A fully sequenced, ACARA v9.0-aligned after-school curriculum for students. Upper primary begins — reading extends into critical analysis of complex texts, writing develops authorial voice, and numeracy enters multi-digit operations, decimals, and formal geometry. Every session is intentional. Every week builds on the last.
Girls dive into deeper comprehension: inference chains, author's intent, theme, and literary devices. Grammar extends to complex sentences, adverbial phrases, and proper paragraphing. Numeracy accelerates place value to 99,999, two-digit operations with trading, and division with remainders. Enrichment: Film & Digital Media — storyboarding, camera angles, and short film production.
Guided reading baseline with individually matched chapter texts. Re-introduce Scholar's Journal — Year 4 format: structured paragraph with opening, evidence, and reflection. Comprehension check: literal, inferential questions. Establish reading groups and benchmark levels for Term 1. Discuss summer reading experiences.
Count on and back from any number to 1000. Three-digit place value: hundreds, tens, ones. Round numbers to nearest 10 and 100. Represent 3-digit numbers with place value blocks. Record starting benchmark for each girl. Number comparisons: use > < = symbols.
Revisit Year 3 self-portrait from portfolios. New portrait: pencil light underdrawing with mirror, then charcoal/pastels for shading and depth. Discussion: 'What skills do you see that are stronger now?' Explore value (light/shadow) in portrait technique. These portraits anchor the Year 4 portfolio.
Teach inference as detective work: find clues in the text, combine with what you know, make a thoughtful guess. Use short picture books or excerpts. Model: 'The character wore a heavy coat and carried an umbrella. It must be ___ (rain), because ___.' Create inference ladders on poster. L3+: find inferences about character emotion or motivation across multiple pages. Running records adjusted for inference comprehension questions.
Expand MAB work: thousands, hundreds, tens, ones. Model 3,456 with blocks. Place value cards: build 5,089. Read aloud: 'five thousand and eighty-nine.' Expanded form: 3,000 + 400 + 50 + 6. Number of the day activity: represent 7,234 five different ways. Compare 4,567 and 4,657 — what's different?
Show a 30-second film clip (Pixar short or similar). Rewind and ask: 'What's the story in 6 frames?' Girls plan their own 30-second story on a storyboard template (6 scenes, space for dialogue). Introduce shot vocabulary: wide shot (establishing), medium shot (action), close-up (emotion). Sketch lightly, add captions and dialogue bubbles.
Theme is the big idea the author wants you to feel or learn. Read 2–3 picture books or short stories with clear themes. Girls identify: what kept happening? What was the character trying to learn? Create a theme anchor chart together. L4+: find evidence (specific scenes, dialogue, actions) that prove the theme. Discuss how different readers might see different themes in the same book.
Extend to 5-digit numbers: ten thousands, thousands, hundreds, tens, ones. Read aloud: 47,352 = 'forty-seven thousand, three hundred and fifty-two.' Place value cards: decompose 56,789. Expanded form: 50,000 + 6,000 + 700 + 80 + 9. Round to nearest 1,000 and 10,000. L4+: compare and order 5 five-digit numbers.
Show film clips demonstrating high angle (looking down), low angle (looking up), and eye level shots. Discuss: how does each angle make you feel? Why might a filmmaker choose one? Girls use tablets/phones to shoot 3 practice clips (5 seconds each) — one of each angle, filming a toy, plant, or person. Review together: how does the angle change the story?
Combine two simple sentences using because, while, although, if, when, before. Model: 'She was tired. She kept playing.' → 'She kept playing even though she was tired.' Sort sentences: simple vs complex. Girls write 5 complex sentences, one for each subordinating conjunction. Proofread for comma placement. Apply to own writing: enhance a paragraph from Week 1.
Model 3,456 + 2,187. Use place value blocks to show regrouping: ones trade to tens, tens to hundreds, hundreds to thousands. Write the algorithm step-by-step. Estimate first: 3,000 + 2,000 = 5,000 (so answer near 5,600). Girls solve 8 problems with trading. L4+: solve missing number problems: 2,345 + ___ = 5,789.
Watch film clips showing different transitions: hard cut (sudden), fade (darkness), cross-dissolve (overlap). Discuss: when would you use each? Why? Revisit storyboards from W02. Add transition notes between frames (e.g., 'fade to black' or 'cut to'). Watch a short film again, identifying all transitions. Introduction to Clipchamp or iMovie: upload 2–3 practice shots, try a fade or cut transition.
Root = the core meaning that repeats. Port (carry): transport, airport, import, export. Ped (foot): pedal, pedestrian, centipede. Bio (life): biography, biology. Graph (write): paragraph, biography, autograph. Create word webs for 3 roots. Girls spell 12 words from root families. L4+: predict meaning of unknown words using root knowledge (e.g., 'What might photosynthesis mean?').
Model 5,234 – 1,867. Use place value blocks: show borrowing from tens to ones, hundreds to tens, etc. Algorithm: write vertically, show each trade step. Estimate: 5,000 – 2,000 = 3,000 (check reasonableness). Girls solve 8 problems with trading across multiple columns. L4+: word problems where subtraction is required.
Study film characters: what do we learn from how they speak? Create a character profile: name, age, personality, goal, secret. Write 30 seconds of natural dialogue (2–3 exchanges) showing who they are. L4+: write dialogue revealing subtext (what they really mean vs. what they say). Girls sketch their character and add dialogue bubble.
Introduce chapter books matched to reading level. Girls read 2 chapters independently during Literacy time (15 min fluent reading). Guided reading circle: discuss a scene — what happened? Why? What might happen next? Track predictions on chart. Goal: independent reading stamina builds to 20+ minutes daily. L4+: keep a reading journal with illustrations and predictions.
Model 23 × 4 using area model: draw rectangle, split into tens and ones. (20 × 4) + (3 × 4) = 80 + 12 = 92. Also use arrays and manipulatives. Expanded form: 23 × 4 = (20 × 4) + (3 × 4). Girls solve 10 problems. L4+: explain which strategy is most efficient for different problems.
