Wairoa School Secondary Scope and Sequence

Years 7–12 Life Skills English

Term 1 Term 2 Term 3 Term 4
ENLS-1A: listens and responds in familiar contexts. Objectives:
ENLS-2A: communicates for a variety of purposes, audiences and contexts. Through responding to and composing a wide range of texts and through the close study of texts, students will
develop knowledge, understanding and skills in order to:
ENLS-3A: selects and uses language to communicate according to purpose, audience and
A. communicate through speaking, listening, reading, writing, viewing and representing
context. B. use language to shape and make meaning according to purpose, audience and context
ENLS-4A: views and responds to a range of visual texts, media and multimedia. C. think in ways that are imaginative, creative, interpretive and critical
D. express themselves and their relationships with others and their world
ENLS-5A: recognises and uses visual texts, media and multimedia for a variety of purposes, E. learn and reflect on their learning through their study of English
audiences and contexts.
C. – E. undertaken on
ENLS-6A: reads and responds to a range of written texts in familiar contexts. individual student basis

ENLS-7A: uses strategies to obtain meaning from and interpret a range of texts.

ENLS-8A: writes short texts for everyday purposes.

ENLS-9A: composes texts for a variety of purposes and audiences

ENLS-10B: explores the ways in which language forms, features and structures of texts vary
according to purpose, audience and context

ENLS-11B: composes, publishes and presents texts appropriate to purpose and audience in a
range of contexts
Year A (Even)

Aboriginal Perspectives in Classics Every day and workplace texts Texts about Asia / Asian culture
Literacy
Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Why I love Australia Shakespeare: Romeo & Juliet Visual recipes Red Is a Dragon: A Book of Colors

The Scaley Tailed Possum Supp: Macbeth, A Midsummer’s dream. Thanking the Moon - Grace Lin,

Tech link: Merge Cube Peek! A Thai Hide-and-Seek by Minfong Ho

What Should I Make? by Nandini Nayar

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Where the forest meets the sea / Roald Dahl: Matlida, Charlie & Ch. Schedules Round is a Mooncake
The shack that dad built Supp Text: Boy A Book of Shapes,
Link Math – Time

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Remembering Lionsville Poetry: A Giraffe and a Half,
21st August 2020
 Anna the Goanna & other poems’ Bananas in My Ears - Michael Rosen, Literacy in the community sign Dim Sum for Everyone - Grace Lin
Revolting Rhymes – Roald Dahl.
Link HSIE- Making of the Modern World Supp Text: In The Night Kitchen – Maurice Kite flying - Grace Lin 
(Yrs 11 and 12) Sendak

Link HSIE- Places and Liveability

21st August 2020

 Australian literature: Personalised Text: Non Fiction Environmental
including texts that give insights into environmental and social sustainability
Aboriginal experiences in Australia

Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Wombat Stew Magazines: online or digital texts, including Water: All The Water In the World Magic Beach
Warnayarra the Rainbow Snake film, media and multimedia A River The Hugging Tree
Year B (Odd)

Link HSIE- Interconnections

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Diary of a Wombat / My mouth is a volcano Lost and Found The World that we want.
I'm Australian Too Under Earth, Under Water The Magic Paintbrush.
Supp Text: the magic hat Supp Text: We're going a bear hunt

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Alfred’s War / Create an ‘all about me’ text Jobs People Do: The Giving Tree
Mr. Archimedes' Bath / When I Grow Up I Want to Be Above and below
When I grow up. Tech link: Filming/Green Screen A day in the life of a builder I can save the earth 

Refer to the NSW 7-10, 11-12 English Life Skills Syllabus Outcomes and Content

Note: Units of study are hyperlinked to NSW Education Standards Authority (NESA) syllabus.

