2025 STATIC Flare Integrated Lit-HAS Scope and Sequence SPOT

	B	E	F	G	H	I	J	K	L
1	GRADE 6
2		SEMESTER 1				SEMESTER 2
3		TERM ONE		TERM TWO		TERM THREE		TERM FOUR

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5	GRADE 6	LITERACY CONTENT
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7	HANDWRITING	Teach handwriting formation as per Systematic Synthetic Phonics program sequence (usually to end of Y2) Handwriting should be the dominant recording skill taught in the first 3 years of school followed by the addition of keyboarding skills in Years 3-6 (Mackenzie & Spokes 2018)		Teach handwriting formation as per Systematic Synthetic Phonics program sequence (usually to end of Y2) Handwriting should be the dominant recording skill taught in the first 3 years of school followed by the addition of keyboarding skills in Years 3-6 (Mackenzie & Spokes 2018)		Teach handwriting formation as per Systematic Synthetic Phonics program sequence (usually to end of Y2) Handwriting should be the dominant recording skill taught in the first 3 years of school followed by the addition of keyboarding skills in Years 3-6 (Mackenzie & Spokes 2018)		Teach handwriting formation as per Systematic Synthetic Phonics program sequence (usually to end of Y2) Handwriting should be the dominant recording skill taught in the first 3 years of school followed by the addition of keyboarding skills in Years 3-6 (Mackenzie & Spokes 2018)
8		Write legibly, fluently and automatically for sustained periods.		Write legibly, fluently and automatically for sustained periods.		Write legibly, fluently and automatically for sustained periods.		Write legibly, fluently and automatically for sustained periods.
9		Demonstrate automaticity when using keyboarding and screen functions		Demonstrate automaticity when using keyboarding and screen functions		Demonstrate automaticity when using keyboarding and screen functions		Demonstrate automaticity when using keyboarding and screen functions
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11	LANGUAGE CONVENTIONS	Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words		Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words		Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words		Use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words
12		Identify embedded clauses		Explain the use of vivid vocabulary, figurative language, metaphors, similies, personification, idioms, imagery and hyperbole
13		Use embedded clauses to expand a variety of complex sentences to elaborate, extend and explain ideas		Identify and use elaborated tenses to expand and sharpen ideas
14		Explain the use of vivid vocabulary, figurative language, metaphors, similies, personification, idioms, imagery and hyperbole
15		Write all types of transition words to link sentences and paragraphs to make text cohesive
16		MORPHEMES
17		Use knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins to spell new words, including technical words		Use knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins to spell new words, including technical words		Use knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins to spell new words, including technical words		Use knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins to spell new words, including technical words
18		Prefix: en-, em- Definition: to cause to be/to put into or onto/to go into or onto Examples: encounter, enable, employ, embark, encircle Origin: Latin		Prefix: in- (il-, im-. ir-) Definition: not Examples: inability, impatient, irregular, illegal Origin: Latin Additional Information: il- used before roots beginning with l (illegible) im- used before roots beginning with b, m, p (immature, imbalance, impatient) ir- used before roots beginning with r (irregular)		Suffix: -ity Definition: state of/quality of Examples: prosperity, equality Origin: Latin Additional Information: Usually a noun		Root: anni, annu, enni Definition: year Examples: anniversary, semiannual, millennium Origin: Latin Additional Information: Usually a noun.
19		Prefix: fore- Definition: before/earlier Examples: forearm, foreword Origin: Anglo-Saxon		Prefix: mini- Definition: small Examples: miniature, minimum Origin: Latin Additional Information: From the Latin word miniature… Modern generations shortened miniature to mini -.		Suffix: -al, -ial Definition: related to/characterised by Examples: colonial, biennial, dental, betrayal Origin: Latin Additional Information: Usually an adjective		Root: arch Definition: chief/ruler Examples: archenemy, matriarch, archbishop Origin: Greek
20		Prefix: de- Definition: reduce down/away from Examples: defeat, deform, decrease Origin: Latin		Prefix: in- (il-, im-. ir-) Definition: in/on/toward Examples: infer, illustrate, improve, irrigate Origin: Latin		Suffix: -ish Definition: relating to/characteristic of Examples: childish, foolish Origin: Anglo-Saxon Additional Information: Usually an adjective		Root: duct, duc Definition: lead Examples: conduct, induce Origin: Latin
21		Prefix: trans- Definition: across/change/through Examples: transformation, transportation, transfer Origin: Latin		Prefix: bio- Definition: life Examples: biography, biological Origin: Greek		Suffix: -ent, -ant Definition: a person who performs a particular action Examples: student, contestant, immigrant Origin: Latin Additional Information: Turns a verb into a noun		Root: geo Definition: earth/ground/soil Examples: geography, geology Origin: Greek
22		Prefix: anti- Definition: opposite/against Examples: antibiotic, antifreeze Origin: Greek		Prefix: micro- Definition: small/minute Examples: microbiology, microscope Origin: Greek		Suffix: -hood Definition: the state/the condition/the quality Examples: boyhood, likelihood Origin: Anglo-Saxon Additional Information: Usually a noun. History of the suffix –hood Old English: -had Middle English: - hod Modern English: -hood		Root: man Definition: hand Examples: manicure, manually Origin: Latin
