Core Learning Outcome	SRP 2.1 Students investigate the origins and processing of a familiar product to describe relevant conservation strategies.
Students know: Interactions between ecological and other systems	origins of a familiar product · origins of resources e.g. - wheat for bread - oil for plastic - trees for timber and paper - coal for electricity - water for drinking processing of a familiar product · simple stages of production · resources used at stages of production · chemicals in production (for agriculture) · water treatment · packaging relevant conservation strategies student practice e.g. - water conservation (Waterwatch) - paper recycling - energy-saving practices - composting - buying products with minimal packaging · local strategies that conserve resources (local government glass and paper recycling) · school strategies (conservation programs)
Students can: Investigating	investigate to describe · use a process to investigate e.g. - gather information (simple non-fiction and reference materials, excursion observations, interviews with workers) associated with one or more stages of resource production, ingredients information on food labels - organise and record information in chart, table, collage, flow chart, electronic graphics (match resources to stages of production; sequence production stages; match workers to production) - use recorded information to synthesise relevant conservation strategies that are realistic and able to be enacted

Core Learning Outcome	SRP 2.2 Students create a representation of various people and resources involved in the production and consumption of familiar goods and services.
Students know: Economy and business	familiar goods and services · goods associated with local shops (food, clothes, videos, books) · services associated with local shopping centre (TV repairs, petrol station) people involved in production and consumption · bread: wheat farm workers → flour mill workers → transport workers → baker → consumer → waste management workers · stereotypes of gender, age, ethnicity and disability resources involved in production and consumption · technology · animal labour · money · diverse resources in one product (t-shirt: cotton, polyester from oil) · packaging e.g. - resources used - consumption patterns - waste disposal
Students can: Creating	create a representation · design a concept map based on a product (wheat, showing ingredients, various workers, technology and costs) · design a simple flow chart about resource production (paper) · label a diagram about a local service (how television repairers do their work) · sequenced pictures associated with the production and consumption of something intangible (electricity) · create a wall collage about goods and services (classified pictures of goods or services) · develop a simple map showing where to obtain goods and services in the local area · develop an imaginary product or service and brainstorm the resources, technology and people involved in its production/delivery and consumption

Core Learning Outcome	SRP 2.3 Students enact a simple enterprise to identify their own and others’ strengths and weaknesses.
Students know: Participating and decision making	simple enterprise · class shop · class production (newsletter, biscuit factory) · resource management project (paper making) · planning for class excursion · information campaign own and others’ strengths and weaknesses · peers, teacher, familiar adults · physical · social · intellectual · what is easy and difficult · likes and dislikes associated with contributing to the enterprise · learning styles (performing best in hot or cold, light or dark, noisy or quiet, on own or in groups) · dominant intelligence type e.g. - linguistic - mathematical - naturalistic - musical - interpersonal - intrapersonal - mathematical/logical - kinesthetic - spiritual
Students can: Participating	enact a simple cooperative enterprise to identify · with assistance, cooperatively engage in a process e.g. - set goals - decide resources needed - identify roles and responsibilities and how these will be allocated (based on knowledge of personal and others’ strengths and weaknesses) - enact given role/s and responsibilities within the enterprise - create a timeline of things to be done - monitor and review own and others’ progress (KWL chart: what I Know, what I Want to know, what I have Learnt) · give constructive feedback to each other · review aspects of the enterprise (How could we have done this part better?)

Core Learning Outcome	SRP 2.4 Students analyse information about their own and others’ rights and responsibilities in various settings.
Students know: Citizenship	various settings · class · home · playground · school library · recreational settings · out-of-school care own and others’ rights and responsibilities · right to enjoy/responsibility to ensure e.g. - safety - learning - freedom of speech/point of view - freedom to be different - free association with people - happiness - respect for property - privacy
Students can: Communicating	analyse information · tabulate personal rights and responsibilities in various places (library, Internet community) and look for commonalities · describe cause/effect (why there are rules for the playground equipment; protocols for school of the air) · define a problem in light of rights and responsibilities (why some children argue over a game) · compare consequences of a situation (how various people felt when their happiness was considered by someone else) · distinguish between rights and responsibilities · seek people’s motives for particular actions (greed, altruism)

Core Learning Outcome	SRP 2.5 Students devise possible solutions to problems people may have in accessing resources.
Students know: Access to power	problems people may have in accessing resources · resources e.g. - goods (groceries) - services (education, telephone) - places (entertainment centres) - human resources (plumber, doctor) · geographical isolation · financial limitations · cultural barriers (language) · physical limitations (wheel chair and pram access) · gender barriers (gender roles) · stereotyping
Students can: Reflecting	devise possible solutions · role-play people in problem and solution roles · list local access problems and design solutions · model, map or draw places which can be accessed by people with physical limitations · investigate and list people who assist those who don’t have much money · suggest how people in isolated areas could use information technology to obtain health care · find solutions in fictional literature and translate to familiar scenarios