[[SYLLABUS_V1]]


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.|Use punctuation, including question marks and exclamation marks, accurately and for effect.|Students write colour names, numbers, questions and silly challenges inside the chatterbox, using punctuation to create readable and engaging game prompts.

NSW|STAGE 1|MA1-2DS-01 - Mathematics|Recognises, describes and represents shapes including quadrilaterals and other common polygons.|Combine and split single shapes and arrangements of shapes to form new shapes (Reasons about spatial relations).|Students fold a square into smaller shapes and transform the paper structure into a chatterbox, supporting recognition of how shapes can be combined and split.

NSW|STAGE 1|PH1-SMI-01 - PDHPE|Describes and demonstrates self-management and interpersonal skills in a range of contexts.|Demonstrate communication skills in group activities to support cooperation.|Students use the chatterbox as a game with classmates, taking turns, asking questions, responding to prompts and practising cooperative communication.

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 instruct, that may include a statement of purpose or goal, a list of resources and a series of steps.|Students can use the tutorial structure to understand procedural writing, then write or revise their own instructions for making and playing the chatterbox game.

NSW|STAGE 2|MA2-2DS-02 - Mathematics|Performs transformations by combining and splitting two-dimensional shapes.|Apply and describe amounts of rotation, including half-turns, quarter-turns and three-quarter-turns, when creating designs.|Students rotate, flip and fold the square paper throughout the chatterbox construction, linking the craft process to transformations and turns.

NSW|STAGE 2|PH2-SMI-01 - PDHPE|Explains and applies self-management and interpersonal skills in a range of contexts.|Apply communication and cooperation skills in group activities to promote inclusion.|Students play the chatterbox game in pairs or small groups, applying inclusive communication, listening and cooperation so each participant has a turn.

NSW|STAGE 3|EN3-CWT-01 - English|Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language.|Experiment with word choices to create humour, for clarity or emphasis, to suit audience and purpose.|Students design humorous or engaging questions and challenges for classmates, selecting words that suit the game’s audience and purpose.

NSW|STAGE 3|PH3-SMI-01 - PDHPE|Evaluates and applies self-management and interpersonal skills in a range of contexts.|Describe and demonstrate respectful and effective communication to promote leadership, inclusion and collaboration.|Students use the chatterbox to lead a peer game, explain rules, manage turns and support respectful discussion and collaboration.

VIC|Foundation to Level 2|VC2CC2M02 - CCT|verbal and non-verbal strategies to express and describe thinking processes, including for problem-solving.|discussing sequencing of steps as a problem-solving approach in response to a ‘how do I …?’ problem and experimenting with different sequences.|Students talk through each folding step and explain what happens if the sequence changes.

VIC|Levels 1 and 2|VC2HP2M04 - HPE|co-construct and apply rules to promote fair play and inclusion in a range of physical activities.|discussing what is fair and unfair when developing rules and co-constructing a set of rules that are fair and inclusive for all (AP, FMS, RS, S).|Students co-create fair rules for using the chatterbox game so everyone gets a turn.

VIC|Levels 1 and 2|VC2CP2O04 - PSC|broader skills required for collaboration with peers and ways to monitor contributions to group tasks.|establishing what makes a good group member, such as the ability to share ideas, listen to others, ask questions, participate in discussions and give feedback.|Students make the chatterbox in pairs and practise sharing ideas, listening and giving feedback.

VIC|Levels 1 and 2|VC2HP2M05 - HPE|apply strategies to work cooperatively when participating in physical activities.|working cooperatively with a partner when practising new skills (AP, CA, FMS, RE).|Students work with a partner to practise the hand movements needed to open and close the chatterbox.

VIC|Level 2|VC2E2LY11 - English|create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate.|creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose.|Students write simple numbered instructions for making and using the chatterbox.

VIC|Level 2|VC2M2M02 - Maths|identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events.|demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size.|Students identify halves and quarters as they fold the square paper into equal sections.

VIC|Levels 3 and 4|VC2CP4O04 - PSC|the benefits of collaboration, and criteria that can be used to evaluate collaboration skills.|listing cooperative skills required for effective collaboration, for example taking turns, respecting different points of view and following effective decision-making processes, and using this list to reflect on performance in a group task.|Students design questions and challenges as a group, then reflect on how well they collaborated.

VIC|Levels 3 and 4|VC2HP4M08 - HPE|apply creative thinking skills when solving movement problems.|developing questions and trialling answers with others as a strategy for solving movement challenges, such as partner or group balance challenges, game tactics to increase scoring chances and obstacle course challenges (AP, CA, GS, RE).|Students trial different finger positions and hand movements to make the chatterbox open smoothly.

VIC|Levels 3 and 4|VC2HP4M09 - HPE|apply rules and scoring systems to promote fair play and inclusion when participating in or designing physical activities.|collaborating to decide rules for a new game to promote fair play and inclusion of all learners (AP, FMS, GS, RS, S).|Students create a class scoring or turn-taking system for playing the chatterbox game fairly.

VIC|Levels 3 and 4|VC2CP4O03 - PSC|the importance of including others in activities, groups and games, and how this can be enabled.|identifying the emotions that others experience if they are excluded from activities, groups or games.|Students make sure all classmates can join in the chatterbox game by adapting prompts and turn-taking.

VIC|Level 5|VC2E5LY10 - English|create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate.|planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding.|Students create an illustrated instruction sheet or presentation that teaches others how to fold and use the chatterbox.

VIC|Levels 5 and 6|VC2HP6M09 - HPE|devise and test rules and game modifications to support fair play and inclusive participation.|discussing where and when they have witnessed fairness and inclusion in a game situation and explaining what led to the game being inclusive and fair (AP, GS).|Students test different ways to play the chatterbox and modify rules so the game is inclusive and fair.

QLD|Year 1|AC9E1LY02 - English|Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.|Formulating different types of questions to ask a speaker, such as open and closed questions and “when”, “why” and “how” questions.|Students write simple questions or challenges beneath the chatterbox flaps, then take turns operating the chatterbox with classmates, asking and responding to questions while practising listening and turn-taking.

QLD|Year 1|AC9M1SP01 - Mathematics|Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them.|Classifying a collection of shapes, including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the groups.|Students identify the square, triangles and quadrilaterals produced as the paper is folded and compare how the shapes change throughout construction.

QLD|Year 1|AC9HP2M04 - Health and Physical Education|Co-construct and apply rules to promote fair play in a range of physical activities.|Demonstrating turn-taking and sharing equipment when participating in play and minor games.|Students take turns operating and responding to the chatterbox, follow the agreed rules of the game and share the chatterbox fairly with their peers.

QLD|Year 2|AC9E2LA03 - English|Identify how texts across the curriculum are organised differently and use language features depending on purposes.|Identifying the typical features of a text; for example, a typical introduction to a narrative or the use of dot points in instructions.|Students follow the numbered chatterbox procedure and identify how ordered steps and instructional language help the reader successfully complete the paper-folding task.

QLD|Year 2|AC9M2N03 - Mathematics|Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving.|Using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size, and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter.|Students repeatedly fold the square into equal halves and quarters while constructing the chatterbox and discuss the equal sections created by each fold.

QLD|Year 2|AC9HP2M04 - Health and Physical Education|Co-construct and apply rules to promote fair play in a range of physical activities.|Demonstrating turn-taking and sharing equipment when participating in play and minor games.|Students take turns using the chatterbox with classmates and apply agreed rules so that everyone has a fair opportunity to participate in the game.

QLD|Year 3|AC9E3LA01 - English|Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality.|Recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding.|Students design questions and challenges for their chatterboxes and use them with partners, taking turns, asking relevant questions and responding appropriately during the game.

QLD|Year 3|AC9M3M05 - Mathematics|Identify angles as measures of turn and compare angles with right angles in everyday situations.|Using quarter, half and three-quarter turns and comparing them to a right angle; for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles.|Students examine the square and triangular folds and identify right angles and turns created as the paper is folded, opened and rotated during construction.

QLD|Year 3|AC9HP4P04 - Health and Physical Education|Select, use and refine personal and social skills to establish, manage and strengthen relationships.|Using cooperative skills and offering encouragement to successfully complete a movement task, such as a partner balance, partner passing strategy or team strategy.|Students play the chatterbox in pairs or small groups, using cooperative communication, listening to their peers and encouraging others while taking turns.

