Bound for Success Scope and Sequence Statements

STUDIES OF SOCIETY AND ENVIRONMENTTime Continuity and ChangeConcept 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:Evidence over Time• Understands that time canbe separated into past,present and future, (e.g.says “before I was born”or “when I grow up”).• Sequences evidence suchas their own photographsor drawings, to show howthey have changed overtime, (e.g. places three oftheir own photos in order–baby, toddler and now).• Sequences events thathappen in their lives inorder, (e.g. Christmas,New Year, Chinese NewYear, first day of schoolyear, Easter, ANZACDay, Mother’s Day,Father’s Day).• Uses the language of timeto explain a sequence ofevents, (e.g. uses phrasessuch as ‘in recent times’,‘a long ago’, familygeneration, decade,century).• Recognises that time isused to organiseinformation about eventsin the past, present andfuture (e.g. life cycles).• Collects objects fromdifferent time periods andclassifies them as beingfrom the past or present,(e.g. grandparent’s toys,parents toys, their toys).• Describes similarities anddifferences that exist infamilies in differentgenerations (e.g. role ofmum and dad, type offamily – nuclear,extended, blended - anddifferent countries such asAsia).• Makes a calendar torecord events at schooland home over a timeperiod (e.g. week, month,year).• Describes events that haveoccurred at particularplaces in the community(e.g. shipwreck, drowning,wedding).• Researches the lives ofpeople from differenttimes and places (e.g.Australian explorers).• Knows key events ofAustralian history fromEuropean ‘discovery’ until1900 including theDuyfken sailing along theWA coast and east toWeipa, the Endeavour’sarrival in Botany Bay in1770, and theestablishment of a penalcolony at Sydney in 1788.• Selects information fromvarious sources (e.g.photos, newspaperaccounts, interviews) todescribe the developmentof a local industry, facilityor building).• Collects and organisesevidence from sourcessuch as journals, paintings,letters that describelifestyles and practices ofpeople in the past.• Knows particular events inAustralian history (e.g.Eureka Stockade,Gallipoli) and describesthese events with an oralor written narrative.• Makes a timeline to showchanges that haveoccurred in the localcommunity with respect totransport andcommunication.• Knows events from Worldhistory which involvedAustralia (e.g. WW1,WW2, Vietnam andKorean War).• Describes a sequence ofevents and conditions inAsia that led to theVietnam War, and inBritain which led to theBritish colonisation ofAustralia and the Pacific.• Makes a timeline to showchanges that haveoccurred in Australia andQueensland with respectto transport andcommunication.• Describes the impact thatdevelopments intransportation and othertechnologies have had onthe lifestyles of men andwomen in Australia.• Compares significantevents people and ideas inone period of time withthose of another and noteschanging and lastingaspects of these.• Makes a timeline to showchanges that haveoccurred in the world withrespect to transport andcommunication.Change andContinuityCause and effects• Uses the language of time,(e.g. “before lunch” and“after lunch”) and knowsthat time can be separatedinto ‘chunks’ and that thepassage of time can bedisplayed as a calendar. N• Sequences members oftheir family in order ofage, (e.g. baby, self,mother, father,grandfather).• Knows that people havedifferent needs and wantsat different stages in theirlives (e.g. knows thatbabies need to be fed andhave their nappy changedbut they can feedthemselves).• Creates drawings thatrepresent life stages inorder, (e.g. baby, toddler,teenager, adult, seniorcitizen).• Lists some aspects ofpeople’s lives that changeover time, (e.g. hair colourand height).• Understands that someobjects have remained thesame over time, (e.g.combs, books,newspapers) and othershave changed (e.g.telephones, televisions,washing machines).• Describes how an object orenvironment has changedover time, (e.g. telephoneto mobile, cassette to CD,bush to suburb).• Identifies aspects ofpeople’s lives that stay thesame, (e.g. name, eyecolour)and aspects thatchange, (e.g. hair colour,weight, height, shoe size).• Describes aspects ofcommunity life that staythe same over time (e.g.some cultural events,customs, social behaviourssuch as eating together).• Describes aspects ofcommunity life that havechanged over severalgenerations (e.g. transport,production of goods andservices).