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Xanthos, D., & Walker, T. (2017). International policies to reduce plastic marine pollution from single-use plastics (plastic bags and microbeads): A review. Marine Pollution Bulletin. 118(1-2), 17-26. https://doi.org/10.1016/j.marpolbul.2017.02.048

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Xanthos, D., & Walker, T. (2017). International policies to reduce plastic marine pollution from single-use plastics (plastic bags and microbeads): A review. Marine Pollution Bulletin. 118(1-2), 17-26. https://doi.org/10.1016/j.marpolbul.2017.02.048

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Hartley, B., Thompson, R., & Pahl, S. (2015). Marine litter education boosts children’s understanding and self-reported actions. Marine Pollution Bulletin. 90(1-2), 209-217. https://doi.org/10.1016/j.marpolbul.2014.10.049

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Hartley, B., Thompson, R., & Pahl, S. (2015). Marine litter education boosts children’s understanding and self-reported actions. Marine Pollution Bulletin. 90(1-2), 209-217. https://doi.org/10.1016/j.marpolbul.2014.10.049

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Mrosovskya, N,. Ryan, G., James, M. (2009). Leatherback turtles: The menace of plastic. Marine Pollution Bulletin, 58(2), 287-289. https://doi.org/10.1016/j.marpolbul.2008.10.018

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Mrosovskya, N,. Ryan, G., James, M. (2009). Leatherback turtles: The menace of plastic. Marine Pollution Bulletin, 58(2), 287-289. https://doi.org/10.1016/j.marpolbul.2008.10.018

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Löhr,A,. Savelli,H,. Beunen,R,. Kalz,M,. Ragas,A,. FrankVan Belleghem,F. (2017) Solutions for global marine litter pollution. Current Opinion in Environmental Sustainability. 28, 90-99. https://doi.org/10.1016/j.cosust.2017.08.009

# data[].attributes.subject
Löhr,A,. Savelli,H,. Beunen,R,. Kalz,M,. Ragas,A,. FrankVan Belleghem,F. (2017) Solutions for global marine litter pollution. Current Opinion in Environmental Sustainability. 28, 90-99. https://doi.org/10.1016/j.cosust.2017.08.009

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S,Nelms, E,Duncan, A,Broderick, T,Galloway, M,Godfrey, M,Hamann, P,Lindeque, B,Godley.(2016) Plastic and marine turtles: a review and call for research, ICES Journal of Marine Science, 73 (2), s 165–181, https://doi.org/10.1093/icesjms/fsv165

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S,Nelms, E,Duncan, A,Broderick, T,Galloway, M,Godfrey, M,Hamann, P,Lindeque, B,Godley.(2016) Plastic and marine turtles: a review and call for research, ICES Journal of Marine Science, 73 (2), s 165–181, https://doi.org/10.1093/icesjms/fsv165

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Year 4 HASS. Year level description- includes "forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials) "

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Year 4 HASS. Year level description- includes "forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials) "

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Year 4

Year 4 Level Description
How people, places and environments interact, past and present
The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people's need and want of resources over time has affected peoples, societies and environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people's needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is enacted.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.

The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students' knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

How have laws affected the lives of people, past and present?

What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices?

What is the significance of the environment and what are different views on how it can be used and sustained, past and present?

Year 4 Content Descriptions

Researching

Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075 - Scootle )

Evaluating and reflecting

History

Concepts for developing understanding

The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 4 curriculum introduces world history and the movement of peoples. Students study the diversity of Aboriginal and Torres Strait Islander Peoples, their connection to place (sources, perspectives, significance) and their contact with other societies (change and continuity, perspectives, empathy). Through a study of navigation, exploration and/or trade (sources), students come to learn about Australia's early colonisation and develop understandings about contact between societies (continuity and change, cause and effect) and its effects on people and their environments (perspectives, empathy).

Inquiry Questions

Why did the great journeys of exploration occur?

What was life like for Aboriginal and Torres Strait Islander Peoples before the arrival of the Europeans?

