With guidance identifying questions in familiar

Info icon This preview shows pages 3–5. Sign up to view the full content.

View Full Document Right Arrow Icon
with guidance, identifying questions in familiar contexts that can be investigated scientifically (ACSIS053, ACSIS064) predicting what might happen based on prior knowledge in an investigation (ACSIS053, ACSIS064) Students plan investigations by: working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to questions (ACSIS054, ACSIS065) suggesting appropriate materials, tools and equipment they could use in conducting their investigations and recording their findings, identifying appropriate safety rules identifying where Working Scientifically might inform or test elements of Working Technologically in relation to established criteria Students conduct investigations by: following the planned method, adjusting procedures as necessary, including exploration, fieldwork, surveys and researching secondary sources safely using appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055, ACSIS066) using a range of methods to record observations and measurements with care and honesty, including tables and formal units for length, time and mass Students process and analyse data and information by: using a range of methods including tables and simple column graphs to represent data and to identify patterns and trends, using digital technologies as appropriate (ACSIS057, ACSIS068) sharing their findings and reflecting on the investigation, including whether a test was fair or not (ACSIS058, ACSIS069) describing patterns and relationships in data collected from investigations (ACSHE050, ACSHE061) comparing results with predictions, suggesting possible reasons for findings (ACSIS215, ACSIS216) using their ideas and findings to identify what they could find out next through the processes of Working Scientifically and Working Technologically Students communicate by: representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071) sharing what they did and found out, including identifying some strengths and limitations of the method they used and what could be done differently to improve their investigation, including fairness as appropriate Page 3 of 11
Image of page 3

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Content Mapping Grid – Stage 2 Working Technologically Year 3 Year 4 Unit Unit 1 2 3 4 1 2 3 4 A student applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT Content Students explore and define a task by: exploring design situations and/or existing solutions relevant to the needs and wants of themselves and others working individually and collaboratively to develop a design brief that identifies simple design criteria relating to requirements that make the proposed solution useful and attractive while having minimal impact on the environment
Image of page 4
Image of page 5
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern