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Australian Curriculum Inquiry Sequence

Australian Curriculum Inquiry Sequence

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Published by Mandy Lupton
Australian curriculum inquiry skills sequence for science, history and geography.

Complied by Dr Mandy Lupton, Queensland University of Technology
Australian curriculum inquiry skills sequence for science, history and geography.

Complied by Dr Mandy Lupton, Queensland University of Technology

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Published by: Mandy Lupton on Feb 28, 2012
Copyright:Attribution Non-commercial


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Australian curriculum science inquiry skills sequence
Foundation Year 1 -2 Year 3-4 Year 5-6 Year 7-8 Year 9-10Questioning &predicting
respond toquestionsabout familiarobjects &events
respond to & pose questions
make predictions about familiarobjects & events
with guidance, identifyquestions in familiar contexts
predict based on priorknowledge
with guidance, pose questions toclarify practical problems orinform a scientific investigation,& predict what the findings of an investigation might be
identify questions and problemsthat can be investigatedscientifically and make predictionsbased on scientific knowledge
formulate questions or hypotheses thatcan be investigated scientifically
Planning &conducting
explore &observe usingsenses
participate in guidedinvestigations to explore &answer questions
manipulate materials, test ideas,access information sources
use information measurementsto collect & record observations
use digital technology
suggest ways to plan & conductinvestigations to find answers
safely use materials, tools &equipment to make & recordobservations using formalmeasurements & digitaltechnologies
with guidance, plan appropriatemethods
decide which variables should bechanged and measured
accurately observe, measure &record data using digitaltechnologies
safely use equipment, identifyrisks
collaboratively & individually plan& conduct fieldwork &experiments
follow safety & ethical guidelines
in fair tests, measure & controlvariables
select equipment to collect datawith accuracy appropriate to thetask
plan, select & use appropriateinvestigation methods, including fieldwork & laboratory experimentation, tocollect reliable data; assess risk & addressethical issues
select & use appropriate equipment,including digital technologies, tosystematically & accurately collect &
record data
Processing &analysingdata &information
represent ideasthroughdrawing
use methods to sort informationincluding drawings andprovided tables
through discussion, compareobservations with predictions
use a range of methodsincluding tables & simplecolumn graphs to represent data& identify patterns & trends
compare results withpredictions suggesting possiblereasons for findings
construct & use a range of representations, including tables& graphs, to represent &describe observations, patternsor relationships in data usingdigital technologies
compare data with predictions& use as evidence to developexplanations
construct and use range of representations including graphs,keys, models to represent &analyse patterns or relationships
summarise data from investigation& secondary sources
use scientific understanding toidentify relationships & drawconclusions
analyse patterns & trends
describe relationships between variables &identify inconsistencies
use knowledge of scientific concepts todraw conclusions consistent with evidence
compare observations withthose of others
reflect in investigation,including whether a test was fairor not
suggest improvements tomethod
reflect on method
evaluate quality of data
identify improvements
use scientific knowledge & findingsfrom investigations to evaluateclaims
evaluate conclusions, including identifysources of uncertainty & possiblealternative explanations
describe ways to improve quality of data
critically analyse the validity of information in secondary sources &evaluate the approaches used to solveproblems
Shareobservations &ideasRepresent & communicateobservations & ideas through oral,written, drawing, role playRepresent & communicate usingdiagrams, physical representations,reportsCommunicate ideas, explanations& processes using multi-modaltextsCommunicate ideas, findings &solutions to problems using scientificlanguage & representations usingdigital technologies
Communicate scientific ideas & informationfor a particular purpose, includingconstructing evidence-based arguments &using appropriate scientific language,conventions & representations
Australian curriculum history skills sequence
Foundation - Year 2 Year 3-4 Year 5-6 Year 7- 8 Year 9-10Chronology,terms &concepts
sequence familiar objects& events
distinguish between past,present & future
sequence historicalpeople & events
use historical terms
sequence historical people & events
use historical terms & concepts
sequence historical people & events
use historical terms & concepts
sequence events chronologically to demonstrate therelationship between events in different periods & places
use historical terms & concepts
Historicalquestions &research
pose questions usingsources provided
pose a range of questions about thepast
identify sources
identify questions to inform anhistorical inquiry
identify & locate a range of relevantsources
identify questions about the past toinform an historical inquiry
identify & locate relevant sources usingICT & other methods
identify & select different kinds of questions about the past toinform historical inquiry
evaluate & enhance these questions
identify & locate relevant sources using ICT & other methods
Analysis & use of sources
explore a range of sources
identify & comparefeatures of objects fromthe past & present
locate relevantinformation fromsources provided
locate information related to inquiryquestions in a range of sources
compare information from a range of sources
identify the origin & purpose of primary & secondary sources
locate, select & use information from arange of sources as evidence
draw conclusions about the usefulnessof sources
identify the origin, purpose & context of primary &secondary sources
process & synthesise information from a range of sources foruse as evidence in an historical argument
