Outcomes Mapping: Ecological And Economics Sustainability

Studies of Society and Environment: Core Learning Outcomes Outcomes mapping: Ecological and economic sustainability

Conceptual Organiser Strand: Time, Continuity and Change 1. Evidence over time TCC 1.1 TCC 2.1 TCC 3.1 TCC 4.1 TCC 5.1 TCC 6.1 Students describe their past and their Students explain different meanings Students use evidence about innovations Students use primary sources to Students use primary and secondary Students evaluate evidence from the future using evidence from familiar about an event, artefact, story or in media and technology to investigate investigate situations before and evidence to identify the development of past to demonstrate how such settings. symbol from different times. how these have changed society. after a change in Australian or global ideas from ancient to modern times. accounts reflect the culture in which investigating settings. they were constructed.

2. Changes & TCC 1.2 TCC 2.2 TCC 3.2 TCC 4.2 TCC 5.2 TCC 6.2 Students sequence evidence Students record changes and Students create sequences and timelines Students illustrate the influence of Students represent situations before Students use their own research focus continuities representing changes and continuities continuities in familiar settings using about specific Australian changes and global trends on the beliefs and and after a period of rapid change. to analyse changes or continuities in creating in their lives. various devices. continuities. values of different groups. the Asia-Pacific region.

3. People & TCC1.3 TCC 2.3 TCC 3.3 TCC 4.3 TCC 5.3 TCC 6.3 Students share points of Students cooperatively evaluate how Students use knowledge of people's Students share empathetic Students collaborate to locate and Students collaboratively identify the contributions view about their own and people have contributed to changes in contributions in Australia’s past to responses to contributions that systematically record information about values underlying contributions by others’ stories. the local environment. cooperatively develop visions of diverse individuals and groups have the contributions of people in diverse diverse individuals and groups in participating preferred futures. made to Australian or global history. past settings. Australian or Asian environments.

4. Causes & effects TCC1.4 TCC 2.4 TCC 3.4 TCC 4.4 TCC 5.4 TCC 6.4 Students describe effects of a change Students describe cause and effect Students organise information about the Students critique information Students explain the consequences of Students produce a corroborated over time in a familiar environment. relationships about events in familiar causes and effects of specific historical sources to show the positive and Australia’s international relations on the argument concerning causes of a settings. events. negative effects of a change or development of a cohesive society. change or continuity in environments, communicating continuity on different groups. media or gender roles.

5. Heritage TCC 1.5 TCC 2.5 TCC 3.5 TCC 4.5 TCC 5.5 TCC 6.5 Students identify what older people Students identify similarities and Students describe various perspectives Students review and interpret Students identify values inherent in Students develop criteria-based value from the past. differences between the experiences of based on the experiences of past and heritages from diverse perspectives historical sources to reveal who judgments about the ethical behaviour family generations. present Australians of diverse cultural to create a preferred future scenario benefits or is disadvantaged by of people in the past. reflecting backgrounds. about a global issue. particular heritages.

Conceptual Organiser Strand: Place and Space 1. Human-environment PS 1.1 PS 2.1 PS 3.1 PS 4.1 PS 5.1 PS 6.1 Students match relationships between Students identify how environments Students compare how diverse groups Students make justifiable links Students synthesise information from Students use criteria and geographical relationships environmental conditions and people’s affect lifestyles around Australia. have used and managed natural between ecological and economic the perspectives of different groups to skills to develop conclusions about the clothes, food, shelter, work and leisure. resources in different environments. factors and the production and identify patterns that constitute a management of a place. investigating consumption of a familiar resource. region.

2. Processes & PS 1.2 PS 2.2 PS 3.2 PS 4.2 PS 5.2 PS 6.2 Students make connections between Students predict possible Students create and undertake plans that Students predict the impact of Students design strategies for Students create proposals to resolve environments elements of simple ecosystems. consequences for an ecological system aim to influence decisions about an changes on environments by evaluating environmental impacts of a environmental issues in the Asia- when an element is affected. element of a place. comparing evidence. proposed project, highlighting Pacific region. creating relationships between and within natural systems.