Allocation of stage: 7 & 8: – P6 / S1 & S2, 9 & 10: S3, 11 & 12: S4 & S5

21st August 2020

 Wairoa School Secondary Scope and Sequence
Years 7–12 Life Skills Mathematics
Suggeste
Term 1 Term 2 Term 3 Term 4 d weekly
focus
Refer to the Working Mathematically is embedded across all areas of study
NSW 7-10,
11-12 Students develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-
Mathematic solving skills and mathematical techniques, communication and reasoning
s Life Skills MALS-1WM, MALS-2WM, MALS-3WM
Syllabus Daily
Outcomes Number and Algebra Operations
and Content Numeration Fraction: MALS-8NA, MALS-9NA
Number: MALS-4NA, MALS-5NA, MALS-6NA, MALS-7NA Addition and Subtraction: MALS-10NA
Multiplication and Division: MALS-11NA
Year A (Even)

Numeration Money Time 2D and 3D Shapes 2 x week

Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Numeration: Language of numbers + Coins and notes: Day & Night 2d shapes
Counting MALS-20MG: Recognises time in MALS-30MG: recognises, matches and
MALS-5NA MLS 12NA: Recognise and matches familiar contexts sorts three-dimensional objects and/or
coins and notes.  two-dimensional shapes
MLS 13NA: Compares and orders
coins and notes.   Link Tech: Sphero – Draw
MLS 14NA: Reads and writes Shapes/Paint shapes
amounts of moneys.  

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Numeration: Representing, Counting & Electronic money: Schedules 3d Shapes
ordering numbers MALS-21MG: Recognises and MALS-30MG: recognises, matches and
MALS-6NA MLS 15NA: Calculates with money. relates time in a range of contexts sorts three-dimensional objects and/or
MLS 16NA: Makes informed two-dimensional shapes
Link Tech: BlueBots/BeeBots – number line decisions about purchasing goods
and services.

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Numeration in daily living Practical usage of money Practical use of time for daily Space
MLS-N1: REVIEW OF NUMBER PROPERTIES management: living MALS6-4: Explores contexts of
MLS-M1: EVERYDAY everyday measurement
MALS6-7, MALS6-8 MALS6-5: demonstrates understanding of MEASUREMENT Link Science- Earth and space
money
MALS6-6: explores money management and
Link Science- Earth and space
financial decision-making
Link English- Every day and
21st August 2020
 workplace texts
Link PDHPE- Social Interactions

21st August 2020

 Data Collection Operations Money Measurement (Length, Area, Volume,
Mass)
Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Recognises data Addition & subtraction Coins and notes Length

MALS-35SP: recognises data displayed in a MALS-2WN applies mathematical strategies to MLS 12NA: Recognise and matches coins and MALS 25MG: estimates and measures in everyday
solve problems notes.  contexts
variety of formats
MALS-10NA selects and uses strategies for MLS 13NA: Compares and orders coins and MALS 26MG: recognises and uses units to
addition and subtraction notes.   estimate and measure length.  
MLS 14NA: Reads and writes amounts of Tech link: Bluebots/BeeBots
moneys.  
measurement
Year B (Odd)

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Gathers data Fractions Electronic money Volume & Mass
2 x week
MALS-36SP: gathers, organises and displays MALS-9NA represents and operates with MLS 15NA: Calculates with money. MALS 27MG: selects and uses units to estimate
fractions, decimals or percentages in everyday MLS 16NA: Makes informed decisions about and measure mass
data
contexts purchasing goods and services. MALS 28MG: selects and uses units to estimate
MALS-37SP: interprets information and MALS-3WM uses reasoning to recognise and measure volume and capacity
draws conclusions from data displays mathematical relationships

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Uses Data Using calculators Practical usage of money Practical usage of measurement
management:
MALS6-9: uses data in a range of contexts MALS6-13 engages with mathematical skills MALS6-3 engages with appropriate tools, units
and techniques, including technology, to MALS6-5: demonstrates understanding of and levels of accuracy in measurement
investigate, explain and organise information money
MALS6-14 communicates mathematical ideas MALS6-6: explores money management and Tech link: Lego We Do 2.0
and relationships using a variety of strategies financial decision-making

Link PDHPE- Social Interactions

Note: Units of study are hyperlinked to NSW Education Standards Authority (NESA) syllabus.

