Planning for teaching and learning
A professional learning
package to support use of the
SACSA Companion Documents
PART A
INTRODUCTION
The R–10 Companion Documents are a South Australian
curriculum (SACSA Framework) resource developed by
teachers to support colleagues with planning,
programming and assessing across all Learning Areas.
R–10 SACSA teaching resources
Arts
Mathematics
English
Science
Design &
Technology
Society &
Environment
Health &
Physical
Education
Languages
Alphabetic
Non-alphabetic
Australian Indigenous
Introduction to the SACSA Companion Documents series:
referring to the R–10 Science teaching resource
The sample learning descriptors
used within the document
Describe what the learner is doing
For example:
Classifies plant and animal species into introduced
and native (eg feral animals, weeds)—learner
and not
Introduces the classification of plant and animal
species into introduced and native (eg feral
animals, weeds)—teacher
The sample learning descriptors
therefore:
4. make
thethe
2. consistent
make explicit
expectations
for learning
knowledge,
skills and
5. Teachers will continue
at specific
year levels reflected
understandings
to use their professional
1. describe the possible
within in
and
across
sites.and
the
Key
Ideas
knowledge, skills
and
growth points of learners
Outcomes
judgment to provide
as they progress
towards
the rich array ofdemonstrating
learning
3.Outcomes
help to make explicit
experiences that
to cater
reach a Standard
the development of
for the learners in their
Essential Learnings
classrooms.
identified within each
Key Idea
PART B
Navigating the SACSA Companion Documents
Band: Primary Years
Learning Area: Science
Possible starting points for planning,
programming and assessing
Strand: Earth and space
KEY IDEAS
(refer p10 for Early Years)
Year 3
Towards Standard 2
Students use information
and communication
technologies and a
variety of other resources
to develop their own
explanations about the
relationship between the
Earth, Sun and Moon.
In T C KC2 KC7
relating to Outcome
2.2
Students select and use
observational
instruments and digital
technologies to develop
understandings about
structures and events in
the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C KC2 KC7
relating to Outcome
3.2
 Begins to demonstrate the
relationship between the Sun, and
Earth (eg uses role-play to show
how day and night are formed).
 Monitors the effects of the Earth’s
rotation (eg temperature changes
from day to night and over
seasons).
 Investigates shadows at different
times of the day (eg traces and
measures a classmate’s shadow at
regular intervals during the day,
makes a sundial). R:4
 Explains why shadows change
shape and size during a day (eg the
shade within a veranda, people’s
shadows).
ASSESSMENT EXAMPLES
Constructs a simple graph (ratio 1:1) to
present findings on temperature changes.
Standards: 2 & 3
(refer p41 for Middle Years)
Year 4
Standard 2
Year 5
Towards Standard 3
 Demonstrates the relationship between
the Sun, Moon and Earth by:
- investigating shadows at different
times of the year (eg uses a digital
camera to photograph a schoolyard
feature at the same time of the day
every month)
- collecting data and presenting
findings showing how the
evaporation rates of water are
affected by temperature and making
links to water restriction regulations).
 Researches historical and other
cultural models that explain the
relationship of the Earth, Sun and
Moon (eg shares stories by Indigenous
people) and values the many purposes
of such stories/models. OR:1
 Compares the conditions for life on
Earth with the Moon (eg notes
similarities and differences). W:6
 Analyses the historical aspects of space
exploration (eg constructs a timeline of
significant events, writes an information
report on a particular event). R:3
 Investigates, using models and other
strategies, the characteristics of the
seasons (eg rainfall, temperature, length
of day, equinox, solstice). R:6
 Discusses a range of astronomical
features (eg stars, constellations,
comets).
 Researches and reports through roleplay information about the Solar System
(eg order of planets, relative size,
distances apart, properties). R:3
 Researches the seasonal changes that
affect plant and animal populations (eg
migration of animals, reproductive
cycles, agricultural practices).
ASSESSMENT EXAMPLES
Presents findings about evaporation or
shadows as a table and graph.
ASSESSMENT EXAMPLES
Uses ICT programs such as Hyperstudio or
Inspiration to demonstrate their
understanding of the seasons.
In small groups considers the positive and
Demonstrates knowledge of size and
direction of shadows at different times of the negative aspects of humans living on the
Moon.6
day through simple drawings.
OUTCOMES
Presents an oral report on an aspect of the
Solar System, space exploration or a
forthcoming astronomical event.
An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent
on the relationship between the Earth, Sun and Moon.
2.2
Explores the
apparent motion of
the Sun in relation to
the Earth and
develops models of
their understanding.
In T C KC6
3.2
Describes various
components of the
Solar System and
the effects of these
on our everyday
lives.
In F C KC2
POSSIBLE
TOPICS
- Solar System
- Shadows
- Animal migration
- Space exploration
- Climates
- Time
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
S tran d : E arth an d sp ac e
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
S tran d : E arth an d sp ac e
K E Y ID E A S
(refer p10 for Early Y ears)
Stud en ts select and u se
ob servation al in stru m en ts
and d igital techn ologies to
d evelop un d erstand in gs
ab out structu res and even ts
in th e un iverse. Th ey
app raise, an d share
op inion s ab out, th e eth ics
of sp ace exp loration.
F In C K C 2 K C 7
rela ting to o utco m e
3 .2

