World Environment Day 2022

World Environment Day 2022Our Green City | Information pack

logan.qld.gov.au

www.logan.qld.gov.au

World Environment Day 2022 poster competition

Each year, we celebrate World Environment Day on 5 June by holding a poster competition. The competition is open to all primary schools within the City of Logan. Students must make a poster fitting this year’s theme, Our Green City.

Our Green City Our environmental and green spaces are important to our lifestyle in Logan. Logan City Council aims to preserve and protect our green spaces by investing in environmental programs.

This year’s theme encourages students to explore how the City of Logan has become a leader in environmental initiatives. These range from improving the health of our rivers and waterways to enhancing our urban forest, wildlife corridors, revegetation, habitat protection, and protecting bushland areas.

Let’s get students thinking about actions they can take to better protect the natural environment. We encourage students to inspire others to embrace a green lifestyle through their drawings.

Entry submissions To enter, submit a poster in either A4 or A3 size in landscape orientation. Please include a short description of the artwork and attach an entry form to the back of each poster.

We ask that each school collect and register all entries by year level.

The school then needs to send us what they believe are the 5 best entries in each grade. Entries must be submitted by 31 March 2022.

Schools will need to tell us the total number of entries for each grade to we can give prizes to all participants.

For full terms and conditions please see World Environment Day Competition Terms and Conditions on our website.

Winning entries There will be 13 major student prizes including the Mayor’s Choice and Mayor’s Choice Runner Up. All winning entries will feature in the City of Logan’s 2023 World Environment Day calendar. Calendars will be available free of charge from Council in late 2022. Other outstanding entries will receive a ‘Highly Commended’ award and prize. Every student entering in the competition receives a prize. Every participating school will go into the draw for a major school prize.

Award presentation ceremony We will display all winning entries and hold an awards presentation in 2022, as part of our Logan Eco Action Festival (LEAF). We will also display all winning entries at the Logan Art Gallery. Further details will be provided closer to the event.

Poster ideas What does a Green City look like?

Draw the variety of ways Our Green City will appear. Will it have cleaner waterways, more bushland areas, energy efficient buildings, efficient transport systems and reduced waste?

How can you protect bushland and waterways to provide wildlife habitats?

What can be done to ensure bushland and waterways continue to thrive? How can you ensure there are plenty of trees to provide shelter and feeding opportunities for wildlife? How can you keep waterways and rivers healthier for marine life?

What are the ways you can reduce, recycle and reuse waste?

What can you do to reduce the amount of waste you and your household, school and friends create? How can you recycle and re-use goods more and reduce your consumption?

What would an energy efficient house or school look like?

What can you do to make your household more energy efficient? How could you school building become more energy efficient?

How can you and your family and school conserve water?

Actions to conserve or use water more efficiently save water and electricity and reduce greenhouse gas emissions. Can you capture and store rainwater, upgrade to water efficient appliances and fittings and use recycled water?

Classroom topics & activities Here are some activities for students to complete to explore and better understand Our Green City theme.

Go animal and plant spotting in a bushland area and waterways

Go on a journey to one of the many bushland parks and waterways or river areas in Logan or keep a watch in your backyard for plant and animal species. Discuss how can you help these species to survive by preserving bushlands and making our waterways healthier.

Conduct an energy audit

Understanding your school or household energy usage will help you to identify areas where you can improve your energy efficiency and reduce your energy costs. Develop an energy plan to reduce energy consumption.

Reduce and recycle waste

Create a waste audit of your school’s waste. Assess the waste content in bins in classrooms and schoolyards, review your school’s waste collection practices, and look into your school’s waste and recycling costs. Set up a recycling program, host a plastic free activity or participate in Clean Up Australia Day on 6 March 2022.

Identify the different types of transport

Choosing active travel such as walking, cycling, using a scooter or skateboard, catching a bus or a train or carpooling can reduce carbon emissions. Better driving practices and switching to renewable fuel sources also reduces carbon emissions.

Food gardens and local food production

Find a suitable area for a food garden at your school taking into account factors, such as, access to water, sunlight, shade and protection from strong winds. By producing your own fuel, you will reduce carbon emissions of production, transport and food distribution.

Plan to use less water

Actions to use water more efficiently save water and electricity and reduce carbon emissions. Can you install a rainwater tank to store water, upgrade appliances like shower nozzles and plant with local native plants that need less water?

What is the City of Logan’s vision?

Discover how the City of Logan has developed a vision of City of Logan, a green city full of pride, opportunity and culture as part of its Corporate Plan 2021–2026.