Why did the Europeans settle in Australia?

What was the nature and consequence of contact between Aboriginal and Torres Strait Islander Peoples and early traders, explorers and settlers?

Intercultural Understanding

Recognising culture and developing respect

Reflecting on intercultural experiences and taking responsibility

Reflect on intercultural experiences

Challenge stereotypes and prejudices

Interacting and empathising with others

Communicate across cultures

Consider and develop multiple perspectives

Geography

Concepts for developing understanding

The content in the geography sub-strand provides opportunities to develop students' understanding of place, space, environment, interconnection and sustainability. The content focuses on understandings about sustainability - the ongoing capacity of the environment to sustain human life and wellbeing. Students explore the features and functions of environments that support humans and other living things (environment, interconnection). They examine the use and management of resources and waste, and views about how to achieve sustainability (environment, interconnection, sustainability), including the custodial responsibility of Aboriginal and Torres Strait Islander Peoples to their Country/Place (interconnection, sustainability). Students' mental map of the world expands to South America and Africa and their main countries and characteristics (space, place, environment).

Inquiry Questions

How does the environment support the lives of people and other living things?

How do different views about the environment influence approaches to sustainability?

How can people use environments more sustainably?

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Civics and citizenship

Concepts for developing understanding

The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students' understanding of democratic decision-making is further developed through a study of the role of their local government and the services it provides to their community (government and democracy). They examine how rules and laws affect them and the importance of laws in society (laws and citizens) and they explore cultural diversity in their community; in particular, how belonging to different groups can shape personal identity (diversity and identity).

Inquiry Questions

How can local government contribute to community life?

What is the difference between rules and laws and why are they important?

How has my identity been shaped by the groups to which I belong?

Year 4 Achievement Standards

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large- scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past.

Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They develop questions about the past and locate, collect and sort information from different sources to answer these questions. They analyse sources to detect points of view. Students develop and present texts, including narrative recounts, using historical terms.

By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between components of the environment and between people and the environment. Students recognise the importance of the environment and identify different possible responses to a geographical challenge.

Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic forms, including large- scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using grid references and compass direction. Students interpret geographical data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.

By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging.

Students develop questions about the society in which they live and locate and collect information from different sources to answer these questions. They examine information to distinguish between facts and opinions, identify points of view and to draw conclusions. They share their points of view, respecting the views of others, and identify the groups they belong to. Students present ideas and conclusions using discipline-specific terms in a range of communication forms.

Year 4 Work Sample Portfolios

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How people, places and environments interact, past and present The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people's need and want of resources over time has affected peoples, societies and environments.

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Agenda on Sustainable Development.

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2030 AGENDA FOR SUSTAINABLE DEVELOPMENT AND THE SUSTAINABLE DEVELOPMENT GOALS (SDGs)

BACKGROUND

In September 2015, the United Nations and 193 Member States, including Australia, endorsed the Transforming our World: 2030 Agenda for Sustainable Development, with the aim of eradicating poverty, protecting the planet and ensuring equality and prosperity for all.

WHAT IS THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT?

The 2030 Agenda consists of a comprehensive, progressive and innovative agenda that responds to the many challenges faced by the world today and into the future. It aims to integrate the social, environmental and economic dimensions of sustainable development, plus the appropriate governance systems to ensure implementation.
The SDGs identify broad goals across many areas covering all facets of sustainable development around the world.
In summary there are:
* 17 Goals, covering goals such as eliminating poverty, hunger and inequality
* 169 Targets, which break down the SDGs into broad outcomes for each goal
* 244 Indicators, which outline how and what is to be measured for each target

Visit the UN's Sustainable Development website for more information.

AUSTRALIA AND THE 2030 AGENDA

The 2030 Agenda is both a domestic and international agenda. It is well aligned with Australia's interests - especially in promoting regional stability, security and economic prosperity.
Australian Government coordination on implementation of the 2030 Agenda is led by the Department of Foreign Affairs and Trade (DFAT) and the Department of the Prime Minister and Cabinet (PM&C). The 17 SDGs all have a Lead Government Agency responsible for responding to the SDG, with a number of other Government Agencies supporting the lead agency.