Allocation of stage: 7 & 8: – P6 / S1 & S2, 9 & 10: S3, 11 & 12: S4 & S5

21st August 2020

 Wairoa School Secondary Scope and Sequence
Years 7–12 Life Skills Science
Semester 1 Semester 2
Working Scientifically is embedded across all areas of study
Refer to
The processes of Working Scientifically are at the centre of teaching and learning. Students develop skills in applying the processes of Working Scientifically through regular,
the NSW active participation in a range of collaborative and individual hands-on practical experiences, including at least one substantial student research project in each stage.
7-10, 11- Through applying the processes of Working Scientifically, students use scientific inquiry to develop their understanding of science ideas and concepts, the unique nature of
12 Science as a discipline and the importance of scientific evidence in making informed decisions about the use of science and technology.
Science
Life Skills
Questioning and predicting PROCESSING AND ANALYSING DATA AND INFORMATION
Syllabus SCLS-4WS asks questions that can be tested and makes predictions. SCLS-7WS collects, records and interprets data and information
Outcome Planning investigations PROBLEM SOLVING
s and SCLS-5WS participates in planning to investigate questions or problems SCLS-8WS recognises strategies to solve identified problems
Content Conducting investigations COMMUNICATING
SCLS-6WS participates in an investigation by following a sequence SCLS-9WS uses a variety of strategies to communicate information about an investigation
Physical World Earth and Space

Yrs. 7 & 8: Yrs. 7 & 8:

Forces Earth’s Resources

SCLS-10PW explores a range of forces in everyday situations SCLS-15ES identifies that the Earth is the source of resources used in everyday life
SCLS-16ES investigates some practices used in the effective management of the Earth’s resources.
Tech link: Lego WeDo2.0

Yrs. 9 & 10: Yrs. 9 & 10:

Year A (Even)

Energy Earth and Solar System

SCLS-11PW identifies various forms and sources of energy and their uses SCLS-13ES identifies features of the Earth
SCLS- 12PW investigates ways to use energy responsibly SCLS-14ES explores features of the solar system, including the Earth’s position and movement
Tech link: Spheros – planet movement
Tech link: Lego Spike? Tech Link: Merge Cube solar system

Yrs. 11 & 12: Yrs. 11 & 12:

Marine Biology Management of the earth’s resources (e.g. Re-cycling)
SCLS6-10: explores models and descriptions of phenomena SCLS6-14: investigates how science impacts on society

Tech link: Merge Cube: Aquarium

Link HSIE- Landscapes and landforms, Places and liveability, Math – Time & 2d&3d shape
Tech Link: iPad table (Koi Pond/Aquarium)

Skills within the lessons

2 x a week (e.g. 30 mins)

21st August 2020

 Wairoa School Secondary Scope and Sequence
Years 7–12 Life Skills Science
Semester 1 Semester 2
Working Scientifically is embedded across all areas of study
Refer to The processes of Working Scientifically are at the centre of teaching and learning. Students develop skills in applying the processes of Working Scientifically through regular,
the NSW active participation in a range of collaborative and individual hands-on practical experiences, including at least one substantial student research project in each stage.
7-10, 11- Through applying the processes of Working Scientifically, students use scientific inquiry to develop their understanding of science ideas and concepts, the unique nature of
12
Science as a discipline and the importance of scientific evidence in making informed decisions about the use of science and technology.
Science
Life Skills Questioning and predicting PROCESSING AND ANALYSING DATA AND INFORMATION
Syllabus SCLS-4WS asks questions that can be tested and makes predictions. SCLS-7WS collects, records and interprets data and information
Outcome Planning investigations PROBLEM SOLVING
s and SCLS-5WS participates in planning to investigate questions or problems SCLS-8WS recognises strategies to solve identified problems
Content
Conducting investigations COMMUNICATING
SCLS-6WS participates in an investigation by following a sequence SCLS-9WS uses a variety of strategies to communicate information about an investigation
Chemical World Living World
Yrs. 7 & 8: Yrs. 7 & 8:

Properties and Substances Living World

'The Big Book of Blue' by Yuval Sommer
SCLS-22CW recognises the properties of common substances
SCLS-23CW explores how common chemicals affect everyday life SCLS-20LW explores the interactions of living things with each other and the environment
Year B (Odd)

Yrs. 9 & 10: Yrs. 9 & 10:

Chemical Change Human Body

SCLS-24CW investigates a variety of chemical changes SCLS-19LW explores ways in which science and technology have improved human health

