VELS+Relationship

This inquiry unit meets the HUMANITIES requirements as specified in the VELS Humanities domain for Level 4. Throughout this unit the following progression points apply; __The Humanities - Geography__ //Geographic knowledge and understanding// • Identification of natural processes; for example, rainfall and flood, earth movements and earthquakes, drought and bushfire //Geospatial skills// • Identification of map conventions and features on published maps and other geographic imagery
 * Curriculum Framework: Relationship to VELS **
 * Progression Point 3.25:**

//Geographic knowledge and understanding// • Identification of the impact of natural processes on the environment and population in a local area; for example, erosion and landslip, high rainfall and flooding in the school yard, bushfire and firefighting techniques //Geospatial skills// • Application of simple mapping conventions to self-drawn maps
 * Progression Point 3.5:**

//Geographic knowledge and understanding// • Reporting on the impact of a natural process on an area in Australia; for example, annual rainfall, drought and cyclones //Geospatial skills// • Inclusion of the concepts of distance, location and direction where relevant in reports and map __The Humanities - History__ //Historical Knowledge and Understanding// • S equencing of significant historical events in Australia and/or an Asian country **Progression Point 3.5:** //Historical Knowledge and Understanding// • Knowledge of significant events in Australia’s past, such as Federation, and the associated role of people such as Henry Parkes, Edmund Barton and Alfred Deakin **Progression Point 3.75:** //Historical Knowledge and Understanding// • U se of annotated timelines to show change and continuity over time
 * Progression Point 3.75:**
 * Progression Point 3.25:**

The following refers to the integration of other domains with VELS Level 4: Knowledge of the consequences of change in terms of cause and effect applied in chemical, physical, biological, earth and/or space science contexts; for example, volcanic activity, effect of forces that do not always require contact (such as magnetism), global warming, rehabilitation of mine sites. ||
 * **STRAND** ||  **DOMAIN**  || **DIMENSIONS** ||
 * DISCIPLINE BASED LEARNING ||  Science  || __Science knowledge and understanding__
 * ^  ||  English

|| __Reading__ At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. __Writing__ At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. __Speaking & Listening__ At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. || At Level 4, students contribute to the development of design briefs that include some limitations and specifications. Individually and in teams, they use a range of methods to research and collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of environmental and social constraints. Students take account of the views of users/consumers and produce step-by-step plans and/or modify recipes for making products. __Producing__ At Level 4, students use their production plan and select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems. They use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods, and operate tools and equipment competently, showing consideration of safety and hygiene, and record their progress. || At Level 4, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them. They explain why peers may develop alternative interpretations. They describe the purpose of a range of communication strategies, including non-verbal strategies, and evaluate their effectiveness for different audiences. __Presenting__ At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations. || At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them. __ICT for creating__ At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of information products. Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product. || At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence. __Creativity__ At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others. __Reflection, Evaluation & Metacognition__ At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time. || At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict. __Working in Teams__ At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance. || At Level 4, students identify, with support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that address their individual needs. They seek and respond to teacher feedback to develop their content knowledge and understanding. They negotiate learning improvement goals and justify the choices they make about their own learning. __Managing personal learning__ At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. || At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making. ||
 * INTERDISCIPLINARY LEARNING ||  Design, Creativity, and Technology  || __Investigating and designing__
 * ^  ||  Communication  || __Listening, viewing and responding__
 * ^  ||  Information and Communications Technology  || __ICT for visualising thinking__
 * ^  ||  Thinking Processes  || __Reasoning, Processing & Inquiry__
 * PHYSICAL, PERSONAL & SOCIAL LEARNING  ||  Interpersonal Development  || __Building Social Relationships__
 * ^  ||  Personal Learning  || __The individual learner__
 * ^  ||  Civics & Citizenship  || __Community Engagement__