Western Australia: Curriculum Connections
Science
You can download the WA Science Curriculum (pdf, 965 kB) from the WA Department of Education and Training.
Years 7-10
Students must continue to have ample opportunities to investigate issues and apply concepts in the world around them.
Years 10-12
There should be occasions when students’ investigations impinge on the world outside the classroom in order to further strengthen their skills in relating science to everyday life. This may be enhanced by communicating their findings to a wider audience or taking a stand on an issue they consider to be important….
Opportunities must also be available for young adults to develop a greater understanding of the influence and impact of science on people’s lives.
As their depth of understanding of scientific concepts develops, students are better able to apply and evaluate scientific knowledge in different contexts and to act responsibly by making decisions based on the consideration of many factors.
Society and Environment
You can download the WA Society & Environment Curriculum (pdf, 1.1 MB) from the WA Department of Education and Training.
Years 7-10
Students are encouraged to relate to issues, where appropriate, to personal and global dimensions.
Students critically evaluate how they and others make choices, exercise power and plan for the future, while displaying a commitment to the values of social justice, the democratic process and ecological sustainability.
It is in this phase that student typically become aware of their own values and beliefs and make judgements on issues as they examine the options and motives of others. They present their findings or argue for a personal view with a growing sense of confidence in their communication skills, by attending to the needs and perspectives of a range of audiences.
They can identify and use a range of formats, conventions and genres and use maps, graphs, tables and diagrams as appropriate to show changing patterns and trends. These skills can be supplemented by controlled use of various media, including music, drama and video.
Students’ conclusions and viewpoints may be incorporated into a relevant social activity in the school or local community: for example, they could plan a program of action to remedy a school based problem, evaluate ways in which groups and individuals can effect or influence change, or assist in the work of school or local organisations.
The learning and teaching program for natural and social systems should provide opportunities for students to gather information on local, national and global environmental issues, to stimulate planning decisions and to debate alternative solutions. Students identify their own beliefs and perspectives on environmental issues and examine how they acquired them, to help them understand others’ beliefs and perspectives and to identify possible areas of agreement on which to base decisions.
…and to make some informed judgments about the appropriateness of these actions.
In the second instance, they begin to develop their own positions and commitments, which they need to be encouraged to articulate and to support with sound reasoning.
This developing social conscience can manifest itself in different ways, including a keenness to debate community issues of social significance.
Years 10-12
Technology should be more frequently used to identify, collect, analyse, communicate and evaluate information.
Human rights, environmental stewardship and other moral and ethical issues are an important focus of learning and would typically be developed within a values analysis framework.
Findings should be presented in a variety of ways, including attempts to correlate findings from a number of sources. Formats and conventions of newspapers, the television news, political speeches, letters to key stakeholders and environmental impact statements are some examples.
Young adults develop plans and strategies which will enable them to participate appropriately in various ways. These action strategies will support the values embodied in the active Citizenship outcome
They use these understandings to describe an evaluate impacts that human activity may have on natural and built landscapes.
Global examples should also be used to provide a basis for generalisation and comparison.
An important outcome is the formation of action strategies in matters concerning the care of built and natural landscapes and the demonstration of a commitment to environmental stewardship.
Young adults identify the relationships between resource use, economic growth, standards of living and ecological sustainability. They critically evaluate various national and international policies and treaties involving resource utilisation.
Assessments by teachers should provide opportunities for young adults to articulate and justify their views and to identify appropriate forms of action to redress problems or inequalities. Young adults should continue to demonstrate a capacity to review, and, if necessary, modify, their personal perspectives.
