learning. description and identification of the behaviour of living things using scientific Prep teachers make decisions about the length of time required to complete the knowledge tasks and the conditions under which the assessment is to be conducted. use of scientific knowledge to explain The teaching and learning experiences throughout the term provide opportunities for familiar situations children to develop the understanding and skills required to complete these assessments. As children engage with these learning experiences, the teacher can Skills provide feedback on specific skills. relevant responses to questions about Collection of work (Multimodal) familiar objects and events Children explain their understanding and thinking as they participate in learning collection of observations experiences. The teacher records observations of children and determines their representation and communication of individual needs for exploring and developing knowledge, understanding, skills and observations and ideas. processes associated with this area of science. For further advice and guidelines on The sequence of teaching and learning allows opportunities to gather evidence constructing guides to making judgments within: refer to the Learning area standard responding descriptors: one-to-one conferencing (discussion circles) where children discuss and explain verbal reporting to the group on their own thinking and/or others’ class or group discussion about ideas. Suggested conditions: supervised/open. Experimental investigation: Recorded observations (Multimodal) Throughout the term Children communicate their observations and ideas during or following each lesson. The teacher provides ongoing feedback as children answer the question: What are the needs of living things? Entries include: observation records from guided investigations reflection about learning mind maps about living things and their needs labelled diagrams showing their ideas about the needs of living things. Suggested conditions: supervised/open. Teaching and learning Supportive learning environment
description and identification of the behaviour of living things using scientific knowledge use of scientific knowledge to explain familiar situations Skills relevant responses to questions about familiar objects and events collection of observations representation and communication of observations and ideas. For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: learning. Prep teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. The teaching and learning experiences throughout the term provide opportunities for children to develop the understanding and skills required to complete these assessments. As children engage with these learning experiences, the teacher can provide feedback on specific skills. Collection of work (Multimodal) Children explain their understanding and thinking as they participate in learning experiences. The teacher records observations of children and determines their individual needs for exploring and developing knowledge, understanding, skills and processes associated with this area of science. The sequence of teaching and learning allows opportunities to gather evidence within: responding one-to-one conferencing (discussion circles) where children discuss and explain verbal reporting to the group on their own and/or others’ thinking class or group discussion about ideas. Suggested conditions: supervised/open. Experimental investigation: Recorded observations (Multimodal) Children communicate their observations and ideas during or following each lesson. The teacher provides ongoing feedback as children answer the question: What are the needs of living things? Entries include: observation records from guided investigations reflection about learning mind maps about living things and their needs labelled diagrams showing their ideas about the needs of living things. Suggested conditions: supervised/open. Throughout the term Teaching and learning Supportive learning environment
ac_science_prep_unit_overview.docx