applying knowledge co-constructors of own supporters of children’s in use knowledge and meaning cognitive development by making providing opportunities to organisers of self and extend and revisit thinking and materials skills problem-solving initiators, negotiators and guides and supporters of explorers when working children’s ‘self-initiated, alone or with others on a missions’ that promote problem or challenging the learning process as active, task contextualised and meaningful planners and designers modellers and scaffolders that that are curious and provide connections between persistent to find solutions children’s prior experiences and knowledge and the ‘new’ critical thinking listeners and contributors providers of learning to discussions environments foster (re)consider ideas, diversity, equity and equality thoughts and feelings that relate to gender, cultural based on new experiences heritage, work roles, group and knowledge membership, familial and begin to challenge other experiences stereotypes and bias which encourage independent relate to gender, cultural thinking and opportunities to heritage, work roles, group consider and express membership, familial and possibilities other experiences consider others’ views and perspectives on issues, including those that may belong to less dominant groups and may be ‘silent voices’ reflection gatherer of information organisers of metacognitive about own and others’ activities talents and limitations participants in reflective when working practices to assist goal-setting participants in reflective and future planning inquiries and activities to considerations assist goal-setting and assessors of students’ envisioning preferred individual needs, interests by futures using a variety of assessment assess their own learning techniques that consider and set goals to further diverse learning styles cater for their needs and planners of new activities interests when working based on negotiated decision independently or with making with students and others (re)consideration of possibilities The 1 to 10 Studies of Society and Environment Early Primary Sourcebook Modules incorporate these practices, as part of the processes of social and environmental inquiry that include investigating, creating, participating, communicating and reflecting. 2. Outcomes approach The 1 to 10 Studies of Society and Environment Syllabus uses an outcomes approach to teaching and learning. Consistent with an outcomes approach, is an understanding and incorporation of curriculum, pedagogy and assessment as
applying knowledge in use co-constructors of own knowledge and meaning making organisers of self and materials supporters of children’s cognitive development by providing opportunities to extend and revisit thinking and skills problem-solving initiators, negotiators and explorers when working alone or with others on a problem or challenging task planners and designers that are curious and persistent to find solutions guides and supporters of children’s ‘self-initiated, missions’ that promote the learning process as active, contextualised and meaningful modellers and scaffolders that provide connections between children’s prior experiences and knowledge and the ‘new’ critical thinking listeners and contributors to discussions (re)consider ideas, thoughts and feelings based on new experiences and knowledge begin to challenge stereotypes and bias which relate to gender, cultural heritage, work roles, group membership, familial and other experiences consider others’ views and perspectives on issues, including those that may belong to less dominant groups and may be ‘silent voices’ providers of learning environments foster diversity, equity and equality that relate to gender, cultural heritage, work roles, group membership, familial and other experiences encourage independent thinking and opportunities to consider and express possibilities reflection gatherer of information about own and others’ talents and limitations when working participants in reflective inquiries and activities to assist goal-setting and envisioning preferred futures assess their own learning and set goals to further cater for their needs and interests when working independently or with others organisers of metacognitive activities participants in reflective practices to assist goal-setting and future planning considerations assessors of students’ individual needs, interests by using a variety of assessment techniques that consider diverse learning styles planners of new activities based on negotiated decision making with students and (re)consideration of possibilities The 1 to 10 Studies of Society and Environment Early Primary Sourcebook Modules incorporate these practices, as part of the processes of social and environmental inquiry that include investigating, creating, participating, communicating and reflecting. 2. Outcomes approach The 1 to 10 Studies of Society and Environment Syllabus uses an outcomes approach to teaching and learning. Consistent with an outcomes approach, is an understanding and incorporation of curriculum, pedagogy and assessment as