Tech Link: Merge Cube: Mr Body App

Yrs. 11 & 12: Yrs. 11 & 12:

Horticulture Animal Care

Link English- Environmental

Link PDHPE- My Changing Body

Skills within the lessons

2 x a week (e.g. 30 mins)

21st August 2020

 Wairoa School Secondary Scope and Sequence
Years 7–8 Life Skills Technology (Mandatory) - Agriculture and Food Technologies
Semester 1 Semester 2
The Agriculture and Food Technologies context integrates content from agriculture (food and fibre production) and food technologies to enable delivery with consideration of
Refer to
the NSW
the school context and available resources. Food Technologies focuses on the use of resources produced and harvested to sustain human life. Students are provided with
7-10, 11- opportunities to develop knowledge, understanding and skills in food selection and preparation, food safety, and how to prepare food to meet an identified need.
12 Outcomes: Values and attitudes - Objectives
Life Skills TELS-2DP participates in planning for the production of designed solutions Students:
Syllabus TELS-3DP participates in the production of designed solutions  appreciate the contribution and impact of innovation and technologies now and in the future
Outcome TELS-4DP follows safe practices in the use of tools, materials and processes for design projects  appreciate the dynamic nature of design and production processes and how they are used to develop
s and TELS-6AG describes how food and fibre are produced solutions to personal, social and global issues
Content  appreciate the finite nature of some resources and the impact of their use on the environment
 value the development of skills and gain satisfaction from their use to solve problems and create quality
products.
Introduction to Food Production Food Technology
Identifying and defining Identifying and defining
 recognise where food comes from, for example:  identify nutritional needs for groups of people, eg adolescents,
 animals, plants Researching and planning
 use their senses to explore characteristics of foods and fibres, for example:  participate in planning dishes to suit an identified need, using ICT as appropriate,
 feel the roughness of a woven fabric, eg a dilly bag  identify a range of food preparation techniques and their purposes
Year A (Even)

 smell a variety of fruits  Producing and implementing

 taste different vegetables  use appropriate food preparation techniques, for example: DT ST
 observe the colour of textiles  cut, slice, dice, mix, stir, whisk, cook, present
Researching and planning  identify risks in an agricultural project or food preparation and ways to improve safety
 recognise conditions for growth agricultural plant Testing and evaluating
Producing and implementing  collect feedback on the design solution from a variety of sources, eg peers, surveys,
 use appropriate food preparation techniques, for example: DT ST interviews
 cut, slice, dice, mix, stir, whisk, cook, present
Testing and evaluating
 collect feedback on the design solution from a variety of sources, eg peers,
surveys, interviews
(Even)Year A

Food Production Food Technology

Identifying and defining Identifying and defining
 explore how an environment has been designed to meet a particular need,  identify nutritional needs for groups of people, eg adolescents,
eg a school or community garden Researching and planning
Researching and planning  select tools and equipment appropriate for a design project, for example:
 recognise conditions for growth and development of an agricultural plant or  utensils, measuring implements, gas and electric appliances

21st August 2020

 Wairoa School Scope and Sequence
Years 7–12 Life Skills HSIE – History & Geography
The Geography Years 7–10 Life Skills outcomes and content should be integrated with:

Geographical Concepts presented in the K–10 Geographical Concepts Continuum

Geographical Inquiry Skills presented in the K–10 Geographical Inquiry Skills Continuum
Acquiring geographical information, Processing geographical information, Communicating geographical information
Geographical Tools presented in the K–10 Geographical Tools Continuum.

