Insites Support for planning & programming
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Transcript Insites Support for planning & programming
Planning for teaching and learning
A professional learning
package to support use of the
SACSA Companion Documents
PART A
INTRODUCTION
The R–10 Companion Documents are a South Australian
curriculum (SACSA Framework) resource developed by
teachers to support colleagues with planning,
programming and assessing across all Learning Areas.
R–10 SACSA teaching resources
Arts
Mathematics
English
Science
Design &
Technology
Society &
Environment
Health &
Physical
Education
Languages
Alphabetic
Non-alphabetic
Australian Indigenous
Introduction to the SACSA Companion Documents series:
referring to the R–10 Science teaching resource
The sample learning descriptors
used within the document
Describe what the learner is doing
For example:
Classifies plant and animal species into introduced
and native (eg feral animals, weeds)—learner
and not
Introduces the classification of plant and animal
species into introduced and native (eg feral
animals, weeds)—teacher
The sample learning descriptors
therefore:
4. make
thethe
2. consistent
make explicit
expectations
for learning
knowledge,
skills and
5. Teachers will continue
at specific
year levels reflected
understandings
to use their professional
1. describe the possible
within in
and
across
sites.and
the
Key
Ideas
knowledge, skills
and
growth points of learners
Outcomes
judgment to provide
as they progress
towards
the rich array ofdemonstrating
learning
3.Outcomes
help to make explicit
experiences that
to cater
reach a Standard
the development of
for the learners in their
Essential Learnings
classrooms.
identified within each
Key Idea
PART B
Navigating the SACSA Companion Documents
Band: Primary Years
Learning Area: Science
Possible starting points for planning,
programming and assessing
Strand: Earth and space
KEY IDEAS
(refer p10 for Early Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a
variety of other resources
to develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to Outcome
2.2
Students select and use
observational
instruments and digital
technologies to develop
understandings about
structures and events in
the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to Outcome
3.2
Begins to demonstrate the
relationship between the Sun, and
Earth (eg uses role-play to show
how day and night are formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes
from day to night and over
seasons).
Investigates shadows at different
times of the day (eg traces and
measures a classmate’s shadow at
regular intervals during the day,
makes a sundial). R:4
Explains why shadows change
shape and size during a day (eg the
shade within a veranda, people’s
shadows).
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
Standards: 2 & 3
(refer p41 for Middle Years)
Year 4
Standard 2
Year 5
Towards Standard 3
Demonstrates the relationship between
the Sun, Moon and Earth by:
- investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
- collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction regulations).
Researches historical and other
cultural models that explain the
relationship of the Earth, Sun and
Moon (eg shares stories by Indigenous
people) and values the many purposes
of such stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations,
comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
In small groups considers the positive and
Demonstrates knowledge of size and
direction of shadows at different times of the negative aspects of humans living on the
Moon.6
day through simple drawings.
OUTCOMES
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the
apparent motion of
the Sun in relation to
the Earth and
develops models of
their understanding.
In T C KC6
3.2
Describes various
components of the
Solar System and
the effects of these
on our everyday
lives.
In F C KC2
POSSIBLE
TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
Strand: Earth and space
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
Strand: Earth and space
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
Strand: Earth and space
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
The science
Learning
Area
Navigating
the SACSA
Companion
Documents
The science Learning Area is organised into four conceptual strands,
each with its characteristic knowledge and ideas. The strands are:
• Earth and space; energy systems; life systems, and matter.
The processes of working scientifically are interwoven into each of
SCIENCE EDUCATION AND THE SACSA FRAMEWORK
the conceptual strands and are
the essence of science.
Earth and space
The learner:
identifies ways in which
the Earth sustains life
the Earth is continually changing
the Earth, the Sun and the Moon are related
the Earth’s surface, the oceans and the
atmosphere interact
the Earth affects the individuals and families
who live on it
the Earth is affected by the sequence of
natural cycles.
explores
the structures and events occurring in the
world and the universe
the ethics of space travel.
Earth and space
Working scientifically
Matter
Connections to the learner
could take a pathway
through these elements.
Matter
The learner:
identifies ways in which
changes are reversible and irreversible
materials can be used and reused
processes change with changing materials.
explores
physical and chemical changes
the particle theory of matter
the atomic theory of matter
the properties of materials
the personal and industrial use of materials
sustainable practices in the use of
materials.
Learners’
Engagement
Life Systems
Energy systems
The learner:
identifies ways in which
energy is transformed and transferred
energy will be supplied and used in the
future
simple devices are operated.
explores
energy sources
patterns of energy use
the impact of the ways in which energy
is used in everyday life
the relationship between force and
energy.
