Queensland Studies of Society and Environment curriculum framework and student outcomes
The Story of our Nation's Capital - A National Capital Exhibition Education Resource Kit has been designed to highlight relevant curriculum profiles for Queensland, end of years 5-7.
Level 3 - Studies of Society and Environment
| Strand | Statement | Learning outcomes | Activity |
|---|---|---|---|
Time, Continuity and Change |
Students understand contributions, causes and effects, and differing perspectives about particular developments in Australia's history and can use a range of evidence. They also understand how to organise information about these developments and can make predictions about Australia's environmental and social futures. |
3.2 Students create sequences and timelines about specific Australian changes and continuities. 3.3 Students use knowledge 3.4 Students organise information about the causes and effects of specific historical events. |
Yes Prime Minister Walter Burley Griffin Almighty Arch What's in a Name? Lovely Limestone Born Identity |
Place and Space |
Students understand interrelationships between people and some natural cycles and can participate in identifying and resolving a local environmental issue. They also understand how to use some standard map references and can identify the values underlying human action in familiar places. |
3.1 Students compare how diverse groups have used and managed natural resources in different environments. 3.2 Students create and undertake plans that aim to influence decisions about an element of a place. D3.7 Students describe how natural and built elements give character and importance to local and international places. |
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Level 4 - Studies of Society and Environment
| Strand | Statement | Learning outcomes | Activity |
|---|---|---|---|
Time, Continuity and Change |
Students understand that information about events, artefacts, symbols and stories is selective and they can critique such evidence. They also understand social and environmental changes and continuities in local and global settings and can describe possible and preferred futures. |
4.1 Students use primary sources to investigate situations before and after a change in Australian settings 4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian history. 4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups. D4.8 Students communicate how an individual or group |
Yes Prime Minister Walter Burley Griffin National Capitals Worldwide Born Identity What's in a Name? Location, Location |
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