Take students on location scout around your school: front courtyard, garden, library, classroom, outdoor areas. For each location, ask: 'Could this be a film set? What story could happen here?' Girls photograph or sketch 2–3 potential locations. Plan blocking: 'In Scene 1, Character A enters from the left, sits on the bench, then stands and walks to the door.' Use tape to mark positions on ground.
Teach paragraph structure: topic sentence (main idea), 3+ detail/evidence sentences, closing sentence (summary or link to next idea). Model with film analysis: 'Topic: In this film, the main character shows courage. Detail 1: When the villain appears, she stands tall. Detail 2: She speaks up even though she's scared. Detail 3: She helps her friend escape. Closing: These actions show real courage.' Girls write 3 structured paragraphs on different chapter books they're reading.
Model 47 ÷ 5 with place value blocks or counters. 5 groups with 9 in each, 2 left over. Write: 47 ÷ 5 = 9 R2. Interpret: 'if we're dividing into bags of 5, we can make 9 full bags with 2 items left over.' Or: 'if we share 47 items among 5 people, each gets 9 with 2 remaining.' Girls solve 10 division problems with remainders. L4+: decide when remainder should be left, rounded, or fractional.
Teach rule of thirds: divide frame into 9 parts (3×3 grid). Important elements go on lines or intersections, not center. Show examples in photos and film. Leading lines: use natural lines to guide viewer's eye (roads, shadows, angles). Girls study 5 film stills, identify composition techniques. Then shoot 3 practice videos using rule of thirds and leading lines. Review and discuss: which composition is most interesting? Why?
Adverbs modify verbs: slowly, quickly, loudly, quietly. Where (inside, outside, nearby), When (yesterday, soon, during), How (carefully, gently). Prepositions show relationships between things: in, on, under, beside, between, before, after, above, below. Model: 'The character walked quickly across the garden.' Sentence combining: use adverbs to enhance action. Girls write 5 sentences using adverbs and prepositions. Edit a film scene description to include spatial language.
Factors are numbers that divide evenly into another. Find all factors of 24: 1, 2, 3, 4, 6, 8, 12, 24. Factor pairs: 1×24, 2×12, 3×8, 4×6. Use factor rainbow chart. Multiples: skip counting. Multiples of 5: 5, 10, 15, 20... Girls find factors of 12, 18, 30, 36. Identify multiples of 2, 3, 4, 5, 10. Real-world: arranging items in equal rows (factor pairs in arrays).
Girls work in small crews (2–3 per film). Assign roles: director (makes decisions), camera operator (frames shots), sound/props (manages audio and objects), actor(s) (performs). Shoot 2–3 minutes of film based on their character and location research. Use phones/tablets with basic editing software. Record natural dialogue, action scenes, establishing shots, close-ups. Safety: supervise all outdoor filming. Wrap with slate clapper: 'Scene 1, Take 1.'
All students read the same text at appropriate level (vary the book by group). During circle, students discuss: What happened? Why did the character do that? What's the big idea? Assign roles: Timekeeper (keeps us on schedule), Note-taker (writes key ideas), Questioner (asks follow-up questions), Summarizer (restates the discussion). Each girl speaks and listens. Teacher observes, notes comprehension and oral language. Rotate roles each week.
24-hour time: midnight = 00:00, noon = 12:00, afternoon = 13:00–23:59. Read and write: 14:30 = 2:30pm, 20:45 = 8:45pm. Draw analog clocks and write 24-hour time, vice versa. Estimate duration: how long does lunch take? Recess? Class? Plan a day's schedule in 24-hour format (e.g., wake 07:00, breakfast 07:30, school 08:30–12:30). L4+: time zone conversions, elapsed time calculations.
In Clipchamp or iMovie, import raw footage. Trim clips to key moments. Arrange in sequence (or creative order). Add transitions between scenes. Import music track: discuss how it changes mood. Add sound effects (door slam, footsteps). Record voiceover or dialogue if needed. Create title card: character name, cast, director. Review: 'How does the music make you feel? Does the order tell the story clearly?' Polish and export.
Formal assessment: running record (compare to Week 1 baseline — show growth), guided reading comprehension (literal, inferential, evaluative questions), phonics review (blends, digraphs, long vowels, Latin/Greek roots), spelling dictation (20 words from roots, high-frequency), writing sample ('What did you learn this term? How will you use it?'), fluency (read aloud 100-word passage, measure accuracy and expression). L1–L6 benchmark assigned. Generate progress report.
Mixed paper: place value to 99,999 (read, write, compare, round), addition 4-digit with trading, subtraction 4-digit with trading, multiplication 2-digit × 1-digit using multiple strategies, division with remainders, factors and multiples, 24-hour time, elapsed time. Show all working. Rubric scores: conceptual understanding, procedural fluency, problem-solving. Generate progress report.
Private screening for the class: each film (2–3 minutes) plays once. Audience watches respectfully, then director/crew take a bow. Distribute feedback forms: 'What was the story? What shot or transition stood out? What emotion did you feel?' Girls complete forms for each film. Celebrate with popcorn and lemonade. Collect all feedback to display with films.
Girls develop persuasive writing skills: claim, evidence, reasoning. Introduce formal research: finding information across multiple sources, note-taking, and simple bibliography. Numeracy accelerates into decimals, fractions, area and perimeter, angles, and volume introduction. Enrichment: Environmental Engineering — sustainability audits, renewable energy models, water filtration, and eco-design challenges.
Persuasion = trying to convince someone. Start with a STRONG claim (your opinion). Model: 'We should plant more trees at your school because they give us shade, clean the air, and give birds homes.' Write on chart paper: CLAIM (what I believe) + REASONS (why I believe it). Girls brainstorm claims about environmental issues: plastic bags, water, energy. Draft a 4-sentence paragraph: claim + 3 reasons.
Decimal point separates whole from parts. Tenths place: 0.1, 0.2... Hundredths place: 0.01, 0.02... Model 2.34 using base-10 blocks (2 whole, 3 tenths, 4 hundredths). Decimal grids: shade to show 0.25, 0.73. Place value cards. Read aloud: '2.34 is two and thirty-four hundredths.' Girls represent numbers three ways and order decimals from smallest to largest.
