Curriculum+Documents

Here you will find past (if available) and present Queensland Curriculum documents. I have started with the SOSE Essential Learning documents for Years 3, Years 5 , Years 7 and Year 9. Learning outcomes for each year group can also be found in the Scope and Sequence document. Next you will find the Technology Essential Learning documents for Year 3, Year 5, Year 7 and Year 9. I have also attached a copy of the draft national curriculum document and curriculum planning resources such as blank assessment rubrics and unit plan templates. Finally you will find a copy of the Queenland College of Teachers Professional Standards.  ﻿ //**__Q__**// //**__ueensland Essential Lear﻿ning Documents__**// The Queensland curriculum is based on Essential Learnings. These are broken down into four learning junctures which each covering two years. These junctures are used by teachers from years two to year nine. The year three juncture is used by years two and three teachers, the year five juncture document is used by years four and five teachers, the year seven juncture is used in years six and seven and the year nine juncture documents for years eight and nine. By using these documents to plan teaching teachers and schools can ensure that students are give the opportunity to learning all of what is considered important at this time. Each juncture helps students gain a deeper knowledge of previous years understandings as well as learning new skills in investigating, communicating and reflecting upon this new knowledge and learning how this knowledge can be applied to the world around them and their roll in participating in their own communities and beyond.

Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • investigating • communicating • participating • reflecting. =// SOSE // =

Below are copies of the SOSE curriculum documents for each juncture. These are Word documents that allow the viewer the opportunity to cut and past relevant areas into planning documents.

To the end of: Year 3 Students use their fascination with people and places to make sense of their world. They investigate societies and environments and develop an understanding of their relationships with other people and places. They identify values in everyday situations and local contexts. They see the place of social and environmental inquiry in people’s work and community lives. Students gain awareness of the history and diversity of lifestyles of Aboriginal people and Torres Strait Islander people throughout Australia. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop the ability to use inquiry processes to build understandings and make connections to their world. They communicate and share ideas using texts and terminology associated with social and environmental studies, and they individually and collaboratively use strategies to respond to community issues. They reflect on their learning and on their values in everyday situations. Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, create and communicate within social and environmental contexts.
 * Learning and assessment focus**

Back to top  Year 5 Students use their experiences of people, places, systems and environments to make connections to their own experiences. They develop awareness of relationships between people, and between people and places. They identify social and environmental values in local and national contexts, and develop their capacity to participate and work effectively in their communities. Students recognise the ways in which Aboriginal people and Torres Strait Islander people are distinctive and are connected to other people and to specific places over time. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They use inquiry processes to apply their understandings in familiar and unfamiliar contexts. They communicate using different types of texts to share ideas and findings, and they individually and collaboratively plan strategies to take action that contribute to their communities. They reflect on their learning and recognise the values evident in investigations. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire, create and communicate within social and environmental contexts.
 * Learning and assessment focus**

Back to top  Year 7 Students use their knowledge of societies and environments to investigate ideas, events, places, cultures and systems and make connections to their own experiences. They identify social and environmental values and ethical positions in local, national and global contexts. They develop the capacity for appropriate responses to address problems and issues in their communities, and recognise the applications of these processes to meet community needs. Students consider their own opinions, experiences and understandings to develop respect for and to value Aboriginal people and cultures and Torres Strait Islander people and cultures. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They use inquiry processes and models to apply their understandings of social and environmental topics and issues in a range of contexts. They communicate using texts designed for different audiences and social purposes, and they individually and collaboratively plan and apply strategies for participating, both individually and collaboratively, in representative groups. They reflect on their learning and investigations to clarify values and beliefs. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They make use of the potential that ICTs provide to inquire, create and communicate within social and environmental contexts.
 * Learning and assessment focus**

Back to top  Year 9 Students use their knowledge about the complex interactions between people, and between people and their environments, to investigate social, political, economic, environmental and cultural ideas and issues. They clarify their personal values and acknowledge others’ values and world views in a range of contexts and settings. They develop their capacity for effective community participation and meaningful responses to social and environmental issues. Students understand the world views of Aboriginal people and Torres Strait Islander people and their connections to places and other groups, and apply this understanding to their own connections to people and places. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They understand the importance of inquiry and major social and environmental ideas for investigating issues in contexts that range from local to global settings. They communicate using different types of texts for specific audiences and purposes. They actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They reflect on their learning and investigations to make judgments about different values and perspectives. Students select and use tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within social and environmental contexts.
 * Learning and assessment focus**

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 SOSE Scope and Sequence Scope and Sequence Years 1-9 is a document that unpacks or scaffolds the QCAR Essential Learnings and supports teachers to understand the Intended Curriculum. Included in Scope and Sequence Years 1-9 are a number of cross-curriculum areas considered 'essential' for state schools. These include Information and Communications Technologies (ICT) and Language for English as Second Language (ESL) Learners.