B egin s to dem o nstra te th e relation ship
b etw een th e Su n, and Earth (eg u ses role p lay to sh ow h ow d ay an d n igh t are
form ed ).

M o nito rs th e effects of th e E arth ’s
rotation (eg tem p eratu re chan ges from
d ay to nigh t and over season s).

Investiga tes sh ad ow s at d ifferen t tim es
of th e day (eg traces and m easu res a
classm ate’s sh ad ow at regu lar in tervals
d u rin g th e d ay, m ak es a sun dial). R :4

E xplains w h y sh ad ow s chan ge sh ap e and
size d u rin g a day (eg th e sh ad e w ith in a
veran d a, p eop le’s sh ad ow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Stud en ts u se in form ation
and com m un ication
techn ologies an d a variety
of oth er resou rces to
d evelop th eir ow n
exp lan ation s ab ou t th e
relation ship b etw een th e
E arth , Sun and M oon .
In T C K C 2 K C 7
rela ting to o utco m e
2 .2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
Y ear 4
S tan dard 2



D em o nstra tes th e relation sh ip b etw een
th e Sun , M oon and Earth b y:
investiga ting sh ad ow s at d ifferen t
tim es of th e year (eg u ses a digital
cam era to ph otograph a sch oolyard
featu re at th e sam e tim e of th e d ay
ev ery m on th )
collecting da ta a nd presenting
finding s sh ow in g h ow th e
evap oration rates of w ater are
affected b y tem p eratu re and m ak in g
lin k s to w ater restriction
regu lation s).
R esearches h istorical and oth er cu ltu ral
m od els th at exp lain th e relation ship of
th e Earth , Su n an d M oon (eg sh ares
stories b y In d igen ou s p eop le) an d valu es
th e m an y p u rp oses of su ch
stories/m od els. O R :1
C o m pa res th e condition s for life on
E arth w ith th e M oon (eg n otes
sim ilarities and d ifferen ces). W :6
A SSE SSM E N T E X A M P L E S
C o nstructs a sim p le graph (ratio 1 :1 ) to
p resen t fin din gs on tem p eratu re chan ges.
A SSE SSM E N T E X A M P L E S
P resents finding s ab ou t evap oration or
sh ad ow s as a tab le and grap h.
D em o nstra tes kn ow led g e of size an d d irection
of sh ad ow s at differen t tim es of th e day
th rou gh sim p le d raw in gs.
In sm all grou p s co nsiders th e p ositive an d
n egative asp ects of h um an s livin g on th e
M oon .
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A na ly ses th e h istorical asp ects of sp ace
exp loration (eg con stru cts a tim elin e of
sign ificant even ts, w rites an in form ation
rep ort on a particu lar even t). R :3

Investiga tes, u sin g m od els and oth er
strategies, th e ch aracteristics of th e
season s (eg rain fall, tem p eratu re, len gth
of d ay, eq u in ox, solstice). R :6

D iscusses a ran ge of astron om ical
featu res (eg stars, con stellation s, com ets).