Take students on guided tour of your school. Observe: lights on/off, water running, heating/cooling, rubbish bins, recycling bins. Count items in recycling (how much plastic? Paper?). Photograph evidence. Girls take notes: 'I saw ___ lights on in the library. That wastes energy.' Create a problem list: 'Top 3 ways we waste resources.' Discuss solutions together.
Evidence = facts or examples proving your point. Find in books, websites, interviews, observations. Model: 'My claim is plastic bags hurt ocean animals. According to the article, sea turtles eat plastic. This proves plastic is a problem.' Sentence stem: 'According to ___, ___.' Girls research ONE fact supporting their claim from Week 11. Write evidence paragraph: 3+ sentences with a source. L4+: synthesize evidence from 2+ sources.
Compare 0.3 and 0.25. Line up decimal points. 0.3 = 0.30 (both have same whole). In tenths place: 3 > 2, so 0.3 > 0.25. Decimal number lines: place 0.4, 0.15, 0.67 on a line from 0 to 1. Order sets of 5 decimals. Rounding to nearest tenth: 0.34 rounds to 0.3, 0.37 rounds to 0.4. L4+: use decimals in word problems (money, measurement).
Girls work in trios. Option A: Build a simple solar oven from a pizza box, black paper, and plastic wrap. Test: how hot does it get? How long does it take to heat water? Option B: Build a wind turbine from a plastic cup, straws, and paper. Measure: how many rotations per wind strength? Option C: Build a water wheel from a paper cup and straws. Test: how fast does it spin? Record data in a table. Compare results across teams.
Read informational texts about environment: 'Half of the rainforest has been cut down. One-quarter of species are endangered.' Highlight fractional language. Girls identify fractions in 5 sentences from research texts. Discuss: what does 'half the population' mean? Draw it. L4+: convert written fractions to numerals: 'three-eighths' = 3/8. Find fractions in mixed problems.
1/2 = 2/4 = 4/8. Use fraction strips (1/1, 1/2, 1/4, 1/8, 1/16 pieces). Align to show: one 1/2 piece = two 1/4 pieces. Circle models: divide into 2, then 4, then 8. Find equivalent fractions by multiplying numerator and denominator by same number. Simplify: 4/8 = 2/4 = 1/2. Number line: show 1/2 in different forms. L4+: order equivalent fractions.
Girls design a water filter. Materials: clear bottle, cotton, sand, gravel, charcoal, "dirty water" (water + food colouring). Build layers: gravel (bottom), sand, charcoal, cotton (top). Pour dirty water through. Measure: clarity, colour change. Did filtration work? Why/why not? Test: different layer orders. Graph results. Explain: how does each layer clean water? Real-world application: municipal water treatment.
Model reading and note-taking. Read a paragraph aloud. Say: 'I won't copy exactly. I'll say it in my own words.' Model paraphrasing. Create 3-column note template: Source (book/website) | Key Point | My Words. Girls read one page of a research text on environmental issue (teacher-selected). Take 3–4 notes. Check: did you paraphrase (not copy)? Did you write the source? L4+: use a Cornell note system with summary row.
Compare 2/3 and 3/4. Find common denominator (12): 2/3 = 8/12, 3/4 = 9/12. 9/12 > 8/12, so 3/4 > 2/3. Mixed numbers: 1 2/5 = 'one and two-fifths.' Convert: 1 2/5 = 7/5 (improper). Area models and number lines. Girls order mixed numbers and improper fractions. L4+: add fractions with like denominators (1/4 + 2/4 = 3/4).
Problem: lots of trash ends up in landfill. Design: a useful product from recycled/scrap materials. Examples: pencil holder from tin can, bag from plastic bottles, toys from cardboard. Sketch design: what is it? What problem does it solve? Gather materials. Prototype. Test: does it work? Is it durable? Could someone use this? Document with photos. Write: 'My design solves ___ because ___.'
Texts are organized different ways. Compare/contrast: 'fossil fuels vs solar energy are similar in ___, but different in ___.' Cause/effect: 'Plastic in ocean causes sea turtles harm.' Problem/solution: 'Problem: too much garbage. Solution: recycling.' Read 3 texts. Girls identify structure in each. Highlight key phrases: 'similarly,' 'because,' 'the problem is,' 'one solution.' Create graphic organizers matching structure.
Area = how much space inside. Measure length × width. Area of 5cm × 3cm = 15 sq cm. Perimeter = distance around. Add all sides: 5+3+5+3 = 16cm. Use grid paper to show area visually. Girls measure classroom objects (book cover, desk), calculate area and perimeter. L4+: find dimensions given area or perimeter (if area is 12, length is 4, what's width?). Real-world: designing a garden or room.
Carbon footprint = environmental impact. Calculate weekly emissions. How many km does your family travel by car? × emissions per km. Hours of lights on per week? Multiply by bulb wattage. Water used? Calculate in litres. Create a simple table: Activity | Emissions (kg CO2). Graph results. Girls compare footprints. Brainstorm: how could you reduce yours? L4+: compare to national average, calculate family footprint.
Bibliography = list of sources used. Teach simplified format: Author Last name, First name. Title of Book. Publisher, Year. Example: 'Carson, Rachel. Silent Spring. Houghton Mifflin, 1962.' For websites: Author or Organization. Title of Article. Website name, Date. Girls create Works Cited page for their research. Format 3–4 sources correctly. L4+: use MLA format with hanging indents.
Angle = space between two lines meeting at a point. Acute < 90°, right = 90°, obtuse > 90°. Model using protractor. Align base line with protractor baseline. Read where second ray crosses scale. Girls measure 8 angles, label as acute, right, or obtuse. Draw angles to specification (45°, 90°, 125°). L4+: identify angles in real-world objects (corners of shapes, building edges).
Design a sustainable garden for your school. Plan: vegetable rows, herb section, water collection/drip irrigation. Draw on grid paper to scale (e.g., 1 square = 1 metre). Label plants, pathways, water system. Calculate area: total garden space, each bed. Discuss soil, composting, which plants grow in winter vs summer. L4+: calculate spacing (e.g., 20cm between plants, how many fit in a bed?).