QLD|Year 4|AC9E4LA04 - English|Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas.|Recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”.|Students analyse the chatterbox tutorial as a sequential procedure and identify or use temporal connectives to explain the folding process clearly to a partner.

QLD|Year 4|AC9M4SP03 - Mathematics|Recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate.|Identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image.|Students investigate the symmetry of the folded chatterbox, identifying lines of symmetry and testing how rotating the square changes its orientation while maintaining its symmetrical structure.

QLD|Year 4|AC9HP4M08 - Health and Physical Education|Apply rules and scoring systems to promote fair play when participating or designing physical activities.|Collaborating to decide rules for a new game to promote fair play and inclusion of all learners.|Students discuss and agree on rules for using their chatterboxes, including turn-taking and how questions or challenges will be selected, so the game remains fair and inclusive.

QLD|Year 5|AC9E5LY02 - English|Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.|Asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions.|Students create purposeful questions for the chatterbox and use the finished game to practise asking follow-up questions, clarifying classmates’ responses and maintaining a conversation.

QLD|Year 5|AC9M5SP03 - Mathematics|Describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate; recognise what changes and what remains the same, and identify any symmetries.|Understanding and explaining that translations, rotations and reflections can change the position and orientation of a shape but not the shape or size.|Students use the successive folds and rotations of the square to discuss transformations, orientation and symmetry, including what changes and what remains unchanged as the chatterbox is constructed.

QLD|Year 5|AC9HP6M09 - Health and Physical Education|Participate positively in groups and teams by contributing to group activities, encouraging others and negotiating roles and responsibilities.|Using reflective listening and assertive communication when working in small groups on movement tasks or challenges.|Students use the chatterbox as a peer game, taking on different roles such as questioner and responder, listening to classmates and communicating respectfully while playing. WA|Year 1|WA1ELYI1 - English|Use interaction skills, including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.| |Students use turn-taking, clear speech and active listening as they play the chatterbox game, ask classmates questions and respond to the answers or challenges.

WA|Year 2|WA2ELYI1 - English|Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.| |Students follow folding instructions, give instructions to peers, and use the completed chatterbox to express and respond to opinions, questions and challenges.

WA|Year 3|WA3ELYI1 - English|Use interaction skills to contribute to conversations and discussions to share information and ideas, recognising the value of others’ contributions and responding through comments, recounts and summaries of information.| |Students contribute to conversations while designing questions or challenges for the chatterbox and respond to classmates’ contributions during the game.

WA|Year 4|WA4ELYI1 - English|Listen for key points and information to carry out tasks and use interaction skills to contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information.| |Students listen for key folding steps, carry out the task, then use discussion skills to share design choices and respond to classmates during the chatterbox activity.

WA|Year 5|WA5ELYI1 - English|Use appropriate interaction skills, including paraphrasing and critical literacy questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.| |Students create meaningful questions for the chatterbox and use the game to practise clarifying, questioning and justifying ideas with peers.

WA|Year 1|ACMMG023 - Mathematics|Give and follow directions to familiar locations.|Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance; understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions; interpreting and following directions around familiar locations.|Students follow step-by-step folding directions involving turns, direction and positioning as they make the chatterbox.

WA|Year 2|ACMMG046 - Mathematics|Identify and describe half and quarter turns.|Predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern.|Students fold and rotate the paper, using half and quarter turns as they reproduce the chatterbox folding pattern.

WA|Year 3|ACMMG063 - Mathematics|Make models of three-dimensional objects and describe key features.|Exploring the creation of three-dimensional objects using origami, including prisms and pyramids.|The chatterbox is an origami model, allowing students to explore paper folding and describe the features of the finished form.

WA|Year 4|ACMMG088 - Mathematics|Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies.|Identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes; creating a two-dimensional shapes from verbal or written instructions.|Students create and transform squares, triangles and rectangles through written folding instructions, then compare the shapes formed at each step.

WA|Year 5|ACMMG114 - Mathematics|Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries.|Identifying and describing the line and rotational symmetry of a range of two-dimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies; identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies.|Students manually cut, fold and turn the square paper, observing symmetry and transformations as the chatterbox is formed.

