Queensland: Curriculum Connections

Years 1 to 10 Syllabus

Studies of society and environment

Place and Space

Level 4

Core learning outcomes

PS 4.2 Students predict the impact of changes on environments by comparing evidence.

PS 4.5 Students explain whether personal, family and school decisions about resource use and management balance local and global considerations.

Discretionary learning outcomes

PS D4.8 Students develop an action plan to contribute to a positive outcome for an issue of personal concern.

Level 5

Discretionary learning outcomes

PS D5.7 Students use appropriate technologies to take action about environmental issues of international significance.

Level 6

Core learning outcomes

PS 6.3 Students initiate and undertake an environmental action research project based on field work.

Discretionary learning outcomes

PS D6.7 Students create a performance or product to highlight and environmental issue and reveal the values held by the issue’s stakeholders.

Beyond Level 6

Discretionary learning outcomes

D6.2 Students use modes of delivery appropriate for informing and persuading different audiences to promote ecologically and economically sustainable futures.

Social and Environmental inquiries

The processes of social and environmental inquiries need to be considered when planning learning experiences and assessment. When measuring student demonstration of a particular process, teachers may often need to use a wide range of processes.

Processes of social and environmental inquiries may include:

• Investigating
• Creating
• Participating
• Communicating
• Reflecting

Core content

Time, Continuity and Change

Level 5

Changes and continuities – situations before and after periods of rapid change (e.g. global warming)

Core content

Place and Space

Level 6

Processes and environments – environmental issues in the Asia-Pacific region e.g. global warming tourism, climate change.

Science

Learning Outcomes

Science and society

Level 6

Discretionary learning outcomes

D6.4

Students make presentations supporting the different sides in debates about controversial applications of science.

Beyond Level 6

Discretionary learning outcomes

DB6.2 Students evaluate the reliability and validity of scientific information from different sources.

DB 6.3 Students suggest probably, possible and preferred options regarding future applications of science and the sustainability of these applications.

Earth and Beyond

Level 4

Core Learning Outcomes

4.1 Students recognise and analyse some interactions (including the weather) between systems of Earth and beyond.

Level 5

Core learning outcomes

5.3 Students prepare scenarios about the use of renewable and non-renewable resources of the Earth and beyond.

Level 6

Core learning outcomes

6.3 Students argue a position regarding stewardship of the Earth and beyond, and consider the implications of using renewable and non-renewable resources.

Beyond Level 6

Discretionary learning outcomes

DB6.4 Students use the ideas and concepts of science to evaluate ways in which human activity could be modifies to create a sustainable future.

Energy and change

Beyond Level 6

Discretionary learning outcomes

DB6.3 Students critically analyse global patterns of energy use and make predictions about the effects of such use.

Life and Living

Level 6

Core learning outcomes

6.3 Students prepare scenarios to describe the potential long-term effects of changes in biodiversity caused by human action on ecosystems.

Beyond Level 6

Discretionary learning outcomes

DB6.6 Students examine and evaluate local and global examples where issues related to biodiversity and ecological sustainability are being considered.

Working scientifically

Aspects of ‘working scientifically’ and their components include:

Investigating which may involve:

• Collecting information
• Making and judging observations
• Predicting
• Understanding which may involve:
• Analysing
• Assessing and reassessing
• Making and judging inductions
• Selecting and justifying
• Suggesting
• Communicating which may involve:
• Arguing a position
• Creating presentations
• Envisioning alternative futures
• Responding and debating
• Summarising and reporting

Science and Society

Core content

Decisions about the ways that science is applied have short –and long-term implications for the environment, communities and individuals.

Applications of science

• Environment
• Home
• Community etc

Short-term effects (costs and benefits) for:

• Individuals and communities

-lifestyle

• Environment

-pollution of air, water and soil

Long-term effects (costs and benefits) for:

• The environment

-degradation

-habitat loss

-agricultural practises

-sustainability

Futures

• Sustainability

Earth and Beyond

Living things use the resources of the Earth, solar systems and universe to meet their needs.

Renewable/non-renewable resources of the Earth

Caring for the environment

• Managing human impact on land, water and atmosphere

Information as a resource

• For considering ideas of futures and sustainability

Energy and Change

There are different ways of obtaining and utilising energy and these have different consequences.

Consequences of energy use

• Short-term effects –pollution
• Long-term effects- greenhouse effect
• Renewable/non-renewable energy sources, long-term sustainability
• Design efficiency
• Social and cultural patterns of energy use

Life and Living

Environments are dynamic and have living and non-living components which interact.

Human influence

• Changes in biodiversity- conservation, preservation, introduces species

Effects of fire, flood, drought, seismic activity

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