AUSTRALIAN BUREAU OF STATISTICS (ABS) INVOLVEMENT IN THE 2030 AGENDA

As a National Statistics Office, ABS is engaged with the United Nations Statistical Commission which provides oversight of the official SDG Indicator framework. The ABS has been contributing to the 2030 Agenda since 2015 having provided input to the draft list of SDG Indicators, which led to the initial set of indicators released in 2016.
The ABS has been an active participant in the whole of government approach to the 2030 Agenda, contributing to Australia's first Voluntary National Review (VNR) and National Reporting Platform.

As well as supporting the Whole-of-Government approach for the SDGs, ABS is a Support Agency for:
* SDG 1 - No Poverty,
* SDG 8 - Decent work and Economic Growth, and
* SDG 17 - Partnerships for the Goals.

For more information about ABS's work with the SDGs please contact: abs.sdg@abs.gov.au

Find out more about the Sustainable Development Goals

SUSTAINABLE DEVELOPMENT GOALS

1. No Poverty

2. Zero Hunger

3. Good Health and Well-being

4. Quality Education

5. Gender Equality

6. Clean water and Sanitation

7. Affordable and Clean Energy

8. Decent Work and Economic Growth

9. Industry, Innovation and Infrastructure

10. Reduced Inequality

11. Sustainable Cities and Communities

12. Responsible Consumption and Production

13. Climate Action

14. Life Below Water

15. Life on Land

16. Peace and Justice Strong Institutions

17. Partnerships to achieve the Goal

AUSTRALIA's FIRST VOLUNTARY NATIONAL REVIEW

Australia delivered its first Voluntary National Review (VNR) on the 2030 Agenda at the UN High Level Political Forum on Sustainable Development in July 2018. The VNR provides an opportunity to highlight Australia's achievements, priorities and challenges - both domestically and internationally - in advancing the 2030 Agenda. Australia's VNR contains input from a whole-of-government perspective, and also includes information from Business, Non-Government Organisations and Academia, to give a broader and more complete picture of Australia's work towards the 2030 Agenda.

See Australia's Voluntary National Review.

AUSTRALIA'S SDG NATIONAL REPORTING PLATFORM

Alongside the Voluntary National Review process, the Australian Government developed an SDG National Reporting Platform, which includes the initial set of Australian data against selected SDG Indicators. The sdgdata.gov.au website is a whole of government initiative, funded by DFAT, produced by Australia's Department of Environment and Energy, in close cooperation with the ABS, and relying on data contributions from across all government agencies. It is the Australian Government's official National Reporting Platform against the SDG Indicators, and is meant to consolidate relevant Australian data in response to the SDGs. It provides a single point of access to anyone wishing to find out about the status of Australia's data on each of the SDG Indicators and provides a means of engagement with the data aspect of Australia's SDG efforts.

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2030 AGENDA FOR SUSTAINABLE DEVELOPMENT AND THE SUSTAINABLE DEVELOPMENT GOALS (SDGs) BACKGROUND In September 2015, the United Nations and 193 Member States, including Australia, endorsed the Transforming our World: 2030 Agenda for Sustainable Development, with the aim of eradicating poverty, protecting the planet and ensuring equality and prosperity for all.

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Measures of Australia's Progress - Aspirations for our Nation: A Conversation with Australians about Progress , 2011-12

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AUSTRALIAN CONSERVATION FOUNDATION

The Australian Conservation Foundation (ACF) was established in the mid-1960s, drawing on scientific, public service, business and political decision makers to commit to a healthy environment for all Australians. Its vision is 'a prosperous society in which the principles of ecological sustainability, social justice and human well-being are embedded in Australia's decision-making processes, in government, in business practices and in our cultures'. Its aim is to achieve ecological sustainability while ensuring social justice and equity.

