Individualised Educational Program and Assessment for Sebastian – Secondary

Sebastian is intelligent and diligent. He is extremely conscientious at completing assigned tasks, has solid mathematic skills and reads across a wide range of reading materials, his particular love is all things Nature. Sebastian is an entrepreneur and is keenly building his business acumen. Sebastian is an absolute delight.




  • uses a range of personal, creative and critical strategies to read texts that are complex in their ideas and construction
  • identifies and explains ways of valuing texts and the connections between them
  • analyses how meaning is created through the use of and response to language forms, features and structures
  • creates personal, creative and critical texts for a range of audiences by using linguistic and stylistic conventions of language to express ideas
  • examines and explains how texts represent ideas, experiences and values
  • uses processes of planning, monitoring, revising and reflecting to support and develop composition of texts

Reading, viewing and listening to texts

Sebastian reads consistently and steadily. He particularly enjoys reading living nature titles. He is currently reading his way through the Lord of the Rings Trilogy.  We will be encouraging him by nurturing a love of reading and immersing him in quality literature. Nurturing a love of literature within our family is at the core of our family’s learning approach. Listening to and memorising poetry is also part of our family’s culture, we will continue to include exposure to poetry regularly.

We host a Book Club within our homeschool group which our children love. The children facilitate the group, the book selections, the questions, and the structure. Sebastian will participate again this year.

Sebastian enjoys listening to our daily Read Alouds, I read to all the children as a group, as well as choosing books that are for ‘teen time’ only. This is a special time to treasure, a time of precious conversations. We will encourage literature discussions inspired by Socratic Discussion suggestions. Our ‘Morning Basket’ will continue to include selections from Greek Mythology, Shakespeare, Poetry, and Short Stories from rich Literature.

Resources include: Our extensive home library and the town library.



Understanding and responding to texts

Sebastian has a good grasp of certain parts of grammar; sentence structure, correct word usage and tenses. Grammatical infractions are quickly ‘pounced upon’ by siblings so all the children are strong in this area.

Last year we focused on correct tenses, nouns, verbs and adjectives, homonyms, synonyms & antonyms, onomatopoeias, homophones, abbreviations, contractions and developing stronger vocabulary skills.

In the upcoming period we will also be covering literary analysis, characters, setting, plot, conflict resolution, development of writing style, paraphrasing, writing sequence, parsing, building a copia of words, figures of speech & description, poetry rhyme & metre, outlining, summarising and chronology.

Resources include: Cottage Press: Language Lessons for Grammar Students, Voyages in English


Expressing ideas and composing texts

We have been hosting a weekly Writing Club with homeschool friends since 2019 and we will continue to do so.  The synergy and enthusiasm of the others has played an enormous part in Sebastian’s development as a writer.  To have an supportive audience and a purpose, a set time set aside weekly, to be part of facilitating. All these and more are part of the magic of Writing Club’s success.

Our intent is for Sebastian to continue in developing more complex story plots, characterisation and conflict resolution. To encourage him in becoming a stronger writer in a variety of writing styles.

Narrations form a basis of much of our written work, the retelling of what has been read/watched/learnt into one’s own words. This requires a good understanding of the subject matter, it takes concentration and sequencing skills. Narrations can take various forms; oral, written, illustrations, acting, building or creating. We consider narrations to be an extremely important skill, a foundation for logic and writing, we devote time to narrations regularly for the subjects of; Faith, Geography, History and Science.

Sebastian narration skills are good, he is solid at extracting the main points of information, recalling detail and delivering information in sequential form. In the upcoming period we will continue to focus on producing higher quality narrations from Sebastian, encouraging him to maintain a high standard both orally and to be producing more in the written form.

Sebastian will also continue to undertake weekly dictation lesson, skills to strengthen his vocabulary, spelling, punctuation, listening and recall skills.

