Habitats Under Threat
The learning focus of this program supports the AusVELS
AusVE cross-curriculum priority of Sustainability and Aboriginal
and Torres Strait Islander histories.
This learning experience addresses levels 3, 4, 5 & 6 AusVELS standards:
Strand
Domain
Dimension
Key Elements of Standards
Interpersonal
Development
Building social
relationships
Level 4: Students demonstrate respect for others and exhibit appropriate
behaviour for maintaining friendships with other people. They support each
other by sharing ideas and materials, offering assistance, giving appropriate
feedback and acknowledging individual differences.
At Level 3, students
are working toward
the Level 4 standards.
Level 6: Students demonstrate, through their interactions in social
situations, respect for a diverse range of people and groups. They accept
and display empathy for the points of view and feelings of their peers and
others.
At Level 5, students
are working toward
the Level 6 standards.
Physical, Personal and Social Learning
Working in
teams
Level 4: Students cooperate with others in teams for agreed purposes,
taking roles and following guidelines established within the task.
Level 6: Students work effectively in different teams and take on a variety of
roles to complete tasks of varyingg length and complexity. They work
cooperatively to allocate tasks and develop timelines. Students accept
responsibility for their role and tasks. They provide feedback to others and
evaluate their own and the team’s performance.
Personal
Learning
Standards are
introduced at Level 3.
Managing
personal
learning
Level 4: Students
tudents set short term, achievable goals in relation to specific
tasks. They complete short tasks by planning and allocating appropriate time
and resources. They demonstrate a positive attitude towards their learning.
Level 6: Students develop and implement plans to complete short term and
long term tasks within timeframes set by the teacher, utilising appropriate
resources. They demonstrate a positive attitude to learning within and
outside the classroom.
At Level 3, students
are working toward
the Level 4 standards.
At Level 5, students
are working toward
the Level 6 standards.
Civics and
Citizenship
Standards are
introduced at Level 3.
Civic
knowledge and
understanding
Level 6: Students describe the contribution of various cultural groups,
including Aboriginal and Torres Strait Islander communities, to Australian
identity.
At Level 3, students
are working toward
the Level 4 standards.
At Level 5, students
are working toward
the Level 6 standards.
Level 4: Students demonstrate understanding of the contribution of people
from the many culturally diverse groups that make up the Australian
community. They explain why protection and care for the natural and built
environment is important.
Community
engagement
Level 4: Students describe some of the roles and purposes of groups in the
community. They work with other students to identify a local issue and plan
possible actions to achieve a desired outcome. They describe the benefits of
action at the local level and the democratic
mocratic aspects of the process. They
participate in activities to protect and care for the natural and built
environment.
Level 6: Students present a point of view on a significant current issue or
issues and include recommendations about the actions that individuals and
governments can take to resolve issues. They demonstrate understanding
that there are different viewpoints on an issue,
ssue, and contribute to group and
class decision making.
English
AC
Speaking and
listening
Level 3: Students listen to others’ views and respond appropriately. They
understand how language features are used to link and sequence ideas.
They understand how language can be used to express feelings and opinions
on topics. They contribute actively to class and group discussions, asking
questions, providing useful feedback and making presentations.
Level 4: Students listen for key points in discussions. They understand how
to express an opinion based on information in a text. They make
presentations and contribute actively to class and group discussions, varying
language according to context.
Level 5: Students listen and ask questions to clarify content. They use
language features to show how ideas can be extended. They make
presentations and contribute actively to class and group discussions, taking
into account other perspectives.
Level 6: Students listen to discussions, clarifying content and challenging
others’ ideas. They show how specific details can be used to support a point
of view. They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.
The humanities –
Economics
Discipline-based Learning
Standards are
introduced at level 4
Economic
knowledge and
understanding
Level 6: Students explain the need to be an informed consumer.
Geographic
knowledge and
understanding
Level 6: Students compare the various ways humans have used and affected
the Australian environment. Students recommend ways of protecting
environmentally sensitive areas in a sustainable way. They provide examples
and evidence based on their inquiries.
Historical
knowledge and
understanding
Level 3 (Community and Remembrance): Students explain how
communities changed in the past. They describe the experiences of an
individual or group. They identify events and aspects of the past that have
significance in the present. They pose questions about the past and locate
information from sources (written, physical, visual, oral) to answer these
questions.
At Level 5, students
are working toward
the Level 6 standards.
The humanities –
Geography
Standards are
introduced at level 4
At Level 5, students
are working toward
the Level 6 standards.
The humanities –
History AC
Level 4 (First Contacts): Students explain how and why life changed in the
past, and identify aspects of the past that remained the same. They describe
the experiences of an individual or group over time. They recognise the
significance of events in bringing about change. They pose a range of
questions about the past. They identify sources (written, physical, visual,
oral), and locate information to answer these questions. They recognise
different points of view.
Level 5 (The Australian Colonies): Students identify the causes and effects
of change on particular communities, and describe aspects of the past that
remained the same. They describe the different experiences of people in the
past. They describe the significance of people and events in bringing about
change.
Level 6 (Australia as a Nation): Students identify change and continuity and
describe the causes and effects of change on society. They compare the
different experiences of people in the past. They explain the significance of
an individual and group.
Level 3: Students describe features common to living things. Students use
their experiences to pose questions and predict the outcomes of
investigations. They make formal measurements and follow procedures to
collect and present observations in a way that helps to answer the
investigation questions. Students suggest possible reasons for their findings
Science AC
They use diagrams and other representations to communicate their ideas.
Level 4: Students discuss how natural and human processes cause changes
to the Earth’s surface. They describe relationships that assist the survival of
living things and sequence key stages in the life cycle of a plant or animal.
Students suggest explanations for observations and compare their findings
with their predictions.
Level 5: Students analyse how the form of living things enables them to
function in their environments. They use equipment in ways that are safe
and improve the accuracy of their observations. They communicate their
ideas, methods and findings using a range of text types.
Level 6: Students describe and predict the effect of environmental changes
on individual living things. They collect, organise and interpret their data,
identifying where improvements to their methods or research could
improve the data. They describe and analyse relationships in data using
graphic representations and construct multimodal texts to communicate
ideas, methods and findings.
Communication
Standards are
introduced at Level 5.
At Level 5, students
are working toward
the Level 6 standards.
Inter- disciplinary Learning
Thinking
Processes
Standards are
introduced at Level 3.
Listening,
viewing and
responding
Level 6: Students ask clarifying questions about ideas and information they
listen to and view. They develop interpretations of the content and provide
reasons for them. They explain why peers may develop alternative
interpretations.
Presenting
Level 6: Students summarise and organise ideas and information, logically
and clearly in a range of presentations
Reasoning,
processing and
inquiry
Level 4: Students collect information from a range of sources to answer their
own and others’ questions. They apply thinking strategies to organise
information and concepts in a variety of contexts, including problem solving
activities. They provide reasons for their conclusions.
Level 6: Students develop their own questions for investigation, collect
relevant information from a range of sources and make judgments about its
worth. They distinguish between fact and opinion. They use the information
they collect to develop concepts, solve problems or inform decision making.
They develop reasoned arguments using supporting evidence.
At Level 3, students
are working toward
the Level 4 standards.
At Level 5, students
are working toward
the Level 6 standards.
Creativity
Level 4: Students apply creative ideas in practical ways and test the
possibilities of ideas they generate. They use open ended questioning and
integrate available information to explore ideas.
Level 6: Students use creative thinking strategies to generate imaginative
solutions when solving problems. They demonstrate creativity in their
thinking in a range of contexts and test the possibilities of concrete and
abstract ideas generated by themselves and others.