Structure: Introduction (hook + claim), Body 1 (evidence + reasoning), Body 2 (evidence + reasoning), Body 3 (evidence + reasoning), Conclusion (restate claim + call to action). Girls draft a persuasive essay on an environmental issue. Topic: from Week 11–16 research. Write 4–5 pages minimum. Focus on getting ideas down (don't worry about perfection yet). Peer read: does the claim come through clearly? Are there enough examples?
Volume = amount of space inside. Build a rectangular box with unit cubes (1cm × 1cm × 1cm). Count bottom layer: 3 × 4 = 12. Count layers high: 12 × 2 = 24 cubic cm. Formula: Length × Width × Height = Volume. Girls build 5 different boxes, calculate volume. Fill with water/rice to check. L4+: find volume of irregular shapes by counting unit cubes.
Create a persuasive poster summarizing your school sustainability findings and recommendations. Include: Audit Findings (top 3 waste issues), Engineering Solutions (renewable energy, water filtration, etc.), Eco-Designs, Carbon Footprint Data (graph), Call to Action ('Join us in reducing waste!'). Use poster paper, markers, photos, graphs, artwork. Design for visual impact: large title, clear sections, compelling images. Peer feedback: does the poster convince you to act?
Revision checklist: Does my claim jump out? Are my reasons in the strongest order? Do I have enough evidence for each reason? Does my conclusion call readers to action? Read aloud to hear flow. Girls revise W17 drafts: add stronger transitions (first, furthermore, as a result), delete repetitive sentences, rearrange paragraphs for impact. Peer revision conference: give specific feedback. Teacher conference: one-on-one edit for 1–2 focus areas (not everything).
Round to nearest 10: 37 → 40 (look at ones place, 7 is ≥ 5). Round to nearest 100: 259 → 300. Estimation: before solving 234 + 158, estimate: 200 + 200 = 400 (round each). Solve: 392. Check: is 392 close to 400? Yes, so answer is reasonable. Girls round 20 numbers and estimate answers to problems before calculating exactly.
Take data from sustainability projects (energy use, waste collected, water filtration results, carbon footprint). Create 3 different graphs: bar graph (types of waste), line graph (energy use over weeks), pie chart (energy sources breakdown). Use graphing tools (Canva, Excel, Google Sheets) or hand-draw on grid paper. Include title, axis labels, legend. Write 2 sentences interpreting each graph: 'This graph shows ___. This means ___.'
Formal debate structure: motion (statement to debate), affirmative (agrees), negative (disagrees). Girls are in pairs. Prepare 2-minute opening statement with evidence. When listening, take notes for rebuttal (reply to opponent's point). Debate format: Aff opens, Neg opens, Aff rebuttal, Neg rebuttal, Aff closing (1 min), Neg closing (1 min). Audience votes: which side was most persuasive? Topics: 'your school should ban single-use plastics,' 'Solar panels should power all schools,' etc.
Metric conversions: 10mm = 1cm, 100cm = 1m, 1000m = 1km. Similarly: 1000g = 1kg, 1000mL = 1L. Create conversion charts. Girls solve: 5,000mm = ___ m (answer: 5). 3.5kg = ___ g (answer: 3,500). 2,500mL = ___ L (answer: 2.5). Apply to real measurements: convert playground dimensions, water volume from projects, food weights. L4+: two-step conversions and word problems.
Prepare displays for Sustainability Showcase (W20). Each girl arranges: persuasive essay (printed), poster, data graphs, photo of eco-design or engineering project. Add label card explaining each piece: 'This essay argues ___. This poster summarizes ___.' Practice 30-second presentation: 'My work shows how ___ can help the environment. I learned that ___.' Gallery walk: students circulate, read peers' work, leave sticky note feedback ('I liked ___ because ___'). Collect feedback for final presentations.
Formal assessment: final persuasive essay scored using rubric (claim clarity, evidence quality, reasoning, organization, conventions), reading comprehension (unseen informational text with questions on structure and inference), grammar test (complex sentences, punctuation, adverbs, prepositions), spelling (Latin/Greek roots, high-frequency words), fluency (read-aloud, measure accuracy, rate, expression), research citation check. L1–L6 benchmark assigned. Progress report generated.
Mixed paper: decimals to hundredths (read, write, compare, order, round), fractions (equivalence, comparing, adding with like denominators, mixed numbers), area and perimeter of rectangles, angles (measure with protractor, classify), volume in cubic centimetres, measurement conversions (length, mass, capacity), estimation and rounding. Show all working. Rubric scores: conceptual understanding, procedural fluency, application. Progress report generated.
Families, your school staff, invited guests attend. Each girl stands by her display. Presentation format: 'This term I learned about ___. The problem is ___. Our solutions included ___. I designed ___. This matters because ___. If we [action], we could [impact].' 3–5 minutes per girl. Audience asks 1–2 questions. Girls answer thoughtfully. Closing circle: your school Head acknowledges all engineers. Light refreshments. Certificate presentation. Parent feedback forms: 'What impressed you most?' Term 2 complete.
Girls develop multi-character narratives with subplots and tension. Poetry focus: sonnet structure, ballad, spoken word. Script writing for stage. Numeracy enters 2D shape classification, angles (acute, obtuse, right, straight, reflex), symmetry, coordinates, data analysis, and probability. Enrichment: Orchestra & Theatre — instrument ensemble, theatrical production, set design, and Term 3 Major Production.
Stories with one character are fine, but adding a second character creates conflict and interest. Model: Character A wants to win the race. Character B is injured but brave. They have different goals. Show through dialogue: A says 'I'm ready to win!' B says 'I'll finish, no matter what.' Create character map for a story: personality, goal, secret, fear. Girls plan a 2-character story. L4+: plan with 3+ characters and multiple goals.
Triangles: acute (all angles < 90°), right (one 90° angle), obtuse (one > 90°). Also: equilateral (all sides equal), isosceles (2 sides equal). Quadrilaterals: square (4 equal sides, 4 right angles), rectangle (opposite sides equal, 4 right angles), rhombus (4 equal sides, opposite angles equal), trapezium (one pair parallel), parallelogram (opposite sides parallel). Girls sort shapes, name properties, draw examples.