WA|Year 1|WA1HEPMU2 - Health and Physical Education|Simple rules and fair play in partner or group activities, and minor games.| |Students use their chatterboxes as a simple partner or group game, practising rules, turn-taking and fair play.

WA|Year 2|WA2HEPMU3 - Health and Physical Education|Importance of rules and fair play in partner or group activities, and in a range of minor games and physical activities.| |Students create rules for using the chatterbox game and practise fair play when asking colours, numbers and challenge questions.

WA|Year 3|WA3HEHPI1 - Health and Physical Education|Behaviours that show empathy and respect for others.| |Students write respectful questions or silly challenges and practise empathy when classmates respond during the game.

WA|Year 4|WA4HEHPP1 - Health and Physical Education|Ways to respond positively to challenges and failures, including the use of resilience and persistence.| |Students may find folding tricky and can practise persistence, resilience and positive responses when correcting folds or trying again.

WA|Year 5|WA5HEHPI1 - Health and Physical Education|Skills and strategies to establish and maintain respectful relationships.| |Students use the chatterbox as a peer interaction game that supports respectful questioning, positive communication and relationship-building.

AUS|YEAR 1|AC9E1LY02 - English|Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.|Building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting.|Students create chatterbox questions under the flaps, then use the finished game to ask classmates colour, number and challenge questions while practising turn-taking and listening.

AUS|YEAR 2|AC9E2LY02 - English|Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.|Understanding how to disagree or respectfully offer an alternative.|Students follow the step-by-step folding tutorial, add their own questions or challenges, and respond respectfully to classmates’ game ideas.

AUS|YEAR 3|AC9E3LY02 - English|Use interaction skills to contribute to conversations and discussions to share information and ideas.|Using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends.|Students explain the origami folding procedure to peers and then use appropriate language while playing the chatterbox game with classmates.

AUS|YEAR 4|AC9E4LY02 - English|Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information.|Making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required.|Students listen for key folding instructions, clarify steps such as flipping and folding corners to the centre, and discuss how to design questions for the game.

AUS|YEAR 5|AC9E5LY02 - English|Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.|Participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations.|Students design thoughtful chatterbox prompts, test them with peers, and participate in informal conversations while playing the game.

AUS|YEAR 2|AC9M2M02 - Mathematics|Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events.|Demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal.|Students fold the square paper into halves and quarters to construct the chatterbox and identify equal parts created by the folds.

AUS|YEAR 3|AC9M3M05 - Mathematics|Identify angles as measures of turn and compare angles with right angles in everyday situations.|Recognising that right angles occur at the corners of many everyday objects; for example, books, windows, table tops and whiteboards.|Students identify right angles in the square paper and folded chatterbox, noticing the corners created as they fold the paper into rectangles and smaller squares.

AUS|YEARS 1 AND 2|AC9HP2M04 - Health and Physical Education|Co-construct and apply rules to promote fair play in a range of physical activities.|Demonstrating turn-taking and sharing equipment when participating in play and minor games.|Students use their chatterboxes as a class game, taking turns, sharing materials and following agreed rules for play.

AUS|YEARS 3 AND 4|AC9HP4M08 - Health and Physical Education|Apply rules and scoring systems to promote fair play when participating or designing physical activities.|Collaborating to decide rules for a new game to promote fair play and inclusion of all learners.|Students design the chatterbox game rules together, deciding how players choose colours, numbers and challenges so everyone can participate fairly.

AUS|YEARS 5 AND 6|AC9HP6M08 - Health and Physical Education|Devise and test alternative rules and game modifications to support fair play and inclusive participation.|Investigating the effectiveness of rules used in traditional games of First Nations Australians to promote participation, such as Inkanyi: a cooperative running game played by the Pitjantjatjara / Yankunytjatjara of central Australia where there are no winners and Barambah gimbe: a throwing and catching game from the lands of the Wakka Wakka where catchers can be nominated to increase participation.|Students test their chatterbox game with peers and modify the prompts, rules or challenge options to make the game fair and inclusive.

[[/SYLLABUS_V1]]