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SRP 4.1 Students outline how
Australian industries link to global economic and ecological systems. |
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Australian industries ·
primary
(extraction/production of raw materials or resources) e.g. - pastoralism - agriculture - mining - forestry - fishing ·
secondary (manufacture of primary resources) e.g. - steel
manufacturing - paper
production - hydro-electricity ·
tertiary (provision of
services) e.g. - research - education - health - tourism - entertainment - finance ·
connections within
workforce (in primary, secondary and tertiary sectors; local and global
settings) global economic systems ·
trade
between countries ·
countries
specialising in different industries (Australian mining, Japanese
manufacturing) ·
inequality of income and
resource distributions in global contexts global ecological systems ·
land
systems ·
atmosphere
systems ·
water
systems ·
biological systems |
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outline how Australian
industries link ·
create
a flow chart showing shoe production in a foreign country and sales through
Australian retail industry, including economic and ecological impacts (effect
of chemicals on production workers, carbon emissions from factories) ·
build
a pictorial map of trade routes which shows proximity to transport systems,
global resources and industries ·
display
products (furniture made from rainforest timber or pictures of products) with
evidence of its association with foreign workers and environments |
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SRP 4.2 Students plan and manage
an enterprise that assists a community or international aid project. |
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enterprise ·
a project involving initiative and some business practices community and
international aid projects ·
projects with a social
or environmental motive e.g. - Red Cross - Community Aid
Abroad - Catchment Care - Smog Busters - disaster
relief - Amnesty
International - specific
community action group (save our banks, airport noise, ratepayers
association) assistance ·
fundraising ·
community
or in-the-field service ·
information
campaign ·
advocating for change |
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plan and manage an
enterprise ·
cooperatively and/or
personally e.g. - develop a
vision - articulate the
vision as an outcome (raise money, raise awareness, offer support, make a
product) - create
strategies to achieve the outcome - enact and
manage the strategies - make decisions - plan
priorities - establish and
carry out roles and responsibilities - manage time - manage
finances ·
manage other resources ·
monitor
progress and review plans ·
evaluate
effectiveness of outcome |
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SRP 4.3 Students enact democratic
processes in familiar settings using knowledge of representative government. |
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familiar settings ·
class ·
school ·
local community representative government
·
fundamentals e.g. - democracy - election - representative - electorate - upper and
lower houses of parliament ·
institutions e.g. - republic - constitutional
monarchy - Commonwealth ·
roles e.g. - prime minister - minister - cabinet - premier - member of
parliament - government and
opposition - governor-general
·
associated concepts e.g. - act of
parliament - bill - referendum - constitution
of - political
party - separation of
powers |
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enact democratic
processes ·
organise and
participate in democratic processes in familiar settings e.g. - simple debate - meeting
procedure - first-past-the-post
and preferential elections - question and
answer forum - interviewing
political representatives - advocating for
change at local to global level ·
practise democratic
processes e.g. - rights and
responsibilities - freedom of
speech - valuing
opinions - accepting
popular vote - choosing,
voting, consensus, cooperation, negotiation - fairness ·
peaceful solutions to problems ·
taking
responsible action ·
leadership
skills ·
reviewing
democratic processes |
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SRP 4.4 Students present
comparisons of government and citizenship in pre- and post-Federation |
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government in pre- and
post-Federation ·
contemporary
and past Indigenous law ·
growth
of
political democracy and development of law since 1788 e.g. - penal system - colonial
system - Federation
story and federal system - developments
after Federation (referendums, abolition of Privy Council) - future
possibilities (republic, continuance of constitutional monarchy) citizenship in pre and
post-Federation ·
groups
with and without citizenship over time ·
rights
and responsibilities associated with citizenship/non-citizenship over time ·
citizenship campaigns |
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present comparisons ·
use criteria to compare the developmental stages of government e.g. - who was a
citizen - citizen rights
- who made the
law - who enforced
the law - how leaders
were appointed ·
present comparative information e.g. - table format - pictorial flow
chart - written report
- timeline - dramatic
presentation - oral
presentation ·
Venn diagram (similarities and differences of Australian government or
citizenship at different times) ·
forecast
based on the present |
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SRP 4.5 Students classify values
that underpin campaigns and organisations associated with human or
environmental rights. |
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campaigns ·
past
and present ·
local,
Australian, international and/or global ·
human
or environmental rights (establishment of national parks, Eureka Stockade,
Eight Hour Day, free education for all children, Waterwise,
anti-whaling, abolition of slavery, Equal Pay for Women, nuclear testing,
Aboriginal Freedom Ride, South Sea Islander forced labour in Queensland,
native title) ·
campaigners
(e.g. Martin Luther King, Vida Goldstein, suffragettes, Bob Brown, Dick
Smith, David Suzuki, Pat O’Shane, Emma Miller,
Eddie Mabo, Ian McKlellan
— Clean-Up Australia, Robert Owen, Judith Wright, Mahatma Ghandi, Chartists,
Dame Enid Lyons, Lowitja O’Donaghue) ·
perspectives
of groups involved ·
outcomes
of campaigns symbols of campaigns and
organisations ·
songs/poems
(Imagine, Treaty) ·
sayings
(I have a dream, Peace man) ·
logos
(WWF, Panda, Amnesty candle) ·
flags
(Aboriginal flag) ·
signs
(hand sign for peace) ·
artefacts
(poppy, paper cranes) ·
promotional
people (Princess Diana) organisations which
maintain environmental and human rights ·
courts, trade unions, student groups, community activists, churches,
governments, United Nations, Amnesty International ·
treaties,
agreements, legislation, policies (e.g. Kyoto Protocol, United Nations
Charter of Human Rights, equal opportunity laws) |
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classify values ·
analyse the
operations of different organisations and groups according to broad values e.g. - democratic
process - social justice - ecological and
economic sustainability - peace ·
identify
campaigns and/or organisations that aim to improve access to power for
particular groups ·
decide
how a campaign or organisation has enhanced the power of a group by improving
their human or environmental rights |