The following maps Paying It Forward, Year 5 and Year 6, Topic 2: Community support to the Western Australia syllabuses.
Mapping for topic 2 Year 5
English
Interacting with others
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) – activities 1, 2, 3, 4
- Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) – activities 1, 4, 5, 6, 7
Interpreting, analysing, evaluation
- Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) – activities 2, 3, 4
HASS
Inquiry and skills
- Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50) – activities 1, 2
- Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52) – activity 5
- Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise) (WAHASS53) – activity 5
- Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge) (WAHASS56) – activity 5
- Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60) – activities 6, 7
- Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63) – activity 2
Civics and citizenship
- Why people work in groups to achieve their aims and functions, and exercise influence, such as volunteers who work in community groups (e.g. rural fire services, emergency services, youth groups) (ACHASSK118) – activities 1, 2, 6
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Mapping for topic 2 Year 6
English
Interacting with others
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) – activities 1, 2, 3, 4
- Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) – activities 1, 4, 5, 6, 7
Interpreting, analysing, evaluation
- Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) – activities 2, 3, 4
HASS
Inquiry and skills
- Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50) – activities 1, 2
- Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52) – activity 5
- Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise) (WAHASS53) – activity 5
- Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge) (WAHASS56) – activity 5
- Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60) – activities 6, 7
- Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63) – activity 2
Civics and citizenship
- The roles and responsibilities of the three levels of government, including the shared roles and responsibilities within Australia's federal system (ACHASSK144) – activity 3
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Mapping for topic 2 general capabilities
Literacy
Comprehending texts through listening, reading, and viewing element
- 1.1 Comprehend texts – activity 5
- 1.2 Navigate, read and view learning area texts – activity 5
- 1.3 Listen and respond to learning area texts – activities 2, 3, 4
- 1.4 Interpret and analyse learning area texts – activities 3, 4
Composing texts through listening, reading, and viewing element
- 2.3 Use language to interact with others – activities 1, 6
Word knowledge element
- 5.1 Understand learning area vocabulary – activities 2, 3
- 5.2 Use spelling knowledge – none
Numeracy
Using spatial reasoning element
- 4.2 Interpret maps and diagrams – activity 5
Information and Communication Technology capability (ICT)
Investigating with ICT element
- 2.2 Locate, generate and access data and information – activity 5
Creating with ICT element
- 3.1 Generate ideas, plans and processes – activity 4
Managing and operating ICT element
- 5.1 Select and use hardware and software – activity 4
Critical and creative thinking
Inquiring – Identifying, exploring and organising information and ideas element
- 1.2 Identify and clarify information and ideas – activity 5
- 1.3 Organise and process information – activity 5
Generating ideas, possibilities and actions element
- 2.1 Imagine possibilities and connect ideas – activity 4
Reflecting on thinking and processes element
- 3.3 Transfer knowledge into new contexts – activity 4
Analysing, synthesising and evaluating reasoning and procedures element
- 4.1 Apply logic and reasoning – activity 4
Personal and social capability
Self-awareness element
- 1.1 Recognise emotions – activity 1
Social awareness element
- 3.2 Contribute to civil society – activities 1, 2
Social management element
- 4.2 Work collaboratively – activities 1, 5, 6
- 4.3 Make decisions – activities 5, 6
Ethical understanding
Understanding ethical concepts and issues element
- 1.1 Recognise ethical concepts – activities 1, 2, 7
- 1.2 Explore ethical concepts in context – activities 1, 2, 7
Reasoning in decision making and actions element
- 2.1 Reason and make ethical decisions – activity 1
- 2.2 Consider consequences – activities 1, 2
- 2.3 Reflect on ethical action – activity 7
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