Curriculum links We have produced 2 Australian Curriculum link documents to help with student learning outcomes. These documents also show how the theme and its associated issues align with the curriculum.

Further resources Corporate Plan 2021–2026 Logan City Council -

logan.qld.gov.au/environment/reports-and-publications/corporate plan

Logan and Albert River Visons

logan.qld.gov.au/environment/river-vision

Environmental Conservation Partnerships, Logan City Council

logan.qld.gov.au/ecp

Slacks Creek, Upper Oxley Creek and Scrubby Creek Recovery Plans

logan.qld.gov.au/logan-rivers-and-wetlands-recovery

Resilient Rivers Initiative

resilientrivers.com.au

Logan City Council’s Waste Education

logan.qld.gov.au/waste/education

Climate Ready Schools Guide

qld.gov.au/environment/climate/climate-change/resources/schools

For more information Please call us on 3412 4491 or email us at [email protected]

mailto:[email protected]

Terms and Conditions General

1. Information on how to enter and prizes form part of the Terms and Conditions. Entry into this competition deems acceptance of these Terms and Conditions.

2. To the extent of any inconsistency between these Terms and Conditions and any other reference to this competition, these Terms and Conditions will prevail.

Who can enter?

1. Entry into the World Environment Day Poster Competition (Competition) is open to all primary school students from Prep to Grade 6 within the City of Logan and all entries into the Competition are eligible to receive a prize for this competition.

2. Primary schools include both government and non-government schools (including registered home schools). The Promoter is Logan City Council (ABN 21 627 796 435) of 150 Wembley Road Logan Central QLD 4114 (‘Promoter’).

3. Any entrant who wishes to participate in the Competition must submit their entries through the coordinating teacher of their school.

4. The ‘coordinating teacher’ is the teacher who has decided to take up the Competition in their respective school.

5. The coordinating teacher may be contacted to verify the entrant’s full name, age, grade, address and telephone number.

When to enter?

1. The Competition opens on Friday 28 January 2022 and closes on Thursday 31 March 2022 (‘Promotional Period’).

2. Entrants may enter in the Competition during the World Environment Day promotional period, between Friday 28 January 2022 and Thursday 31 March 2022.

World Environment Day poster competition guidelines

1. Student entries into the Competition must be submitted by the coordinating teacher subject to Clause 3 and 4 in “Who can enter?” section.

2. The coordinating teacher must choose the top 5 entries from each grade and only submit these to the Promoter to enter the Competition.

3. If a school is participating in the Competition, the total number of Students from each grade participating in the Competition must be supplied to the Promoter, in addition to the top 5 entries from each grade.

4. All Competition entries submitted to the Promoter will be returned to the school.

5. All coordinating teachers submitting entries into the Competition agree to be added to a database to receive regular updates about the Competition. The information will only be accessed by employees of Logan City Council during the Competition period. Your information will not be given to any other person or agency unless you have given us permission to do so or we are required/authorised by law.

6. By providing an entry into the Competition the participant, teacher, parent or guardian, has understood that their entry may be selected to be published in the 2023 World Environment Day competition.

7. By providing an entry into the Competition the participant, teacher, parent or guardian, has understood the Terms and Conditions of entry.

How to enter To be eligible for entry into the Competition and submitted to judging by the by the selection panel, entries must meet the following conditions:

• the poster aligns with the Promoter’s 2022 World Environment Day theme

• the poster is on A4 or A3 size paper

• the poster is in landscape form orientation

• an entry form is attached to the back of the poster

• the poster includes a brief description on the entry form of what is depicted in the poster

• the poster is free from spelling mistakes

• the poster must not be laminated

• the poster portrays the City of Logan in a positive manner

• the poster depicts the Promoter’s World Environment Day theme in a unique way and demonstrates originality.

Selection of winners 1. All eligible entries into the Competition will be judged by the selection panel once

the promotional period has ended.

2. Judging criteria will be based on the following:

• The poster portrays the City of Logan in a positive manner

• The poster depicts the Promoter’s World Environment theme in a unique way and demonstrates originality.

3. The panel considers the age of the child and their ability to understand the Promoter’s World Environment Day theme.

4. There will be 19 winning entries selected by the panel comprising 6 Highly Commended winners and 13 Calendar winners (which includes ‘Mayor’s Choice’ and ‘Mayor’s Choice Runner Up’ awards).

5. The 19 winning entries will be approved by the Chair of the City Health, Environment and Waste Committee.

6. ‘Mayor’s Choice’ and ‘Mayor’s Choice Runner Up’ Awards will be selected by the Mayor of the City of Logan or their nominated delegate.

