Students in foundation year discover chemical sciences by exploring objects that are made of materials and have observable properties (ACARA, 2015). Students experience chemical science by sorting and grouping materials based on colour, texture and flexibility to identify the similarities and differences in materials. Students begin to think about how materials are used in buildings and shelters within the local environment. Materials, such as: building, construction, manufacturing, chemistry, and engineering materials can be used to explore and compare the similarities and differences in colour, texture and flexibility. Additionally, students learn the property of matter through physical changes, properties, and properties of materials in everyday environmental discoveries.
Year one
Students in year one discover chemical science by manipulating materials …show more content…
• Recognises the connection between children’s families and focus on the importance of relationships for learning.
• Focuses on making a connection to the environment between people, plants, animals and the land.
• Engaging students in the outdoors can foster learning as they explore the world around them. This allows children to participate with others and develop relationships (DEEWR, 2009).
Responsiveness to children
• Educators recognise and value children’s strengths, abilities, and interests and build on skills and knowledge through learning.
• Educators recognise children’s cultural traditions, languages and additional needs to their everyday lives.
• Extend children’s learning by open-ended questioning, feedback, challenging their thinking and guide their learning.
• Responsiveness to children can be adapted to children’s learning by the educator developing activities that build on their interests to provoke learning. This challenges children’s thinking and ideas (DEEWR,
Year one
Students in year one discover chemical science by manipulating materials …show more content…
• Recognises the connection between children’s families and focus on the importance of relationships for learning.
• Focuses on making a connection to the environment between people, plants, animals and the land.
• Engaging students in the outdoors can foster learning as they explore the world around them. This allows children to participate with others and develop relationships (DEEWR, 2009).
Responsiveness to children
• Educators recognise and value children’s strengths, abilities, and interests and build on skills and knowledge through learning.
• Educators recognise children’s cultural traditions, languages and additional needs to their everyday lives.
• Extend children’s learning by open-ended questioning, feedback, challenging their thinking and guide their learning.
• Responsiveness to children can be adapted to children’s learning by the educator developing activities that build on their interests to provoke learning. This challenges children’s thinking and ideas (DEEWR,