What they said...

As well as environmental sustainability, the ACF noted equity, inter-generational change, subjective well-being, and the resourcing of environmental measurement in its submission. It stressed the importance of understanding the condition of the environment, and trends in this, particularly in relation to climate change, ecosystem health and resilience, and inland waters. In regard to environmental resource use and pressure, they highlighted the value of information about ecological footprint and resource productivity.

In the society domain, ACF highlighted the value of data about community work, cultural connection and life satisfaction. They suggested valuable measures of progress would be those that address liveability, access to environmental amenities, and connectedness with the natural world, as well as the level of protection of areas reserved for conservation, and of heritage and sacred sites. Within the economy domain, the ACF saw the value of data about working hours and overwork, and about non-market production. In terms of governance, they raised the importance of international engagement and the treatment of animals, including those kept for food production, medical research, companionship, entertainment, and so on.

Valuing non-economic aspects of life - 'One great weakness in our system of economic thought is that it often fails to recognise the worth of things, relationships and processes that aren't traded in the marketplace. By default, much of the modern practice of economics continues to assume that, where there is little or no price, there is no value. This "blind spot" in economic accounts and practice... means that many crucial environmental and social issues are effectively invisible.'

'MAP offers the chance to rectify these flaws, not only by improving the quality and presentation of environmental data, but also by rethinking and revising economic data so that it more accurately and holistically represents the systems of market and non-market production, including ecological productivity.'

A fair go - 'Most Australians believe in the basic principle of a fair go, and support efforts to ensure a level of equality of opportunity and social inclusion. Where it makes sense to do so, headline indicators should focus on those who are particularly disadvantaged or vulnerable, rather than just on national averages.'

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1370.0.00.002 - Measures of Australia's Progress - Aspirations for our Nation: A Conversation with Australians about Progress , 2011-12

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AUSTRALIAN CONSERVATION FOUNDATION The Australian Conservation Foundation (ACF) was established in the mid-1960s, drawing on scientific, public service, business and political decision makers to commit to a healthy environment for all Australians. Its vision is 'a prosperous society in which the principles of ecological sustainability, social justice and human well-being are embedded in Australia's decision-making processes, in government, in business practices and in our cultures'.

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"Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)"

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QLD Government- Our future state

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The Great Barrier Reef is Australia's most iconic asset. It is World Heritage-listed and internationally recognised for its natural beauty, size and biological diversity. It is a recreational destination for Queenslanders and visitors alike. It is also a critical economic driver with a high brand value.

Protecting the environmental, social, and economic value of the Great Barrier Reef drives many of the Queensland Government's environmental policies and activities. However, climate change and deteriorating water quality continue to threaten the Great Barrier Reef and its ecosystems.

The government's priorities:

Reduce Queensland's contribution to climate change

Progress towards the 2030 GHG reduction target

The cumulative impacts of climate change, including warmer weather leading to coral bleaching and increased severe weather events, such as cyclones, are leading to declining reef health.

Tackling climate change is not something Queensland can do alone-this requires a global effort. However, it is crucial that Queensland does its part to address the impacts of climate change and ensure the long-term viability of environmental icons such as the Great Barrier Reef.

What do we want to achieve?

A 30% reduction in 2005 net greenhouse gas emissions by 2030.

Interpreting the results

There has been a 14% reduction in net greenhouse gas (GHG) emissions in Queensland from 2005 to 2016. Achieving the 30% reduction target by 2030 will require a concerted national and international effort from governments, industry and the wider community.

Government taking action

The Queensland Government continues to deliver major programs to reduce Queensland's contribution to climate change and achieve our target.

Find out more

The Queensland Government's Climate Change Response includes two key strategies to transition to a low carbon, clean growth economy and adapt to the impacts of a changing climate:

The Queensland Government has also made a suite of additional commitments that will contribute to reducing Queensland's carbon emissions. These include:

Providing $50 million in capital funding towards the development of Queensland's own baseload solar thermal plant with storage.