7. The 19 winning entries selected by the panel will be notified either by phone, email or post using the contact details of their coordinating teacher.

8. The 19 winning entries will be invited to attend the Logan Eco Action Festival (LEAF) to be presented with their prize and certificate by their Divisional Councillor or nominated delegate.

9. The 19 winning entries will be announced on the Promoter’s World Environment Day website logan.qld.gov.au/worldenvironmentday after they have been announced publicly during an Awards Ceremony at LEAF.

10. All registered schools who send in at least one entry for judging will be eligible to receive a school participation prize and also go into the random draw for a major prize which will be chosen at the discretion of the Promoter.

11. Winners must collect their prize and certificate during LEAF unless otherwise agreed. Under no circumstances will prizes be posted to a private residential address (unless it is a registered home school).

12. Prizes not collected at LEAF will be posted to schools after LEAF.

Number of entries permitted 1. One entry per student is permitted to enter the Competition.

2. Each school is requested to collect and register all poster entries by year level. From the pool of entries, the school is requested to select and forward to the Promoter only the 5 best entries in each grade for final judging.

3. Each poster created is required to be recorded by the school and the total number of students from each grade who participated in the Competition should be supplied to the Promoter to ensure the correct number of participation prizes are received. Schools requesting more than 250 participation prizes may be required to provide evidence of student participation. Evidence may be in the form of providing class pictures of all student poster submitted to the school.

Prizes The following prizes are available:

11 Calendar winners for the year World Environment Day Poster Competition Winner prize pack including but not limited to an enviro bag and a $50 gift card. The 11 Calendar winners will have their entry on public display during the World Environment Day Poster Competition Exhibition at the Logan Art Gallery and the Logan Eco Action Festival. The entries will be published in the following year’s World Environment Day Calendar.

1 Mayor’s Choice Award for the year World Environment Day Poster Competition Winner prize pack including but not limited to an enviro bag. The entry selected to receive the Mayor’s Choice Award will also receive a $100 gift card. The winner will have their entry on public display during the World Environment Day Poster Competition Exhibition at the Logan Art Gallery and the Logan Eco Action Festival. The entry will be published on the front cover of the following year’s World Environment Day Calendar.

1 Mayor’s Choice Runner Up for the year World Environment Day Poster Competition Winner prize pack including but not limited to an enviro bag. The entry selected to receive the Mayor’s Choice Runner Up Award will also receive a $75 gift card. The entry will be on public display during the World Environment Day Poster Competition Exhibition at the Logan Art Gallery and the Logan Eco Action Festival. The entry will be published as the month of January’s image in the following year’s World Environment Day Calendar.

6 Highly Commended winners for the year World Environment Day Poster Competition prize pack including but not limited to an enviro bag and a $25 gift card. The 6 Highly Commended winners will have their entries on public display during the World Environment Day Poster Competition Exhibition at the Logan Art Gallery and the Logan Eco Action Festival. The entries will be published as a thumbnail in the following year’s World Environment Day Calendar.

All registered entries All registered entries will be awarded a prize which will be chosen at the discretion of the Promoter.

1 Major School prize All registered schools who send in at least one entry for judging will go into the random draw to be given a major prize which will be chosen at the discretion of the Promoter.

Prizes may be subject to further Terms and Conditions.

Further Terms and Conditions 1. The Promoter reserves the right to amend these Terms and Conditions if this

promotion cannot run as originally planned. The Promoter may also cancel or suspend this promotion if an event beyond the control of the Promoter corrupts or affects the administration security, fairness, integrity or proper conduct of this promotion. The Promoter will disqualify any individual who has tampered with the entry process or any other aspect of this Competition.

2. All entries become the property of the Promoter, however will be returned to the schools. The winners may be required to sign a statutory declaration regarding the originality of the entry. Without limited the generality, the Promoter reserves the right to take legal action against anyone found to have breached this term. The Promoter reserves the right in its sole discretion to disqualify any individual who the Promoter has reason to believe has breached any of these conditions, or engaged in any unlawful or other improper misconduct calculated to jeopardise the fair and property conduct of the promotion. The Promoter’s legal rights to recover damages or other compensation are reserved.

3. If the prize is unavailable, for whatever reason, the Promoter reserves the right to substitute the prize for a prize of equal or greater value at their discretion. It is a condition of accepting the prize that the winner must comply with all the conditions of use of the prize and prize supplier’s requirements. Each prize must be taken as stated an no compensation will be payable if a winner is unable to use the prize as stated.

4. The Promoter reserves the right to rejudge in the event of an entrant, claiming to be a winner, being unable to satisfy these Terms and Conditions.

