Strand: Life and Living
| Level |
Living together |
Structure and function |
Biodiversity, change and continuity |
| 1 |
- 1.7
- Identifies personal needs and the needs of other familiar living
things.
Study the needs of marine living things.
|
- 1.8
- Identifies observable personal features and those of other familiar
living things.
Study features of marine organisms
|
- 1.9
- Identifies personal features and those of animals and plants that
change over time.
Study the diversity of plants and animals in the marine environment.
|
| 2 |
- 2.7
- Describes the types of relationships between living things.
Study relationships between marine organisms.
|
- 2.8
- Links observable features to their functions in familiar living
things.
Compare living things' features to the functions.
|
- 2.9
- Compares and contracts similarities and differences within and between
groups of familiar living things.
Compare similarities and differences within and between marine
living organisms.
|
| 3 |
- 3.7
- Maps relationships between living things in a habitat.
|
- 3.8
- Identifies external and internal features of living things that
work together to form systems with particular functions.
|
- 3.9
- Explains why some living things have become extinct and identifies
current endangered species.
|
| 4 |
- 4.7
- Identifies events that affect balance in an ecosystem.
|
- 4.8
- Explains the functioning of systems within living things.
|
- 4.9
- Explains how living things have changed over geological time, using
evidence from various sources.
|
| 5 |
- 5.7
- Describes the role of living things in cycling energy and matter.
|
- 5.8
- Presents evidence that plants and animals are made up of functional
units called cells.
|
- 5.9
- Identifies features of groups of living things that enable them
to compete successfully in their environments.
|
| 6 |
- 6.7
- Analyses the effects of environmental change on living things and
ecosystems.
|
- 6.8
- Explains how living things obtain, store and transport nutrients,
transform energy and manage wastes.
|
- 6.9
- Describes how genetic continuity is maintained from generation to
generation.
|
| 7 |
- 7.7
- Evaluates scientific evidence about the long-term impact on ecosystems
of human intervention.
|
- 7.8
- Identifies milestones in the development of our understanding of
cell structure and comments on their significance.
|
- 7.9
- Outlines evidence for a scientific theory of evolution.
|
| 8 |
- 8.7
- Identifies the role of scientific disciplines in an interdisciplinary
approach to understanding and managing ecosystems.
|
- 8.8
- Describes scientific interventions into life processes and assesses
their impact.
|
- 8.9
- Examines the importance of biodiversity to the survival of life
on the planet.
|
Strand: Place and Space
| Level |
Features of places |
People and places |
Care of places |
| 1 |
- 1.4
- Identifies natural and built features of places using direct observation.
Identify natural and built features of places as stated.
|
- 1.5
- Identifies places that are important to self and others.
|
- 1.6
- Takes part in routines and projects to care for a significant place.
Participate in routines and marine projects as stated.
|
| 2 |
- 2.4
- Uses symbols to describe the location of places relative to each
other.
Employ symbols to describe locations as stated.
|
- 2.5
- Describes choices people make in their use of places.
|
- 2.6
- Identifies how people can cooperate to care for places in a community.
Identify people's care and in a marine environment.
|
| 3 |
- 3.4
- Describes places according to their location and natural and built
features.
|
- 3.5
- Describes how natural features affect the ways people live in particular
places.
|
- 3.6
- Identifies issues about care of places arising from the different
ways in which they are valued.
|
| 4 |
- 4.4
- Describes the association of features that give rise to similarities
between places.
|
- 4.5
- Describes how people's beliefs and practices influence the ways
they interact with places.
|
- 4.6
- Describes different views of individuals and groups about issues
related to the care of places.
|
| 5 |
- 5.4
- Accounts for similarities and differences between places by identifying
factors that may shape their features.
|
- 4.5
- Describes how people's beliefs and practices influence the ways
they interact with places.
|
- 5.6
- Explains why various individuals and groups have differing views
on issues related to caring for places.
|
| 6 |
- 6.4
- Explains and predicts variations in places over time by referring
to processes that may affect natural and built features.
|
- 6.5
- Explains consequences of human modifications of natural and built
features of places.
