Curriculum News 

Australian Curriculum – Refined – Version 9

The Australian Curriculum sets the learning goals for all students as they progress through their school life – wherever they live in Australia and whichever school they attend, and when parents/carers are actively involved in their children’s education, children achieve better results.

The goal for the Australian Curriculum is to develop successful learners, confident and creative individuals, and active and informed young people who are ready to take their place in society. To achieve this goal, the Australian Curriculum includes 3 parts:

• 8 learning areas which are sometimes referred to as subjects, 
• 7 general capabilities which as sometimes known as the 21st century skills 
• 3 cross-curriculum priorities

From 2025 our teachers and students will be operating in Version 9 of the Australian Curriculum, in subject English and Mathematics, with other subject areas to roll out over the coming years.  This gradual release schedule allows schools to make adjustments, changes and refinements to our curriculum delivery at a reasonable and steady pace.  

What do English and Mathematics look like in Version 9.

Over the coming newsletter instalments, I will be giving you a brief tour of what is expected in subjects English and Mathematics across difference sectors of primary schooling.

Year 5 and Year 6 – Version 9

In Years 5 and 6, students learn to take positive actions for their wellbeing. They relate to and communicate well with others. They ask challenging questions and seek answers. Students make informed decisions and act responsibly. The development of digital literacy skills increases across the curriculum at this level.

English

Students read and discuss texts for enjoyment and learning. They express their thoughts and opinions about what they have read. They write a wide variety of well-constructed texts such as reviews, reports and narratives. They transfer the literacy skills developed in English to other learning areas.

Students learn to:

• understand how authors organise their texts  
• select vocabulary to represent ideas, characters and events  
• discuss and compare information in different texts
• use evidence from a text to explain their response to it
• find historical, social and cultural ideas in literature by First Nations Australian, wide-ranging Australian and world authors
• create written and multimodal texts to develop and explain ideas
• write a range of sentences, including complex sentences
• use topic-specific vocabulary  
• use accurate spelling and punctuation  
• use speaking strategies including questioning, clarifying and rephrasing to contribute to class discussions.

Mathematics

Students extend their knowledge of the key areas of mathematics, particularly fractions, decimals and percentages. They increasingly use mathematical models, pictures and symbols to represent and communicate mathematical ideas and solve practical problems. Students learn to:

• position positive and negative numbers on a number line and use them as coordinates in the Cartesian plane
• solve problems involving addition and subtraction of fractions and decimals
• explain mental strategies and discuss the reasonableness of calculations involving all 4 operations
• apply their mathematical knowledge and skills to model and solve practical problems including financial contexts
• convert between 12- and 24-hour time and interpret timetables
• use algorithms and digital tools to experiment with numbers, describing and explaining emerging patterns
• measure length, perimeter, area, capacity and mass using appropriate metric units
• list outcomes of chance experiments
• conduct repeated chance experiments and simulations using digital tools
• compare and interpret statistical graphs
• pose appropriate questions and conduct statistical investigations.

Classroom News 

Prep B

This Term in Prep B we have been applying our knowledge of sounds to read and write informative texts about known animals. So far, we have investigated animals such as rabbits, turtles, pigs and hens. In Science we have been exploring a variety of materials around us and describing their properties. In Mathematics, we are enjoying learning simple addition using blocks and counters and using our creativity to compose silly mathematical number stories to model.

1B

In English 1B have been exploring the difference between Fiction and Non-Fiction texts by comparing Fact Files on different animals and picture books.  This week we read Koala Lou and learned all about Koalas.  We wrote some sentences about what they look like (appearance), where they live (habitat), and what they eat (diet).  We all learned some very interesting facts like: Koalas are very good swimmers … who would have thought?

2B

This term in 2B, we have been learning to read, view and comprehend informative texts. We have explored animal information reports and attempted to create our own about penguins. We included text structures of a title, subtitles, images and diagrams to make our information reports stand out! We have enjoyed learning about how turtles propel themselves on the land and in the ocean, and how their eggs look like ping pong balls.

3B

In 3B, we’ve been diving into exciting informative texts that link to our learning in Maths and the world around us! From discovering how things work to writing our own reports, students are building their vocabulary and learning to spot key features in different types of texts. In Maths, we’ve been on a number adventure—solving problems using clever strategies like partitioning, regrouping, and mastering our 3-, 4-, 5- and 10-times tables through games and challenges. We’ve also been busy measuring time and comparing durations as part of our hands-on investigations. Students love explaining their thinking and showing their working like real mathematicians. It’s been a fantastic start to the term, and we’re so proud of all the progress and enthusiasm in 3B!