5. The selection is final and binding on each person who enters. No responsibility is accepted for late, lost or misdirected entries. Prizes are subject to availability, not transferable or exchangeable and, with the exception of cash prizes, cannot be taken as cash. The Promoter and their associated agencies, and companies associated with this promotion will take no responsibility for prizes damaged or lost in transit.

6. All entries and any copyright subsisting in the entries become and remain the property of Logan City Council. The Promoter collects entrants’ personal information for the purpose of conducting and promoting the Competition (including but not limited to determining and notifying winners). We do not sell personal information to other organisations.

7. In participating in the Competition, the winners agree to participate and cooperate as required in all editorial activities relating to the promotion, including but not

limited to being interviewed and photographed. The winners agree to granting the Promoter a perpetual and non-exclusive licence to use such footage and photographs in all media worldwide, including online social networking sites, and the winners will not be entitled to any fee for such use.

8. Nothing in these Terms and Conditions limit, exclude or modify or purports to limit, exclude or modify the statutory consumer guarantees as provided under the Competition and Consumer Act 2010 (Cth), as well as any other implied warranties under the ASIC Act or similar consumer protection laws in the State and Territories of Australia (‘Non-Excludable Guarantees’). Except for any liability that cannot by law be excluded, including the Non-Excludable Guarantees, the Promoter (including its respective officers, employees and agents) excludes all liability (including negligence), for any personal injury; or any loss or damage (including loss of opportunity); whether direct, indirect, special or consequential, arising in any way out of the competition.

9. Except for any liability that cannot by law be excluded, including the Non-Excludable Guarantees, the Promoter (including its respective officers, employees and agents) is not responsible for and excludes all liability (including negligence), for any personal injury; or any loss or damage (including loss of opportunity); whether direct, indirect, special or consequential, arising in any way from entry into the promotion including but not limited to: (a) any theft, unauthorised access or third party interference; (b) any entry or prize claim that is late, lost, altered, damaged or misdirected (whether or not after their receipt by the Promoter) due to any reason beyond the reasonable control of the Promoter; (c) any variation in prize value to that state in these Terms and Conditions; (d) any tax liability incurred by a winner or entrant; or (e) use of a prize.

10. Participation into the promotion is therefore at the participant’s risk with liability waived against the Promoter and its officer, employees, contractors and agents for any injury, illness, death or adverse changes in state of health (whether permanent or temporary), arising directly or indirectly from use of facilities or other services provided, whether supervised or not by Logan City Council staff.

For more information

Phone: 3412 4491 Visit: logan.qld.gov.au/worldenvironmentday Email: [email protected]

World Environment Day 2022 Poster competition teacher entry form

Please submit only the top 5 entries from each grade.

School name:___________________________________________________

Grade The top 5 student entries from each grade (i.e. student’s name)

Total number of participating students

Contact teacher name and email

Prep 1.________________________________

2.________________________________

3.________________________________

4.________________________________

5.________________________________

Grade 1

1.________________________________

2.________________________________

3.________________________________

4.________________________________

5.________________________________

Grade 2

1.________________________________

2.________________________________

3.________________________________

4.________________________________

5._______________________________

Grade 3

1._______________________________

2._______________________________

3._______________________________

4._______________________________

5._______________________________

Grade 4

1._______________________________

2._______________________________

3._______________________________

4._______________________________

5._______________________________

Grade 5

1._______________________________

2._______________________________

3._______________________________

4._______________________________

5._______________________________

Grade 6

1._______________________________

2._______________________________

3._______________________________

4._______________________________

5._______________________________

Total number of students who participated across the whole school?

Post: Attention: Health, Environment and Waste branch, Logan City Council, PO Box 3226, Logan City DC QLD 4114

Hand deliver: Attention: Health, Environment and Waste branch, Logan City Council Administration Centre, 150 Wembley Road, Logan Central

All participants receive a prize (even if the entry is not in the top 5) therefore please supply Council with the total number of students from each grade who participated in the competition. By submitting this entry, you agree to the Terms and Conditions. Please refer to the competition Fact Sheet and Terms and Conditions for further information and competition guidelines.

World Environment Day 2022 Poster competition student entry form

Please produce a landscape orientation poster no larger than A3 in size which illustrates (through pictures and/or words) the theme ‘Our Green City’. Please fill in and attach this entry form to the back of the poster. Closing date: Thursday 31 March 2022 (entry forms must be legible in order to be considered).

