They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. This rich, diverse task also meets the requirements at Level 6 across a range of discipline-based, interdisciplinary and personal-social learning domains:Ĭivics and Citizenship - Community engagementĪt Level 6, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. By investigating the relationships between systems and system components and how systems respond to change, students develop an appreciation for the interconnectedness of Earth’s biosphere, geosphere, hydrosphere and atmosphere, Relationships including cycles and cause and effect are explored, and students develop observation and analysis skills to examine these relationships in the world around them.
They understand the importance of using science to predict possible effects of human and other activity and to develop management plans or alternative technologies that minimise these effects.ĪusVELS Science explores a wide range of systems that operate at different time and spatial scales. In this learning area, students appreciate that science provides the basis for decision making in many areas of society and that these decisions can impact on the Earth system. One of the stated cross-curriculum priorities of the AusVELS Science curriculum is to teach students about the concept of Sutainability and "provide authentic contexts for exploring, investigating and understanding chemical, biological, physical and Earth and space systems". For the purposes of this task, included below is an outline of the many learning outcomes that are addressed through Minecraft. This, or any other authentic task, is not intended to be completed in isolation from the curriculum, but actually offers ways to meet learning outcomes that most 'traditional' tasks often do not.
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