Resources include: Spelling Wisdom, Writing Prompt Cards and English for Australian Schools – Ridout, Writer’s Jungle, Institute for Excellence in English, Voyages in English




  • develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
  • compares, orders and calculates with integers to solve problems
  • generalises number properties to operate with algebraic expressions including expansion and factorisation
  • creates and displays number patterns and finds graphical solutions to problems involving linear relationships
  • applies knowledge of area and composite area involving triangles, quadrilaterals and circles to solve problems
  • identifies and applies the properties of triangles and quadrilaterals to solve problems
  • operates with primes and roots, positive-integer and zero indices involving numerical bases and establishes the relevant index laws
  • represents and operates with fractions, decimals and percentages to solve problems
  • solves problems involving the probabilities of simple chance experiments
  • applies knowledge of the perimeter of plane shapes and the circumference of circles to solve problems
  • applies knowledge of volume and capacity to solve problems involving right prisms and cylinders
  • classifies and displays data using a variety of graphical representations
  • solves problems involving ratios and rates, and analyses distance–time graphs
  • solves linear equations of up to 2 steps and quadratic equations of the form ax(2) = c
  • applies Pythagoras’ theorem to solve problems in various contexts
  • applies angle relationships to solve problems, including those related to transversals on sets of parallel lines
  • analyses simple datasets using measures of centre, range and shape of the data

Sebastian enjoys and is strong at Mathematics. He applies himself diligently, picks up new concepts quickly and easily masters them.

Last year Sebastian covered; Expanded Notation using 10, 100, 1000,  Expanded Notation using Powers, positive & negative numbers, addition & subtraction up to 7 digits, long multiplication 2-3 digits, algebraic substitution and financial mathematics.

This period Sebastian will cover; fractions & percentages, problem solving, algebraic techniques, trigonometry, decimals, integers, equations, ratio, properties of geometrical figures, constructions, surface area & volume. measurement, statistics & data and probability, polygons, pythagoras theorem,

Resources include: Maths Online, Kahn Academy, maths board games and our living maths books collection.



Stage Statement

Students use scientific inquiry by actively engaging in using and applying the processes of Working Scientifically. They identify questions and problems that they can test or research scientifically. They select and use appropriate strategies, understanding and skills to generate creative plausible solutions to identified problems. Individually and collaboratively they plan and conduct a range of types of first-hand investigations, including fieldwork and controlled experimental methods, ensuring that fairness, safety and ethical guidelines are followed. Students process and analyse data and information from first-hand investigations and secondary sources to identify trends, patterns and relationships, drawing relevant, evidence- based conclusions. They reflect on how the methods, strategies used and the quality of data obtained could be improved. Their ideas, methods and findings are communicated to a given audience using appropriate scientific language, representations and text types, with information sources acknowledged using a recognised method. By engaging in scientific inquiry, students develop their knowledge of and about science ideas and concepts, as well as the nature, development and importance of scientific evidence. They explain how scientific knowledge changes as new discoveries and technological developments are made available, appreciating that new evidence leads to an improved understanding of the world. Students describe the action of unbalanced forces on the motion of objects in everyday situations, including the Earth’s gravity. They discuss how developments in scientific knowledge and technology have contributed to finding solutions to problems involving the use of energy transfers and transformations in simple systems and how the solutions may impact on other areas of society. Students relate the structure and function of living things to their classification, survival and reproduction. They predict the effects of environmental changes on ecosystems and how scientific understanding influences the development of some management practices. They explain the contribution and influence of scientific knowledge and technological advances in finding solutions to contemporary issues and that these solutions may involve ethical considerations. Students describe the dynamic nature of models, theories and laws in developing scientific understanding of the Earth, solar system and observed properties and behaviour of matter. They describe processes occurring in and on the Earth and the time scales involved, as well as situations where understanding and skills from across the disciplines of Science are used in exploration for resources and obtaining and processing of materials. They explain how advances in scientific understanding influence the choices people make about resource use and management practices in shaping sustainable futures. Students relate the physical and chemical properties of matter to how materials are processed and used by society in everyday life. They describe situations where scientific knowledge and collaboration between scientists generates solutions to obtaining and making new substances from the Earth’s spheres.