R esearches and reports thro ug h ro leplay in form ation ab ou t th e Solar System
(eg ord er o f p lan ets, relative size,
d istan ces ap art, p rop erties). R :3

R esearches th e season al chan ges th at
affect p lan t an d an im al p op u lation s (eg
m igration of an im als, rep rodu ctive
cycles, agricu ltu ral p ractices).
A SSE SSM E N T E X A M P L E S
U ses IC T p rogram s su ch as H yp erstud io or
In spiration to dem o nstra te th eir
u nd erstan din g of th e season s.
P resents an oral rep ort on an asp ect of th e
Solar S ystem , sp ace exp loration or a
forth com in g astron om ical even t.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2 .2
E xp lores th e app arent
m otion of th e Su n in
relation to th e Earth and
d evelop s m od els of th eir
u nd erstan din g.
In T C K C 6
3 .2
D escrib es variou s
com p on ents of th e Solar
System an d th e effects of
th ese on ou r everyd ay liv es.
In F C K C 2
P O SSIB L E T O P IC S
- S olar S ystem
- Sh ad ow s
- A n im al m igration
- Sp ace exp loration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L e a rn in g A re a : S c ie n c e
S tra n d : E a rth a n d s p a c e
K E Y ID E A S
(refer p10 for Early Y ears)
Stud en ts select and u se
ob servation al in stru m en ts
and d igital techn ologies to
d evelop un d erstand in gs
ab out structu res and even ts
in th e un iverse. Th ey
app raise, an d share
op inion s ab out, th e eth ics
of sp ace exp loration.
F In C K C 2 K C 7
rela ting to o utco m e
3 .2

B egin s to dem o nstra te th e relation ship
b etw een th e Su n, and Earth (eg u ses role p lay to sh ow h ow d ay an d n igh t are
form ed ).

M o nito rs th e effects of th e E arth ’s
rotation (eg tem p eratu re chan ges from
d ay to nigh t and over season s).

Investiga tes sh ad ow s at d ifferen t tim es
of th e day (eg traces and m easu res a
classm ate’s sh ad ow at regu lar in tervals
d u rin g th e d ay, m ak es a sun dial). R :4

E xplains w h y sh ad ow s chan ge sh ap e and
size d u rin g a day (eg th e sh ad e w ith in a
veran d a, p eop le’s sh ad ow s).
S ta n d a rd s : 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Stud en ts u se in form ation
and com m un ication
techn ologies an d a variety
of oth er resou rces to
d evelop th eir ow n
exp lan ation s ab ou t th e
relation ship b etw een th e
E arth , Sun and M oon .
In T C K C 2 K C 7
rela ting to o utco m e
2 .2
B a n d : P rim a ry Y e a rs
P o s s ib le s ta rtin g p o in ts fo r p la n n in g ,
p ro g ra m m in g a n d a s s e s s in g
Y ear 4
S tan dard 2



D em o nstra tes th e relation sh ip b etw een
th e Sun , M oon and Earth b y:
investiga ting sh ad ow s at d ifferen t
tim es of th e year (eg u ses a digital
cam era to ph otograph a sch oolyard
featu re at th e sam e tim e of th e d ay
ev ery m on th )
collecting da ta a nd presenting
finding s sh ow in g h ow th e
evap oration rates of w ater are
affected b y tem p eratu re and m ak in g
lin k s to w ater restriction
regu lation s).
R esearches h istorical and oth er cu ltu ral
m od els th at exp lain th e relation ship of
th e Earth , Su n an d M oon (eg sh ares
stories b y In d igen ou s p eop le) an d valu es
th e m an y p u rp oses of su ch
stories/m od els. O R :1
C o m pa res th e condition s for life on
E arth w ith th e M oon (eg n otes
sim ilarities and d ifferen ces). W :6
A SSE SSM E N T E X A M P L E S
C o nstructs a sim p le graph (ratio 1 :1 ) to
p resen t fin din gs on tem p eratu re chan ges.
A SSE SSM E N T E X A M P L E S
P resents finding s ab ou t evap oration or
sh ad ow s as a tab le and grap h.
D em o nstra tes kn ow led g e of size an d d irection
of sh ad ow s at differen t tim es of th e day
th rou gh sim p le d raw in gs.
In sm all grou p s co nsiders th e p ositive an d
n egative asp ects of h um an s livin g on th e
M oon .
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A na ly ses th e h istorical asp ects of sp ace
exp loration (eg con stru cts a tim elin e of
sign ificant even ts, w rites an in form ation
rep ort on a particu lar even t). R :3

Investiga tes, u sin g m od els and oth er
strategies, th e ch aracteristics of th e
season s (eg rain fall, tem p eratu re, len gth
of d ay, eq u in ox, solstice). R :6

D iscusses a ran ge of astron om ical
featu res (eg stars, con stellation s, com ets).

