describing how community gardens, public swimming pools and parks are designed to help people stay healthy

asking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention

representing external features of animals and plants using a range of materials such as blocks, modelling clay, craft materials or paper

acknowledging and exploring First Nations Australians’ ways of communicating information about anatomical features of plants and animals

discussing how eating a variety of fresh foods can influence health and wellbeing by using The Australian Guide to Healthy Eating

investigating how foods are marketed and promoted to children through advertisements in online spaces, promotion in supermarkets, and labelling and packaging

exploring how Australian designers consider sustainability when designing products, services or environments, for example designing products from 100% recycled materials, designing services that use minimal energy, or designing landscapes that require minimal water

examining products and environments to discover the factors that may have influenced the design and, choice of technologies used, for example discussing energy-efficient cooking with a wok

researching food and fibre production techniques and technologies developed by First Nations Australians, such as burning, tilling, planting, transplanting, watering, irrigating, weeding, thinning, cropping, storing and trading food

describing tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing environments such as a glasshouse (protected cropping) or animal housing including safe chicken shelters

exploring how First Nations Australians consider the nutrient content of seasonal foods as a means of maintaining a balanced diet

recognising the benefits food technologies provide for health and food safety and to ensure that a wide variety of food is available and can be prepared for healthy eating, for example pasteurisation of milk for food safety and freezing of vegetables to retain nutrients and reduce food waste

describing foods using the senses, for example describing the colour, aroma, sound, texture and taste of the ingredients in a salad or stir-fry and how our senses influence what we select to eat

considering creative ways foods can be prepared for maximum taste and appeal, for example locating and discussing images online that show colourful or fun ways to present food that might encourage healthy eating

examining the production of local products, services and environments to enhance their own design ideas, for example discussing the processes and systems that might be used to distribute hot food to a large number of people at a community event

testing the materials, tools, equipment and processes needed to create a sustainable food garden. This project could involve selecting appropriate soil, seeds, and gardening tools, designing a layout for the garden, and implementing methods for planting, watering, and maintaining the plants

visualising innovative design ideas by producing thumbnail sketches, models and labelled drawings to explain features and modifications, for example drawing one or more designs for a composting system, and including labels and descriptions to explain materials used, their properties and the intended function of components or the whole system

generating ideas and developing a digital prototype for a cookbook

using tools and equipment accurately when measuring, marking and cutting, for example when creating a template or pattern, measuring ingredients in a recipe or preparing a garden bed for sowing seeds

using augmented reality (AR) tools to visualize how a designed garden bed would seamlessly integrate into an outdoor space

reflecting on how well their designed solution meets design criteria, such as ensuring safety and wellbeing of users and meeting the needs of communities or different cultures, for example reviewing and discussing the choice of flavours/plants/themed menu and how they could be made more appealing to all cultural groups by considering modifications

explaining the importance of safe, responsible, inclusive and cooperative work practices when designing and making, for example when handling sharp equipment such as knives and gardening tools

determining planning processes as a class, for example recording when parts of a project need to be completed on a timeline, in a spreadsheet, calendar or list

identifying the steps in a mass production process, for example drawing a flowchart or making a video recording of a procedure for packing identical boxes of food for community members in need, where each student in a group has a separate task as part of the production process

using role-play and materials to represent mathematical relationships in stories; for example, “The hungry Caterpillar” or “Eight kangaroos were drinking at the river and 3 hopped away”; drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral.

using grapes, blue berries or carrot sticks to represent mathematical relationships related to sharing a brain break snack

identifying rock paintings and other cultural expressions to understand that images are used to encode and represent ethnobotanical knowledge, for example the representation of plant use in the Kimberley cave paintings and ancient engravings including important data on medicinal and food plant classification and their usable parts

explaining that the same information on food can be represented in various ways. For instance, nutritional information might be shown as a text chart, a percentage daily value, or symbolically with icons like a green checkmark for healthy choices

recognising a range of familiar problems and defining achievable solutions using given design criteria, for example buying groceries for a class event or seedlings for the garden within a specified budget

identifying a food waste problem in the school and collaborating with students to create stories that highlight the users' needs in addressing the issue

brainstorming possible design ideas and discussing these with their peers, for example sketching different ideas for a computer game related to selecting seasonal produce

discussing whether the needs identified from the user story are met by generated design ideas, for example comparing design ideas in pairs for educating people about recycling food scraps for composting