We desire to encourage Sebastian’s critical thinking skills, knowledge and understanding in explaining and making sense of the biological, physical and technological world. To encourage him to foster a questing mind and to understand the importance of scientific evidence in enabling him as an individual and as part of the community to make informed, responsible decisions about the use and influence of science. We have been owner building Sebastian’s entire life and he has grown up observing, learning and building.

Sebastian and his siblings have a particular fascination with ‘all things science’. All three are constantly seeking out scientific knowledge on their own volition.  It is quite common to find them watching a science youtube and then see them filming their own experiment, or the reverse order to ascertain why their experiment might have ‘failed’. To mention just one area of scientific interest and endeavour of theirs. They read books, watch youtubes, documentaries and science videos, enjoy a variety of science experiments, make K’nex models and Kapla designs, to name a few endeavours

Last year Sebastian’s studies included: Australian animals, World Animals, falcons, weather, plants and the planets, Earth & Space and gardening.

This period his studies will include; Physics; energy transformation, Chemistry; states of matter and changing matter, Earth & Space, Digital Technology & Coding, Living Things and the Natural World

We will also remain flexible to follow any further interests that arise. To meet these studies we will use various mediums and resources, and we’re confident that other areas of scientific and technological interest and knowledge will be sought and pursued.

Resources include: Singapore Science textbooks, Design curriculum, John Hudson Tiner collection, Science Encyclopedias, our extensive home and town libraries, DVDs and youtubes, Experiment kits, Snap Circuit Kits, K’nex, Lego, Kapla Blocks, Scratch Coding, the Drone & Robotic kits; Edison, Boson and the Robobloq Qooper.


Human Society and its Environment (HSIE) – History

Stage Statement

Students describe the nature of history and archaeology, and explain their contribution to an understanding of the past. They describe major periods of historical time and sequence events, people and societies from the past. Students recognise and explain patterns of change and continuity over time and explain the causes and consequences of events and developments. They describe and assess the motives and actions of people in the past. Students demonstrate an understanding of the causes and effects of events, past societies and developments over time. Students sequence events and developments within a chronological framework with reference to periods of time. They select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. They identify and describe the meaning, purpose and context of historical sources and use the evidence from these sources to support historical narratives and explanations. They identify and describe different contexts, perspectives and interpretations of the past. Students identify and explain different points of view in sources. They develop texts, particularly descriptions and explanations. In developing these texts, and organising and presenting their findings, they use historical terms and concepts. They use evidence in sources and acknowledge their sources of information. They select and use appropriate oral, written, visual and/or digital forms to communicate about the past. Students undertake a relevant site study either by visiting an actual site or through a virtual source.

We wish for Sebastian to have an interest about ‘all things history’ and want him to have an awareness of World History – Modern & Ancient, and Australian history and to understand how the past contributes to the present.

Last period we focused on World History from the Early Modern Times through to the Modern Age. Covering areas such as; warlords of Japan, Moghul emperors of India, Cromwell in England, Peter the Great, Bonaparte, Victorian England, British Invasions, American Civil War, Boxer Rebellion, First and Second World Wars, Crumbling of Communism.

This year we will refresh our previous Australian History studies, and study indepth the Bushrangers, Gold Rush and the Federation. We will also continue to study what was happening to our First Peoples concurrently. We will also connect in our family history with the nation history. Sebastian’s ancestors on both sides arrived on the First Fleet, on the same ship. We have a long and rich connection with the developing nation and we want Sebastian to have an awareness of and passion for our nation’s history. Our World History studies will begin again after we finish our Australian focus, moving chronologically forward to cover: the Korean & Vietnam Wars, the 1960s, refugees and modern Australia.