R esearches and reports thro ug h ro leplay in form ation ab ou t th e Solar System
(eg ord er o f p lan ets, relative size,
d istan ces ap art, p rop erties). R :3

R esearches th e season al chan ges th at
affect p lan t an d an im al p op u lation s (eg
m igration of an im als, rep rodu ctive
cycles, agricu ltu ral p ractices).
A SSE SSM E N T E X A M P L E S
U ses IC T p rogram s su ch as H yp erstud io or
In spiration to dem o nstra te th eir
u nd erstan din g of th e season s.
P resents an oral rep ort on an asp ect of th e
Solar S ystem , sp ace exp loration or a
forth com in g astron om ical even t.
A n exam ple of ho w In terd ep en d en ce can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, S un and M oon.
2 .2
E xp lores th e app arent
m otion of th e Su n in
relation to th e Earth and
d evelop s m od els of th eir
u nd erstan din g.
In T C K C 6
3 .2
D escrib es variou s
com p on ents of th e Solar
System an d th e effects of
th ese on ou r everyd ay liv es.
In F C K C 2
P O SSIB L E T O P IC S
- S olar S ystem
- Sh ad ow s
- A n im al m igration
- Sp ace exp loration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Stud en ts select and u se
ob servation al in stru m en ts
and d igital techn ologies to
d evelop un d erstand in gs
ab out structu res and even ts
in th e un iverse. Th ey
app raise, an d share
op inion s ab out, th e eth ics
of sp ace exp loration.
F In C K C 2 K C 7
rela ting to o utco m e
3 .2

B egin s to dem o nstra te th e relation ship
b etw een th e Su n, and Earth (eg u ses role p lay to sh ow h ow d ay an d n igh t are
form ed ).

M o nito rs th e effects of th e E arth ’s
rotation (eg tem p eratu re chan ges from
d ay to nigh t and over season s).

Investiga tes sh ad ow s at d ifferen t tim es
of th e day (eg traces and m easu res a
classm ate’s sh ad ow at regu lar in tervals
d u rin g th e d ay, m ak es a sun dial). R :4

E xplains w h y sh ad ow s chan ge sh ap e and
size d u rin g a day (eg th e sh ad e w ith in a
veran d a, p eop le’s sh ad ow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Stud en ts u se in form ation
and com m un ication
techn ologies an d a variety
of oth er resou rces to
d evelop th eir ow n
exp lan ation s ab ou t th e
relation ship b etw een th e
E arth , Sun and M oon .
In T C K C 2 K C 7
rela ting to o utco m e
2 .2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em o nstra tes th e relation sh ip b etw een
th e Sun , M oon and Earth b y:
investiga ting sh ad ow s at d ifferen t
tim es of th e year (eg u ses a digital
cam era to ph otograph a sch oolyard
featu re at th e sam e tim e of th e d ay
ev ery m on th )
collecting da ta a nd presenting
finding s sh ow in g h ow th e
evap oration rates of w ater are
affected b y tem p eratu re and m ak in g
lin k s to w ater restriction
regu lation s).

R esearches h istorical and oth er cu ltu ral
m od els th at exp lain th e relation ship of
th e Earth , Su n an d M oon (eg sh ares
stories b y In d igen ou s p eop le) an d valu es
th e m an y p u rp oses of su ch
stories/m od els. O R :1

C o m pa res th e condition s for life on
E arth w ith th e M oon (eg n otes
sim ilarities and d ifferen ces). W :6
A SSE SSM E N T E X A M P L E S
C o nstructs a sim p le graph (ratio 1 :1 ) to
p resen t fin din gs on tem p eratu re chan ges.
A SSE SSM E N T E X A M P L E S
P resents finding s ab ou t evap oration or
sh ad ow s as a tab le and grap h.
D em o nstra tes kn ow led g e of size an d d irection
of sh ad ow s at differen t tim es of th e day
th rou gh sim p le d raw in gs.
In sm all grou p s co nsiders th e p ositive an d
n egative asp ects of h um an s livin g on th e
M oon .
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A na ly ses th e h istorical asp ects of sp ace
exp loration (eg con stru cts a tim elin e of
sign ificant even ts, w rites an in form ation
rep ort on a particu lar even t). R :3

Investiga tes, u sin g m od els and oth er
strategies, th e ch aracteristics of th e
season s (eg rain fall, tem p eratu re, len gth
of d ay, eq u in ox, solstice). R :6

D iscusses a ran ge of astron om ical
featu res (eg stars, con stellation s, com ets).

R esearches and reports thro ug h ro leplay in form ation ab ou t th e Solar System
(eg ord er o f p lan ets, relative size,
d istan ces ap art, p rop erties). R :3

R esearches th e season al chan ges th at
affect p lan t an d an im al p op u lation s (eg
m igration of an im als, rep rodu ctive
cycles, agricu ltu ral p ractices).
A SSE SSM E N T E X A M P L E S
U ses IC T p rogram s su ch as H yp erstud io or
In spiration to dem o nstra te th eir
u nd erstan din g of th e season s.
P resents an oral rep ort on an asp ect of th e
Solar S ystem , sp ace exp loration or a
forth com in g astron om ical even t.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2 .2
E xp lores th e app arent
m otion of th e Su n in
relation to th e Earth and
d evelop s m od els of th eir
u nd erstan din g.
In T C K C 6
3 .2
D escrib es variou s
com p on ents of th e Solar
System an d th e effects of
th ese on ou r everyd ay liv es.
In F C K C 2
P O SSIB L E T O P IC S
- S olar S ystem
- Sh ad ow s
- A n im al m igration
- Sp ace exp loration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).

R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1

C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).

R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1

C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).

R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1

C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).

R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1

C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2

D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).

R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1

C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
Navigating the SACSA Companion Documents
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART B
The science
Learning
Area
Navigating
the SACSA
Companion
Documents
The science Learning Area is organised into four conceptual strands,
each with its characteristic knowledge and ideas. The strands are:
• Earth and space; energy systems; life systems, and matter.
The processes of working scientifically are interwoven into each of
SCIENCE EDUCATION AND THE SACSA FRAMEWORK
the conceptual strands and are
the essence of science.
E a rth a n d s p a c e
T h e le a rn e r:
id e n tifies w a ys in w h ic h
 th e E a rth s u sta in s life
 th e E a rth is c o n tin u a lly c h a n g in g
 th e E a rth , th e S u n a n d th e M o o n are re la te d
 th e E a rth ’s s u rfa c e, th e o c e a ns a nd th e
a tm o s p h e re in te ra ct
 th e E a rth a ffe cts th e in d ivid u a ls a nd fam ilie s
w h o live o n it
 th e E a rth is affec te d b y th e s e q u en c e o f
n a tu ra l c yc le s.
e xp lo re s
 th e stru ctu re s a n d e ve n ts o cc u rring in th e
w o rld a n d th e u n ive rs e
 th e e th ics o f s p a c e tra ve l.
E a rth a n d s p a c e
W o rking scie ntifica lly
M a tte r
C o n n e c tio n s to th e le a rn e r
c o u ld ta k e a p a th w a y
th ro u g h th e s e e le m e n ts .
M a tte r
T h e le a rn e r:
id e n tifies w a ys in w h ic h
 c h a n g e s a re re ve rs ib le a n d irre ve rs ib le
 m ate ria ls c a n b e us e d a n d re us e d
 p ro c e ss e s c h a n g e w ith c h a n g in g m ate ria ls .
e xp lo re s
 p h ys ic a l a n d c h em ic a l c h a n g e s
 th e p a rtic le th e o ry o f m a tte r
 th e a tom ic th e o ry o f m atte r
 th e p ro p e rtie s o f m ate ria ls
 th e p e rs o n a l a n d in d u stria l us e of m ate ria ls
 s u sta in a b le p ra ctic e s in th e us e of
m ate ria ls .
L earn ers’
E ngagem ent
L ife S ys te m s
E n e rg y s ys te m s
T h e le a rn e r:
id e n tifies w a ys in w h ic h
 e n e rg y is tra ns fo rm e d a n d tra ns fe rre d
 e n e rg y w ill b e s u p p lie d a n d u s e d in th e
fu tu re
 s im p le d e vic es a re o p e ra te d.
e xp lo re s
 e n e rg y s o u rc e s
 p a tte rn s o f e n e rg y us e
 th e im p ac t o f th e w a ys in w h ic h e ne rg y
is us e d in e ve ryd a y life
 th e re la tio ns h ip b etw e e n fo rc e a nd
e n e rg y.
E n e rg y
s ys te m s
L ife s ys te m s
T h e le a rn e r:
id e n tifies w a ys in w h ic h
 c h a n g e s occ u r in g e n e ra tio ns o ve r tim e
 livin g th in gs a re re late d a n d
in te rd e p e n d e n t
 livin g th in gs g ro w a n d re p ro d u c e .
e xp lo re s
 th e c h a rac te ris tics a n d b e h a vio u r o f
livin g o rg a n ism s
 th e in te rn a l a n d e x te rn a l fe a tu re s o f
livin g th in gs
 th e d ive rs ity o f livin g th in g s
 g e n e te c h n o lo g y
 s u sta in a b le p ra ctic e s a n d e th ic a l
iss u e s
 life c yc les .
(Concept map from R–10 Science teaching resource)
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
The science Learning Area
Resources
REFERENCES
• Department of Education, Training and Employment (2002) South Australian
Curriculum, Standards and Accountability Framework—English as a second
language (ESL), scope and scales. Adelaide: DETE.
• Department of Education, Training and Employment (2001) South Australian
Curriculum, Standards and Accountability Framework. Adelaide: DETE.
SUGGESTED RESOURCES
• Pryor KJ (2003) Threats to plants and animals—introduced species.
Macmillan. R:9
OUTREACH AND OTHER SERVICES
SUGGESTED WEBSITES
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
The science Learning Area
Glossary
Scientific concepts
Strand: Earth and space
Climate: The atmospheric conditions for a long period of time, and
generally refers to the normal or mean course of the weather
Composting system: A mixture of decaying organic matter, used
to improve soil structure and provide nutrients
Equinox: The point at which the ecliptic intersects the celestial
equator. Days and nights are most nearly equal in duration
King tide: A high tide well above average height
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
The science Learning Area
Key Ideas and Developmental Learning
Outcomes
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
*
Appendices