|
- 6.6
- Predicts consequences of implementing particular viewpoints on an
issue concerning the use of a place.
|
| 7 |
- 7.4
- Analyses patterns and processes to describe spatial variations of
features on the earth's surface.
|
- 7.5
- Explains how interactions of various features contribute to the
ways people identify with and value places.
|
- 7.6
- Analyses the views of others on issues related to the careful use
of a place or space on the earth's surface to develop and justify
own stance.
|
| 8 |
- 8.4
- Analyses changing spatial interactions to explain their relationship
with the patterns of features on the earth's surface.
|
- 8.5
- Evaluates the role of planning and management in balancing or deciding
among competing demands for the use of places.
|
- 8.6
- Evaluates ways in which individuals and groups are involved in public
decision-making on ecologically sustainable uses of place and space.
|
Strand: Reading and Viewing
| Level |
Texts |
Contextual Understanding |
| 1 |
- 1.5a
- Roleplays being a competent reader and consistently interprets some
familiar written symbols.
- 1.5b
- Constructs meanings from visual texts with familiar content, particularly
texts designed to be viewed in segments.
Make meaningful visual texts.
|
- 1.6
- Makes connections between own knowledge and experience and the ideas,
events and information in texts viewed and heard read aloud.
Compare own knowledge and experience of marine topics with text
read aloud or viewed
|
| 2 |
- 2.5
- Constructs and retells meanings from:
- short written texts with familiar topics and vocabulary, predictable
text structures and frequent illustrations, and
- visual texts with predictable narrative structures
Construct and retell meanings from short written texts and visual
texts.
|
- 2.6
- Understand that texts are constructed by people and represent real
and imaginary experience.
|
| 3 |
- 3.5
- Interprets and discusses some relationships between ideas, information
and events in:
- written texts with familiar content and a small range of unfamiliar
words and linguistic structures and features
- visual texts designed for general viewing.
|
- 3.6
- Identifies simple symbolic meanings and stereotypes in texts and
discusses their purpose and meaning.
|
| 4 |
- 4.5
- Justifies own interpretations of ideas, information and events in
texts containing some unfamiliar concepts and topics and which introduce
relatively complex linguistic structures and features.
|
- 4.6
- Explains possible reason for people's varying interpretations of
a text.
|
| 5 |
- 5.5
- Discusses themes and issues in accessible texts with challenging
structures and ideas, and constructs responses interpreting these.
|
- 5.6
- Recognises that texts are constructed for particular purposes and
to appeal to certain groups.
|
| 6 |
- 6.5
- Explores different perspectives on complex issues through reading
and viewing a range of texts, and constructs written and spoken responses
relating these perspectives to personal understandings of the contemporary
world.
|
- 6.6
- Considers the contexts in which texts were or are created and how
these are reflected in texts.
|
| 7 |
- 7.5
- Constructs meanings from a range of texts, including those characterised
by complexity of construction and subject matter, and justifies these
with detailed an well-chosen evidence from the text.
|
- 7.6
- Considers a variety of interrelationships between texts, contexts,
readers or viewers and makers of texts.
|
| 8 |
- 8.5
- Analyses and criticises in a lucid way texts produced for a range
of purposes and audiences, including popular texts and linguistically
demanding texts which may involve varied narrative perspectives and
subtle subtexts.
|
- 8.6
- Analyses texts in terms of the sociocultural values, attitudes and
assumptions that they project and reflect.
|
Strand: Reading and Viewing
| Level |
Linguistic structures and Features |
Strategies |
| 1 |
- 1.7
- Demonstrates emerging awareness and use of symbols and conventions
when making meaning from texts.
|
- 1.8
- Recognises and uses cues to predict meaning in visual and printed
texts.
|
| 2 |
- 2.7
- Recognises and interprets basic linguistic structures and features
and texts.
|
- 2.8a
- Uses basic strategies for interpreting written and visual texts
and maintains continuity in understanding when meaning is disrupted.