writing and editing programs to solve simple problems using branching and simple iteration in a visual programming environment (IF touch food THEN fact displayed about that food)

writing programs that take input from the user or environment, for example asking the user for their name and displaying it or sensing the soil moisture from the garden to make a decision

making judgements on their digital solutions against the design criteria and user stories, for example how high their friends score in the game they created to help them learn what is recyclable or the cultural origin of a particular food

reflecting on how the systems in the school help it run, for example how the tuck shop keeps track of lunch orders

using digital tools to plan an event as a class, for example jointly creating a class survey to help plan an end-of-year party, where responses conform to the class's accepted behavioural expectations

interacting cooperatively in a group in an online environment to plan and complete a task, for example writing and responding to others’ views on canteen products

representing stages of a plant or animal’s life cycle using drawings, digital photographs, graphic organisers or concrete materials

investigating how First Nations Australians understand and utilise the life cycles of certain species

investigating how well heat is transferred by different types of materials such as metals, plastics and ceramics and identifying how materials are used to keep things hot and cold

recognising that changes in heat energy can be measured using a thermometer

using ice cubes, butter or chocolate to explore how changes of state involve the removal of heat or the addition of heat

observing the properties of a variety of foods and drinks and classifying them as solids (that hold their shape) or liquids (that fill the bottom of containers)

exploring how farmers use soil tests to monitor and manage the health of farms

viewing a documentary or webinar and observing how scientists and researchers share their data and explanations

recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as, “red, blue, green, red, blue, green, red, blue, green”; copying repeating patterns of drumbeats or dance moves during music activities; making fruit sticks and describing the pattern they have created, such as, “grape, blue berry, strawberry, grape”

playing a game where students identify a repeating food pattern and continue the pattern with food items (for example, a shape-based pattern such as a round-long (bluberry-carrot stick), round-long sequence)

recognising how First Nations Australians observe and describe developmental changes in plants and animals to make decisions about when to harvest certain resources

exploring the history of manure and compost use in agriculture and how composting can help improve soil condition and plant growth

investigating how engineers test the insulation properties of materials, and how this information is used to design food and beverage packaging, building insulation or clothing

exploring how science knowledge of heat transfer has helped people develop different ways to cook food, such as by boiling, frying or roasting

posing questions about the relationship between soil characteristics and the growth of particular plants, such as: ‘Will beans grow best in sandy, loamy or clay soils?’

predicting which material will be the most effective in insulating heat to maintain food at the desired temperature, whether hot or cold

collaboratively identifying and ordering the steps in an investigation

planning an investigation to determine which material is the best at keeping food cold or hot

exploring how to use equipment such as thermometers or measuring cylinders and making readings with guidance

using appropriate equipment to make and record observations while cooking, such as digital cameras, video, voice recorders and scaled instruments with appropriate increments

representing observed life stages by constructing models using recycled or craft materials

using column graphs to show melting time for a frozen smoothie in containers with different insulating layers

drawing conclusions based on consideration of their own and others’ findings related to keeping food hot or cold

identifying further questions for investigation based on observations, differences in findings or new ideas

writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages

creating posters to display around school on the importance of placing compostable lunchtime food scraps such as apple cores in compost bins for use in kitchen gardens

cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate; for example, two-halves make a whole, four-quarters make a whole, counting the fractions as they go

sharing foods like an apple or a meat pie among a group to demonstrate unit fractions, for example, dividing an apple into quarters to show that each part is one-fourth of the whole

modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation

calculating the total cost of ingredients needed for a recipe, and express these problems using number sentences. Choose appropriate calculation strategies and use digital tools, where necessary. Communicate the solutions in the context of the situation

directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows; comparing the same pair of objects to say which is longer/shorter and discussing comparisons

identifying and comparing how long it takes to peel a variety of fruits and vegetables

identifying items that have a mass of one kilogram or 500 grams, or a capacity of one litre or 500 millilitres and using these benchmarks to estimate the mass or capacity of other things, explaining their reasoning

examining the packaging on supermarket items to determine the metric unit used to describe the mass or capacity of the contents

measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; interpreting and explaining what the lines on the measuring jug or scales mean

discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres; comparing the capacity of different sizes of familiar drinks; for example, 600 millilitres, one litre, 2 litre and 3 litre milk containers

designing the layout of a space; for example, the tuckshop or a proposed vegetable garden using a blank sheet of paper as the boundary and cut outs of shapes to represent furniture from a top view perspective

identifying differences in the representation of a farm on a map, in an aerial photograph, in a street view and in a satellite image and discussing the different information the representations can give

investigating seasonal calendars of First Nations Australians by collecting data and creating frequency tables and spreadsheets based on environmental indicators; creating one-to-one data displays about frequency of environmental indicators for the current season

planning and carrying out investigations that involve collecting data; for example, narrowing the focus of a question such as, “Which is the most popular breakfast cereal?” to “Which is the most popular breakfast cereal among Year 3 students in our class?”

exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community, such as transport, entertainment, the natural and built environment, and technologies, has changed over time; for example, from the time of European settlement to the present day

identifying individuals and groups of diverse backgrounds from the past, who have contributed to the community’s economic, social, cultural, civic and environmental development and character

identifying and describing the similarities and differences between places in Australia and places in neighbouring countries, such as Indonesia and Pacific Island nations, in their natural features; for example, rocks, landforms, bodies of water, climate, soils, natural vegetation and animal life

identifying and mapping the primary climate types in Australia and nearby countries, such as equatorial, tropical, arid, semi-arid, and temperate. Explore the characteristics of these climate types and how they influence natural features, with a particular focus on the types of food crops that thrive in each region

exploring how they could participate in a school or community project; for example, raising money for a relevant local charity (E.g. Oz Harvest, Foodbank, Fare Share or Dig in)

interviewing local community volunteers to discover reasons people participate and contribute to charities

developing inquiring questions as they investigate; for example, “Why there?” questions about location; “What might happen?” questions about future consequences of natural processes or people’s actions in places; and “What ought to happen?” questions or other questions about ethical behaviour, sustainability and preferred futures

posing questions to compare such as “How have things changed?” and “How is the food I eat the same or different to the food in a neighbouring country?”

collecting information in the field; for example, taking photographs, making sketches or collecting natural objects, or interviewing or surveying people to seek information about feelings, preferences, perspectives and actions

creating tables or picture and column graphs to show patterns in data collected from class vote on participation in community activities

comparing different accounts of historic events to determine the effects of changes; for example, how the development of local farming or industry impacted on people and the environment

using visible thinking strategies to examine a group of paintings and/or maps across a period of time, to explore evidence of continuity and change, and significant events in the local area

recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items; for example, on bicycles, toy vehicles or kitchen pantry items

using fruits and vegetables to fill in the outlines of various larger shapes, explaining why certain fruits or vegetables fit a particular outline better than others

reaching conclusions about how their place and community have changed and developed based on an analysis of data and information related to settlement patterns, local changes in plant and animal species, historic events or cultural celebrations

drawing conclusions about the ways people are connected with places, and the similarities and differences of places in Australia and those of neighbouring countries

developing a plan of action to achieve a set goal; for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose

contributing ideas to a group response to a community challenge; for example, ways their class or school could support a local food related charity

observing how the elements of dance are used in dances choreographed and performed by First Nations Australians to communicate connection to and responsibility for Country/Place; for example, in dance about wind, water or fire

exploring First Nations Australians’ use of dance to express connection to and responsibility for Country/Place such as communicating knowledge about the local season, or screen-based storytelling to maintain unique ways of life

accessing drama created and/or performed by First Nations Australians and exploring how drama communicates knowledge, such as ways to live sustainably, and to respect and care for the land, sea, sky or waterways

exploring how First Nations Australians use drama to express connection to and responsibility for Country/Place, such as communicating knowledge or maintaining unique ways of life; for example, exploring how drama is used to communicate knowledge about the local environment

recognising, through media arts, how First Nations Australians’ cultural expressions often contain and communicate connection to and responsibility for Country/Place, such as naming the Country and Traditional Owners, showing respect to the Traditional Owners and acknowledging their Ancestors, and the land, sea, sky and waterways, singing and/or speaking in language

collecting and sharing information about media arts works created and produced by First Nations Australians for occasions such as festivals or ceremonies, and reflecting on how these media arts works can communicate important information or knowledge about Country/Place

making connections and comparisons between artists working across cultures, times and/or places; for example, finding similarities and differences between the ways that an artist’s context impacts their approach to a theme such as sustainability or community celebrations, or finding similarities and differences between the ways that different artists approach the same material and techniques, such as different approaches to creating sustainable sculpture using found objects, natural and human-made materials