Historical concepts Historical skills: The following historical skills may be integrated, as appropriate, into the
The following historical concepts may be explored, as appropriate, through History Years 7–10 Life Skills outcomes and content:
the History Years 7–10 Life Skills outcomes and content to facilitate an Comprehension: chronology, terms and concepts:
understanding of the past and provide a focus for historical inquiries: Demonstrate understanding of historical texts
Continuity and change: some aspects of a society, event or Sequence historical people and events
development change over time and others remain the same, eg aspects of Use historical terms
everyday life across societies and periods of time Analysis and use of sources:
Cause and effect: events, decisions and developments in the past identify primary and secondary sources
that produce later actions, results or effects, eg reasons for colonisation and locate, select and use information from sources
the impact on Aboriginal people, causes of World War I and the war's effect Perspectives and interpretations
on the lives of people at home identify points of view in the past and present
Perspectives: people from the past have different views and Empathetic understanding
experiences, eg family events are viewed differently by family members, the recognise that the behaviour and attitudes of people from the past may differ from
different experiences of people who have had limited rights and freedoms people today
Empathetic understanding: the ability to understand another's point Research
of view, way of life and actions, eg understanding why Aboriginal and Torres pose questions about the past
Strait Islander peoples are connected to the land, understanding the reasons investigate questions about the past using relevant sources and ICT
why migrant groups come to Australia Explanation and communication
Significance: the importance of an event, development, group or individual, eg develop historical texts, including narratives and descriptions
the importance of Cathy Freeman to Australian culture select and use a range of communication forms, such as oral, graphic, written and digital, to
communicate about the past

21st August 2020

 Term 1 History Term 2 Geography Term 3 History Term 4 Geography:
THE MAKING OF THE MODERN LANDSCAPES AND LANDFORMS The modern world and Australia Places and liveability
WORLD - Anzac

Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Anzac Day Share information about familiar Eddie Mabo investigate features and characteristics of the local
environment eg school canteen, playground,
HTLS-8 uses sources to understand the past landscapes and landforms HTLS-5 recognises the significance of people and bushland, parks, shops, cinema
HTLS-4 explores the features of a particular GELS-1 recognises features and characteristics of events in the past
society or time places and environments HTLS-9 recognises different perspectives of
GELS-1 recognises features and characteristics of places and
GEL-2 demonstrates an understanding that places people, events and issues
environments
and environments change
GELS-3 explores interactions and connections between people,
places and environments
Tech link: BeeBots/BlueBots

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Gallipoli Explore the cultural and/or spiritual WWI Explore reasons why people live where they do
value of landscapes and landforms for (Cultural, hobbies)
Year A (Even)

HTLS-13 Selects and uses a variety of people, including Aboriginal and Torres HTLS-5 Recognises the significance of people and
strategies to organise and communicate events in the past GELS-6 investigates differences in human wellbeing
Strait Islander Peoples
information about the past HTLS-11 Uses historical terms to describe the past GELS-7 collects and uses geographical information for inquiry
GELS-3 explores interactions and connections
HTLS-8 Uses sources to understand the
between people, places and environments
past
GELS-4 recognises perspectives of people and
organisations on a range of geographical issues

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Indigenous contributions to identify different geomorphic Post war world Investigate ways in which they contribute to their
service & cultural aspects hazards e.g. avalanches, earthquakes, community eg through school leadership, being part
volcanic eruptions, rock falls and of a sporting team or musical band, volunteering for
MHLS6-3 explores continuity and landslides MHLS6-2 engages with the concepts of a community organisation.
change in the modern world GLS1 explores the features of a range of time and chronology
MHLS6-6 engages with environments GLS5 identifies factors that influence where people
MHLS6-4 explores events and
perspectives of the past GLS3 explores the relationships between live and work
developments of the modern world
geographical processes and physical GLS7 investigates economic activity in a range of
environments places
Link English- Aboriginal
Link Science- Earth and Space
Perspectives in literacy Tech Link: Merge Cube
Link PDHPE- Relationships

21st August 2020

 Term 1 History Term 2 Geography Term 3 History Term 4 Geography:
The Ancient World interconnections Investigating the past Water in the world

Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Asia Share ideas about self and belonging Personal links to investigating the past Water availability - Investigates sources of water in the
eg language spoken at home, world
HTLS-2 demonstrates an something special about themselves HTLS-1 Recognises personal connections to history 'Water is Water - A Book About The Water Cycle'
understanding of time and HTLS-13 Selects and uses a variety of strategies to
chronology organise and communicate information about the
GELS-3 explores interactions and connections GELS-1 recognises features and characteristics of places and environments
HTLS-3 investigates how people lived past
between people, places and environments GELS-5 explores management of places and environments
in various societies from the past
GELS-7 collects and uses geographical
information for inquiry

Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Egypt Identify groups they belong to eg Changes in cultural aspects on everyday Examines the water cycle
Year B (Odd)

family, sporting team life ( phone/ music/ food/ dance/

HTLS-3 Investigates how people lived technology/ textiles/ furniture) GELS-5 explores management of places and environments
in various societies from the past GELS-1 recognises features and characteristics GELS-8 communicates geographical information
HTLS-4 Explores the features of a of places and environments HTLS-1 Recognises personal connections to history
particular society or time GELS-2 demonstrates an understanding that HTLS-2 Demonstrates an understanding of time
places and environments change and chronology
Tech Link: Merge Cube

Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12: Yrs. 11 & 12:
Greece/ Rome Explore how they connect with people Historical Investigations: Explore how water is a renewable resource
and places eg letter, email, social Significant events (Olympics/ Cathy
AHLS6-4 explores events and media, online retail, travel, cultural Freeman/ significant indigenous events) GLS4 explores the interrelationships between people’s
developments of the ancient world
events, recreation. activities and physical environments
AHLS6-5 investigates features, MHLS6-1 engages with personal connections to GLS9 researches an ecosystem at risk
history
people, places and societies in the GLS11 uses geographical tools and
ancient world skills MHLS6-5 investigates features, people, ideas and
movements in the modern world Link Science- Living World
Link English- Non-Fiction

Link PDPHE- Relationships

21st August 2020

 Wairoa School Secondary Scope and Sequence
Years 7–12 Life Skills PDHPE including Child Protection Education (CPE) themes
Term 1 Term 2 Term 3 Term 4
Relationships Road Safety Emotions Personal Hygiene
PBL – Be Respectful PBL – Be Safe PBL – Be a Learner PBL – Review all expectations
Year A (Even)

Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Relationships: Passenger Safety: Feelings: Body Parts:

 Wearing a seat belt
 People in my world  Getting in and out of a vehicle  Recognising/  Self-care
 Appropriate interactions  Distracting the driver communicating feelings  Body awareness
 Roles of people I interact with PDLS-2: demonstrates help-seeking PDLS-2: demonstrates help-  Public/private body parts
PDLS-11: uses appropriate interpersonal skills to strategies and behaviours seeking strategies and PDLS-2: demonstrates help-seeking strategies
engage respectfully with others in a variety of PDLS-8: uses appropriate and safe behaviours and behaviours
contexts behaviours to promote healthy, safe and PDLS-10: develops skills for PDLS-10: develops skills for effective self-
active lifestyles in a range of contexts effective self-management management
PDLS-10: develops skills for effective
self-management
Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Trust: Pedestrian Safety: Feelings Body Parts

 People I trust  Walking with an adult  YES, good comfortable  Self-care

 Expecting appropriate behaviour  Moving as a group feelings  Body awareness
PDLS-2: demonstrates help-seeking strategies  Crossing the road  NO, uncomfortable feelings  Public/private body parts
and behaviours PDLS-2: demonstrates help-seeking  Feelings & warning signals
PDLS-8: uses appropriate and safe behaviours to strategies and behaviours PDLS-2: demonstrates help- PDLS-2: demonstrates help-seeking strategies
promote healthy, safe and active lifestyles in a PDLS-8: uses appropriate and safe seeking strategies and and behaviours
range of contexts behaviours to promote healthy, safe and behaviours PDLS-8: uses appropriate and safe behaviours
PDLS-9: engages with components of a healthy, active lifestyles in a range of contexts PDLS-10: develops skills for to promote healthy, safe and active lifestyles
safe and balanced lifestyle PDLS-10: develops skills for effective effective self-management in a range of contexts
self-management PDLS-10: develops skills for effective self-
management
Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus
Responsibilities of Students Rider Safety Warning signals Body Parts

 Respecting the rights of others  Wearing a helmet  Stress indicators  Self-care

 Caring for others  Riding on a path  Private circle  Body awareness
 Constructing equal and respectful  Checking equipment  Communicating and signals  Public/private body parts
relationships 1.1 A student indicates need for assistance and
1.8 A student recognises inappropriate behaviour and 1.8 A student recognises inappropriate behaviour 1.10 A student recognises and responds cooperates with others in relation to personal health care
responds assertively and responds assertively appropriately to emotional transitions 1.2 A student recognises the need for the management of
3.1 A student demonstrates awareness and understanding of 3.6 A student demonstrates awareness personal hygiene and grooming