3. Stewardship PS 1.3 PS 2.3 PS 3.3 PS 4.3 PS 5.3 PS 6.3 Students participate in a cooperative Students cooperatively plan and care Students cooperatively collect and Students participate in a field study Students participate in geographical Students initiate and undertake an project to cater for the needs of living for a familiar place by identifying needs analyse data obtained through field study to recommend the most effective inquiries to evaluate impacts on environmental action research project things. of that place. instruments and surveys, to influence the ways to care for a place. ecosystems in different global based on fieldwork. participating care of a local place. locations.

4. Spatial patterns PS 1.4 PS 2.4 PS 3.4 PS 4.4 PS 5.4 PS 6.4 Students organise and present Students use and make simple maps to Students use and make maps to identify Students use latitude, longitude, Students use maps, diagrams and Students use maps, tables and information about places that are describe local and major global coastal and land features, countries and compass and scale references and statistics to justify placing value on statistical data to express predictions important to them. features including oceans, continents, continents, and climate zones. thematic maps to make inferences environments in Australia and the Asia- about the impact of change on communicating and hot and cold zones. about global patterns. Pacific region. environments.

5. Significance of place PS 1.5 PS 2.5 PS 3.5 PS 4.5 PS 5.5 PS 6.5 Students describe the relationships Students express a preferred future Students describe the values underlying Students explain whether personal, Students evaluate ideas concerning Students make clear links between between personal actions and vision for a familiar place based on personal and other people’s actions family and school decisions about sustainability to identify who may their values of peace and sustainability environmentally friendly strategies in observed evidence of changes and regarding familiar places. resource use and management benefit and who may be disadvantaged and their preferred vision of a place. reflecting familiar places. continuities. balance local and global from changes to a Queensland considerations. industry.

Queensland School Curriculum Council www.qscc.qld.edu.au Note: This is only one interpretation of where the topic ‘ecological and economic sustainability’ is located. Other interpretations are possible.

Queensland School Curriculum Council www.qscc.qld.edu.au Studies of Society and Environment: Core Learning Outcomes Outcomes mapping: Ecological and economic sustainability

Conceptual Organiser Strand: Culture and Identity 1. Cultural diversity CI 1.1 CI 2.1 CI 3.1 CI 4.1 CI 5.1 CI 6.1 Students compare ideas and feelings Students describe the similarities Students identify the contributions of Students investigate how religions Students investigate aspects of diverse Students analyse the ways in which about stories of diverse cultures including and differences between an diverse groups, including migrants and and spiritual beliefs contribute to cultural groups, including Aboriginal or various societies inhibit or promote Torres Strait Islander cultures and aspect of their Australian life and indigenous peoples, to the development Australia’s diverse cultures. Torres Strait Islander groups, and how cultural diversity. investigating Aboriginal cultures. that of a culture in the Asia-Pacific of their community. others perceive these aspects. region.

2. Cultural perceptions CI 1.2 CI 2.2 CI 3.2 CI 4.2 CI 5.2 CI 6.2 Students observe and record examples of Students explain how they and Students identify stereotyping, Students design an ethical code of Students devise practical and informed Students develop a proposal to different perceptions of gender roles in others have different perceptions discrimination or harassment to develop a personal behaviour based on their strategies that respond to the impact of promote a socially just response to various settings. of different groups including plan that promotes more peaceful perceptions of cultural groups. particular perceptions of cultural perceptions of cultures associated creating families. behaviours. groups held by a community. with a current issue.

3. Belonging CI 1.3 CI 2.3 CI 3.3 CI 4.3 CI 5.3 CI 6.3 Students share an understanding of how Students participate in diverse Students describe attitudes, beliefs and Students debate how media images Students share their sense of Students collaboratively develop a diverse families meet human needs of customs and traditions to identify behaviours that affect their sense of concerning gender, age, ethnicity belonging to a group to analyse community strategy for celebrating or food, clothing shelter and love. how these contribute to a sense of belonging to a range of groups. and disability reflect groups to cultural aspects that construct their moderating the effects of globalisation participating belonging to groups. which they belong. identities. on cultural groups to which they belong.