(from R–10 Health and Physical Education teaching resource)
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
* Acknowledgment: The Australian guide to healthy eating Commonwealth Copyright (1998) is reproduced with permission of the Australian Government Department of Health and Ageing (2004).
Other reference points
K E Y P R IN C IP L E S A N D V A L U E S
IN Q U IR Y A P P R O A C H E S T O L E A R N IN G
T H A T S U P P O R T T H E H E A L T H A N D P H Y S IC A L E D U C A T IO N L E A R N IN G A R E A
‘Inquiry is a d ynam ic ap proach that involves ex ploring the w orld, askin g
questions, m aking discov eries, and rigo rously testing those discov eries in
search for new understan ding ... It is com plex , m ultifaceted, and looks
different in different classroom s and contex ts … T hrough inquiry w e dev elop
im portant skills such as careful observation, reaso ning, critic al thinking, an d
the ability to justify o r refute our ex isting know ledge. Lastly, b ecause inqu iry
begins w ith a m eanin gful problem or issue, the pro cess en gages learners as
they com e to value the d riving questions that m otivate their inquiry pro cess’.
T ak in g ap p rop riate action is a k ey p art of in q uiry learn in g. It en gages
learners in developin g an d understandin g their cap acity, individually and in
groups, to m ak e a difference as eth ical, active an d inform ed citizen s in a
d em o cratic society w ith in a glob al com m u n ity .
Inquiry approaches to learning
R eferen ce:
T he Inquiry Learnin g Fo rum http://ilf.crlt.indiana.edu/).
M argaret C alder and R oger S m ith (1991) have identified the follow ing four
levels of action:
 to inform others
 to stim ulate others to join
 to direct change
 to operate change.
T he health and ph ysical education L earning A rea is based upon ke y prin ciples
of diversity, so cial justice and supportive environ m ents. T hese principles
underpin the curriculum fram ew o rk and guide th e developm ent of the stran ds
and the identification of know ledge, skills, processes and values across the
B ands. L earnin g app roaches w hich reco gnise th ese principles can help
students to m ake inform ed choices and take respo nsible actions to support
values im portant to their society.
D IV E R S IT Y
U n d erstan d in g diversity in volves:
 R eco gnising the cultural and social diversity o f so ciety and ex am ining and
evaluatin g diverse v alues, beliefs and attitudes.
 R eco gnising the contribu tion of social, cultural, econom ical and biological
factors to individuals’ values, attitudes and behaviours.
 E x ploring different view s about issues such as gender roles, ph ysical
activity, peer-group relationships, sex uality, cultural beliefs, and w h at
constitutes a health y environm ent.
 E x ploring conflicting v alues, m orals and ethics an d the im portance of
considerin g options and the consequ ences o f actio ns for w ellbein g w h en
m aking decisions.
T here are m an y appro ach es and m odels for inquiry learnin g. T he approach
follow ed in this docum ent is based around the follow ing:
R eferen ce:
C alder M & S m ith R (1991) A better w orld for all. A ustralian G overnm ent
P ublishing C entre for the A ustralian Intern ational D evelopm ent A ssistance
 Id en tifyin g th e focu s of in q uiry so that it has the poten tial to lead to
B ureau, C anberra).
challen gin g ow n and oth ers’ w orld view s
 Plan n in g th e in qu iry through establishing significant questions and
incorporatin g a ran ge o f know ledge, skills and values contex ts
 L ocatin g, selectin g, org an isin g an d an alysin g in form ation to ex tend and
test findings of the inquiry
 T ak in g ap p rop riate action based on the findings of the inquiry
 A ssessin g learn in g ou tcom es achieved throu gh the inquiry p rocess
 C on sid erin g con seq u ences an d ou tco m es of the effectiveness of each
phase of the p rocess
- in leading to greater understandings and the quality of th e action tak en
- on the quality of th e action taken.
 G atherin g and analysin g inform ation to assist in distinguishing facts from
opinions and m aking inform ed decisions.
 D evelopin g skills in negotiation, assertiveness, active listening,
questioning, and presenting points of view .
S O C IA L JU S T IC E
P ro m otin g social ju stice in volves:
 C oncern for th e w elfare, rights and dignity of all p eople.
 U nderstandin g how structures and practices affect equity at p ersonal, local
and international lev els.
 R eco gnising the disadv antages ex perienced b y so m e individuals or groups
(for ex am ple, rem ote co m m unities or people w ith disabilities) and actions
that can redress them .
 U nderstandin g how decisions are m ade and priorities established and how
these affect individual, group and com m unity w ellbeing.
Key principles and values
L earn ers d evelop an u nd erstan d in g of d iversity b y:
 U sing case studies and scenarios to identity and clarify values, considerin g
different points of view , w eighin g up alternatives and evaluatin g the
consequen ces of translating valu e positions into practice.
(from R–10 Society & Environment teaching resource)
L earn ers d evelop an u nd erstan d in g of social justice b y:
 W orking collectively, identifyin g, ev aluating and planning strategies and
taking action over fo rm s of inequity that influen ce access to resources and
to a health y and safe environm ent.
 D evelopin g the skills needed for takin g part in decision m aking and public
debate.
 D evelopin g the skills of finding and an alysing info rm ation upon w hich to
m ake inform ed d ecisions.
(from R–10 Health & Physical Education teaching resource)
Texts and contexts
(from R–10 English teaching resource)
L earn in g A rea: S cien ce
K E Y ID E A S
(refer p10 for Early Y ears)
Students select and use
observational instrum ents
and digital technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share
opinions about, the ethics
of space exploration.
F In C K C 2 K C 7
relating to outcom e
3.2

