
Weather and Vegetation Weather and Vegetation

Aboriginal/ Torres Strait Islander Relationship to the Land Aboriginal/ Torres Strait Islander Relationship to the Land

Representation of Spaces Representation of Spaces

Civic and CONNECTION- CONNECTION CONNECTION

Citizenship CLASS AND SCHOOL COMMUNITY
Experiencing and understanding being a RECOGNISE THE UNIVERSAL HUMANITY CONTRIBUTION
member of the Class Community OF OTHERS
SOCIAL ETHICS/ VOICE
HIGHER QUALITIES
MEANINGFUL CONTRIBUTION ORGANISATION GOVERNMENT
Understanding and Skills of Human work of CONTRIBUTION
contribution to family life and class /school LAWS/COOPERATION
community LAWS/COOPERATION
IDENTITY GROUPS
The changing relationship of communities
to laws throughout time INQUIRY SKILLS

Laws and Rules in our Community

Economic and Needs and Wants which cultures?

Business Resources Choices and Businesses
Inquiry Skills and Business/ Finance Skills
Term Two
 Delving into Ancient Tales - Legacy
Tracing humanity through journeys and narratives, forging our enduring legacy
Prep Class 1 Class 2 Class 3 Class 4 Class 5 Class 6

The stories of long The Celtic culture and connection Stories of Range of Mythologies of Ancient History and Mythology of
English/History ago when people to nature; the lives of great men ancient times mythology Greece. History of Ancient Ancient Rome:
lived in villages, on and women who have tamed the (usually of Northern Greece: Architecture, government, social
farmland, in forests elements and animals and lived Hebrew), the Europe: Philosophy, Architecture, structures, daily life,
or at court; the King with kindness and compassion. literature of the Norse Gods Sculpture, Mathematics- expansion of the Roman
and Queen, tailor or Significant sites in nature. historical of Asgard, Pythagoras, Empire, key historical
baker, coachman or development Eddas, figures, significant
candle maker and from creation Kalevala, events.
their work. myths to times Beowulf, Birth of Christianity
of traditional Siegurd the
society, Volsung,
rulership and Weland the
authority. Smith

English/History Children work with Children work with enthusiasm Children work Experience Experience immersion in Experience immersion
enthusiasm in in with immersion mythologies, narratives while developing an
*Playing out, * Drawing, retelling, illustrating, enthusiasm in in and cultural and artistic ability to balance
dramatizing, dramatizing and making * Drawing, *the Nordic experiences of Ancient experience with
creating puppet handcrafts from historical tales retelling, mythologies Cultures and Greece judgement and reflection
stories from and and past cultures. illustrating, which bring on
imitating scenes dramatizing and experience Investigate and integrate Roman History, Birth of
from tales. making of courage different sources and Christianity and Islam
handcrafts from and of the perspectives on * Discussion of Roman
historical tales receding * Ancient Cultures of and
Laws and experience of
presence of Greece
debating, practical
the gods.
projects eg bridge
* verse, building, verse in Roman
 drama and hexameter, mosaic,
art from architectural models and
Nordic mapping.
stories.
Investigate and integrate
different sources and
perspectives on
*Roman History, Birth of
Christianity

Number

Maths Fractions
Fractions and Decimals Percentages
Measurement

Form Drawing and Geometry

Earth Sciences Science and the Human Being

The Earth and Cosmos – Light, day, time, shadows
Science Investigate and describe physical phenomena and relationships
Physics
Creative play, building Compare ideas with scientific ideas – Force and motion

Observable physical phenomena Science Methodology

Tools, machines and their uses (Science Inquiry)