Energy
systems
Life systems
The learner:
identifies ways in which
changes occur in generations over time
living things are related and
interdependent
living things grow and reproduce.
explores
the characteristics and behaviour of
living organisms
the internal and external features of
living things
the diversity of living things
gene technology
sustainable practices and ethical
issues
life cycles.
(Concept map from R–10 Science teaching resource)
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
The science Learning Area
Resources
REFERENCES
• Department of Education, Training and Employment (2002) South Australian
Curriculum, Standards and Accountability Framework—English as a second
language (ESL), scope and scales. Adelaide: DETE.
• Department of Education, Training and Employment (2001) South Australian
Curriculum, Standards and Accountability Framework. Adelaide: DETE.
SUGGESTED RESOURCES
• Pryor KJ (2003) Threats to plants and animals—introduced species.
Macmillan. R:9
OUTREACH AND OTHER SERVICES
SUGGESTED WEBSITES
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
The science Learning Area
Glossary
Scientific concepts
Strand: Earth and space
Climate: The atmospheric conditions for a long period of time, and
generally refers to the normal or mean course of the weather
Composting system: A mixture of decaying organic matter, used
to improve soil structure and provide nutrients
Equinox: The point at which the ecliptic intersects the celestial
equator. Days and nights are most nearly equal in duration
King tide: A high tide well above average height
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
The science Learning Area
Key Ideas and Developmental Learning
Outcomes
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
*
Appendices
(from R–10 Health and Physical Education teaching resource)
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
* Acknowledgment: The Australian guide to healthy eating Commonwealth Copyright (1998) is reproduced with permission of the Australian Government Department of Health and Ageing (2004).
Other reference points
KEY PRINCIPLES AND VALUES
INQUIRY APPROACHES TO LEARNING
THAT SUPPORT THE HEALTH AND PHYSICAL EDUCATION LEARNING AREA
‘Inquiry is a dynamic approach that involves exploring the world, asking
questions, making discoveries, and rigorously testing those discoveries in
search for new understanding ... It is complex, multifaceted, and looks
different in different classrooms and contexts … Through inquiry we develop
important skills such as careful observation, reasoning, critical thinking, and
the ability to justify or refute our existing knowledge. Lastly, because inquiry
begins with a meaningful problem or issue, the process engages learners as
they come to value the driving questions that motivate their inquiry process’.
Taking appropriate action is a key part of inquiry learning. It engages
learners in developing and understanding their capacity, individually and in
groups, to make a difference as ethical, active and informed citizens in a
democratic society within a global community.
Inquiry approaches to learning
Reference:
The Inquiry Learning Forum http://ilf.crlt.indiana.edu/).
Margaret Calder and Roger Smith (1991) have identified the following four
levels of action:
to inform others
to stimulate others to join
to direct change
to operate change.
The health and physical education Learning Area is based upon key principles
of diversity, social justice and supportive environments. These principles
underpin the curriculum framework and guide the development of the strands
and the identification of knowledge, skills, processes and values across the
Bands. Learning approaches which recognise these principles can help
students to make informed choices and take responsible actions to support
values important to their society.
DIVERSITY
Understanding diversity involves:
Recognising the cultural and social diversity of society and examining and
evaluating diverse values, beliefs and attitudes.
Recognising the contribution of social, cultural, economical and biological
factors to individuals’ values, attitudes and behaviours.
Exploring different views about issues such as gender roles, physical
activity, peer-group relationships, sexuality, cultural beliefs, and what
constitutes a healthy environment.
Exploring conflicting values, morals and ethics and the importance of
considering options and the consequences of actions for wellbeing when
making decisions.
There are many approaches and models for inquiry learning. The approach
followed in this document is based around the following:
Reference:
Calder M & Smith R (1991) A better world for all. Australian Government
Publishing Centre for the Australian International Development Assistance
Identifying the focus of inquiry so that it has the potential to lead to
Bureau, Canberra).
challenging own and others’ world views
Planning the inquiry through establishing significant questions and
incorporating a range of knowledge, skills and values contexts
Locating, selecting, organising and analysing information to extend and
test findings of the inquiry
Taking appropriate action based on the findings of the inquiry
Assessing learning outcomes achieved through the inquiry process
Considering consequences and outcomes of the effectiveness of each
phase of the process
- in leading to greater understandings and the quality of the action taken
- on the quality of the action taken.
Gathering and analysing information to assist in distinguishing facts from
opinions and making informed decisions.
Developing skills in negotiation, assertiveness, active listening,
questioning, and presenting points of view.
SOCIAL JUSTICE
Promoting social justice involves:
Concern for the welfare, rights and dignity of all people.
Understanding how structures and practices affect equity at personal, local
and international levels.
Recognising the disadvantages experienced by some individuals or groups
(for example, remote communities or people with disabilities) and actions
that can redress them.