Acting basics: voice control (project to back of room, vary pace and emotion), movement (walk like your character, express emotion through posture), gesture (hands communicate). Games: 'Emotion Telephone' (whisper a line with emotion, next person repeats), movement improvisation (move like an angry cat, happy bird), tableaux (frozen scenes showing emotion). Build confidence and physical awareness for theatre performances.
Good dialogue sounds like real talk but is more purposeful. Every line reveals character or moves the plot. Format: 'I don't want to go,' said Emma. OR — Emma: 'I don't want to go.' Model: weak dialogue = character says everything. Strong = character hints, others infer. L4+: subtext (what they really mean vs. what they say). Girls write dialogue for their 2-character story, then for a simple script (2 pages, 3 characters). Peer read-aloud: does it sound natural?
Acute < 90°, right = 90°, obtuse > 90° but < 180°, straight = 180°, reflex > 180°. Use protractor to measure. Draw angles: 45° (acute), 135° (obtuse), 90° (right), 210° (reflex). Find angles in real objects: room corners (right), open door (acute or obtuse), clock hands at different times (various angles). L4+: estimate angles before measuring; calculate unknown angles in shapes.
Girls work in collaborative groups (3–4). Options: adapt a fairy tale, create an original story, adapt a book chapter. Roles rotate: writer (drafts dialogue), director (imagines blocking), cast (perform), dramaturg (checks story logic). Write 3–5 pages. Include stage directions (character enters, sits, cries). L4+: consider set needs, number of props. Review script: is dialogue clear? Does plot make sense? Will it perform well?
Sonnet = 14-line poem with specific rhythm and rhyme. Shakespearean: ABAB / CDCD / EFEF / GG (rhyming couplet ending). Read Shakespeare sonnets aloud to hear rhythm. Model: line 1 rhymes with line 3 (A), line 2 rhymes with line 4 (B), etc. Girls write one simple sonnet on a topic they choose (friendship, nature, courage). Focus on rhyme scheme first; don't worry about perfect meter yet. L4+: explore iambic pentameter (10 syllables, da-DUM pattern).
Line symmetry (reflection): fold shape in half, both halves match exactly. Isosceles triangle has one line of symmetry. Rectangle has two (horizontal and vertical). Rotational symmetry: turn shape, it looks the same. Square rotated 90° looks identical. L-shape rotated 180° looks the same. Find examples in nature (butterfly wings, snowflakes), buildings (church window), designs. Girls draw shapes with 1, 2, 3 lines of symmetry. Identify rotational symmetry (quarter turn, half turn).
Where does the story happen? What does the audience see? Girls design a simple set: sketch on large paper showing backdrop, key props, lighting areas. Include: set pieces (table, chair), props (cup, book), lighting (bright? dark?), sound (music?). Discuss: how does set design create mood? Dark set = scary. Bright = cheerful. Create a 'set bible' — visual document showing set details so all can build/maintain it.
Ballad = story poem, often about a heroic or tragic event, written to be sung or spoken. Repetition, rhyming couplets, common language. Example: 'The Ballad of Chevy Chase,' folk ballads. Spoken word = modern poetry for performance, emphasis on rhythm and emotion, builds intensity. Girls write one: ballad (narrative about a conflict or adventure) or spoken word (emotional topic, builds to powerful ending). Practice performance: projection, emotion, pausing. L4+: perform with recording or live presentation.
Grid with x-axis (horizontal) and y-axis (vertical), starting at origin (0,0). Point location: (x, y). Example: (3, 2) means 3 right, 2 up. Plot points on grid. Identify coordinates of plotted points. Treasure map game: 'Go to (5,4) to find the key. Then (7,1) for treasure.' Girls plot 10 points and write their coordinates. L4+: find distance between two points (e.g., (2,1) to (2,5) = 4 units).
Read-through: everyone sits, reads script aloud naturally. Focus on understanding meaning, not perfection. Second rehearsal: add movement (blocking). Director marks positions: 'Enter stage left, cross to centre, kneel.' Third rehearsal: run through without stopping (except for director notes). Build continuity and timing. Actors practice lines independently (homework). Work on character choices: how does this character walk, talk, feel? Multiple rehearsals build confidence and ensemble trust.
Figurative language makes writing rich and vivid. Simile: 'The wind was like a wild animal.' Metaphor: 'The wind was a wild animal.' Personification: 'The wind whispered secrets.' Read picture books and texts full of figurative language. Girls identify examples, label type, explain effect. Create anchor chart with examples. L4+: explain why author chose that figure of speech — what feeling does it create?
Line graph: shows data over time. Example: daily temperature change. Plot points, connect with lines. Read scale, interpret trends (going up/down/level). Two-way table: rows and columns of data. Example: favourite foods by gender. Rows = gender (male/female), columns = foods (pizza, salad, etc.), cells = counts. Girls create both from provided data. Read: 'How many boys prefer pizza?' Interpret: 'Most students prefer ___.'
Design costumes: what does each character wear? Colours communicate mood/personality. Use scarves, fabric scraps, hats, accessories. Build props from recycled materials: cardboard boxes → doors, books → thrones, rolls → telescopes. Safety and functionality first. Each actor tries costume and handles props. L4+: discuss how costumes and props help tell the story.
Editing = improving meaning and structure. Proofreading = fixing spelling, punctuation, grammar. Boys read the script aloud to check if dialogue sounds natural. Any awkward lines? Does plot make sense? Character names used consistently? Look for repeated information. Proofread: check capitals, punctuation (are all stage directions parenthetical?), correct spelling. L4+: consistency check (time of day, character ages, plot logic).
Probability = chance something will happen. Scale: 0 (impossible), 0.5 (equally likely), 1 (certain). Likely (probably will), unlikely (probably won't). Fair game = all players equal chance. Unfair = someone has advantage. Conduct experiments: flip coin 10 times, record heads/tails. Roll dice 20 times, record numbers. Graph results. Does experiment match prediction? L4+: calculate probability (2 red marbles, 3 blue; probability of red = 2/5 = 0.4).