The World is One; The World is The World of I Stand on the We Know and Map Beyond Our Place: the I see our Whole
Geography The World is Good Beautiful Many Earth and Can Our Place and regions around me. I World of Mountain
I am Contrasts: Live in the journey into it. journey through the and River, Light,
I experience Connected to I relate to the World with lands of the historical Warmth, Land,
Gratitude the world World with confidence world Oceans, Sky.
Love and
Reverence
Other places and Family and community Cultures from Cultures from Cultures from Cultures from Cultures from Ancient Cultures from Roman
cultures: cultures folk tales Celtic lands Hebrew lands Northern European Greece times and diverse world
relationship to including Literature of lands cultures
place- See Related European and Creation and
Content those from Tradition from
Descriptions Asia-Pacific other lands
COMMUNITIES IN OTHER CULTURES: Diversity CONNECTION
Civic and The transition from earlier cultures; Mythologies
Citizenship Hear and artistically express aspects of stories outlining communities from The history and literature of the rise of Sparta and Athens.
other cultures The history and literature of the Age of Pericles
Experiences of Ancient Greek culture pertaining to human freedom,
QUALITIES OF HUMAN STRIVING beauty and balance of the human body, love of the word, joy.
Identity
Greek philosophy, the lives of Plato and Aristotle.
Human qualities which make communities a better place
Describe the government of the Roman Republic
Describe the social structures, beliefs and customs of the society
RECOGNISE THE UNIVERSAL HUMANITY OF OTHERS

HIGHER QUALITIES

Economic and Needs and Wants which cultures?

Business Resources Choices and
Businesses
Inquiry Skills and Business/
Finance Skills

Term Three
 All One Under the Sun - Diversity
Valuing diversity and bringing forth restoration, hope and change in our
interconnected world
Prep Class 1 Class 2 Class 3 Class 4 Class 5 Class 6

Children Children engage with and Children engage Understand and record the Understand and Understand and record
English/History engage with discuss historical items, sources, with, reflect on relationships between history, record the the relationships
historical stories, and texts from diverse and discuss geography, literary sources, relationships between history,
items, cultures. historical items development of communities between history, geography, literary
sources and and sources and and festivals throughout the geography, sources, development
stories from texts from diverse world literary sources, of communities and
diverse cultures. development of festivals throughout
cultures. communities and the world
festivals
throughout the
world

History Handcrafts form around the world Handcrafts form around the world

The past traditional times when people crafted all their clothes, Cross stitch, tapestry
furniture and belongings from the earth’s produce with care and skill. copper work, smithing
Hand teasing of wool into thread, drop spindle or hand teasing; Simple charcoal pit forge
knitting eg recorder bags, pot holders, small animals; candle making, Pen and ink
flower wreaths, leaf rubbings, corn dolls, bread dough figures, Four needle knitting
decorated candles, tissue paper mobiles and transparencies, egg Woodwork introduction to simple work with chisel, rasp, file, sanding
decorating Basketry: coiled, handle making
Felt animals, doll making
Woodwork: further skills eg moving toys, darning egg, spoon.
Simple musical instruments

Number
Maths Form Drawing and Geometry
Geometric Reasoning
Measurement

Children experience the cycles of the
Science day and night and the week through
music, verse and movement. Children
engage in nature festivals and seasonal
activities through shared experiences of
craft, music, listening to stories and
movement with teachers and families.
They experience anticipation for the
cycles of time such as day and night and
the seasons and participate in
celebrations actively through practical
crafts and the creative and performing
arts. They name the days, months and
seasons.
Share ideas about features and patterns
in the environment and the
cosmos/solar system
Students anticipate more consciously
the cycles of time and festivals as they
relive them in the school community
and contribute with more well-
developed and longer artistic
contributions on the seasons and
rhythms of time. They are able to
sequence time and events in longer
stories over several days.
Investigate Earth’s major features eg.
Water reserves/cycle
Extend ideas around the Earth, Moon
and Planets in our Solar System
Olympic Games
Students engage in observation of the physics of movement in
the Olympic Games; running, javelin, discuss and high jump.
Ancient Cultures/Physics
They understand that important contributions to the
advancement of science have been made by people from a
range of cultures and that scientific understandings,
discoveries and inventions are used to solve problems that
directly affect peoples’ lives.
Investigate and use models to explain the changing spatial
relationships of the Earth, Moon and Sun and the way
different cultures have used these patterns eg. Tides, seasons,
phases of the Moon

