Core Learning Outcome	SRP 3.1 Students make inferences about interactions between people and natural cycles, including the water cycle.
Students know: Interactions between ecological and other systems	natural cycles · water cycle · food chains · simple nitrogen cycle · seasons (European and Indigenous constructs) · aspects of seasonal cycles (cyclones, flood, monsoon, bushfire) · tides · plant cycles · simple animal life cycles interactions between people and natural cycles · introduction and removal of plants and animals (cane toads, prickly pear, water organisms in ship ballast) · introduction and removal of environmental elements (carbon monoxide, water, soil, salination) · modifying the environment (artesian boring, contour farming, reforestation, mining, pollutants)
Students can: Investigating	make inferences · logically explain how a human change to a place may affect the water cycle · predict the effects of global warming if plants are removed from the planet · make correlations based on evidence (compare statistics of a plant population from two eras and link the data to known environmental changes, positive or negative) · complete a flow chart predicting environmental impacts associated with the gold rushes · forecast/predict a probable future based on current positive and negative practices (sand dune repair, Clean Up Australia Day, water pollution) · predict consequences for a marine food chain if clear plastic bags and balloons are introduced

Core Learning Outcome	SRP 3.2 Students create a representation of occupational specialisation and interdependence in an industry from the past, present or future.
Students know: Economy and business	industry · past (gold mining, Cobb & Co, rural) · present (telecommunication, rural, tourism) · future (energy, travel, building, entertainment) occupational specialisation and interdependence · rural/urban links (farmer and city baker) · ecological/economic links (forest scientist and saw miller) · workers associated with stages of production/service delivery · occupations within an industry classified according to specialised skills, tools · how workers within an industry are linked · associated unpaid, unrecognised or undervalued workers (children, women, migrants, forced labour, Indigenous people, volunteer workers, campaigners)
Students can: Creating	create a representation · develop a concept map for an occupation showing required resources, skills, tools and attitudes · create a model of a past industrial site (diverse workers, aspects of production, work materials and tools associated with an 1800s gold field) · flow chart a range of specialised workers associated with each stage of production of a particular resource · role-play responses to situations that affect work interdependence (industrial accident, transport breakdown) · create a map that shows places associated with an industry (rural, urban, ecological, economic) · create a job description for a future industry that highlights specialisation and interdependence

Core Learning Outcome	SRP 3.3 Students apply the principles of democratic decision making in cooperative projects.
Students know: Participating and decision making	cooperative projects · environmental field study leading to civic action · information campaign to promote waste conservation practices · class elections · planning class camp or excursion · cooperative group work in another key learning area (science investigation – working scientifically) · designing a class code of conduct/bill of rights principles of democratic decision making · rights and responsibilities · freedom of speech · tolerance · choosing, voting · cooperation · negotiation · fairness · inclusivity · peaceful resolution · taking responsible action · reviewing how well things were done
Students can: Participating	apply principles of democratic decision making · organise and participate in simple formal decision-making processes e.g. · meeting procedure · first-past-the-post voting · simple debate activities · practise democratic values in decision making e.g. · enact rights and responsibilities · value opinions · vote · accept majority vote · accept others’ points of view · participate in peaceful solutions

Core Learning Outcome	SRP 3.4 Students describe simply the basic principles of democracy and citizenship from ancient to modern times.
Students know: Citizenship	basic principles of democracy and citizenship from ancient to modern times · types of rule and authority e.g. · succession (by inheritance, vote, war) · absolute monarchy (Pharaohs) · direct democracy (Ancient Athens) · representative democracy (Australia) · origin of rules and laws from divine right to democracy · citizenship rights and responsibilities at different times e.g. · women in ancient Athens · slaves in USA · children in contemporary Australia · representativeness and participation e.g. · freedom from slavery · freedom of speech · freedom of association · equality before the law
Students can: Communicating	describe simply · discuss, write about, enact or illustrate aspects of principles of democracy · arrange information in table form · match given scenarios to principles of democracy (ruler to type of rule) · match terminology to meanings · describe situations from the past and how things are different or the same now · sequence events over time (before and after the Eureka Stockade) · offer interpretations about democracy at different times

Core Learning Outcome	SRP 3.5 Students explain the values associated with familiar rules and laws.
Students know: Access to power	values associated with familiar rules and laws · power valued in familiar rules and laws e.g. · democratic creation of rules and laws · provision of rights · requirement of responsibilities · equal access to the power of rules and laws e.g. · safety valued in road rules and laws · cultural diversity and belonging valued in anti-racism rules · resource management valued in littering rules · biodiversity and future sustainability valued in endangered species laws · culture valued in local heritage laws · respect and the right to safety valued in anti-bullying rules · the right to fair working conditions valued in industrial relations law · protection of intellectual property in copyright laws
Students can: Reflecting	explain values · interpret the reason for an existing rule or law and frame the reason as a value · describe/predict natural and punitive consequences when rules and laws are breached · match values to rules and laws · explain why a rule has personal importance · identify personal values and locate rules or laws that support these · match school rules to sentences in the school’s vision statement