The Society and Environment learning area develops students' understanding of how individual and groups live together and interact with their environment. Students develop a respect for cultural heritage and a committment to social justice, the democratic process and ecological sustainability.

(Curriculum Council Society and Environment Learning Area Statement, 1998)

The Strands in the Society and Environment  learning area describe a developmental continuum of student achievement. There are seven learning outcomes within the learning area.

The Process Strand - Investigation, Communication and Participation assists learning in the Conceptual Strands and in the development of Active Citizenship.  The processes, understandings  and skills needed to investigate are then applied in a variety of different situations over time.

Within the Investigation, Communication and Participation strand students develop skills in -

Planning investigations

Conducting investigations

Processing and Interpretting information

Evaluating and Applying their findings

At WPPS this strand is supported and integrated in other learning areas through the Library programs, LOTE programs, The Arts (visual and music) English (Writing) maintenance program, Intervention programs and the Information Technology strategic plan.

The Conceptual Strands include: Place and Space ; Resources ; Culture ; Time, Continuity and Change ; Natural and Social Systems.

Examples of tasks trialled to address  Place and Space outcomes are:
          1.        Features of Places - Care of the sea Rm 3, Antarctica Rm 7, Our place in space  Rm 8 & 9,
          2.        People and Places -
          3.        Care of Places - Ongoing Aluminium can recycling organised by Year Seven students, Australia - environment Rm 4 & 6

Examples of tasks trialled to address Resources outcomes are:

           1.      Use of Resources - natural and man made resources/needs and wants. PP2, Rm 1 & Rm 2, Mineral Resources Rm 17
           2.       Management and Enterprise - Biannual `Ripper Recess'. Each class plans, makes and sells, for a nominal fee to covers costs, something made during Technology and Enterprise tasks, Cooking , Craftwork or created on the day eg: Face or Fingernail Painting.
           3.       People and Work - Bridge construction on Kwinana Freeway Rm 14, People and Work Rm 3

Examples of tasks trialled to address Culture  outcomes are:

           1.       Beliefs and Culture - Literature, Artworks and Music introduced in classrooms, Library, LOTE (French), ACCESS ASIA programs and Music programs. NAIDOC week programs. Aboriginal Homework centre programs. Music Learning Area page, AIEO Information.
           2.        Cohesion and Diversity - Comparing French and Australian Cultures.
           3.        Personal, Group and Cultural Identity - Reading of Australian literature  Norman Lindsay's  `The Magic Pudding' ,  Dorothy Wall's `Blinky Bill'. Rm 14,  Aboriginal culture Rm 13
           4.        Time and Change - The Arts music program Aboriginal rock bands - Fusion, Yothu Yindi  (yr 7's) Rm 17& 18
           5.        Understanding the Past - Federation and Bandin exploration LOTE program, early settlement in Australia Rm 17 &18

Examples of tasks trialled to address Natural and Social Systems outcomes are:

           1.        Natural and Social Systems - identifying elements of natural systems  Rm 1,  Community Rm 3 Change in the 20th Century Rm 13
           2.        Natural Systems: Studies of Heron Wetlands. Animal and plant life of Antartica Rm 7
           3.        Political and Legal Systems: Federation -  LOTE program,Rm 14. Aboriginal history  Rm 14
           4.        Economic Systems:

The Active Citizenship outcome emphasises behaviours and practices demonstrated by students. Student progress within the Active Citizenship Outcome is described in three developmental levels in Democratic Process, Social Justice and Ecological Sustainability. (Refer pp145 - 147 - EDWA (1998)Society and Environment; Student Outcome Statements: Outcomes and Standards Framework, Education Department of Western Australia)

Examples of tasks trialled to address Active Citizenship outcomes are:

           1.        Redesigning and planting school gardens and play areas.
           2.        Designing appropriate mural, painting and renaming the school canteen.
           3.        Revegetating Heron Wetlands in a joint Armadale Council/ School project
           4.        Mural design and painting of school buildings
           5.        Year seven initiated annual fundraising for a charity organisation
                                        1998 - Cancer Foundation
                                        1999 - Deaf Society
                                        2000 - Save the Children Fund
           6.        Choir/Ensemble performing for Senior Citizens.
           7. Clean Up! Green Up! - whole school involvement on 8th June (WA week) cleaning of Heron wetlands, Wright Lake and RedTingle reserve.

Teachers who have particular interest in this Learning Area  can be contacted through class e-mail:

                            Cathy Maxwell