1. Planning for teaching and learning A professional learning package to support use of the SACSA Companion Documents

2. PART A INTRODUCTION The R–10 Companion Documents are a South Australian curriculum (SACSA Framework) resource developed by teachers to support colleagues with planning, programming and assessing across all Learning Areas.

3. R–10 SACSA teaching resources Mathematics English Science Arts Society & Environment Health & Physical Education Design & Technology Languages Alphabetic Australian Indigenous Non-alphabetic

4. Introduction to the SACSA Companion Documents series: referring to the R–10 Science teaching resource

5. The sample learning descriptors used within the document Describe what the learner is doing Classifies plant and animal species into introduced and native (eg feral animals, weeds)—learner For example: Introduces the classification of plant and animal species into introduced and native (eg feral animals, weeds)—teacher and not

6. 5. Teachers will continue to use their professional knowledge, skills and judgment to provide the rich array of learning experiences that cater for the learners in their classrooms. 3. help to make explicit the development of Essential Learnings identified within each Key Idea The sample learning descriptors therefore: 2. make explicit the knowledge, skills and understandings reflected in the Key Ideas and Outcomes 4. make consistent the expectations for learning at specific year levels within and across sites. 1. describe the possible growth points of learners as they progress towards demonstrating Outcomes to reach a Standard

7. ASSESSMENT EXAMPLES Constructs a simple graph (ratio 1:1) to present findings on temperature changes. Demonstrates knowledge of size and direction of shadows at different times of the day through simple drawings. ASSESSMENT EXAMPLES Presents findings about evaporation or shadows as a table and graph. In small groups considers the positive and negative aspects of humans living on the Moon.6 ASSESSMENT EXAMPLES Uses ICT programs such as Hyperstudio or Inspiration to demonstrate their understanding of the seasons. Presents an oral report on an aspect of the Solar System, space exploration or a forthcoming astronomical event.  Begins to demonstrate the relationship between the Sun, and Earth (eg uses role-play to show how day and night are formed).  Monitors the effects of the Earth’s rotation (eg temperature changes from day to night and over seasons).  Investigates shadows at different times of the day (eg traces and measures a classmate’s shadow at regular intervals during the day, makes a sundial). R:4  Explains why shadows change shape and size during a day (eg the shade within a veranda, people’s shadows).  Demonstrates the relationship between the Sun, Moon and Earth by: -investigating shadows at different times of the year (eg uses a digital camera to photograph a schoolyard feature at the same time of the day every month) -collecting data and presenting findings showing how the evaporation rates of water are affected by temperature and making links to water restriction regulations).  Researches historical and other cultural models that explain the relationship of the Earth, Sun and Moon (eg shares stories by Indigenous people) and values the many purposes of such stories/models. OR:1  Compares the conditions for life on Earth with the Moon (eg notes similarities and differences). W:6  Analyses the historical aspects of space exploration (eg constructs a timeline of significant events, writes an information report on a particular event). R:3  Investigates, using models and other strategies, the characteristics of the seasons (eg rainfall, temperature, length of day, equinox, solstice). R:6  Discusses a range of astronomical features (eg stars, constellations, comets).  Researches and reports through role- play information about the Solar System (eg order of planets, relative size, distances apart, properties). R:3  Researches the seasonal changes that affect plant and animal populations (eg migration of animals, reproductive cycles, agricultural practices). Possible starting points for planning, programming and assessing KEY IDEAS Students use information and communication technologies and a variety of other resources to develop their own explanations about the relationship between the Earth, Sun and Moon. Students select and use observational instruments and digital technologies to develop understandings about structures and events in the universe. They appraise, and share opinions about, the ethics of space exploration. An example of how Interdependence can be developed is to examine how conditions for life on Earth are dependent on the relationship between the Earth, Sun and Moon. Learning Area: Science Strand: Earth and space Year 3 Towards Standard 2 Year 4 Standard 2 Year 5 Towards Standard 3 Band: Primary Years PART B Navigating the SACSA Companion Documents In T C KC2 KC7 F In C KC2 KC7 (refer p10 for Early Years) (refer p41 for Middle Years) relating to Outcome 3.2 relating to Outcome 2.2 Explores the apparent motion of the Sun in relation to the Earth and develops models of their understanding. In T C KC6 3.2 Describes various components of the Solar System and the effects of these on our everyday lives. In F C KC2 OUTCOMES Standards: 2 & 3 POSSIBLE TOPICS - Solar System - Shadows - Animal migration - Space exploration - Climates - Time