B egins to dem onstrate the relationship
betw een the Sun, and Earth (eg uses role play to show how day and night are
form ed).

M onitors the effects of the E arth’s
rotation (eg tem perature changes from
day to night and over seasons).

Investigates shadow s at different tim es
of the day (eg traces and m easures a
classm ate’s shadow at regular intervals
during the day, m akes a sundial). R :4

E xplains w hy shadow s change shape and
size during a day (eg the shade w ithin a
veranda, people’s shadow s).
S tan d ard s: 2 & 3
(refer p41 for M iddle Y ears)
Y ear 3
T ow ards S tan dard 2
Students use inform ation
and com m unication
technologies and a variety
of other resources to
develop their ow n
explanations about the
relationship betw een the
E arth, Sun and M oon.
In T C K C 2 K C 7
relating to outcom e
2.2
B an d : P rim ary Y ea rs
P o ssib le sta rtin g p o in ts fo r p lan n in g ,
p ro g ram m in g an d as ses s in g
S tran d : E arth an d sp ac e
Y ear 4
S tan dard 2



D em onstrates the relationship betw een
the Sun, M oon and Earth by:
investigating shadow s at different
tim es of the year (eg uses a digital
cam era to photograph a schoolyard
feature at the sam e tim e of the day
every m onth)
collecting data and presenting
findings show ing how the
evaporation rates of w ater are
affected by tem perature and m aking
links to w ater restriction
regulations).
R esearches historical and other cultural
m odels that explain the relationship of
the Earth, Sun and M oon (eg shares
stories by Indigenous p eople) and values
the m any purposes of such
stories/m odels. O R :1
C om pares the conditions for life on
E arth w ith the M oon (eg notes
sim ilarities and differences). W :6
A SSE SSM E N T E X A M P L E S
C onstructs a sim ple graph (ratio 1:1) to
present findings on tem perature changes.
A SSE SSM E N T E X A M P L E S
P resents findings about evaporation or
shadow s as a table and graph.
D em onstrates know ledge of size and direction
of shadow s at different tim es of the day
through sim ple draw ings.
In sm all groups considers the positive and
negative aspects of hum ans living on the
M oon.
OUTCOM ES
Y ear 5
T ow ards S tan dard 3