Resources Include: Wattle Gum Education , History of Australia – Meredith Hooper, Story of the World – Susan Wise Bauer and our extensive collection of historical living books and the town library.


Human Society and its Environment (HSIE) – Geography

Stage Statement

Students describe geographical processes that influence the features and characteristics of places and environments across a range of scales. They describe how places are perceived and valued differently and explain interconnections within environments and between people, places and environments. Students investigate environmental change and differences in human wellbeing and discuss strategies for addressing geographical challenges, taking into account environmental, economic and social factors. Students undertake geographical inquiry to build knowledge and understanding of people, places and environments through the collection, collation and analysis of primary data and secondary information. Students propose explanations for spatial distributions, patterns and trends and infer relationships. They propose solutions, and may take action to address contemporary geographical challenges and predict outcomes. Students participate in fieldwork to collect primary data and develop their personal capabilities and workplace skills.

We want Sebastian to have an awareness of and appreciation for different cultures, customs and environments. To be aware of economic and social factors that contribute to geographical challenges.

Sebastian is to strengthen his geography mapping skills, to be able to recognise the different continents and countries. We will continue to use Shepard Software which is enjoyable and effective, as well as Mega Maps for our mapwork. Sebastian is proficient at naming many of the countries of the world and we’ll continue to encourage him to be proficient in locating and naming all.

We will also focus on the Australian environment, our impact upon the environment and ways in which we can best care for our environment.

Much of our geography approach is covered by using our collection of geography living books, we are always flexible to follow any interest areas that arise.

Resources include: Wattle Gum Education, our library and town library, DVDs and youtubes, Sheppard Software and Mega Maps


Personal Development, Health and Physical Education (PDHPE)

Stage Statement

Students propose skills and strategies to enhance their health and wellbeing by exploring ways to connect with their communities. They recognise factors that influence changes and transitions and evaluate strategies to manage current and future challenges. Students analyse ways to cultivate resilience and demonstrate help-seeking strategies and behaviours to support themselves and others. They recognise the characteristics of respectful relationships and the importance of belonging and connecting with others. Students investigate health practices, behaviours and resources and propose actions to promote health, safety and wellbeing for themselves and others in relation to a range of health and physical activity issues. They develop critical thinking skills in relation to accessing support and health information. Students recognise the need to develop habits for positive health and a lifetime of physical activity. Students demonstrate control and accuracy when performing specialised movement sequences and skills in dynamic physical activity contexts. They transfer and adapt solutions to complex movement challenges by performing specialised movement skills and selecting, applying and combining movement concepts. Students investigate and create plans to achieve movement and fitness outcomes. They participate in a wide variety of moderate to vigorous physical activities to apply, adapt and vary movement skills with increased confidence and precision. Students apply and refine skills to promote safety, collaboration, fair play and inclusivity in physical activity contexts. They examine the cultural significance of physical activities and how connection and inclusion can enhance health, safety, wellbeing and physical activity levels of the wider community.

Many Personal Development skills that we develop are covered by the values we hold as a family which are underpinned by our Catholic Faith. To be confident and resilient, to know their value and dignity, to seek strategies to support themselves and others, to remove themselves from situations that may be harmful, to treat others with kindness, consideration and generosity, to extend Christian charity to all.

Sebastian belongs to and connects within our local community in various sub-communities: homeschool, church and sporting communities.

We have many opportunities in our homeschool group to discuss strategies and practice kindness and acceptance. We have a wide age range of children that provide Sebastian with opportunities to build caring and respectful relationships.

Sebastian is to deepen his personal relationship with God and increase his knowledge of God and His Church.
Resources include: Liturgical Year Resources,  saints biographies and the ‘Green’ Catechism.

Sebastian is developing habits for positive health and a lifetime of physical activity. He applies and combines complex movement concepts by performing specialised movement skills.

