Bound for Success Scope and Sequence Statements

STUDIES OF SOCIETY AND ENVIRONMENTInquiryNote that this strand be addressed simultaneously with all SOSE content strandsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Plans investigations• Identifies an area forinvestigation (somethingthey want to find outabout).• Talks about a topic usingtheir own experience orstimulus such as a picture,film or story (e.g. talksabout how people used toget from one place toanother before cars wereinvented, having seen thefilm…….).• Identifies an area forinvestigation andbrainstorms somequestions they want theinvestigations to answer.• Describes what is going tobe investigated and howthey will collectinformation. N• Plans an investigation fora topic by collaborativelypreparing a step-by-stepplan.• Identifies possible sourcesof information appropriateto a topic and decides howthey will be used to gaininformation.• Independently identifiesthe requirements of aninvestigation (e.g.explains, describes, usesstatistical evidence).• Applies the requirementsof an investigation to arelevant, social issue intheir local communitysuch as graffiti orviolence.• Analyses asocial/environmentalissue, formulatesquestions and plans waysof investigating them (e.g.plans to investigatemulticulturalism byexplaining it, describing it,and gathering statisticaldata about it). NDesigns questions • Poses simple questions togather information or seekclarification (e.g. says“Who are those people?”).• Designs questions forinvestigation (e.g. writes“how did Aboriginal andTorres Strait Islanderpeople live?”).• Designs questions to askgroups or individuals (e.g.decides to ask the Chinesepeople in the community:“did you come here fromChina or was it yourparents orgrandparents?”).• Designs inquiry questionslinked to the purpose ofthe investigation ( e.g. ininvestigating BritishColonisation writes “Howdid British Colonisationaffect the lives ofAboriginal and TorresStrait Islander peoples?”).• Designs focus questions(in groups) to investigate atopic (e.g. in investigatingBritish Colonisation andhow it impacted on thelives of Aboriginal andTorres Strai t Islanderswrites the question “Howdid your ancestors findfood?”).• Designs focus questionsand sub-questions frombroad inquiry topics (e.g.in investigating a worldevent that brought aboutsignificant change; such asAustralian Federation;writes questions such as:“did Queensland want tobe part of theFederation?”• Designs focus questions togather inferential andinterpretive information toelicit a person’s viewpoint(e.g. “what do you thinkabout reconciliation?).• Recognises bias indesigned focus questions.Collects/Gatherssorts and organisesinformation andevidence(independently andcollaboratively.)• Gathers materials andanswers from familiarplaces and people by firstlocating them in the schoolcommunity (e.g. goes tothe school library and askthe librarian where thebooks about Australia are).• Gathers information fromsources, includingnarratives on individualsand groups who contributeto the local community(e.g. asks Mr Smith at thePost Office how long thePost Office has been there,or their grandfather aboutwhat school was like whenhe went).• Selects useful informationby using simple scanningtechniques (e.g. looks atbooks covers, pictures andtitles).• Gathers evidence andinformation from a rangeof sources (including theinternet, interviews,photos, stories).• Uses indexes and headingsto select relevantinformation in resources.• Gathers evidence andinformation from a rangeof sources and recordsinformation gathered (e.g.uses an audio recorder torecord the narrative of anelderly man in thecommunity describing anevent in the past).• Gathers a range ofevidence (includingnarrative and nonnarrativeaccounts)showing differentperspectives and recordsuseful information using avariety of techniques.• Knows the differencebetween primary andsecondary sources.• Gathers information frommore than one secondarysource (e.g. reads severalaccounts or narrative andgathers two or moredifferent interpretations ofthe same event).• Gathers information fromprimary and secondarysources showing differentperspectives (e.g. gathersartefacts, photographs,books, newspaper articlesor films) and determineswhether they are useful ornot useful for theirpurpose, describing whyor why not.• Gathers information fromprimary and secondarysources that revealdifferent values andbeliefs.• Gathers information fromprimary and secondarysources choosing thosethat are appropriate, anduses different methods torecord the informationgathered that is useful(e.g. mobile phone, digitalcamera, tape- or videorecorder, scans,photocopies).• Sorts objects and artefactssuch as photos, books andpictures. N• Sorts photos related to atopic (e.g. says “these areold photos of the town andthese aren’t as old”). N• Arranges personalexperiences in order.• Organises one type ofinformation (e.g. put datescorrectly in order on atimeline, and arranges aseries of photographs torepresent the past and thepresent.• Groups or labels objects ina display.• Organises informationthey have gathered fromtalks, interviews, simplesurveys, books and theinternet.• Organises informationthey have gathered bynote-taking, sketching,audio-taping, video-tapingand photographing.• Organises and categoriesinformation using digitalfiling methods ICT• Organises ideas andinformation logically.• Chooses between twoformats to organisecollected information andevidence and justifies theirchoice in the context (e.g.chooses to record theinterview using anaudiotape rather thantaking notes so that theycan listen to it again later).ICT• Chooses between a rangeof formats to organisecollected information andevidence and justifies theirchoice in the context (e.g.says “we decided to scanall the old photos becausewe didn’t want to damagethem by handling and sothat we could easily printout copies when weneeded them”). ICT• Organises data so thatconclusions related to theoriginal aims of theinvestigation can bedrawn.• Decides how theinformation will beorganised beforeattempting to collect andgather it in order tominimise problems withretrieval (e.g. decides toscan all newspaperclippings and store inelectronic files, decides tostore learning objectURLs in their favouriteslist). ICTEvaluates gatheredinformation andevidence(independently andcollaboratively).• Knows that theirviewpoint can be differentfrom someone else’s (e.g.says “he thinks the dog isnice but I think it isawful”).Recognises differentviewpoints in narratives (e.g.says “in the story Mario saidthat his friend didn’t tell thetruth but Mario’s brothersaid that he did”).• Recognises differentviewpoints or values innarratives or evidencerelating to familiar orcommunity events.• Decides whether evidenceand information is relevantor not relevant.• Assesses primaryevidence to identify factsand opinions.• Gives reasons foraccepting or rejectinginformation.• Assesses evidence fromsecondary sources toidentify facts and opinions(e.g. reads narratives thatpresent a view onAustralia before and afterBritish colonization anddetermine those which• Analyses secondarysources presented indifferent formats to detectpoints of view (e.g.identifies differing pointsof view or perspective bycomparing a segment of afilm to a written textdescribing/depicting the• Analyses and comparessources of evidence andsuggests possible reasonsfor different points ofview (e.g. suggests that adescription of Australia asan awful place waswritten by a Britishpatriotic officer missing• Assesses evidence forrelevance, authenticity,reliability and purposewhen comparinginterpretations derivedfrom primary andsecondary sources of thesame event.• Assesses evidence forrelevance, authenticity,reliability and purposewhen comparing their owninterpretation of picturesand narrative with theinterpretation of anotherauthor.Bound for Success Scope and Sequence Statements V2 Page 65 Working Document Semester One 2007