The World is The World The World of I Stand on the We Know and Map Our Place Beyond Our I see our Whole World
Geography One; The is Many Earth and Can and journey into it. Place: the of Mountain and
World is Good Beautiful Contrasts: Live in the World regions around River, Light, Warmth,
I am with confidence me. I journey Land, Oceans, Sky.
I experience Connecte I relate to the through the
Gratitude d to the World with lands of the
world Love and historical world
Reverence
Other places and cultures: relationship to place- Representation of Spaces Representation of Part B World
Spaces Geography
1. Hear stories of festivals and family celebrations and experience cycles of Represent the local area in maps View the globe and map
with title, frame, scale, key and Represent the
 the seasons through celebrations for harvest, mid-winter and spring. northpoint world regions /continents
2. Listen and connect to stories of the past ways of preparing festivals region and state in and their location in
through growing food, cooking, making handcrafts and storytelling and maps with title, relation to Australia -Asia,
scale, legend and Europe, North and South
music.
northpoint America and Africa.
3. Recall stories, draw pictures and write a sentence about aspects of
Learn about the
festivals and family celebrations from teachers and elders. relationship Consider diverse regions
4. Bake, make decorations and gifts for festivals, dress in festive clothes between the of the earth connecting
and learn music and dances. geography and the climatic conditions to
5. Celebrate school festivals and community gatherings as well as class culture. Map astronomical conditions
celebrations such as birthdays, farewells, and end of term celebrations. and/or model
selected countries. View the globe and map
world regions/continents
6. Celebrate seasonal and world events from diverse cultures the
and their location in
Countries/Places that they belong to and why they are important to
relation to Australia -Asia,
them Europe, North and South
America and Africa.
Map on a world level
using cartographic
conventions of border,
source, legend, title,
north point, scale and
describe location using
grid references, compass
direction and distance.

1. Hear stories of festivals and family celebrations and experience cycles of

the seasons through celebrations for harvest, mid-winter and spring.
2. Listen and connect to stories of the past ways of preparing festivals
through growing food, cooking, making handcrafts and storytelling and
music.
3. Recall, illustrate and write reports about aspects of festivals and
celebrations from teachers and elders from many cultures.
4. Bake, make decorations and gifts for festivals, dress in festive clothes and
learn music and dances.
5. Celebrate school festivals and community gatherings as well as class
celebrations such as birthdays, farewells and end of term celebrations.
6. Celebrate world events from diverse cultures, and experience the various
 connections Australia has with other countries and cultures; understand
and contribute to Australian and world-wide community aid projects.
Civic and Hear stories of Hear stories of festivals and family Develop narratives Celebrate world Celebrate world events from diverse
Citizenship festivals and celebrations of simple oral events from cultures and experience the various
family Recall stories, draw pictures and write a presentations of diverse cultures connections Australia has with other
celebrations sentence about aspects of festivals and recent happenings and experience
countries and cultures; understand and
family celebrations from teachers and (news). Connect to the various
contribute to Australian and world-wide
Celebrate school elders the children’s connections
festivals and news stories of Australia has community aid projects.
community the wider families, with other Understand and contribute to Australian
gatherings as well Celebrate school festivals and community, nation countries and and world-wide community aid projects.
as class community gatherings as well as class and world cultures; Experience emerging thoughts and feelings
celebrations such celebrations such as birthdays, farewells including of ethical responsibility for the earth and
as birthdays, and end of term celebrations. countries of Asia Present their the responsibility of being an informed
farewells and end Celebrate seasonal and world events Pacific. own ideas in a global citizen.
of term from diverse cultures prepared Understand how their identity and that of
celebrations. speech: plan, others is shaped by the different cultural,
Celebrate seasonal rehearse and religious or social groups to which they
and world events deliver taking belong and with whom they work on
from diverse the intended shared goals.
cultures audience into Engage in choral performance, festival
account Develop aesthetic and appropriate vocal
Develop
volume, time, pitch and pace
narratives of
simple oral Develop presence and focus in speaking
presentations meaningful verses, speeches
of recent
happenings
(news) as a
narrative
differentiating
past events, the
present and
future.
Economic and Needs and Wants which cultures?
Business Resources Choices and Businesses
 Inquiry Skills and Business/ Finance Skills

Term Four

Rhythms of Time - Stewardship

Pursuing stewardship with goodness, beauty, and truth in our evolving global
society
Prep Class 1 Class 2 Class 3 Class 4 Class 5 Class 6

The family, relationships to each other, the
English/History community, the earth and the cosmos in cyclic
festivals.
Rhythms of time, gratitude for the past and
anticipation for the future.
Cultures which celebrate their festivals at different times and in relation to different historical and
cultural events
Rhythms of time, gratitude for the past and anticipation for the future.