21st August 2020

 a variety of interpersonal relationships and understanding of, and respect for, 1.3 A student selects appropriate clothing for specific
3.2 A student identifies behaviour appropriate to different the feelings of others occasions
types of relationships 1.4 A student understands and manages their own
3.3 A student demonstrates communication skills when routine health care procedures
relating to others

21st August 2020

 Year B (Odd)
Term 1 Term 2 Term 3 Term 4
Social Interactions Personal Safety My Changing Body Public and Private
PBL – Be Respectful PBL – Be Safe PBL – Be a Learner PBL – Review all expectations
Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8: Yrs. 7 & 8:

Relationships: Protection Feelings Body Parts

 People in my world • Right to be safe • Recognising/ communicating • Self-care

 Appropriate interactions • Expectations of consistent good feelings • Body awareness
 Roles of people I interact with practice • YES, good comfortable feelings • Public/private body parts
PDLS-11: uses appropriate interpersonal skills • Responsibilities of school staff • NO, uncomfortable feelings PDLS-2: demonstrates help-seeking strategies
to engage respectfully with others in a variety PDLS-2: demonstrates help-seeking • Feelings & warning signals and behaviours
of contexts strategies and behaviours PDLS-8: uses appropriate and safe behaviours
PDLS-2: demonstrates help-
PDLS-8: uses appropriate and safe seeking strategies and to promote healthy, safe and active lifestyles in
behaviours to promote healthy, safe behaviours a range of contexts
and active lifestyles in a range of PDLS-10: develops skills for PDLS-10: develops skills for effective self-
contexts effective self-management management
Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10: Yrs. 9 & 10:
Trust: Safe/Unsafe Situations Body Parts Privacy: Private places

 People I trust

2 x week
• Consistency with routines. • Self-care • Personal/private behaviours
 Expecting appropriate behaviour • Planning ahead to maximise safety • Body awareness • My private circle
PDLS-2: demonstrates help-seeking strategies PDLS-2: demonstrates help-seeking • Public/private body parts • Modesty
and behaviours strategies and behaviours PDLS-2: demonstrates help- PDLS-2: demonstrates help-seeking strategies
PDLS-8: uses appropriate and safe behaviours PDLS-8: uses appropriate and safe seeking strategies and and behaviours
to promote healthy, safe and active lifestyles in behaviours to promote healthy, safe behaviours PDLS-8: uses appropriate and safe behaviours
a range of contexts and active lifestyles in a range of PDLS-8: uses appropriate and to promote healthy, safe and active lifestyles in
PDLS-9: engages with components of a contexts safe behaviours to promote a range of contexts
healthy, safe and balanced lifestyle healthy, safe and active lifestyles PDLS-10: develops skills for effective self-
in a range of contexts management
PDLS-10: develops skills for
effective self-management

Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus Yrs. 11 & 12: Syllabus
Responsibilities of Students Identifying Unsafe Situations Body Parts Privacy

 Respecting the rights of others • Privacy • Self-care • Private places

 Caring for others • OK behaviour • Body awareness • Personal/
 Constructing equal and respectful • Not OK behaviour • Public/private body parts private behaviours
relationships Going and Skills for Telling • My private circle
1.8 A student recognises inappropriate behaviour and 1.9 A student recognises and responds
responds assertively • Modesty
• GO appropriately to bodily changes as part
1.5 A student understands that some personal health care
st
21 August 2020
 3.1 A student demonstrates awareness and understanding • Expressing unsafe feelings of physical maturation procedures require privacy
of a variety of interpersonal relationships
3.2 A student identifies behaviour appropriate to different • Seeking help
types of relationships • Different ways to TELL
3.3 A student demonstrates communication skills when 4.1 A student demonstrates an understanding of
relating to others safe and unsafe situations and takes appropriate
action in unsafe situations
4.2 A student demonstrates appropriate
behaviour in emergency situations

21st August 2020