Systemic Knowledge 

This term in Systemic Knowledge, Grade 3 students are exploring Australian (and Victorian) History – Indigenous Perspectives and Truth Telling, and Technolgoy. 

Students will learn about the significance of Country and Place for Aboriginal and Torres Strait Islander Peoples, particularly those connected to our local area. They will also explore the diversity of Aboriginal and Torres Strait Islander communities, including their social organisation and how daily life was shaped by their connection to Country and Place.

As part of their learning, students will investigate different perspectives on the early colonisation of Australia, including why British colonisation is often understood as an invasion, and the concept of Terra Nullius. They will also learn about the long history of Aboriginal Peoples, spanning over 65,000 years, and explore topics such as culture, food, fibre production, and the role of Macassan traders.

In Technology, students will focus on the subtopic Farming Systems and the Environment. They will describe different ways food and fibre are produced and consider how these systems are designed and managed by humans.

This term in Systemic Knowledge, Grade 4 students are exploring the topics of Geography and Biological Science.

In Geography, students will focus on Earth’s Features and Resources through the subtopic Physical Geography and the World. They will learn about the major geographical divisions of the world, including the equator, tropics, poles, hemispheres, continents, and oceans. Students will also develop their understanding of how these features are represented using compass directions and different map projections. In addition, they will investigate climate, exploring the characteristics and locations of major climate types in Australia and around the world, such as temperate, Mediterranean, and arid climates.

In Biological Science, students will explore the subtopic Energy Flow in Biology. They will learn how living things can be distinguished from non-living things and things that were once living, including fossils. Students will also investigate the roles of producers, consumers, and decomposers within ecosystems, and how food chains represent feeding relationships. This will extend into exploring energy flow through food chains and simple food webs within different habitats.

We will continue to work through the Resilience, Rights, and Respectful Relationships Program (RRRR). This program supports schools and early childhood settings in promoting and modelling respect, positive attitudes, and behaviours. It teaches our children how to build healthy relationships, resilience, and confidence.

Using the RRRR Program and with support from Open Parachute and Zones of Regulations, we aim to help build positive social interactions across our class and the whole school community.