CURRICULUM OUTCOMES

Foundation year (kindergarten)

The ELSA: STEM in Schools program engages students in activities that cover the following Australian Curriculum outcomes for Foundation year (kindergarten).

UNIT 1 [Term 2]: Spatial Ordering

  • Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals (AC9MFN01).
  • Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons (AC9MFSP01).
  • Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning (AC9MFN03).
  • Observe external features of plants and animals and describe ways they can be grouped based on these features (AC9SFU01).
  • Represent data as objects, pictures and symbols (AC9TDIFK02).

UNIT 2 [Term 2]: Location and Transformation

  • Describe the position and location of themselves and objects in relation to other people and objects within a familiar space (AC9MFSP02).
  • Represent data as objects, pictures and symbols (AC9TDIFK02).
  • Give and follow directions to move people and objects to different locations within a space (AC9M1SP02).

UNIT 3 [Term 3]: Computational Thinking: Abstraction

  • Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons (AC9MFSP01).
  • Collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations (AC9MFST01).
  • Observe external features of plants and animals and describe ways they can be grouped based on these features (AC9SFU01).
  • Represent data as objects, pictures and symbols (AC9TDIFK02).

UNIT 4 [Term 3]: Patterns

  • Recognise and name the number of objects within a collection up to 5 using subitising (AC9MFN02).
  • Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning (AC9MFN03).
  • Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts (AC9MFN04).
  • Recognise, copy and continue repeating patterns represented in different ways (AC9MFA01).
  • Observe external features of plants and animals and describe ways they can be grouped based on these features (AC9SFU01).

 

Year one

The ELSA: STEM in Schools program engages students in activities that cover the following Australian Curriculum outcomes for Year 1.

UNIT 1 [Term 2]: Decoding data and information

  • Represent data as pictures, symbols, numbers and words (AC9TDI2K02).
  • Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them (AC9M1SP01).
  • Sort and order data and information and represent patterns, including with provided tables and visual or physical models (AC9S1I04).

UNIT 2 [Term 2]: Spatial measurement

  • Compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning (AC9M1M01).
  • Measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end (AC9M1M02).
  • Make and record observations, including informal measurements, using digital tools as appropriate (AC9S1I03).
  • Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance (AC9S1I05).
  • Use the basic features of common digital tools to create, locate and communicate content (AC9TDI2P04).

UNIT 3 [Term 3]: Sequencing and decision-making

  • Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) (AC9TDI2P02).
  • Represent data as pictures, symbols, numbers and words (AC9TDI2K02).
  • Sort and order data and information and represent patterns, including with provided tables and visual or physical models (AC9S1I04).
  • Give and follow directions to move people and objects to different locations within a space (AC9M1SP02).

UNIT 4 [Term 3]: Mechanical reasoning/simple machines

  • Write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary (AC9S1106).
  • Pose questions to explore observed simple patterns and relationships and make predictions based on experiences (AC9S1101).
  • Describe how people use science in their daily lives, including using patterns to make scientific predictions (AC9S1H01).

 

Year two

The ELSA: STEM in Schools program engages students in activities that cover the following Australian Curriculum outcomes for Year 2.

UNIT 1 [Term 2]: Debugging

  • Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance (AC9S2I05).
  • Represent data as pictures, symbols, numbers and words (AC9TDI2K02).
  • Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) (AC9TDI2P02).
  • Use the basic features of common digital tools to create, locate and communicate content (AC9TDI2P04).

UNIT 2 [Term 2]: Spatial Transformations – Linear movements and rotations

  • Locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways (AC9M2SP02).
  • Recognise and read the time represented on an analogue clock to the hour, half-hour and quarter-hour (AC9M2M04).
  • Identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations (AC9M2M05).
  • Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) (AC9TDI2P02).

UNIT 3 [Term 3]: Graphic Languages

  • Create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions (AC9M2ST02).
  • Explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate (AC9S2U02).
  • Describe how people use science in their daily lives, including using patterns to make scientific predictions (AC9S2H01).
  • Pose questions to explore observed simple patterns and relationships and make predictions based on experiences (AC9S2I01).

UNIT 4 [Term 3]: Fractions

  • Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events (AC9M2M02).
  • Explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate (AC9S2U02).
  • Represent data as pictures, symbols, numbers and words (AC9TDI2K02).
  • Use materials, components, tools, equipment and techniques to safely make designed solutions (AC9TDE2P02).