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Curriculum
Profiles for Australia and how Smart Moves can help!
Questacon > Smart Moves > Teachers & Mentors > National Profiles
Questacon Smart
Moves losely bases its programme on the National Curriculum and the Government's
research and education priorities as best we can. Naturally nothing
we do will compare to what student can learn in a classroom with a dedicated
teacher but we do hope that some of our content can assist that teacher
in getting there.
Click on the
cogs below to see how Questacon Smart Moves may relate to your Key Learning
Areas. Each line is tagged with the Curriculum Level and how Smart Moves
may be able to assist you with meeting targets.
Science
Earth and Beyond
Level 6. A student:
- explains scientific techniques that are used to monitor the Earth
from space, e.g. infra-red images and how they are used in identifying
landforms from outer space, the use of satellites to track weather patterns.
- examines possible scientific solutions to the problems of supporting
life in space.
Energy and Change
Level 6. A student:
- describes a variety of energy systems that obtain and transfer information
efficiently, e.g. lasers, ultrasounds, systems used in telecommunications
and home entertainment.
Level 7. A student:
- analyses ways that scientific developments have influenced energy use
through the ages, e.g. gathers evidence on the impact of inventions
such as electric generators, motors and the invention of solar energy.
Life and Living
Level 6. A student:
- describes how some characteristics of inheritance are passed on from
generation to generation, e.g. in blood groups, disease resistance in
plants.
Level 7. A student:
- evaluates scientific evidence about the long-term effects that humans
have made on ecosystems, e.g. presents cases, using scientific evidence,
for and against the protection of Antarctica and the equatorial rainforests.
Natural and Processed Materials
Level
6. A student:
- describes the techniques and reasons behind the production
of some useful materials.
Level 7. A student:
- analyses scientific approaches used to develop and test new materials.
Working Scientifically
Level 7. A student:
- reports on actions taken by scientists concerned with responsible uses
of science, e.g. discusses and writes about situations where scientists
have been involved in public health issues like smoking.
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Technology
Designing,
Making and Appraising
Level
6. A student:
- analyses how the needs of people, the availability of resources and
certain circumstances affect the development and use of particular technologies,
e.g. analyses the advantages and disadvantages of using timber preserved
with arsenic salts for landscaping and fencing.
- creates and prepares detailed design and production ideas and proposals
that show how the ideas have been developed, and can justify the reasons
for the choices made.
Level
7. A student:
- evaluates own products and processes using research methods to assess
the function and appeal and the likely impact on the community.
Information
Level
7. A student:
- evaluates
how various regulations, conventions (accepted ways of doing things)
and information networks influence the form, structure and impact of
information on communities and environments, e.g. evaluates how the
potential build-up of pesticides in animal and plant products affect
consumer preference and market outlets.
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Studies of Society and Environment
Time,
Continuity and Change
Level
5. A student:
- describes the significant ideas, people or events that have contributed
to Australian identity .
- examines and explains how people may think differently about the same
event or issue, e.g. compares the reasons why people voted for the same
candidate in an election.
Level
6. A student:
- describes and explains what are the continuing and changing features
of a society, e.g. follows patterns of continuity and change in
the rights and experiences of women .
Level
7. A student:
- critically analyses the ways the main values of Australian society have
lasted or changed over time, e.g. debates how the values of families
and religion have been maintained in society .
Resources
Level
5. A student:
- explains the ways in which people gain access to and own resources,
e.g. by using business partnerships, mortgage or personal loans when
buying expensive items .
- describes a range of factors that might affect the opportunities for
paid employment, e.g. investigates how technology has changed people's
work and the range of technology based jobs that are now available.
Level
6. A student:
- analyses different pathways for developing a career including
education and training requirements, e.g. identifies school subject
choices and further study options associated with different occupational pathways
.
- describes effective personal and group management skills required
for a business project and uses these skills when taking part in
a group enterprise .
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Health and Physical Education
Human
Development
Level
5. A student:
- identifies and describes the effects of heredity and the environment
on growth and development .
Level
6: A student:
- evaluates scientific and medical techniques and substances which
aim to alter growth, development and life expectancy .
Physical
Activity and the Community
Level
7. A student:
-
investigates the growth of recreation, leisure and sport as industries
and the opportunities for work and careers.
Health
of Individuals and Populations
Level
7. A student:
- identifies and plans ways to manage hazards in the community, e.g. storage
of toxic chemicals, reducing speed limits.
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The Arts
Media
Level
7. A student:
- explores present day media issues and influences; uses knowledge to
help develop media productions.
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English
Speaking
and listening
Level
5. A student:
- speaks and responds to other students, in formal groups, to discuss
familiar subjects that involve challenging ideas and issues .
Level 6. A student:
- communicates detailed information and explores different ways of looking
at complex issues in both formal and informal situations .
Level
7. A student:
- works effectively with others in complex situations that require a formal
style and language use, e.g. participates in formal debates, listens
critically.
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Mathematics
Although
most of our scientific information contains a good deal of maths, we
don't yet have a show topic or section of the site that is specifically
'mathematics'. If you can think of any great breakthroughs
or interactive demonstrations in maths then please let
us know and we'll endeavour to incorporate them!
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