Sebastian enjoys gymnastics at PCYC weekly with our homeschool group, @60 children participate. Sebastian will compete in June in our annual home education Sports Day.

Sebastian will be continuing with swim squad this year, participating in Terms 1 & 4. In March he competed in our First local Home Education Swimming Carnival and won the Intermediate Boys Medallion!

Sebastian has recently discovered a love of running, joining his Dad weekly for Park Run, and some mornings for a 5km run.  He also enjoys kayaking, having confidence and a love for this sport.

Sebastian is to further develop an understanding of the importance of an active lifestyle and health. Sebastian will continue to deepen his knowledge and understanding of the human body, the need for personal hygiene and an awareness of nutritional health choices and their impact. To be aware of the positive and negative choices that we can make for our bodies and the consequences of our choices, not only as individuals but upon the community.


Technology: Agricultural Technologies

Stage Statement

Students demonstrate an understanding of Australian agricultural enterprises and the impact of technology on the ongoing development of Australian agriculture. Students develop an  appreciation of a range of technologies and their role in Australian agricultural production. They recognise that the viability of an agricultural enterprise is dependent on the application and implementation of sustainable agricultural practices. Students demonstrate safe work practices and apply appropriate Work Health and Safety (WHS) guidelines when engaged in practical activities. They use appropriate technologies in conducting simple agricultural experiments and the recording and communication of information and ideas. Students develop awareness of the issues and processes that guide ethical considerations in agricultural production

Course description

The study of Agricultural Technology provides students with opportunities to experience aspects of an agricultural lifestyle through direct contact with plants and animals. The study of a variety of enterprises allows students to make responsible decisions about the appropriate use of agricultural technologies.

Students explore career opportunities in agriculture and related service industries and investigate the viability of Australian agriculture through management of issues relating to the sustainability of agricultural systems, as well as the relationships between production, processing and consumption.

What students learn

The content integrates the study of interactions, management and sustainability within the context of agricultural enterprises. These enterprises are characterised by the production and sale or exchange of agricultural goods or services, focusing on plants, animals or integrated plant/animal systems. The local environment should be considered when selecting enterprises, as well as the intensive and extensive nature of enterprises to be studied.

Students undertake a range of practical experiences related to the chosen enterprises, including fieldwork, small plot activities, laboratory work, and visits to commercial farms and other parts of the production and marketing chain. The study of Agricultural Technology provides opportunities for students to learn about Work Health and Safety issues, and develop skills in designing, investigating and managing farms.

Sebastian has a passion and aptitude for animal husbandry, his entrepreneurial skills being fostered by his agricultural pursuits. Sebastian created and maintained a successful egg production business with a regular clientele base. He learnt much after researching ‘all things’ chooks, the different breeds, their egg laying potential and their various needs both dietary and housing, he also built and maintained a chook tractor for housing. He maintained daily records of his egg production, expenditure and revenue. Sebastian has recently handed over the egg laying business to his sister so he can focus on his newer growing enterprise.

Sebastian’s focus is now on the raising of cattle. He began with poddy calves, a mix of dairy and dairy/beef cross, at one point he was feeding seven calves twice daily. Sadly, he lost some, this led to the opportunity of observing a necropsy carried out by the Local Land Services. Sebastian has now acquired beef weaners and is enjoying greater success with them. This is leading to learning more about our local environment and a greater understanding of weeds, soil, grasses, seasons, parasites, nutrition, and their impact on his enterprise. He is currently learning about sustainability, managing the paddock rotations and the cattle’s various needs including the management of buffalo fly. This coming period we’ll be expanding his herd, visiting the local saleyards and undertaking an excursion to the local Primary Industries Institute. Sebastian will be studying more about the dietary requirements of cattle in this area, breeding requirements and marketing.

Resources include: our library and town library, DVDs and youtubes.

Primary Sources: Dept Land Services, Primary Industries, Stock and Station Agents, Dad – who has an Ag Degree, Local Farmers.