Student’s name:___________________________________________Grade:________

Teacher:________________________________________________________________

School:_________________________________________________________________

What is your poster about?________________________________________________

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Teacher:________________________________________________________________

School:_________________________________________________________________


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Teacher:________________________________________________________________

School:_________________________________________________________________


Logan City Council’s World Environment Day Poster Competition 2022 theme, Our Green City: Alignment with Australian Curriculum

Year Level Curriculum Framework

Broad Environmental Themes aligned with Environment Day Poster Competition

Biodiversity Ecosystem health and services

Waterways and catchments (including littler) Climate change

Sustainable agriculture, forestry and fisheries, and

food waste

Little and waste Management:

Reduce, Reuse, Recycle

Preparatory

Science Understanding ACSSU002;

ACSSU004 ACSSU002 ACSSU004 ACSSU0

04 ACSSU002; ACSSU004

ACSSU003

Human Endeavour

ACSHE013

Inquiry Skills ACSIS014; ACSIS011; ACSIS233; ACSIS012

Humanities and Social Science

Inquiry and Skills ACHASSI005; ACHASSI009; ACHASSI010

Knowledge and Understanding

ACHASSK014; ACHASSK016

ACHASSK014; ACHASSK015; ACHASSK016; ACHASSK017


ACHASSK014

ACHASSK015; ACHASSK016; ACHASSK017

ACHASSK014

Visual Arts Content Descriptions

ACAVAM106; ACAVAM107; ACAVAM108

Design and Technologies


ACTDEK001 ACTDEK001; ACTDEK003

ACTDEK001

ACTDEK001

ACTDEK001; ACTDEK003


Processes and Production skills

ACTDEP005; ACTDEP006

Health and Physical Education

Personal, Social and Community Health

ACPPS003; ACPPS006

Science Understanding ACSSU017;

ACSSU211

ACSSU017; ACSSU211; ACSSU0

ACSSU211; ACSSU019

ACSSU019

ACSSU017; ACSSU211 ACSSU

ACSSU018

https://bit.ly/2Rq3xs2

http://www.scootle.edu.au/ec/search?accContentId=ACSSU002









http://www.scootle.edu.au/ec/search?accContentId=ACSHE013

http://www.scootle.edu.au/ec/search?accContentId=ACSIS014




https://bit.ly/2sxmXmC




http://www.scootle.edu.au/ec/search?accContentId=ACHASSI005



http://www.scootle.edu.au/ec/search?accContentId=ACHASSK014


















https://bit.ly/388GPLV

http://www.scootle.edu.au/ec/search?accContentId=ACAVAM106



https://bit.ly/3aeoAGN




http://www.scootle.edu.au/ec/search?accContentId=ACTDEK001











http://www.scootle.edu.au/ec/search?accContentId=ACTDEP005


https://bit.ly/3aeQPFd



http://www.scootle.edu.au/ec/search?accContentId=ACPPS003


















Year 1

19 019

Human Endeavour

ACSHE021; ACSHE022

Inquiry Skills ACSIS024; ACSIS027; ACSIS029; Humanities and Social Science

Inquiry and Skills ACHASSI022; ACHASSI026; ACHASSI027 Knowledge and Understanding






ACHASSK033






ACTDEK001

ACTDEK001



Processes and Production Skills




ACPPS003; ACPPS006

Year 2

Science Understanding ACSSU030 ACSSU032 ACSSU032 ACSSU0


ACSSU031; ACSSU032

Human Endeavour

ACSHE034; ACSHE035

Inquiry Skills ACSIS037; ACSIS040; ACSIS042 Humanities and Social

Inquiry and Skills ACHASSI038; ACHASSI042; ACHASSI043 Knowledge and

ACHASSK045;

ACHASSK044; ACHASSK


ACHASSK

ACHASSK045; ACHASSK

ACHASSK048;






























































