23		Prefix: di-, dia- Definition: two/through/across Examples: digraph, dialogue, diagonal Origin: Greek		Prefix: uni- Definition: one/single Examples: unicorn, unicycle, uniform Origin: Latin		Root: aqua Definition: water Examples: aquarium, aquamarine Origin: Latin		Root: nym, onym Definition: name/word Examples: synonym, antonym, homonym Origin: Latin
24		Prefix: ex- Definition: out of/away from Examples: extract, exhale, extend Origin: Latin/Greek		Suffix: -en Definition: made of/to make Examples: wooden, dampen, tighten Origin: Anglo-Saxon		Root: act Definition: put in motion/process of doing Examples: action, react, transact Origin: Latin		Root: phon Definition: voice/sound Examples: telephone, symphony Origin: Greek
25		Prefix: auto- Definition: self Examples: autograph, automatic Origin: Greek		Suffix: -dom Definition: condition of Examples: boredom, freedom, kingdom Origin: Anglo-Saxon Additional Information: Usually a noun		Root: mit Definition: to send Examples: emit, transmit Origin: Latin		Root: therm Definition: heat Examples: thermometer, thermostat Origin: Greek
26		SPELLING RULES
27		Teach spelling rules according to school spelling program (if applicable) or revise the Flare Spelling Rules (Grades F-4) as appropriate		Teach spelling rules according to school spelling program (if applicable) or revise the Flare Spelling Rules (Grades F-4) as appropriate		Teach spelling rules according to school spelling program (if applicable) or revise the Flare Spelling Rules (Grades F-4) as appropriate		Teach spelling rules according to school spelling program (if applicable) or revise the Flare Spelling Rules (Grades F-4) as appropriate
28		HIGH FREQUENCY WORDS
29		Read and write high-frequency words including homophones and know how to use context to identify correct spelling		Read and write high-frequency words including homophones and know how to use context to identify correct spelling		Read and write high-frequency words including homophones and know how to use context to identify correct spelling		Read and write high-frequency words including homophones and know how to use context to identify correct spelling
30		rose, rows		coward, cowered		pain, pane		sees, seas, seize
31		cereal, serial		discussed, disgust		patience, patients		write, right
32		cite, site, sight		bald, balled, bawled		praise, prays, preys		ring, wring
33		earn, urn		allowed, aloud		peace, piece		road, rowed, rode
34		browse, brows		guest, guessed		practise, practice		wait, weight
35		cord, chord, cored		cell, sell		presents, presence		sink, sync
36		cent, sent, scent		morning, mourning		rein, reign, rain		sleigh, slay
37		cymbal, symbol		mustard, mustered		pole, poll		size, sighs
38		least, leased		minor, miner		principal, principle		please, pleas
39		coarse, course		packed, pact		wrap, rap		stair, stare
40		CORE VOCABULARY
41		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists
42		severe		specific		discrimination		underlying
43		issue		standard		neutral		enhanced
44		justify		mental		theory		establish
45		significant		subsequent		dominant		perspective
46		society		substitute		objective		majority
47		contribution		sufficient		subjective		minority
48		logic		despite		eliminate		premise
49		source		motivation		outcome		vivid
50		controversial		system		emphasis		alternate
51		maintain		negotiate		encounter		artificial
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53	FLUENCY	The fluency portion of the Literacy Block is used to rehearse the skills developed in Handwriting and Language Conventions with the aim of improving speed, accuracy and confidence in Reading & Writing
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55	READING TO LEARN	Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists		Define and correctly use core vocabulary and content-specific vocabulary as per Flare Vocabulary lists or school-selected lists
56		Examine texts, including media texts, that represent ideas and events, and identify how they reflect the context in which they were created		Examine texts, including media texts, that represent ideas and events, and identify how they reflect the context in which they were created		Examine texts, including media texts, that represent ideas and events, and identify how they reflect the context in which they were created		Examine texts, including media texts, that represent ideas and events, and identify how they reflect the context in which they were created
57		Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences		Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences		Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences		Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences
58		Use connecting, summarising and questioning and connect and compare ideas from a variety of sources		Use connecting, summarising and questioning and connect and compare ideas from a variety of sources		Use connecting, summarising and questioning and connect and compare ideas from a variety of sources		Use connecting, summarising and questioning and connect and compare ideas from a variety of sources
59		Describe characteristics of an author's individual style and make comparisons between the language choices of different authors		Describe characteristics of an author's individual style and make comparisons between the language choices of different authors		Describe characteristics of an author's individual style and make comparisons between the language choices of different authors		Describe characteristics of an author's individual style and make comparisons between the language choices of different authors
60						Explain the use of objective and subjective language, and identify bias		Explain the use of objective and subjective language, and identify bias
61						Explain how images and sound in texts create point of view		Explain how images and sound in texts create point of view
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63	WRITING TO LEARN	Create appropriately structured narrative, informative and persuasive texts with developed and organised ideas, and multimodal elements, for various purposes and audiences		Create appropriately structured narrative, informative and persuasive texts with developed and organised ideas, and multimodal elements, for various purposes and audiences		Create appropriately structured narrative, informative and persuasive texts with developed and organised ideas, and multimodal elements, for various purposes and audiences		Create appropriately structured narrative, informative and persuasive texts with developed and organised ideas, and multimodal elements, for various purposes and audiences
64		Plan, write, revise and edit a narrative text (Story Spiral or other school-selected narrative model)		Plan, write, revise and edit a narrative text (Story Spiral or other school-selected narrative model)		Plan, write, revise and edit a narrative text (Story Spiral or other school-selected narrative model)		Plan, write, revise and edit a narrative text (Story Spiral or other school-selected narrative model)
65						Revise and edit texts using agreed criteria and justifying revision decisions		Revise and edit texts using agreed criteria and justifying revision decisions
66						Strategically insert and discard adverb groups when revising own compositions for meaning and structure
67		WRITING REVOLUTION STRATEGIES
68		Sentence Types		Sentence Types		Sentence Types		Sentence Types
69		Sentences & Fragments		Sentences & Fragments		Sentences & Fragments		Sentences & Fragments
70		Sentence Expansion		Sentence Expansion		Sentence Expansion		Sentence Expansion
71		Basic Conjunctions		Basic Conjunctions		Basic Conjunctions		Basic Conjunctions
72		Subordinating Conjunctions		Subordinating Conjunctions		Subordinating Conjunctions		Subordinating Conjunctions
73		Sentence Combining		Sentence Combining		Sentence Combining		Sentence Combining
74		Single Paragraph Outlines (SPO)		Single Paragraph Outlines (SPO)		Single Paragraph Outlines (SPO)		Single Paragraph Outlines (SPO)
75		Scrambled Sentences		Scrambled Sentences		Scrambled Sentences		Scrambled Sentences
76		Developing Questions		Developing Questions		Developing Questions		Developing Questions
77		Transitions		Transitions		Transitions		Transitions
78		Appositives		Appositives		Appositives		Appositives
79		Note-Taking		Note-Taking		Note-Taking		Note-Taking
80		Summarising		Summarising		Summarising		Summarising
81		Multiple Paragraph Outlines		Multiple Paragraph Outlines		Multiple Paragraph Outlines		Multiple Paragraph Outlines
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83	READ TO/IDIOM	Define and correctly use idiomatic language as per Flare Idiom list or school-selected list		Define and correctly use idiomatic language as per Flare Idiom list or school-selected list		Define and correctly use idiomatic language as per Flare Idiom list or school-selected list		Define and correctly use idiomatic language as per Flare Idiom list or school-selected list
84		READING SPINE
85		Once - Morris Gleitzman 2005 (CN)		Harry Potter and the Philosopher's Stone - J.K Rowling 1997 (CS)		Charge of the Light Brigade - Alfred, Lord Tennyson 1854 (A)		A Christmas Carol - Charles Dickens 1843 (A)
86		In Flanders Fields - John McCrae 1915 (CS)		The Rabbits - Shaun Tan (AU)		A Series of Unfortunate Events - Lemony Snicket 1999 (CN)		An Eagle in the Snow - Christopher Edge 2018 (T)
87								Jabberwocky - Lewis Carroll 1871 (R)
88		IDIOMS
89		A friend in need is a friend indeed.		The leopard doesn't change his spots.		Once bitten, twice shy.		Rule of thumb
90		Give the devil his due.		Little strokes fell great oaks.		On tenterhooks		A stitch in time saves nine.
91		Good fences make good neighbours.		Money is the root of all evil.		Pot calling the kettle black.		Strike while the iron is hot.
92		He who hesitates is lost.		Necessity is the mother of invention.		Procrastination is the thief of time.		Tempest in a teapot
93		He who laughs last laughs best.		It's never over till it's over.		The proof of the pudding is in the eating.		There's more than one way to skin a cat.
94		Hitch your wagon to a star.		Nose out of joint		RIP		Touche!
95		If wishes were horses, beggars would ride.		Nothing will come of nothing.		The road to hell is paved with good intentions.		Truth is stranger than fiction.
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97	TEXT STUDY (These texts drive Reading to Learn and Writing to Learn instruction)	Narrative texts of own choice. Optional Flare narrative mini units available here.
98		🔗 Y6 Civics & Citizenship: What do civics, citizenship and government look like in Australia?	🔗 Y6 History: Why and how did Australia become a nation?	🔗 Y6 Earth & Space Science: How do sudden geological changes and extreme weather events affect Earth’s surface?	🔗 Y6 History: Who were the people who came to Australia and why did they come?	🔗 Y6 Geography: How are Australian people, places and culture similar and different to Asia?	🔗 Y6 Chemical Science: How can matter change?	🔗 Y6 Economics & Business: What are the possible effects of my consumer and financial choices? Why do businesses exist and what are the different ways they provide goods and services?	🔗 Y6 Physical Science: What types of energy transformations can be observed? How can electricity be used in a product or system?
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100	GRADE 6	HUMANITIES & SCIENCE CONTENT