evaluate the reliability & usefulness of primary & secondarysources
Perspectives &interpretations
explore a point of view
identify differentpoints of view
identify points of view in the past &present
identify & describe points of view,attitudes & values in primary &secondary sources
identify & analyse the perspectives of people from the past
identify & analyse different historical interpretations(including student’s own)
Explanation &communication
develop a narrative
communicate using oral,graphic, written, roleplay & digitaltechnologies
develop historicaltexts, particularlynarratives
communicate usingoral, graphic, written& digital technologies
develop historical texts, particularlynarratives & descriptions whichincorporate source material
communicate using oral, graphic,written & digital technologies
develop historical texts, particularlynarratives & explanations that useevidence from a range of sources
communicate using oral, graphic,written & digital technologies
develop historical texts, particularly explanations & historicalarguments that use evidence from a range of sources that arereferences
communicate using oral, graphic, written & digitaltechnologies
Draft Australian curriculum geography inquiry skills sequence
F Year 1-2 Year 3-4 Year 5-6Observing &questioning
Pose questions about place,space & environment
individual & collectiveopportunities to ask questionsabout their world & respondto stimulus that buildscuriosity 
respond to questions posedabout place, space &environments
talk about what they already know or think about the topicof inquiry, & what they wantto learn & identify questionsthat will enable students tobuild from prior learning &understanding Pose & respond to several questions for aninquiry, based on a variety of question stems& stimulus
form questions about a stimulus based onquestion stems such as what, when, where, how, why, what impact, could ithappen again, how should it be, what can we do, how do you think others feel, what if, how many?
record their current knowledge &opinion about the topic & discussing  what they want to learnPose questions about place, space or environment& make some predictions about their answer
record existing knowledge & opinions about thetopic, & discussing what they want to learn
consider how things are now, how they changeover time & what they might be like in thefutureDetermine which questions prompt geographicalinquiry 
sort a range of questions for an inquiry intogeographical & non-geographical questions
consider & ask about the geographical aspectsof a topic of inquiry, then posing furtherquestionsPose geographical questions that range in complexity & guidedeep inquiry then speculate on their answers
record existing knowledge & opinions about the topic, &discussing what they want to learn
form & evaluate questions from given question stems, thenspeculate on what their findings might be & explain theirideas or forming a hypothesis
discuss the geographical aspects of an inquiry topic beforeposing questions
Planning,collecting &evaluating
Observe familiar places &explore other informationsources
participate in fieldwork thatrequires observing &identifying features of thelocal place such as plants,animals or the layout of aplace
use a range of secondary sources to play & increasebackground knowledge of place, space & environmentfor example, through puzzles,digital & multimediaapplications
make observations on thelayout of a classroom or play area, or the arrangement atfurniture home for differentpurposesCollect information about theParticipate in a guided inquiry, using a rangeof information sources
use fieldwork within & beyond the localarea to observe features, for example, thenumber & size of shops & services, typesof plants & animals & uses of land
use a range of geographical tools todevelop skills & build backgroundknowledge, locate & learn about a place,research an issue
record information about familiar placeson simple plans & maps, using pictorialsymbols or colour, for example, toindicate on a map the places they havebeen in the local area or creating a planfor a new park Collect information about the local area
using fieldwork to identify the number of people who use different schoolentrances or to measure & record rainfall& temperatureSuggest some inquiry sources & use a range of oral,graphic, written & digital information sources,including spatial technologies where appropriate
build background knowledge to locate & learnabout a place, or research an issue using geographical tools & skillsSelect appropriate geographical methodologies tocollect data, including following protocols forconsultation with local Aboriginal communities&/or Torres Strait Islander communities
identify methods for collecting, recording &describing data obtained through observation,fieldwork, surveys & map interpretation, forexample, identifying & labelling features frommaps, satellite images & photographsUse appropriate materials, geographical tools orequipment to collect data or observations, using formal measurements & digital technologies &spatial technologies as appropriateIdentify a variety of information sources that will be used forinquiry, considering their validity 
create a plan for the inquiry & consider how to completethe inquiry effectively for example, establishing a clearpurpose or goal for the inquiry, giving individualresponsibilities in a group, deciding when drafts will bereviewed
build background knowledge & learn about a place orresearching an issue using geographical tools & skills
examine information sources for their authorship, time of production, background context, perspective & biasIdentify & create appropriate materials, geographical tools orequipment to collect data or observations, using formalmeasurements & digital & spatial technologies as appropriate
select methods to collect data then designing tools such as;surveys, interviews or spreadsheets to gather data
collect or find & manage data over time, for example,comparing census data across years, reviewing populationdata to show growth, working out a distance from a scaleon a map, collecting media coverage of an issue etc

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Fantastic matrix.. thanks so much for sharing
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