English/History In creative In creative play and in class Communicate: Communicate: Communicate: Communicate:
play and in projects children express their Write Write narratives and Write narratives Write narratives and reports,
class projects understanding through songs, narratives and reports, draw, perform and reports, draw, perform in drama and
children games, drawing, writing, social reports, draw, in drama and music and draw, perform music and make items in class,
express their interaction and contribution to perform in make items in class and in drama and group projects and individual
understanding the class community and drama and group projects and music and make projects and performances and
through songs, family. music in class performances and items in class, contribution to the class
games, social and group contribution to the class group and community and family.
interaction projects and community and family. individual
and performances projects and
contribution and performances
to the class contribution and
community to the class contribution to
and family. community the class
 and family. community and
family.

Maths Number

Money and Financial Maths

Chance

Data Representation

Science Science as Human Endeavour Students Students safely Investigate and describe Investigate common materials in terms of properties
They imitate the practical experience use gardening, how the physical Explain how they are related to their physical and
home and garden- based work and observe cooking, properties of materials simple chemical properties and the changes by
of the teacher and extend with the building and change and are related heating, mixing etc.
their efforts to independent senses, handcraft tools to their use
projects displaying creativity, question, and
flexibility and adaptability. predict, plan, equipment. Research the use of and Investigate the positive and negative effects of
compare, They observe, purpose of technology substances on people and the environment
Science Inquiry communicate investigate and in the disposal or
They experience, observe with and adjust projects recycling of common
the senses, question, cooperate eg cooking, materials
communicate orally, plan and about recipes, garden
cooperate with others in their practical play- and plant care;
play and projects. based position of
activities and plants, sun,
school and water. They
classroom test their
projects predictions and
communicate
results in oral,
written and
visual forms.