Science Understanding ACHASSK049 045; ACHASSK049

48; ACHASSK049

049 049; ACHASSK050

ACHASSK050






ACTDEK001

ACTDEK001



Processes and Production Skills




ACPPS003; ACPPS006

Year 3


46 ACSSU044 ACSSU044

Human Endeavour

ACSHE050; ACSHE051

Inquiry Skills ACSIS060 Humanities and Social Science

Inquiry and Skills ACHASSI056;ACHASSI060; ACHASSI061 Knowledge and Understanding

ACHASSK068; ACHASSK069; ACHASS072


ACHASSK066; ACHASSK068; ACAHASSK069; ACHASSK072

ACHASSK068; ACHASS072


ACHASSK069; ACHASS072



Design Knowledge and Understanding


ACTDEK010

ACTDEK012































































http://www.scootle.edu.au/ec/search?accContentId=ACHASS072






http://www.scootle.edu.au/ec/search?accContentId=ACAHASSK069

http://www.scootle.edu.au/ec/search?accContentId=ACAHASSK069


























and Technologies





ACPPS036; ACPPS041

Year 4

Science

Understanding

ACSSU072; ACSSU073

ACSSU072; ACSSU073



ACSSU072; ACSSU073 ACSSU075

ACSSU074; ACSSU075

Human Endeavour

ACSHE061; ACSHE062














ACTDEK010

ACTDEK012





Health and Physical

Personal, Social and Community

ACPPS036; ACPPS041





























































































Education Health

Year 5


77 ACSSU043 -

Human Endeavour

ACSHE081; ACSHE083



ACHASSK112;


ACHASSK112; ACHASSK113; ACHASSK114; ACHASSK120 ACHASSK121

ACHASSK112;



ACHASSK112; ACHASSK113; ACHASSK114; ACHASSK120 ACHASSK121

ACHASSK112;



ACAVAM114; ACAVAM115




ACTDEK019

ACTDEK019


ACTDEK019





ACPPS054; ACPPS058; ACPPS059

Science Understanding ACSSU

094 ACSSU094 ACSSU094;

ACSSU097 ACSSU0


ACSSU095

Human ACSHE098; ACSHE100
























































































Year 6

Endeavour Inquiry Skills ACSIS110

Humanities and Social Science

Inquiry and Skills ACHASSI127; ACHASSI132; ACHASSI133; Knowledge and Understanding

ACHASSK140


ACHASSK140

- ACHASSK140; ACHASSK150

ACHASS140


ACAVAM114; ACAVAM115



ACTDEK019


ACTDEK019

ACTDEK019


ACTDEK019





ACPPS054; ACPPS058; ACPPS059

P - 6

General Capabilities

Literacy

ICT Capability

Critical and creative Thinking

Personal and Social Capability

Ethical Understanding

Cross-curriculum priorities

Sustainability












































https://bit.ly/2uSMCaa

https://bit.ly/2uSMCaa

https://bit.ly/30nuvF3



Curriculum note: The links provided in this document are based on version 8.4 of the Australian Curriculum and are current to October 2019. Further information is available at australiancurriculum.edu.au. Teacher’s note: For the annual World Environment Day Poster Competition, Council selects a specific competition theme each year that is drawn from one of the following broad environmental themes: biodiversity; ecosystem health and services, waterways and catchments (including litter); climate change; sustainable agriculture (including forestry and fisheries, and food wastage); and litter and waste management (reduce, reuse, recycle).The codes and content descriptions provided in the table above are considered to be precursors to the development of the poster. This enables the integration of existing teaching and learning, culminating in the development of a poster to demonstrate student knowledge and understanding.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (australiancurriculum.edu.au) (Website) (accessed [insert date] and [was/was not] modified. The material is licensed under CC BY 4.0 (creativecommons.org/licenses/by/4.0). Version updates are tracked in the ‘curriculum version history’ section on the ‘About the Australian Curriculum’ page (australiancurriculum.edu.au/about-the-australian-curriculum/) of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

Logan City Council’s World Environment Day Poster Competition 2022 theme, Our Green City: Australian Curriculum Codes and Associated Content Descriptions

Curriculum note: The codes and descriptions provided in this document are based on version 8.4 of the Australian Curriculum and are current to October 2019. Further information is available at australiancurriculum.edu.au/. Teacher’s note: For the annual Environment Day Poster Competition, Council selects a specific competition theme each year that is drawn from one of the following broad environmental themes: Biodiversity; Ecosystem health and services, Waterways and catchments (including litter); Climate change; Sustainable agriculture (including forestry and fisheries, and food wastage); and Litter and waste management (reduce, reuse, recycle). The codes and content descriptions provided in the table above are considered to be precursors to the development of the poster. This enables the integration of existing teaching and learning, culminating in the development of a poster to demonstrate student knowledge and understanding.

http://australiancurriculum.edu.au/


http://creativecommons.org/licenses/by/4.0

http://australiancurriculum.edu.au/about-the-australian-curriculum/


Year Level

Curriculum Framework

Strands Code Description

Prep

Science

Understanding

ACSSU002 Living things have basic needs, including food and water ACSSU003 Objects are made of materials that have observable properties ACSSU004 Daily and seasonal changes in our environment affect everyday life

Human Endeavour ACSHE013 Science involves observing, asking questions about, and describing changes in, objects and events

