Year X plan — Australian Curriculum: English

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Implementation year:	School name:

Identify curriculum	Year level description	Insert the year level description for the learning area and year level from the Australian Curriculum.

Identify and highlight key aspects of the description that are different from the previous year level.
Achievement standard	Insert the achievement standard for the learning area and year level from the Australian Curriculum.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
Teaching and learning	Term overview	Term 1	Term 2	Term 3	Term 4
Outline the curriculum focus for the term. Include references to key concepts, content and context.	Outline the curriculum focus for the term. Include references to key concepts, content and context.	Outline the curriculum focus for the term. Include references to key concepts, content and context.	Outline the curriculum focus for the term. Include references to key concepts, content and context.
Aboriginal and Torres Strait Islander perspectives	English provides opportunities for children/students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:

Aboriginal and Torres Strait Islander storytelling traditions and contemporary literature

Social, historical and cultural contexts associated with different uses of language and textual features in Australian Indigenous societies

The diversity of Indigenous experiences and their representation in literature and other texts.

English articulates aspects of the languages, literatures and literacies of Aboriginal peoples and Torres Strait Islander peoples. It provides opportunities for children/students to develop an awareness, appreciation of, and respect for the literature of Aboriginal peoples and Torres Strait Islander peoples, including storytelling traditions (oral narrative) as well as contemporary literature. Through respectful engagement with Australian Indigenous peoples, and their knowledge and stories, students develop critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features.
General capabilities and cross‑curriculum priorities	Copy and paste (from the key below) the general capabilities and cross-curriculum priorities relevant to the term.	Copy and paste (from the key below) the general capabilities and cross-curriculum priorities relevant to the term.	Copy and paste (from the key below) the general capabilities and cross-curriculum priorities relevant to the term.	Copy and paste (from the key below) the general capabilities and cross-curriculum priorities relevant to the term.
Key to general capabilities and cross-curriculum priorities	Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Develop assessment	Assessment

For advice and guidelines on assessment, see: www.qsa.qld.edu.au

Identify the contents and purpose of folios to be collated across the year (if appropriate).
Term 1	Term 2	Term 3	Term 4
Week	Assessment instrument	Week	Assessment instrument	Week	Assessment instrument	Week	Assessment instrument
Insert week nos	Identify how evidence of learning will be gathered (including both formative and summative).	Insert week nos	Identify how evidence of learning will be gathered (including both formative and summative).	Insert week nos	Identify how evidence of learning will be gathered (including both formative and summative).	Insert week nos	Identify how evidence of learning will be gathered (including both formative and summative).
Make judgments and use feedback	Moderation	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.

Year X English: review for balance and coverage of content descriptions

Tick the specific content descriptions that will be covered in each term.

Language	1	2	3	4
Insert the sub-strand heading from the Australian Curriculum.
Insert the content descriptions from the Australian Curriculum.	(

Literature	1	2	3	4
Insert the sub-strand heading from the Australian Curriculum.
Insert the content descriptions from the Australian Curriculum.	(

Literacy	1	2	3	4
Insert the sub-strand heading from the Australian Curriculum.
Insert the content descriptions from the Australian Curriculum.	(

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

2	|	Year X plan Australian Curriculum: English

Queensland Studies Authority January 2012	|	1

Year X plan 2011: English

Australian Curriculum P–10 draft for trial

Year X plan — Australian Curriculum: English

Australian Curriculum

Queensland Studies Authority

2012-02-07

Queensland Studies Authority