exploring ways to represent the world as they see it; for example, using ideas and experience about a recent event (such as a sports or cultural event or celebration) and making an artwork that communicates their perspective of the event; and then identifying how their work is different from the works created by other students in the class, how the teacher’s work differs from the students’ work or how their works compare to works by other artists that feature similar subject matter

exploring tools and awareness of measured and freeform perspectives; for example, using digital and/or analog tools to reference a cultural celebration, and dividing the scene, surface or paper into foreground, middle ground and background sections to consider how to create depth in their artwork

investigating the causes and effects of changes in the local landscape related to farming and how individuals from diverse backgrounds have contributed to these changes. Begin by mind-mapping ideas that connect these topics, using Viewpoints to explore multiple possibilities and extend these ideas to develop three compositional concepts. Select one concept, document the reasons for your choice, and create the artwork that represents it

describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes

identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion in relation to the importance of sustainable farming practices

using language appropriately in different situations; for example, explaining a recipe to a group, engaging in a gardening discussion with a group

building on and connecting ideas and opinions expressed by others towards reducing food waste in the school

identifying words, phrases and images intended to persuade listeners, viewers or readers related to food advertising

compare the features of persuasive food advertisements that are aimed at adults, teenagers and children

creating classroom charts and rosters using stickers to represent data; comparing and interpreting representations (for example: favourite fruit, special meal, what was picked in the school garden)

reading a book about foods from a variety of cultural backgrounds e.g. ‘Stay for dinner’ by Sandhya Parppukkara. Discussing, sorting and comparing which foods are in each meal

accessing different sources of health information and examining the accuracy of these sources, including brochures, websites, TV shows and advertisements, online promotions and food labels

examining health messages relating to food and nutrition from different sources and exploring choices, behaviours and outcomes conveyed in these messages

investigating the level of influence health messages from different people and sources may have on their health decisions

identifying, examining and combining information and opinions from a range of sources to inform decisions and behaviours on a range of health issues

exploring the benefits of following eating patterns that reflect The Australian Guide to Healthy Eating, and investigating nutritional information about foods

identifying ways they can change their behaviours to support the sustainability of the Earth’s systems; for example, recycling or composting systems to minimise waste in the school, and community fruit and vegetable gardens to create healthy and sustainable lunches or snacks

exploring how Australian designers consider sustainability when designing products, services or environments, for example designing products from 100% recycled materials, designing services that use minimal energy, or designing landscapes that require minimal water

examining products and environments to discover the factors that may have influenced the design and, choice of technologies used, for example discussing energy-efficient cooking with a wok

researching food and fibre production techniques and technologies developed by First Nations Australians, such as burning, tilling, planting, transplanting, watering, irrigating, weeding, thinning, cropping, storing and trading food

describing tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing environments such as a glasshouse (protected cropping) or animal housing including safe chicken shelters

exploring how First Nations Australians consider the nutrient content of seasonal foods as a means of maintaining a balanced diet

recognising the benefits food technologies provide for health and food safety and to ensure that a wide variety of food is available and can be prepared for healthy eating, for example pasteurisation of milk for food safety and freezing of vegetables to retain nutrients and reduce food waste

describing foods using the senses, for example describing the colour, aroma, sound, texture and taste of the ingredients in a salad or stir-fry and how our senses influence what we select to eat

considering creative ways foods can be prepared for maximum taste and appeal, for example locating and discussing images online that show colourful or fun ways to present food that might encourage healthy eating

examining the production of local products, services and environments to enhance their own design ideas, for example discussing the processes and systems that might be used to distribute hot food to a large number of people at a community event

testing the materials, tools, equipment and processes needed to create a sustainable food garden. This project could involve selecting appropriate soil, seeds, and gardening tools, designing a layout for the garden, and implementing methods for planting, watering, and maintaining the plants

visualising innovative design ideas by producing thumbnail sketches, models and labelled drawings to explain features and modifications, for example drawing one or more designs for a composting system, and including labels and descriptions to explain materials used, their properties and the intended function of components or the whole system

generating ideas and developing a digital prototype for a cookbook

using tools and equipment accurately when measuring, marking and cutting, for example when creating a template or pattern, measuring ingredients in a recipe or preparing a garden bed for sowing seeds

using augmented reality (AR) tools to visualize how a designed garden bed would seamlessly integrate into an outdoor space