Inquiry Skills

ACSIS014 Pose and respond to questions about familiar objects and events ACSIS011 Participate in guided investigations and make observations using the senses ACSIS233 Engage in discussions about observations and represent ideas ACSIS012 Share observations and ideas

Humanities and Social Sciences

Inquiry and skills

ACHASSI005 Explore a point of view ACHASSI009 Reflect on learning to propose how to care for places and sites that are important or

significant ACHASSI010 Present narratives, information and findings in oral, graphic and written forms using simple

terms to denote the passing of time and to describe direction and location Knowledge and understanding

ACHASSK014 The representation of the location of places and their features on simple maps and models ACHASSK015 The places people live in and belong to, their familiar features and why they are important to

people ACHASSK016 The Aboriginal or Torres Strait Islander Country/Place on which the school is located and

why Country/Place is important to Aboriginal and Torres Strait Islander Peoples ACHASSK017 The reasons why some places are special to people, and how they can be looked after



ACPPS003 Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy

ACPPS006 Identify actions that promote health, safety and wellbeing

ACSSU017 Living things have a variety of external features

Year 1

Science

Understanding ACSSU211 Living things live in different places where their needs are met ACSSU018 Everyday materials can be physically changed in a variety of ways ACSSU019 Observable changes occur in the sky and landscape

Human Endeavour ACSHE021 Science involves observing, asking questions about, and describing changes in, objects and

events ACSHE022 People use science in their daily lives, including when caring for their environment and living

things

Inquiry Skills ACSIS024 Pose and respond to questions, and make predictions about familiar objects and events ACSIS027 Use a range of methods to sort information, including drawings and provided tables through

discussion, compare observations with predictions ACSIS029 Represent and communicate observations and ideas in a variety of ways


Inquiry and skills ACHASSI022 Explore a point of view ACHASSI026 Reflect on learning to propose how to care for places and sites that are important or


terms to denote the passing of time and to describe direction and location

Knowledge and understanding

ACHASSK031 The natural, managed and constructed features of places, their location, how they change and how they can be cared for

ACHASSK032 The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them

ACHASSK033 Activities in the local place and reasons for their location

Year 2

Science

Understanding ACSSU030 Living things grow, change and have offspring similar to themselves ACSSU031 Different materials can be combined for a particular purpose ACSSU032 Earth’s resources are used in a variety of ways

Human Endeavour ACSHE034 Science involves observing, asking questions about, and describing changes in, objects and

events ACSHE035 People use science in their daily lives, including when caring for their environment and living

things

Inquiry Skills ACSIS037 Pose and respond to questions, and make predictions about familiar objects and events ACSIS040 Use a range of methods to sort information, including drawings and provided tables and

through discussion, compare observations with predictions

ACSIS042 Represent and communicate observations and ideas in a variety of ways


Inquiry and skills ACHASSI038 Explore a point of view ACHASSI042 Reflect on learning to propose how to care for places and sites that are important or


terms to denote the passing of time and to describe direction and location


ACHASSK044 The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved

ACHASSK048 The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales

ACHASSK049 The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place

ACHASSK050 The connections of people in Australia to people in other places in Australia and across the world

Prep-Year 2

Visual Arts Knowledge and skills

ACAVAM106 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists

ACAVAM107 Use and experiment with different materials, techniques, technologies and processes to make artworks

ACAVAM108 Create and display artworks to communicate ideas to an audience



ACTDEK001 Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs

ACTDEK003 Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating

Processes and production skills

ACTDEP005 Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

ACTDEP006 Generate, develop and record design ideas through describing, drawing and modelling

Year 1-2 Health and Physical Education


ACPPS018 Recognise situations and opportunities to promote health, safety and wellbeing ACPPS023 Identify and explore natural and built environments in the local community where physical

activity can take place

Year 3

Science

Understanding

ACSSU044 Living things can be grouped on the basis of observable features and can be distinguished from non-living things

ACSSU046 A change of state between solid and liquid can be caused by adding or removing heat Human Endeavour

ACSHE050 Science involves making predictions and describing patterns and relationships ACSHE051 Science knowledge helps people to understand the effect of their actions

Inquiry Skills ACSIS060 Represent and communicate observations, ideas and findings using formal and informal representations


Inquiry and skills

ACHASSI056 Examine information to identify different points of view and distinguish facts from opinions ACHASSI060 Reflect on learning to propose actions in response to an issue or challenge and consider

possible effects of proposed actions ACHASSI061 Present ideas, findings and conclusions in texts and modes that incorporate digital and non-

digital representations and discipline-specific terms Knowledge and understanding

