Curriculum+framework

= **Reduce, Reuse, Recycle - VELS and sustainability for Level 3** =

//Economic knowledge and understanding //
The //[|Economic knowledge and understanding]// dimension focuses on economic concepts, principles, methods and models. Students learn how their needs and wants are met and understand their roles as producers, workers and consumers and recognise the impact of market forces. They learn that economic decisions are about the allocation of resources in producing goods and services and about the distribution of the proceeds of production and that these decisions have local, national and global consequences. They explore the importance and the role of enterprise and entrepreneurship in the production process and in the construction, development and prosperity of an economic system. Students learn how to manage their personal finances and how to be informed consumers. They explore the world of work in order to develop the ability to make informed decisions about their future education and training needs, and employment.

//Economic reasoning and interpretation//
The //[|Economic reasoning and interpretation]// dimension covers the nature of economic thinking. Students learn to use and practise rational, objective decision making by applying economic reasoning, including the fundamental economic concepts of opportunity cost and cost-benefit analysis, to solve problems which assist them in understanding the economy, society and environment. They develop an ability to identify, collect and process data from a range of sources, including electronic media, and to interpret tables, charts and graphs displaying economic data. They learn to clarify and justify personal values and attitudes about issues affecting the economy, society and environment. They develop an understanding of the strengths and limitations of economic reasoning and its relationship to other sources of decision making.

//Humanities: Examples across the stages of learning://

 * Identify and investigate issues related to resource allocation, ecological sustainability and economic activities: students describe a variety of economic activities, in particular those in which they are involved such as shopping, making a sandwich, tending a garden, keeping a pet.
 * Use skills of economic reasoning and interpretation: students organise information from a number of sources to review individual economic actions such as saving for a treat or recycling waste.

**Civics and Citizenship:** In //[|Civics and Citizenship]// at Level 3, students investigate how, in a democratic tradition, informed and diverse contributions and participation by citizens are important. They learn about, contest and enact the values that are important to be an engaged citizen within a community. They are provided with opportunities to investigate and participate in activities that support sustainable practices, social justice and underpin the future wellbeing of societies from a local to a global level. Civics and Citizenship provides a vehicle for students to challenge their own and others’ views about Australian society and to formally participate in and practise activities and behaviours which involve democratic decision making.

**Science knowledge and understanding[[image:science_kid.jpg width="315" height="237" align="right"]] **
The //[|Science knowledge and understanding]// dimension focuses on building student understanding of the overarching conceptual ideas of science. These include understanding the nature of the similarities between, and the diversity of, living things and their sustainable relationships with each other and their environment.

//Level 3 Science introduction// A major goal of science education is to develop citizens who are capable of engaging in informed debate about science and its applications. Increasing emphasis will be placed on the role of science and the work of Australian and other scientists in addressing issues of sustainability at a local and global level. Science education provides opportunities for students to develop the skills and understanding appropriate to service and good citizenship. It also encourages students to articulate science values and accept the ethical principles embedded in science research. While only some students directly pursue a career in science and scientific research, all students need to appreciate the significance of science for the long-term future of our society.

//Science knowledge and understanding// The Science knowledge and understanding dimension focuses on building student understanding of the overarching conceptual ideas of science. These include understanding the nature of the similarities between, and the diversity of, living things and their sustainable relationships with each other and their environment.