SYS 1.1 Students identify familiar systems and describe how these are used in everyday life.	SYS 1.2 Students sequence steps to develop simple systems to carry out familiar tasks.
Students know: · what a system is · there are systems and they are used in everyday life. Students identify and describe familiar systems as they: · identify and describe systems in everyday life - explore systems used in familiar environments - storage system in the classroom - waste disposal system in their home, school, neighbourhood - communication system — postal system, telephone system - irrigation system on a farm or in a garden - systems for self-care — meal times, getting dressed, going to school, crossing the road, daily routine · consider familiar systems and the effects systems have on everyday life - discuss positive and negative effects on themselves and others - transport systems — ease of moving people and pollution of the environment - discuss what would happen if familiar routines were not followed or if familiar systems were not in place - What would happen if there were no garbage collection system? - describe effects of systems that they use electricity system.	Students know how: · to develop simple systems to carry out familiar tasks. Students sequence steps to carry out familiar tasks as they: · examine and sequence steps in existing systems or routines - identify or sequence steps - identify steps in the recipe when making playdough - identify steps to borrow a book from the library - follow steps to access a computer program, or cut or paste in a computer program - follow a series of steps or instructions to achieve a predetermined result such as operating a tape recorder or CD-player - consider how an existing system works - consider the way in which pieces of a construction kit or commercial toy work together - disassemble an existing system to investigate various components - consider ways in which books are borrowed from a library - discuss household systems - a washing machine or pop-up toaster and how they carry out familiar tasks - consider the routines used within the school - the teacher may use pictures or draw a flowchart of the system for evacuating a classroom during a school fire-drill - draw a sequence of pictures to illustrate lunch time eating routines · develop systems to carry out familiar tasks that include a limited number of sequenced components - design a simple assembly line to prepare food - make sandwiches - cut vegetables for soup - suggest changes to familiar routines - design a system for distributing a newsletter to the class - use familiar construction materials to develop systems - make moving toys using construction blocks - identify simple tasks that can be organised by a system - organise a roster for feeding a pet - design a system to remind children to return books to the school library.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities. Examples · Students identify steps in systems they have developed to care for a class pet and describe how this system affects their school day. · Students describe how the ordering system for the school tuckshop impacts on them and design a system for distributing tuckshop food when it gets back to the classroom. · Students describe how postal systems may work, and design and put in place a class postal system.