Investment of $97 million over three years for the solar photovoltaic (PV) systems and energy efficiency measures across Queensland state schools as part of the Advancing Clean Energy Schools (ACES) program.

Establishing a new, publicly-owned, clean energy generation company (CleanCo) which will have a strategic portfolio of low and no emission power generation assets.

$1.73 million to help Great Barrier Reef islands cut their emissions. The funding will assist islands to develop business cases for solar, wind, and gas generation.

A $3 million contribution to the Great Barrier Reef Foundation to support their five-year program to boost the climate resilience of the Great Barrier Reef islands.

Improve water quality

Progress towards the water quality targets

The quality of water flowing into the reef lagoon from the land has deteriorated dramatically over the past 150 years.

Excess nutrients, fine sediments, and pesticides from agricultural run-off and other industries pose the biggest risk to reef water quality. Sediment smothers corals and reduces the amount of light reaching seagrasses and other plants, affecting their growth and survival as well as the survival of the marine animals that depend on them for food and shelter.

Improving water quality now will help to build resilience of the reef to emerging threats.

What do we want to achieve?

By 2025 contribute to a:

60% reduction in anthropogenic end-of-catchment dissolved inorganic nitrogen loads; and

25% reduction in anthropogenic end-of-catchment loads of sediment.

Interpreting the results

Excess sediment and nutrients (such as dissolved inorganic nitrogen) are harmful to corals and seagrass. Modelled pollutant load reductions are based on reported improvements in land management practices. As at 2015-16, there was a 21% reduction in the load of dissolved inorganic nitrogen and 14% reduction in the load of sediment, since the 2008-09 baseline.

Government taking action

The Queensland Government funds Great Barrier Reef water quality improvement initiatives through the Queensland Reef Water Quality Program, which is supported by a five year investment plan of more than $261 million.

Find out more

The Queensland Government works in partnership with Australian and local governments, industry, natural resource management groups, research, community, and private organisations to deliver water quality initiatives to protect the reef.

The Queensland Government has committed to significant initiatives in the Reef 2050 Long-Term Sustainability Plan and the Reef 2050 Water Quality Improvement Plan 2017-2022.

The Reef 2050 Long-Term Sustainability Plan was released by the Australian and Queensland governments in March 2015 and is the overarching framework for protecting and managing the reef until 2050.

The Reef 2050 Water Quality Improvement Plan 2017-2022 guides how industry, government, and the community will work together to improve the quality of water flowing to the Great Barrier Reef. The plan addresses all land-based sources of water pollution including run-off from urban, industrial, and public lands; while recognising the majority of pollution comes from agricultural activities.

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The Great Barrier Reef is Australia's most iconic asset. It is World Heritage-listed and internationally recognised for its natural beauty, size and biological diversity. It is a recreational destination for Queenslanders and visitors alike. It is also a critical economic driver with a high brand value.

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By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

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By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

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Tackling marine debris to protect the Reef-QLD Government

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Tackling marine debris to protect the Reef-QLD Government

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Year 4

Year 4 Level Description
How people, places and environments interact, past and present
The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people's need and want of resources over time has affected peoples, societies and environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people's needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is enacted.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.

The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students' knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

How have laws affected the lives of people, past and present?

What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices?

What is the significance of the environment and what are different views on how it can be used and sustained, past and present?

Year 4 Content Descriptions

Researching

Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075 - Scootle )

Evaluating and reflecting

History

Concepts for developing understanding

The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 4 curriculum introduces world history and the movement of peoples. Students study the diversity of Aboriginal and Torres Strait Islander Peoples, their connection to place (sources, perspectives, significance) and their contact with other societies (change and continuity, perspectives, empathy). Through a study of navigation, exploration and/or trade (sources), students come to learn about Australia's early colonisation and develop understandings about contact between societies (continuity and change, cause and effect) and its effects on people and their environments (perspectives, empathy).