8. PART B Navigating the SACSA Companion Documents The science Learning Area The science Learning Area is organised into four conceptual strands, each with its characteristic knowledge and ideas. The strands are: Earth and space; energy systems; life systems, and matter. The processes of working scientifically are interwoven into each of the conceptual strands and are the essence of science. (Concept map from R–10 Science teaching resource) SCIENCE EDUCATION AND THE SACSA FRAMEWORK

9. The science Learning Area Resources REFERENCES Department of Education, Training and Employment (2002) South Australian Curriculum, Standards and Accountability Framework—English as a second language (ESL), scope and scales. Adelaide: DETE. Department of Education, Training and Employment (2001) South Australian Curriculum, Standards and Accountability Framework. Adelaide: DETE. SUGGESTED RESOURCES Pryor KJ (2003) Threats to plants and animals—introduced species. Macmillan. R:9 OUTREACH AND OTHER SERVICES SUGGESTED WEBSITES

10. The science Learning Area Glossary Scientific concepts Strand: Earth and space Climate: The atmospheric conditions for a long period of time, and generally refers to the normal or mean course of the weather Composting system: A mixture of decaying organic matter, used to improve soil structure and provide nutrients Equinox: The point at which the ecliptic intersects the celestial equator. Days and nights are most nearly equal in duration King tide: A high tide well above average height

11. The science Learning Area Key Ideas and Developmental Learning Outcomes

12. Appendices (from R–10 Health and Physical Education teaching resource) * Acknowledgment: The Australian guide to healthy eating Commonwealth Copyright (1998) is reproduced with permission of the Australian Government Department of Health and Ageing (2004). *

13. Other reference points (from R–10 English teaching resource) Texts and contexts (from R–10 Health & Physical Education teaching resource ) (from R–10 Society & Environment teaching resource) Key principles and values Inquiry approaches to learning

14. PART C Processes for planning, programming and assessing Planning at school level Reviewing and developing a school-wide learning program In order to achieve a balanced curriculum continuity for learners school level policy decisions should be consistent with the SACSA Framework. Slide 1 of 2

15. Planning at school level continued consistent year level expectations critical points of transition a balance of learning drawn from Key Ideas and Outcomes in all Learning Areas explicit development of the Essential Learnings a balanced program in terms of knowledge, skills, values, attitudes and actions purposeful, connected learning generating and utilising achievement data pedagogy that supports engaged learning. Consider the following: The SACSA Companion Documents are a curriculum mapping and planning tool to support whole-school planning processes. Slide 2 of 2

16. PART D Processes for planning, programming and assessing Planning and programming at class level Using the SACSA Companion Documents as a short and longer term planning tool, the teacher plans within and across year levels, consistent with: by taking into account: knowledge about learners individual differences of learners learners’ achievement data learners’ input school improvement priorities and targets school assessment, recording and reporting policy DECS policies, guidelines and support documents. the SACSA Framework school curriculum policy school planning expectations Planning

17. Processes for planning, programming and assessing Planning and programming at class level build on the prior knowledge of learners involve learners in the construction of their learning program draw upon achievement data design and sequence purposeful learning activities include Equity Cross-curriculum Perspectives and Enterprise and Vocational Education negotiate with learners the criteria to successfully demonstrate their achievement of Outcomes develop learning programs within Learning Areas or develop integrated learning programs across Learning Areas link related learning across Learning Areas employ pedagogy that maximises learner engagement identify resources that support the teaching and learning program closely monitor and review programs. The SACSA Companion Documents are a programming tool to support the teacher to: Programming

18. Processes for planning, programming and assessing Planning and programming at class level The teacher regularly monitors and reviews the effectiveness of the learning program. The SACSA Companion Documents can be used as a tool to integrate assessment processes and to support the teacher to: consider a range of negotiated and inclusive assessment practices maintain strategic records provide feedback that is ongoing review programs with learners by drawing on achievement data develop effective intervention and support programs. This identifies the next stages of learning and provides feedback to learners and their families. Integrating assessment

19. Planning at class level Planning at school level In summary The purpose of the documents The function of the sample learning descriptors Navigating the documents Programming at class level