- 2.8b
- With teacher guidance, selects own reading material, and gathers
and sorts information on a topic from a variety of sources.
|
| 3 |
- 3.7
- Identifies and uses the linguistic structures and features characteristic
of a range of text types to construct meaning.
|
- 3.8a
- Integrates a variety of strategies for interpreting printed and
visual texts.
- 3.8b
- With teacher guidance, uses several strategies for identifying resources
and finding information in texts.
|
| 4 |
- 4.7
- With teacher guidance, identifies and discusses how linguistic structures
and features work to shape readers' and viewers' understanding of
texts.
|
- 4.8a
- Selects, uses and reflects on strategies appropriate for different
texts and reading or viewing purposes.
- 4.8b
- With peers, identifies information needs and finds resources for
specific purposes.
|
| 5 |
- 5.7
- Draws on knowledge of linguistic structures and features to explain
how texts are constructed.
|
- 5.8a
- uses knowledge of principal conventions of narrative texts to construct
meaning from a range of text types.
- 5.8b
- Systematically finds and records information.
|
| 6 |
- 6.7
- Compares linguistic structures and features of texts to highlight
their similarities and differences in forma and meaning.
|
- 6.8a
- Draws on a repertoire of strategies to maintain understanding through
dense or extended texts.
- 6.8b
- Gathers, selects and organises information effectively for specific
purposes.
|
| 7 |
- 7.7
- Identifies and comments on the impact of techniques intended to
shape readers' and viewers' interpretations of and reactions to texts.
|
- 7.8
- Uses reading and viewing strategies that enable detailed critical
evaluation of texts.
|
| 8 |
- 8.7
- Analyses how linguistic structures and features influence interpretations
of texts, especially in the construction of tone, style and point
of view.
|
- 8.8
- Uses reading and viewing strategies that enable detailed critical
evaluation of texts which may have complex levels of meaning.
|
Strand: Art and Design
| Level |
Exploring and developing ideas |
Using skills, techniques and processes |
Presenting |
| 1 |
Draws upon play and imagination in making art works.
Develop media productions and artworks. |
Uses basic elements of the arts and explores them
in making arts works. Generate media production and works using different
elements |
Shares art works with others. Participate in media
producations |
| 2 |
Uses experiences and imagination to make arts works.
Generate drama, media and art works from marine experience and imagination.
|
Makes choices about arts elements and organises them
in expressive ways. Make decisions about drama, media and visual arts
elements and organise them in expressive way. |
Plans and presents arts works for a familiar audience.
Plan and present drama, media productions. |
| 3 |
Explores ideas and feelings through arts works. |
Explores and uses several arts elements and uses
specific skills, techniques and processes appropriate to the arts form.
|
Plans and presents arts works for a particular audience
or purpose. |
| 4 |
Experiments with ideas and explores feelings to find
satisfactory solutions to tasks. |
Selects, combines and manipulates arts elements using
a range of skills, techniques and processes. |
Draws upon a range of skills to present arts works
for a variety of audiences and purposes. |
| 5 |
Uses starting points such as observations, experiences
and research to express ideas and feelings. |
Structures arts works by organising arts elements
an applying appropriate skills, techniques and processes. |
Plans, selects and modifies presentations for particular
occasions, taking into account factors such as purpose, space, materials
and equipment. |
| 6 |
Explores the arts of different cultures to generate
and develop ideas for arts works. |
Uses arts elements, skills, techniques and processes
to structure arts work appropriate to chosen styles and forms. |
Rehearses, presents and promotes arts works in ways
appropriate for particular audiences. |
| 7 |
a) Makes arts works using idea informed by an awareness
of contemporary arts practice.
b) Reflects an awareness of aesthetic considerations in making arts works.
|
Structures arts works using selected elements, styles
and forms, and demonstrates ability to control the medium using skills,
techniques and processes. |
Rehearses, presents and promotes arts works using
selected elements, styles and forms, and demonstrates ability to control
the medium using skills, techniques and processes. |
| 8 |
a) Initiates and makes arts works that explore issues,
concepts and themes.