Sound design: identify key moments needing sound effects (door slam, footsteps, thunder) or music (entrance music, romantic scene, exciting moment). Create cue sheet: Scene 2, when character enters, play 'mysterious music' for 10 seconds. Lighting: mood lighting changes (dim for scary, bright for happy). If lights available, practise cues. If not, use recorded sound with script notes. Test audio during rehearsal.
Multiple full run-throughs. Focus on energy, timing, emotional consistency. Actors begin 'running lines' from memory (with script as safety net). Blocking fully integrated: actors know where to move, when. Cues sharp: props appear on time, transitions smooth. Build confidence through repetition and refinement. Address performance issues: projection (can audience hear?), pacing (not too fast), character choices consistent. Final polish: actors off book, ensemble in sync.
Comprehensive review of Term 3 topics and earlier material. Multi-step word problems: 'Mrs Chen has $50. She buys 3 kg of apples at $8/kg. How much does she spend? How much change?' Cumulative: operations, fractions, measurement, shapes, angles, data, probability. Girls solve 15–20 mixed problems. Discuss strategies: which operation? Do I need a diagram? Is my answer reasonable?
Build all set pieces and arrange the stage. Set decoration complete: backdrop painted, props placed, lighting positions marked. Technical rehearsal: run the production WITH all technical elements. Actors on stage, stage crew operating lights and sound, stagehands moving props. Cue team calls out: 'Sound cue #3: door slam.' Director notes timing and flow. Run-through in performance order, front to back, with all pauses and transitions. This is dress rehearsal foundation.
Final rehearsal before opening night. Everything as it will be for real performance: full costumes, complete set, all props, sound/lighting cues. Audience: technical crew, teachers, invited guests (no families yet). Girls perform as if it's opening night. Director and stage manager take notes: timing, missed cues, technical glitches. After performance, director gives feedback: 'You did ___ beautifully. Next time, ___ was a bit slow. You need to project louder in Act 2.'
Real-world numeracy: What did our set cost? How much did materials total? If we sell 200 tickets at $5 each, how much do we make? What's profit (after costs)? How many audience members fit in the auditorium (if 10 rows × 20 seats)? Calculate programme printing costs. Apply geometry: set dimensions, angles in set design. Multi-step problems integrate all Year 4 numeracy learning.
Girls perform in full costume, full production. Scene flow, prop handoffs, costume quick-changes, sound/lighting cues all active. Timing runs final check. After performance, feedback session: 'What went well?' (actors share positives), 'What needs adjusting?' (director and crew address technical/performance issues). Celebrate strong moments. Build confidence: 'You're ready. Opening night will be great!'
Create programme (printed handout for audience). Include: title page, cast and crew, brief synopsis (what's the story?), character descriptions (one sentence per character), author/playwright name and year, 'Thank you to...' acknowledgments. Girls write their character description: 'Emma is a brave explorer who doesn't believe in magic — at first.' Print on nice paper, fold as booklet. Additional writing: personal reflection on the process, what they learned, gratitude to ensemble.
Comprehensive review test covering all Year 4 numeracy: place value, operations (addition, subtraction, multiplication, division), fractions, decimals, measurement (length, mass, capacity, time, money), geometry (2D shapes, angles, symmetry, coordinates), data (graphs, tables), probability. Use results to identify strengths and focus areas. Create flashcards for weak areas. Study guide: 'Place value: ___ has the value of ___.' Preparation for W30 benchmark.
Final logistics: confirm tech crew assignments (lights, sound, props, stagehands), actors do vocal warm-ups to prepare voices, create a 'green room' (backstage space for actors to wait), establish a 'places' call system (signal for everyone to get ready), confirm house management (ushers, seating, programme distribution). Actors may do a character preparation ritual (moment of silence, group pledge, physical warm-ups). Technical crew confirms all cues and timing. Doors open 30 minutes before curtain.
Formal assessment: narrative writing rubric (characters, plot, dialogue, figurative language, conventions), poetry analysis (identify simile, metaphor, personification in unseen poems), reading comprehension (literary text with questions on theme, character, author's craft), editing test (find and fix spelling, grammar, punctuation errors in script sample), fluency (read character dialogue with emotion and expression). L1–L6 benchmark assigned. Progress report generated.
Mixed paper: 2D shape classification (identify and describe), angles (classify, measure, draw), symmetry (identify line and rotational), grid coordinates (plot and identify), data representation (interpret graphs and tables), probability (predict, calculate simple probabilities), cumulative operations (multi-step word problems with multiple strategies). Show all working. Rubric scores: conceptual understanding, procedural fluency, problem-solving. Progress report generated.
Girls perform their theatrical production for families, your school staff, and community guests. Professional lights, sound, full set. Each girl delivers her lines with confidence and character. Ensemble works seamlessly: scene transitions smooth, props appear on time, crew invisible but perfect. Show runs 35–45 minutes. Audience responds with applause. Girls take a bow — individual then full ensemble. Post-show: families greet actors, light refreshments, program exchange. Families and staff complete feedback cards. Term 3 complete. Celebration.
Girls develop exposition writing: explaining ideas clearly, using evidence, and building arguments. Media analysis: recognizing bias, distinguishing fact from opinion, digital citizenship. Numeracy: financial mathematics (budgets, profit/loss, GST intro), measurement conversions, pre-algebra (number sentences, missing values). Enrichment: Social Enterprise & Global Citizenship — designing and launching a social enterprise project, cultural study, community presentation, and Year 4 Leadership Showcase.
Exposition = clear explanation of information or process. How-to: steps in order (first, then, next, finally). Explanation: why/how something works. Expert information: facts presented clearly. Structure: introduction (what am I explaining?), body (clear steps or facts), conclusion (why this matters). Model: 'How to compost' or 'Why plants need water.' Girls write one exposition on a topic they know well. Focus on clarity: will the reader understand?
Money manipulation: coins and notes to various totals. Give change from $10 purchase, $50 transaction. Calculate total cost: 3 items at different prices. Budget: 'I have $20. I want to buy gifts for 3 friends. How much per gift?' Real-world: shop flyer prices, calculate affordable combinations. L4+: discount calculation (20% off, sale prices).