Back to top =// Technology // = Below are copies of the Technology curriculum documents for each juncture. These are Word documents that allow the viewer the opportunity to cut and past relevant areas into planning documents.

**Year 3** Students use their imagination and creativity to make sense of the designed world as they investigate products used in everyday situations and identify how these meet needs and wants. They develop an understanding of characteristics of a range of resources (information, materials and/or systems). They gain an awareness of local Australian resources and how these have contributed to technology processes and products, in the past and present. They see the place of technology in people’s work and community lives. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They work technologically, individually and collaboratively to develop creative responses to design situations. They explore the use of technology practice. They suggest and communicate design ideas based on their own experiences and investigations. They manipulate and process resources and consider what has worked well and what could be improved. They reflect on their learning and consider the uses and impacts of technology in familiar everyday situations. Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, create and communicate within technology contexts. Back to top  **Year 5** Students explore the designed world and recognise that they can be both users and creators of technology. They identify and understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They investigate the characteristics of Australian resources and their impact on technology products and processes of the past and present. They understand that technology can contribute to many different kinds of activities, including work and leisure. They are aware that people of all ages and backgrounds choose to work in technology-related fields. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, to inquire, create and communicate within technology contexts. Back to top  **Year 7** Students use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. They understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They compare and describe the characteristics of Australian and imported resources, investigating their impact on Australian technological processes and products. They investigate design challenges and consider the roles that people play in shaping technologies to meet changing needs and wants and preferred futures. They recognise the many different fields of technology and the people who work in occupations that use technology to design solutions for community needs. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. They individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They analyse and respond to decisions about technology and its impact on people, their environments and their communities. They reflect on their learning and evaluate the suitability of products and processes and recommend improvements. Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They make use of the potential that ICTs provide to inquire, create and communicate within technology contexts. Back to top  **Year 9** Students explore the role of technology in society from a range of perspectives. They use their imagination and creativity to develop design solutions and make design and production decisions that demonstrate consideration of the context, specifications, constraints and management requirements. They understand how information, materials and systems can be combined in innovative ways in response to real-world situations. They understand the importance of matching characteristics of resources to detailed specifications and standards. They investigate the contributions, past and present, of technological processes and products within local, national and global markets. They recognise that technology has a rich history and has developed into a large number of increasingly overlapping fields that provide career opportunities. Students use the essential processes of **Ways of working** to develop and demonstrate their **Knowledge and understanding**. When thinking and working technologically, they individually and collaboratively select tools and implement techniques to manipulate and process, and control and manage, information, materials and/or systems components. They make products to detailed specifications and standards. They analyse the role of technology and its impacts and consequences for people, their environments and their communities in local and global contexts. They reflect on their learning and evaluate the suitability of their own and others’ products and processes and recommend improvements. Students select and use a range of tools and technologies, including information communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within technology contexts. Back to top  =//Curriculum Planning Resources //=
 * Learning and assessment focus**
 * Learning and assessment focus**
 * Learning and assessment focus**
 * Learning and assessment focus**

Assessment Rubric Template This marking rubric has some generic achievement descriptors for each achievement level. Each area should be modified to reflect the expectations of each level for each specific assessment task.



Blank Unit Plan Template This is the QSA produced and recommended unit plan template. It has areas for your unit overview, rational, sequence of lessons, resources, assessment etc.

Back to top  =//<span style="color: #3099a6; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Draft National Curriculum - History﻿﻿ //= <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The //[|Shape of the Australian Curriculum: History]//proposed that the K-10 history curriculum:


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Is organised into two strands - historical knowledge and understanding and historical skills, described year by year.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Ensures Australian history will be taught within a world history context, and not limited to world history from an Australian perspective.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Divides years 7 -10 into four historical periods.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Includes overviews and depth studies.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Recognises the importance of the process of historical inquiry.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt;">Integrates concepts of historical understanding, including evidence, continuity and change, cause and effect, empathy, significance, perspectives and contestability.



=**__<span style="color: #0000ff; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%;">//QCT Professional Standards// __**= The Professional Standards for Queensland Teachers have been developed by the QCT for registration purposes. They describe the abilities, knowledge, understandings and professional values that teachers in Queensland schools demonstrate. The Standards celebrate, articulate and support the varied nature of a teacher's work.



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