b) Makes arts works that reflect sensitivity, commitments and an under-
standing of aesthetic considerations. |
Integrates technical and structural elements in an
imaginative, skilful and coherent way to make arts works. |
Uses imaginative approaches that reflect a wide knowledge
of the conventions of rehearsing, presenting and promoting of arts works.
|
Strand: Safety
| Level |
Texts |
Contextual understanding |
| 1 |
- 1.11
- Explores and describes different environments, explaining feelings
about them. Explore and describes different marine environments,
explaining feelings about them.
|
- 1.12
- Identifies what makes a familiar environment safe. Identify what
makes a marine environment safe.
|
| 2 |
- 2.11
- Explains how people are part of the natural environment and why
people should care for the environment and why people should care
for the environment to promote and protect their health. Explain
how people depend on the marine environment and why people should
care for it.
|
- 2.12
- Explains and demonstrates options to improve personal safety and
the safety of others. Explain and demonstrate options to improve
personal safety and the safety of others.
|
| 3 |
- 3.11
- Explains how the places where people live, work and play can influence
health.
|
- 3.12
- Demonstrates strategies that deal with unsafe or emergency situations.
|
| 4 |
- 4.11
- Describes how the global environment is being changed by human behaviour
and development in ways that affect health.
|
- 4.12
- Assesses options and consequences in responding to unsafe situations.
|
| 5 |
- 5.11
- Identifies what environmental protection organisations and agencies
do to promote a healthy environment.
|
- 5.12
- Evaluates behaviours that influence personal safety and that of
others.
|
| 6 |
- 6.11
- Describes the impact of laws designed to promote healthy environments.
|
- 6.12 Evaluates community initiatives to promote safety.
|
| 7 |
- 7.11
- Identifies the knowledge and skills required by communities and
individuals to promote a healthier environment.
|
- 7.12
- Plans strategies to manage identified hazards in the community.
|
| 8 |
- 8.11
- Proposes and justifies actions by consumers, industry and government
on an environmental health issue.
|
- 8.12
- Evaluates the effectiveness of laws and policies that promote personal
and community safety.
|
Strand: Materials
| Level |
Nature |
Techniques |
| 1 |
- 1.7
- Identifies common materials and some of their uses. Identify
marine materials and their use.
|
- 1.8
- Uses equipment to manipulate and process common materials. Arrange
and process materials as stated.
|
| 2 |
- 2.7
- Identifies some of the characteristics of common materials.
|
- 2.8
- Selects and safely uses techniques and equipment for working materials
to the requirements of own designs. Manipulate and process materials
as stated.
|
| 3 |
- 3.7
- Matches characteristics of materials to the requirements of own
designs.
|
- 3.8
- Selects and safely uses techniques and equipment for working materials
to the requirements of own designs.
|
| 4 |
- 4.7
- Identifies the characteristics of materials and relates them to
the functional and aesthetic requirements of own designs.
|
- 4.8
- Applies a range of techniques for safely working materials to the
functional and aesthetic requirements of own designs.
|
| 5 |
- 5.7
- Explains how the properties of the materials chosen meet functional,
aesthetic and environmental requirements.
|
- 5.8
- Selects and uses techniques and equipment to work materials with
the precision and safety required to achieve detailed specifications.
|
| 6 |
- 6.7
- Matches the physical, chemical and aesthetic properties of materials
to design, production and service requirements.
|
- 6.8
- Selects and uses techniques and equipment to suit particular work
situations and to work materials to specified standards of safety,
accuracy and presentation.
|
| 7 |
- 7.7
- Researches and tests new and traditional materials to:
- match their properties to design, production and service requirements
- consider cultural, social and environmental requirements.
|
- 7.8
- Evaluates and uses techniques and equipment when working with materials
to improve standards of safety, accuracy and presentation.
|
| 8 |
- 8.7
- Gives detailed explanations of how the structure and properties
of new and traditional materials relate to functional, aesthetic,
environmental and service requirements.
|
- 8.8
- Uses and modifies specialised techniques and equipment for processing
and working materials to achieve functional and aesthetic outcomes
specified by clients or intended users.
|