ACHASSK066 The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human

ACHASSK068 The main climate types of the world and the similarities and differences between the climates of different places

ACHASSK069 The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places

ACHASSK072 Why people participate within communities and how students can actively participate and contribute

Understanding

ACSSU072 Living things have life cycles ACSSU073 Living things depend on each other and the environment to survive ACSSU074 Natural and processed materials have a range of physical properties that can influence their

Year 4

Science

use ACSSU075 Earth’s surface changes over time as a result of natural processes and human activity

Human Endeavour

ACSHE061 Science involves making predictions and describing patterns and relationships ACSHE062 Science knowledge helps people to understand the effect of their actions

Inquiry Skills ACSIS071 Represent and communicate observations, ideas and findings using formal and informal representations


Inquiry and skills

ACHASSI077 Examine information to identify different points of view and distinguish facts from opinions ACHASSI081 Reflect on learning to propose actions in response to an issue or challenge and consider

possible effects of proposed actions ACHASSI082 Present ideas, findings and conclusions in texts and modes that incorporate digital and non-

digital representations and discipline-specific terms Knowledge and understanding

ACHASSK083 The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)

ACHASSK088 The importance of environments, including natural vegetation, to animals and people ACHASSK089 The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for

Country/Place, and how this influences views about sustainability CHASSK090 The use and management of natural resources and waste, and the different views on how to

do this sustainably

Year 3-4

Visual Arts

Knowledge and skills

ACAVAM110 Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations

ACAVAM111 Use materials, techniques and processes to explore visual conventions when making artworks

ACAVAM112 Present artworks and describe how they have used visual conventions to represent their ideas

Design

Knowledge and

ACTDEK010 Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs

and Technologies

understanding ACTDEK012 Investigate food and fibre production and food technologies used in modern and traditional societies

ACTDEK013 Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes


ACTDEP015 Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques



ACPPS036 Identify and practise strategies to promote health, safety and wellbeing ACPPS041 Participate in outdoor games and activities to examine how participation promotes a

connection between the community, natural and built environments, and health and wellbeing

Year 5

Science

Understanding

ACSSU043 Living things have structural features and adaptations that help them to survive in their environment

ACSSU077 Solids, liquids and gases have different observable properties and behave in different ways Human Endeavour

ACSHE081 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

ACSHE083 Scientific knowledge is used to solve problems and inform personal and community decisions

Inquiry Skills ACSIS093 Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts


Inquiry and skills

ACHASSI099 Examine different viewpoints on actions, events, issues and phenomena in the past and present

ACHASSI104 Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

ACHASSI105 Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline- specific terms and conventions

ACHASSK112 The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places

ACHASSK113 The environmental and human influences on the location and characteristics of a place and


the management of spaces within them ACHASSK114 The impact of bushfires or floods on environments and communities, and how people can

respond ACHASSK120 Types of resources (natural, human, capital) and the ways societies use them to satisfy the

needs and wants of present and future generations ACHASSK121 Influences on consumer choices and methods that can be used to help make informed

personal consumer and financial choices

Year 6

Science

Understanding

ACSSU094 The growth and survival of living things are affected by physical conditions of their environment

ACSSU095 Changes to materials can be reversible or irreversible ACSSU096 Sudden geological changes and extreme weather events can affect Earth’s surface ACSSU097 Electrical energy can be transferred and transformed in electrical circuits and can be

generated from a range of sources Human Endeavour

ACSHE098 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

ACSHE100 Scientific knowledge is used to solve problems and inform personal and community decisions

Inquiry Skills ACSIS110 Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts


Inquiry and skills

ACHASSI127 Examine different viewpoints on actions, events, issues and phenomena in the past and present

ACHASSI132 Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

ACHASSI133 Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline- specific terms and conventions


ACHASSK140 The world’s cultural diversity, including that of its indigenous peoples ACHASSK150 The effect that consumer and financial decisions can have on the individual, the broader

community and the environment

Year 5-6

Visual Arts

Knowledge and skills

ACAVAM114 Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions

ACAVAM115 Develop and apply techniques and processes when making their artworks Design and Technologies


ACTDEK019 Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use

ACTDEK021 Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy


ACTDEP027 Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

ACTDEP028 Develop project plans that include consideration of resources when making designed solutions individually and collaboratively



ACPPS054 Plan and practise strategies to promote health, safety and wellbeing ACPPS058 Investigate the role of preventive health in promoting and maintaining health, safety and

wellbeing for individuals and their communities ACPPS059 Explore how participation in outdoor activities supports personal and community health

and wellbeing and creates connections to natural and built environments

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World Environment Day 2022

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Transcript of World Environment Day 2022