A nalyses the historical aspects of space
exploration (eg constructs a tim eline of
significant events, w rites an inform ation
report on a particular event). R :3

Investigates, using m odels and other
strategies, the characteristics of the
seasons (eg rainfall, tem perature, length
of day, equinox, solstice). R :6

D iscusses a range of astronom ical
features (eg stars, constellations, com ets).

R esearches and reports through roleplay inform ation about the Solar System
(eg order of planets, relative size,
distances apart, properties). R :3

R esearches the seasonal changes that
affect plant and anim al populations (eg
m igration of anim als, reproductive
cycles, agricultural practices).
A SSE SSM E N T E X A M P L E S
U ses IC T program s such as H yperstudio or
Inspiration to dem onstrate their
understanding of the seasons.
P resents an oral report on an aspect of the
Solar S ystem , space exploration or a
forthcom ing astronom ical event.
A n exam ple of ho w Interdep en dence can be developed is to exam ine ho w conditio ns for life on E arth are dependent
on the relationship betw een the E arth, Sun and M oon.
2.2
E xplores the apparent
m otion of the Sun in
relation to the Earth and
develops m odels of their
understanding.
In T C K C 6
3.2
D escribes various
com ponents of the Solar
System and the effects of
these on our everyday lives.
In F C K C 2
P O SSIB L E T O P IC S
- Solar S ystem
- Shadow s
- A nim al m igration
- Space exploration
- C lim ates
- Tim e
PART C
Processes for planning, programming and assessing
Planning at school level
Reviewing and developing a
school-wide learning program
In order to achieve
a balanced curriculum
continuity for learners
school level policy decisions should be
consistent with the SACSA Framework.
Slide 1 of 2
Planning at school level continued
The SACSA Companion Documents are a curriculum mapping and
planning tool to support whole-school planning processes.
Consider the following:
consistent year level expectations
critical points of transition
a balance of learning drawn from Key Ideas and Outcomes in
all Learning Areas
explicit development of the Essential Learnings
a balanced program in terms of knowledge, skills, values,
attitudes and actions
purposeful, connected learning
generating and utilising achievement data
pedagogy that supports engaged learning.
Slide 2 of 2
PART D
Processes for planning, programming and assessing
Planning and programming at class level
Planning
Using the SACSA Companion Documents as a short and longer term
planning tool, the teacher plans within and across year levels, consistent
with:
the SACSA Framework
school curriculum policy
school planning expectations
by taking into account:
knowledge about learners
individual differences of learners
learners’ achievement data
learners’ input
school improvement priorities and targets
school assessment, recording and reporting policy
DECS policies, guidelines and support documents.
Processes for planning, programming and assessing
Planning and programming at class level
Programming
The SACSA Companion Documents are a programming tool to support the teacher
to:
build on the prior knowledge of learners
involve learners in the construction of their learning program
draw upon achievement data
design and sequence purposeful learning activities
include Equity Cross-curriculum Perspectives and Enterprise and Vocational Education
negotiate with learners the criteria to successfully demonstrate their
achievement of Outcomes
develop learning programs within Learning Areas or develop integrated
learning programs across Learning Areas
link related learning across Learning Areas
employ pedagogy that maximises learner engagement
identify resources that support the teaching and learning program
closely monitor and review programs.
Processes for planning, programming and assessing
Planning and programming at class level
Integrating assessment
The teacher regularly monitors and reviews the effectiveness of the learning program.
This identifies the next stages of learning and provides feedback to learners and their
families.
The SACSA Companion Documents can be used as a tool to integrate
assessment processes and to support the teacher to:
consider a range of negotiated and inclusive assessment practices
maintain strategic records
provide feedback that is ongoing
review programs with learners by drawing on achievement data
develop effective intervention and support programs.
In summary
The purpose of the documents
The function of the sample learning
descriptors
Navigating the documents
Planning at school level
Planning at class level
Programming at class level
Integrating assessment
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Insites Support for planning & programming