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NSW|Early Stage 1|ENE-CWT-01 - English|Creates written texts that include at least 2 related ideas and correct simple sentences.|Create a text including at least 2 related ideas.|Students write simple reasons they are lucky under the shamrock leaves, creating a short written text with related personal ideas.

NSW|Early Stage 1|PHE-IHW-01 - PDHPE|Identifies factors that contribute to identity, health and wellbeing.|Identify and describe personal strengths and characteristics that shape identity and contribute to wellbeing, using Tier 2 vocabulary.|Students reflect on positive things in their lives, supporting discussion of personal strengths, identity and wellbeing.

NSW|Stage 1|EN1-CWT-01 - English|Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure.|Write texts that describe, explain, give an opinion, recount an event, tell a story.|Students create written statements explaining why they feel lucky, using the shamrock leaves as a scaffold for descriptive or opinion writing.

NSW|Stage 1|PH1-IHW-01 - PDHPE|Describes factors that contribute to identity, health and wellbeing.|Describe how sleep, spending time outdoors, healthy eating, movement and connection to others supports health and wellbeing.|Students identify and write about the people, places or experiences they are thankful for, linking connection to others with wellbeing.

NSW|Stage 2|EN2-CWT-02 - English|Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience.|Create written texts that describe experiences and observations to connect with and inform an audience.|Students write meaningful reasons they are lucky, describing personal experiences and observations on the shamrock leaves to share with others.

NSW|Stage 2|PH2-IHW-01 - PDHPE|Explains how related factors influence identity, health and wellbeing.|Explain how family, community, peers, culture and place contribute to identity, health and wellbeing.|Students reflect on family, community, culture or place as reasons they feel lucky, connecting these factors to identity and wellbeing.

NSW|Stage 3|EN3-VOCAB-01 - English|Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts.|Compare nuances and subtleties between synonyms to discern the most appropriate word for a given context.|Students choose precise words or short phrases to express why they feel lucky, comparing similar words such as grateful, fortunate, thankful or blessed to select the most appropriate wording.

NSW|Stage 3|PH3-IHW-01 - PDHPE|Examines and explains factors that influence identity, health and wellbeing of individuals and groups.|Explain strategies that enhance a positive sense of identity and support health and wellbeing.|Students consider how gratitude, positive reflection and recognising support networks can enhance identity and wellbeing.

WA|Pre-primary|WAPELYC1 - English|Create written and multimodal texts for a range of purposes, including: giving a message; expressing an opinion; sending a greeting; recounting an experience.||Students decorate the shamrock and write reasons they are lucky, creating a written and visual message for a familiar purpose.

WA|Year 1|WA1ELYC1 - English|Create, re-read and co-edit short written and/or multimodal texts to report on a topic, express an opinion, or recount a real or imagined event or experience, and use imagination to tell, retell or adapt a story, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words.|For example: Creating written texts using words, punctuation and images for different purposes, such as a recount of a shared experience or an informative text about a favourite hobby.|Students write short “I am lucky because…” statements and combine words, punctuation and images on the shamrock craft.

WA|Year 2|WA2ELYC1 - English|Plan, create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and correct spelling of some common two-syllable words.|For example: Creating a written text, selecting and including elements appropriate to purpose and audience, such as including diagrams in an informative text and detailed descriptions in a narrative.|Students plan and create a short multimodal text by writing personal reasons for gratitude and presenting them inside a decorated shamrock.

WA|Year 3|WA3ELYC1 - English|Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words.||Students create and publish a decorated shamrock using visual features and written ideas about why they feel lucky or grateful.

WA|Pre-primary|WAPHEHPP1 - PDHPE|Personal strengths and qualities of individuals and a sense of belonging to groups and communities.|For example: The right to belong and contribute to a variety of groups; ways to use their strengths to help themselves and others be successful; recognise and value personal culture and place.|Students reflect on the people, places and experiences that help them feel lucky, connected and valued.

WA|Year 1|WA1HEHPP1 - PDHPE|Personal strengths and qualities and how they change over time.|For example: Valuing self and others, and what strengths and qualities they may have; acknowledging personal change and growth over time.|Students identify positive things in their lives and recognise qualities in themselves or others that they feel grateful for.

WA|Year 2|WA2HEHPP1 - PDHPE|Personal strengths, qualities and achievements, and how they contribute to developing identities.|For example: Personal qualities, such as perseverance and resilience; personal achievements and relevant feelings; how culture and place develops personal identity.|Students write about achievements, feelings, people or places that contribute to their sense of identity and gratitude.

WA|Year 3|WA3HEHPP1 - PDHPE|Factors that strengthen personal identities, including family, friends, and school.|For example: How challenges provide opportunities for growth; how personal and cultural identities are influenced by the groups and communities to which we belong; how stereotypes can influence choices and actions.|Students consider family, friends, school and community when writing reasons they are lucky, linking gratitude to identity and belonging.

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