Geography The World is The World The World of I Stand on the We Know and Map Our Beyond Our I see our Whole World of
One; The World is Many Earth and Place and journey into Place: the Mountain and River, Light,
is Good Beautiful Contrasts: Can Live in it. regions around Warmth, Land, Oceans, Sky.
I am the World me. I journey
I experience Connected I relate to the with through the
Gratitude to the World with confidence lands of the
world Love and historical world
Reverence
Play outdoors with diverse natural materials in creative landscapes, using Develop questions about place, space or Develop geographical questions and
the senses to explore. Create changing special places in and outdoors environment on a local environmental issue plan an inquiry and reflect on
e.g. cubbies, garden groves, shop stalls, drama stages. Represent familiar Use a range of oral, graphic, written information possible answers.
places and spaces in outdoor landscapes. sources: observation map, pictures, stories or Identify a variety of valid sources,
interviews, represented in tables, plans, maps, collect and record data using formal
Creatively question the possibilities for adventurous projects,
drawings graphs and journals.. measurements and record
communicate about them, predict better methods and amend their
Select appropriate geographical methodologies information ethically from primary
projects for a better result.
to collect data, including following protocols for and secondary sources (such as
Observe and experience the teacher using care and wisdom in looking consultation with local Aboriginal community interviewing people, surveys, maps
after the classroom and environment. Interact in these activities, discuss and/or Torres Strait Islander communities e.g. satellite images, plans,
and care for these places. Use appropriate materials, geographical tools or photographs, diaries, statistics or
Bushwalk through natural landscapes and observe and interact with the equipment to collect data or observations. reports), evaluating their usefulness.
environment and contribute to a seasonal nature table. Sort information and data and look for Follow protocols for consultation with
Garden with simple familiar tools and become aware of the needs of relationships or patterns, using maps. local Aboriginal community and/or
Torres Strait Islander communities.
plants through experience of their care. Draw conclusions based on their investigations
Represent data in plans, graphs,
Cook safely with equipment using school or home grown produce; and share these conclusions
tables, sketches and diagrams and
measuring ingredients and making e.g. fruit ice-blocks, pizza, bread or Present findings using appropriate
communication and geographical vocabulary. identify spatial distributions, patterns
soups.
Reflect on what has been learned and suggest and trends to infer relationships to
They observe, identify, pose questions about and locate the different
possible responses to the geographical inquiry draw conclusions.
places, activities and spaces of the wider school environment and their
or challenge. Present findings using appropriate
designs, why they are special and how they are given meaning and to
geographical tools and geographical
look after them ie the classroom, gardens or bush, cubbies, sculptures or
vocabulary
memorials and the features of the larger school environment.
.Reflect on their learning to propose
They collect, share and record data and observed experiences from the
an individual or group response to a
local environment in seasonal tables, created landscapes, drawings and
Geographical issue and the expected
maps. benefits on different groups of
people. Combine and represent data
Experience traditional crafts, tools, equipment and their use in the past
in maps, plans, graphs, tables,
and now. Work in a community of teachers, family and community
sketches and diagrams and identify
members, building social relationships
relationships to draw conclusions.
Civic and Understanding of Develop narratives of simple oral Appreciate the Hear, investigate, Develop Geographical/Civics and
Citizenship human work presentations of recent happenings (news) processes and working illustrate and Citizenship questions and plan an
Connect to the children’s news stories of the together of many write about the enquiry. Identify a variety of valid
Engagement in wider families, community, nation and people necessary to Aboriginal and
sources, collect and record data
poems, action world produce goods Torres Strait
using formal measurements and
rhymes, finger Hear stories of festivals and family Understand how and Islander people-
plays and songs celebrations why they and others their culture, record information ethically from
about real tasks of Recall stories, draw pictures and write a participate in and beliefs, languages primary and secondary sources
the home, farm sentence about aspects of festivals and contribute to and social (such as interviewing people,
and community. family celebrations from teachers and elders communities such as organisation and surveys, maps e.g. satellite
Community Celebrate school festivals and community organic cooperatives, the significance of images, plans, photographs,
related material gatherings as well as class celebrations such local food preparation the Dreaming,
diaries, statistics or reports),
from other as birthdays, farewells and end of term groups and markets. their relationship
cultures, or in celebrations. Appreciate and to Place and the evaluating their usefulness.
other languages Celebrate seasonal and world events from understand the role of effects of their Follow protocols for consultation
on these themes. diverse cultures, the Countries/Places that the many role as caretakers with local Aboriginal community
they belong to and why they are important tradespeople that help of the and/or Torres Strait Islander
to them to build our homes environment and communities.
and support our lives. their methods.
Work in a community
of teachers, family and
community members,
building social
relationships
.
Engage with, illustrate, say poems and Understand and Understand and Represent data in plans, graphs,
verses from and play out scenes of great contribute to contribute to tables, sketches and diagrams and
lives with the qualities of goodness, purity, Australian and world- Australian and identify spatial distributions,
compassion, nobility, courage and humility wide community aid patterns and trends to infer
world-wide
projects. relationships to draw conclusions.
community aid
Work in a community of teachers, family Communicate findings in a variety
and community members, building social projects. of forms using subject specific
Behave ethically in the Make a
relationships vocabulary and
natural environment
presentation to tools and reflect on their learning
and understand and
the class, using to propose an individual or group
follow relevant
interaction skills, response to a Geographical/Civics
local/state laws.
 using clear and and Citizenship issue and the
sequenced expected benefits or challenges
content about a for different groups of people.
point of view
Experience and appreciate the power of language,
potency, responsibility and the importance of the
thought that precedes speech
Experience and use the indicative, imperative and
subjunctive mood; the conditional and concessional as
inner experience as well as outer necessity.
Identify and use modal verbs and the moral
dimensions of necessity, possibility, duty, lawfulness,
capacity, desire and wish.
Participate in introductory forms of debating, Express a
point of view, listen to and reflect on others point of
view; Prepare and give oral reports, short prepared
presentations with sequenced content and artistic
elements
Economic and Needs and Wants which cultures ?
Business Resources Choices And Businesses
Inquiry Skills and Business/ Finance Skills
Class 6 How choices about limited resources (human, natural and capital) have an opportunity cost and trade-off, how they affect the present and future of
the individual, community and the environment
Understand ways to make their own informed personal and financial choices comparing their imagined life as an early member of the colony to a
young person living in the 21st century and in the future.
How businesses develop to provide goods and services. E.g. primary production- wool, wheat and cattle industries and other commercial businesses.
Business Maths. Understand the basic principles of business and banking, and how businesses provide goods and services, what influences
consumer choices and how consumers make informed choices
Become familiar with terminology such as cost price, selling price, profit, loss, discount, mark up etc.;
Investigate tables and simple graphs as an effective visual method of presenting information; pose questions about financial or business practices or
choices, select and trial methods of categorical and numerical data collection and construct displays including tables, column.