discussing ways of celebrating these significant occasions; for example, special meals, family gatherings, visiting special places, and the role of art, music, telling stories and handing on traditions from generation to generation for First Nations Australians

researching the role of food at a variety of significant multicultural events

reflecting on how well their designed solution meets design criteria, such as ensuring safety and wellbeing of users and meeting the needs of communities or different cultures, for example reviewing and discussing the choice of flavours/plants/themed menu and how they could be made more appealing to all cultural groups by considering modifications

explaining the importance of safe, responsible, inclusive and cooperative work practices when designing and making, for example when handling sharp equipment such as knives and gardening tools

determining planning processes as a class, for example recording when parts of a project need to be completed on a timeline, in a spreadsheet, calendar or list

identifying the steps in a mass production process, for example drawing a flowchart or making a video recording of a procedure for packing identical boxes of food for community members in need, where each student in a group has a separate task as part of the production process

identifying rock paintings and other cultural expressions to understand that images are used to encode and represent ethnobotanical knowledge, for example the representation of plant use in the Kimberley cave paintings and ancient engravings including important data on medicinal and food plant classification and their usable parts

explaining that the same information on food can be represented in various ways. For instance, nutritional information might be shown as a text chart, a percentage daily value, or symbolically with icons like a green checkmark for healthy choices

recognising a range of familiar problems and defining achievable solutions using given design criteria, for example buying groceries for a class event or seedlings for the garden within a specified budget

identifying a food waste problem in the school and collaborating with students to create stories that highlight the users' needs in addressing the issue

brainstorming possible design ideas and discussing these with their peers, for example sketching different ideas for a computer game related to selecting seasonal produce

discussing whether the needs identified from the user story are met by generated design ideas, for example comparing design ideas in pairs for educating people about recycling food scraps for composting

writing and editing programs to solve simple problems using branching and simple iteration in a visual programming environment (IF touch food THEN fact displayed about that food)

writing programs that take input from the user or environment, for example asking the user for their name and displaying it or sensing the soil moisture from the garden to make a decision

making judgements on their digital solutions against the design criteria and user stories, for example how high their friends score in the game they created to help them learn what is recyclable or the cultural origin of a particular food

reflecting on how the systems in the school help it run, for example how the tuck shop keeps track of lunch orders

using digital tools to plan an event as a class, for example jointly creating a class survey to help plan an end-of-year party, where responses conform to the class's accepted behavioural expectations

interacting cooperatively in a group in an online environment to plan and complete a task, for example writing and responding to others’ views on canteen products

describing how animals, including humans, obtain their food from plants and other animals

researching the different types of decomposers and their roles within a compost bin or worm farm

designing, building and testing an object or structure for a specific purpose, such as a gardening belt, lunchbox or chicken coop

investigating insulated water bottles or lunch containers, examining the combination of materials from which they are made and suggesting reasons for those combinations based on properties of materials

discussing different ways they could or do contribute to caring for special places, including those that are unique; for example, planting trees for a local endangered species, cleaning up litter at a local park or beach, or planting flora in a local wetland

identifying the features of a school garden, why it is special and what they need to do to look after it

investigating how knowledge of the role of decomposers has helped people design industrial composting systems to manage plant and animal waste

investigating how knowledge of magnetic force is used to sort metals in recycling, mining and food processing

predicting the effect on food chains when living things are removed from or die out in an area

posing questions to explore the materials used in food packaging. Investigating how factors such as appearance, durability, sustainability, and cost influence material choices. Using these observations make predictions about packaging materials and their potential impact on both consumer preferences and environmental outcomes

using appropriate equipment to make and record observations, such as digital cameras, video, voice recorders and familiar scaled instruments with appropriate increments

constructing tables or graphic organisers to record observations of the soil health in a worm farm, compost bin, sand pit and garden

comparing designed solutions, such as green houses, lunchboxes or structures, to determine fitness for purpose of selected materials

investigating personal food webs and comparing similarities and differences in food sources and environmental impacts with peers

creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour

investigating equivalent representations of fractions and decimals through a recipe

using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate

using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, 5 packets of biscuits at $2.60 each will cost between $10 and $15 as 5 x $2 =$10 and 5 x $3=$15

reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to

using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers, recording measures using whole units; for example, 560 millimetres, or whole and part units; for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius

recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections

investigating the ways First Nations Ranger Groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place

investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online agriculture database such as ABS (Australian Bureau of Statistics)

exploring the connection of First Nations Australians to the land and water and how they manage these resources

investigating archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the continuous connection of early First Peoples of Australia to Country/Place and the early lifestyles of First Nations Australians

posing questions about the features of places and how they can look after them, after being encouraged to observe them using various senses

posing questions about what makes events and places special; for example “What special events do my family celebrate?”, “What makes my favourite places special?”

exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, cooling urban places, producing medicines, wood and fibre, and making places appear more attractive

identifying the importance of water to the environment and to sustaining the lives of people and animals

exploring how some resources are used and managed in sustainable and non-sustainable ways; for example, auditing use of renewable and non-renewable resources in the classroom, investigating recycling and waste disposal of non-renewable resources in the school and by local government, reducing waste through “nude food” lunch boxes and using recycled toilet paper, examining how renewable resources such as timber are managed

investigating how First Nations Australians adapted ways using knowledge and practices linked to the sustainable use of resources and environments (for example, rotational use and harvesting of resources; mutton-bird harvesting in Tasmania; the use of fire; the use of vegetation endemic in the local area for food, shelter, medicine, tools and weapons; and the collection of bush food from semi-arid rangelands), and how this knowledge can be taught through stories and songs, reflecting their inherent, custodial responsibilities

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, why and how)

developing questions that address the disciplinary concepts; for example, “What was the cause…?”, “Why was this event significant?”, “How did daily life change?”, “What are the characteristics of this place?”, “How can we manage resources sustainably?”, “What rules are used by different groups I belong to?” and “What laws protect our local environment?”

using graphic organisers, timelines, maps, graphs or tables to display data and information (for example, a food web; consequence wheels for an issue; creating a timeline related to the First Fleet; mapping locations of different types of vegetation, the loss of native species, the movement of peoples over time, or social, cultural and religious groups in Australia’s society) and using digital applications as appropriate

brainstorming ways that information might be collected for an inquiry, such as surveys, interviews and tallying, and choosing, with teacher guidance, the most effective sources of data; for example, the internet, thematic maps, photographs, satellite imagery, field data collection, interviewing members of local government

analysing information collected from interviews with different people about the same issue; for example, developers, businesspeople and their employees, council members, local Elders and conservationists, regarding the management of resources

exploring different perspectives about a historical event or a contemporary issue e.g. food security, sustainable farming practices or food waste

proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school, choosing products not made from endangered species or their habitats) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden, making socially responsible decisions)

reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level; for example, pouring paints down the sink, using products sourced from cleared rainforests and proposing awareness-raising strategies to reduce impacts on the environment

observing how the elements of dance are used in dances choreographed and performed by First Nations Australians to communicate connection to and responsibility for Country/Place; for example, in dance about wind, water or fire

exploring First Nations Australians’ use of dance to express connection to and responsibility for Country/Place such as communicating knowledge about the local season, or screen-based storytelling to maintain unique ways of life

accessing drama created and/or performed by First Nations Australians and exploring how drama communicates knowledge, such as ways to live sustainably, and to respect and care for the land, sea, sky or waterways

exploring how First Nations Australians use drama to express connection to and responsibility for Country/Place, such as communicating knowledge or maintaining unique ways of life; for example, exploring how drama is used to communicate knowledge about the local environment

recognising, through media arts, how First Nations Australians’ cultural expressions often contain and communicate connection to and responsibility for Country/Place, such as naming the Country and Traditional Owners, showing respect to the Traditional Owners and acknowledging their Ancestors, and the land, sea, sky and waterways, singing and/or speaking in language

collecting and sharing information about media arts works created and produced by First Nations Australians for occasions such as festivals or ceremonies, and reflecting on how these media arts works can communicate important information or knowledge about Country/Place

making connections and comparisons between artists working across cultures, times and/or places; for example, finding similarities and differences between the ways that an artist’s context impacts their approach to a theme such as sustainability or community celebrations, or finding similarities and differences between the ways that different artists approach the same material and techniques, such as different approaches to creating sustainable sculpture using found objects, natural and human-made materials

exploring ways to represent the world as they see it; for example, using ideas and experience about a recent event (such as a sports or cultural event or celebration) and making an artwork that communicates their perspective of the event; and then identifying how their work is different from the works created by other students in the class, how the teacher’s work differs from the students’ work or how their works compare to works by other artists that feature similar subject matter