4B

This term in English 4B students have been learning to create and comprehend informative texts. To achieve this, we have been analysing text structure and learning how to answer various types of questions. Students know that informative texts consist of a title, paragraphs with sub-headings and images which further inform the reader. Students have enjoyed learning about the Tasmanian devil, the carbon cycle and how our carbon footprint affects the earth and the giant panda. As students have read about and co constructed these texts they have also been learning to answer several types of questions relating to these topics. For example, the way we answer an inference type question is to, look for the evidence or clues in the text and combine this information with our prior knowledge to form an idea or arrive at a conclusion. We have also worked out how to recognize what the main idea of a text is, how visual features of composition and framing create salience and how language features of technical vocabulary, objective language and quotes help to shape the meaning of the text. Soon students will be putting all of these skills together to create an informative text all on their own and they are very excited to do so.

5B

Science – Our Place in the Solar System

This term in Science, the students of 5B have been exploring the fascinating topic of Our Place in the Solar System. Through a variety of engaging activities and lessons, they are developing a deeper understanding of the planets, their characteristics, and the vastness of space. We began the unit by learning about the structure of the solar system, including the Sun, planets, moons, and other celestial bodies. Students have been actively reading and researching to compare the sizes of the planets and their distances from the Sun. This has helped them appreciate the immense scale of our solar system and the unique features of each planet. Currently, the students are in the process of researching their favourite planet. They are using their inquiry skills to gather interesting facts about their chosen planet that will contribute to their upcoming assessment. It has been a truly exciting term so far, with plenty of discovery and discussion. 

6B

English: Exploring Biographies

This term, 6B students have been diving into the world of biographies, learning about the lives and achievements of inspiring individuals. Together, we’ve explored the stories of Eddie Mabo, Jane Goodall, and Evonne Goolagong Cawley, discovering how their actions have made a lasting impact in their fields and communities.

As part of this learning, students have been reading and viewing a range of informative texts that tell real-life stories. They’ve been developing their comprehension skills by connecting ideas and comparing information from different sources. Along the way, they’ve learned to recognise the features of biographies — such as timelines, headings, and visual elements like maps and diagrams — that help bring these life stories to life.

 In the coming weeks, students will be using their research skills to create their own biographies. They’ll be exploring how to organise their ideas clearly and use language that explains and expands on important details. We’re looking forward to seeing them bring together facts and stories in creative and thoughtful ways!

SEMESTER ONE REPORT CARDS

INFORMATION FOR FAMILIES 

Updates to Report Card Layout and Reporting Scales in 2025

Each semester, academic report cards provide point in time information about your child’s achievement at the end of each reporting period.

At the end of each semester, teachers make an ‘on-balance’ judgement about students’ overall levels of achievement, against the aspects of the achievement standards being assessed in the different learning areas. This judgement is based on evidence of student learning demonstrated during summative assessment tasks and takes into consideration the most recent evidence.

 This year your child’s report will include:

• a new streamlined view of each learning area provided in the semester
• your child’s achievement against the reporting scale in each learning area
• an effort rating for each learning area
• an overall behaviour rating for this semester
• An overall comment of your child’s learning habits and engagement with English and Mathematics.

Future newsletter instalment will contain more information about the updated departmental reporting scales in these areas.  For now, click the links provided to see the new departmental effort and behaviour scales.    

Aspley State School teachers participate in cyclic, evidenced based moderation processes to ensure that our judgements are consistent across each year level.Our Termly Overviews are available on our school website and contains information regarding the learning areas and curriculum content your child has experienced this Semester.   

 Your child’s reported card will be available in the QParents App, and will also be emailed to you on the afternoon of Thursday 26^th June, from 3:00pm.

To ensure you receive these reports on time please ensure you;

• contact our administration as soon as possible to update your contact and email address details if they have changed.
• contact our administration team if you do not have an email address, and require a paper copy of the report.
• add ONESCHOOL@qed.qld.gov.au to your list of safe senders to ensure report card emails are not directed to your Junk folder by default. 

SCHOOL STUDY TOUR 2025 - SEEKING HOST FAMILIES

Aspley State School has a long-standing tradition of hosting study tours, providing both our students and international visitors with enriching opportunities for cultural exchange. After a pause during the pandemic, we are excited to once again welcome students from Japan (Ritsumeikan Uji Junior High School) for this year’s study tour. These tours not only allow our students to learn firsthand about different cultures, but also provide a valuable chance for our international guests to immerse themselves in the Australian way of life.

Cultural immersion is a powerful tool for fostering understanding, empathy, and lifelong friendships. For our students, it enhances their Japanese language skills, broadens global perspectives, and strengthens connections with peers from across the world. For our Japanese students, staying with local families offers an authentic experience that deepens their connection with Australian culture, helping them practice English in a welcoming, real-world setting.

We are currently seeking host families who are willing to provide a homestay for our visiting Japanese students. By opening your home, you can play an essential role in this unique exchange, supporting the development of lasting international friendships and enriching both the Japanese and Australian students' lives. Information regarding homestay follows this message. We hope you can help us continue this exciting tradition at Aspley State School! Thank you.