Queensland curriculum framework and student outcomes

Queensland Studies of Society and Environment curriculum framework and student outcomes

The National Police Memorial Education Resource has been designed to highlight relevant curriculum profiles for secondary school students up to Year 9.

Level 5 – Studies of Society and Environment

Strand

Statement

Learning outcomes

Activity

Time, Continuity and Change

Students understand relationships between events in ancient and modern settings and can formally communicate these with reference to primary and secondary sources of evidence. They also understand how ideas and the pace of change impact on different groups in different times and can use inquiry processes to evaluate historical heritages.

5.3 Students collaborate to locate and systematically record information about the contributions of people in diverse past settings.

Honour Roll Investigation (unit 2)

Level 6 – Studies of Society and Environment

Strand

Statement

Learning outcomes

Activity

Time, Continuity and Change

Students understand changes and continuities in various regions and can critique behaviours about causes and effects. They also understand that ideas and beliefs related to changes and continuities can be constructed from different perspectives and can apply the processes of inquiry to identify these perspectives.

6.1 Students evaluate evidence from the past to demonstrate how such accounts reflect the culture in which they were constructed.

6.3 Students collaboratively identify the values underlying contributions by diverse individuals and groups in Australian environments.

6.5 Students develop criteria-based judgments about the ethical behaviour of people in the past.

National Police Memorial Critical Analysis (unit 1)

Honour Roll Investigation (unit 2)

Queensland English curriculum framework and student outcomes

The National Police Memorial Education Resource has been designed to highlight relevant curriculum profiles for secondary school students up to Year 10.

Level 5 – English

Strand

Statement

Learning outcomes

Activity

Writing and Shaping

Students interpret and construct texts that explore accessible but challenging subject matter by identifying likely purposes and audiences and using understandings of the influence of text types, relationships with audiences, and mode and medium. They control use of a range of textual resources to develop cohesive texts and explain how choices shape meanings. They identify and explore how cultural assumptions about groups influence textual representations and position audiences.

Cultural strand

Making meanings in contexts: Cu 5.3

communicate meanings clearly and as appropriate to chosen contexts using a variety of text types

- to make judgments about other texts and to entertain, report and persuade

construct texts with accessible but challenging subject matter, showing understanding of the effect of context, audience and purpose on texts

A Creative Competition (unit1)

Poetic Policing (unit 2)

Flying the Flag
(unit 2)

Operational strand

Using language systems: Op 5.3

control a variety of generic, sentence and clause structures to construct cohesive texts of some length and complexity

use imagery and a range of specialist words and visual resources to develop subject matter

National Police Memorial Critical Analysis (unit 1)

Flying the Flag
(unit 2)

Critical strand

Evaluating and reconstructing meanings in texts: Cr 5.3

construct representations showing a range of cultural assumptions about groups and making choices, or adapting texts, in ways that are likely to appeal to and influence different audiences

make selective choices to position readers/viewers in certain ways when constructing representations of characters/ people, places, things, events, or concepts

Honour Roll Investigation (unit 2)

Level 6 – English

Strand

Statement

Learning outcomes

Activity

Writing and Shaping

Students interpret and construct texts that explore ways complex social issues are represented by using understandings of the influences of different, including formal contexts. They compare, analyse and explain how a range of textual resources emphasise meanings or work symbolically. They control the patterning of these resources and experiment with ways of influencing audiences. They draw on understandings of how textual representations are shaped by discourses and serve some interests more than others.

Cultural strand

Making meanings in contexts: Cu 6.3

experiment with ways of representing subject matter imaginatively in certain contexts

respond appropriately and effectively to the demands of different contexts, modes and mediums

Poetic Policing (unit 2)

Operational strand

Using language systems: Op 6.3

control the use and patterning of a range of textual structures and linguistic, visual and spatial resources, and experiment with ways of influencing audiences

make effective use of imagery and a range of specialist and evaluative vocabulary and visual resources

A Creative Competition (unit 1)

Flying the Flag
(unit 2)

Critical strand

Evaluating and reconstructing meanings in texts: Cr 6.3

Construct textual representations of people, places, events, things, and concepts by drawing on competing discourses and positioning readers/ viewers to accept certain points of view

National Police Memorial Critical Analysis (unit 1)

Honour Roll Investigation (unit 2)