• Identifies some events thatmight have caused changein the local community inthe past (e.g. discovery ofgold, immigration ofcultural groups).• Identifies and suggestsreasons for changes inland use in the local areaover time.• Explains and describeswhy some people fromAsia and the Pacific mayhave wanted to move toAustralia in the past, andin the future.• Understands that variousfactors have resulted inchange by a) describingthe traditional way of lifeof the local Indigenouspeople and the impact ofEuropean settlement on it,and b) changes intechnologies used in thehome or community.• Describes the impact oftechnology on the dailylife of men and womenwho were early farmersand graziers in the top endof Australia.• Describes the work donewith children by UnitedNations organisations.• Describes changes inAustralian citizenship andexamines and explainsreasons why peoplebecome citizens ofAustralia.• Identifies key events in thedevelopment of Australiaas an independent, selfgoverningdemocracyfrom colonisation todemocracy.• Understands that beliefsand ways of life of peopleresult from changes inprevious times (e.g.describes the influence ofconvicts and squatters onimages of Australia, or theinfluence of golddiscoveries on the natureof Australian society, orthe influence onAustralian society ofdifferent immigrantgroups in Australia in the19 th and 20 th centuries).• Identifies why AustralianGovernments haveresponded to internationalevents including wars.People and theirContributionsHeritage• Understands that somestories tell us what peopledo for their community(e.g. stories in booksabout peoples lives or thenewspaper reporting oncommunity events ortelevision stories).• Identifies how familymembers and otherindividuals contribute totheir own lives, (e.g. Dadmakes breakfast, Grannyminds me after school).• Understands that stories ornarratives about peoplepresent a view of the past,present or future.• Describes their role androles of others in theirfamily (e.g. “I go toschool; the policemanlooks after us”).• Knows that Australia’sIndigenous people wereAustralia’s first people.• Identifies cultural groupswho have contributed tochange in the community,(e.g. the Italians whoestablished the bananaindustry, the Japanese whodived for pearls in theTorres Strait).• Recognises in stories aview of the contribution ofsubgroups of society,including women andmigrants, to thedevelopment ofcommunities (e.g. DaisyBates, Miles Franklin…).• Reflects on ways in whichpeople’s lives can changeunder different types ofrule (knows that earlyAustralians lived underBritish rule (1800s) andnow live under ademocratic government).• Identifies and knows thecontribution of leaders andsignificant contributorsand groups in their localarea and community.• Knows that Australia hada long Aboriginal andTorres Strait Islanderhistory before the arrivalof Europeans and that thishistory is told throughDreamtime stories.• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1770 and1850 (including JamesCook, Joseph Banks,Burke and Wills, Humeand Hovel ….).• Knows the contribution ofsignificant groups between1770 and 1850 (e.g.convicts, pastoralists,settlers).• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1851 and1900.• Knows that Queenslandbecoming a colony in1859 and the eventspreceding this.• Knows the contribution ofsignificant groups between1851 and 1900 (e.g.pastoralists, graziers, andminers establishedsettlements and cities, andports grew with trade)• Knows the events leadingup to the Federation ofAustralia.• Knows about Australia’scontribution in World War1 including why wecelebrate Anzac Day.• Knows the contribution ofsignificant leaders andexplorers in Australianhistory between 1901 andthe present (includingDeakin, Chifley, Menzies,Hughes, Whitlam,Hawke).• Knows the contribution ofsignificant groups between1901 - present (e.g. AsianPacific immigrants impacton the cane growingindustry in NorthQueensland).• Understands that changein a country at a particulartime reflects beliefs ofindividuals (e.g. describesachievements of peoplewho championed humanrights such as FredHollows, Mother Teresa,Nelson Mandela).• Describes the influence onthe identity of an Asiancountry of significantfigures such as Ghandi,Mao Zedong, Shiang Kai-Shek, Aung San Suu Kyi.Bound for Success Scope and Sequence Statements V2 Page 67 Working Document Semester One 2007