They investigate the suitability of natural and manufactured materials for specific purposes. They explain how energy is transferred from one place to another, and how forces affect objects and the behaviour of a product or system. They describe how digital systems transmit data, explore different types of data and how data patterns can be represented and interpreted.
By the end of Stage 2, students examine the characteristics of places in different locations from the local to the national scale. They describe interconnections between people and the environment. They identify simple patterns in the distribution of the features of places. Students develop geographical questions to investigate and collect and record relevant data and information to answer these questions. They represent data by constructing tables and graphs and maps featuring cartographic conventions.
They read maps to determine location, direction and distance. Students interpret data and draw conclusions. They present findings using geographical terminology in a range of communication forms. They reflect on their learning and propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.
By the end of Stage 2, students explain how and why there has been change and continuity in communities and daily life. They identify traces of the past in the present and can explain their significance. They identify celebrations and commemorations of significance in Australia and the world.
Students describe and explain how significant individuals, groups and events contributed to changes in the local community over time. They describe people, events, actions and consequences of world exploration. Students identify the importance of Country to Aboriginal and Torres Strait Islander peoples and explain the impact of British settlement in Australia. Students sequence key events and people in chronological order and identify key dates.
They pose a range of questions about the past, identify sources such as written, physical, visual, oral and locate information to answer these questions.
They recognise different points of view. Students develop and present texts, including narratives, using historical terms. Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of minor games. They perform movement sequences with consistency and control and demonstrate cooperation, effort and practice in physical activity. Students demonstrate proficiency in the fundamental movement skills of static balance, sprint run, vertical jump, catch, hop, side gallop, skip and overarm throw through practice and application in different games and sports.
They participate in physical activity and investigate how it contributes to a healthy and active lifestyle. Students describe the factors that influence healthy lifestyle decisions and demonstrate an understanding of the decision-making process. They examine how the use of drugs such as tobacco and alcohol can cause harm. Students demonstrate behaviours to stay safe at home, on and near roads, when travelling to and from school, and near water.
They demonstrate the capacity to deal with unsafe situations including abuse, bullying and harassment. Students recognise individual strengths and limitations and they identify characteristics that make them unique.
They explore body changes that occur during life, including puberty. Students explain how positive relationships are formed and the importance of effective communication of feelings and needs in maintaining relationships. They recognise the rights, values and feelings of others and devise strategies to solve problems, recognise and accept differences and manage conflict. By the end of Stage 2, students recognise physical and social changes and personal management strategies. They recognise individual strengths and apply these to a wide range of contexts. Students investigate the skills and qualities that build caring and respectful relationships and ways to improve their health, safety and wellbeing.
They identify the rights and feelings of others and devise strategies to support themselves and others. Students explore health messages and describe the influences on healthy and safe choices.
click here They recognise their responsibility to contribute to a healthy, safe and physically active environment. Students perform physical activities designed to enhance fitness and discuss the relationships between physical activity, health and fitness. They propose strategies that increase opportunities to develop and maintain healthy, safe and active lifestyles. Students apply and refine movement skills and movement concepts in a range of physical activity contexts.
They create and perform sequences using movement skills and concepts with consistency and control. Students demonstrate cooperation and collaboration in movement and physical activity. They select and demonstrate strategies that help them to solve movement challenges.
Students make artworks that represent a variety of subject matter and make choices about the forms and techniques used to best represent the qualities of the subject matter. They discuss reasons why artists make particular artworks and why different interpretations are possible, recognising similarities and differences in how subject matter is represented.
Students sing, play and move to music, demonstrating a basic understanding of musical concepts. They organise musical ideas into simple compositions and use understood symbols to represent these.
Students listen to a range of music, identifying key features and they make some informed judgements about musical preference. Students use movement and voice to build the action and roles of a drama in a variety of situations. They devise and sequence drama to create meaning. Students experience and interpret a range of drama forms and elements by making, performing and appreciating drama.
Students perform dances demonstrating a range of performance qualities and increasingly complex movement skills. They explore the elements of dance in their own works and how these can be selected and combined to convey meaning. Students discuss the meaning and purpose of dance works and the roles of the creator and performer.
The Stage statement for each language is the same and is derived from the framework. Implementing a Language syllabus in K—6 is optional. By the end of Stage 2, students interact with others in [Language] to share information and participate in guided classroom activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in [Language], using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.
Students reproduce pronunciation and intonation patterns, and identify sound—writing relationships. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. Students identify terms and expressions in [Language] that reflect cultural practices, and make comparisons with their own and other communities.
graphanonvadla.ga: The Gifted and Talented Series Set: Meeting the Needs of Your Most Able Pupils: Geography (Volume 4) (): Jane Ferretti: Books. Meeting the Needs of Your Most Able Pupils: Geography - CRC Press Book. Series: The Gifted and Talented Series. Routledge Published December 22,
They understand that ways of communicating and behaving reflect aspects of personal identity. They interact with others in [Language] to share information, experiences and feelings, and participate in tasks and activities that involve collaborative planning and simple transactions.
They locate and organise information from spoken, written, digital and visual texts, and respond to texts, using English or modelled language in [Language], in spoken, written and digital modes. They compose texts using formulaic expressions, modelled language and visual supports, and create bilingual texts such as signs or notices, digital picture dictionaries or word banks for the classroom and school community.
Students apply intonation and phrasing patterns of spoken [Language]. They reflect on their experiences when interacting in [Language] and English-speaking contexts, identifying similarities and differences in language use and behaviours.
However, most of them had one or two friends who were also talented in mathematics. The fact that they shared this interest meant a lot to them: Without my two friends, I think it would have been very difficult without them, even though my family supports me Boy. Others felt the fulfillment of academic challenges was more important than friends or friendships: From my perspective, I would much rather have sufficient challenges academically than participate in a classroom or… with people at my age Boy.
The last quote underlines the importance of academic challenges if high-ability students are to thrive and feel that their talent is accepted. Furthermore, in this category, it is also clear that the need for social relations differs among the students.