Cognition mapping — HASS: Year 10 successful transition

(1)

This resource identifies the cognitive verbs that are evident in the Years 9–10 Australian Curriculum, and the dimensions and objectives of the QCAA General and Applied senior syllabuses.

Retrieval and comprehension

The activation and transfer of knowledge from permanent memory to working memory, and the storage of critical information in permanent memory

Processes

Recognising, recalling, executing, integrating, symbolising

(2)

Cognitive verb

Australian Curriculum Years 9–10

General senior syllabus objectives (including explanatory paragraphs)

Applied senior syllabus dimensions and

objectives

Civics and Citizenship Economics and Business Geography History Aboriginal & Torres Strait Islander Studies Accounting Ancient History Business Economics Geography Legal Studies Modern History Philosophy & Reason Study of Religion Business Studies Religion and Ethics Social and Community Studies Tourism

Achievement standards Content descriptions Achievement standards Content descriptions Achievement standards Content descriptions Achievement standards Content descriptions

calculate    

construct 

define     

demonstrate           

describe         

document  

execute 

explain                  

identify             

implement       

recall       

recognise         

select              

understand    

use                     

(3)

Processes

Matching, classifying, analysing error, generalising, specifying

(4)

Cognitive verb

objectives

analyse                     

apply           

categorise

classify     

compare      

consider       

determine  

differentiate 

identify

errors/problems ^ ^ ^ ^ ^ ^ ^ ^ ^

infer/extrapolate  

interpret             

judge       

organise/sequence

/structure ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^

reflect         

(5)

Processes

Decision-making, problem-solving, experimental inquiry, investigating

Cognitive verb

objectives

appraise  

argue      

assess   

conduct   

construct    

create          

decide/determine        

develop              

devise  

(6)

Cognitive verb

objectives

discuss/explore   

evaluate                   

generate/test     

hypothesise/

propose        

investigate/

examine               

justify/prove      

modify  

predict    

realise/resolve  

solve  

synthesise               