Understanding how decisions are made and priorities established and how
these affect individual, group and community wellbeing.
Key principles and values
Learners develop an understanding of social justice by:
Working collectively, identifying, evaluating and planning strategies and
taking action over forms of inequity that influence access to resources and
to a healthy and safe environment.
Developing the skills needed for taking part in decision making and public
debate.
Learners develop an understanding of diversity by:
Using case studies and scenarios to identity and clarify values, considering Developing the skills of finding and analysing information upon which to
make informed decisions.
different points of view, weighing up alternatives and evaluating the
consequences of translating value positions into practice.
(from R–10 Society & Environment teaching resource)
(from R–10 Health & Physical Education teaching resource)
Texts and contexts
(from R–10 English teaching resource)
Learning Area: Science
KEY IDEAS
(refer p10 for Early Years)
Students select and use
observational instruments
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to outcome
3.2
Begins to demonstrate the relationship
between the Sun, and Earth (eg uses roleplay to show how day and night are
formed).
Monitors the effects of the Earth’s
rotation (eg temperature changes from
day to night and over seasons).
Investigates shadows at different times
of the day (eg traces and measures a
classmate’s shadow at regular intervals
during the day, makes a sundial). R:4
Explains why shadows change shape and
size during a day (eg the shade within a
veranda, people’s shadows).
Standards: 2 & 3
(refer p41 for Middle Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a variety
of other resources to
develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to outcome
2.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Strand: Earth and space
Year 4
Standard 2
Demonstrates the relationship between
the Sun, Moon and Earth by:
investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction
regulations).
Researches historical and other cultural
models that explain the relationship of
the Earth, Sun and Moon (eg shares
stories by Indigenous people) and values
the many purposes of such
stories/models. OR:1
Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
Demonstrates knowledge of size and direction
of shadows at different times of the day
through simple drawings.
In small groups considers the positive and
negative aspects of humans living on the
Moon.
OUTCOMES
Year 5
Towards Standard 3
Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
Discusses a range of astronomical
features (eg stars, constellations, comets).
Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the apparent
motion of the Sun in
relation to the Earth and
develops models of their
understanding.
In T C KC6
3.2
Describes various
components of the Solar
System and the effects of
these on our everyday lives.
In F C KC2
POSSIBLE TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART C
Processes for planning, programming and assessing
Planning at school level
Reviewing and developing a
school-wide learning program
In order to achieve
a balanced curriculum
continuity for learners
school level policy decisions should be
consistent with the SACSA Framework.
Slide 1 of 2
Planning at school level continued
The SACSA Companion Documents are a curriculum mapping and
planning tool to support whole-school planning processes.
Consider the following:
consistent year level expectations
critical points of transition
a balance of learning drawn from Key Ideas and Outcomes in
all Learning Areas
explicit development of the Essential Learnings
a balanced program in terms of knowledge, skills, values,
attitudes and actions
purposeful, connected learning
generating and utilising achievement data
pedagogy that supports engaged learning.
Slide 2 of 2
PART D
Processes for planning, programming and assessing
Planning and programming at class level
Planning
Using the SACSA Companion Documents as a short and longer term
planning tool, the teacher plans within and across year levels, consistent
with:
the SACSA Framework
school curriculum policy
school planning expectations
by taking into account:
knowledge about learners
individual differences of learners
learners’ achievement data
learners’ input
school improvement priorities and targets
school assessment, recording and reporting policy
DECS policies, guidelines and support documents.
Processes for planning, programming and assessing
Planning and programming at class level
Programming
The SACSA Companion Documents are a programming tool to support the teacher
to:
build on the prior knowledge of learners
involve learners in the construction of their learning program
draw upon achievement data
design and sequence purposeful learning activities
include Equity Cross-curriculum Perspectives and Enterprise and Vocational Education
negotiate with learners the criteria to successfully demonstrate their
achievement of Outcomes
develop learning programs within Learning Areas or develop integrated
learning programs across Learning Areas
link related learning across Learning Areas
employ pedagogy that maximises learner engagement
identify resources that support the teaching and learning program
closely monitor and review programs.
Processes for planning, programming and assessing
Planning and programming at class level
Integrating assessment
The teacher regularly monitors and reviews the effectiveness of the learning program.
This identifies the next stages of learning and provides feedback to learners and their
families.
The SACSA Companion Documents can be used as a tool to integrate
assessment processes and to support the teacher to:
consider a range of negotiated and inclusive assessment practices
maintain strategic records
provide feedback that is ongoing
review programs with learners by drawing on achievement data
develop effective intervention and support programs.
In summary
The purpose of the documents
The function of the sample learning
descriptors
Navigating the documents
Planning at school level
Planning at class level
Programming at class level
Integrating assessment