Social enterprise = business that solves a social problem. Brainstorm: what problems exist in our community? (hunger, lack of books, waste, pollution). What could we create to help? Ideas: craft products to donate, tutoring service, community supply drives, fundraising event. Vote on top 3. For each, discuss: who does it help? What do we need? How will we make it? How will we measure success?
Bias = preferring one side unfairly. Perspective = author's viewpoint/opinion. Fact = can be proven. Opinion = what someone believes. Analyze advertisements: is the company biased toward its own product? Read two articles on same topic: do they emphasize different angles? Girls identify: is this fact or opinion? Does the author seem biased? How do you know? Evaluate news sources: what makes one credible vs unreliable? L4+: identify propaganda techniques (bandwagon, appeal to celebrity).
Budget = plan for money (income and expenses). Create: estimated income (allowance, fundraiser) and list expenses (groceries, supplies, craft materials). Calculate total: income – expenses = surplus or deficit. Track a week's spending in a table. For social enterprise: estimate startup costs (materials, packaging), profit per item sold. Break-even point: how many must we sell to cover costs? Simple financial planning.
Develop business plan for chosen enterprise. Write: Mission (why we exist), Product/Service (what we offer), Target Customer (who we help), Startup Costs (initial investment), Revenue Goal (how much to raise), Timeline (when we launch, how long we operate), Success Metric (how we measure impact — 'We want to provide 50 meals' or 'Raise $500'). Assign roles: project lead, finance, marketing, logistics. Create timeline: materials gathering, production, launch prep.
Read a news article. Identify: facts (who, what, when, where, how — verifiable), opinions (beliefs, judgments, interpretations). Highlight facts in one colour, circle opinions in another. Example: 'The teacher is wonderful' = opinion. 'The teacher has 20 years experience' = fact. Girls read 2 articles and create a fact/opinion chart. Discuss: why might a writer include opinions? Does it help or distort the story? L4+: evaluate source reliability.
Profit = income – expenses. Example: make a craft item costing $2 materials, sell for $5. Profit per item = $5 – $2 = $3. Loss = expenses > income. Sell for $1 = loss of $1. Girls calculate profit/loss on 10 scenarios. Set prices for social enterprise items: cost $3, sell for $6 to make $3 profit per item. If we make 50 items and sell all, profit = 50 × $3 = $150. Use for break-even analysis.
Intensive production week. Girls manufacture items (baked goods, crafts, care packages) or finalize service (tutoring schedule, garden care plan). Quality control: check each item. Professional packaging or presentation. Create marketing materials: poster explaining product, price, impact statement ('This craft supports ___'), testimonial or benefit statement. Prepare cash box, receipt books, inventory tracking. Soft launch for friends/family if needed to test.
Digital citizenship = responsible, respectful, safe online behaviour. Topics: passwords (keep private, make strong), privacy settings (don't share personal info), cyberbullying (report, don't respond), phishing (don't click unknown links), misinformation (check sources). Create a digital safety checklist. Discuss: 'Would you say this online?' 'Is this person trustworthy?' 'Is this real or fake?' Role-play: respond to cyberbullying, recognize scams. L4+: understand digital footprint and permanent nature of online actions.
GST (Goods and Services Tax) = 10% tax on products/services in Australia. Calculate: $10 item + 10% = $10 + $1 = $11. Formula: price × 1.1 = total with GST. Girls calculate GST on various amounts: $50 item, $100, $7.50. Understand: taxes fund government services. In social enterprise, consider: do we charge tax? Do we need to? Introduce basic revenue concepts.
Host a professional launch event (30–45 minutes) for your school families and community. Set up a shop/booth: products displayed, price list visible. Girls: welcome customers, explain the product/service, answer questions ('What's in this? How will it help?'), handle transactions, track sales. Each girl gives a 1–2 minute elevator pitch: 'We created ___ to help ___. Every purchase ___.' Celebrate the impact: 'Together, we've raised $X to support ___.' Refreshments, photos, family feedback forms.
Curate a portfolio: select best pieces from each term (narrative, persuasive essay, poetry, exposition, social enterprise reflection). Write a reflective letter to future Year 5 self (sealed, opened next year): 'Dear Year 5 Me, This year I learned ___. I am proud of ___. I discovered that ___. A challenge I overcame was ___. I hope next year I will ___. From your Year 4 self.' Include photos, achievement certificates, favorite journal entries. Bind or collect in portfolio folder.
Metric system: length (mm/cm/m/km), mass (g/kg), capacity (mL/L). Conversion factors: 10mm=1cm, 100cm=1m, 1000g=1kg, 1000mL=1L. Multi-step: 3.5km = 3,500m. Problems: 'A recipe needs 2.5L of milk. How many mL?' Girls solve 12 conversion problems. L4+: apply to real-world scenarios (cooking, sports records, distances).
Girls choose a culture, country, or global issue to research and present. Examples: Indigenous Australian culture, Japanese traditions, climate change, access to clean water, child education. Research: history, customs, current challenges, ways to help. Create presentation on poster, PowerPoint, or infographic. Write a 2-minute presentation speech. Practice delivery for Year 4 Showcase (W40). Include facts, images, personal reflection: 'This matters because ___.'
Speech structure: Hook (capture attention), Main Message (what I'm sharing), Supporting Facts (evidence or examples), Powerful Closing (call to action or reflection). Model: 'Did you know that ___? Today I want to tell you about ___. First, ___. Second, ___. Together, we can ___.' Girls write 2–3 minute speech on their Showcase topic. Practice delivery: speak slowly and clearly, make eye contact with audience, use natural hand gestures, vary volume and pace for emphasis. Record and self-assess.
Open-ended problems encouraging exploration: 'How many different rectangles have an area of 24 square units? Explain.' 'If you add two even numbers, is the sum always even? Test and explain.' 'What patterns do you see in the number sequence 2, 5, 10, 17, 26?' Girls test conjectures, record findings, explain reasoning in writing. Focus: mathematical thinking, not just getting an answer. Celebration of multiple strategies and discovery.
