ACT Schools "Essential Learning Achievements"

The National Capital Authority is aware of the development of Essential Learning Achievementstatements.  The ELA statements will provide a basis for professional and community discussion about what is essential for all ACT students, preschool to year 10, to know, to understand, to value and be able to do.  The NCA is also aware of the requirement of schools to implement these statements into their curriculum over the next few years (2007 onwards).

Curriculum links for activities at Blundells' Cottage are aimed at students who are in years 3-6 of their primary schooling.  The diagram below and the Essential Learning Achievements have been extracted from Every Chance to Learn, Curriculum for ACT Schools (P-10) Principles and Framework (Phase 2).  This is a suggested guide for teachers when planning their work units, incorporating an excursion to Blundells' Cottage

Suggested Essential Learning Achievement development associated with school visits to Blundells' Cottage

1. The student understands Australia and Australians
   The student understands their individual, group and national identity as an Australian. Students know about Australia as a geographical place. They know who Australians are, what their history is, what they value and believe in, what sorts of lives they lead, what cultures and social systems they have, and what futures they are shaping. They appreciate Indigenous cultures as first in Australia and significant for all Australians.
2. The student appreciates diversity in human society
   The student understands what diversity means and how differences come about. Students understand that although individuals, groups and societies are different, they share a common humanity. They know that diversity can pose challenges but value its advantages. They recognise that not all diversity is beneficial, particularly wide differences in people's economic and social conditions. They are respectful and inclusive of all people.
3. The student understands change
   The student recognises and describes changes in their life, in the natural world and in society. Students know that by understanding changes in the past they can better understand the present and shape the future. They can discuss the ethics and consequences of potential and real change on the environment and society. They understand the dynamic relationship between continuity and change. They manage change in their own lives and are proactive in preparing for known changes in the future.    
4. The student applies methods of inquiry
   The student uses methods of inquiry characteristic of disciplines in the sciences and the humanities. Students understand the distinctive features of each form of inquiry and appreciate them as valid ways of constructing knowledge. They recognise that different questions require different methods of inquiry. They identify what evidence is needed in specific investigations. They gather evidence and make judgements about its value. They draw conclusions based on evidence, and evaluate and communicate their findings.
5. The student reads and writes effectively
   The student reads and writes in Standard Australian English to create meaning, communicate and function in society. Students interpret, construct and use print with understanding, purpose and critical awareness. They construct meaning and respond to texts, interpreting and using the vocabulary, language styles and genres appropriate for particular purposes and learning areas. Students apply critical thinking to the contexts, meanings and intent of written texts.