Australian Capital Territory: Curriculum Connections
Science Curriculum Framework
You can download the ACT Science Curriculum (pdf, 130 kB) from the ACT Department of Education and Training.
Working Scientifically
Working scientifically involves students in:
Investigating
Gathering, recording and communicating information, which involves locating, assessing, selecting and synthesising background information; recording information in an organised and logical manner; using spoken, written, diagrammatic, representational and symbolic forms to communicate findings and understandings to their peers, their teachers and their communities ; using technical language and the various methods of scientific communication.
Acting responsibly
This involves considering the positive and negative personal, social, economic, technological and environmental implications of scientific knowledge and its uses; assessing the implications of uncertainty; analysing risk; evaluating social and environmental impact; acknowledging human responsibility for the effects of science; making decisions about the individual use of science, exploring the individual uses of science in workplaces; and discussing careers in science.
High School (7-10)
They are concerned about the impact of human activity on the environment.
Contexts for study in the high school band may be as diverse as the interests of the students at this level, encompassing phenomena and problems from personal experience and the wider community, and using national and international examples
As part of working scientifically, students take account of science’s potential to contribute to solving practical problems. Scientific information and methods are discussed from environmental, religious, social, legal and economic viewpoints. Students consider intended and unintended consequences, as well as immediate and longer term implications. They may examine topics as diverse as desalination; organ transplants, genetic counselling and high speed trains, and become directly involved in projects. They are concerned that science, through technology, should make life easier for individuals without disadvantaging others now or in the future.
Students communicate to a range of people (teachers, peers, community groups) and in many forms (reports, articles, oral presentations, posters). They use scientific and mathematical conventions, symbols, computer simulations, models and creative modes and take part in community debates on practical issues.
Earth and Beyond
They undertake detailed case studies of the management of resources and the effects of human activities on the environment. This takes them on to explore critical relationships between social, political and economic factors in society and the work of scientists.
Energy and Change
They may conduct quantitative energy audits in the community. Some will work on social issues in global energy use and the ways scientists estimate energy reserves. Students may choose to compare the energy types and technologies used today and during the industrial revolution.
Life and Living
The modification of natural systems is examined, and the effects of environmental changes on people and other living things monitored. Students discuss the ways different cultural groups manage their environments and evaluate alternative means of sustaining ecological development.
High School (11-12)
Working scientifically
Students synthesise information from a range of sources. They test the objectivity, falsifiability, reliability, internal consistency, and validity of scientific explanations. Scientists’ work is evaluated in its historical and social context, and the processes of regulation and evaluation in the scientific community are explored. Assumptions of causality are discussed, along with what we know and do not know from science. Students examine the practical implications of findings from social, economic, religious and legal perspectives, and also from moral and ethic points of view. Local, national and global issues are also examined from these viewpoints. Students are able to put together logical, persuasive arguments to defend points of view.
They are expected to use scientific terminology with precision and make presentations to a range of audiences, including their peers, teachers, and possibly also local community groups and employers.
Earth and Beyond
Students examine the extensive use of earth materials and the related production practices that are significant aspects of the modern industrial society. They learn about the complex social, economic, environmental, political and geological factors that affect use of natural materials.
Energy and Change
Students make policy recommendations for energy conservation after analysing the efficiency of energy conversions, as well as broader social, economic, environmental and moral factors.
Studies of Society and Environment Curriculum Framework
You can download the ACT SOSE Curriculum (pdf, 169 kB) from the ACT Department of Education and Training.
Values
Ecological Sustainability
Involves environmental stewardship and conservation, a commitment to maintaining biological diversity, and a recognition of the intrinsic value of the natural environment. These values for the basis for considering how ecologically sustainable development can be achieved in ways that redress damage caused by past and present generations and safeguard the inheritance of future generations.
Broad Outcomes
Investigation, communication and participation
- Skills of interpreting, using, producing and conveying information
- Ability to listen, share, discuss, debate, reflect and to communicate ideas effectively
- Ability to plan, implement and evaluate appropriate social action
Place and space
Understands how actions people take may effect places
Communication
Spoken, written, graphic, iconic, statistical and augmentative communication skills are essential in this learning area. Students learn to listen and view attentively and purposefully, to share and discuss openly and respectfully, to negotiate understandings, to reflect on work and provide constructive responses and to work cooperatively. They become skilful in interpreting, using, producing and conveying messages, using language that suits their purposes and understanding how it varies with context. They learn about the workings of the mass media and use and understand the power and potential of a range of communication tools and genres typical of the learning area. These skills develop in a cumulative and spiral way.
Participation
In student’s investigations they come to recognise that participation and collaboration are necessary for effective learning and are vital in democratic decision making. Students need to see that these skills are relevant to their own lives and futures and assist them to become confident participants in making decisions and solving problems in their own groups. Students analyse these responsibilities, define their roles in collaborative work and practice identifying and overcoming problems and resolving conflicts. They learn to give constructive feedback to fellow students.
Place and Space
Interdependence and care for places are also important organising concepts. Fundamental to students’ studies are the relationships within and between the natural and built environments and the need to develop ecologically sustainable management practices, including conservation, rehabilitation and sustainable usage practices, in Australia and elsewhere.
Natural Systems
The strand’s systems approach follows a sequence of conceptual understanding. Through identifying individual parts or elements of a system, students develop an understanding of the interrelationships that connect them to form a community. Students can then use examples to show how elements of natural systems are linked by cycles through which there are continuous exchange of energy and matter. Adaptation of elements to changing conditions in systems is also studied. Having described common and diverse features of systems in a variety of contexts, students can then explain the multi-level nature of systems that fit together on a global scale.
High School (7-10) in Detail
Investigation, communication and participation
Students expanded communication skills enable them to show awareness of the needs and perspectives of different audiences. These skills are supplemented by creative and controlled use of various media, including music, drama and video. Conclusions and viewpoints can be incorporated into a social activity in the school or local community.
Participation
- Planning a program of action to fix a school problem
- Presenting a play or conducting a public forum that provides a balanced view on a controversial issue
Place and Space
Student’s study of the factors and processes influencing places applies to aspects of the natural (for example, vegetation, climate, soils, landforms, fauna) and built environments (for example, urban land use, agriculture, and transport). Cause-and-effect relationships are examined and students are encouraged to predict possible outcomes. They are able to explain the consequences of human modification of the natural and built features of places.
Natural environments and processes
- Australian and global climates and factors affecting climatic characteristics and change
Environmental impact
- Environmental issues in the local area and in Australia such as coastal zone management, waste management, desertification, catchment management
High School (11-12) in Detail
Place and Space
The study of issues continues, with a focus on ecological sustainability. Students build on their explanations developed in the high school band of why individuals and groups differ about the use of places. They now compare their own stances on issues with those of others and evaluate the ways in which individuals and groups through various planning and management strategies are involved in public decisions making on the ecologically sustainable use of places. Students evaluate and apply the skills individuals and groups need for effective decision making and action.
Environmental impact issues
- Principles of ecological sustainability
- Participation in activities relating to ecological sustainability
Natural and social systems
Different viewpoints about ecological sustainability and the management of natural systems are analysed. Students identify the values and value conflicts in positions on the environment and include this in their evaluation of decision making and management processes. They analyse and apply procedures involved in environmental management and environmental impact assessments. The effectiveness of various forms of action on environmental issues are examined, as is the role of advocacy on matters of local, national and global importance. Students analyse international conventions and treaties on the environment and compare and evaluate Australia’s responses. They synthesis information to formulate their own position and propose appropriate action plans.