Girls present their cultural studies or global citizenship topics to peers. Time each speech: aim for 2–3 minutes. Peer feedback form: 'What was the main idea? What did you learn? One thing I liked was ___.' Suggestions for improvement: speak louder, slow down, add more emotion. Girls refine presentations based on feedback. Run through twice more to build confidence. Final polish: print speech notes for Showcase, arrange visuals/poster for display.
Girls choose their own research topic (can relate to social enterprise, cultural study, personal interest). Research from 3+ sources (books, websites, interviews). Take notes in their own words. Organize findings into 3–4 main ideas. Create: infographic (visual + minimal text), written report (3–5 pages), or digital presentation. L4+: include bibliography and cites sources formally. Develop independence in research, synthesis, and communication.
Number sentences with unknowns: 7 + ___ = 12 (answer 5). ___ × 3 = 18 (answer 6). 20 ÷ ___ = 4 (answer 5). Girls solve 15 problems, finding the missing number. Verify: does 7 + 5 = 12? Yes. These are foundation for formal algebra. L4+: word problems leading to number sentences ('I have some marbles. After giving away 5, I have 12. How many did I start with?' → ___ – 5 = 12).
Girls reflect on leadership growth across the year. Prompt: 'What does it mean to be a good leader? How did you lead in your social enterprise? In your group projects? What challenges did you overcome? How did you support others? What will you focus on next year?' Create a leadership reflection poster: strengths, challenges, goals. Peer sharing: celebrate each other's growth. Design a 'Year 4 Scholar's Leadership Certificate' personalizing each girl's unique contributions.
Curate Year 4 portfolio: select best pieces from all 4 terms (essays, poetry, scripts, research, reflections). Print and bind or place in portfolio folder. Organize display: arrange pieces chronologically or by type (narrative, persuasive, poetry, exposition). Write cover letter: 'This portfolio shows my Year 4 learning. My strongest skill is ___. I grew most in ___. I am ready for Year 5 because ___.' Include photos from term productions, projects, learning moments. Create an attractive display for Showcase viewing.
Final cumulative review: 20 multi-step word problems integrating all Year 4 numeracy. Place value, operations, fractions, decimals, measurement, geometry, data, probability, financial maths, pre-algebra. Girls work in pairs, solving and explaining reasoning. Celebrate strategies: 'Sarah used a number line. Ben used an area model. Both found the right answer!' Focus on growth from beginning of year to now. Document progress in Student Growth Portfolio.
Prepare Showcase venue. Create display stations: Portfolio Station (organized by girl, invite browsing), Achievement Wall (certificates, awards, photos), Social Enterprise Booth (samples or info on project impact), Cultural Studies Presentations (organized by topic), Theatre Photos (from W30 production), Leadership Reflections (display or bulletin board). Assign students as 'ambassadors' to greet families at different stations, explain displays, answer questions. Practice introducing Showcase: 'Welcome! I learned ___ this year. Let me show you.'
Girls sit in a circle. Each shares: 'One moment this year I was proud of (myself / a friend).' Examples: 'I was proud when I delivered my theatre lines perfectly,' 'I was proud of Maya when she helped solve the math problem.' Then: 'This group taught me ___.' And: 'What will you remember most about Year 4 Scholar Studio?' Girls practice listening without interrupting, celebrating each other's growth, expressing gratitude. Capture quotes on paper to share with families at Showcase.
Friendly math competition celebrating all strengths. Rotate through 5 stations (10 min each): Mental Maths Race (quick facts), Logic Puzzle Challenge (sudoku, tangrams), Problem-Solving Speed Round (word problems), Games Station (Dice Duel, Factor Finder), Measurement Madness (real-world conversions). Each girl attempts each station. Scorecards track completion, not perfection. Announce: 'Most Creative Strategy,' 'Speediest Solver,' 'Best Explainer,' 'Problem-Solving MVP,' 'Mathematical Heart' (most helpful to others). Everyone gets recognition.
Tech rehearsal: all presentations tested. Lighting, projectors, sound working. Run Showcase opening ceremony: your school head greets families, Year students stand and recite Scholar's Pledge together one final time this year, introduction of each station/event. Girls practice standing, sitting, speaking on cue. Announce schedule: portfolio viewings, theatre photos tour, social enterprise stories, cultural presentations, math tournament results, awards ceremony, closing circle. Celebrate that everything is ready for tomorrow's Showcase.
Final running record (compare to Week 1 baseline and W10, W20, W30 — show year-long growth), comprehension (complex literary text with literal, inferential, evaluative questions), writing sample (persuasive, narrative, exposition — choose genre), grammar/conventions test, fluency (read with expression, measure accuracy), speech delivery (deliver 2-minute presentation with confident voice and eye contact). L1–L6 benchmark assigned. Comprehensive year-end report generated showing growth across all literacy domains.
Comprehensive final assessment: place value (5-digit), operations (addition, subtraction, multiplication, division with fluency), fractions (equivalence, comparing, adding like denominators), decimals (to hundredths), measurement (length, mass, capacity, time, money, conversions), geometry (2D shapes, angles, symmetry, coordinates), data (graphs, tables, probability), financial maths (budget, profit/loss, GST), pre-algebra (number sentences with missing values). Multi-step word problems. Rubric scores: conceptual understanding, procedural fluency, problem-solving, reasoning. Year-end report generated.
Full celebration of Year 4 learning for families, school staff, community. Girls present curated portfolios, explain personal growth, share favourite pieces. Station presentations: cultural studies (2-min speech each), social enterprise (impact summary), theatre highlights (photos, programme, standing ovation moment). Math tournament results announced, awards given. Girls receive Year 4 Scholar's Diploma and personalised Leadership Certificate. Closing circle: students stand together, deliver Scholar's Pledge one final time, take a bow — transition into ready Year 5 learners. Reception: refreshments, family feedback, photograph moment. Year 4 complete.
L1–L6 assessed formally at Weeks 10, 20, 30, and 40. Calibrated above ACARA Year 4 standard. Every girl is working at or above expected level.