4. Cultural change CI 1.4 CI 2.4 CI 3.4 CI 4.4 CI 5.4 CI 6.4 Students gather and record information Students identify how their roles, Students communicate an awareness of Students describe changes Students describe how governments Students describe instances of about familiar traditions, celebrations and rights and responsibilities change change within Aboriginal cultures and resulting from cross-cultural contact have caused changes to particular cultural change resulting from cultural changes. in different groups. Torres Strait Islander cultures. on Australian and non-Australian groups. government legislation or policies that communicating indigenous cultures. have impacted on cultural groups.

5. Construction of CI 1.5 CI 2.5 CI 3.5 CI 4.5 CI 5.5 CI 6.5 Students describe their unique and Students identify how symbols, Students explain changing attitudes in Students express how material and Students express how dominant and Students analyse ways in which social identities common characteristics and abilities. rituals and places reflect identities different time periods towards gender, non-material aspects of groups marginalised identities are constructed construction of gender in different of different groups including age, ethnicity or socioeconomic identities. influence personal identities. by media and other influences. cultures and socioeconomic reflecting Aboriginal or Torres Strait Islander circumstances affects adolescent groups. identities. Strand: Systems, Resources Conceptual Organiser and Power 1. Interactions between SRP 1.1 SRP 2.1 SRP 3.1 SRP 4.1 SRP 5.1 SRP 6.1 Students identify how elements in their Students investigate the origins Students make inferences about Students outline how Australian Students evaluate the relationship Students develop and test a hypothesis ecological and other environment meet their needs and wants. and processing of a familiar interactions between people and natural industries link to global economic between an ecological system and a concerning a relationship between systems product to describe relevant cycles, including the water cycle. and ecological systems. government and/or economic system. global economic and ecological investigating conservation strategies. systems. 2. Economy and SRP 1.2 SRP 2.2 SRP 3.2 SRP 4.2 SRP 5.2 SRP 6.2 Students create representations that Students create a representation of Students create a representation of Students plan and manage an Students design models of the Students make practical suggestions for business identify and challenge stereotypes about the various people and resources occupational specialisation and enterprise that assists a community Australian economic system to improving productivity and working work roles. involved in the production and interdependence in an industry from the or international aid project. demonstrate its relationship to global conditions in an industry or business. creating consumption of familiar goods and past, present or future. trade. services. 3. Participation & SRP 1.3 SRP 2.3 SRP 3.3 SRP 4.3 SRP 5.3 SRP 6.3 Students monitor their personal abilities Students enact a simple Students apply the principles of Students enact democratic Students use a structured decision- Students advocate to influence decision making and limitations in cooperative work and cooperative enterprise to identify democratic decision making in processes in familiar settings using making process to suggest Australia’s role in future global play, to identify goals for social their own and others’ strengths and cooperative projects. knowledge of representative participatory action regarding a economies or environments. participating development. weaknesses. government. significant current environmental, business, political or legal issue. 4. Citizenship & SRP 1.4 SRP 2.4 SRP 3.4 SRP 4.4 SRP 5.4 SRP 6.4 Students describe practices for fair, Students analyse information about Students describe simply the basic Students present comparisons of Students report on the main features Students communicate informed government sustainable and peaceful ways of sharing their own and others’ rights and principles of democracy and citizenship government and citizenship in pre- and principles of legal systems in interpretations to suggest reforms to an and working in a familiar environment. responsibilities in various settings. from ancient to modern times. and post-Federation Australia. Australia. economic, a political or a legal system. communicating 5. Access to power SRP 1.5 SRP 2.5 SRP 3.5 SRP 4.5 SRP 5.5 SRP 6.5 Students discuss strategies that assist Student devise possible solutions Students explain the values associated Students classify values that Students apply the value of social Students apply understandings of social them to manage limiting situations. to problems people may have in with familiar rules and laws. underpin campaigns and justice to suggest ways of improving justice and democratic process to accessing resources. organisations associated with human access to democracy in Queensland or suggest ways of improving access to reflecting or environmental rights. other Australian political settings. economic and political power.

Queensland School Curriculum Council www.qscc.qld.edu.au Note: This is only one interpretation of where the topic ‘ecological and economic sustainability’ is located. Other interpretations are possible.

Queensland School Curriculum Council www.qscc.qld.edu.au