Bound for Success Scope and Sequence Statements

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept 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:Participative decisionmaking• Makes choices ordecisions about theiractions (such as what toeat for lunch, how to helpfamily or class members).HPE• Makes decisions withclassmates for somethingthat they all want (e.g.agrees to work quietly sothey can finish early).• Participates in democraticdecision-making (e.g. talksabout rules for theclassroom or votes toselecting a team leader).• Makes decisions in groupsto achieve common goalsfor an environmental orcivic action, (e.g. decideswith classmates to care forbushland or a part of theschool grounds). Sc• Identifies and discussesexamples of situationswhere people have a directsay and situations whereothers make decisions ontheir behalf (e.g. says “Iam allowed to go to bedwhen I like on the weekendbut during the week Mumsays I have to be in bed by8.00pm”).• Knows what theQueensland Governmentis and what it does.• Gives examples ofgovernment organisationsand non-governmentorganisations in theircommunity.• Talks about school rules(including the code ofconduct) and understandsprocesses for theirformulation and review.• Understands the role oflocal government inmaking rules e.g. aboutwaste management, petcare and the use of localparks.• Knows what a petition is.• Describes the way that thestudent representativegroup in their schoolmakes decisions.• Analyses how individuals,organisations andgovernments can be globalcitizens (e.g. everybodycan use less water, usepublic transport). Sc• Explores the role ofgovernment in makingdecisions.• Identifies work that peoplecan do together incommunities and exploreshow shared values canhelp resolve conflict orachieve consensusbetween diverse views(e.g. different religiousgroups coming together todiscuss how they can carefor the environment).• Knows what a referendumis and can give someexamples of instanceswhere these have beenheld in Australia.• Identifies and classifiesdecisions that are made bythe QueenslandGovernment in areas suchas health, education,infrastructure anddiscusses which decisionsmade by the QueenslandGovernment will affectthem in their localcommunity.• Considers the purpose of ademocratic civil societyand discusses how it canbe achieved (e.g. how weare governed, how wetreat each other, thesociety we aspire to).• Identifies howgovernments makedecision and exploresways in which thesedecisions impact onpeople.• Identifies ways that peopleattempt to influencegovernment decisions (e.g.rally, media campaign,petition, hunger strikes)and how these varydepending on which levelof government they aretrying to influence.• Identifies howgovernments have beeninfluenced by people suchas Ghandi, Mandela, Bonoand describes the methodsthat these people used.• Develop skills incollective decisionmakingand informedcivic action (e.g. contactlocal member, join asupport group, participatein town-hall meetings,civic petition, letterwritingcampaigns, seekelection to public office).• Develop skills to becomeinvolved in or influencerepresentative groups inthe school community.• Recognises that citizenscan individually andcollectively influencedecision-making.• Investigates ways inwhich non-governmentorganisations cancontribute to communitiesand influence governmentdecisions.Elections and voting• Can describe instanceswhere they take part in a‘class vote’ or ‘familyvote’ (e.g. says “Mr Smithsaid to put our hand up ifwe wanted to go for a walkand all of us did except forSam so we did”).• Knows how voting worksand votes forrepresentative (e.g. drawsa ballot paper andconducts a class electionfor a leader or monitor).• Makes decisions withclassmates for somethingthat they all want (e.g.agrees to work quietly sothey can finish early).• Draws a ballot paper andconducts an election ofclass leader or votes tofind the most populartuckshop food.• Explains how voting isused to make decisionsand select leaders (e.g.says “we all wrote onpiece of paper the name ofwho we wanted to be theclass leader for term 2 andthe one with the most votesgot to be ‘it’”).• Identifies when electionsin their community areheld and can describe howthe election worked, whovoted and the outcome(e.g. says “last night thefooty club voted for a newcaptain; everyone in theteam got to have one voteeach and we all put theperson’s name we wantedon a piece of paper andthe person with the mostvotes was made thecaptain”).• Understands the purposeof elections and theresponsibilities of electedrepresentatives (e.g.knows that the captain ofthe school footy team isresponsible for makingsure everyone knowswhen training is on,collecting the footyjumpers at the end of thegame and telling peoplewhat to do on the field).• Knows that elections areused to elect governments;knows their local memberof Parliament and localcouncillor and that thesepeople represent theirparents (constituents) atparliamentary forums.• Knows when and howlocal governmentelections are held for theirlocal area and what theelected people do forthem.• Knows that whole-of-Australia elections andQueensland elections areheld every 3 years and candescribe how the electionis run includingelectorates, the setting upof polling booths, secretballot, crossing off ofpeople’s names as theyvote, counting of votes,absentee votes, donkeyvotes).• Knows that all 18-yearoldsin Australia arerequired to vote in federaland state governmentelections, that they mustregister to vote and thatthere are fines if theydon’t vote.• Knows that preferentialvoting is used for theHouse of Representativeswhile proportional votingis used for the Senate.Leaders• Recognises leaders in thefamily and school (father,mother, principal, schoolcaptain, sporting teamcaptain).• Identifies the role ofleaders within acommunity, includingschool, community group,local community andnation (e.g. knows that theprincipal and councillorare leaders and that werespect their authority).• Identifies leadershipresponsibilities (e.g. says“he was in charge so wedid what he said”.• Knows that heroes can beleaders because we might‘want to be like them’(e.g. sport figures, musicstars, actors).• Describes some of thetactics that good leadersuse to influence others(e.g. speak calmly toindividuals to make sureevery one understandstheir job; encourageseveryone).• Knows that leaders downthrough history haveinfluenced and shaped thehistories of countries anddescribed how they didthat.• Identifies different typesof leaders in Australia’shistory (e.g. politicalleaders, activist leaders,cult leaders) and describeshow they led people.• Identifies different typesof leaders in the world’shistory (e.g. social rightsleaders, human rightsleaders, governmentstatesmen, politicalleaders).• Evaluates the power,responsibilities andinfluences exercised bypolitical leaders andelected representatives.Bound for Success Scope and Sequence Statements V2 Page 74 Working Document Semester One 2007