Inquiry Questions

Why did the great journeys of exploration occur?

What was life like for Aboriginal and Torres Strait Islander Peoples before the arrival of the Europeans?

Why did the Europeans settle in Australia?

What was the nature and consequence of contact between Aboriginal and Torres Strait Islander Peoples and early traders, explorers and settlers?

Intercultural Understanding

Recognising culture and developing respect

Reflecting on intercultural experiences and taking responsibility

Reflect on intercultural experiences

Challenge stereotypes and prejudices

Interacting and empathising with others

Communicate across cultures

Consider and develop multiple perspectives

Geography

Concepts for developing understanding

The content in the geography sub-strand provides opportunities to develop students' understanding of place, space, environment, interconnection and sustainability. The content focuses on understandings about sustainability - the ongoing capacity of the environment to sustain human life and wellbeing. Students explore the features and functions of environments that support humans and other living things (environment, interconnection). They examine the use and management of resources and waste, and views about how to achieve sustainability (environment, interconnection, sustainability), including the custodial responsibility of Aboriginal and Torres Strait Islander Peoples to their Country/Place (interconnection, sustainability). Students' mental map of the world expands to South America and Africa and their main countries and characteristics (space, place, environment).

Inquiry Questions

How does the environment support the lives of people and other living things?

How do different views about the environment influence approaches to sustainability?

How can people use environments more sustainably?

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Civics and citizenship

Concepts for developing understanding

The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students' understanding of democratic decision-making is further developed through a study of the role of their local government and the services it provides to their community (government and democracy). They examine how rules and laws affect them and the importance of laws in society (laws and citizens) and they explore cultural diversity in their community; in particular, how belonging to different groups can shape personal identity (diversity and identity).

Inquiry Questions

How can local government contribute to community life?

What is the difference between rules and laws and why are they important?

How has my identity been shaped by the groups to which I belong?

Year 4 Achievement Standards

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large- scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past.

Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They develop questions about the past and locate, collect and sort information from different sources to answer these questions. They analyse sources to detect points of view. Students develop and present texts, including narrative recounts, using historical terms.

By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between components of the environment and between people and the environment. Students recognise the importance of the environment and identify different possible responses to a geographical challenge.

Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic forms, including large- scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using grid references and compass direction. Students interpret geographical data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.

By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging.

Students develop questions about the society in which they live and locate and collect information from different sources to answer these questions. They examine information to distinguish between facts and opinions, identify points of view and to draw conclusions. They share their points of view, respecting the views of others, and identify the groups they belong to. Students present ideas and conclusions using discipline-specific terms in a range of communication forms.

Year 4 Work Sample Portfolios

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How people, places and environments interact, past and present The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people's need and want of resources over time has affected peoples, societies and environments.

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The Plastic Bank: a worldwide chain of stores where everything from school tuition to cooking fuel and more is available for purchase in exchange for plastic garbage

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David Katz: The surprising solution to ocean plastic

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Can we solve the problem of ocean plastic pollution and end extreme poverty at the same time? That's the ambitious goal of The Plastic Bank: a worldwide chain of stores where everything from school tuition to cooking fuel and more is available for purchase in exchange for plastic garbage -- which is then sorted, shredded and sold to brands who reuse "social plastic" in their products.

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What happens to plastic we throw away? Good video for young students.

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Emma Bryce: What really happens to the plastic you throw away?

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We've all been told that we should recycle plastic bottles and containers. But what actually happens to the plastic if we just throw it away? Emma Bryce traces the life cycles of three different plastic bottles, shedding light on the dangers these disposables present to our world.

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Sea Turtle with Straw up its Nostril - "NO" TO SINGLE-USE PLASTIC

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Green turtle Marine turtles have lived in the oceans for over 100 million years. They are an integral part of the traditional culture of many coastal indigenous peoples throughout the world.

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Queensland Marine Turtle Conservation Strategy

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Queensland Marine Turtle Conservation Strategy